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Undergraduate Module Descriptors 2012/13

BE5001: School Experience Two: Part Two

Module Title School Experience Two: Part Two
Module Code BE5001
Module Tutor Julie Hunt
School Institute of Education and Public Services
CAT Points 15
Level of Study 5
Pre-requisites Before taking this module you must pass BE4001
Co-requisites None
Restrictions Available only to students on the BEd (Hons) Primary Education / BA Primary Professional Education programmes 
Brief Description

Students will undertake an induction period followed by a Block School Experience.

Indicative Syllabus -

Students further extend their teaching skills drawing from their learning in other Level 5 modules. They will build on their knowledge and understanding of a range of teaching and learning issues related to current practice in the workplace and beyond.  Whilst in school they are supported by the class teacher and student mentor.  They are assigned a Link Tutor from the University who will visit them twice during School Experience, observe their teaching, scrutinise their files, discuss their progress with school staff and offer the trainee teacher support and advice.  Learning is structured through a combination of observations and teaching activities with individuals, small groups and whole class.  Students also undertake prescribed school-based tasks which will further develop their thinking about teaching as a profession. They will be encouraged to make links between theory and practice by reflecting on their observations and experience in the workplace. They will be expected to take responsibility for their own professional development by acting upon feedback and advice.

Students will be able to recognise underachievement and respond positively and appropriately to individual and diverse learning needs through the planning, teaching, assessment and evaluation of the subject across all learners.

Learning Outcomes

A student passing this module should be able to:

1. have a knowledge and understanding of the statutory curriculum requirements from Early Years Foundation Stage to Key Stage 3 as appropriate and be able to demonstrate an understanding of these in order to assess, plan, implement, resource, manage and evaluate effectively in the workplace

2. plan and teach well-structured lessons and some sequences of lessons that promote good progress and outcomes by pupils, taking into account relevant policies, practice and legislation concerning inclusive education and personalised provision for learners

3. consider the impact of their teaching on the progress of all learners through working alongside colleagues to evaluate and modify their planning and classroom practice where necessary

4. understand and learn in partnership with a class teacher to appropriately respond to individual learning needs through case studies of children who are not within the expected age related parameters in their development

5. use a range of formative assessment strategies, with support, which inform lesson plans

6. know and begin to implement a range of teaching, learning and positive behaviour management strategies in order to create a purposeful and safe learning environment and to foster and maintain pupils’ interest

7. know how to promote a love of learning and children’s intellectual curiosity and begin to set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions

8. promote children’s well-being both in the workplace and beyond to support the success of all learners

9. communicate effectively and show commitment to working collaboratively as a member of a team

10. participate in the wider school by undertaking school duties, extra curricular activities, parents meetings and so on

11. demonstrate, through engaging with processes of self-evaluation and target setting that they are moving towards meeting the Standards for Teachers (DfE 2012)

Learning and Teaching Activities Scheduled Hours on Placement: 168
Assessment (For further details see the Module Guide) 001: 100% Practical Assessment: In-class: TBA
Special Assessment Requirements
Indicative Resources

The Library Catalogue contains full details of the current reading list for this module. Further details may also be found in the Module Guide.

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