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 8 (Year 2 Undergraduate) |
Credits |
20 |
| Home subject area |
Education |
Other subject area |
None |
| Course website |
None
|
Taught in Gaelic? |
No |
| 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 |
|
Co-requisites |
|
| Prohibited Combinations |
|
Other requirements |
None
|
| Additional Costs |
None |
Course Delivery Information
|
| Delivery period: 2010/11 Semester 2, Not available to visiting students (SS1)
|
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 |
| No Exam Information |
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
| None |
Additional Information
| Academic description |
Not entered |
| Syllabus |
Not entered |
| Transferable skills |
Not entered |
| Reading list |
Curriculum for Excellence CfE - various
including Technologies, Science, Heath and Wellbeing, Numeracy, literacy, sustainability, citizenship, enterprise related guidance.
curriculum for excellence
http://www.curriculumforexcellencescotland.gov.uk/index.asp
enterprise in education
http://www.ltscotland.org.uk/enterpriseineducation/index.asp
sustainable education
http://www.ltscotland.org.uk/sustainabledevelopment/index.asp
Barlex, D. (ed) (2007) Design and Technology for the next Generation Cliffeco
Davies, L. (2005) 101 Red Hot D&T Starters Letts Folens
Owen-Jackson G. Editor (2001) Teaching Design and Technology in Secondary Schools : A Reader Routledge Falmer
Owen-Jackson G. Editor (2002) Aspects of teaching secondary Design and Technology: Perspectives on Practice Routledge Falmer
Owen-Jackson G. Editor (2007) A Practical Guide to Teaching Design and Technology in the Secondary School Curriculum : A Companion to School Experience Taylor Francis
Kimbell, R. Stables, K., Green, R., (1996) Understanding Practice in Design and Technology Open University Press
Kimbell, R. and Stables, K. (2008) Researching Design Learning Springer
McLean, A. (2003) The Motivated School Paul Chapman
Caborn, C., Mould, I., & Cave, J. (2000)Design and Technology Nelson Thornes
Linton, P, &Wood, M (2001) Graphic Communication Standard Grade notes Leckie & Leckie
McMillan, D. and Mark Leishman, M. (2008) Standard Grade Craft and Design Success Guide Leckie and Leckie
Currently-
SQA Arrangements for Standard Grade Craft and Design, (1989 Revised 1991)
SQA Arrangements for Int 2 Product Design (2004)
SQA Arrangements for Standard Grade Graphic Communication (1993);
SQA Arrangements for Int 1Graphic Communication (2007);
SQA Arrangements for Int 2Graphic Communication (1999);
SQA Arrangements for Standard Grade Technological Studies (2001);
[SQA Practical Craft Skills: Woodworking & also Engineering Craft skills, Access 3, In1, Int2 .]
Behaviour Management/Learning Behaviour
Cohen, Louis et al (2004) A Guide to Teaching Practice, London: Routledge Falmer,
(Ch 15 Managing Behaviour in the Classroom)
Gordon, Gerard (1996) Managing Challenging Children, Greenwood,WA: Prim-Ed
Hook, Peter and Vass, Andy (2002) Teaching with Influence, London: David Fulton Publishers
Hopkins Belinda (2004) Just Schools: A Whole School Approach to Restorative Justice, London: J. Kingsley
Miller Andy (2003) Teachers, Parents and Classroom Behaviour: A Psychosocial Approach, Buckingham: Open University Press
O&©Brien, Tim (1998) &«Battle Zone or Learning Zone?&ª, Classroom Strategies in Promoting Positive Behaviour, London: David Fulton
Rogers, Bill (2000) Behaviour Management: A Whole-school approach, London: Paul Chapman
Rogers, Bill (2002) Classroom Behaviour: a practical guide to effective teaching, behaviour management and colleague support, London: PCP
Rogers, Bill (1998) $ùYou Know the Fair Rule&© and much more: strategies for making the hard job of discipline and behaviour management in school easier, Melbourne: ACER Press
Rogers, Bill (1992) &«Students who want the last word&ª, Support for Learning Vol. 7, Issue 4, pg. 166
Thody. Angela (2000) The Teacher&©s Survival Guide, New York: Conntiuum (not in the library)
Child protection
The UN Convention on the Rights of the Child
http://www.unicef.org/crc/crc.htm
Protecting Children and Young People: the Charter Explanatory Booklet
www.scotland.gov.uk/childrenscharter
$ùSafe and Well&© materials
http://www.scotland.gov.uk/Publications/2005/08/0191408/14093
Reading about child protection and the Government&©s Child Protection Reform Programme
http://www.scotland.gov.uk/Topics/People/Young-People/children-families/17834/14723
Planning & assessment
Black, P et al (2003) Assessment for Learning, Open University, Berkshire
Barlex, D, Jones, A. & Moreland,J. (2008) Design & Technology Inside The Black Box GL Assessment
Broadfoot, P. (2007) An Introduction to Assessment, Continuum, Norfolk
Clarke, Shirley (2001) Unlocking Formative Assessment, London: Hodder and Stoughton
Clarke, Shirley (2006) Formative Assessment in Action, Hodder Murray, Londo
Riddall-Leach (2005) How to observe Children, Heinemann, Oxford
Learning and Teaching Scotland: Assessment
http://www.ltscotland.org.uk/assess/
Self-Evaluation
Farrell, T. (2004) Reflective Practice in Action, Corwin Press, London
Letshert, J. et al Beyond Storyline, SLO, Enschede Netherlands
Pollard, A. (2005) Reflective Teaching, Continuum, London. |
| Study Abroad |
Not entered |
| Study Pattern |
PLease note students have 8 hours placement prep then 6 weeks placement (5 days a week x 6 weeks) |
| Keywords |
Not entered |
Contacts
| Course organiser |
|
Course secretary |
|
|
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13 January 2011 5:53 am
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