The University of Southampton
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EDUC2056 Assignment 4

Module Overview

Aims and Objectives

Module Aims

The module aims to equip students with the skills needed to become a successful classroom teacher. It will cover the 8 areas represented by the QTS Standards: 1. Set high expectations which inspire, motivate and challenge pupils 2. Promote good progress and outcomes by pupils 3. Demonstrate good subject and curriculum knowledge 4. Plan and teach well - structured lessons 5. Adapt teaching to respond to the strengths and the needs of all pupils 6. Make accurate and productive use of assessment 7. Manage behaviour effectively to ensure a good and safe learning environment 8. Fulfil wider professional responsibilities

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

  • Theories of teaching and learning and pedagogical content knowledge
  • Demonstrate familiarity with principal sources of educational information and data, and organise and present such data in an informative manner
  • Apply professional ethics to your own practice
  • Make effective use of a range of learning strategies
  • Conduct observation of teaching, noting good practice; teaching strategies, skills and methods
  • Participate in peer reflection
  • Organise and communicate your opinions and arguments in speech and writing, showing confident use of specialist vocabulary
  • Work independently, demonstrating initiative and self-management
  • Articulate your own preferred learning styles and strategies, reflect on these in the light of learning theories, and use them to organize an effective work pattern including working to deadlines
  • Methods of formative and summative assessment, their strengths and limitations
  • The role and application of ICT in education and the implications arising from its use and abuse
  • The professional code within which teachers operate, and teachers’ professional values
  • Diversity of learners’ needs and appropriate learning and teaching approaches
  • The range of stakeholders involved in the education of children and young people
  • Use research evidence effectively in your professional practice
  • Assess critically the relationship between theory and your professional practice
  • Use ICT competently in retrieving, interpreting, assessing and presenting information about pedagogy and your professional practice

Syllabus

The Syllabus will consist of all aspects that are required by the NCTL to form a competent, confident teacher. All Teaching Standards will be covered and addressed throughout the module: 1. Set high expectations which inspire, motivate and challenge pupils 2. Promote good progress and outcomes by pupils 3. Demonstrate good subject and curriculum knowledge 4. Plan and teach well - structured lessons 5. Adapt teaching to respond to the strengths and the needs of all pupils 6. Make accurate and productive use of assessment 7. Manage behaviour effectively to ensure a good and safe learning environment 8. Fulfil wider professional responsibilities

Special Features

This module has a significant placement element, where students are teaching classes in their placement school/college. This element enables students to become effective classroom practitioners. This module has 4 assessment points – 3 review statements and one submission of a portfolio of Teaching Practice Evidence.

Learning and Teaching

Teaching and learning methods

Teaching is usually by a range of lectures, small group seminars and individual tutorials. There is also a considerable ‘placement’ element to this module, where trainee teachers will be teaching in the classroom in their placement school. Trainees will be expected to be self-analytical and self-critical regarding their own teaching.

TypeHours
Placement75
Independent Study50
Teaching25
Total study time150

Resources & Reading list

Resources as needed to plan and teach successful lessons. 

Dillon, J., & Maguire, M. (2007). Becoming a teacher. 

Assessment

Summative

MethodPercentage contribution
Portfolio 100%

Referral

MethodPercentage contribution
Conversation 10%
Portfolio 90%

Repeat Information

Repeat type: Internal & External

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