Undergraduate Course: Teaching in School 3 : Level2 Education (Upper Primary Placement) (EDUA10161)
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 | This course is the final Professional Placement undertaken by students on the PGDE Primary Education Programme. Students are expected to develop and demonstrate the skills and understanding associated with assuming professional responsibility of a primary teacher consistent with those at the early stage of their career. |
| Course description |
Students will plan, implement and modify an effective programme of work involving full class responsibility for at least three weeks. They are expected to focus on their provision of a broad, balanced, progressive and coherent learning experience which will promote high achievement for all pupils. The course supports students to develop an effective strategy for class management and organization suited to the nature of the planned programme.
The curricular planning is expected to include learning opportunities for children in discrete subject areas as well as opportunities for interdisciplinary learning. Students should draw upon different models of interdisciplinary learning provided in faculty and experienced in school contexts. Application of knowledge from academic review of curricular design should be evident in the planning of learning for pupils. Using a Practitioner Inquiry approach students will engage critically with and problematize an element of their practice (related to curricular design and deployment).
Students will contribute to the life and work of the school, including effective communication with colleagues. They will develop understanding of primary-secondary liaison and secondary school approaches to pedagogy, by arranging a visit/connection to an associated secondary school.
The placement develops student¿s understanding of the relationships between teaching, learning and assessment. To achieve this, students provide a summary for the class teacher of pupil progress at the end of the five-week placement and additionally, report in simulation to a member of staff or student learning partner taking the role of parent of two children in the class.
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Course Delivery Information
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| Academic year 2017/18, Not available to visiting students (SS1)
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Quota: None |
| Course Start |
Semester 2 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Fieldwork Hours 196,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
0 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Students are assessed by their mentor teacher and by a university tutor) through observed evidence of practice and through written evidence in the school experience file. The skills observed include application of theory to practice and the ability to plan, manage, organise and assess children's learning for extended periods up to and including three full weeks during placement . The national school experience report, based on the GTCS standard for provisional registration , is used to structure and report this assessment.
(LOs 1,2,3,4,5)
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| Feedback |
-Professional development consultation 1:1 with professional tutor
-Peer learning activity
-Regular oral feedback opportunities on teaching from mentor teacher .
-Mid -placement written review of progress identifying strengths and development needs
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| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Apply Knowledge and understanding of curricular content, pedagogy and assessment in order to plan, teach and assess purposeful learning for children.
- Apply Knowledge and understanding of interdisciplinary curricular design in order to plan, teach and assess an interdisciplinary unit of learning
- Critically review and consolidate one¿s own professional knowledge, skills and practices through evaluations of teaching, daily organizational plans and other working documents.
- Use a range of communication skills to professionally interact with children and adults in the school setting
- Work collaboratively and under guidance while becoming increasingly autonomous as a teacher.
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Reading List
Barnes, J. (2007) Cross Curricular Learning 3-14, London, Paul Chapman
Beames, S., Atencio, M. & Ross, H. (2009) Taking Excellence Outdoors, Scottish Educational Review, 41(2) 32-45
Fischer, R. (2005) Teaching Children to learn Nelson, Thornes
Priestley, M. (2010) Curriculum for Excellence: Transformational change or business as usual?, Scottish Educational Review 42(1) 23-34
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Additional Information
| Graduate Attributes and Skills |
Research and Enquiry:
identify, define and analyse problems and identify or create processes to solve them
Personal and Intellectual Autonomy:
Be independent learners who take responsibility for their own learning, and are committed to continuous reflection, self-evaluation and self-improvement
Communication:
Make effective use of oral, written and visual means to critique, negotiate, create and communicate understanding
Personal Effectiveness
have the confidence to make decisions based on their understandings and their personal and intellectual autonomy. Work with, manage, and lead others in ways that value their diversity and equality and that encourage their contribution to the organisation and the wider community
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| Keywords | Not entered |
Contacts
| Course organiser | Dr Holly Linklater
Tel: (0131 6)51 6254
Email: Holly.Linklater@ed.ac.uk |
Course secretary | Miss Ifigeneia Kyriakoglou
Tel: (0131 6)51 6436
Email: Ifigeneia.Kyriakoglou@ed.ac.uk |
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