EP959-30 Primary PGCE Professional Practice
Introductory description
Introductory description
The Professional Practice module continues to require all students to pass each of the Teachers’ Standards to be recommended for QTS. The revisions here ensure that this module meets the current statutory demands of the teaching profession and complies with the Centre for Teacher Education’s Warwick Teacher values of creativity, social justice and intellectual curiosity.
This module is weighted with 30 CATs at Level 7 towards the award of PGCE; it is approved for APL towards agreed MA programmes. The module is delivered via lectures, workshops and seminars within the university and through placement-based learning.
Module aims
- To equip students with the qualities, values, character and transferable skills necessary for employment in school requiring in the age phase for which they are training:
a. the use of initiative and personal responsibility.
b. decision-making in complex and unpredictable situations that recognises the ethical complexity of the context
c. the independent learning ability and reflexivity required for career long continuing professional development - To provide students with a range of high-quality opportunities to meet the statutory Teachers' Standards at a level appropriate for an early career teacher, enabling them to become effective, competent, professionally aware teachers in the age phase for which they are training.
- To equip students to recognise factors that contribute to their own professional well-being and to develop habits to promote and recognise professional resilience in themselves and others.
- To equip students with skills to select from and apply an appropriate range of teaching and learning strategies to ensure that learning is progressive and challenging for all learners.
- To ensure that students who are recommended for QTS meet all the national statutory requirements and the Teachers' Standards.
- To facilitate a research-informed critical engagement with practical classroom skills, using a range of resources and online technologies.
Outline syllabus
This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.
There are 2 contributory assessment components to the module: A Level 7 reflective piece (2000 words); a spoken assessment (equivalent to 2000 words).
There are 2 contributory compliance requirements for Qualified teacher Status (QTS) (Pass/Fail); meeting the DfE's Teachers' Standards(2011) which result in trainees being recommended for QTS (Pass/Fail). Trainees are also required to engage in ITAPs - 20 days of DfE mandated training in focal areas of practice and school-based Professional Practice Units which support the integration of university-based teaching with school-based practice.
Learning outcomes
By the end of the module, students should be able to:
- 1. LO1 Demonstrate professional knowledge of the ITE curriculum in the age phase for which they are training.
- 2. LO2 Demonstrate the national statutory requirements and Teachers’ Standards.
- 3. LO3 Deal with complex issues in in the age phase for which they are training, both systematically and creatively, make sound evidence-based judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences.
- 4. LO4 Demonstrate self-direction and originality in tackling and solving school learning environment-based problems, and act autonomously in planning and implementing teaching at a professional level.
- 5. LO5 Understand how to further advance their professional knowledge and understanding, and to develop new skills to a high level in the profession.
- 6. LO6 Understand how teachers are key role models, who can influence the attitudes, values and behaviours of their students
- 7. LO7 Affect and improve the wellbeing, motivation and behaviour of pupils in school and influence pupils’ resilience and beliefs about their ability to succeed.
- 8. LO8 Demonstrate how effective teaching can transform pupils’ knowledge, capabilities and beliefs about learning.
- 9. LO9 Make valuable contributions to the wider life of the school in a broad range of ways; including by supporting and developing effective professional relationships with colleagues.
- 10. LO10 Successfully engage with/complete Intensive Training and Practice requirements completing required University and School-based tasks successfully
Indicative reading list
The reading lists for this module are included in the Professional Practice Units which are shared with trainees at the start of the year.
Research element
Completion of school-based tasks will involve research and analysis.
Interdisciplinary
Sociology, Psychology and other social science areas
Subject specific skills
Teaching skills in line with QTS
ICT skills (using an appropriate technological platform)
Reflection
Analysis
Selecting appropriate sources
Academic referencing
Teaching and presenting skills
Assessment of pupils' work
Transferable skills
Using ICT
Reflective tools
Academic referencing
Teaching and presenting skills
Oral and written communication.
Study time
| Type | Required | Optional |
|---|---|---|
| Lectures | 13 sessions of (0%) | |
| Seminars | 10 sessions of 2 hours (7%) | 19 sessions of 1 hour |
| Tutorials | 4 sessions of 15 minutes (0%) | |
| Work-based learning | 35 sessions of 1 hour (12%) | |
| Placement | 192 hours (64%) | |
| Private study | 34 hours (11%) | |
| Assessment | 18 hours (6%) | |
| Total | 300 hours |
Private study description
Completion of school-based tasks, planning and assessment for placements
Costs
| Category | Description | Funded by | Cost to student |
|---|---|---|---|
| Other |
Students are expected to pay for travel to placement |
Student |
You do not need to pass all assessment components to pass the module.
Assessment group C
| Weighting | Study time | Eligible for self-certification | |
|---|---|---|---|
Assessment component |
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| A Level 7 (M) Professional Reflection– equivalent to 2000 words (50% Pass/ Fail with Merit/Distinction) | 50% | 15 hours | No |
|
Critical reflections on self-selected aspects of their professional practice, supported by relevant professional literature/evidence-base. |
|||
Reassessment component is the same |
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Assessment component |
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| Professional Dialogue: Achievement of the Teachers' Standards | 50% | 3 hours | No |
|
An oral examination of students understanding of the learning outcomes of the module, evidence of their ability to demonstrate the Teachers' Standards and understanding of their own professional development needs |
|||
Reassessment component is the same |
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Feedback on assessment
Formative feedback on professional practice in the classroom is given via the following mechanisms:
- Weekly coaching meetings with school mentor
- Collaborative reviews at the end of each term
- Frequent reflection on coverage of the Core Content Framework for ITT
- Target-setting at the end of Professional Placement 1 that informs priorities for Placement 2
- Professional practice activities, containing self-evaluation and reflection
Courses
This module is Core for:
-
TEPQ-X3L1 Postgraduate Certificate in Education (Primary) with QTS (Face to face)
- Year 1 of X3L2 PGCE (Primary) 3-7 with QTS
- Year 1 of X3L3 PGCE (Primary) 5-11 with QTS