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Study information

Learning for Teaching: School Experience

Module titleLearning for Teaching: School Experience
Module codeEDU2017
Academic year2024/5
Module staff

Mrs Anita Wood (Convenor)

Duration: Term123
Duration: Weeks



Number students taking module (anticipated)


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?  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 or via a ‘virtual placement’. 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 and 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. It is possible to undertake this module  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.

If you choose to undertake a face to face placement please note that you must submit your DBS application to the DBS office in good time and must complete a placement form. 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 or choose to just undertake the ‘virtual placement’.

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; provide you with knowledge and understanding of a range of 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 or through a virtual placement; to allow you to demonstrate learning  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 knowledge and understanding of how teaching and learning is organised in school settings;
  • 2. demonstrate awareness and a critical understanding of the curriculum delivered in one or two key stages;
  • 3. select and prepare curriculum resources and plan for their effective use in the classroom or online;
  • 4. demonstrate knowledge 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 an awareness of the statutory requirements related to working with young people (eg safeguarding; health and safety);
  • 6. demonstrate 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. recognise the skills needed to work as a teacher, with reference to the Teachers’ Standards in particular;
  • 8. analyse your personal skills related to teaching and learning, identifying ways to improve these through personal development planning; and
  • 9. present your ideas and demonstrate your understanding clearly 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;
  • A virtual placement which you will engage with online and the option of a face to face placement (if permitted)
  • Reflection on your learning by participation in online discussion groups;
  • Preparation of a portfolio of documentary evidence, based on the Teachers’ Standards, to demonstrate your engagement with and learning from the taught course and from your face to face or virtual placement.

Learning activities and teaching methods (given in hours of study time)

Scheduled Learning and Teaching ActivitiesGuided independent studyPlacement / study abroad

Details of learning activities and teaching methods

CategoryHours of study timeDescription
Scheduled Learning & Teaching activities24Taught lecture and seminar programme (12 x 2 hour sessions)
Guided independent study24Preparation tasks related to content of lectures
Guided independent study12Participation in online reflective discussions following lectures
Guided independent study10Planning and preparation for school placement including making contact with school
Placement/study abroad60School experience: 10 days
Guided independent study20Critical, analytical and reflective case study based on school experience
Guided independent study150Planning and preparation for school experience activities and compilation of documentary evidence of learning

Formative assessment

Form of assessmentSize of the assessment (eg length / duration)ILOs assessedFeedback method
Online discussion1,000 words equivalent2, 4-6, 9Online feedback from peers and tutors
Written assignment2,000 words 1-3, 5-9Written feedback

Summative assessment (% of credit)

CourseworkWritten examsPractical exams

Details of summative assessment

Form of assessment% of creditSize of the assessment (eg length / duration)ILOs assessedFeedback method
Portfolio101,000 words1-9Written
Written assignment905,000 words1-9Written

Details of re-assessment (where required by referral or deferral)

Original form of assessmentForm of re-assessmentILOs re-assessedTimescale for re-assessment
PortfolioPortfolio (10%) 1,000 words1-9August/September re-assessment period
Written assignmentWritten assignment (90%) 5,000 words1-9August/September re-assessment period

Indicative learning resources - Basic reading

Aubrey, K. and Riley, A. (2016) Understanding and using Educational Theories. Sage:  London

Pollard, A, (2018) Reflective Teaching in Schools. Bloomsbury.

Williams, K. (2012) Reflective Writing. Palgrave Macmillan.

Willingham, D.T. (2009) Why Don’t Children Like School? Jossey Bass.               

Indicative learning resources - Web based and electronic resources

Web-based and electronic resources: will be available on ELE (

Other relevant URLs:

University of Exeter PGCE programmes:

Department for Education:

Get into Teaching website:

School Direct:

Teach First graduate recruitment:

Ofsted inspection reports:

Key words search

Teachers, teaching, teacher training, learning, PGCE, schools, work experience

Credit value30
Module ECTS


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NQF level (module)


Available as distance learning?


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Last revision date