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DEGREE REGULATIONS & PROGRAMMES OF STUDY 2014/2015
- ARCHIVE as at 1 September 2014

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DRPS : Course Catalogue : Moray House School of Education : Education

Undergraduate Course: Professional Development & Leadership 2 (EDUA10176)

Course Outline
SchoolMoray House School of Education CollegeCollege of Humanities and Social Science
Course typePlacement AvailabilityNot available to visiting students
Credit level (Normal year taken)SCQF Level 10 (Year 4 Undergraduate) Credits40
Home subject areaEducation Other subject areaNone
Course website None Taught in Gaelic?No
Course descriptionThe Year 4 MA (PE) student embarking on the Professional Development & Leadership 2 (PDL2) course outlined below will have completed three previous placements. Each student will bring to this course a Personal & Professional Learning Portfolio. Based on Placement 3 and from discussion with their placement tutor, it is anticipated that students will have identified specific learning targets to overtake prior to PDL2 as well as those which they would hope to address within the PDL2 course. Students, in the final year of the BSc will be expected to attain the Standard for Provisional Registration at the end of this 11 week placement. Nonetheless, it is recognised that students will be at different points in their developmental journey needs and targets set will be individual to them. Assessment criteria have been based on the assumption that Year 4 students are in the final stages of working towards achieving the SPR. The PDL2 course is underpinned by the following core dimensions aligned with professional values (GTCS, 2012): social justice, integrity, trust and respect.
Entry Requirements (not applicable to Visiting Students)
Pre-requisites Co-requisites
Prohibited Combinations Other requirements None
Additional Costs None
Course Delivery Information
Not being delivered
Summary of Intended Learning Outcomes
Students successfully completing this 40 Credit Professional Development and Leadership 2 course will be expected to demonstrate:

* An excellent awareness of the professional values and personal commitment which underpin the physical educators¿ practice and evidence this consistently in their professional practice

* An ability to engage in critical enquiry, approach self-evaluation and reflection on practice in a collegiate manner, and utilise such deliberations to inform a personal professional learning portfolio, which will lay the foundations for their continued professional development

* A satisfactory level of teaching competence which is commensurate with their stage of development in the three core areas of Professional Values & Personal Commitment, Professional Knowledge and Understanding, Professional Skills and Abilities (GTCS, Standards for Provisional Registration, 2012)

* An ability to motivate, lead learning for and with, all learners with whom they engage during their professional practice and take on a leadership role in managing and supporting learning where appropriate within their professional context.
Assessment Information
During PDL2 tutors, will in normal circumstances, visit twice during which time they will
observe the student teaching and facilitate discussion with regards to the students¿ progress. When the students is having difficulties, short term targets will be agreed and an additional visit arranged by the tutor. In the event that these difficulties continue a further visit by either the course leader or, another experienced tutor will be arranged. During PDL2 an interim formative assessment of the student¿s progress will be formulated with a view to enabling realistic targets to be set which support the student in working towards a ¿satisfactory¿ outcome. A final summative report will be completed by the school to be discussed with tutors (and/or personal tutor) with a view to supporting their personal and professional development, on the students return to University. External examiners will visit a range of schools towards the end of PDL2 with a view to engaging with all parties, identifying good practice and offering suggestions for improvement where appropriate. Students will be assessed against the Standard for Provisional Registration but with consideration given to the stage that he/she is at in their ITE Programme. Detailed evidence should be provided to support assessment within each of the three areas (Professional Values & Personal Commitment, Professional Knowledge and Understanding, Professional Skills & Abilities).

To successfully overtake the demands of PDL2 an overall ¿satisfactory¿ grade in all three
areas must be awarded by both school and tutor. A ¿satisfactory¿ is awarded if the student has made sufficient progress for this stage of development, with an appropriate level of support. An ¿unsatisfactory¿ is awarded if the student has not made sufficient progress, for this stage of development, even with support.

Progression
If students¿ do not achieve a ¿satisfactory¿ by the end of PDL2 they are under normal circumstances, entitled to a re-sit opportunity. While, it would be desirable to facilitate this re-sit in time for the student to commence the induction year with their cohort, this is not feasible at a number of levels. In the summer time, schools are not able to offer the range of activities or classes deemed suitable for a final placement designed to enable students to achieve the standard for provisional registration. Consequently, re-sits would be scheduled for August to November of the year in which the ¿unsatisfactory¿ was recorded. Measures, have been put in place to ensure that a student gaining a ¿satisfactory ¿ re-sit is available to teach from the subsequent January and ready to commence their induction in the August of that year.
Special Arrangements
None
Additional Information
Academic description Not entered
Syllabus This focus will be provided by a Curriculum for Excellence including Health & Well Being.
Students will be involved in varied aspects of school experience including teaching classes in S1- S6 under the aegis of a qualified teacher; observation of teaching; discussion with members of the PE department; attendance at departmental meetings and any other professional activities e.g. involvement in extra-curricular activities deemed to be appropriate by the Principal Teacher and Student Regent. Expectations please note: this placement is the Year 4 students' first experience of engaging with upper school certificate course secondary school. It is expected that students will require considerable support as they begin their journey to becoming a teacher of PE. While they should demonstrate competence in all three areas of professional practice and take full responsibility for their own classes it is expected that opportunities to observe and team teach will be part of the process that enables them to best achieve their potential.
While they should demonstrate competence in all three areas of professional practice and take full responsibility for their own classes it is expected that opportunities to observe and team teach across a range of activities will be part of the process that enables them to best achieve their potential. It is also expected that Placement 4 will offer opportunities for a very gradual introduction to teaching within upper school certificated courses comprising observation, team teaching and only if the student and department feel enough progress has been made, leading S5-6 certificated classes. The following details are designed to outline the demands of PDL2. Specifically, these include teaching PE to S1-S6 classes, including a gradual introduction to certificate Physical Education with the aim of students having responsibility for teaching ¿certificate¿ PE as the 11-week placement progresses. Also, opportunity should be given to become familiar with current initiatives, which involve the PE department.
Transferable skills Not entered
Reading list Bailley, R.(ed) (2010. Physical Education for Learning: a Guide for Secondary Schools, London: Continuum
Byra, M. (2006). Teaching styles and inclusive pedagogies. In D. Kirk, M.O¿Sullivan, & D.Macdonald (Eds.), Handbook of research in physical education (449-466). London: SAGEPublications.
Capel, S.; Leask, M ., & Turner, T., (1999). Learning to Teach in the Secondary school: A Companion to School Experience (2nd edition), Routledge: London
Capel, S. & Whithead, M. (2004). Learning to Teach Physical Education in the Secondary school: A Companion to School Experience (2nd edition), Routledge-Falmer: Oxford
Hardy, C.A., & Mawer,M. (1999). Learning to Teach Physical Education, Continuum: London
Study Abroad Not entered
Study Pattern Not entered
KeywordsNot entered
Contacts
Course organiserMs Rosemary Mulholland
Tel: (0131 6)51 6680
Email: Rosemary.Mulholland@education.ed.ac.uk
Course secretaryMs Norma Turnbull
Tel: (0131 6)51 6210
Email: norma.turnbull@ed.ac.uk
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