PED6712 - Preparation for School Experience 3

Objectives:

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

1 - Explain current professional expectations for teachers and graduates and their implications for classroom practice in primary education and graduate level employment (I2; E3);
2 - Identify and prioritise areas for professional development in preparation for school experience / PLTW and transition to the Early Career Teaching and other graduate level employment (I8; E2); and,
3 - Evaluate professional practice and decision-making through reflection on school experience and application of professional expectations (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/PLTW and articulate clear next steps for transition into the Early Career Teacher (ECT) phase or graduate level employment.

Students completing the QTS element of the programme participate in school-based preparation sessions underpinned by the LTU Core Competencies and the Teachers’ Standards that they will be assessed against at the end of their training. The module focuses on developing professional readiness for school experience and the transition into the Early Career Teacher (ECT) phase.

Those completing the non-QTS pathway will enage with the MySkills Assessment completed via MyCareer Passport.

Students will:
- Identify strengths and areas for development against the LTU Core Competencies and Teachers’ Standards / Skills Assessment;
- Develop a professional action plan prior to their school experience / PLTW;
- Explore the application of teaching strategies, classroom organisation and assessment approaches across the curriculum or relevant employment skills and competencies;
- Consider the purposeful use of classroom resources and environments, such as working walls and scaffolds, to support pupil learning or equivalent professional working environments;
- Engage with professional case studies and scenarios that require prioritisation and justification of decisions in school or workplace contexts;
- Reflect on professional practice observed or implemented during school experience / or work place; and,
- Evaluate readiness for the transition into graduate employment or Early Career Teacher 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/other graduate level employment 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 completing the non-QTS pathway will engage with the MySkills Assessment completed via MyCareer Passport and the Careers and Placement Team for employment and career readiness. 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.

For students on a non-QTS pathway, preparation will include support with identifying PLTW projects and outcomes.

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/graduate level employment. 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/professional expectations.

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.

Sessions will also include analysis of professional scenarios and case studies to support students in developing professional judgement and decision-making in school contexts.

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

For students on the QTS pathway, 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:
- Portfolio Response to Case Studies and Action Plan (40%) – 1,600 words equivalent.
- Applied Task: Micro-Planning and Curriculum Adaptation with accompanying analytical commentary (60%) – 2,400 words equivalent.

The assessment will include:
C001
- a pre-placement professional action plan identifying and prioritising areas for development linked to the LTU Core Competencies and Teachers’ Standards
- a professional decision-making task requiring students to respond to school-based scenarios by prioritising actions and justifying decisions using professional expectations and school policy contexts
C002
- an evaluation of a classroom strategy or resource used for adaptive practice or assessment which has been observed or implemented during school experience (for example the use of a working wall or scaffold) analysing its purpose and effectiveness in supporting pupil learning.

Formative assessment will take place through peer discussion, case study analysis and tutor feedback during taught sessions. Summative assessment will be marked using the contextualised rubric provided in the module handbook.

For students on the non QTS Pathway:
C001
Skills Assessment Audit using the MyCareer System and Action Plan for Graduate Level Employment
For students on the non-QTS pathway, the portfolio will contain:
- a skills audit
- action plan
- outline of PLTW project which is linked to the action plan.

Please note that the assessment must be passed.

Assessment:

001 Portfolio; 4000 words equiv; mid sem 2 100%

Fact File

Module Coordinator - Jo Hopton
Level - 6
Credit Value - 20
Pre-Requisites - NONE
Semester(s) Offered - 6YLQ6YLQ6YLQ6YLQ6YLQ6YLQ6YLQ

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