Undergraduate Course: Teaching in School 2 : Level2 Education (Middle Primary Placement (EDUA10160)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Course type | Placement |
Availability | Not available to visiting students |
| Credit level (Normal year taken) | SCQF Level 10 (Postgraduate) |
Credits | 20 |
| Home subject area | Education |
Other subject area | None |
| Course website |
None |
Taught in Gaelic? | No |
| Course description | This placement builds on the understanding of the teacher's role and teaching skills developed in the Early Years Unit, now extending the scope of teaching responsibility and widening involvement in the life and work of the school. In this placement a specific focus is given to deepening understanding of the school's approach to additional needs, equity and diversity. The need to address these concerns helps students conceptualise the classroom as a learning community (Martin, 2007) and to grapple with the attendant inherent classroom management and organisational issues.
Its aims are to enable the student to learn how to mount effective, sustained programmes of teaching in each curriculum area, making good use of ICT resources and involving interdisciplinary teaching as appropriate.
By the end of the placement, students have experienced taking responsibility for the learning of the class for a full week, collaboratively with their placement partner and/or supported by the class teacher. Students are expected, through practice, to develop further their understanding of relationships between curriculum, assessment and pedagogy. (Lingard, 2006) This requires them to use assessment and evaluation in the planning cycle in a reflective way, demonstrating increasing understanding and skill of the process of reflexive teaching. (Pollard 2002, 2005). Additionally where possible, they enhance their understanding and skills in the area of Professional Inquiry by participating in a Partnership seminar with a group of peers, tutors and mentor teachers.
|
Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
|
Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
| Additional Costs | None |
Course Delivery Information
|
| Delivery period: 2013/14 Full Year, Not available to visiting students (SS1)
|
Learn enabled: Yes |
Quota: None |
|
Web Timetable |
Web Timetable |
| Course Start Date |
16/09/2013 |
| Breakdown of Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Fieldwork Hours 196,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
0 )
|
| Additional Notes |
|
| Breakdown of Assessment Methods (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
|
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
1. Knowledge and Understanding
¿ Evaluate opportunities for discrete curricular learning in placement settings
¿ Demonstrate familiarity with first (and if appropriate to context, second levels) of Curriculum for Excellence
¿ Explain the rationale underlying the design, resourcing and management of middle primary classrooms
2. Practice Applied Knowledge and Understanding
¿ Gather a database of information to inform planning for children¿s learning
¿ Plan purposeful learning activities for children in all curriculum areas at first (and if necessary) second levels of a Curriculum for Excellence (sequences in Mathematics, Language and three other curriculum areas)
¿ Demonstrate increased skill in planning for differentiated learning
¿ Manage and organise learning for individuals, small groups and whole class for one full week.¿ Assess children¿s learning in all curriculum areas at first (and if necessary, second levels) of a Curriculum for Excellence
¿ Evaluate teaching in all curriculum areas at first (and if necessary second level) of a Curriculum for Excellence
¿ Contribute reflective comments to learning round discussions
¿ Practise in a context which includes a degree of unpredictability
¿ Use practitioner Inquiry approach to gathering data for Reading Comprehension presentation
3. Generic Cognitive Skills
¿ Critically review and consolidate knowledge skills and practices through the process of assessment of children¿s learning and evaluations of teaching
¿ Offer professional level insights into interpretations and solutions to problems and issues using a Practitioner Inquiry approach
4. Communication, ICT and Numeracy Skills
¿ Communicate with professional level specialist teachers in school (ASL)
5. Autonomy, accountability and working with others
¿ Work effectively under guidance in a collaborative relationship with qualified practitioners, university tutors and other student teachers.
¿ Take significant responsibility for pupil learning and the organisation and management of the class. (up to one week¿s teaching
|
Assessment Information
| application of theory to practice, culminating in planning, managing, organising, assessing children's learning for one full day during placement as assessed by mentor teacher and university tutor through observed evidence of practice and school experience file |
Special Arrangements
| None |
Additional Information
| Academic description |
Not entered |
| Syllabus |
Not entered |
| Transferable skills |
Not entered |
| Reading list |
Not entered |
| Study Abroad |
Not entered |
| Study Pattern |
Not entered |
| Keywords | Not entered |
Contacts
| Course organiser | Dr Lesley Reid
Tel: (0131 6)51 6396
Email: l.reid@ed.ac.uk |
Course secretary | Ms Zoe Mcgonigle
Tel: (0131 6)51 6436
Email: v1zmcgon@exseed.ed.ac.uk |
|
© Copyright 2013 The University of Edinburgh - 13 January 2014 3:57 am
|
University Homepage