module specification

SDQW21 - School Experience to Progress Point 2 (2017/18)

Module specification Module approved to run in 2017/18
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
 
100 hours Placement / study abroad
44 hours Guided independent study
6 hours Scheduled learning & teaching activities
Assessment components
Type Weighting Qualifying mark Description
Practical Examination 100%   Professional Placement.
Running in 2017/18
Period Campus Day Time Module Leader
Autumn semester North Not applicable Not applicable

Module summary

The module consists of school or professional placement experience during which students undertake a range of observations, teaching practice and in-school training. The length of, and timing of, the assessed practice is specified by the university, but guided by external requirements. School mentors and university supervising tutors complete observations and a final report is completed with Pass/Fail assessment, with grading against the Teachers’ Standards for Qualified Teacher Status (QTS) or Early Years Teachers Standards for Early Years Teacher Status (EYTS)
The prerequisite for the module is enrolment on the PGCE (Early Years, Primary or a Secondary course), the EYTS course or the QTS only course (for Salaried Trainees).
The assessment period is normally during the Autumn term. There will be a practical Pass/Fail assessment of teaching experience (100% weighting).
Whilst this module is similar to School Experience to Progress Point 5, it is intended as an initial module in which students demonstrate they can make progress towards the Teachers’ Standards for Qualified Teacher Status (QTS) or Early Years Teachers Standards for Early Years Teacher Status (EYTS). It is not a requirement that they achieve the level required for a recommendation of QTS/EYTS at this stage.

Prior learning requirements

Graduate (and must be enrolled on PGCE/EYTS)

Module aims

To support the trainee to:

  • Make progress towards 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.

Syllabus

  • Training and supervision of practice with focussed 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 addressed.

Learning and teaching

  • Practical teaching experience with regular observation and feedback by school-based mentor and / or class teachers, where appropriate.
  • Other professionals (Professional Coordinating mentor (PCM)  and University Link Tutor) 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 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:

  • Demonstrate that they have worked towards 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.
  • 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)
  • Demonstrate that they are able to review their own teaching (through reflection and through feedback from colleagues) and identify targets and strategies for improvement of their practice.
  • Demonstrate that they are able to establish themselves in the classroom with sufficient presence that they can conduct lessons.
  • 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).
  • Apply a range of different formative and summative assessment strategies to inform planning and support and challenge children's learning.
  • 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 assessment.

'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

Primary / Early Years
Arthur, J., Grainger, T. & Wray, D. (eds.) (2006) Learning to Teach in the Primary School. Routledge Taylor and Francis.
Davies, S. (2006) The Essential Guide to Teaching. Pearson/Longman.
Moyles, J. (ed) (3rd ed.) (2007) Beginning Teaching: Beginning Learning. OUP/ McGraw-Hill Education.
Grigg, R. (2010) Becoming an Outstanding Primary School Teacher. Pearson Education Limited.

Secondary
Brooks, V., Abbott, I. and Bills, L (eds) (2004) Preparing to Teach in Secondary Schools, Maidenhead: Open University Press
Capel, S., Leask, M. and Turner, T. (eds) (2005) 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