ED3GIP: Guided Implementation (Primary)

Module code: ED3GIP

Module provider: Institute of Education

Credits: 40

Level: 6

When you’ll be taught: Semester 1 / 2

Module convenor: Mrs Scarlett Murphy , email: s.l.e.murphy@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s): IN THE SAME YEAR AS TAKING THIS MODULE YOU MUST TAKE ED3SIP AND TAKE ED3IIP (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: 3 April 2025

Overview

Module aims and purpose

This is the second of 3 school experience modules. It provides trainees with experiences of teaching and learning in a contrasting school and phase to that of the Shared (Autumn) school experience, extending and consolidating their learning in the previous module in order to demonstrate the knowledge, attributes, skills and understanding to become a qualified teacher. 

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• To continue to gain insight and understanding of the requirements for good teaching 
• To develop the professional attributes, professional knowledge and understanding, and professional skills required of teachers 
• To gain experience of working with individuals, small groups and the whole class both within an across sequences of lessons, taking increasing responsibility for learning 

Module learning outcomes

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

1. Demonstrate and provide evidence of making appropriate progress towards expected outcomes against the programme ITE curriculum as illustrated by the ED3GIP formative assessment points, and to be judged as not failing appropriate standards of professional and personal conduct. 
2. Demonstrate through their teaching a systematic understanding of teaching and learning 
3. Show evidence-informed understanding that both informs the trainee’s own teaching (including planning and problem-solving) and informs their analysis and evaluation of classroom practice (theirs and that of other teachers). 
4. Deploy established approaches to teaching and learning. 
5. Understand the conceptual framework that both informs their own teaching (including planning and problem-solving) and informs their analysis and evaluation of classroom practice (theirs and that of other teachers). 
6. Appreciate the debates about a range of issues relating to teaching and the ability to engage with these debates professionally and take responsibility for their own development as teachers through reflective practice. 

Students will also be able to continue working 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 and collaboration. 

Trainees would be expected to put into practice all they have learnt with regard to global awareness into their school experiences. 

Structure

Teaching and learning methods

School experience: observation, guided planning, teaching small groups and whole classes, participating in whole school life, undertaking and discussing teachers’ pastoral responsibilities, mentoring, school-based training. Trainees will be supported in school by a mentor, an Initial Teacher Training Co-ordinator (ITTCo) and supported in school by a university tutor. During this ‘guided implementation’ phase there will be emphasis on co-construction of planning and guided teaching and evaluation.  

University teaching: Whole-cohort lecture