Undergraduate Course: PGDE Secondary Placement 3 (EDUA10162)
|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||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 and 2.
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.
Throughout each of the placement courses students will develop and consolidate skills and knowledge and demonstrate their ability to meet the GTCS Standards for Provisional Registration (SPR) to a satisfactory standard in relation to the appropriate stage and sector. This will incorporate the following three areas:
Professional Values and Personal Commitment;
Professional Knowledge and Understanding;
Professional Skills and Abilities.
At the heart of learning to teach is the experience of being in a school. In literature this is referred to variously as site-based learning, school or clinical placement, professional practice, the teaching practicum, and teaching placement. Secondary placement 3 takes place for five weeks and begins in April. As with Block Placement 2, this placement builds on the earlier placements. Student teachers are expected to take responsibility for delivering substantial parts of the teaching, learning and assessment of classes, to teach more than in placements 1 and 2 and to engage with their other duties as a teacher in the school and the community, where possible.
The aims of Placement 3 are:
to build on the experiences of Block Placement 1 and 2 in order to develop sufficient independence in classroom teaching skills and reflective abilities that student teachers are adequately prepared for the probationary year and meet the Standard for Professional Registration;
to give student teachers the opportunity to conduct a systematic enquiry into their own practice;
to encourage the student teacher to investigate and where possible engage in the teacher's role in the wider school community in order that they reflect on and analyse these aspects of their profession and their wider professional responsibilities.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Course Delivery Information
|Academic year 2021/22, Not available to visiting students (SS1)
|Learning and Teaching activities (Further Info)
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
|Assessment (Further Info)
|Additional Information (Assessment)
Students are assessed collaboratively by their mentor teacher and by a university tutor, as part of the partnership arrangements, through observed evidence of practice and 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 pupil 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.
||Formative feedback will be offered via the following:
As part of the ongoing mentoring relationship students will receive regular verbal formative feedback from their school mentor. There may also be opportunities for formative feedback from other professionals within the school context.
Mid-placement written review of progress identifying strengths and development needs
Students offered Professional Development Consultations with their university tutor
Peer learning activity.
|No Exam Information
On completion of this course, the student will be able to:
- Demonstrate a critical understanding of the ways in which concepts of curriculum, pedagogical theories and approaches impact on learning and teaching.
- Critically consider and engage in the process of planning for teaching and learning across secondary school education taking account of subject disciplines and local and global educational contexts.
- Critically interrogate theories of learning, teaching and assessment within their subject disciplines and in the wider educational, social, cultural and political contexts of the secondary school community.
- Examine the values and ideologies explicit and implicit in academic research and policy literature and/or about Scottish education and beyond which relate to central contemporary educational issues such as inclusion, additional support needs, fairness, diversity, social justice and sustainability.
- Engage in reflective and reflexive praxis to ensure how, why and what we teach aligns with our individual and collective professional values and actions.
|Indicative reading list|
Arshad, R., Wrigley, T., & Pratt, L. (2019). Social justice re-examined: dilemmas and solutions for the classroom teacher. Stoke-on-Trent: Trentham Books Ltd.
Brookfield, S.D. (2017). Becoming a critically reflective teacher, 2nd edition. San Francisco, CA: Jossey-Bass
Christie, E., Higgins, P., King, B., Collacott, M., Kirk, K. & Smith, H. (2019). From rhetoric to reality: examining the policy vision and the professional enactment of enacting learning for sustainability in Scottish schools', Scottish Educational Review, 51(1), 44-56.
Dillon, J., & Maguire, M. (2011). Becoming a teacher: issues in secondary teaching, 4th edition. Berkshire: OUP.
Fill, A. F. & Penz, H. (2017). The Routledge Handbook of Eco-Linguistics. New York: Routledge.
Olsen, B. (2016). Teaching for success, developing your teacher identity in today's classroom. New York: Routledge.
|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
|Keywords||Placement 3 secondary education initial teacher education
|Course organiser||Dr Hui-Chuan Li
Tel: (0131 6)51 4880
|Course secretary||Mr Nadir Junco
Tel: (0131 6)51 6436