ED1PS1-Professional Studies 1

Module Provider: Institute of Education
Number of credits: 20 [10 ECTS credits]
Level:4
Terms in which taught: Autumn / Spring / Summer module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2022/3

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

Type of module:

Summary module description:

This module is concerned with the development of trainees as members of a profession as they work towards the standards for QTS. The stages of child development are explored and trainees relate this to teaching pedagogy, building their skills for planning standalone lessons Learning theory is also taught and researched. Trainees develop strategies for managing behaviour and facilitating learning. The concept of ‘being a professional’ is discussed as trainees consider the responsibilities presented to teachers and the accountability that goes with the role. Later in the module, the wider role of the teacher in taking responsibility for children’s wellbeing and personal development is also covered. The role of the trainee as a reflective practitioner underpins the whole module as trainees are required to critically review their own and others’ practice.Ìý

Aims:

• To support trainees in understanding what professionalism is and how statutory documentation, such as the National Curriculum, contributes to this.


• To develop trainees’ understanding of the stages of Child Development.


• To give trainees an insight into how children develop knowledge, understanding and skills through effective teaching and learning strategiesÌýand the evidence base for these.


• To provide trainees with the tools and confidence to plan effective lessons.


• To provide trainees with a basic theoretical understanding of behaviour management in schools and some practical strategies for gaining and maintaining attention.


• To develop trainees’ awareness of their role beyond supporting children’s academic progress.


• To develop their teaching and learning skills through evaluation and reflection.

Assessable learning outcomes:

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

• Observe children closely and relate their observations to the stages of child development.


• Explain key theories of learning and how they affect classroom practice.


• Demonstrate awareness of different teaching pedagogiesÌýand factors that influence these.

Additional outcomes:

Additionally, trainees will:

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


• Gain insight into the role of a teacher in a Primary classroom.


• Formulate lesson plans based on National Curriculum requirements.


• Begin to differentiate for multiple needs.


• Develop a repertoire of whole class management strategies.


• Develop a repertoire of approaches for promoting children’s wellbeingÌý

Outline content:

Main areas addressed include:

• Professionalism


• Curriculum Requirements


• Child Development


• Observation Skills


• Effective Lesson Planning


• Theories of Learning


• Introductory Behaviour Management

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. There is an expectation that some small preparatoryÌýor background reading tasks will be completed outside of sessions. Serial visits in school alongside the module allow observation and reflection to take place; a block School Experience in the Spring Term is well placed for trainees to put theory into practice.

Contact hours:

Ìý	Autumn	Spring	Summer
Lectures	24	18	24
Guided independent study:	57	27	50
Ìý	Ìý	Ìý	Ìý
Total hours by term	81	45	74
Ìý	Ìý	Ìý	Ìý
Total hours for module	200

Summative Assessment Methods:

Method	Percentage
Written assignment including essay	100

Summative assessment- Examinations:

N/A

Summative assessment- Coursework and in-class tests:

One written assignmentÌý2,500 words.

Formative assessment methods:

Ongoing methods of assessment include monitoring of participation in sessions, focussed developmental tasks and discussion. There is also a lesson planning task that is formatively reviewed.

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: /cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/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.

Assessment requirements for a pass:

40% overall

Reassessment arrangements:
Resubmission during the summer resit period.

Additional Costs (specified where applicable):

1. Required text books: Carden, C. (Ed). (2019). Primary Teaching: learning and teaching in primary schools today. London: Sage ISBN: 978-1526436443 RRP: £28.99


2. Specialist equipment or materials: None


3. Specialist clothing, footwear or headgear: None


4. Printing and binding: Occasional 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 at a cost of 5p per pageÌý


5. Computers and devices with a particular specification: None


6. Travel, accommodation and subsistence: None

Last updated: 22 September 2022