Course Resources Archive

Students will undertake an induction period followed by a Block School Experience.  This would normally be within the same school as BE5001 but with a different age range.

Students further extend their teaching skills drawing from their learning in other Level 5 modules. They will build upon their achievements in BE5001 and will further develop their knowledge and understanding of a range of teaching and learning issues related to current practice in the workplace and beyond.  They will continue to be supported by the class teacher and student mentor.  They are assigned a Link Tutor from the University (ideally the same as for BE5001) who will visit them twice during School Experience, observe their teaching, scrutinise their files, discuss their progress with school staff and offer the trainee teacher support and advice.  Prior to the block the Link Tutor will meet with the student to approve detailed plans for teaching and complete the Midpoint Review form.  Students will not proceed to the block if their preparation is considered unsatisfactory.

Learning is structured through a combination of observations and teaching activities with individuals and small groups initially, building to 70% whole class teaching responsibility during the block.  They will be expected to continue to take responsibility for their own professional development by acting upon feedback and advice.  Some students may complete BE5001 prescribed school-based tasks that are outstanding, these will further develop their thinking about teaching as a profession. Students will be able to recognise underachievement and respond positively and appropriately to individual and diverse learning needs through the planning, teaching, assessment and evaluation of the subject across all learners

A student passing this module should be able to:

1. have a knowledge and understanding of the statutory curriculum requirements from Early Years Foundation Stage to Key Stage 3 as appropriate and be able to demonstrate an understanding of these in order to independently assess, plan, implement, resource, manage and evaluate effectively in the workplace in order to monitor and support pupil progress
2. take more responsibility for planning and teaching well-structured lessons and sequences of lessons that promote good progress and outcomes by pupils informed by theories and principles of learning and pedagogy, taking into account relevant policies, practice and legislation concerning inclusive education and personalised provision for learners 
3. measure the impact of their teaching on the progress of all learners through working alongside colleagues to evaluate and modify their planning and classroom practice where necessary
4. be able to recognise underachievement and respond positively and appropriately to individual and diverse learning needs through the planning, teaching, assessment and evaluation process across all learners
5. use a range of formative assessment strategies to inform lesson plans and sequences of lessons,  appropriately responding to individual learning needs
6. implement a range of teaching, learning and positive behaviour management strategies in order to create a purposeful and safe learning environment and to foster and maintain pupils’ interest
7. promote a love of learning and children’s intellectual curiosity and set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
8. promote children’s well-being both in the workplace and beyond to ensure the success of all learners
9. communicate effectively and show commitment to working collaboratively as a member of a team
10. participate in the wider school by undertaking school duties, extra curricular activities, parents meetings and so on
11. demonstrate, through engaging with processes of self-evaluation and target setting that they are moving towards meeting the Standards for Teachers (DfE 2012)

The Library Catalogue contains full details of the current reading list for this module. Further details may also be found in the Module Guide.