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  6. ED453A: SCHOOL EXPERIENCE 1B: P4-7 (UHI)

ED453A: SCHOOL EXPERIENCE 1B: P4-7 (UHI) (2015-2016)

Last modified: 25 Mar 2016 11:39


Course Overview

Within School settings, students will initially observe, and with support, begin to plan and implement learning and teaching, building on the responsibility undertaken in School Experience 1A.  Students will critically reflect on their own practice in relation to key features of an inclusive learning environment, focusing on the role of the teacher.  Through observation of classroom practice, students will develop capacities and practise skills that enable them to prepare, plan, and implement learning, teaching, assessment and evaluation of learners.

Course Details

Study Type Undergraduate Level 4
Term Second Term Credit Points 15 credits (7.5 ECTS credits)
Campus Old Aberdeen Sustained Study No
Co-ordinators
  • Mrs Anne Thirkell

Qualification Prerequisites

None.

What courses & programmes must have been taken before this course?

  • Either MA Gaelic with Education (Secondary) (UHI) (Studied) or MA Gaelic with Education (Primary) (UHI) (Studied)
  • Any Undergraduate Programme (Studied)
  • Either Programme Level 3 or Programme Level 4

What other courses must be taken with this course?

None.

What courses cannot be taken with this course?

Are there a limited number of places available?

No

Course Description

Course Aims:

This course is the first placement in a primary school for PGDE students, and a continuation of previous placements for undergraduate MA (Hons) Education students. Students will progress from observation of learning and, with support, plan and implement learning and teaching within the first and second level of the primary school. 

Main Learning Outcomes:

Students will be able to:
  • observe classroom practice and develop a knowledge of context for beginning to teach in the first/second level of the primary school;
  • develop capacities and practise skills that enable them to prepare, plan and implement learning, teaching, assessment and evaluation of pupils' learning and their own professional practice;
  • investigate a range of wider aspects of school life through completion of school based study tasks, including the prior learning experiences of learners, and the progression of learning;
  • develop their understanding of the work of other professionals linked to the context of the field placement;
  • demonstrate appropriate communication skills required for the different contexts of becoming a professional teacher in accordance with the GTCS Student Teacher Code.

Content:

Students will begin to develop teaching practice in the first/second level of the primary school, and wider aspects of learning and teaching in schools.

Supported by university and school mentors, students will take increasing responsibility for assessing, designing, implementing, evaluating and reviewing situated learning and teaching experiences for young learners within a range of discrete disciplinary and interdisciplinary contexts.  Valuing themselves as growing professionals, students will take responsibility for professional learning and development, applying the cyclical self-evaluation process and engaging in associated professional enquiry.

Associated Costs

Students will travel expenses for school placements in accordance with the guidance provided in the Partnership Unit Handbook available on MyAberdeen.

Further Information & Notes

A PVG check is mandatory for all students on this course.

Contact Teaching Time

Information on contact teaching time is available from the course guide.

Teaching Breakdown

More Information about Week Numbers


Details, including assessments, may be subject to change until 30 August 2024 for 1st term courses and 20 December 2024 for 2nd term courses.

Summative Assessments

1st Attempt: Summative assessment of professional practice will be carried out in partnership with school based colleagues (100%).
Resit: TBC

Formative Assessment

There are no assessments for this course.

Feedback

None.

Course Learning Outcomes

None.
 

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