ED3PTGS-Guided Teaching (Secondary)

Module Provider: Institute of Education
Number of credits: 20 [10 ECTS credits]
Level:6
Terms in which taught: Spring term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites: ED3PTS Shared Teaching
Modules excluded:
Placement opportunity: Mini placement
Current from: 2020/1

Module Convenor: Mrs Sarah Marston

Email: s.m.marston@reading.ac.uk

Type of module:

Summary module description:

This is the second of 3 school experience modules. It provides trainees with experiences of teaching and learning in a school placement that extends and consolidates their learning in the previous module in order to enable them to demonstrate the Teachers’ Standards and develop their understanding.Ìý

Aims:

• To enable trainees to gain experience of the attributes, knowledge, understanding and skills required of teachers in order that they are able to demonstrate that they are meeting the teachers’ standards.Ìý

Assessable learning outcomes:

• To demonstrate and provide evidence of having made appropriate progress towards achieving the Teacher’ Standards, and to be judged as not failing Part 2 of the Teachers’ Standards.

• Demonstrating through their teaching a systematic understanding of teaching and learning

• An ability to deploy established approaches to teaching and learning

• Conceptual understanding that both informs the student’s own teaching (inclu ding planning and problem-solving) and informs their analysis and evaluation of classroom practice (theirs and that of other teachers).

• An appreciation of the debates about a range of issues relating to teaching and the ability to engage with these debates professionally.

• The ability of students to take responsibility for their own development as teachers through reflective practice.

Additional outcomes:

Outline content:

Relationships with children and young people, frameworks, personal professional development, teaching and learning, assessment and monitoring, subjects and the curriculum, literacy numeracy and ICT, achievement and diversity, health and well-being, planning, teaching, assessing, monitoring, giving feedback, reviewing teaching and learning, learning environment, team working and collaboration.Ìý

Brief description of teaching and learning methods:

School experience: 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.



University teaching: policy context for education; research context in relation to teaching, learning and childhood development; developing approa ches to reflective practice; understanding the Teachers’ Standards; strategies for learning in the school environment.



In addition to the taught hours shown below, students will be provided with a minimum of 35days on placement in school supported by a visit by their university tutor

Contact hours:

Ìý	Autumn	Spring	Summer
Seminars		25
Ìý	Ìý	Ìý	Ìý
Total hours by term		25
Ìý	Ìý	Ìý	Ìý
Total hours for module	200

Summative Assessment Methods:

Method	Percentage
Practical skills assessment	100

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

Formative assessment methods:

Trainees will keep a school experience file and a Portfolio of evidence to help them document having achieved the Teachers’ standards. Trainee’s practice will be assessed by their tutors (university and school) with reference to the Teachers’ standards.Ìý

Penalties for late submission:

The Module Convenor will apply the following penalties for work submitted late:

• 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[1] (or part thereof) following the deadline up to a total of five working days;
• where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

The University policy statement on penalties for late submission can be found at:
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.

Assessment requirements for a pass:

Trainees must meet the assessable learning outcomes

Reassessment arrangements:

Additional Costs (specified where applicable):

Required text books: Our aim in training excellent teachers is to ground practice in understanding as the basis for lifelong career development. In order to provide a research-based foundation for all aspects of the programme, we have adopted the following books as common texts:



Andrew Pollard, (2014). Reflective teaching in schools (4th ed.). London: Bloomsbury. ISBN: 1441191704 Price: £24.99



Andrew Pollard (Ed.), (2014). Readings for reflective teaching in schools (2nd ed.). London: Bloomsbury. ISBN: 1472509749 Price: £24.99



Reflective teaching in schools and its companion volume of source readings will form a background to all aspects of the training. In particular, the framework for teacher expertise (pages 448-9) will be used to map all aspects of the programme – at the University and in Schools – in order to ensure coherence. This framework is available online at: http://reflectiveteaching.co.uk/deepening-expertise/conceptual-framework/. Available at the library to download.



Travel, accommodation and subsistence: Student cover cost of transport to and from the placement school for three placement blocks.

English – optional trips to the Globe Theatre

History - £65 membership for 2 years of the Historical Association

Design and Technology Students are required to pay for a Health And Safety Certificate at £25

Last updated: 4 April 2020