During the module, trainees will develop their ability to:

Take the lead in liaising with parents

Engage parents and carers in the education of their children

Teach and rigorously maintain clear behavioural expectations

Create sequences of lessons, ensuring that pupils secure foundational knowledge before encountering more complex content

Adapt their teaching to meet the needs of the pupils in their class

Strengthen pedagogical and subject knowledge by participating in wider networks

Ensure that support provided by additional adults in the class is additional to, rather than a replacement for, support from the teacher

Take accountability for pupil progress

Use effective assessment practices in their classroom to progress learning

Contribute positively to the wider school culture

Develop a feeling of shared responsibility for improving the lives of all pupils within the school

Develop effective working relationships with other professionals in the school, e.g. wellbeing lead

Manage an 80% teaching load effectively

Develop strategies to manage their wellbeing when teaching an 80% teaching load

Present evidence portfolio to tutors which evidences all professional competencies as listed in the Teachers’ Standards.



Due to the professional nature of the course this is a pass/fail module. This module must be passed for trainees to be recommended for QTS.

Responsibilities will increase during the course of this placement. Initially, trainees observe experienced teachers, focussing on how they adapt learning for pupils in their class. They use their observations as a basis for taking charge of planning activities for the whole class across a range of subjects, culminating in them teaching the whole class for at least 80% of the timetable by the end of the placement, based on lessons they have planned themselves. Trainees are given feedback on their practice from the school based mentor on a weekly basis in order to help them continually develop their practice.



Throughout the placement, trainees are involved in weekly professional discussions with their mentor, covering areas such as liaising with parents, long and medium-term planning procedures, procedures in schools for teachers’ continuing professional development, how colleagues work together and support each other professionally, personalising rules and routines, managing workload and wellbeing and applying for jobs. In this way, they learn from experienced professionals about many aspects of classrooms practice.

On completion of this module, you will be able to demonstrate through your practice that you are making satisfactory progress towards the Teachers’ Standards as evidenced through your practice in placement and your ability to teach effectively for 80% of the timetable.

Knowledge & Understanding

Learning

Enquiry

Analysis

Problem Solving

Communication

Application

Reflection

Learners will find the following specifically useful for this module:¿

Burnett, C and Cremin, T. (2018) Learning to teach in the primary school (Open University Press, Maidenhead)
Creasy, M. (2022) Independent Thinking on Primary Teaching: Practical Strategies for working smarter not harder (Independent Thinking Press, Carmarthen)

Robinson, C. (2015) Your primary school-based experience: a guide to outstanding placements (Critical Publishing, Northwich)

University teaching sessions
Academic Mentor tutorials
Weekly placement meetings with school mentor
Observation/s of teaching from university representative

University library
Materials and links on course Blackboard site

Placements allow trainees to train in real-life situations and are invaluable for trainees in developing their professional abilities and behaviours. Each trainee will work closely with a school-based mentor and will observe experienced teachers in their day-to-day role and collaborate with them in planning, delivering and reviewing lessons. By the end of the Level 4 placement, trainees should be teaching the class for at least 50% of the timetable.