Undergraduate Course: Design and Technology Placement 2 (EDUA08084)
Course Outline
School |
Moray House School of Education |
College |
College of Humanities and Social Science |
Course type |
Standard |
Availability |
Not available to visiting students |
Credit level (Normal year taken) |
SCQF Level 08 (Year 2 Undergraduate) |
Credits |
20 |
Home subject area |
Education |
Other subject area |
None |
Course website |
None |
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Course description |
Placement 2 is the second of a series across the four years of the programme. It follows a placement in primary school undertaken at the conclusion of the first year of study of this secondary specialist programme in Design and Technology Education.
Placement 2 consists of a block placement of 6 weeks that takes place at the beginning of semester 2. It links directly to Curriculum and Pedagogy 2, with although a half course, will continue and draw on school experience and student learning when it continues in the second semester.
This school experience continues to develop the themes and learning developed through Education 1a, 1B and contextualises them in a secondary school and specifically the Design and Technology environment, with those introduced in Education 2: Curriculum, Pedagogy and Assessment, Schooling and Social Justice.
Progression from placement 1 is evident through the requirement to be involved in more whole class teaching (max. 20 learners), cooperatively with the class teacher through to solo teaching. The placement demands similar approaches and outcomes in terms observation and analysis, planning, preparation, management and reflection and professionalism. For example, students continue to develop their interaction skills and to learn about presentation approaches appropriate for learner-centred and practical based activities. Following on from their Primary placement, students further develop their understanding of the transition between the primary and the secondary school sector. They develop greater awareness of the differences between specialist contexts for learning in Design and Technology at third, fourth levels, and senior levels, in comparison to the more generic first and second levels of CfE Technologies.
As in Year one, the first week of the placement is intended to provide opportunities for observing classes, teachers and systems of the school. The purpose of this induction phase is to help students gain familiarity with current practice in the department, through observation, enquiry and gaining insights into teaching strategies. Subsequent weeks will provide opportunities for increasingly sustained planning and teaching. Students will be allocated a negotiated teaching timetable and they will have several class groups where they will teach consecutive lessons. Planning is an essential teacher skill and in Placement 2 students not only plan individual lessons but also extend these to sequences in curriculum subjects, and to include interdisciplinary possibilities.
Building on Placement 1, the students will have extended opportunities to enhance their observation and analytical skills and to manage learning for diverse needs. Similarly, they can develop more insight into how personal development is affected by socio-cultural factors.
In summary, students at this point are expected to be developing teaching skills but also a more complex view of teaching, which goes well beyond techniques, organisation and management, to include awareness of environmental influences on learning. |
Entry Requirements
Pre-requisites |
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Co-requisites |
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Prohibited Combinations |
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Other requirements |
None
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Additional Costs |
None |
Course Delivery Information
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Delivery period: 2010/11 Semester 2, Not available to visiting students (SS1)
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WebCT enabled: Yes |
Quota: 15 |
Location |
Activity |
Description |
Weeks |
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
No Classes have been defined for this Course |
First Class |
First class information not currently available |
Summary of Intended Learning Outcomes
The purpose of Placement 2 is to develop understanding and professional competence in relation to:
1. the curriculum, principles and practices in Design and Technology education;
2. the role of observation and reflection in planning for effective teaching and successful learning;
3. planning, implementing and evaluating their own teaching (CfE third and fourth level/ lower and middle secondary school)
4. the roles of teachers and other associated professionals within and beyond the school;
5. the complex circumstances that affect learning;
6. self-evaluation to improve teaching and learning. |
Assessment Information
In Placement 2 there is again an emphasis on formative assessment, but by the end of the placement, students aim to be judged as being $ùsatisfactory&© against the SITE categories on the placement assessment profile. Two assessment profiles are completed, one by the school (usually host teacher and a member of the school management team) and one by a visiting University tutor. In completing these profiles, both summative and formative comment is made through recording perceived strengths, competences achieved and development needs.
Any student who is judged to be Unsatisfactory on any of the assessment profile criteria will have their case discussed at the relevant Board of Examiners meeting which will determine what action is necessary for the student to continue to make progress. All decisions are based on consideration of relevant evidence. |
Special Arrangements
Not entered |
Contacts
Course organiser |
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Course secretary |
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copyright 2010 The University of Edinburgh -
1 September 2010 5:51 am
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