Module Descriptors

This module will prepare students for their school experience placements. It will explore generic aspects of curriculum, pedagogy and assessment, as well as facilitating understanding of the schools and learning communities in which students will teach and their professional responsibilities within them.

Students will know and understand the content of the curriculum in relation to literacy, numeracy and health and wellbeing, and the methods and underlying theories for effective modelling and teaching of these cross-curricular priorities. Students will learn about specific learning needs and how to remove barriers to learning from classroom practice. 

A variety of strategies to build relationships with learners, promote positive behaviour and celebrate success will be explored and the importance of applying the school’s behaviour policy, including strategies for understanding and preventing bullying, emphasised.

Students will develop knowledge and understanding of the principles of assessment for formative and summative assessment purposes.

Students will be directed to read and analyse a range of appropriate educational and research literature and encouraged to engage with wider reading through accessing literature independently. Students will be supported to use what they have learned to critically examine their personal and professional attitudes and beliefs, to challenge, justify, evaluate and inform practice and to ask critical questions of educational policies.

Learning activities will encourage students to reflect and engage in self-evaluation using the Standard for Provisional Registration (GTCS, 2021). Students will maintain a record of their own professional learning and development in the placement portfolio.

• Through participating in this placement module, students work towards attaining all professional standards as outlined in the Standard for Provisional Registration.


• They also develop UWS Graduate Attributes and demonstrate, in particular, that they are critical thinkers, effective communicators, problem-solvers, socially responsible and research-minded.

On successful completion of this module the student will be able to:

L1. Use a wide range of the principal skills, techniques, practices and materials associated with achievement of the Standard for Provisional Registration.

L2. Use a selection of skills, techniques, practices and materials which are specialised, advanced or at the forefront of classroom practice.

L3. Work effectively under guidance in a peer relationship with qualified practitioners.

L4. Exercise autonomy and initiative in professional activities.

L5. Reflect on professional learning and development, culminating in a clear indication of intended future action.

Demonstrating knowledge that covers and integrates most of the principal areas, features, boundaries, terminology and conventions of secondary education.

Understanding critically the principles and evolving theories of curriculum design, contexts for learning and cross-curricular links.

Understanding in detail one or two subject areas within the secondary curriculum, current educational issues and effective approaches to teaching and learning.

Understanding the ways in which teaching and learning are developed, including a range of established techniques of professional enquiry.

Demonstrating knowledge of how to access and apply relevant findings from educational research.

Designing, delivering and assessing effective, appropriate and stimulating programmes of work, in one or two subject areas within the secondary curriculum, which are suitable for children at different stages of secondary education.

Using skills, practices and materials which are specialised, advanced or at the forefront of classroom practice in a variety of settings, environments and circumstances.

Executing a defined project of action research related to teaching and learning in a chosen subject area of secondary education.

Practising in a range of professional contexts, which include a degree of unpredictability and specialism, and maintaining a safe, caring and purposeful learning environment within these contexts.

Understanding and applying the principles of assessment, recording and reporting and using the results of assessment to evaluate and improve teaching, and to improve standards of attainment in one or two subject areas within the secondary curriculum.

Undertaking critical analysis, evaluation and synthesis of ideas, concepts, information and issues in educational contexts.

Justifying a personal stance on educational issues by referring to appropriate evidence from a range of sources.

Reflecting on and acting to improve the effectiveness of their own practice and contributing to the processes of curriculum development, school development planning and meeting the educational needs of school communities.

Adopting an enquiring approach to professional practice, demonstrating some originality and creativity in finding solutions to professional issues.

Maintaining a record of personal professional learning and development.

Communicating effectively, using a variety of media including digital technologies, to promote and develop positive relationships, and to stimulate pupils and achieve the objectives of lessons.

Communicating effectively with peers, children, staff and others in school.

Communicating and reporting effectively, both orally and in writing.

Engaging in professional dialogue with peers, university staff and school colleagues.

Constructing and sustaining reasoned and coherent arguments about educational matters and professional practices.

Exercising autonomy and initiative in professional activities.

Working effectively under guidance in a peer relationship with qualified practitioners and other agencies and individuals.

Working with others and, at times, taking a leading role in bringing about change, development and new thinking relating to an aspect of primary education.

Dealing with complex ethical and professional issues in accordance with current professional and/or ethical codes of practice and in accordance with the needs of schools and wider communities.

Demonstrating achievement of all aspects of the Standard for Provisional Registration.

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure

Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
In line with the Academic Engagement and Attendance Procedure, students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the VLE, and complete assessments and submit these on time. Please refer to the Academic Engagement and Attendance Procedure at the following link: Academic engagement and attendance procedure

All full-time students (all students on the programme) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/

Given the professional nature of the programme, 100% attendance and engagement is expected. The module co-ordinator maintains an overview of attendance and engagement. Should there be concerns, there will be liaison between module co-ordinator, personal tutor and the student to identify steps to support engagement and success.

UWS Regulations, Chapter 1, 1.64 – 1.67 also applies to periods of school experience and it should be noted that any student whose attendance has fallen below the 80% minimum requirement may be deemed not to have met the professional requirements of the programme as accredited by the GTCS and, therefore, may not be eligible for assessment on that placement. The required school experience placement would normally be completed in the autumn term of the following academic session. During the pandemic, the professional body (GTCS) offered flexibility in terms of placement experiences and attendance, enabling the attendance requirements for placements to be met through direct teaching experience in school, remote learning, or individual professional learning opportunities; we will follow guidance issued by the GTCS, as required.

1.06

1. More than one assessment method can be used to assess individual learning outcomes.
2. Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
   This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.