ED3IIS: Independent Implementation (Secondary)

Module code: ED3IIS

Module provider: Institute of Education

Credits: 40

Level: Level 3 (Honours)

When you'll be taught: Semester 2 / Summer

Module convenor: Mr William Bailey-Watson, email: w.baileywatson@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: Micro placement

Academic year: 2024/5

Available to visiting students: No

Talis reading list: No

Last updated: 21 May 2024

Overview

Module aims and purpose

This is the third of three school experience modules. It provides trainees with the opportunity to take responsibility for their own development as teachers through reflective practice. More specifically, they will:

• Extend and consolidate their school experience so that they are able to meet the Teachers’ Standards.
• Build on and further develop their understanding of the roles and responsibilities of teachers and other professionals involved in education in relation to continuing professional development.

For trainees who are judged to be making strong progress towards the standards, there will be opportunities to enrich this experience by undertaking a special project by arrangement with the placement school.

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Demonstrate and provide evidence of achieving both Part 1 and Part 2 of the Teachers’ Standards at the expected level with regard to expectations at the end of an ITE programme for the recommendation for QTS.
2. Demonstrate through their teaching a systematic understanding of teaching, learning and the wider role of the teacher.
3. Demonstrate insight into the role of a subject-specific teacher, as befitting their chosen pathway.
4. Show evidence-informed understanding that both informs the trainee’s own teaching (including planning and problem-solving) and informs their analysis and evaluation of classroom practice (theirs and that of other teachers).
5. Show insight into the debates about a range of issues relating to teaching and the ability to engage with these debates professionally.
6. Take responsibility for their own development as a teacher through reflective practice and to demonstrate proficiency in the fundamental skills in literacy and numeracy.

Module content

This module will be spent mainly at the placement school under the supervision of a school-based mentor.  

During the final week, trainees will return to the University to reflect upon their experience and identify opportunities and needs for further development. 

Structure

Teaching and learning methods

School experience will involve: observation, teaching individuals, small groups and whole classes, participating in whole school life, undertaking teachers’ pastoral responsibilities, mentoring, school-based professional studies sessions.  

Trainees will be supported in school by a mentor, an ITTCo and visited by a university tutor. 

The final week will involve lectures, seminars and tutorials at the University, with the possibility of further enrichment activities. 

Placement hours are subject to change according to Programme Director and Steering decisions. 

Trainees who are assessed as having achieved the Teachers’ Standards at a high level may be offered the opportunity to enrich their studies by undertaking a special project. The nature of this will be negotiated between the trainee and their placement school, and may involve work at other locations (such as feeder primary schools, local special schools or pupil referral units) or their placement school. This project will be designed to provide further opportunities for the trainees to demonstrate achievement against the Teachers’ Standards and to enhance their understanding of educational settings. 

Study hours

At least 28 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

This module is marked on a pass/fail basis. Students must pass each item of assessment to pass the module.

Trainees need to meet all of the Teachers’ Standards in order to pass this module and achieve QTS. Mentor/ITTCo will make a recommendation in their report, drawing upon evidence from the trainee’s E-Portfolio and Best Evidence Guide. The final decision will be made by the Subject Tutor/Leader.

On successful completion of this module, eligible trainees will be recommended to the Department of Education for the award of Qualified Teacher Status.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Trainees will keep an E-Portfolio of evidence to help them document their attainment against the curriculum expectations and with a view to progression towards achieving the Teachers’ Standards at the end of the programme. 

Trainees will all be visited at least once by their university tutor who will be able to give clear targets and action points to ensure they are on course to meet the Teachers’ Standards. 

Reassessment

Additional costs