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

Undergraduate Course: PGDE Secondary Placement 3 (EDUA10162)

Course Outline
SchoolMoray House School of Education CollegeCollege of Humanities and Social Science
Credit level (Normal year taken)SCQF Level 10 (Postgraduate)
Course typePlacement AvailabilityNot available to visiting students
SCQF Credits20 ECTS Credits10
SummaryThis is a five week school based placement.
The aims of block placement 3 are:

1. To build on the experiences of block placements 1 and 2 in order to develop greater independence and reflection in student teachers at classroom level in the areas outlined in Placement 1.
2. To encourage student teachers to engage with the wider life of the placement school and to reflect on the many roles a teacher hs in a school.
Course description During placement 3 student teachers will be engaged in the following learning
1. Learning to teach single and then linked series of lessons;
2. Reflecting purposefully on their classroom teaching in order to improve;
3. Keeping a Professional Development Portfolio;
4. Observing experienced practitioners and through observation and professional conversation learn to improve their own practice;
5. Learning how to act on constructive feedback from school staff and university tutor;
6. Interacting professionally with teaching colleagues and other professionals engaged with supporting learners;
7. Examining and reflecting critically on theory into practice;
8. Reflecting on and engaging with what are often problematised areas for student teachers such as behaviour management, assessment, achievement and attainment and diversity of learners;
9. Critiquing the national curriculum from their perspective as a subject specialist working within the wider secondary school context;
10. Completing tasks set by university tutors

During placement 3 student teachers are engaged in applying theoretical knowledge and understanding in classroom practice. This is a complex intellectual process. In order to be successful student teachers demonstrate powerful subject knowledge, developing pedagogical knowledge and inter and intra personal knowledge. They demonstrate the ability to be a reflective and reflexive practitioner.
Additionally, during placement 3 students should be engaged where appropriate in the wider life of the school.
Entry Requirements (not applicable to Visiting Students)
Pre-requisites Co-requisites
Prohibited Combinations Other requirements None
Course Delivery Information
Academic year 2017/18, 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 4, 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 174 )
Assessment (Further Info) Written Exam 0 %, Coursework 100 %, Practical Exam 0 %
Additional Information (Assessment) 1. Formative assessment by visiting tutor. The visiting tutor observes a single lesson and gives verbal and written feedback on the observed lesson, with next steps advice.
2. Placement is assessed summatively in a joint report written in partnership between the university tutor and the supervising teacher.
Feedback Formative and summative feedback is written. Students will have the opportunity to discuss both assessments with their tutors and usually, the school mentoring teacher.
Feedback in the summative report records progress made by the student but also next steps advice for the following placement.
Additionally, students will receive ongoing feedback during placement from school staff including their mentoring teacher.
No Exam Information
Learning Outcomes
On completion of this course, the student will be able to:
  1. Teaching, learning and assessment. Students will: 1. Critically appraise and evaluate theories of learning and teaching.
  2. Curriculum. Students will: 1. Critically appraise and evaluate curricular arrangements for the different stages of secondary school education.
  3. Equalities, diversity and values. Students will: 1. Critically appraise and evaluate the values explicit in documents and legislation relevant to and/or about Scottish education which relate to inclusion, additional support needs, fairness and social justice. They will also examine their own professional behaviours and values.
  4. Research. Students will: 1. Read, respond and act critically and analytically to research in education (academic texts and articles from a wide range of sources)
Reading List
The following texts provide an introduction to secondary teaching and the skills required:

1. Pollard, A. (2008) Reflective Teaching Evidence-informed Professional Practice (Continuum) 2. Schon, D. (2011) The Reflective Practitioner How Professionals Think In Action Ashgate Publishing
3. Kumpulainen, K and Wray, D. (2002) Classroom Interaction and Social Learning Routledge/Falmer
4. Bell, B. (2011) Theorising Teaching in Secondary Classrooms: Understanding our Practice from a Sociocultural Perspective Routledge
Additional Information
Graduate Attributes and Skills Transferable skills developed during placement include the following:

1. Working as part of a team.
2. Taking increasing responsibility and acting proactively.
3. Developing organisational skills and management skills.
4. Thinking and acting reflectively in and after practice.
5. Making increasingly well informed decisions, taking into account a range of needs and using a range of sources of information
KeywordsPlacement 3 secondary education initial teacher education
Course organiserMrs Lynne Pratt
Tel: (0131 6)51 6425
Course secretaryMiss Ifigeneia Kyriakoglou
Tel: (0131 6)51 6436
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