Undergraduate Course: Teaching in School 3 : Level2 Education (Upper Primary Placement) (EDUA10161)
|Moray House School of Education
|College of Humanities and Social Science
|Not available to visiting students
|Credit level (Normal year taken)
|SCQF Level 10 (Postgraduate)
|Home subject area
|Other subject area
|Taught in Gaelic?
|This final placement provides scope for students to display the full range of knowledge, skills and professional attributes expected of a beginning teacher, starting the induction period.
Students are expected to develop and undertake an effective programme of work involving full class responsibility for at least three weeks. This is designed to provide a model for effective classroom teaching in the early induction period. They are also expected to focus on providing a broad, balanced, progressive and coherent learning experience which will promote high achievement through the curriculum for their pupils and to develop an effective strategy for class management and control suited to the nature of the planned programme. The programme is expected to include learning opportunities for children in discrete subject areas as well as opportunities for interdisciplinary learning. Adopting a Practitioner Inquiry approach to practice, students draw upon the different models of interdisciplinary learning provided in faculty and experienced in school contexts. The programme is informed by the scholarship undertaken for the interdisciplinary learning literature review (the assessment for the linked Preparing for Teaching course). The final presentation at the end of the placement involves an oral presentation on the planning, implementation and evaluation of an interdisciplinary aspect of this strategy. Students provide a summary for the class teacher of pupil progress at the end of the placement and report in simulation to a member of staff or student learning partner taking the role of parent of two children in the class. This helps them reach deep understanding of the relationships between teaching, learning and assessment (Lingard, 2006).
Students are also expected to contribute appropriately to the life and work of the school, including effective communication with colleagues. (Day, 2001) They also develop understanding of primary-secondary liaison and secondary school approaches to pedagogy, through a visit to an associated secondary school. They are expected to reflect upon transition issues in the light of their experience in the Early Years Unit.
Students are also expected to engage with the issues of enterprise, citizenship, sustainability or globalisation education on this final placement.
As students take responsibility for an extended period of three weeks full class responsibility they are able to see their role as members of a educational ┐community of practice┐ made real (Wenger, 1998) and the scope for future professional development (Banks & Mayes, 2001) (Fraser et al.2007). Present and future professional development is therefore situated within a Practitioner Inquiry philosophical paradigm (Cochrane -Smith & Lytle, 2008.
Entry Requirements (not applicable to Visiting Students)
Course Delivery Information
|Delivery period: 2013/14 Semester 2, Not available to visiting students (SS1)
|Learn enabled: Yes
|Course Start Date
|Breakdown of Learning and Teaching activities (Further Info)
Fieldwork Hours 196,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Breakdown of Assessment Methods (Further Info)
|No Exam Information
|On completion of this course, the student will be able to:
1. Knowledge and Understanding
┐ Explain the rationale underlying the design and resourcing of upper primary classrooms
┐ Research transition arrangements from primary to secondary school in the context of the placement school.
2. Practice Applied Knowledge and Understanding
┐ Gather a database of information to inform planning for children┐s learning using observation, literature review and assessment of children┐s learning
┐ Plan purposeful learning activities for children in all curriculum areas at second level of a Curriculum for Excellence (sequences in Mathematics, Languages, and four other curriculum areas). One sequence plan should be interdisciplinary as preparation for the final presentation.
┐ Demonstrate increased skill in planning for differentiated learning
┐ Work towards managing and organising learning for individuals, small groups and whole class for three whole weeks.
┐ Assess children┐s learning in all curriculum areas at second (and if necessary, first levels) of a Curriculum for Excellence
┐ Evaluate teaching in all curriculum areas at second (and if necessary first level) of a Curriculum for Excellence
┐ As a reflexive practitioner, use data from assessment of children┐s learning and evaluation of own teaching to modify and adapt planned teaching
┐ Practise in a context which includes a degree of unpredictability
┐ Create opportunities for both discrete and interdisciplinary learning in placement setting
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
┐ Analyse and compare primary and secondary approaches to pedagogy
4. Communication, ICT and Numeracy Skills
┐ Communicate with professional level specialist teachers in school
┐ Participate in the wider life of the school, communicating and collaborating with school staff
┐ Demonstrate skills in reporting to parents (in simulation if necessary)
┐ Discuss the value issues arising in planning the teaching programme devised and educational principles that have informed it
5. Autonomy, accountability and working with others
┐ Exercise autonomy and initiative in professional activities
┐ Work effectively under guidance in a collaborative relationship with qualified practitioners and other student teachers.
┐ Take significant responsibility for pupil learning and the organisation and management of the class.
┐ Practise in ways that show a clear awareness of own and others┐ roles and responsibilities
┐ Work with others to bring about change and new thinking
┐ Adopt a practitioner inquiry approach to professional practice
┐ Deal with complex ethical and professional issues in accordance with current professional and ethical codes of practice
┐ Recognise the limits of those codes and seek guidance where appropriate
|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
|Mr Andy Hancock
Tel: (0131 6)51 6635
|Ms Zoe Mcgonigle
Tel: (0131 6)51 6436
© Copyright 2013 The University of Edinburgh - 13 January 2014 3:57 am