Undergraduate Course: Teaching in School: Level 2 Middle Primary Placement (EDUA10107)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 10 (Year 1 Undergraduate) |
| Course type | Placement |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This placement builds on the understanding of the teacher's role and teaching skills developed in the Early Years Unit, now extending the scope of teaching responsibility and widening involvement in the life and work of the school. In this placement a specific focus is given to deepening understanding of the school's approach to additional needs, equity and diversity. The need to address these concerns helps students conceptualise the classroom as a learning community and to grapple with the attendant inherent classroom management and organisational issues. Students are also expected to engage with the issues of either enterprise, citizenship, sustainability or globalisation education on this or the final placement.
Its aims are to enable the student to learn how to mount effective, sustained programmes of teaching in each curriculum area, making good use of ICT resources and involving interdisciplinary teaching as appropriate.
By the end of the placement, students have experienced taking responsibility for the learning of the class for a full week. Students are expected, through practice, to develop further their understanding of relationships between curriculum, assessment and pedagogy. 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 description |
Not entered
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
| Not being delivered |
Learning Outcomes
Knowledge and Understanding
- Evaluate opportunities for interdisciplinary learning in placement settings
- Explain the rationale underlying the design and resourcing of middle primary classrooms
Practice Applied Knowledge and Understanding
- Gather a database of information to inform planning for children's learning
- Plan purposeful learning activities for children in all curriculum areas at first (and if necessary) second levels of a Curriculum for Excellence (sequences in Mathematics, Language and Science or Social Subjects, Expressive Arts)
- Demonstrate increased skill in planning for differentiated learning
- Manage and organise learning for individuals, small groups and whole class for one full week.
- Assess children's learning in all curriculum areas at first (and if necessary, second levels) of a Curriculum for Excellence
- Evaluate teaching in all curriculum areas at first (and if necessary second level) of a Curriculum for Excellence
- Practise in a context which includes a degree of unpredictability
- Create opportunities for interdisciplinary learning in placement setting
Generic Cognitive Skills
- Critically review and consolidate knowledge skills and practices through the process of assessment of children's learning and evaluations of teaching
- Offer professional level insights into interpretations and solutions to problems and issues
Communication, ICT and Numeracy Skills
- Communicate with professional level specialist teachers in school (ASL)
Autonomy, accountability and working with others
- Work effectively under guidance in a collaborative relationship with qualified practitioners and other student teachers.
- Take significant responsibility for pupil learning and the organisation and management of the class.
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Additional Information
| Graduate Attributes and Skills |
Not entered |
| Keywords | Teaching in School: Level 2 Middle Primary Placement |
Contacts
| Course organiser | Dr Lesley Reid
Tel: (0131 6)51 6396
Email: |
Course secretary | Ms Zoe Mcgonigle
Tel: (0131 6)51 6436
Email: |
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