Undergraduate Course: PGDE Secondary Placement 3 (EDUA10162)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 10 (Postgraduate) |
| Course type | Placement |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | The aims of block placement 3 are:
1. To build on the experiences of block placements 1 and 2 in order to develop sufficient classroom independent teaching skills and reflective abilities that student teachers are adequately prepared for the probationary year and meet the benchmark profile for newly qualified teacher status ie. they have met all of the SITE benchmarks.
2. To encourage the student teacher to investigate the teachers role in the wider school community in order that they reflect on and analyse these aspects of their profession and their wider professional responsibilities. |
| Course description |
Not entered
|
Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
|
Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
|
| Academic year 2014/15, Not available to visiting students (SS1)
|
Quota: None |
| Course Start |
Flexible |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 2,
External Visit Hours 18,
Online Activities 10,
Feedback/Feedforward Hours 4,
Formative Assessment Hours 1,
Summative Assessment Hours 1,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
160 )
|
| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
|
| Additional Information (Assessment) |
Assessment
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. |
| Feedback |
Not entered |
| No Exam Information |
Learning Outcomes
By the end of the three block placements student teachers will:
1. Be working satisfactorily, confidently and with increasing independence in all areas of the SITE benchmark profile for initial teacher education.
2. Have successfully completed placement tasks (some of which deal directly with the four subsidiary themes of the reviewed programme).
3. Demonstrated an understanding of, and an ability to relate theory to practice through the professional development portfolio.
4. Observed and analysed primary classroom practice.
5. Demonstrated the ability to work collaboratively with teaching colleagues and other professionals involved in the education of, and care of children and young people.
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Additional Information
| Graduate Attributes and Skills |
Not entered |
| Keywords | Placement 3 secondary education initial teacher education |
Contacts
| Course organiser | Mrs Lynne Pratt
Tel: (0131 6)51 6425
Email: lynne.pratt@ed.ac.uk |
Course secretary | Mrs Margaret Oliver
Tel: (0131 6)51 6449
Email: Margaret.Oliver@ed.ac.uk |
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