Undergraduate Course: PGDE Secondary Placement 2 (EDUA10163)
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 is a placement course during which student teachers complete school experience in a Scottish secondary school. |
| Course description |
Throughout each of the placement courses students will develop and consolidate skills and knowledge and demonstrate their ability to meet the GTCS Standards for Provisional Registration (SPR) to a satisfactory standard in relation to the appropriate stage and sector. This will incorporate the following three areas:
Professional Values and Personal Commitment;
Professional Knowledge and Understanding;
Professional Skills and Abilities.
At the heart of learning to teach is the experience of being in a school. In literature this is referred to variously as site-based learning, school or clinical placement, professional practice, the teaching practicum, and teaching placement. In this second school placement course students are expected to teach more classes and to be responsible for delivering units of work. They are expected to be proactive in finding out about the wider role of the teacher in school and the community.
Block Placement 2 usually takes place between January and March.
The aims of Placement 2 are:
to build on the experience of Block Placement 1 in order to develop greater independence and reflection in student teachers at classroom level to effect improvement in practice in all the areas outlined above and additionally;
to provide opportunities for student teachers to consider and reflect on change in education in order to develop student teachers' understanding of this process in schools and at classroom level;
to give student teachers the opportunity to plan for a systematic enquiry into their own practice;
to give opportunities to student teachers to investigate the ways in which their placement school develops in practice the responsibility of all teachers with regard to learning for sustainability, social justice and the crosscutting themes (literacy, numeracy, Health and Wellbeing and ICT).
Block Placement 2 usually takes place between January and March.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | Students must be enrolled on the PGDE Secondary programme. |
| Additional Costs | None |
Course Delivery Information
|
| Academic year 2022/23, Not available to visiting students (SS1)
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Quota: 0 |
| Course Start |
Flexible |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Programme Level Learning and Teaching Hours 4,
Placement Study Abroad Hours 196,
Directed Learning and Independent Learning Hours
0 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
100% coursework
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.
The skills observed include application of theory to practice and the ability to plan, manage, organise and assess pupil learning during placement. |
| Feedback |
Formative feedback will be offered via the following:
As part of the ongoing mentoring relationship students will receive regular verbal 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:
- Demonstrate a critical understanding of the ways in which concepts of curriculum, pedagogical theories and approaches impact on learning and teaching.
- Critically consider and engage in the process of planning for teaching and learning across secondary school education taking account of subject disciplines and local and global educational contexts.
- Critically interrogate theories of learning, teaching and assessment within their subject disciplines and in the wider educational, social, cultural and political contexts of the secondary school community.
- Examine the values and ideologies explicit and implicit in academic research and policy literature and/or about Scottish education and beyond which relate to central contemporary educational issues such as inclusion, additional support needs, fairness, diversity, social justice and sustainability.
- Engage in reflective and reflexive praxis to ensure how, why and what we teach aligns with our individual and collective professional values and actions.
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Reading List
Indicative reading list
Arshad, R., Wrigley, T., & Pratt, L. (2019) Social Justice Re-Examined: Dilemmas and Solutions for the Classroom Teacher. Stoke-on-Trent: Trentham Books Ltd.
Baumfield, Vivienne Marie, Hall, Elaine & Wall, Kate. (2012) Action Research in Education, London: SAGE Publications.
Biesta, Gert, Priestley, Mark & Robinson, Sarah, 2015. The role of beliefs in teacher agency. Teachers and teaching, theory and practice, 21(6), pp.624¿640.
Capel, S., Leask, M. and Y. Sarah (2019) Learning to teach in the secondary school : a companion to school experience. London ; New York : Routledge, Taylor & Francis Group ; [on-line access via discover-ed]
Christie, E, Higgins, P, King, B, Collacott, M, Kirk, K & Smith, H 2019, 'From rhetoric to reality: Examining the policy vision and the professional enactment of enacting Learning for Sustainability in Scottish schools', Scottish Educational Review, vol. 51, no. 1, pp. 44-56.
Pantic, Natasa & Florian, Lani (2015) Developing teachers as agents of inclusion and social justice, Education Inquiry, 6:3, DOI: 10.3402/edui.v6.27311 |
Additional Information
| Graduate Attributes and Skills |
Transferable skills developed during placement include the following:
1. Working as part of a team.
2. Taking increasing responsibility and acting proactively.
3. Developing organisational skills and management skills.
4. Thinking and acting reflectively in and after practice.
5. Making increasingly well informed decisions, taking into account a range of needs and using a range of sources of information.
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| Keywords | Placement 2 secondary initial teacher education |
Contacts
| Course organiser | Mr Steve McLeister
Tel: (0131 6)51 6443
Email: |
Course secretary | Mr Nadir Junco
Tel: (0131 6)51 6449
Email: |
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