ED3GITA: Practical Teaching: Guided Implementation - PGTA

Module code: ED3GITA

Module provider: Institute of Education

Credits: 40

Level: 6

When you’ll be taught: Semester 1 / 2

Module convenor: Dr Catherine Foley , email: c.m.foley@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s): IN THE SAME YEAR AS TAKING THIS MODULE YOU MUST TAKE 1 MODULE FROM AND TAKE 1 MODULE FROM (Compulsory)

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: Mini placement

Academic year: 2025/6

Available to visiting students: No

Talis reading list: Yes

Last updated: 23 June 2025

Overview

Module aims and purpose

This is the second of three placement modules for the Postgraduate Teacher Apprenticeship. It provides apprentices with experiences of teaching both in their employing school and a contrasting school and year group (for a minimum of three weeks), extending and consolidating their learning to enable them to demonstrate the knowledge, attributes, skills and understanding towards becoming a qualified teacher and meeting the Teacher Apprenticeship Standard.

Aims:

• To develop, at an appropriate level, the professional attributes, professional knowledge and understanding, and professional skills required of teachers as outlined in the Programme Learning outcomes towards the Teacher Apprenticeship Standard and QTS
• To gain insight and understanding of the requirements for good teaching
• To consolidate and enrich experience gained in school 
• To gain experience of working with individuals, small groups and the whole class both within and across sequences of lessons, taking increasing responsibility for learning 

Students will also demonstrate proficiency in the fundamental skills in literacy and numeracy.

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Demonstrate and provide evidence of progress towards achieving the Teacher Apprenticeship Standard 
2. Demonstrate through their teaching an increasingly sophisticated understanding of teaching, learning and the wider role of the teacher 
3. Deploy established approaches to teaching and learning  
4. Show evidence-informed understanding that both informs the apprentice’s own teaching (including planning and problem-solving) and informs their analysis and evaluation of classroom practice (theirs and that of other teachers). 
5. Appreciate the debates about a range of issues relating to teaching and demonstrate the ability to engage with these debates professionally 
6. Show the ability to take responsibility for their own development as teachers through reflecting on practice. 
7. Continue to work towards demonstrating proficiency in the fundamental skills in literacy and numeracy. 

Module content

Evidence-informed practice, relationships with children and young people, professional behaviours, how children learn and child development, statutory frameworks and safeguarding, personal professional development and reflective practice, teaching and learning, subject, curricular and pedagogical knowledge and curriculum design; inclusion, planning, teaching, assessing, giving feedback, learning environment, team working including working with teaching assistants, parents and carers and collaboration. 

This module will predominantly be spent at the employing school under the supervision of a school-based mentor.  A minimum of three weeks will be spent in a contrasting school placement. Throughout this module you will receive a minimum of 1.5 hours of mentoring per week and be in the classroom for an average of at least 3 hours per day. As an employed apprentice you will not be asked to undertake more than 90% of a full teacher timetable.

University-based training will focus upon deepening and enriching trainee knowledge and understanding of professional studies, pedagogy, statutory teacher requirements and subject/phase specific knowledge. 

Structure

Teaching and learning methods

On the job training (not more than 80%)

• Teaching individuals, small groups and whole classes
• Planning, teaching and assessing individual lessons and sequences of lessons, taking increasing responsibility for pupil progress
• Participating in whole school life, undertaking teachers’ pastoral responsibilities and school based training sessions
• Fulfilling professional responsibilities as indicated in your unqualified teacher contract.

Apprentices will have a minimum of 20% off the job training throughout the module, when they are not in class responsible for children’s learning, to include:

• Observation of classroom practice
• Undertaking directed school-based tasks
• Undertaking out-of-class Intensive Training and Practice (ITAP) activity
• Engaging with evidence-informed literature, including that forming the reading embedded within ITTECF
• Centre-led training (subject and professional studies sessions, tutorials, blended learning (including asynchronous online learning) and guided independent study)

Apprentices will be supported in school by a workplace mentor, an Initial Teacher Training Co-ordinator (ITTCo) and by a university-provided Apprenticeship tutor. During this ‘guided implementation’ phase there should be emphasis on professional dialogue, shared planning opportunity and reflective feedback.  

Apprentices will have a minimum of 48 days on placement in school. 

Study hours

At least 37 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

This module is marked on a pass/fail basis. Students must pass each item of assessment to pass the module.

Apprentices are required to meet the assessable learning outcomes of the module in order to pass the module and to proceed to Module ED3SITA (Practical Teaching: Independent Implementation – PGTA) as judged by the workplace mentor and Apprenticeship tutor.  Those Apprentices identified as making insufficient progress at an assessment board will be visited by an internal moderator who will be asked to confirm whether they should be able to progress. 

Apprentices are expected to complete a Progress Review form addressing how they have met the assessable learning outcomes and Standards for the module. This will be reviewed within a tripartite Progress Review meeting, incorporating an observation and professional discussion to prepare Apprentices for their EPA.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Level 3 (i.e. foundation modules for Part 0) and Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Formative assessments are embedded throughout the Apprenticeship. These comprise a combination of lesson observations, e-portfolio scrutiny and professional dialogue between Apprentice, workplace mentor and university-provided Apprenticeship Tutor. Apprentices will have formative feedback on their teaching and e-portfolios throughout the module.

Reassessment

Additional costs