Professional Practice in Education 4 DUMF4016
- Academic Session: 2022-23
- School: School of Interdisciplinary Studies
- Credits: 40
- Level: Level 4 (SCQF level 10)
- Typically Offered: Runs Throughout Semesters 1 and 2
- Available to Visiting Students: No
- Available to Erasmus Students: No
Professional Practice in Education 4 consolidates students' knowledge of the curriculum by exploring Social Studies, Religious Education and Expressive Arts through cross-curricular and interdisciplinary approaches. Students will also further enhance their capacity to use a range of assessment information, differentiation strategies and pedagogical approaches to ensure positive and equitable outcomes for learners in the primary context.
1x 1hr lecture and 1 x 2hr seminar
Requirements of Entry
Entry to Year 4 of the MA Honours Primary Education with Teaching Qualification degree programme and a result of PASS in Professional Practice in Education 3 or School Experience 3.
Successful completion of the placement requires:
1) School report graded satisfactory; and
2) portfolio including all documents highlighted in the placement remit.
The overall aim of this course is to consolidate students' knowledge of the primary curriculum and further enhance their capacity for designing and implementing progressive high-quality learning experiences that meet a range of learners' needs.
The specific aims are to:
1. Examine curriculum guidance, teaching approaches and assessment strategies that enable teachers to effectively deliver inclusive and progressive learning experiences in the primary classroom, with a focus on interdisciplinary and cross-curricular approaches to Social Studies, Religious Education and Expressive Arts.
2. Explore approaches to ensuring professional practice in the primary school context is values-led and ensures equitable outcomes for all learners.
3. Consider a range of approaches to using assessment data to strategically inform professional practice and enhance educational outcomes for learners in the primary classroom.
4. Develop students' ability to independently deploy critical reflection to enhance their professional practice to support career-long professional learning in line with GTCS Standards for Provisional Registration.
5. Develop graduate attributes, aligned to the GTCS Standards for Provisional Registration, by focusing on supporting students to become resourceful, responsible and reflective learners who are ethically and socially aware and can communicate effectively with a wide range of audiences.
Intended Learning Outcomes of Course
By the end of the course, students will be able to:
ILO 1: Apply an understanding of curriculum guidance, teaching approaches and assessment strategies to plan and implement sequenced and differentiated learning experiences, focusing on Social Studies, Religious Education and Expressive Arts.
ILO 2: Demonstrate professional commitment and values by evaluating policy priorities and procedures to ensure their professional practice is fair, honest, and equitable.
ILO 3: Evaluate a range of assessment evidence across blocks of learning systematically to identify learners' next steps, adapt planned learning, implement interventions to mitigate barriers to learning and direct their own professional learning.
ILO 4: Reflect on their own professional development using the GTCS Standards to critically examine their professional and personal values, analyse connections between their practice and institutional, policy, cultural and political change; and develop strategic approaches to addressing areas for improvement.
ILO 5: Demonstrate professionalism through clear and timely communication, effective organisation and use of resources, professional conduct, and engagement with all members of the university and school community, and by upholding all aspects of the GTCS Student Code.
Minimum Requirement for Award of Credits
1) Attendance of at least 90% for both the preparatory University lectures/tutorials and the Professional Practice placement (GTCS Requirement);
2) Satisfactory completion of all school-based tasks including the Professional Practice portfolio.
3) Overall grade of Satisfactory from school partners;
4)Overall grade of Satisfactory from visiting university tutor/associate tutor/teaching fellow.