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Session: 2022/23
Last modified: 21/06/2022 12:28:21
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Title of Module: School Experience - Upper |
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Code: UGED10003 |
SCQF Level: 10
(Scottish Credit and Qualifications Framework) |
Credit Points: 40 |
ECTS: 20
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | Lynn
Nisbet |
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| Summary of Module |
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This module is a core element of level 10 of the B.A. Education Programme. The module will help to prepare students for their school experience placement by exploring generic aspects of curriculum, pedagogy and assessment, as well as facilitating understanding of the schools and learning communities in which students will teach and their professional responsibilities within them. The module aims to provide students with opportunities to show competence in Professional Knowledge and Understanding,?Skills and Abilities, Values and Personal Commitment, ultimately satisfying the Standard for Registration.
Time will be allocated during module inputs to ensure that students are adequately prepared for placements. (Some students may be allocated to a composite class depending on the size/organization of the school). There will be two periods of school placement consisting of a 4 week period of work based learning in an upper primary class, and a 6 week period of work based learning in the same upper primary school class. Students will be expected to demonstrate confidence and competence, and take full responsibility for planning assessing and evaluating the learning.
- Module inputs cover a wide range of areas, selected to support the students’ professional development and build a growing understanding of some of the wider aspects involved in primary education. Delivery of the programme is enhanced by selection of highly experienced guest speakers will provide insight and expertise in many key and relevant areas. Students have the opportunity to work collaboratively as well as individually in a range of different learning environments. A range of assessment opportunities provide formative feedback throughout the module in addition to the final summative assessment during placement.
- The module will support students towards meeting the GTCS Standard for Provisional Registration by working towards the following standards: Being a Teacher in Scotland (1); Curriculum and Pedagogy (2.1); Professional Responsibilities (2.2); Curriculum and Pedagogy (3.1); The Learning Context (3.2); Professional Learning (3.3).
- In relation to learning for sustainability, students will engage in critical reflection and use enquiring/critical approaches. They will also explore inclusion and social justice. Placement opportunities will help students to develop action competence.
- Through participating in this placement module, students will develop UWS Graduate Attributes and will demonstrate, in particular, that they are critical thinkers, emotionally intelligent, innovative and collaborative. At level 10, students should also demonstrate that they are creative, socially responsible and resilient.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Apply knowledge, skills and understanding in the main concepts and pedagogies underpinning effective teaching across the curriculum
L2.
Exercise autonomy and initiative by planning, implementing and assessing across the curriculum
L3.
Work effectively with a variety of peers and professionals to progress understanding of current professional practice.
L4.
Reflect on professional development with clear identification of future CPD
L5.
Demonstrate competence in all GTCS Standards for Provisional Registration |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 10.
Knowledge that covers and integrates most of the principal areas, features, boundaries, terminology and conventions of Primary Education.
A critical understanding of the requirements which underpin the Standard for Registration knowledge and understanding in subject specialism
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| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Practice in a range of professional level contexts which include a degree of unpredictability and specialism.
Use a range of the principal skills, practices and materials associated with the role of a member of the teaching profession.
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| Generic Cognitive skills |
SCQF Level 10.
Critically identify, define, conceptualise and analyse complex professional level problems and issues.
Offer professional solutions to problems and issues.
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| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Communicate with professional level peers, senior colleagues and specialists.
Use a range of ICT applications to support and enhance work at this level.
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| Autonomy, Accountability and Working with others |
SCQF Level 10.
Exercise autonomy and initiative in professional activities.
Practise in ways that show awareness of own and others’ roles and responsibilities.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
UGED09007
| Module Title:
Leading Learning at the Early Level
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| Other: | Early School Experience |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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| In all modules on the BA Education programme, we take an authentic, best-practice and forward-looking approach to learning activities and assessment. There is a strong emphasis on situated learning and real professional scenarios. We are committed to interactive learning and the small number of learning activities that are purely transmission of information are normally pre-recorded. In workshops, which utilise classrooms, and other facilities as appropriate, the outdoors and the Aula VLE, main methodologies include collaborative working, problem-based learning, real-world tasks, research-based learning, placement-based learning, enquiry based learning and micro-teaching. All learning activities are aligned to relevant aspects of the professional standards. Individual, group or tutor-led reflection is required throughout. Learning activities develop 21st century skills such as communication, collaboration, digital skills, creativity, critical thinking and planning. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Tutorial/Synchronous Support Activity | 96 |
| Work Based Learning/Placement | 144 |
| Work Based Learning/Placement | 160 |
| 400
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Arthur, J. Grainger, T Wray, D (2018) 4th Ed. Learning to Teach in the Primary School. London: Routledge
Pollard, A. (2008). 3rd Ed. Reflective Teaching: Evidence-informed Professional Practice. London: Continuum
Medwell, J. (2008). Successful Teaching Placement in Scotland: Primary and Early Years. Exeter: Learning Matters.
Scottish Government. (2009). Curriculum for Excellence. Edinburgh: Scottish Government.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
n line with the Academic Engagement and Attendance Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on Moodle, and complete assessments and submit these on time. Please refer to the Academic Engagement and Attendance Procedure at the following link: Academic engagement and attendance procedure
For the purposes of this module, academic engagement equates to the following:
All fulltime students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/
Given the professional nature of the programme, 100% attendance and engagement is expected. The module co-ordinator maintains an overview of attendance and engagement. Should there be concerns, there will be liaison between module co-ordinator, personal tutor and the student to identify steps to support engagement and success. |
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
Yes
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| Subject Panel | Undergraduate Initial Professional Programmes |
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| Moderator | Y White |
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| External Examiner | L Craig |
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| Accreditation Details | General Teaching Council Scotland. Contact School for current details. |
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| Version Number | 2.02 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Professional practice in the primary school (extended periods of school experience in the Upper Stages of a Primary School) and associated placement file requirements
Formative assessment of the upper school placement and an evidence-based reflective report. Students will receive written formative feedback from the partner school.
Upper placement: Summative assessment of the upper primary placement.
Assessment of the module will be on a pass/fail basis dependent upon satisfactory or unsatisfactory performance in school, (agreed by teachers in partner schools and a visiting University placement tutor). Students will receive written feedback as well as Satisfactory/Unsatisfactory grades for each benchmark area of the Standard for Provisional Registration. |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using the VLE, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distant learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
UWS Equality and Diversity Policy
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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