ED3PGT-Theory into Practice (Practical teaching across two key stages)

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
Current from: 2018/9

Module Convenor: Ms Amanda Cockayne

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

Type of module:

Summary module description:
Students will undertake 3 placements in Primary/Early Years Foundation Stage schools/settings. They will work closely with the class teacher, school mentor and ITT coordinator to devise and implement plans for teaching children effectively. They will develop assessment and evaluation skills with whole classes to inform the learning which takes place. They will also exhibit a professional, reflective approach to teaching, increasingly taking responsibility for their own development.

-To satisfy and provide evidence of national requirements for QTS
-To understand the requirements for a professional approach to teaching
-To improve teaching and planning skills for groups and whole classes
-To develop appropriate assessment and evaluation skills
-To gain insight into theoretical and practical aspects of effective teaching
-To manage effectively the learning of individuals, groups and a whole class
-To be able to appropriately apply principles of effective teaching and class management skills

Assessable learning outcomes:

On successful completion students will be able:

  • To demonstrate achievement of the Teachers’ Standards at the level expected of a trainee at the end of the training programme

  • To attain grade 3 or higher for Part 2 of the Teachers’ Standards

  • To make positive and respectful relationships with children and adults, demonstrating a professional attitude

  • To work with a class teacher, school mentor and other staff to devise and implement plans for the teaching and learning of children in the appropriate Key Stages

  • To teach and manage effectively individuals, groups and whole classes

  • To increase understanding of children’s learning and gain insight into good teaching skills, through reflecting on children’s progress and adapting planning accordingly

  • To effectively apply assessment and evaluation skills to inform future teaching and learning

  • To respond positively as a professional, reflective practitioner to constructive criticism and targets for development

Additional outcomes:
To enable students to progress towards and beyond the Teachers' Standards

Outline content:
This module will provide evidence towards achievement of the Teachers' Standards.
While in attendance at school placements you will work alongside experienced teachers. You will have discussions with University tutors and centre-based staff on planning, teaching and assessing individuals, small groups and whole-class teaching. Completion of school - based tasks. Responding to set targets. Becoming involved with the wider life of the school. Collecting evidence of working to the Teachers' Standards.

Global context:
Students would be expected to put into practice all they have learnt with regard to global awareness into their school experiences.

Brief description of teaching and learning methods:
In each block, the student will work alongside an experienced teacher and will implement the ideas and principles met during the taught modules. They will learn through discussion, reflection, teacher feedback and gaining practical experience.

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 4 4 4
Tutorials 3 3 3
Guided independent study 25 74 80
Total hours by term 32.00 81.00 87.00
Total hours for module 200.00

Summative Assessment Methods:
Method Percentage
Practical skills assessment 100

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

The third school experience must result in satisfactory progress towards meeting the Teachers' Standards, as judged by the mentor, tutor and Director (pass/fail). The outcome of the fourth school experience must demonstrate meeting the Teachers’ Standards at a level appropriate for QTS (pass/fail).  

The trainee should be able to provide evidence of meeting the Teachers’ Standards consistently, within the context of the prescribed teaching commitment and with an appropriate level of support from mentor and tutor.


Formative assessment methods:
The first two school placements are formatively assessed. All four school experiences require a school experience file, and completion of school-based tasks.

Penalties for late submission:
The Module Convener 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[1] (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.

    Assessment requirements for a pass:
    Trainees are required to pass both the third and fourth placements in order to pass the module.

    This module is pass/fail only.

    Reassessment arrangements:
    Resit of part, or whole, of the third and/or fourth placements.

    Students failing the third placement will not progress to the fourth placement; instead they will resit during the next placement opportunity and normally undertake their fourth placement during the Autumn term in the next academic year.

    Students failing the fourth placement will resit during the next placement opportunity normally during the Autumn term in the next academic year.

    Additional Costs (specified where applicable):
    1) Required text books: Pollard, A. (2014). Reflective Teaching in Schools. London: Bloomsbury
    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: 20 April 2018


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