SDQW21 - School Experience to Progress Point 2 (2020/21)
| Module specification | Module approved to run in 2020/21 | ||||||||||
| Module title | School Experience to Progress Point 2 | ||||||||||
| Module level | Honours (06) | ||||||||||
| Credit rating for module | 15 | ||||||||||
| School | School of Social Professions | ||||||||||
| Total study hours | 150 | ||||||||||
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| Assessment components |
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| Running in 2020/21(Please note that module timeslots are subject to change) |
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Module summary
To support the trainee to:
• Make progress towards meeting the minimum requirements of the Teachers’ Standards for Qualified Teacher Status (QTS) or Early Years Teachers Standards for Early Years Teacher Status (EYTS)
• To become a critically reflective practitioner inside and outside the classroom.
• To acquire the necessary skills, experience and understanding required to plan, deliver and evaluate the appropriate areas of the curriculum (for their route) by the end of the module.
Prior learning requirements
Graduate (and must be enrolled on PGCE/EYTS)
Syllabus
• Training for and supervision of teaching practice with focused feedback and target-setting.
• Continuous practice of planning, teaching, evaluating and assessing using relevant curriculum documentation.
• Team work and collaborative practice within the school environment/setting.
• Collection of evidence to demonstrate that the Teachers’ Standards for Qualified Teacher Status (QTS) or Early Years Teachers Standards for Early Years Teacher Status (EYTS) are being met.
Learning Outcomes LO1 - LO7
Balance of independent study and scheduled teaching activity
• Practical teaching experience with regular observation and feedback by school-based mentor and / or class teachers, where appropriate.
• Other professionals (Professional Coordinating mentor (PCM), University Link Tutor and External Examiner) may also observe teaching or scrutinise training documentation to quality assure training and assessment.
• Regular meetings with the school-based mentor and / or class teacher during school experience.
• Independent study for reading, planning, reflection and evaluation.
• Reflection upon university based teaching to inform practice.
• Reflection upon practice to inform professional development.
• Blended learning – use of online materials and VLE.
Learning outcomes
On successful completion of the module, trainees will be able to:
• LO 1 Demonstrate that they have worked towards meeting the Teachers’ Standards for Qualified Teacher Status (QTS) or Early Years Teachers Standards for Early Years Teacher Status (EYTS) which are related to teaching and learning and that they are able to make progress in their teaching over time.
• LO 2 Demonstrate that they can behave in a professional manner through adherence to the school and university procedures and the professional expectations set out in the Teachers’ Standards for Qualified Teacher Status (QTS) or Early Years Teachers Standards for Early Years Teacher Status (EYTS)
• LO 3 Demonstrate that they are able to evaluate their own teaching (through reflection and through feedback from colleagues) and identify targets and strategies for improvement of their practice.
• LO 4 Demonstrate that they are able to establish themselves in the classroom with sufficient presence that they can conduct lessons.
• LO 5 Plan and evaluate lessons, individually and as part of a team, to support children to make progress within subjects and across subject areas (as appropriate to their route).
• LO 6 Begin to develop and apply a range of different formative and summative assessment strategies to inform planning and support and challenge children's learning.
• LO 7 Begin to develop and apply a range of different teaching strategies to promote learning and manage behaviour successfully.
Assessment strategy
Assessment will be undertaken in the school / setting in which the student is placed. School-based mentors and / or class teachers complete regular observations, with formative feedback given on each occasion. A final report is completed with Pass / Fail recommendation.
'Cause for Concern' process may be instigated where concerns are raised about general progress, response to advice or lack of professionalism. (See PGCE Regulations regarding no automatic resit for Fail). Paragraphs 19 & 20 of the course regulations make it clear that full attendance is required on the course, both before and during School Experience, or students may be required to intermit or fail.
Bibliography
Cremin, T. & Arthur, J. (eds.) (2014) Learning to Teach in the Primary School. Routledge Taylor and Francis.
Davies, S. (2006) The Essential Guide to Teaching. Pearson/Longman.
Moyles, J. (ed) (4th edition.) (2011) Beginning Teaching: Beginning Learning. OUP/ McGraw-Hill Education.
Grigg, R. (2014) Becoming an Outstanding Primary School Teacher. Routeledge
Secondary
Brooks, V., Abbott, I. and Huddleston, P. (eds) (2012) Preparing to Teach in Secondary Schools, Maidenhead: Open University Press
Capel, S., Leask, M. and Younie, S. (eds) (2016) Learning to Teach in the Secondary School: A Companion to School Experience London: Routledge
Dillon, J. and Maguire, M. (eds) (2007) Becoming a Teacher: Issues in Secondary Teaching 3rd edition, Maidenhead: Open University Press