Learning for Teaching: School Experience
| Module title | Learning for Teaching: School Experience |
|---|---|
| Module code | EDU3014 |
| Academic year | 2019/0 |
| Credits | 30 |
| Module staff | Mrs Anita Wood (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 1 | 11 |
| Number students taking module (anticipated) | 20 |
|---|
Module description
Are you interested in becoming a teacher? Have you ever wondered whether you have the knowledge and skills needed to teach a class? Would you like to gain first-hand experience of working in a school? If so, then this is the module for you.
This module will introduce you to teaching and learning in schools, both in theory and practice. It will enable you to understand the role of the teacher within a school setting, working to the set of professional standards required for Qualified Teacher Status by the National College for Teaching and Learning. It will enable you to engage with theories of teaching and learning and will offer you the opportunity to participate in teaching and learning activities in a school setting. It will help you to understand the challenges and rewards of working as a teacher in school and will introduce you to a range of training pathways, such as the University of Exeter’s PGCE, School Direct programmes. It will also develop a wide range of personal and transferable skills attractive to any graduate employer.
To study this module, no prior knowledge is required and you are welcome regardless of your disciplinary or degree background. Moreover, it is possible to undertake this module (or a variant of it) at any stage from the second year of your degree programme onwards because 15 and 30 credit versions have been developed at Levels 5 or 6. It is only possible to take a Learning for Teaching Module once.
Please note that you must submit your DBS application to the DBS office, and show original copies of your ID documents to the DBS office, by the end of the week during summer term in which the final LfT induction session takes place, at the latest. Failure to do so in the absence of extenuating circumstances will normally result in you being removed from the LfT module.
If you are considering this module option, please be aware that some additional costs may be incurred for travel to and from your school placement. However, you will be able to arrange your placement in a location that is convenient for you, so these costs should be minimal.
Module aims - intentions of the module
This module aims to: provide you with knowledge and understanding of the professional role of the teacher within a school setting; introduce you to legal, professional and theoretical frameworks applicable to working as a teacher in school; enable you to learn from structured analysis and reflection on your experience gained within a school context; and provide a structure for you to demonstrate learning from your experience in school that will be applicable to future training and employment in the teaching profession. You will be introduced to the Teachers’ Standards that apply to all teachers in England and Wales, including those in initial training, and will be given information and advice about the diverse routes into the teaching profession and how to apply for them.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. demonstrate detailed knowledge and systematic understanding of how teaching and learning is organised in a chosen school setting;
- 2. demonstrate a critical awareness and systematic understanding of the curriculum delivered in one or two key stages;
- 3. select and prepare curriculum resources, plan for their effective use in the classroom and evaluate their impact on learning outcomes;
- 4. demonstrate knowledge and understanding of the legal and professional frameworks applicable to working as a teacher in school, including the Teachers Standards;
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 5. reflect critically on the professional role of the teacher including knowledge of the statutory requirements related to working with young people (eg safeguarding; health and safety);
- 6. demonstrate a critical awareness of the learning process and an ability to reflect on and evaluate learning in a school context, based on professional and scholarly literature and analytical reflection on your experience and observations;
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 7. identify the skills and personal attributes needed to work as a teacher, with reference to the Teachers Standards in particular;
- 8. analyse your own personal skills related to teaching and learning, identifying ways to improve these through personal development planning; and
- 9. communicate information, ideas, problems and solutions clearly and demonstrate your understanding of teaching and learning in an appropriate format for purpose and audience.
Syllabus plan
Whilst the module’s precise content and order may vary from year to year, it is envisaged that the syllabus will include the following topics:
- A programme of lectures and seminars at the university with preparation tasks;
- School experience;
- Reflecting on your learning by participation in online discussion groups; and
- Preparation of documentary evidence, based on the Teachers’ Standards, to demonstrate your engagement with and learning from the taught course and from school experience.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 24 | 216 | 60 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning & Teaching activities | 24 | Taught lecture and seminar programme (12 x 2 hour sessions) |
| Guided independent study | 24 | Preparation tasks related to content of lectures |
| Guided independent study | 12 | Participation in online reflective discussions following lectures |
| Guided independent study | 10 | Planning and preparation for school placement including making contact with school |
| Placement/study abroad | 60 | School experience: 10 days |
| Guided independent study | 20 | Critical, analytical and reflective case study based on school experience |
| Guided independent study | 150 | Planning and preparation for school experience activities and compilation of documentary evidence of learning |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Reflective contributions to online discussions | 1,000 words equivalent | 2,4-6,9 | Online feedback from peers and tutors |
| Reflective learning journal | 2,000 words | 1-3, 5-9 | Written feedback |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Critical, analytical and reflective case study drawing on professional and scholarly literature including documentary evidence from school experience | 100 | 5,000 | 1-9 | Written feedback |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Critical, analytical and reflective case study drawing on professional and scholarly literature including documentary evidence from school experience | Critical, analytical and reflective case study drawing on professional and scholarly literature including documentary evidence from school experience | 1-9 | August/September re-assessment period |
Indicative learning resources - Basic reading
Aubrey, K. and Riley, A. (2016) Understanding and using Educational Theories. Sage: London
Cottrell, S. Skills for Success: The Personal Development Planning Handbook. Palgrave Study Guides. London
Dymoke, S. (ed) (2013) Reflective Teaching and Learning in the Secondary School, 2nd edition. Sage. London.
Fisher, R. (2005) Teaching Children to Learn, 2nd edition. Nelson Thornes. Cheltenham.
Fisher, R. (2005) Teaching Children to Think. Nelson Thornes. Cheltenham.
Hansen, A. et al (2012) Reflective Teaching and Learning in the Primary Schools. Sage/Learning Matters. London.
Moon, J. (1999) Learning Journals: A handbook for academics, students and professional development. Kogan Page. London
Pritchard, A. (Nov. 2013) Ways of Learning: Learning Theories and Learning Styles in the Classroom, 3rd edition Routledge/David Fulton. London.
Skinner, D. (2010) Effective Teaching and Learning in Practice. Continuum. London
Indicative learning resources - Web based and electronic resources
Web-based and electronic resources: will be available on ELE (http://vle.exeter.ac.uk/)
Other relevant URLs:
University of Exeter PGCE programmes: http://socialsciences.exeter.ac.uk/education/pgce/
Department for Education: http://www.education.gov.uk/
Get into Teaching website: http://www.education.gov.uk/get-into-teaching
School Direct: http://www.education.gov.uk/get-into-teaching/teacher-training-options/school-based-training/school-direct
Teach First graduate recruitment: http://www.teachfirst.org.uk/our-programme
Ofsted inspection reports: http://www.ofsted.gov.uk/inspection-reports/find-inspection-report
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 6 |
| Available as distance learning? | No |
| Origin date | 21/05/2013 |
| Last revision date | 17/12/16 |
