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: 2022/3

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 the knowledge, skills, attributes and understanding necessary to become a qualified teacher.

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 individuals, small groups and the whole class

Assessable learning outcomes:

To demonstrate and provide evidence of making appropriate progress towards expected outcomes against the programme ITE curriculum as illustrated by the ED3PTSP formative assessment points, and to be judged as not failing appropriate standards of professional and personal conduct.Ìý

• Demonstrate through their teaching an ability to deploy established approaches to teaching and learningÌý


• Begin to demonstrate evidence-informed understanding that both informs the trainee’s own teaching (including planning and problem-solving) and informs their analysis and evaluation of classroom practice (theirs and that of other teachers).


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


• Show an ability to take responsibility for their own development as a teacher through reflective practice.

Additional outcomes:

Outline content:

Evidence-informed practice, relationships with children and young people, professional behaviours, how children learn and child development, statutory frameworks and safeguarding, personal professional development and reflective practice, teaching and learning, subject, curricular and pedagogical knowledge and curriculum design; inclusion, planning, teaching, assessing, giving feedback, learning environment, team working and collaboration.

Brief description of teaching and learning methods:

School experience: supported observation, analysis and discussion of practice including planning, teaching and assessment;Ìý teaching individuals, small groups and whole classes; seeking and receiving feedback; participating in whole school life; observing and discussing 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 a university supervising tutor.< /p>

University teaching:Ìý Whole-cohort lectures, subject and professional studies sessions, tutorials, guided independent study.

The placement hours below are indicative and subject to change according to Programme Director and Steering decisions.

Contact hours:

Ìý	Autumn	Spring	Summer
Seminars	114
Placement	250
Guided independent study:	36
Ìý	Ìý	Ìý	Ìý
Total hours by term	400	0	0
Ìý	Ìý	Ìý	Ìý
Total hours for module	400

Summative Assessment Methods:

Method	Percentage
Practical skills assessment	100

Summative assessment- Examinations:

N/A

Summative assessment- Coursework and in-class tests:

Trainees’ attainment against the assessable learning outcomes will be assessed based on the range of evidence from their in-school practice.

Formative assessment methods:

Formative assessments comprise a combination of lesson observations, e-portfolio scrutiny and dialogue between trainee, mentor/ITTCO and university supervising tutor.

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:

Trainees are required to meet the assessable learning outcomes in order to pass the module and to proceed to Module ED3PTGP as judged by the mentor, ITTCO and supervising tutor.ÌýThose students identified as making insufficient progress at an 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:ÌýAs specified in the Reading list – where possible these are made available as e-books through the libraryÌý

2) Specialist equipment or materials:Ìý

3) Specialist clothing, footwear or headgear: Trainees will need appropriate clothing to teach PE

4) Printing and binding:Ìý

5) Computers and devices with a particular specification: A PC/laptop/tablet is essential for the planning process

6) Travel, accommodation and subsistence:ÌýTravel to placement

Last updated: 22 September 2022