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Unit information: Spring Educational and Professional Studies (Level M) in 2015/16

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Unit name Spring Educational and Professional Studies (Level M)
Unit code EDUCM5050
Credit points 20
Level of study M/7
Teaching block(s) Academic Year (weeks 1 - 52)
Unit director Dr. Orchard
Open unit status Not open



Curriculum Research and Curriculum Practice

School/department School of Education
Faculty Faculty of Social Sciences and Law


It is a statutory requirement that a minimum of 24 weeks of programme time is normally spent in schools.

The phases of school experience are:

  • Primary school observation starting in the Autumn Term
  • First school experience (serial and block placements in the Autumn Term)
  • Main school experience (4 days in the Autumn term; the whole of the Spring Term)
  • Summer Term school experience

During these school experiences all student teachers are expected to take a full part in the life of the school: in classroom teaching; in the collaborative work of the department/faculty; in pastoral care and special education contexts; in extra-curricular activities; in meetings for parents and carers. Conduct and involvement in schools is a prime focus of the programme, and student teachers will be expected to demonstrate the highest standards of professionalism in all aspects of this work. Achievements in this respect will be fully represented in formal assessment procedures, and in written references.

During time on placement in schools, student teachers are required to teach a range of classes with fully delegated responsibility for those classes. The Associate Tutor (AT) (together with the Professional Tutor (PT)) will arrange a timetable that includes an appropriate range of teaching and other relevant professional experiences.

Intended learning outcomes

Upon completion of this unit students will be to:

  • understand key aspects of the theory and practice of teaching and learning,
  • understand learning and assessment processes in various contexts of learning and teaching in the secondary classroom and with a diverse range of learners
  • demonstrate competence to teach in a specific discipline/subject area
  • understand those values underpinning different pedagogic approaches
  • develop critical insight into teaching and professional pedagogic practice

Teaching details

Students will achieve the learning outcomes and fulfil the assessment requirements of this unit through school-based practice as outlined in the unit description.

Assessment Details

Please state the methods used for formative and summative assessment, including essay word length, length and type of exams, projects, etc. The relative contributions of the different summative assessments to the overall unit mark should also be included, e.g. 3-hour written exam (60%), 2000 word essay (40%).

Please link the assessment to the intended learning outcomes bearing in mind that it is expected that all intended learning outcomes are assessed.

By the end of the PGCE year, all student teachers are expected to have met (and in many cases to have gone beyond) the Teachers’ Standards. A Student Teacher’s progress towards meeting the Teachers’ Standards will be closely monitored by the AT and the University Tutor and assessed regularly by all involved in the mentoring process. It is essential that evidence of this process is kept and that this is clearly communicated to the student teacher on a regular basis. Student Teachers should have a range of experiences whilst in school which enable them to meet the Teachers’ Standards. Evidence that they have done this is recorded in the Teachers’ Standards Record of Evidence. The placement school will make recommendations for the award of Qualified Teacher Status (QTS) based on student teachers’ success in terms of meeting the Teachers’ Standards. The Board of Examiners will make the final recommendation of QTS to the National College for Teaching and Leadership (NCTL). QTS is awarded on a PASS or FAIL basis.

Teachers’ Standards -

Reading and References

Participants will engage with professional literature, including text books and subject specific pedagogical materials, and policy documents as well as journals and book chapters specific to education.

Other texts will be recommended dependent upon the subject content learnt and ways of learning it, negotiated with the tutor.