ED2PS1-Professional Studies 2

Module Provider: Institute of Education
Number of credits: 20 [10 ECTS credits]
Level:5
Terms in which taught: Autumn / Spring / Summer module
Pre-requisites: ED1PS1 Professional Studies 1 ED1SX1 School Experience 1
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2021/2

Module Convenor: Miss Cara Broadhurst
Email: c.broadhurst@reading.ac.uk

Type of module:

Summary module description:
This module builds on ED1PS1 as the trainees continue their journey towards QTS. They become skilled at planning for progression across periods of time and learn how to craft a creative and innovative curriculum experience. The effect of social, religious, cultural or linguistic influences is acknowledged and strategies for working with children with diverse needs are identified. Building on ED1PS1, trainees learn about the importance of classroom ethos and Personal and Social education as key factors in developing a learning culture. Assessment is established as key to effective learning and is embedded in trainees£ practice as they work towards more independence in their teaching. As in the first Professional Studies module, the role of the trainee as a reflective practitioner underpins all work undertaken as each trainee analyses progress thus far and considers areas for personal research.

Aims:

• To further develop and consolidate trainees’ skills in planning for progression.


• To promote the benefits of a thematic and creative curriculum.


• To develop trainees’ understanding of diversity in schools and the needs therein.


• To establish assessment procedures as an embedded part of trainees’ practice.


• To refine trainees’ teaching and learning skills through evaluation and reflection.


• To introduce trainees to the requirements for the research project and cultivate individual professional interests.

Assessable learning outcomes:

On successful completion of the module, trainees will be able to:

• Recognise their responsibility for their professional development through willingness to reflect on their own and others’ practice.


• Produce short and medium term plans that promote effective learning.


• Demonstrate the capacity to plan fully resourced, innovative and creative lessons.


• Appraise the importance of school and class ethos and its im pact.


• Recognise the vital role of assessment and discriminate about the use of different types in different situations.


• Begin to personalise learning.


• Understand the ethical and academic requirements for research at a basic level.

Additional outcomes:
Trainees will gain insight and confidence in the planning, organisation and carrying out of effective teaching in a Primary classroom. They will also work effectively to national requirements demonstrating appropriate achievement of the required QTS Standards.

Outline content:

Main areas addressed include:

• Medium Term Planning


• Creativity and Resources


• Personal, Social and Health Education (PSHE)


• Ethos and Environment


• English as Additional Language (EAL)


• Diversity


• Assessment (various)


• Personalised Learning


• Research Methods Course and Research Project Briefing.

Brief description of teaching and learning methods:

This module is taught through large group sessions which include some lecture style presentations and also small group tasks and discussion. School based practitioners will contribute to sessions. There is an expectation that some small preparation or background reading tasks will be completed outside of sessions. A block School Experience in the Summer Term gives trainees practical experience and consolidates the learning within the module.

Contact hours:

Ìý	Autumn	Spring	Summer
Lectures	30	30	9
Guided independent study:	55	55	21
Ìý	Ìý	Ìý	Ìý
Total hours by term	85	85	30
Ìý	Ìý	Ìý	Ìý
Total hours for module	200

Summative Assessment Methods:

Method	Percentage
Written assignment including essay	50
Project output other than dissertation	50

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

One Group Research Project to be presented in a digitalÌýformat (50%) and an Individual Supplementary Report 1,250 words (50%).

Formative assessment methods:

Ongoing methods of assessment include monitoring of participation in sessions, focussed developmental tasks and discussion. There are also two groupÌý tasks that formatively support student development.

Penalties for late submission:

The Support Centres 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 (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:
40%

Reassessment arrangements:
Resubmission during the summer resit period

Additional Costs (specified where applicable):

1) Required text books:ÌýPollard, A. (2014). Reflective Teaching in Schools. (4th Edition). London: Continuum. ISBN: 978-1441191700 RRP: £20

2) Specialist equipment or materials:Ìý

3) Specialist clothing, footwear or headgear:Ìý

4) Printing and binding:ÌýOccasional printing of materials, although photocopies of materials will be provided in the teaching sessions. Students will need to provide a printed copy of their assessment in b/w, library print costs are 5p per b/w page

5) Computers and devices with a particular specification:Ìý

6) Travel, accommodation and subsistence:Ìý

Last updated: 13 August 2021