Run by School of Educational Sciences
20.000 Credits or 10.000 ECTS Credits
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."
In semester 1 2020 lectures will be timetabled as being on-line due to COVID 19 restrictions. The learning outcomes for this module can be met fully in this way and we will return to campus learning as soon as it is safe to do so. Any planned visits to schools will be replaced with on-line input from professionals in schools to enable students to engage with current educational practice".
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
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 institution ensures the balanced development of its pupils/students.
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.
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.
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.
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.
Demonstrate a comprehensive understanding of the complexity and interconnectedness issues of educational issues.
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.
Demonstrate a systematic knowledge and understanding of current educational practice in an educational institution.
Demonstrate a comprehensive understanding of best practice with regards to teaching and learning.
Teaching and Learning Strategy
Child Protection guidelines.
Preparation for placement experience.
How to keep a reflective log.
How to critically analyse and reflect upon experiences on placement
Observations at school/nursery (to include discussions related to educational issues with senior staff).
- 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.
Resource implications for students
Students must find their own way to the school/nursery/educational establishment placement.