ED3PTSP-Shared Teaching (Primary)

Module Provider: Institute of Education
Number of credits: 40 [20 ECTS credits]
Level:6
Terms in which taught: Autumn term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2020/1

Module Convenor: Dr Catherine Foley

Email: c.m.foley@reading.ac.uk

Type of module:

Summary module description:

This is the first of 3 school experience modules. It provides trainees with an introduction to and early experiences of teaching and learning in order to enable them to begin to demonstrate some of the Teachers’ Standards.

Aims:

• To gain insight and understanding of the requirements for good teaching

• To introduce, at an appropriate level, the professional attributes, professional knowledge and understanding, and professional skills required of teachers

• To gain initial experience of working with individual and groups of pupils

Assessable learning outcomes:

To demonstrate and provide evidence of making appropriate progress towards achieving some of the Part 1 Teachers’ Standards, and to be judged as not failing Part 2 of the Teachers’ Standards.Ìý

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

• An ability to deploy established approaches to teaching and learningÌý

• Conceptual understanding that both informs the Ìýtrainee&rsquo ;s own teaching (including 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 wellbeing, planning, teaching, assessing, monitoring, giving feedback, reviewing teaching and learning, learning environment, team working and collaboration.

Brief description of teaching and learning methods:

School experience: observation, teaching individuals, small groups and whole classes, participating in whole school life, observing teachers’ pastoral responsibilities, mentoring, school based training sessions. Trainees will be supported in school by a mentor, an Initial Teacher Training Co-ordinator (ITTCo) and visited by a university tutor.



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



In addition to the taught hours shown below, students will be provided with a minimum of 45 days of placement in school supported by a visit by their university tutor

Contact hours:

Ìý	Autumn	Spring	Summer
Seminars	94
Guided independent study:	306
Ìý	Ìý	Ìý	Ìý
Total hours by term	400
Ìý	Ìý	Ìý	Ìý
Total hours for module	400

Summative Assessment Methods:

Method	Percentage
Practical skills assessment	100

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

Trainees’ practice will be assessed by their ITTCos, mentors and university tutors) against the Teachers’ Standards as appropriate for this point in their training as defined by the specific programme ‘Manual of Guidance’

Formative assessment methods:

These comprise a combination of lesson observations, file scrutiny and dialogue between trainee, mentor/ITTCO and university tutor.

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 are required to Ìýmeet the assessable learning outcomes Ìýand show potential towards achieving the Standards in order to pass the module and to proceed to Module ED3PTG as judged by the mentor/ITTCO/subject leader or tutor.Ìý Those students identified as making insufficient progress at an interim assessment board will be visited by an internal moderator or programme director who will be asked to confirm whether they should be able to progress.

Reassessment arrangements:

Trainees who fail this module will normally have one opportunity to resit but this will result in the need to suspend further studies until the autumn term of the following academic year.Ìý

Additional Costs (specified where applicable):

1) 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.Ìý

Last updated: 4 April 2020