TE6670 - Educational Placements 3

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 final 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 the 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 5-11, 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.

A significant amount of this year will be spent in schools in both an assessed and non-assessed capacity. During 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 and training provided by the University, will support you in setting targets to help you fulfil your potential as a 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 are well prepared for your transition into teaching.

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. Work autonomously within the context of national and local requirements to; observe, plan, teach and assess children’s learning across the whole curriculum (explicitly taking regard of current research and recommendations from OFSTED) across the relevant age phase(s)
2. Demonstrate appropriate subject knowledge and pedagogy to make effective decisions to manage the teaching and learning across the whole curriculum, setting targets for pupils based on your analysis of learning outcomes, across the relevant age phase(s)

Intellectual / Professional skills & abilities:
3. Demonstrate the Teachers’ Standards (DfE, 2012) within the context of the relevant age phase(s)
4. Work professionally within the school’s management, curriculum and pastoral systems to implement the professional and legal responsibilities of a teacher.

Personal Values Attributes (Global / Cultural awareness, Ethics, Curiosity) (PVA):
5. Understand and be responsible for your own professional development, by critically reflecting and evaluating your own performance, and from this analysis develop future targets for development as an autonomous and reflective member of a team.

Due to the professional nature of the programme and the external regulatory body for teachers, all the module level objectives above also contribute directly to your ability to: Demonstrate the Teachers’ Standards (DfE, 2012) within the context of the relevant age phase(s)

How will I be assessed?

Formative Assessment
You are required to undertake the following non-assessed placements:
Phase 1 Internship
4 weeks focused on planning, teaching assessing and evaluating science and foundation subjects and supporting lessons in English and Mathematics.
During these placements you will gain experience of planning, teaching, managing, monitoring and assessing pupils using whole class pupil progress tracking systems.
You will receive formative feedback to support your development as a teacher and to support your preparation for final placement.
(KU 1, 2, 3, 4 IPSA 1, 2, 3 PVA 1, 2)

Summative Assessment
You are required to pass the following components:
1. Final Assessed Placement (On the BA Hons in Primary Education Degree Programme this is 8 1/2 weeks in total). KU (1, 2); IPSA (1, 2); PVA (1).
2. Presentation of a Teachers’ Standards Portfolio KU (1,2); IPSA (1,2,); PVA (1).

During the assessed weeks of the placement weekly grades are awarded to you by a school- based mentor and/or link tutor and recorded on a tracking system. Verbal and written feedback will be provided following each lesson observation.
Following the successful completion of final assessed placement you are required to present a portfolio of evidence in fulfilment of Teachers Standards (DfE, 2012) criteria. The presentation is delivered through Pebble+ to an academic member of staff.




Educational Research and Enquiry 3
Professional Studies 3
Curriculum Studies 3
Enhanced Curriculum Studies 3

Module abstract

‘Educational Placements 3’ is the module that will help you to develop as an emerging professional teacher. You will have the opportunity to develop and apply your subject, theoretical and pedagogical knowledge in a practical setting. Through the successful completion of non-assessed placements and a final assessed school placement you will have the opportunity to develop the necessary pre-requisite skills to become an effective primary teacher. Prior to placement experience 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. Through the network of support that you will receive it is anticipated that you will find the school based placement a highly rewarding experience and one that will equip you to become a successful and effective teacher. As a graduate of this programme you can expect to be highly successful in gaining a teaching post, as over 50% of students typically secure their first teaching posts before completion with this figure rising to over 90% within 3 months of graduation.

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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