Teaching Responsibility
LJMU Schools involved in Delivery:
Education
Learning Methods
Lecture
Practical
Seminar
Workshop
Module Offerings
7218SREF-SEP-MTP
Aims
The aim of this module is to develop student teachers' understanding of subject and general pedagogies, and to develop competent and knowledgeable teachers with an understanding of learning, teaching and assessment.
Learning Outcomes
1.
Demonstrate a critical understanding of the theory and policy that informs subject and / or phase teaching.
2.
Evaluate the implementation of the subject and / or phase specific aspect of teaching to inclusive learning.
3.
Critically reflect on the impact of your inclusive classroom practice and set targets for continued development.
Module Content
Outline Syllabus:
Reflecting on theoretical and practical understanding of subject and / or phase teaching, including subject knowledge and teaching approaches. Taught sessions will include current relevant literature relating to how pupils learn, planning for learning, curriculum and progression, questioning & dialogue, transition, classroom management (incl. behaviour), assessment and recording (KS3 and KS4), including formative and summative assessment and progress.
Reflecting on theoretical and practical understanding of subject and / or phase teaching, including subject knowledge and teaching approaches. Taught sessions will include current relevant literature relating to how pupils learn, planning for learning, curriculum and progression, questioning & dialogue, transition, classroom management (incl. behaviour), assessment and recording (KS3 and KS4), including formative and summative assessment and progress.
Module Overview:
This module is designed to enable student teachers to systematically develop, demonstrate and critically reflect on evidence of competence across all areas of the LJMU ITE Curriculum to ensure that the Teachers’ Standards are met at the end of the programme and Qualified Teacher Status (QTS) can be awarded.
This module focuses on the teaching placement (minimum 120 days) in a Home School and an Alternative Placement. Students plan and evaluate their school-based practice and are supported by mentors and tutors who assess their progress against the LJMU ITE Curriculum. To pass the module and meet the competency requirements, student teachers must pass the placement experience and triangulation process. Student teachers must also complete an Early Career Profile (ECP) outlining targets for early career development.
This module is designed to enable student teachers to systematically develop, demonstrate and critically reflect on evidence of competence across all areas of the LJMU ITE Curriculum to ensure that the Teachers’ Standards are met at the end of the programme and Qualified Teacher Status (QTS) can be awarded.
This module focuses on the teaching placement (minimum 120 days) in a Home School and an Alternative Placement. Students plan and evaluate their school-based practice and are supported by mentors and tutors who assess their progress against the LJMU ITE Curriculum. To pass the module and meet the competency requirements, student teachers must pass the placement experience and triangulation process. Student teachers must also complete an Early Career Profile (ECP) outlining targets for early career development.