Undergraduate Course: PGDE Secondary Placement 2 (EDUA10163)
|School||Moray House School of Education
||College||College of Humanities and Social Science
||Availability||Not available to visiting students
|Credit level (Normal year taken)||SCQF Level 10 (Postgraduate)
|Home subject area||Education
||Other subject area||None
||Taught in Gaelic?||No
|Course description||The aims of block placement 2 are:
1. To build on the experience of block placement 1 in order to develop greater independence and reflection in student teachers at classroom level.
2. To provide opportunities for student teachers to consider and reflect on change in education (including the curriculum) in order to develop student teachers understanding of this process in schools and at classroom level.
3. To take increasing responsibility for delivering a series of lessons and the preparation, delivery and assessment of these.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
|Additional Costs|| None
Course Delivery Information
|Delivery period: 2013/14 Flexible, Not available to visiting students (SS1)
||Learn enabled: Yes
|Course Start Date
|Breakdown of Learning and Teaching activities (Further Info)
Supervised Practical/Workshop/Studio Hours 189,
External Visit Hours 2,
Feedback/Feedforward Hours 4,
Summative Assessment Hours 1,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Breakdown of Assessment Methods (Further Info)
|No Exam Information
Summary of Intended Learning Outcomes
|On block placement 2, students continue to meet the learning objectives outlined below as they move towards being deemed satisfactory against the standard for initial teacher education benchmarks:
1. Reflectively observe and analyse the ways in which experiences teachers teach.
2. Reflect and act on constructive feedback from mentors and other staff.
3. Analyse classroom processes and interactions.
4. Identify individual pupils' learning and needs and ways of meeting these.
5. Apply subject specialist knowledge and subject specialist pedagogies within a classroom context.
6. Participate in the wider school context, and reflect analytically on that context.
7. Interact professionally witha broad range of personnel involved in the care of children and young people.
1. to develop greater independence and reflection at classroom level to effect improvement in practice.
2. To consider and reflect on change in education in order to develop an understanding of this process in schools and at classroom level.
Students have a tutor visit for each of the three placements, during which the tutor observes the student teaching a lesson. This is formatively assessed and the tutor provides formative written assessment on lesson planning and delivery. The tutor spends some time discussing the lesson and the placement with the student, using the Professional Development Portfolio for information.
A summative Joint Report on the placement is prepared by the tutor in consultation with the mentor, which assesses the student againsy the benchmarks and records developing strenghts and development needs and suggest next steps for the next placement. This process is evidence based. Evidence is provided through written commentaries from school staff on the student's teaching and student collated evidence in the PDP. The student keeps a PDP during placement and this is a source of evidence of planning, thinking and professional progress.
The University lecturers who visit the students provide the necessary quality assurance in relation to assessment.
|Keywords||Placement 2 secondary initial teacher education
|Course organiser||Mrs Lynne Pratt
Tel: (0131 6)51 6425
|Course secretary||Mr Adam Nunez
Tel: (0131 6)51 6449
© Copyright 2013 The University of Edinburgh - 13 January 2014 3:57 am