TE5509 - Educational Placements 2

What will I learn on this module?

In this module you will continue to apply your theoretical, pedagogical and subject knowledge in a school based settings. This will take the form of non-assessed placements focussing on the development of specific skills and interventions, and a sustained assessed placement. During these placements you will have the opportunity to apply your knowledge and understanding and develop your ability to work autonomously and as part of a team in professional school contexts for the relevant age phases of the Early Years Foundation Stage, Key Stages 1 and 2. You will be expected plan, teach, manage, monitor and assess across the appropriate curriculum for the relevant age phases of Early Years Foundation Stage, Key Stages 1 and 2, initially with appropriate help from experienced professionals but moving towards doing so independently. You will develop valuable skills including the ability to critically reflect, analyse and evaluate your personal and professional understanding and practice in early years and primary educational settings. Through this reflection you will work with your school based mentor to set your own professional targets. You will develop a sound knowledge of curriculum pedagogy in core and foundation subjects, for the relevant age phases 3-7 or 7-11, through operating with increasing independence. This module is designed to enable you to meet the standards and requirements for Qualified Teacher Status.

How will I learn on this module?

You will learn through school-based practice how apply your theoretical, pedagogical and subject knowledge in classroom practice including the use of ICT across the curriculum, for the relevant age phases of the Early Years Foundation Stage, Key Stages 1 and 2. You will apply this knowledge through the planning, delivery and assessment of effective lessons within the curriculum for the relevant age phases of the Early Years Foundation Stage, Key Stages 1 and 2. You will continually reflect upon the effectiveness of your own practice in promoting progress and improving outcomes for the children and in doing so you will ensure your professional development. You will effectively use a range of other professional skills including your ability to work cooperatively as part of a team, communicate effectively, adopt a flexible approach, and be highly organised and overcome professional challenges through being dedicated and resilient. The combination of all of these skills will allow you to gather evidence in support of the Teachers Standards (DfE, 2012) and the requirements for Qualified Teacher Status (QTS).

How will I be supported academically on this module?

You will be supported and/or mentored by both academic and partnership staff during all placements. You will attend university based lectures and workshops led by the placements module leader, academic staff and partnership staff. This module leader will provide support and guidance relating to the appropriate use of all placement documentation whilst on school placement, outline all of the placement expectations and offer support with gathering evidence in relation to the Teachers’ Standards (DfE, 2012). Throughout the assessed school placements the module leader will be your University based contact should you have any further queries. You will receive regular, continued support from a school-based mentor throughout your placement experience. They will also carry out lesson observations and hold weekly meetings to review your progress and set targets for the following week. In addition to this you will be assigned a link tutor who will visit you during assessed school placement to support you with all of the placement requirements and expectations; this will include carrying out lesson observations and providing constructive feedback in order to promote further progress. Together with your school based mentor they will enable you to reach your potential as you prepare to be considered for Qualified Teacher Status.

You will spend a considerable amount of time in school throughout the year in both an assessed and non assessed capacity. In your assessed placement, you will be supported in school by the expertise of an experienced teacher who will act as your mentor. Your mentor, following the guidance provided by the University, will support you in setting targets to help you to begin to fulfil your potential as a trainee teacher. Using a placement specific tutoring system, the University will monitor your progress and support you in school. This network of support will ensure that you make the best possible progress and prepare you for the expectations of your final year.

What will I be expected to read on this module?

All modules at Northumbria include a range of reading materials that students are expected to engage with. The reading list for this module can be found at: http://readinglists.northumbria.ac.uk
(Reading List service online guide for academic staff this containing contact details for the Reading List team – http://library.northumbria.ac.uk/readinglists)

What will I be expected to achieve?

Knowledge & Understanding:
1. Analyse your observation of teaching and learning in early years and/or primary within the context of current research and OFSTED recommendations for good practice.
2. Develop your subject knowledge across the whole curriculum in a teaching situation.
3. Reflect on the observation of issues of inclusion in the early years and primary educational contexts.
4. Work within the context of national and local requirements to make effective decisions to plan, teach and assess sequences of lessons or sessions across the age phase under the guidance of the nursery or school staff.

Intellectual / Professional skills & abilities:
1. Move towards meeting the Teachers’ Standards (DfE, 2012)
2. Make a contribution towards pupil progress in reading through implementing effective ‘boosting reading intervention strategies
3. Become familiar with relevant resources to support reading in primary schools

Personal Values Attributes (Global / Cultural awareness, Ethics, Curiosity) (PVA):
1. Become more autonomous in developing your skills of evaluating personal and professional development through target setting under the guidance of the nursery or school staff related to the requirements specified in Teachers’ Standards (DfE, 2012)

How will I be assessed?

- Reading Intervention
Assessment will be by attendance and upon receipt of a formative ‘Teacher Training Profile’ report at the end of the intervention. (iPSA 2, 3)

Non-assessed Placement
During this time you will gain experience of planning, teaching, managing, monitoring and assessing groups of learners and whole classes across a sustained period of time. You will receive formative feedback to support your development as a teacher and to support your preparation for your intermediate assessed placements. (KU 1, 2, 3, 4, iPSA 1, PVA 1)

Summative Assessment
Assessed Placement
During the assessed weeks of the placement. Your mentor will use the placement documentation to map your progress. You will review this together at a Weekly Review of Progress Meeting and set short term targets to ensure that you make sustained progess in all aspects of of planning, teaching, managing, monitoring and assessing groups of learners and whole classes across a sustained period of time, as well as maintaining appropriate professional behaviours and attitudes at all times

(KU 1, 2, 3, 4, iPSA 1, PVA 1)




Educational Research & Enquiry 2
Professional Studies 2
Curriculum Studies 2
Enhanced Curriculum Studies 2

Module abstract

‘Educational Placements 2’ is your intermediate assessed placement module that forms part of the requirements for your award of QTS. This module builds upon your emerging knowledge and skills, developed through Educational Placements 1 and challenges you to apply your expertise over a formal sustained placement, that will help you start to develop your emerging professional identifty as a teacher. You will have the opportunity to develop and apply your subject, theoretical and pedagogical knowledge in practical settings across the 3 stages of this module

Once you have completed your 2 day training through lectures and seminars you will receive input on implementing quality interventions, so that you will have a good understanding of the strategies to use over the placement and apply these with identified children over an initial 20 day period. Assessment will be made via attendance and upon receipt of a formative ‘Teacher Training Profile’ report at the end of the intervention.

Through the successful completion of your non-assessed placement you will have the opportunity to further develop the necessary pre-requisite skills to become an effective primary teacher, via supported planning, teaching and assessment of children’s learning, over a sustained period of time.

During assessed placement experience . You will receive verbal and written feedback following each lesson observation, as well as informally throughout the course of placement. You will be asked to work to a flexible assessed timetable that includes approximately: 60% time in host class, planning and teaching either all the English lessons, or all the mathematics lessons, with teacher taking on supporting role in class if required . The class teacher/school-based mentor will observe you throughout the week and provide graded feedback.

Prior to your placement experiences you will attend lectures and tutorials aimed at preparing you for a successful placement experience. You will receive guidance and continual support from academic (including a link tutor) and school-based staff throughout your placement experience to maximise your potential, encourage you to reflect upon your practice and to fulfil all of the placement expectations.

Course info

UCAS Code X120

Credits 20

Level of Study Undergraduate

Mode of Study 3 years full-time

Department Social Work, Education and Community Wellbeing

Location Coach Lane Campus, Northumbria University

City Newcastle

Start September 2024

Fee Information

Module Information

All information is accurate at the time of sharing.

Full time Courses starting in 2023 are primarily delivered via on-campus face to face learning but may include elements of online learning. We continue to monitor government and local authority guidance in relation to Covid-19 and we are ready and able to flex accordingly to ensure the health and safety of our students and staff.

Contact time is subject to increase or decrease in line with additional restrictions imposed by the government or the University in the interest of maintaining the health and safety and wellbeing of students, staff, and visitors, potentially to a full online offer, should further restrictions be deemed necessary in future. Our online activity will be delivered through Blackboard Ultra, enabling collaboration, connection and engagement with materials and people.


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