Undergraduate Course: Design and Technology Placement 4 (EDUA10147)
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 10 (Year 4 Undergraduate) |
Credits |
40 |
| Home subject area |
Education |
Other subject area |
None |
| Course website |
None |
|
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| Course description |
Placement 4 is the last of a series across the four years of the programme. This placement is made up of a block placement of eleven weeks.
Continuity with previous placements is evident through similar approaches and outcomes but provides deeper and more sustained challenges, as is appropriate for students in the final year of their programme. For example, a key feature of this placement is that students undertake a piece of research called the $ùprofessional project&© for Education 4. This project is undertaken at this stage since it provides opportunities to activate understandings and skills developed from previous courses, through shorter-term research assignments, in a more sustained, self-selected investigation. The preceding Education 4 sessions on the relationship between research, policy and practice will enable students to make use of these insights on these areas as experienced directly during their placements and specifically for their personal professional research project. The professional project contributes significantly to the requirement of students to both know how to access and apply relevant findings from educational research and to know how to engage appropriately in the systematic investigation of practice. It also supports the view of schools as communities of enquiry, with practising teachers as key enquirers.
In Placement 4, students need to demonstrate that they are developing further professional knowledge and understanding, increasing abilities, specialist subject knowledge, and sound professional values. They are expected to display informed practice, drawing on the themes explored and examined in depth in Education courses 1A, 1B, 2 and Education 3.The placement context provides increased time, and increased opportunities for independent action, to address these aspects. By the end of Placement 4, students should feel that they have been suitably challenged in preparation for the next stage of professional development in their induction year. |
Entry Requirements
| Pre-requisites |
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Co-requisites |
|
| Prohibited Combinations |
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Other requirements |
None
|
| Additional Costs |
None |
Course Delivery Information
|
| 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 purposes of Placement 4 are to develop understanding, professional competence and sound values in relation to:
1. planning, teaching and assessing an appropriate range from the portfolio of the Design and Technology and technologies curriculum, with regard to individual differences;
2. developing and implementing an effective strategy for organizing learning and class management in a rage of Design and technology related teaching environments ;
3. assessment and recording, systematically, pupils&© progress in learning across the curriculum, including suggestions for $ùnext steps&©;
4. negotiating, co-operating with, and respecting, school colleagues other professionals, and parents, regarding pupil learning and welfare;
5. self-evaluation to improve teaching and learning
6. broader school issues, in particular policy and practice
7. systematic research on a personally selected aspect of a design and technology or boarder educational issue with reference to Design and Technology education.
8. commitment to the profession, including taking responsibility for their own professional development. |
Assessment Information
Evidence of achievement of the Learning Outcomes is derived from:
1. Student performance in organising, managing, planning, teaching and assessing a class over a sustained period of time, with an appropriate range of age and stage.
2. The Teaching File
3. The Professional Development Portfolio, containing written tasks and Progress Review, evaluation, reflection and target setting.
4. Focussed discussion prior to completion of the assessment profiles
5. Summative reports from tutor assessment visits and school
Details of how these assessment points are overtaken are given to the students in writing in the full Placement 4 documentation. |
Special Arrangements
| Not entered |
Contacts
| Course organiser |
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Course secretary |
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1 September 2010 5:52 am
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