PED6242 - Teaching in the Primary School 3

Objectives:

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

1. Demonstrate that they can analyse the school’s curriculum and organisation for the relevant age group.
2. Demonstrate that they can work with relevant members of staff, utilising their capacity to plan and share goals. In order to prepare for whole class responsibility.
3. Set high expectations which inspire, motivate and challenge pupils.
4. Promote good progress and outcomes by pupils.
5. Demonstrate good subject and curriculum knowledge.
6. Plan and teach well structured lessons.
7. Adapt teaching to respond to the strengths and needs of all pupils.
8. Make accurate and productive use of assessment.
9. Manage behaviour effectively to ensure a good and safe learning environment.
10. Fulfil wider professional responsibilities.
11. Demonstrate the personal and professional conduct expected of a trainee teacher.

Content:

i. Establish effective working relationships with colleagues, parents and carers.
ii. Demonstrate understanding of their own and other’s roles within school.
iii. Demonstrate high expectations of children as learners and develop constructive and supportive relationships with them.
iv. Contribute and share in the corporate life of the school and take responsibility for implementation of school policies and practice.
v. Undertake lesson observations of established teachers in order to evaluate and learn from effective practice.
vi. Demonstrate independence in planning and teaching series of lessons/ learning episodes across the curriculum.
vii. Use a range of assessment strategies.
viii. Provide effective feedback on pupil attainment that identifies pupil progress and supports individual learning needs.
ix. Complete records as a basis for reporting on pupils’ attainment and progress orally and in writing, concisely, informatively and accurately for parents, carers, other professionals and pupils.
x. Plan for opportunities outside the classroom context that will enhance children’s learning.
xi. Establish the use of frameworks that promote classroom discipline and demonstrate positive values in creating a purposeful and safe learning environment.
xii. Reflect upon and evaluate their own teaching and engage in the coaching and mentoring process in order to develop their professional needs.

Learning and Teaching Information:

Training consists of three phases:
Phase 1 Preparation for teaching (the preparation period)
introduction to the classroom context; planning, teaching and management systems
information gathering: data collecting tasks for college-based Professional Studies modules

Phase 2 Assisted teaching (the preparation period)
collaboration and assisted performance in planning, teaching and assessment for learning

Phase 3 Demonstrating independence (the block placement)
independent performance in planning, teaching and assessment for learning with whole class responsibility

Pre-placement preparation lectures
Contact hours: 2
Intended Group size: 2

Attend Link tutor meeting to engage in professional dialogue regarding preparation for whole class responsibility for the block placement
Contact hours: 1
Intended Group size: Individual

Observation of teaching by School-based tutor and tutorial
Contact hours: 8
Intended Group size: Individual

Joint observation of teaching (Link Tutor & School-based Tutor) and tutorial
Contact hours: 2
Intended Group size: Individual

Planning meetings with CT 1
Intended Group size: Individual

Final tutorial, discussion of assessment booklet including target setting with School-based Tutor
Contact hours: 1
Intended Group size: Individual

Meet with Link Tutor in school to monitor progress, check files and verify assessments plus fail verification if necessary (LT)
Contact hours: 2
Intended Group size: Individual

Other Relevant Matters
Any student who is insufficiently prepared for SBT, through inattendance at preparation sessions or lack of appropriate preparation for teaching will be referred to the Academic and Professional Misconduct Panel (or the equivalent). The outcome may be withdrawal from SBT and a resultant fail mark.

Schools reserve the right to withdraw any student from SBT who is acting unprofessionally, is insufficiently planned and who is jeopardising the education and/or safety of the children. A fail will be recorded subject to the outcome from the relevant Panel of Examiners.

Assessment: