TE5509 - Educational Placements 2

You will learn through school-based practice how apply your theoretical, pedagogical and subject knowledge in classroom practice including the use of ICT across the curriculum, for the relevant age phases of the Early Years Foundation Stage, Key Stages 1 and 2. You will apply this knowledge through the planning, delivery and assessment of effective lessons within the core curriculum for the relevant age phases of the Early Years Foundation Stage, Key Stages 1 and 2. You will continually reflect upon the effectiveness of your own practice in promoting progress and improving outcomes for the children and in doing so you will ensure your professional development. You will effectively use a range of other professional skills including your ability to work cooperatively as part of a team, communicate effectively, adopt a flexible approach, and be highly organised and overcome professional challenges through being dedicated and resilient. The combination of all of these skills will allow you to gather evidence towards the requirements for Qualified Teacher Status (QTS).

You will be supported and/or mentored by both academic and partnership staff during all placements. You will attend university based lectures and workshops led by the placements module leader, academic staff and partnership staff. This module leader will provide support and guidance relating to the appropriate use of all placement documentation whilst on school placement, outline all of the placement expectations and offer support with gathering an evidence base. Throughout the assessed school placements the module leader will be your University based contact should you have any further queries. You will receive regular, continued support from a school-based mentor throughout your placement experience. They will also carry out lesson observations and hold weekly meetings to review your progress and set targets for the following week. In addition to this you will be assigned a lead mentor who will visit you during school placement to support you with all of the placement requirements and expectations; this will include carrying out lesson observations and providing constructive feedback in order to promote further progress. Together with your school based mentor they will enable you to reach your potential as you prepare to be considered for Qualified Teacher Status.

You will spend a considerable amount of time in school in both an assessed and non assessed capacity. In your assessed placement, you will be supported in school by the expertise of an experienced teacher who will act as your mentor. Your mentor, following the guidance provided by the University, will support you in setting targets to help you to begin to fulfil your potential as a trainee teacher. Using a placement specific tutoring system, the University will monitor your progress and support you in school. This network of support will ensure that you make the best possible progress and prepare you for the expectations of your final year.

All modules at Northumbria include a range of reading materials that students are expected to engage with. Online reading lists (provided after enrolment) give you access to your reading material for your modules. The Library works in partnership with your module tutors to ensure you have access to the material that you need.

Knowledge & Understanding:
1. Analyse your observation of teaching and learning in early years and/or primary within the context of current research and OFSTED recommendations for good practice.
2. Develop your subject knowledge in the core subjects in a teaching situation.
3. Reflect on the observation of issues of inclusion in the early years and primary educational contexts.
4. Work within the context of national and local requirements to make effective decisions to plan, teach and assess sequences of lessons or sessions across the age phase under the guidance of the nursery or school staff.

Intellectual / Professional skills & abilities:
Move towards Qualified Teacher Status Make a contribution towards pupil progress in the core subjects.
3. Become familiar with relevant resources to support teaching curriculum subjects.
Personal Values Attributes (Global / Cultural awareness, Ethics, Curiosity) (PVA):
1. Become more autonomous in developing your skills of evaluating personal and professional development through target setting under the guidance of the nursery or school staff related to the requirements of the placement

- Formative Assessment
Non-assessed Placement
During this time you will gain experience of planning, teaching, managing, monitoring and assessing groups of learners and whole classes across a sustained period of time. You will receive formative feedback to support your development as a teacher and to support your preparation for your intermediate assessed placements. (KU 1, 2, 3, 4, iPSA 1, PVA 1)

Summative Assessment
Assessed Placement
During the assessed weeks of the placement. Your mentor will use the placement documentation to map your progress. You will review this together at a Weekly Review of Progress Meeting and set short term targets to ensure that you make sustained progress in all aspects of planning, teaching, managing, monitoring and assessing groups of learners and whole classes across a sustained period of time, as well as maintaining appropriate professional behaviours and attitudes at all times

(KU 1, 2, 3, 4, iPSA 1, PVA 1)

N/A

Educational Research & Enquiry 2
Professional Studies 2
Curriculum Studies 2
Enhanced Curriculum Studies 2

‘Educational Placements 2’ is your intermediate assessed placement module that forms part of the requirements for your award of QTS. This module builds upon your emerging knowledge and skills, developed through Educational Placements 1 and challenges you to apply your expertise over a formal sustained placement, that will help you start to develop your emerging professional identifty as a teacher. You will have the opportunity to develop and apply your subject, theoretical and pedagogical knowledge in practical settings across this module


Through the successful completion of your non-assessed placement you will have the opportunity to develop the necessary pre-requisite skills to become an effective primary teacher, via supported planning, teaching and assessment of children’s learning, over a sustained period of time.

During the assessed placement experience . you will receive verbal and written feedback in weekly review of progress meetings, as well as informally throughout the course of placement. You will be asked to work to a flexible assessed timetable that includes , planning and teaching in the core subjects, with teacher taking on supporting role in class if required . The class teacher/school-based mentor will observe you throughout the week and provide graded feedback.

Prior to your placement experiences you will attend lectures and tutorials aimed at preparing you for a successful placement experience. You will receive guidance and continual support from academic (including a lead mentor) and school-based staff throughout your placement experience to maximise your potential, encourage you to reflect upon your practice and to fulfil all of the placement expectations.