Module EDUC47900: Professional Studies and School Based Practice (Secondary)

Department: Education

EDUC47900: Professional Studies and School Based Practice (Secondary)

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• To be awarded qualified Qualified teacher Teacher status Status (QTS), students must provide evidence for and pass the Teachers’ Standards (DfE, 2012).

Content

• The Teachers’ Standards define the minimum level of practice expected of trainees and teachers from the point of being awarded (QTS). The Teachers’ Standards are used to assess all trainees working towards QTS. Students will be required to complete school-based training and for the required number of days, as per DfE regulations.

Learning Outcomes

• Identify common misconceptions within the subject and plan teaching to address them;
• Model expert thinking by breaking down disciplinary processes into clear, learnable steps;
• Use representations, examples and explanations that reveal underlying concepts, not just procedures;
• Support pupils in moving from novice to more expert performance through guided practice and scaffolded independence;
• Select tasks that promote reasoning, application and transfer within the subject domain;
• Use subject-specific vocabulary with precision and teach pupils how to use it meaningfully;
• Diagnose pupil understanding through targeted questioning and respond adaptively;
• Plan opportunities for retrieval, rehearsal and cumulative knowledge building across sequences of lessons.

• Set high expectations which inspire, motivate and challenge pupils;
• Promote good progress and outcomes by pupils;
• Demonstrate good subject and curriculum knowledge;
• Plan and teach well-structured lessons;
• Adapt teaching to respond to the strengths and needs of all pupils;
• Make accurate and productive use of assessment;
• Manage behaviour effectively to ensure a good and safe learning environment;
• Fulfil wider professional responsibilities;
• Demonstrate consistently high standards of personal and professional conduct.

• Develop and maintain high expectations for pupil behaviour, engagement and progress;
• Plan and sequence learning with clear, purposeful objectives informed by curriculum expectations;
• Use evidence-informed strategies to reduce cognitive load and support pupil thinking;
• Assess learning (formative and summative) to inform next steps and adapt teaching;
• Create an inclusive learning environment that anticipates need and removes barriers to participation;
• Communicate effectively with pupils, colleagues, parents and carers in professional and appropriate ways;
• Reflect on practice using feedback, research and self-evaluation to drive improvement;
• Uphold legal and statutory responsibilities including safeguarding, professional conduct and Teachers’ Standards.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Students will attend the DfE required number of school-based practice days, and provide evidence of successful progress, in order to be awarded QTS.
• There will be a portfolio of evidence mapped to the Teachers’ Standards (PebblePad). There will be a second summative portfolio of evidence mapping school based professional practice against the Teachers’ Standards. Both elements of assessment must be passed to pass the module. Assessment is Pass/Fail only.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Professional and school-based practice milestones.

■ Students who do not attend monitored activities shown under Teaching Methods and Learning Hours, or who fail to complete the summative or formative assessment(s) specified above, may be subject to the Academic Progress procedures defined in the University's General Regulation V, and may be required to leave the University.