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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.
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.
Professional Placement 1: Training consists of four phases:
Phase 1 Preparation for teaching (the preparation period)
- introduction to the classroom context; planning, teaching and management systems
- information gathering: data collection tasks for University-based Professional Studies modules
Phase 2 Assisted teaching (the preparation period)
- collaboration and assisted performance in planning, teaching and assessment
Phase 3 Demonstrating independence (the block placement)
- independent performance in planning, teaching and assessment with whole class responsibility
Phase 4 Preparing for Induction
- developing performance in response to evaluations and targets set during block placement
- develop understanding of progression through experiencing the age range before (Later Years) and after (Early Years) those in which they are being trained to teach
Professional placement 2: Training consists of one phase:
Phase 1 Preparing for Induction
- developing performance in response to evaluations and targets set during and since Professional Placement 1 through the reflective processes designed to support progression to the Induction Year.
Professional Placement 1
Pre-placement preparation lectures
Contact hours: 2
Intended Group size: year group
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 Mentor and tutorial
Contact hours: 8
Intended Group size: Individual
Joint observation of teaching (Link Tutor & Mentor) and tutorial
Contact hours: 2
Intended Group size: Individual
Planning meetings with Class Teacher/ Lead Practitioner 1
Intended Group size: Individual
Final tutorial, discussion of assessment booklet including target setting with Mentor
Contact hours: 1
Intended Group size: Individual
Meet with Link Tutor in school to monitor progress, ensure student is meeting their responsibilities and verify assessments. In the event of a student failing to meet the requirements Link Tutors will need to verify entitlement and judgements made.
Contact hours: 2
Intended Group size: Individual
Post Placement lectures relating to employment and Induction
Contact hours: 8
Intended Group size: year groupl
Attendance at Progress tutor meetings
Contact hours: 1
Intended Group size: Individual
Professional Placement 2
Monitoring of professional conduct and review of report by Progress Tutor
Contact hours: 1
Intended Group size: Individual
Guided independent study
Contact hours: 173
200 hour is a minimum. Actual hours are determined by NCTL requirements.
Other Relevant Matters
Any student who is insufficiently prepared for School-based training, through lack of attendance 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 result in a withdrawal from SBT and a fail mark recorded.
In addition schools reserve the right to withdraw any student from School-based Training who is acting unprofessionally, is insufficiently planned and who is jeopardising the education and/or safety of the children. A fail mark will be recorded subject to the outcome from the relevant Panel of Examiners.
Summative judgements are made against the Teaching Standards below, appropriate to stage of training.
Teaching Standards 2012:
PART ONE: TEACHING
A teacher must:
1 Set high expectations which inspire, motivate and challenge pupils
2 Promote good progress and outcomes by pupils
3 Demonstrate good subject and curriculum knowledge
4 Plan and teach well-structured lessons
5 Adapt teaching to respond to the strengths and needs of all pupils
6 Make accurate and productive use of assessment
7 Manage behaviour effectively to ensure a good and safe learning environment
8 Fulfil wider professional responsibilities
PART TWO: PERSONAL AND PROFESSIONAL CONDUCT
A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher's career.
- Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:
- treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher's professional position
- having regard for the need to safeguard pupils' well-being, in accordance with statutory provisions
- showing tolerance of and respect for the rights of others
- not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs
- ensuring that personal beliefs are not expressed in ways which exploit pupils' vulnerability or might lead them to break the law.
Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.
Further details relating to assessment
The first element relates to school-based training, students are assessed against the Teachers' Standards and Part Two, Personal and Professional Conduct. The second element requires students to attend and engage with sessions pertaining to readiness for application, employment and preparation for the NQT year. The third element requires a two week placement in either their first destination school, a partnership school or a school of their choosing where they can respond to identified actions within the Passport to Induction or equivalent document. Professional conduct will be monitored and a report produced.
Professional placement 1: Students must pass all nine objectives as evidenced in the Assessment Booklet to be awarded an overall pass for the module. Link tutors support Mentors in their assessment role, moderating grades and quality assuring the training processes. The size of the cohorts necessitates both University-based and Associate Link Tutors be deployed.
Professional Placement 2: Schools will provide a report that evidences professional engagement and attendance in the placement. The placement will be supported by Progress tutors.
This module is exempt from condonement of marginal failure as a pass is required in order to demonstrate subject knowledge and understanding of key concepts and ideas around professional practice and pedagogy that are essential in order to demonstrate preparedness for School Based Training and in line with the requirement to meet the Teacher's Standards.
001 Summative Judgement (semester 2) 100%
Module Coordinator - Ms Kathryn Gerrard
Level - 6
Credit Value - 20
Pre-Requisites - NONE
Semester(s) Offered - 6S2Q6S2Q
