Undergraduate Course: Teaching in School 3 (EDUA10161)
|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||This final site-based course allows students to develop and expand their teaching in preparation for assuming responsibility for their own class.
This course allows students to build on their teaching experience and expand this in collaboration with school-based practitioners. The use of a range of pedagogies including digital, play-based, culturally responsive and learning for sustainability will be used whilst working in collaboration with experienced practitioners. Understanding the need to develop positive relationships with the whole school community forms part of the authentic and appropriate pedagogies. Students will take an increased responsibility for the planning and teaching on placement and begin to make decisions based on appropriate practices for curriculum and assessment.
By adopting a practitioner enquiry approach students will engage critically with and problematise an element of their practice. This should be focused around a core pedagogical issue and build on the conceptual pedagogical themes addressed throughout the PGDE programme. Consideration should also be given to how this articulates with conceptions of curriculum design and the ways on which broader issues of social justice, sustainability, diversity and inclusion are understood and enacted in practice.
Students will need to draw on their well-developed critically informed understanding of pedagogy and learning theories to ensure they plan, implement and modify an effective programme of work involving full class responsibility for at least three weeks. They are expected to focus on their provision of a broad, balanced, progressive and coherent learning experience which will promote high achievement for all pupils. The course supports students to develop an effective strategy for class management and organization suited to the nature of the planned programme.
As part of their forming professionalism students will contribute more broadly to the life and work of the school, including effective communication with colleagues. They will develop understanding of primary-secondary liaison and secondary school approaches to pedagogy, by arranging a visit/connection to an associated secondary school.
The school experience develops students understanding of the relationships between teaching, learning and assessment. To achieve this, students provide a summary for the class teacher of pupil progress at the end of the five-week period and additionally, report in simulation to a member of staff or student learning partner taking the role of parent of two children in the class.
Entry Requirements (not applicable to Visiting Students)
|| Students MUST have passed:
Teaching in School 2 (EDUA10160)
||Other requirements|| Students must be enrolled on the PGDE Primary programme to take this course
Course Delivery Information
|Academic year 2022/23, 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 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.
||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 provide a summary for the class teacher of pupil progress at the end of the five-week¿period¿and additionally, report in simulation to a member of staff or student learning partner taking the role of parent of two children in the class¿¿
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:
- Apply Knowledge and understanding of curricular content, pedagogy and assessment in order to plan, teach and assess purposeful learning for children.
- Apply Knowledge and understanding of interdisciplinary curricular design in order to plan, teach and assess an interdisciplinary unit of learning
- Critically review and consolidate one's own professional knowledge, skills and practices through evaluations of teaching, daily organizational plans and other working documents.
- Use a range of communication skills to professionally interact with children and adults in the school setting
- Work collaboratively and under guidance while becoming increasingly autonomous as a teacher.
|Aubrey, K & Riley, A. (2018) Understanding and Using Educational Theories. London: SAGE |
Baumfield, V., Hall, E., & Wall, K. (2013) Action Research in Education: Learning Through Practitioner Enquiry. (2nd Edition). London: Sage (available via Google Books)
Brookfield, S., (2017) Becoming a critically reflective teacher. San Francisco, Jossey-Bass.
Cremin, T. & Arthur, J., (Eds) (2014)¿Learning to teach in the primary school.¿Third edition / London; New York: Routledge/Taylor & Francis Group
Cochran-Smith and Lytle (2009) Inquiry as stance: practitioner research for the next generation. New York, London: Teachers College Press
Higgins, C. (2011) The Good life of teaching: An ethics of professional practice. Oxford: Wiley Blackwell.
Menter, Ian ; Elliot, Dely L. ; Hulme, Moira ; Lewin, Jon ; Lowden, Kevin (2016) A Guide to Practitioner Research in Education. Los Angeles: SAGE
Pollard, A ed. (2018) Reflective Teaching in Schools, 5th Edition. Bloomsbury Academic.
|Graduate Attributes and Skills
||Research and Enquiry:
identify, define and analyse problems and identify or create processes to solve them
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||Dr Susan Chapman
|Course secretary||Mrs Melania Chaverri Coto
Tel: (0131 6)51 6210