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Module XME-4095:
Placement: School Experience

Module Facts

Run by School of Education and Human Development

20 Credits or 10 ECTS Credits

Semester 2

Organiser: Dr Susan Jones

Overall aims and purpose

This module is designed to meet the needs of students (especially those from overseas) who are following the MA in Education Studies programme with a view to pursuing a career in education, possibly as teachers. It will allow students to experience the British education system and critically analyse and reflect upon those experiences.

Course content

Before placement: Preparation for placement experience (including code of conduct, child protection, health and safety issues etc.)

To understand how to critically analyse and reflect upon experiences on placement

During placement:

To become familiar with the educational institution and the staff

To understand the various roles and responsibilities of staff and the staff structure of the institution.

To observe how various elements of the Curriculum are organized and compare that with curriculum theory.

To observe best practice with regards to teaching and learning.

To observe how national and/or institutional priorities are delivered.

To examine how the school ensures the balanced development of its pupils.

To examine how the institution assesses progress and reports to students etc.

To examine how the institution provides for inclusion.

To relate the institution’s ethos to the mission statement and its academic and pastoral programmes.

To achieve understanding of the dual role of the tutor: pastoral and administrative.

To achieve understanding of management and leadership.

To examine how the institution provides for bilingual education.

To take part in a short presentation for staff and/or students.

During the university sessions:

To review experiences to date.

To ensure reflective logs include critical analysis and reflections are tied to the underlying theory.

To review what further experiences would be helpful to their development.

Assessment Criteria

threshold

40-49%, Fail: Some consideration given to planning and structure, limited in depth of analysis and use of research, but demonstrating some understanding of the subject matter. 30-39%, Fail: Below the threshold level for Masters’, despite showing a little evidence of relevant study and knowledge.
0-30%, Fail: Seriously deficient, lacking any real evidence of subject knowledge or understanding.

good

60-69%, Merit: Shows significant insight, offers sustained and relevant analysis, well researched and referenced and written with a clear structure and style.
50-59%, Pass: Clear evidence of planning leading to a good structure, sound understanding of theories and analysis, and good use of research supported by appropriate evidence.

excellent

70-100%, Distinction: Outstanding work which demonstrates exceptional scholarship and is worthy of publication, or instrumental in developing professional practice.
70-84%, Distinction: Demonstrates excellence in power of analysis, argument, originality, range of research, organisation and stylistic quality.

Learning outcomes

  1. Demonstrate a comprehensive understanding of the complexity and interconnectedness issues of educational issues.

  2. Critically analyse and reflect upon their experiences on placement (including comparing current practice to their own experiences/home educational system) in the light of background reading.

  3. Demonstrate a systematic knowledge and understanding of current educational practice in an educational institution.

  4. Demonstrate a comprehensive understanding of best practice with regards to teaching and learning.

Assessment Methods

Type Name Description Weight
Reflective report 50
Presentation 50

Teaching and Learning Strategy

Hours
Workshop

Child Protection guidelines.

Preparation for placement experience.

How to keep a reflective log.

How to critically analyse and reflect upon experiences on placement

10
Private study

Private study

80
External visit

Observations at school/nursery (to include discussions related to educational issues with senior staff).

110

Transferable skills

  • Literacy - Proficiency in reading and writing through a variety of media
  • Computer Literacy - Proficiency in using a varied range of computer software
  • Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
  • Exploring - Able to investigate, research and consider alternatives
  • Information retrieval - Able to access different and multiple sources of information
  • Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
  • Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
  • Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
  • Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
  • Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
  • Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
  • Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others

Subject specific skills

  • Show originality in the application of subject specific knowledge and understanding.
  • Adapt and transfer ideas from one educational context to another.
  • Identify problems, evaluate solutions and critique research associated with educational practice.
  • Acquire and analyse data in an educational context.
  • Adopt an ethically sound approach to research with children and vulnerable adults.

Resources

Resource implications for students

Students must find their own way to the school/nursery/educational establishment placement.

Talis Reading list

http://readinglists.bangor.ac.uk/modules/xme-4095.html

Courses including this module

Compulsory in courses: