ED3PGG-Guided teaching PGPrimary

Module Provider: Institute of Education
Number of credits: 40 [20 ECTS credits]
Terms in which taught: Spring term module
Non-modular pre-requisites:
Modules excluded:
Placement opportunity: Micro placement
Current from: 2021/2

Module Convenor: Mrs Scarlett Murphy
Email: s.l.e.murphy@reading.ac.uk

Type of module:

Summary module description:

This is the second of 3 school experience modules. It provides trainees with experiences of teaching and learning in a contrasting school and phase to that of the Shared (Autumn) school experience, extending and consolidating their learning in the previous module in order to demonstrate the knowledge, attributes, skills and understanding to become a qualified teacher. 


  • To continue to gain insight and understanding of the requirements for good teaching

  • To develop the professional attributes, professional knowledge and understanding, and professional skills required of teachers

  • To continue the experience of working with individuals, small groups and the whole class

Assessable learning outcomes:

On successful completion trainees will be able to:

Demonstrate and provide evidence of making appropriate progress towards expected outcomes against the programme ITE curriculum as illustrated by the ED3PGG formative assessment points, and to be judged as not failing appropriate standards of professional and personal conduct.

On successful completion trainees will be developing their confidence to:

  • Demonstrate through their teaching a systematic understanding of teaching and learning

  • Deploy established approaches to teaching and learning 

  • Understand the conceptual framework that both informs their own teaching (including planning and problem-solving) and informs their analysis and evaluation of classroom practice (theirs and that of other teachers).

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

  • Take responsibility for their own development as teachers through reflective practice.

Additional outcomes:

To continue working towards demonstrating proficiency in the fundamental skills in literacy and numeracy.

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.

Global context:

Trainees 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:

School experience: observation, teaching individuals, small groups and whole classes, participating in whole school life, observing 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 supported in school by a university tutor.

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

In addition to the taught hours shown below, students will be provided with a minimum of 40 days on placement in school supported by a visit by their university tutor.

Contact hours:
  Autumn Spring Summer
Tutorials 20
Practicals classes and workshops 50
Work-based learning 200
Guided independent study:      
    Wider reading (independent) 40
    Advance preparation for classes 30
    Reflection 60
Total hours by term 0 400 0
Total hours for module 400

Summative Assessment Methods:
Method Percentage
Practical skills assessment 100

Summative assessment- Examinations:

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, ePortfolio scrutiny and dialogue between trainee, mentor/ITTCO and university 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: 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 meet the assessable learning outcomes in order to pass the module and to proceed to Module ED3PGI (Independent Teaching PGPrimary) as judged by the mentor/ITTCO or supervising tutor.  Those students identified as making insufficient progress at an interim 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 failing the Guided (Spring) placement will not progress to the Independent (Summer) placement (ED3PGI); instead they will resit during the next placement opportunity and normally undertake their Independent (Summer) placement during the Autumn term in the next academic year.

Additional Costs (specified where applicable):

1) Required text books: None

2) Specialist equipment or materials: None

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

4) Printing and binding: None

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

6) Travel, accommodation and subsistence: Travel to placement 

Last updated: 25 October 2021


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