Module title: School Experience

SCQF level: 10:
SCQF credit value: 40.00
ECTS credit value: 20

Module code: TED10100
Module leader: Andrew Gallacher
School School of Applied Sciences
Subject area group: Teacher Education
Prerequisites

There are no pre-requisites for this module to be added

2019/0, Trimester 1, PLACEMENT LEARN,
Occurrence: 001
Primary mode of delivery: PLACEMENT LEARN
Location of delivery: LCA_NOT_LIST
Partner:
Member of staff responsible for delivering module: Andrew Gallacher
Module Organiser:


Learning, Teaching and Assessment (LTA) Approach:
Lectures, tutorials, workshops and use of the Moodle VLE, will employ a range of learning and teaching methodologies to model effective practices. Other activities will include group work, problem-based learning, student presentations and online tutor/student-led discussions. You will also use resources such as subject-specific equipment, interactive whiteboards, iPads and classroom technology to model classroom organisation and management. As appropriate you will also use outdoor learning experiences that can be used to enhance pupil understanding of key concepts in learning. All of these activities are designed to develop your learning and prepare you for three substantial periods of school experience, totalling eighteen weeks. LOs 1 & 2.

You will monitor progress through target-setting and evaluation in a personal development plan. School-based mentors will support your development while on placement and work collaboratively with university tutors to ensure that you fulfil your remit and progress your professional skills and abilities. The mentor will also contribute to your development target setting and placement grades to ensure that these are both holistic.
LOs 2 & 4.

Student handbooks and other material made available to give more detailed information on the particular learning and teaching methodologies, and combinations of these methodologies, to be used for timetabled student sessions. This will clarify for you both their expectations for timetabled sessions, and their expectations for the overall balance of learning and teaching methodologies to be used during the module. LOs 1, 2, 3 & 4.

Student handbooks and other very detailed materials and presentations made available to you as these will set out the requirements and expectations of school experience, including the maintenance of the teaching file. This file is a portfolio of practice and a working document. LOs 3 & 4.

Reflective learning journals will also be used by you to retain a regular reminder of progress made, critical incidents and development needs. This will also be used in part of the assessment in the module Learning and Teaching 1. LOs 3 & 4.

You will be expected to engage with all aspects of the module with enthusiasm, adaptability and constructive criticality. Learning activities will encourage adoption of an enquiring and questioning approach to professional practice and to critically reflect and engage in self-evaluation using the Standard for Provisional Registration and relevant theory. LO 4


Formative Assessment:
Subject-specific planning, assessment and evaluation will be taught and practised within the curricular subjects, and specifically the Learning and Teaching modules. You will receive personal formative feedback from your tutors that will support next steps in your development. This module will provide the generic understanding of detailed lesson planning and evaluation taking account of a wide range of learners and so will require students to model and then receive detailed feedback on this against a specified rubric.

Throughout this module, you will participate in discussions with teaching staff and peers and you will receive formative feedback in relation to developing thinking on issues relating to school experience. These activities will at times also involve professional teachers who will attend to discuss their practical experiences and be available to discuss any feedback they have contributed about your work.

There are three separate occasions on this module when you will be able to discuss and agree a personal development plan that will aid your achievement of the professional standards.

Your first target development meeting will be organised for the end of the first two weeks spent on your first school placement. It will be convened at your placement school and will involve your school mentor as well as your curricular tutor. In advance of this meeting you will be expected to submit a draft set of targets. This will provide focus to the three way discussion and then agreement on priorities for your development.

After completing the first school placement there will be a second target development meeting that will review the first set of targets and the joint placement report. These new targets will then be shared with the mentor who will support you during the next school placement.

The third and final target development meeting will be organised for the week after placement 2A with a review that will be used for the final placement 2B. Again you will be sharing these with your school mentor.

More detail of the process and forms used are contained in the module handbook with an opportunity for the whole school experience, including the target development forms and meetings, discussed in advance of any school placements with all students at a briefing meeting that the module leader will chair.


Summative Assessment:
This module has three main components of school experience placement. These are titled Placement 1, 2A and 2B as they will involve two different schools and will be attended in eight, six and then four week blocks. This 18 week period is interspersed with University based learning weeks.

Assessment of the module is on a pass/fail basis, dependent upon satisfactory or unsatisfactory performance in school, using a national partnership agreement format that has been developed in alignment with the Standard for Provisional Registration. All school placements are holistic in nature as they will involve formal observation, teaching file and satisfactory progress on agreed development targets. The agreement on grades will also be collaborative between the school-based student mentor and the university subject specialist lecturer.

Placement One. During your eight week school block you will receive two visits by the university tutor. The first visit will occur in week 3 with the outcome being a development plan that is a trilogue using a joint observation to help inform.

After forming a collective understanding of your initial progress towards professional skills and abilities in this jointly observed lesson you will receive written feedback that will clearly identify your development targets for the remainder of the placement. The benefit of the combined target setting for you is assurance that the targets are focussed and achievable.

In week 7 or 8 of the placement the university tutor will attend one of your lessons and complete a formal observation form. This will be shared and discussed with you and then grades of satisfactory / unsatisfactory agreed with the school mentor to ensure that the observation was consistent to the expected standards being achieved and observed by school colleagues.

5 out of 8 satisfactory grades are required, one of which must be Professional Values and Personal Commitment, for the placement to be successful. A second development meeting convenes after you return to University from school experience placement.

Placements 2A and then 2B. Students will not receive a support visit unless requested by school mentors but the same process for formal classroom observation will be used. An incremental approach is required so that you must achieve 6 out of 8 satisfactory grades, one of which must be Professional Values and Personal Commitment, in placement 2A, followed by 8 out of 8 in the final placement 2B. A third and final development target setting meeting will be scheduled after placement 2A so that cognisance can be taken on your professional development needs.


Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activityLearning & Teaching ActivityNESH (Study Hours)
Face To Face Lecture 10
Face To Face Tutorial 10
Online Guided independent study 54
Independent Learning Work based learning 300
Independent Learning Fieldwork 20
Face To Face Work based learning 6
Total Study Hours400
Expected Total Study Hours for Module400


Assessment
Type of Assessment Weighting % LOs covered Week due Length in Hours/Words
Placement (Report) 100 1,2,3,4,5 36 HOURS= 00.30
Component 1 subtotal: 100
Component 2 subtotal: 0
Module subtotal: 100

Description of module content:

This module on School Experience articulates with the development of professional skills and abilities in Teaching and Learning. It represents the 18 weeks when you will be in school and developing your skills to enable you to take responsibility for your timetabled classes. You will have opportunities to demonstrate increasing confidence in your abilities and to inspire the pupils with subject knowledge and use of effective learning and teaching strategies.

During this period you will also be required to gather evidence for future professional recognition by the General Teaching Council Scotland’s Standards for Provisional Registration. This detailed matrix is both aspirational and achievable for you by the end of the 10-month PGDE programme, and as an audit towards the probation (NQT) year ahead.

The assessment at all stages is holistic in nature and will involve both university curricular specialists and school based mentors working with you. This partnership is essential to ensure that professional standards are maintained and that support is offered at every stage of the three school experience placements that you will undertake.

As part of the process you participate in developing three personal development plans that will clearly determine your professional needs and advice on how to realistically achieve these targets. It will also be relevant for engaging in professional discussion with colleagues to gauge how the placement is progressing rather than waiting until the end of each placement for purely summative report.

In preparation for your school experience placements you will also explore professional values and generic aspects of curriculum, pedagogy and assessment, as well as facilitating understanding of the schools as inclusive learning communities in which you will teach and your professional responsibilities within them.

You will know and understand the content of the curriculum in relation to literacy, numeracy and health and wellbeing, and the methods and underlying theories for effective teaching of these cross curricular priorities. A variety of strategies to build relationships with learners, promote positive behaviour and celebrate success will be explored and the importance of applying the school’s behaviour management policy, including strategies for inclusion, emphasised.

Learning activities will encourage reflection and engagement in self-evaluation using the Standard for Registration and relevant educational theory. You will maintain a record of their own professional learning and development, and use the reflective journal as a method of capturing this.

• Education systems and professional responsibilities: You will develop an understanding of the sector and schools in which they will be working, including: the role of education authorities, the organisation and management of schools and resources, improvement planning, professional review and development, and how these connect to teachers’ professional practice. The module will provide a working knowledge of the teacher’s contractual, pastoral and legal responsibilities and enable students to develop an understanding of the legal and professional aspects of a teacher’s position of trust in relation to learners. The roles and responsibilities of various members of staff within learning communities will be explored, including interprofessional practice and child protection.

• Pedagogy: The module will support student understanding of theories of learning and the importance of these in planning, teaching and learning. You will also consider how to plan and provide an inclusive, safe and secure, well organised learning environment; make appropriate use of available space to accommodate whole class lessons, group and individual work and promote independent learning including the use of digital technologies where appropriate. You will also learn to apply health and safety regulations as appropriate to your role and the diverse learners you teach.

• Professional qualities and capabilities: The module will enable students to engage in professional dialogue with peers and university staff and to work collaboratively, at times taking a leading role, in a culture of trust and respect, to share their professional learning and development with others.

Learning Outcomes for module:

The Learning Outcomes of this module are aligned with the General Teaching Council for Scotland’s Standard for Provisional Registration (http://www.gtcs.org.uk/web/FILES/the-standards/standards-for-registration-1212.pdf).

Upon successful completion of this module you will be able to:

LO1. Apply the principal skills, techniques, materials and practices that will allow you to realise your potential as an effective teacher.

LO2. Work effectively under guidance with qualified practitioners, and with other education professionals.

LO3. Exercise autonomy and initiative in professional activities, especially those related to effective learning and teaching in the classroom.

LO4. Critically reflect on professional values, learning and development, drawing on theory where relevant culminating in a clear indication of intended future action.

Indicative References and Reading List - URL:
TED10100 School Experience