Undergraduate Course: Placement 3 (EDUA10108)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 10 (Year 3 Undergraduate) |
| Course type | Placement |
Availability | Not available to visiting students |
| SCQF Credits | 40 |
ECTS Credits | 20 |
| Summary | Placement 3 is the third of a series across the four years of the programme. The placement sequence is based on a chronological model, until the choice stage in year four.
Placement 3 consists of two five week phases, each with an introductory, preparatory week. The first phase is based on middle stages, whilst the second phase is based on upper stages.
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| Course description |
In Placements 1 and 2 they have been learning about the complex interrelationships between the pupils themselves, their family situations, school and the community, including the professional community. This strand continues in Placement 3, linking to the major themes of social justice and inclusion which are studied in depth in university-based Education courses.
Placement 3 challenges students to plan for more sustained teaching time across the whole curriculum range, and to take increased account of individual differences and pupil assessment. More time with the class also provides opportunities for students to develop their own class management strategies and gain the confidence that comes with this. The students work towards taking full responsibility for teaching over a more sustained period: one day in phase 1 and five days in phase 2.
analyse and reflect on observations, actions and experiences
observe teachers and other professionals
engage in dialogue with parents, peers, a range of teachers and other professionals
engage, with support, in the role of the teacher.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
Students MUST have passed:
Placement 2 (EDUA08054)
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | Only available to students registered on the BEd Primary Programme (UTPREDB) |
| Additional Costs | None |
Course Delivery Information
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| Academic year 2015/16, Not available to visiting students (SS1)
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Quota: None |
| Course Start |
Semester 1 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
400
(
Lecture Hours 7,
Seminar/Tutorial Hours 3,
Supervised Practical/Workshop/Studio Hours 20,
External Visit Hours 3,
Placement Study Abroad Hours 350,
Directed Learning and Independent Learning Hours
17 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
0 %,
Practical Exam
100 %
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| Additional Information (Assessment) |
Evidence of achievement of the Learning Outcomes is derived from:
- Student performance in organising, managing, planning, teaching and assessing a class
- The Teaching File
- The Professional Development Portfolio, containing written tasks and Progress Review
- Focussed discussion prior to completion of the assessment profiles.
Details of how these assessment points are overtaken are given to the students in writing in the full Placement 3 documentation.
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| Feedback |
Providing support and feedback on placement
This is a very important feature of the placement. Support and feedback enable students and teachers to have an agreed understanding of progress made, and development needs, in relation to the expected Standard. It provides a context for alerting students to issues that have arisen before they become too problematic to overcome on the placement. It provides a basis for reporting any significant cause for concern to the University so that difficulties can be identified and support needs determined. Support and feedback should always be based on student self-evaluation and discussion between students and teachers and should result in an agreed action and support plan.
Both the Placement Tutor and the placement school play an important role in:
- observing the student teaching and discussing progress
- making both formative and summative assessments of placement performance, including examination of the Teaching File and offering advice for further development
- helping the student work out clear targets for professional development.
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| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Develop a critical understanding and professional competence in relation to the primary school curriculum, principles and practices.
- Plan, undertake and assess an appropriate curriculum for middle and upper-stage classes over extended periods.
- Apply the principle of inclusive teaching to meet the needs of individual learners, and develop a critical understanding of the role of observation and reflection in planning for effective teaching and successful learning.
- Negotiate and co-operate with school colleagues regarding pupil learning, effective behaviour management and welfare and also, where appropriate, with members of other professions and agencies.
- Take part in self-evaluation and peer feedback to improve teaching and learning.
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Reading List
Kutnick,P. Sebba, J., Blatchford, P. Galton, M and Thorp, J. (2005) The Effects of Pupil Grouping; Literature Review, Brighton, University of Brighton.
McCluskey, G., Lloyd, G., Kane, J., Stead, J., Riddell, S. and Weedon, E. (2008)
Can Restorative Practices in Schools make a Difference? Educational Review: Special Issue: Truancy, Disaffection, Anti-social behaviour and the Governance of Children, Vol. 60(4), pp. 405-417.
Alexander, Robin J., (2006) "Dialogic teaching: The case and the evidence" from Alexander, Robin J.,
Towards dialogic teaching : rethinking classroom talk
pp.9-36, York: Dialogos
Fisher, Robert, (2005) "Collaborative Learning" from Fisher, Robert,
Teaching children to learn
pp.91-
105,158-159, Cheltenham: Nelson Thornes
Scottish Government (2010) 'Supporting Children's Learning Code of Practice'. Ch. 3, Meeting Additional Support Needs. Edinburgh: Scottish Government.
Skinner, Don, (2010) "Interdisciplinary Learning, Thinking Skills, Learning how to Learn" from Skinner,
Don,
Effective teaching and learning in practice
pp.91-101, London ; New York: Continuum
International Publishing Group |
Additional Information
| Graduate Attributes and Skills |
Research and Enquiry
Students on this course will have knowledge of:
- contemporary learning theory
- social justice theory, policy and practice in the context of the primary school
- the range of needs of children with additional support needs and the policy framework in Scotland that supports them.
- the current Scottish Curriculum , a Curriculum for Excellence (Early, First and Second levels)
- planning coherent and progressive teaching programmes
- the principal features of the education system, educational policy and practice
- the schools and learning communities in which they teach and their own professional responsibilities within them
- formative and summative assessment theory, policy practice in the primary school context
- subject- specific, interdisciplinary and generic pedagogical approaches appropriate for children as learners 3-12
- approaches to managing the behaviour of children 3-12 in school contexts
- the management and organisation of learning in primary school classrooms
- themselves as professional learners
Personal and Intellectual autonomy
Students of this course will be able to:
- articulate a sense of professional identity
- deal with complex ethical and professional issues in accordance with current professional codes of practice
- Exercise autonomy and initiative in professional activities
Communication
Students on this course will be able to:
- Communicate effectively and interact productively with learners, individually and collectively
- model appropriate levels of literacy in their own professional practice;
- use communication methods, including a variety of media, to promote and develop positive relationships and to motivate and sustain the interest of all learners;
- reflect on the impact of their personal method of communication on learners and others in the classroom.
- communicate effectively with professional level peers, colleagues and parents
Personal Effectiveness
Students on this course will be able to:
- plan coherent progressive and stimulating learning activities for children in all curriculum areas , and which match the individual needs of the child
- teach small groups and whole class for sustained periods of time
- assess children¿s learning in all curriculum areas
- manage and organise learning for individuals, small groups and whole class in primary school context
- develop positive relationships and positive behavior strategies
- create a caring, purposeful and safe learning environment
- have high expectations of all learners, showing awareness of barriers to learning and how these might be overcome
- work effectively under guidance in a collaborative relationship with qualified practitioners and peers
- engage in reflective practice to develop career-long learning
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| Special Arrangements |
None |
| Study Abroad |
Not applicable |
| Additional Class Delivery Information |
35 hour(s) per week for 10 week(s). Block placement of 10 weeks commences September to December.
Preparation classes (Practicum) prior to and in the middle of the block placement |
| Keywords | Not entered |
Contacts
| Course organiser | Ms Deborah Holt
Tel: (0131 6)51 6609
Email: Deborah.Holt@ed.ac.uk |
Course secretary | Miss Marzia Ballardin
Tel: (0131 6)51 6381
Email: Marzia.Ballardin@ed.ac.uk |
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