PED6712 - Preparation for School Experience 3

Objectives:

On successful completion of the module, students will be able to:

1 - Describe their knowledge and understanding of current professional expectations for teachers in England in Primary Education (I2; E3);
2 - Identify emerging gaps in their knowledge and understanding of current professional expectations (I8; E2); and,
3 - Reflect on next steps and readiness for school through application of practice (I3; E1).

Content:

Students have school-based preparation training sessions underpinned by the LTU Core Competencies and are introduced to the Teachers’ Standards that they will be assessed against at the end of their training. They embed their knowledge of the principles behind the reflective tool used to consolidate their understanding of the ITT curriculum statements. Students demonstrate their competence when planning, teaching and assessing the learning cycle across the curriculum. They are prepared for wider professional responsibilities and employment and will identify next steps for transition to their early career.

Students engage in school-based preparation training sessions underpinned by the LTU Core Competencies and the Teachers’ Standards, consolidating their professional knowledge and pedagogical understanding gained across prior modules. Through critical reflection, students evaluate how the reflective tool and the ITT curriculum statements inform their planning, teaching and assessment across the full learning cycle. Sessions develop their capacity to demonstrate professional competence and independent decision-making when designing sequences of learning, assessing impact on pupil progress, and adapting teaching in response to evidence.

Students will also explore the wider professional responsibilities of a qualified teacher, including safeguarding, behaviour culture, curriculum leadership, and engagement with parents and colleagues. They will identify personal and professional targets for their final school experience and articulate clear next steps for transition into the Early Career Teacher (ECT) phase.



Non-Assessed Enhancement

Employment and career readiness provided through guidance and support delivered by external and internal stakeholders. Opportunities to reflect on the preparation needed for career pathways, applications for employment and personal statements. Consideration of career and leadership aspiration into ECT and beyond into leadership. Extended further study and leadership programmes outlined to students.

Opportunities for employment and career readiness are embedded through workshops and guidance from both external partners (e.g. headteachers, recruitment agencies) and internal staff. Students engage with activities designed to strengthen applications for employment, personal statements, and interview performance, informed by feedback from employers. They will also reflect on career aspirations and professional identity, considering progression into leadership, subject specialism, or further study beyond initial teacher training. These activities complement the assessed module work by supporting students to position themselves confidently as emerging professionals ready to enter the teaching workforce.

Learning and Teaching Information:

During this module, taught sessions will include lead lectures and workshops with a focus on the professional requirements of a teacher in preparation for school experience with a focus on the PPC and planning and assessment domains. Active and collaborative learning approaches will be used, including through incorporating collaborative group work as well as independent study. Learning will be supported by the University’s VLE (Moodle), where a range of directed tasks will be offered.

During this module, students will engage in a combination of lead lectures, professional workshops, and practice-based seminars designed to consolidate understanding of the professional and pedagogical requirements of a qualified teacher. Sessions will focus on the Professional Practice Curriculum (PPC) and the planning, pedagogy, and assessment domains, enabling students to apply research-informed approaches to classroom practice.

Active and collaborative learning will underpin the module, with students critically analysing case studies, co-constructing planning materials, and reflecting on professional scenarios linked to School Experience 3. Independent study will be used to extend and deepen understanding of key themes through guided reading, reflection, and preparation for assessed tasks. Learning will be supported via the University’s VLE (Moodle), where directed tasks, digital resources, and formative feedback opportunities will be available.

Lectures
Hours: 20
Intended Group Size: Cohort

Workshops/seminars/tutorials
Hours: 20
Intended Group Size: Cohort

Guided independent study
Hours: 160



Further Detail Relating to Assessment

The portfolio will comprise three integrated elements designed to demonstrate students’ professional readiness for School Experience 3 through critical reflection, applied practice, and evidence-informed decision-making.

The assessment for this module will take the form of a professional portfolio comprising two integrated components designed to evidence students’ readiness for School Experience 3 through critical reflection, evidence-informed application, and professional autonomy.

The assessment will take the form of a 4,000-word-equivalent professional portfolio consisting of two components:
- Professional Development Record and Action Plan (40%) – 1,600 words equivalent.
- Applied Task: Micro-Planning and Curriculum Adaptation with accompanying analytical commentary (60%) – 2,400 words equivalent.

Both components will be submitted Semester 2 and will assess Learning Outcomes 1–3.

Formative assessment will be provided through peer discussion, micro-teaching opportunities, and tutor feedback during taught sessions. Summative assessment will be marked against the contextualised Level 6 rubric in the module handbook, focusing on critical reflection, application of theory to practice, and evidence of readiness for professional practice.

Please note that the assesse=ment must be passed.

Assessment:

Fact File

Module Coordinator - Jo Hopton
Level - 6
Credit Value - 20
Pre-Requisites - NONE
Semester(s) Offered -

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