Undergraduate Course: Teaching in School 1: Early and First Level Education (Early Years Placement) (EDUA10159)
|School||Moray House School of Education and Sport
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 10 (Postgraduate)
||Availability||Not available to visiting students
|Summary||Please be aware that the General Teaching Council for Scotland has not confirmed placement availability for 20/21 due to the continuing Covid-19 situation. Students will be informed of updated information as it becomes available.
The Early Years placement course provides a context for students to extend and apply their learning about the curriculum, policies, principles and contexts of early years education.
Please be aware that the General Teaching Council for Scotland has not confirmed placement availability for 20/21 due to the continuing Covid-19 situation. Students will be informed of updated information as it becomes available.
This course is the first Professional Placement undertaken by students on the PGDE Primary Education Programme. It aims to help students begin their reflexive and collaborative practice as primary school teachers within the context of early years education. Students are encouraged to engage in a professional community of enquiry investigating the curriculum, pedagogy and social context of Early Years Education.
Professional skills of planning and implementing learning with young children are developed on this Professional Placement. To achieve this, the course is experienced in two parts:
Part A is undertaken in a Nursery context. Students develop an understanding of the curriculum and principles of early education and of the role of a nursery teacher in early childhood development and learning. Part B is undertaken in a Primary 1-3. This provides a coherent experience of, and engagement in early childhood development. Students experience responsibility of a class for a whole day. They also undertake the planning of sequences of lessons in curriculum areas.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Course Delivery Information
|Academic year 2020/21, Not available to visiting students (SS1)
|Learning and Teaching activities (Further Info)
Fieldwork Hours 196,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||The application of learning theories, educational perspectives and curricular content into professional practice will be demonstrated in the planning for and teaching of young children. Daily plans, lesson planning and use of theoretical sources feature within the Placement File.
Effective teaching relies heavily on a practitioners┐ ability to critically reflect and modify practice. Reflective documents are a required component of the Placement File: the creation of lesson, daily and weekly evaluations.
Working within collaborative professional groupings is an essential feature of the teaching profession in Scotland. As novice professionals and graduate students, the ability to be mentored and accept guidance for improved practice is integral to the course.
||-Professional development consultation 1:1 with professional tutor
-Peer learning activity
-Regular feedback opportunities on teaching from mentor teacher
-mid placement review identifying strengths and development needs
|No Exam Information
On completion of this course, the student will be able to:
- Apply Knowledge and understanding of early primary years curricular content in order to plan purposeful learning for children.
- Apply Knowledge, Skills, and understanding of middle primary years pedagogy in order to teach small groups and whole class contexts , for extended periods of time toward one full day.
- Critically review and consolidate one's own professional knowledge, skills and practices in order to further develop as a reflective practitioner
- Use a range of communication skills to professionally interact with young children and sustain learning conversations.
- Work collaboratively under guidance in a collaborative relationship with qualified practitioners and other student teachers.
|Alexander, R. (2008) Towards Dialogic Teaching, London, Dialogos|
Arthur, j. & Cremin, T. (2006) Learning to Teach in the Primary School, Abingdon, Routledge
Hall, K. & Burke, W. (2003) Making Formative Assessment Work, Maidenhead Open University Press
Pollard, A. (1996) The social world of children┐s learning: case studies of pupils from four to seven, London, Continuum
Rogers, William A., (2002) "New class, new year:┐" from Rogers, William A., Classroom behaviour : apractical guide to effective teaching, behaviour management and colleague support pp.25-53, London:
Skinner, D. (2010) Effective Teaching and Learning in Practice, London, Continuum
Yelland, N. (2010) Contemporary Perspectives on Early Childhood Education, Maidenhead, Open University Press
|Graduate Attributes and Skills
||Communication: Students will recognize and value communication as the tool for negotiating and creating new understanding, collaborating with others, and furthering their own learning.
Personal Effectiveness: Students will be able to effect change (based on critical analysis and exploration of professional issues) and be responsive to the situations and environments in which they work.
|Course organiser||Mr John Joe MacNeil
Tel: (0131 6)51 6203
|Course secretary||Miss Rosie Roberts
Tel: (0131 6)51 6571