Undergraduate Course: PGDE Secondary Placement 2 (EDUA10163)
|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 2 are:
1. To build on the experience of block placement 1 in order to develop greater independence and reflection in student teachers at classroom level in the areas outlined in Placement 1.
2. To undertake in practice a systematic investigation into an aspect of their own classroom practice and thus begin to develop the knowledge, understanding and skills of the enquiring professional.
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. In this second school placement course students are expected to teach more classes and to be responsible for delivering units of work. They are expected to be proactive in finding out about the wider role of the teacher in school and the community.
PGDE Secondary Placement 2 takes place for seven weeks and begins in January.
The aims of Placement 2 are:
to build on the experience of Block Placement 1 in order to develop greater independence and reflection in student teachers at classroom level to effect improvement in practice in all the areas outlined above and additionally;
to provide opportunities for student teachers to consider and reflect on change in education in order to develop student teachers' understanding of this process in schools and at classroom level;
to give student teachers the opportunity to plan for a systematic enquiry into their own practice;
to give opportunities to student teachers to investigate the ways in which their placement school develops in practice the responsibility of all teachers with regard to learning for sustainability, social justice and the crosscutting themes (literacy, numeracy, Health and Wellbeing and ICT).
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
|Additional Costs|| 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 18,
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.
Baumfield, Vivienne Marie, Hall, Elaine & Wall, Kate. (2012) Action Research in Education, London: SAGE Publications.
Biesta, Gert, Priestley, Mark & Robinson, Sarah, 2015. The role of beliefs in teacher agency. Teachers and teaching, theory and practice, 21(6), pp.624¿640.
Capel, S., Leask, M. and Y. Sarah (2019) Learning to teach in the secondary school : a companion to school experience. London ; New York : Routledge, Taylor & Francis Group ; [on-line access via discover-ed]
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, vol. 51, no. 1, pp. 44-56.
Pantic, Natasa & Florian, Lani (2015) Developing teachers as agents of inclusion and social justice, Education Inquiry, 6:3, DOI: 10.3402/edui.v6.27311
|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 2 secondary initial teacher education
|Course organiser||Mr Steve McLeister
Tel: (0131 6)51 6443
|Course secretary||Mr Nadir Junco
Tel: (0131 6)51 6436