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.

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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.

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. The course supports the students to meet all aspects of the Standard for Provisional Registration, and aligns with the requirements set out in the Guidelines for Initial Teacher Education.

By the end of this course students will 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;

■ Knowledge and understanding of contexts for learning to fulfil their responsibilities in literacy, numeracy, health and wellbeing and interdisciplinary learning;

■ 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;

■ Knowledge and understanding of relevant educational principles and pedagogical theories to inform professional practices;

■ Knowledge and understanding of the principal features of the education system, educational policy and practice;

■ 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;

■ Work effectively in partnership in order to promote learning and wellbeing;

■ Have knowledge and understanding of the importance of research and engagement in professional enquiry;

■ Read and critically engage with professional literature, educational research and policy

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

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