PED4302 - Teaching in the Primary School 1

Objectives:

On successful completion of the module, students will be able to:
Begin to set high expectations which inspire, motivate and challenge pupils;
Begin to promote good progress and outcomes by pupils;
Begin to demonstrate good subject and curriculum knowledge;
Begin to plan and teach well structured lessons;
Begin to adapt teaching to respond to the strengths and needs of all pupils;
Begin to make accurate and productive use of assessment;
Begin to manage behaviour effectively to ensure a good and safe learning environment;
Begin to fulfil wider professional responsibilities;
Begin to demonstrate the personal and professional conduct expected of a trainee teacher.

Content:

i. Establish effective working relationships with colleagues and demonstrate understanding of their own and others' roles.
ii. Ensure they understand their responsibilities in relation to child protection and act to ensure children are kept safe, operating within the policy and practice of the 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 observation of established teachers/lead practitioners in order to evaluate and learn from effective practice.
vi. Develop independence in planning and teaching lessons/ learning episodes across the curriculum vii. Begin to use a range of assessment strategies effectively to support pupil progress.
viii. Reflect upon and evaluate their own teaching and engage in the coaching and mentoring process in order to develop their professional needs.
ix. Provide effective feedback on pupil attainment that identifies pupil progress and supports individual learning needs.
x. Establish the use of frameworks that promote classroom discipline and demonstrate positive values in creating a purposeful and safe learning environment.

Learning and Teaching Information:

Students have an Induction Placement that will enable them to become familiar with the policies and practices for their training school and introduce themselves to staff and pupils. They will undertake initial activities that will support them in University based modules and in preparing for their second school placement.

The second placement consists of three phases:
Phase 1 Preparation for teaching
Introduction to the classroom context; planning, teaching, assessment and behaviour management systems
Observation of teaching and learning, information gathering; data collecting tasks

Phase 2 Assisted teaching
Collaboration and assisted performance in planning, teaching and assessment

Phase 3 Developing independence
A period of more independent performance in planning and teaching in readiness for the Level 5 placement
Completion and submission of Impact studies evidencing student's abilities to support pupil progress

Students will have dedicated taught sessions such that:
They understand expectations for periods of time spent in school
They are aware of the training processes and how they will be supported
They have opportunity for input from University tutors in supporting them in planning and preparing for elements of the curriculum they will deliver in the second placement

Pre-placement preparation lectures & sessions to support curriculum planning
Hours: 10
Intended Group size: 40

Observation of teaching by Mentor and associated tutorials
Hours: 4
Intended Group size: 1

Planning meetings with Class Teacher/Lead Practitioner
Hours: 1
Intended Group size: 1

Final tutorial, discussion of assessment booklet including target setting with Mentor
Hours: 1
Intended Group size: 1

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.

Guided independent study:
Hours: 183
Intended Group size: Individual

Further details relating to assessment
Students must pass all 9 outcomes 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.

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.

Other relevant matters
Any student who is insufficiently prepared for SBT, 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 for this module.

In addition 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 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.

Assessment:

001 Performance as evidenced by summative judgements recorded in the assessment booklet (Mentor to complete) end of Sem 2 100%

Fact File

Module Coordinator - Megan Stephenson
Level - 4
Credit Value - 20
Pre-Requisites - NONE
Semester(s) Offered - 4YLQ4YLQ

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