Undergraduate Course: Teaching in School: Level 2 Upper Primary Placement (EDUA10111)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Course type | Placement |
Availability | Not available to visiting students |
| Credit level (Normal year taken) | SCQF Level 10 (Year 1 Undergraduate) |
Credits | 20 |
| Home subject area | Education |
Other subject area | None |
| Course website |
None |
Taught in Gaelic? | No |
| Course description | This final placement provides scope for students to display the full range of knowledge, skills and professional attributes expected of a beginning teacher, starting the induction period.
Students are expected to develop and undertake an effective programme of work involving full class responsibility for at least three weeks. This is designed to provide a model for effective classroom teaching in the early induction period. They are also expected to focus on providing a broad, balanced, progressive and coherent learning experience which will promote high achievement through the curriculum for their pupils and to develop an effective strategy for class management and control suited to the nature of the planned programme. The programme is expected to include learning opportunities for children in discrete subject areas as well as opportunities for interdisciplinary learning. Students draw upon the different models of interdisciplinary learning provided in faculty and experienced in school contexts. The final presentation at the end of the placement involves an oral presentation on the planning, implementation and evaluation of an interdisciplinary aspect of this strategy. Students provide a summary for the teacher of pupil progress at the end of the placement and report in simulation to a member of staff taking the role of parent of two children in the class. This helps them reach deep understanding of the relationships between teaching, learning and assessment
Students are also expected to contribute appropriately to the life and work of the school, including effective communication with colleagues. |
Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
|
Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
| Additional Costs | None |
Course Delivery Information
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| Delivery period: 2012/13 Blocks 4-5 (Sem 2), Not available to visiting students (SS1)
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WebCT enabled: Yes |
Quota: None |
| Location |
Activity |
Description |
Weeks |
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
| Central | Lecture | | 1-11 | 09:00 - 09:50 | | | | |
| First Class |
First class information not currently available |
| No Exam Information |
Summary of Intended Learning Outcomes
Knowledge and Understanding
- demonstrate knowledge and understanding of theories of child development and childhood 9-12 years
- demonstrate knowledge of the second level of a Curriculum for Excellence in all curriculum areas
- demonstrate understanding of models of interdisciplinary learning (science and maths)
- demonstrate knowledge and understanding of sustainability and globalisation issues
Generic Cognitive Skills
- critically identify, define, conceptualise and analyse complex professional level problems and issues through critical incident - critically review and consolidate knowledge, skills and thinking in curriculum planning & teaching, assessing and evaluating learning in Expressive Arts, Science or Social Subjects (final presentation)
- demonstrate some originality and creativity in dealing with professional issues
Communication, ICT and Numeracy Skills
- demonstrate skills in individual presentations
- Use a range of software to support and enhance work at this level
(First Class and PGDE website)
Autonomy, accountability and working with others
- Deal with complex ethical and professional issues in accordance with current professional codes of practice (critical incident analysis of behaviour management issues)
- exercise autonomy and initiative in professional activities
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Assessment Information
students experience both formative and summative assessment.
Summative assessment for the course is graded pass or fail.
Students are independently assessed on teaching performance on placement by university tutors and schools. The pass/ fail grade is arrived at on the basis of equal partnership between the university and school assessments, using a placement profile based on the SITE framework. This assesses competence appropriate against the learning outcomes for the course, in the context of an Upper Primary classroom, in the following areas of Professional development:
! Professional Knowledge and Understanding
! Professional Skills and Abilities
! Professional values and Personal Commitment
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Special Arrangements
| None |
Additional Information
| Academic description |
Not entered |
| Syllabus |
Not entered |
| Transferable skills |
Not entered |
| Reading list |
Not entered |
| Study Abroad |
Not entered |
| Study Pattern |
Not entered |
| Keywords | Teaching in School: Level 2 Upper Primary Placement |
Contacts
| Course organiser | Dr Lesley Reid
Tel: (0131 6)51 6396
Email: |
Course secretary | Mr David Barrett
Tel: (0131 6)51 6436
Email: |
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