ED3PGP-Professional Studies: Planning Teaching and Assessment

Module Provider: Institute of Education
Number of credits: 20 [10 ECTS credits]
Terms in which taught: Autumn / Spring / Summer module
Non-modular pre-requisites:
Modules excluded:
Placement opportunity: Micro placement
Module version for: 2017/8

Module Convenor: Ms Amanda Cockayne

Email: a.m.cockayne@reading.ac.uk

Summary module description:
This module is concerned with an introduction to the principles of primary and early years foundation stage teaching and learning, and your own professional development, with a focus on planning for learning and managing the learning environment. Through a range of University based lectures, presentations and workshops, combined with school-based tasks and experience, trainees are expected to develop their understanding of how children learn and how teachers and schools provide for the education of children.

-To increase confidence in and understanding of class teaching -To develop independent lesson planning -To develop independent weekly planning -To develop independent medium term planning -To develop understanding of child development, child study, children’s learning styles and different needs -To be able to evaluate learning and understand assessment for learning -To develop understanding of transition arrangements in and between schools

Assessable learning outcomes:
On successful completion of the module: •To demonstrate awareness of curriculum, assessment and teaching methods and their continuity •To be able to use knowledge and understanding of child development to analyse observations of children •To be able to relate such analysis to teaching and learning processes •To understand how school policy and practice impacts on pupil self-identity •To understand the principles of effective transfer and transition

Additional outcomes:
The aims are based on the Teachers’ Standards and criteria for ITT. They have been specifically developed to meet the needs of trainees. This module will provide evidence towards achievement of the Teachers’ Standards.

Outline content:
Each session will have a specific focus, but there will also be time to address any household issues, to discuss the PDP and the assignments. The School Experience will be discussed in full at the appropriate time. Areas covered include:
• The legal role and responsibilities of the school and teacher
• Child development
• Effective class teaching, including organisation for learning, behaviour management strategies
• Inclusion: SEN, EAL, G&T
• Planning: long, medium and short term, cross-curricular, including PSHE and SEAL
• Evaluating learning through formative, diagnostic and summative assessment
• Record keeping
• Home-school connections
• Recent research and literature linked to national and local initiatives
• Careers and applications for teaching positions
• Safe guarding
• NQT year

Global context:
Global citizenship and global awareness is an integral part of this module and runs as a theme through the full year.

Brief description of teaching and learning methods:
A range of University based lectures, presentations and workshops linked to school-based tasks. Block school practices will contribute to achievement of the outcomes. The placement school experience involves 35 days in the Autumn term, 40 days in the Spring term and 45 days in the Summer term.

Contact hours:
  Autumn Spring Summer
Lectures 64 21 28
External visits 7
Guided independent study 20 30 40
Total hours by term 84.00 51.00 75.00
Total hours for module 210.00

Summative Assessment Methods:
Method Percentage
Project output other than dissertation 100

Other information on summative assessment:
School Based Tasks

Formative assessment methods:
3 school experience files, occasional contributions to seminar presentations; preparation and analysis of teaching materials; completion of school-based tasks; follow up of supplementary and school-based work is expected.

Penalties for late submission:
The Module Convenor will apply the following penalties for work submitted late, in accordance with the University policy.

  • where the piece of work is submitted up to one calendar week after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for the 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: http://www.reading.ac.uk/web/FILES/qualitysupport/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.

    Length of examination:

    Requirements for a pass:
    Engagement with all prescribed School Based Tasks (evidenced by the PDP checklist) is required to pass this module (Pass/Fail)

    Reassessment arrangements:
    Resubmission within one month of return.

    Additional Costs (specified where applicable):
    1) Required text books:
    Pollard, A. (2014). Reflective Teaching in Schools. London: Bloomsbury. ISBN: 1441191704 Price: £24.99

    2) Specialist equipment or materials:
    3) Specialist clothing, footwear or headgear:
    4) Printing and binding: Occasional printing of materials. Some photocopies of materials will be provided in the teaching sessions. Electronic copies of handouts are uploaded to Blackboard prior to sessions and it is expected that students will EITHER print these OR access and take notes on an electronic device during the session
    Students will need to provide a printed copy of their assessment. (Library printing costs are 5p for B/W page and 15p for colour page)
    5) Computers and devices with a particular specification:
    6) Travel, accommodation and subsistence:

    Last updated: 1 December 2017

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