Undergraduate Course: Teaching in School 2 : Level2 Education (Middle Primary Placement (EDUA10160)
|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.
This course is the second Professional Placement undertaken by students on the PGDE Primary Education Programme. It aims to build upon student's understanding of the teacher's role and responsibilities. Students are encouraged to develop the skills and understanding for forward planning within curricular areas alongside the iterative practice of modification and assessment of teaching and learning.
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.
Professional skills of planning, implementing, assessing and modifying learning with young children are developed on this Placement. To address these practices, students are helped to conceptualise the classroom as a learning community and to grapple with inherent classroom management and organisational issues. A specific focus is given to deepening understanding of the school's approach to additional needs, equity and diversity By the end of the placement, students have experienced taking responsibility for the learning of the class for a full week, collaboratively with their placement partner and/or supported by the class teacher. Students are expected, through practice, to develop further their understanding of relationships between curriculum, assessment and pedagogy. This requires them to use assessment and evaluation in the planning cycle in a reflective way, demonstrating increasing understanding and skill of the process of reflexive teaching. Additionally where possible, they enhance their understanding and skills in the area of Professional Inquiry by participating in a Partnership seminar with a group of peers, tutors and mentor teachers.
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)
||Students are assessed by their mentor teacher (and if necessary, 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 one full week during placement . The national school experience report, based on the GTCS standard for provisional registration , is used to structure and report this assessment.
Professional development consultation 1:1 with professional tutor
Peer learning activity
Regular feedback opportunities on teaching from mentor teacher
mid placement review identifying strebgths and development needs
|No Exam Information
On completion of this course, the student will be able to:
- Apply Knowledge and understanding of middle primary years curricular content in order to plan purposeful lines of development for children's learning.
- Apply Knowledge, Skills, and understanding of pedagogy and assessment in order to plan, teach and assess small groups and whole class contexts , for extended periods of time toward one full week.
- 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 children and adults in the school setting
- Work collaboratively under guidance in a collaborative relationship with qualified practitioners and other student teachers, while becoming increasingly autonomous as a teacher in the classroom.
|Black, P., Harrison, C., Lee, C., Marshall, B. & Wiliam, D. (2003) Assessment is for Learning, Putting it into Practice, Maidenhead, Open University Press Cohen, L., Manion, L. & Morrison, K. (2000) A Guide to Teaching Practice, London, Routledge|
Clarke, S. (2003) Unlocking Formative Assessment, Abingdon, Hodder & Staughton
Muijs, D. & Reynolds, D. (2001) Effective Teaching, Evidence and Practice, London, Paul Chapman
Riddell, S. (2006) 2nd ed Special Educational Needs, providing additional support, Edinburgh, Dunedin Press
|Graduate Attributes and Skills
||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
Make effective use of oral, written and visual means to critique, negotiate, create and communicate understanding
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
|Course organiser||Ms Susan Chapman
|Course secretary||Miss Rosie Roberts
Tel: (0131 6)51 6571