Undergraduate Course: Design and Technology Placement 4 (EDUA10147)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Course type | Standard |
Availability | Not available to visiting students |
| Credit level (Normal year taken) | SCQF Level 10 (Year 4 Undergraduate) |
Credits | 40 |
| Home subject area | Education |
Other subject area | None |
| Course website |
None |
Taught in Gaelic? | No |
| Course description | Placement 4 is the last of a series across the four years of the programme. This placement is made up of a block placement of eleven weeks.
Continuity with previous placements is evident through similar approaches and outcomes but provides deeper and more sustained challenges, as is appropriate for students in the final year of their programme. For example, a key feature of this placement is that students undertake a piece of research called the 'professional project' for Education 4. This project is undertaken at this stage since it provides opportunities to activate understandings and skills developed from previous courses, through shorter-term research assignments, in a more sustained, self-selected investigation. The preceding Education 4 sessions on the relationship between research, policy and practice will enable students to make use of these insights on these areas as experienced directly during their placements and specifically for their personal professional research project. The professional project contributes significantly to the requirement of students to both know how to access and apply relevant findings from educational research and to know how to engage appropriately in the systematic investigation of practice. It also supports the view of schools as communities of enquiry, with practising teachers as key enquirers.
In Placement 4, students need to demonstrate that they are developing further professional knowledge and understanding, increasing abilities, specialist subject knowledge, and sound professional values. They are expected to display informed practice, drawing on the themes explored and examined in depth in Education courses 1A, 1B, 2 and Education 3.The placement 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 the next stage of professional development in their induction year. |
Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
| Additional Costs | None |
Course Delivery Information
| Not being delivered |
Summary of Intended Learning Outcomes
The purposes of Placement 4 are to develop understanding, professional competence and sound values in relation to:
1. planning, teaching and assessing an appropriate range from the portfolio of the Design and Technology and technologies curriculum, with regard to individual differences;
2. developing and implementing an effective strategy for organizing learning and class management in a rage of Design and technology related teaching environments ;
3. assessment and recording, systematically, pupils' progress in learning across the curriculum, including suggestions for 'next steps';
4. negotiating, co-operating with, and respecting, school colleagues other professionals, and parents, regarding pupil learning and welfare;
5. self-evaluation to improve teaching and learning;
6. broader school issues, in particular policy and practice;
7. systematic research on a personally selected aspect of a design and technology or boarder educational issue with reference to Design and Technology education.
8. commitment to the profession, including taking responsibility for their own professional development. |
Assessment Information
Achievement of the Learning Outcomes is derived from:
1. Student performance in organising, managing, planning, teaching and assessing a class over a sustained period of time, with an appropriate range of age and stage.
2. The Professional Development Portfolio, containing written tasks and Progress Review, evaluation, reflection and target setting; Evidence of personal development; Evidence of curriculum contribution
3. Focussed discussion prior to completion of the assessment profiles.
4. Summative reports from tutor assessment visits (X2) and school. Details of how these assessment points are overtaken are given to the students in writing in the full Placement 3 / 4 documentation.
PASS or FAIL
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Special Arrangements
| None |
Additional Information
| Academic description |
Not entered |
| Syllabus |
Not entered |
| Transferable skills |
Not entered |
| Reading list |
Curriculum for Excellence CfE - various
including Technologies, Science, Heath and Wellbeing, Numeracy, literacy, sustainability, citizenship, enterprise related guidance.
curriculum for excellence
http://www.curriculumforexcellencescotland.gov.uk/index.asp
enterprise in education
http://www.ltscotland.org.uk/enterpriseineducation/index.asp
sustainable education
http://www.ltscotland.org.uk/sustainabledevelopment/index.asp
Barlex, D. (ed) (2007) Design and Technology for the next Generation Cliffeco
Davies, L. (2005) 101 Red Hot D&T Starters Letts Folens
Owen-Jackson G. Editor (2001) Teaching Design and Technology in Secondary Schools : A Reader Routledge Falmer
Owen-Jackson G. Editor (2002) Aspects of teaching secondary Design and Technology: Perspectives on Practice Routledge Falmer
Owen-Jackson G. Editor (2007) A Practical Guide to Teaching Design and Technology in the Secondary School Curriculum : A Companion to School Experience Taylor Francis
Kimbell, R. Stables, K., Green, R., (1996) Understanding Practice in Design and Technology Open University Press
Kimbell, R. and Stables, K. (2008) Researching Design Learning Springer
McLean, A. (2003) The Motivated School Paul Chapman
Caborn, C., Mould, I., & Cave, J. (2000)Design and Technology Nelson Thornes
Linton, P, &Wood, M (2001) Graphic Communication Standard Grade notes Leckie & Leckie
McMillan, D. and Mark Leishman, M. (2008) Standard Grade Craft and Design Success Guide Leckie and Leckie
Currently-
SQA Arrangements for Standard Grade Craft and Design, (1989 Revised 1991)
SQA Arrangements for Int 2 Product Design (2004)
SQA Arrangements for Standard Grade Graphic Communication (1993);
SQA Arrangements for Int 1Graphic Communication (2007);
SQA Arrangements for Int 2Graphic Communication (1999);
SQA Arrangements for Standard Grade Technological Studies (2001);
[SQA Practical Craft Skills: Woodworking & also Engineering Craft skills, Access 3, In1, Int2 .]
Behaviour Management/Learning Behaviour
Cohen, Louis et al (2004) A Guide to Teaching Practice, London: Routledge Falmer,
(Ch 15 Managing Behaviour in the Classroom)
Gordon, Gerard (1996) Managing Challenging Children, Greenwood,WA: Prim-Ed
Hook, Peter and Vass, Andy (2002) Teaching with Influence, London: David Fulton Publishers
Hopkins Belinda (2004) Just Schools: A Whole School Approach to Restorative Justice, London: J. Kingsley
Miller Andy (2003) Teachers, Parents and Classroom Behaviour: A Psychosocial Approach, Buckingham: Open University Press
O'Brien, Tim (1998) "Battle Zone or Learning Zone?", Classroom Strategies in Promoting Positive Behaviour, London: David Fulton
Rogers, Bill (2000) Behaviour Management: A Whole-school approach, London: Paul Chapman
Rogers, Bill (2002) Classroom Behaviour: a practical guide to effective teaching, behaviour management and colleague support, London: PCP
Rogers, Bill (1998) 'You Know the Fair Rule' and much more: strategies for making the hard job of discipline and behaviour management in school easier, Melbourne: ACER Press
Rogers, Bill (1992) "Students who want the last word", Support for Learning Vol. 7, Issue 4, pg. 166
Thody. Angela (2000) The Teacher's Survival Guide, New York: Conntiuum (not in the library)
Child protection
The UN Convention on the Rights of the Child
http://www.unicef.org/crc/crc.htm
Protecting Children and Young People: the Charter Explanatory Booklet
www.scotland.gov.uk/childrenscharter
'Safe and Well' materials
http://www.scotland.gov.uk/Publications/2005/08/0191408/14093
Reading about child protection and the Government's Child Protection Reform Programme
http://www.scotland.gov.uk/Topics/People/Young-People/children-families/17834/14723
Planning & assessment
Black, P et al (2003) Assessment for Learning, Open University, Berkshire
Barlex, D, Jones, A. & Moreland,J. (2008) Design & Technology Inside The Black Box GL Assessment
Broadfoot, P. (2007) An Introduction to Assessment, Continuum, Norfolk
Clarke, Shirley (2001) Unlocking Formative Assessment, London: Hodder and Stoughton
Clarke, Shirley (2006) Formative Assessment in Action, Hodder Murray, Londo
Riddall-Leach (2005) How to observe Children, Heinemann, Oxford
Learning and Teaching Scotland: Assessment
http://www.ltscotland.org.uk/assess/
Self-Evaluation
Farrell, T. (2004) Reflective Practice in Action, Corwin Press, London
Letshert, J. et al Beyond Storyline, SLO, Enschede Netherlands
Pollard, A. (2005) Reflective Teaching, Continuum, London. |
| Study Abroad |
Not entered |
| Study Pattern |
PLease note students have 8 hours placement prep then 11 weeks placement (5 days a week for 11 weeks) |
| Keywords | Not entered |
Contacts
| Course organiser | Ms Susan Mclaren
Tel: 0131 6(51 6615)
Email: |
Course secretary | Mrs Lyndsey Black
Tel:
Email: |
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