ED3PI1-Professional Studies and Inclusion

Module Provider: Institute of Education
Number of credits: 40 [20 ECTS credits]
Level:6
Terms in which taught: Autumn / Spring / Summer module
Pre-requisites: ED1PS1 Professional Studies 1 ED2PS1 Professional Studies 2 ED1SX1 School Experience 1 ED2SX1 School Experience 2
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 double module will build on and extend the knowledge, understanding and skills gained in Professional Studies and School Experiences in Years 1 and 2. In particular, it will develop trainees’ experience and expertise in the area of Special Educational Needs and Disability (SEND) and inclusive teaching, including the relevant legislative framework and the range of specialist advisory services. The module will consider the needs of pupils with specific learning difficulties (e.g. autistic spectrum conditions, dyslexia, speech, language and communication difficulties, and physical/neurological disabilities). Trainees will also develop their behaviour management skills, including the managing of children with challenging emotional needs. They will investigate wider professional communication such as that with parents and support staff. A key aspect to this module will be the opportunity to do a research project in an area of teaching and learning that interests the trainee, with the support of a dedicated supervisor.

Aims:

• To advance trainees’ understanding of what the term Special Educational Needs and Disability encompasses.


• To rehearse how to how to build inclusive practice.


• To give trainees knowledge about a range of specific learning difficulties.


• To advance trainees expertise in managing behaviour in challenging situations.


• To establish the evidence base for setting homework


• To support trainees in using a variety of methods to communicate successfully with parents and work with them as partners


• To establish good practice in working with support staff to the children’s benefit.


• To support trainees in developing the required skills to engage in effective small-scale educational research.


• To support them in their transition to being employed as a teacher and using the ECT framework.

Assessable learning outcomes:

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

• Summarise and critique published literature pertaining to their chosen area of research.


• Plan and carry out appropriate methods for their research questions based on a knowledge of research design and ethical considerations.


• Analyse and critique their collected data in relation to previous ideas, drawing conclusions as appropriate.

Additional outcomes:

Additionally, trainees will:

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


• Recognise the content of the SEND Framework and other relevant legislation.


• Demonstrate further understanding of how children develop as learners including those with SEND.


• Further understand inclusive approaches, embracing diversity.


• Show that they can differentiate support and teaching to address individual needs.


• Demonstrate an understanding of how to handle behaviour issues constructively, fairly and sensitively.


• Recognise best practice in homework setting and successful ways of communicating with parents.


• Recognise best practice in TA deployment and what implications it has for their classroom planning.

Outline content:

• The signs, triggers and needs of pupils with specific learning difficulties


• The inclusive approach to SEND and individual needs


• Differentiation strategies


• TA deployment and the related pitfalls


• Setting homework


• Working with parents as partners


• Advanced Behaviour Management


• Transition to ECT employment


• Individual study and tutorial time

Brief description of teaching and learning methods:

A substantial proportion of 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. Additionally, trainees will spend time in tutorials and engaged in background reading for their research project. The block School Experience in the Autumn and Spring terms complements the university-base d sessions and allows trainees to apply new knowledge about the role of the teacher.

Contact hours:

Ìý	Autumn	Spring	Summer
Lectures	24	12	15
Project Supervision	2	3
Work-based learning	20	20
Guided independent study:	100	104	100
Ìý	Ìý	Ìý	Ìý
Total hours by term	146	139	115
Ìý	Ìý	Ìý	Ìý
Total hours for module	400

Summative Assessment Methods:

Method	Percentage
Dissertation	100

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:
One research based dissertation of 8,000 words.

Formative assessment methods:
Ongoing methods of assessment include monitoring of participation in sessions, focussed developmental tasks and discussion.

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: 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:


3. Specialist clothing, footwear or headgear:


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 dissertation: a dissertation of no more than 8,000 words with a Reference List and Appendices, printed at 12 font, double line spacing, on one side of the page only will be charged at 5p per b/w sheet and 15p per colour sheet. Students should expect to pay for comb binding in the region of £1.00.


5. Computers and devices with a particular specification:


6. Travel, accommodation and subsistence:

Last updated: 22 September 2022