School Experience T4 EDUC4057

  • Academic Session: 2019-20
  • School: School of Education
  • Credits: 40
  • Level: Level 4 (SCQF level 10)
  • Typically Offered: Runs Throughout Semesters 1 and 2
  • Available to Visiting Students: No

Short Description

This final placement should consolidate experiences and skills gained in previous placements. The standard you will be judged against for this final placement is the Standard for Initial Teacher Education as published by the General Teaching Council for Scotland.


Students must spend the required 10 weeks in school based practice.

Requirements of Entry

Successful completion of all compulsory courses in Year 3 of the Programme.


A Grade is awarded for each assessed lesson and on the basis of the Principal Teacher?s Report. The three grades are combined with the Principal teacher?s report being equal to the two assessed lessons. The final grade for the fourth year is aggregated with the third year grade in the ratio of two thirds to one third (4th year to 3rd year) to give an overall grade based on schedule B of the University?s code of assessment. In the event of a student failing an assessed lesson, they will be given one opportunity to retrieve by obtaining a pass grade in an additional assessed lesson. The second assessment will be arranged as soon as practically possible.
In addition, students must submit an appropriate Professional Development Folio and the school based project. This must attain a minimum of Grade D: students cannot achieve a pass in school experience without submitting a satisfactory folio. The folio will be used to the advantage of any student where the student is between grades.

Main Assessment In: April/May

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.

Intended Learning Outcomes of Course

During this teaching practice students should extend their professional knowledge, understanding, skills and dispositions. By the end of this practice, students will have reached or overtaken the standards set for initial teacher education by:
1.1 Curriculum
1.1.1 Demonstrating a knowledge an understanding of the relevant area(s) of the secondary school technology curriculum
1.1.2 Demonstrating the knowledge and understanding to fulfil their responsibilities in respect of literacy and numeracy; personal, social an health education; and ICT
1.1.3 Demonstrating the knowledge and understanding to enable them to plan coherent and progressive teaching programmes, and justify what they teach.
1.2 Educational systems and professional responsibilities
1.2.2 Demonstrating a good working knowledge of the sector in which they teach and their professional responsibilities within it.
1.3 Principles and perspectives
1.3.1 Drawing on relevant principles, perspectives and theories to inform professional values and practices.
2 Professional skills and abilities
2.1 Teaching and learning
2.1.1 Communicating effectively, using a variety of media, to stimulate pupils and achieve the objectives of lessons.
2.1.2 Employing a range of teaching strategies and justify their approach.
2.1.3 Setting expectations and a pace of work which make appropriate demands on all pupils.
2.1.4 Working effectively in co-operation with other professionals and adults in order to promote learning.
2.2 Classroom organisation and management
2.2.1 Organising classes and lessons to ensure that all pupils are sage and productively employed when working individually, in groups or as a class.
2.2.2 Managing pupil behaviour fairly, sensitively and consistently by the use of appropriate rewards and sanctions and know when it is necessary to seek advice.
2.3 Pupil assessment
2.3.1 Understanding and applying the principles of assessment, recording and reporting.
2.3.2 Using the results of assessment to evaluate and improve teaching and to improve standards of attainment.
2.4 Professional reflection and communication
2.4.3 Reflecting on and acting to improve the effectiveness of their own practice and contribute to the processes of curriculum development and school development planning.
3 Professional values and personal commitment
3.1 Valuing and demonstrating a commitment to social justice and inclusion.
3.2 Valuing themselves as growing professionals by taking responsibility for their professional learning and development.
3.3 Valuing, respecting an showing commitment to the communities in which they work.

Minimum Requirement for Award of Credits