Undergraduate Course: Teaching in School 2 (EDUA10160)
Course Outline
| 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) |
| Course type | Placement |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This course builds on the previous school experience and extends students experience and understanding of teaching in a primary classroom. |
| Course description |
Students will extend their learning and understanding around the concept of curriculum as a complex and an opportunity to think creatively about curriculum design, thinking about the importance of subject specific knowledge alongside interdisciplinary learning, that embeds the principles sustainability, social justice and inclusion that have been explored throughout the PGDE Programme.
Students will learn how to plan for and develop appropriate, engaging learning environments and how to develop subject based knowledge as well as the use of interdisciplinary approaches to learning and teaching. They will begin to consider and develop their critical knowledge and understandings of pedagogy and how this is articulated in professional experience and practice.
Through this site-based experience students should critically explore the ways in which sustainability can be promoted and embedded in professional practice. This should be considered both through the lens of their own values-led position as a developing professional as well as consider pedagogical and curricular implications for practice.
The use of professional standards will help guide students towards reflective practice and becoming enquiring, agentic practitioners. Building partnerships continues to be essential. Students should also develop their awareness and critical understanding of the school as it is situated within the community.
Professional skills of planning, implementing, assessing and modifying learning with young children are developed on through this professional experience. 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 inclusive practices, considering inclusive pedagogies, additional needs, further enhancing their understanding of culturally responsive pedagogies and approaches to ensuring equity and diversity. In addition, developing health and wellbeing for all forms a vital part of this course and aids students in their developing professionalism in the classroom.
By the end of the school experience, students will 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 and develop their knowledge of the relevant subject specific skills and concepts required to ensure meaningful learning progression for young people. 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.
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Course Delivery Information
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| Academic year 2022/23, Not available to visiting students (SS1)
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Quota: 0 |
| Course Start |
Full Year |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Fieldwork Hours 196,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
0 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
|
| 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, as appropriate. 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. (LOs 1,2,3,4,5)
Assessment is on a pass/fail basis. |
| Feedback |
Formative feedback will be offered via the following:
As part of the ongoing mentoring relationship students will receive regular oral 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 |
Learning Outcomes
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.
- Engage in reflective and reflexive praxis to ensure how, why and what we teach aligns with our individual and¿collective professional values¿and¿actions.
- Use a range of communication skills to interact professionally with young children and sustain learning conversations.¿¿
- 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.
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Reading List
Beames, S & Brown, M. (2016) Adventurous Learning. London: Routledge
Cremin, T. & Arthur, J., (Eds) (2014)¿Learning to teach in the primary school.¿Third edition / London; New York: Routledge/Taylor & Francis Group
Florian, L.; Black Hawkins, K.; Rouse, M. (2016) Achievement and inclusion in schools 2nd edition. Routledge
Fogarty, R. & Pete, B. (2009).¿How to Integrate the Curricula. Corwin
Hart, S.; Dixon, A.; Drummond, MJ; McIntryre, D. (2004) Learning without Limits Open University Press
Haylock, D (2019) Mathematics explained for primary teachers (6th edition) London: Sage
Muijs, D. & Reynolds, D. (2001) Effective Teaching, Evidence and Practice, London, Paul Chapman
Tarrant, P. (2018) A Practical Guide to Using Storyline Across the Curriculum: Inspiring learning with passion. London: Routledge.
William, Dylan (2018) Embedded Formative Assessment 2nd ed. Bloomington, Solution Tree Press. |
Additional Information
| 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
Communication
Make effective use of oral, written and visual means to critique, negotiate, create and communicate understanding
Personal Effectiveness
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
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| Keywords | Not entered |
Contacts
| Course organiser | Ms Caroline Gordon
Tel:
Email: caroline.gordon9@ed.ac.uk |
Course secretary | Mrs Melania Chaverri Coto
Tel: (0131 6)51 6210
Email: mchaverr@ed.ac.uk |
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