Undergraduate Course: Placement 4 (EDUA10110)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 10 (Year 4 Undergraduate) |
| Course type | Placement |
Availability | Not available to visiting students |
| SCQF Credits | 40 |
ECTS Credits | 20 |
| Summary | Placement 4 is the last of a series across the four years of the programme. The placement sequence is based on a chronological model. In Placement 4 students are offered the choice between working at early stages (Nursery/P1, or P2 or P3) or middle (P4, P5) or upper (P6, P7). |
| Course description |
In Placement 4, students need to demonstrate that they are developing further professional knowledge and understanding, increasing abilities and sound professional values. The context provides increased time, and increased opportunities for independent action, to address these aspects. By the end of Placement 4, students should feel that they have been suitably challenged in preparation for their induction year. key feature of this placement is that students undertake a piece of research called the professional project.
|
Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
Students MUST have passed:
Placement 3 (EDUA10108)
|
Co-requisites | |
| Prohibited Combinations | |
Other requirements | Only available to students registered on the BEd Primary Programme (UTPREDB) |
Course Delivery Information
|
| Academic year 2017/18, Not available to visiting students (SS1)
|
Quota: None |
| Course Start |
Semester 2 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
400
(
Lecture Hours 4,
Supervised Practical/Workshop/Studio Hours 10,
External Visit Hours 2,
Placement Study Abroad Hours 384,
Directed Learning and Independent Learning Hours
0 )
|
| Assessment (Further Info) |
Written Exam
0 %,
Coursework
0 %,
Practical Exam
100 %
|
| Additional Information (Assessment) |
As in previous placements, assessment of Placement 4 is based on a grading of satisfactory/unsatisfactory against the SITE categories on the placement assessment profile. Students must achieve the learning outcomes by the end of the block placement. Both university tutors and school mentors have a key role in assessment.
Evidence of achievement of the Learning Outcomes is derived from:
¿ Student performance in organising, managing, planning, teaching and assessing a class over a sustained period of twenty consecutive days
¿ The Teaching File
¿ The Professional Development Portfolio, containing written tasks and Progress Review
¿ Focussed discussion prior to completion of the assessment profiles.
Details of how these assessment points are overtaken are given to the students in writing in the full Placement 4 documentation.
|
| Feedback |
Providing support and feedback on placement
This is a very important feature of the placement. Support and feedback enable students and teachers to have an agreed understanding of progress made, and development needs, in relation to the expected Standard. It provides a context for alerting students to issues that have arisen before they become too problematic to overcome on the placement. It provides a basis for reporting any significant cause for concern to the University so that difficulties can be identified and support needs determined. Support and feedback should always be based on student self-evaluation and discussion between students and teachers and should result in an agreed action and support plan.
Both the Placement Tutor and the placement school play an important role in:
- observing the student teaching and discussing progress
- making both formative and summative assessments of placement performance, including examination of the Teaching File and offering advice for further development
- helping the student work out clear targets for professional development. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- to develop understanding, professional competence and planning, teaching and assessing an appropriate curriculum for a class over an extended period (20 days), with regard to individual differences; developing and implementing an effective strategy for organizing learning and class management; - assessment and recording, systematically, pupils' progress in learning across the curriculum, including suggestions for next steps; - negotiating, co-operating with, and respecting, school colleagues other professionals, and parents, regarding pupil learning and welfare; - self-evaluation to improve teaching and learning - broader school issues, in particular policy and practice relating to primary-secondary transition; - systematic research on a selected aspect of a teaching programme; - commitment to the profession, including taking responsibility for their own professional development.
- to develop understanding, professional competence and sound values in relation to developing and implementing an effective strategy for organizing learning and class management;
- to develop understanding, professional competence and sound values in relation to assessment and recording, systematically, pupils' progress in learning across the curriculum, including suggestions for next steps
- to develop understanding, professional competence and sound values in relation to negotiating, co-operating with, and respecting, school colleagues other professionals, and parents, regarding pupil learning and welfare; - self-evaluation to improve teaching and learning - broader school issues, in particular policy and practice relating to primary-secondary transition; - systematic research on a selected aspect of a teaching programme;
- to develop understanding, professional competence and sound values in relation to commitment to the profession, including taking responsibility for their own professional development.
|
Additional Information
| Graduate Attributes and Skills |
Research and Enquiry
Students on this course will have knowledge of:
- contemporary learning theory
- social justice theory, policy and practice in the context of the primary school
- the range of needs of children with additional support needs and the policy framework in Scotland that supports them.
- the current Scottish Curriculum , a Curriculum for Excellence (Early, First and Second levels)
- planning coherent and progressive teaching programmes
- the principal features of the education system, educational policy and practice
- the schools and learning communities in which they teach and their own professional responsibilities within them
- formative and summative assessment theory, policy practice in the primary school context
- subject- specific, interdisciplinary and generic pedagogical approaches appropriate for children as learners 3-12
- approaches to managing the behaviour of children 3-12 in school contexts
- the management and organisation of learning in primary school classrooms
- themselves as professional learners
Personal and Intellectual autonomy
Students of this course will be able to:
- articulate a sense of professional identity
- deal with complex ethical and professional issues in accordance with current professional codes of practice
- Exercise autonomy and initiative in professional activities
Communication
Students on this course will be able to:
- Communicate effectively and interact productively with learners, individually and collectively
- model appropriate levels of literacy in their own professional practice;
- use communication methods, including a variety of media, to promote and develop positive relationships and to motivate and sustain the interest of all learners;
- reflect on the impact of their personal method of communication on learners and others in the classroom.
- communicate effectively with professional level peers, colleagues and parents
Personal Effectiveness
Students on this course will be able to:
- plan coherent progressive and stimulating learning activities for children in all curriculum areas , and which match the individual needs of the child
- teach small groups and whole class for sustained periods of time
- assess children¿s learning in all curriculum areas
- manage and organise learning for individuals, small groups and whole class in primary school context
- develop positive relationships and positive behavior strategies
- create a caring, purposeful and safe learning environment
- have high expectations of all learners, showing awareness of barriers to learning and how these might be overcome
- work effectively under guidance in a collaborative relationship with qualified practitioners and peers
- engage in reflective practice to develop career-long learning
|
| Additional Class Delivery Information |
35 hour(s) per week for 11 week(s). Block placement of 11 weeks commences January to March
Preparation classes prior to the block placement |
| Keywords | Not entered |
Contacts
| Course organiser | Ms Ann Macdonald
Tel: (0131 6)51 6430
Email: |
Course secretary | Miss Marzia Ballardin
Tel: (0131 6)51 6381
Email: |
|
© Copyright 2017 The University of Edinburgh - 6 February 2017 7:14 pm
|
University Homepage