ET501
June 2012
Page 1 of 6
s
Module Description
Title
Secondary School Placement 1 (KS3)
Code
ET501
Level
5
Credit rating
30
Pre-requisites / Corequisites / Entry criteria
for freestanding modules
Type of module
None
Aims
The aims for this module are set into the context of the QAA
Framework for Higher Education Qualifications and they relate to
the SEEC level descriptors for level 5 study.
Placement
This module aims to provide opportunities for student teachers to
gain specific experiences and demonstrate competences linked to
the Teachers’ Standards, 2012.
It also enables student teachers to reflect upon and evaluate their
experiences, identify professional strengths and needs, and set
targets for improvement.
Learning outcomes
In relation to the QAA Framework for Higher Education
Qualifications and the SEEC level descriptors for level 5 study, by
the end of the module students should be able to provide evidence
of progressing towards the achievement of the Qualified Teacher
Status (QTS) in relation to the Teachers’ Standards, 2012.
through the following outcomes, within the context of the placement:
1. communicate effectively with young people, colleagues, parents
and carers, recognising the contribution all of these groups of
people make, to effective pupil learning;
2. plan and teach lessons and sequences of lessons which reflect
high expectations of pupils and cater for diversity, equality and
inclusion:
3. plan and teach lessons and sequences of lessons which reflect
a secure knowledge and understanding of their subject, within
the boundaries of appropriate statutory and non-statutory
curricular frameworks;
4. demonstrate and deploy effective behaviour management
strategies enabling pupils to learn in a purposeful, safe
environment;
5. demonstrate the capacity to contribute to teaching teams, work
collaboratively with members of staff and specialist teachers
and plan for the deployment of additional adults;
6. show how to assess, monitor and record pupils’ progress using
a range of assessment strategies, including constructive
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feedback and support and guidance for pupils;
7. reflect on and improve practice by acting on advice and
evaluating the impact of their teaching on pupil learning;
8. demonstrate a knowledge of the professional duties of teachers
including the well being of young children both inside the
classroom and in out-of-school learning contexts.
Content
The first secondary school placement is a gradual introduction for
student teachers to the work of secondary schools and the people
who work in them. The placement consists of a block school
placement. Work with classes of pupils in schools moves from initial
periods of observation of experienced teachers, through assistance
to them, to taking increased responsibilities for teaching classes.
Students’ teaching timetable should not normally exceed 50% of the
time available to them in school. The remaining time is devoted to
planning and preparation for teaching (both short-term lesson plans
and sequences of lessons); observation of lessons; completion of
other activities as specified in the Placement Handbook.
Content of the placement would normally include:
 Observation of teaching arrangements, expectations of learning
/ behaviour and curriculum provision
 Identification and analysis of effective practice including
collaborative teaching and opportunities offered by paired
placements and peer observation ;
 Implementation of the planning, teaching, evaluation and
assessment cycle
 Implementation of appropriate and effective organisational and
behaviour management strategies
 Appropriate and effective communication with parents / carers
 Awareness of expectations, curricula and teaching
arrangements in their given Key Stages
 Understanding of responsibilities under the SEND Code of
Practice, seeking advice when appropriate
 Provision of homework and other out of class work
 Support for those who are learning English as an additional
language, seeking advice when appropriate
 Processes and procedures for transition (KS2/3)
 General school policies and practices including rewards and
sanctions; equality, inclusion and race; bullying.
Students are expected to continue to be proactive in consolidating
their e-portfolio.
Learning and teaching
strategies
A designated mentor and a professional tutor in the partnership
school/college are responsible for guiding, assisting, supervising,
assessing and reporting on student teachers’ experiences in
teaching and placement-based studies. The university is
responsible for negotiating the secondary placements in partnership
schools/colleges; for advising on assessment for overseeing the
provision of documentation to schools/colleges and students; for
ensuring monitoring of students between departments and across
schools in relation to the purposes of students’ school experience;
and for maintenance of student teacher entitlement in different
placements.
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At an appropriate pace during the first few weeks students progress
from observing experienced teachers teaching classes, to assisting
them, to taking responsibilities for planning, teaching and evaluating
their own lessons. Some observation lessons continue over the
placement, and time is set aside for lesson planning and evaluation.
Meetings with mentors and professional tutors take place to help
students’ monitor and reflect on progress and to provide assistance
for further development.
Liaison between professional tutors and university staff is on a
regular basis with both subject tutor and link tutor visits to students
whilst on placement. Additional support is provided where there is
any cause for concern.
The expectations and partnership arrangements for the placement
will be detailed in the ‘Partnership in Education (PiE) Agreement
and Placement Handbook (Secondary)’.
Learning support
Books:
Cohen, L., Manion, L. & Morrison, K. (2011) A Guide to Teaching
Practice 5th Edition Abingdon: Routledge
Davies, S. (2006) The Essential Guide to Teaching Harlow: Pearson
Longman
Kyriacou, C. (2007) Essential Teaching Skills 3rd Edition.
Cheltenham: Nelson Thornes
Kyriacou, C. (2009) Effective teaching in Schools 3rd Edition
Cheltenham: Nelson Thornes
Petty, G. (2009) Teaching Today; a practical guide 4th edition
Cheltenham: Nelson Thornes
Porter, L. (2006) Behaviour in Schools Maidenhead: Open
University Press
Shilvock, K. & Pope, M. (2008) Successful Teaching Placements:
secondary Exeter: Learning Matters
Spencer, P. (2011) Surviving your teaching Practice Maidenhead:
Open University Press
Wragg, E.C. (2001) Class management in the secondary school
London: Routledge. Falmer
Journals:
BERA: British Educational Research Journal
British Journal of Special Education
Electronic Sources: : [Accessed May 2012]
Department for Education http://www.education.gov.uk
Studentcentral: http://www.studentcentral.brighton.ac.uk
Assessment task
Assessment will be in the context of the University of Brighton
Assessment Policy and the Faculty Code of Practice in
Assessment, and students will be required to complete the following
task:
Task (Weighting: 100%)
The outcome of the placement is determined on a pass / fail basis.
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University advisers and school mentors use the university
assessment schedule to make judgments about students’
achievement. These judgments are based on observations of
students’ teaching and the scrutiny of the professional files* and are
linked explicitly to the Teachers’ Standards.
* Professional files include the e-portfolio and all placement files
showing planning, evaluations, resources etc. The successful
completion of the 'Expectations of the Placement' as outlined in the
Placement Handbook, is included in this assessment task.
Due to the nature of the module, there is no opportunity for referral.
Students who fail the module may be allowed to repeat it in full.
Assessment criteria
General criteria for assessment are framed by the SEEC descriptors
for level 5. Against specific criteria, credit will be awarded for:

Within the context of the placement, students must achieve at
least a satisfactory grade in relation to the Teachers’ Standards
(DfE, 2012): as specified in the Partnership in Education (PiE)
Grading Descriptors (LOs 1-8)

The successful completion of the 'Expectations of the
Placement' published in the Placement Handbook. The
completion of the tasks outlined in the handbook is overseen
initially by the university tutor and later by the mentor and
professional tutor (once the full time placement begins) who
sign to indicate that the Expectations of the Placement have
been undertaken and successfully completed. (LOs1-8)
All learning outcomes must be achieved in order to pass the module
at the threshold level.
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KIS contact and assessment information
Allocation of study hours Activity
to activities
10 credits = 100 learning
hours
Note: the percentage figure
is for overall student
activity.
Example (10 credit/100
hour module)
Lecture: 10 hours (10%)
Seminar: 6 hours (6%)
Independent Study: 60
hours (60%)
Revision 14 hours (14%)
Assessment tasks
Type of assessment tasks
Summative assessment
tasks which lead to the
award of credit or which are
required for progression
(expressed as a % of the
overall assessment for the
module)
Study hours
SCHEDULED
Indicative modes:
Lectures, seminars, tutorials,
project supervision,
demonstrations, practical
classes and workshops,
supervised time in workshop/
studio, fieldwork, external
visits, work-based learning
Mode of Study
GUIDED INDEPENDENT
STUDY
Indicative modes:
Independent study including
wider reading/ practice,
follow-up work, completion of
assessment tasks, revision
etc
Mode of Study
PLACEMENT
Learning away from the
University that is not a year
abroad or work-based
learning
Activity
Placement
100
Further details
%
Assessment of students
engagement with a range of
practical teaching skills
100
WRITTEN
Written exam
COURSEWORK
Written assignment/ essay,
report, dissertation, portfolio,
project output
PRACTICAL
Oral assessment and
presentation, practical skills
assessment
OTHER
Set exercises assessing
application of knowledge,
analytical, problem-solving or
evaluative skills
Hours
%
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Brief description of
module content and/or
aims for publicity
This module aims to provide opportunities for student teachers to
gain specific experiences and demonstrate competences linked to
the Teachers’ Standards, 2012. It also enables student teachers to
reflect upon and evaluate their experiences, identify professional
strengths and needs, and set targets for improvement.
Area examination board
Combined Area Examination Board
Module co-ordinator
Jackie Hannay & John Smith
Normal module duration
One semester (2)
Site where delivered
Partnership schools
Date of first approval
June 2012
Date of last revision
N/A
Date of approval of this
version
Version number
June 2012
1
Replacement for previous ET205 from 2012/13
module
Route(s) for which
Mandatory for all students on:
module is acceptable and
status in Route
BA (Hons) English Education with QTS (7-14 years)
BA (Hons) English Education with Advanced Studies and QTS (7-14
years)
BA (Hons) Mathematics Education with QTS (7-14 years)
BA (Hons) Mathematics Education with Advanced Studies and QTS
(7-14 years)
Course(s) for which
module is acceptable and
status in course
Mandatory for all students on:
School home
School of Education
External examiner(s)
Chris Belcher
BA (Hons) English Education with QTS (7-14 years)
BA (Hons) English Education with Advanced Studies and QTS (7-14
years)
BA (Hons) Mathematics Education with QTS (7-14 years)
BA (Hons) Mathematics Education with Advanced Studies and QTS
(7-14 years)