School Experience 3 EDUC3087

  • Academic Session: 2019-20
  • School: School of Education
  • Credits: 10
  • Level: Level 3 (SCQF level 9)
  • Typically Offered: Semester 1
  • Available to Visiting Students: No
  • Available to Erasmus Students: No

Short Description

This placement will consolidate and extend experiences and skills gained in previous placements for MDTechEd students. It will extend knowledge and understanding of teaching and learning in upper secondary levels and support understanding of assessment at National levels. This course will enable students to meet all aspects of the Standard for Provisional Registration.

Timetable

Typically an 8 week placement during semester 1. Approximate contact hours are given below.

Requirements of Entry

Successful completion of Year 2 school experience, and successful completion of year 2 core courses (in accordance with the degree regulations governing progression).

Excluded Courses

None

Co-requisites

None

Assessment

Assessment will be ongoing but a formal observation will take place towards the end of the placement involving the generic university School Experience Tutor (SET) and the Class Teacher or Principal Teacher. This is known as a Joint Assessed Visit (JAV). A single agreed school report will be generated at the end of the placement.

Course Aims

This course aims to provide the professional practice context that will allow student teachers to develop and extend their professional knowledge, understanding, skills, professional values and personal commitment. This course enables students to satisfy the key elements of the Standard for Provisional Registration. It is also designed to meet the requirements of the Guidelines for Initial Teacher Education Programmes in Scotland. The specific ILOs below are drawn from the Standard for Provisional Registration.

Intended Learning Outcomes of Course

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

 

■ Understanding of the principles of curriculum design and the contexts for learning with particular reference to relevant areas of the Design and Technology curriculum;

■ Planning of coherent, progressive and stimulating teaching which matches learners' needs and abilities within Design and Technology curricular areas while demonstrating high expectations of learners;

■ Awareness of connections with other curricular areas, stages and sectors.

■ Knowledge and understanding of theory and practical skills in curricular areas, referring to local and national guidance;

■ Understanding of how to match the level of curricular areas to the needs of all learners;

■ Design and use of materials for teaching and learning to stimulate, support and challenge all learners;

■ Planning for effective teaching and learning across different contexts and experiences;

■ Justifications for content and pedagogic choices within the Design and Technology curriculum and demonstrate their relevance to the needs of all learners;

■ Knowledge of how to promote and support the cognitive, emotional, social and physical wellbeing of all learners in their care, and show commitment to raising these learners' expectations of themselves;

■ How to create a safe, caring and purposeful learning environment in which challenging behaviour is responded to appropriately using positive behaviour strategies;

■ Understanding of assessment, recording and reporting as an integral part of the teaching process to support and enhance learning

■ Understanding of the content of the curriculum in relation to literacy, numeracy and health and wellbeing as set out in national guidance;

■ Understanding and application of key principles of assessment, recording and reporting and show understanding that these are integral to processes of teaching and learning;

■ How their lesson content and pedagogies are informed by relevant legislation such as the Education (Additional Support for Learning) (Scotland) Act 2004, the Equality Act 2010 and GIRFEC;

■ Show understanding of the schools and learning communities in which they teach and their own professional responsibilities within them;

■ Effective communication and productive interactions with learners, individually and collectively.

■ Show effective partnership working with school colleagues and other agencies;

Engagement with reflective practice to improve their professional knowledge and understanding.

Minimum Requirement for Award of Credits

Students must demonstrate professional behaviour and achieve a pass grade from joint assessment of school experience undertaken by university tutors and school-based placement partners. Students must meet the GTCS requirements for attendance during placement.