Education in Practice (Secondary) 2 EDUC2101

  • Academic Session: 2019-20
  • School: School of Education
  • Credits: 30
  • Level: Level 2 (SCQF level 8)
  • Typically Offered: Runs Throughout Semesters 1 and 2
  • Available to Visiting Students: Yes
  • Available to Erasmus Students: Yes

Short Description

Education in Practice (Secondary) 2 is an initial course of professional education for teachers. This course builds on Education in Practice in year 1. This course introduces student to core aspects of professional knowledge and understanding as articulated in the Standard for Provisional Registration. Students will be introduced to curriculum theory, philosophies of education and key aspects relating to inclusion and additional support for learning. Areas of professional learning will be studied in common with students from other sectors or subject backgrounds as appropriate to the shared nature of aspects of the Standard common to all teachers.

Timetable

n/a

Requirements of Entry

Students are required to be enrolled on the MDTechEd programme or an equivalent teacher education programme. International students or visiting students must be open to a career in teaching or education.

Excluded Courses

None

Co-requisites

None

Assessment

This course will be assessed through:

 

The submission of one 2000 word assignment set in relation to selected elements demanded by the Standard for Initial Teacher Education (weighting 33%);

A one hour in-class test covering all other aspects of the course (with the exception of the subject specialist areas of study). (Weighting 33%);

A project set in relation to the subject specialist aspect of the course (Weighting 34%).

 

 

 

International students or visiting students will have the option of undertaking a generalised project.

Course Aims

Education in Practice (Secondary) in year two looks to extend students' professional education, developing and deepening their understanding and capacity to support learning and undertake the complex role of the teacher. A clearly articulated range of professional knowledge, understanding, skills and abilities are addressed, for example, inclusion and additional support for learning, curriculum theory, pupil support, guidance and child protection, health and wellbeing and supporting numeracy across the curriculum. There is an emphasis on developing professional values, ideas and dispositions. Students will be prepared for school experience in the context of engaging with professional knowledge and understanding related to the school curriculum and specialist knowledge and skills required by their subject content and pedagogy. This course will provide opportunities for students to reflect on professional values and their personal commitment.

Intended Learning Outcomes of Course

By the end of this course students will be able to:

 

1. Demonstrate a foundational knowledge and understanding of curriculum theory together with the history, rationale and structure of Scotland's current curriculum settlement.

2. Recognise the teacher's duties, and the inherent demands, in providing for the additional support needs of all pupils and characterise both common and complex needs that require additional support for learning, together with the principal strategies, approaches and organisational arrangements used in practice.

4. Display professional knowledge and understanding of their role in contributing to a whole school focus on health and well being and in promoting numeracy across the Scottish curriculum.

5. Recognise and comprehend the teacher's duties with respect to pupil support, pastoral care, and in particular, child protection.

6. In preparation for teaching practice, focused on a number of stages and levels, engage with, and display the knowledge and skills, including ICT, required within their subject domains in relation to curriculum, pedagogy and assessment.

Minimum Requirement for Award of Credits

Students must submit at least 75% by weight of the components (including examinations) of the course's summative assessment.