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Undergraduate Module Descriptors 2012/13

BE6001: School Experience Three

Module Title School Experience Three
Module Code BE6001
Module Tutor Julie Hunt
School Institute of Education and Public Services
CAT Points 30
Level of Study 6
Pre-requisites Before taking this module you must pass BE5002
Co-requisites None
Restrictions Available only to students on the BEd (Hons) programme
Brief Description

The students undertake a Block School Experience consisting of introductory days followed by an 8 -week block; the first part will be spent working collaboratively with the class teacher and focussing on pupil assessment.  For the final weeks, the students will be expected to undertake planned teaching for 80% of the teaching week.  Additionally, they will be involved in administrative procedures and school duties.

Indicative Syllabus

Students will consolidate their teaching skills, building upon BE5002 experience and drawing on their learning in other Level 6 modules.  Whilst in school they are supported by their class teacher and student mentor.  They are assigned a Link Tutor from the university who will visit the school 3 times to observe their teaching, scrutinise their files, discuss their progress with school staff and  offer support and advice.

Prior to the final part of the block the Link Tutor will meet with the student to approve detailed plans for teaching and complete the Midpoint Review form.  Students will not proceed to the final block if their preparation is considered unsatisfactory.

A final summative report with grades 1-3 or 4 awarded against the Standards for Teachers (DfE 20120) is completed jointly by the Link Tutor and school staff.  The report will clearly indicate strengths and areas for development

Learning Outcomes

A student passing this module should be able to:

1. at least meet the Standards for Teachers (DfE2012) required by newly qualified teachers through demonstrating high standards and quality of professional practice

2. demonstrate detailed knowledge and understanding of the primary National Curriculum and the statutory framework for the Early Years Foundation Stage in order to prepare, plan, teach and assess effectively and creatively to ensure that pupil progress is maintained, monitored and further developed through motivation and challenge taking into account the needs of all learners

3. demonstrate a critical knowledge and understanding of theories and principles of learning and pedagogy which inform a variety of highly effective approaches to their planning teaching and assessment.

4. implement a range of teaching strategies and resources taking practical account of diversity and promoting equality and inclusion and be able to provide effective learning opportunities for all pupils, with a focus on an understanding of the three principles of inclusion:

- setting suitable learning challenges

- responding to pupils’ diverse learning needs

- overcoming potential barriers to learning and assessment for individuals and groups of pupils

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

6. understand and learn how to manage individual and diverse learning needs through collaborative strategies and partnerships within and beyond the boundaries of the classroom and school

7. use a range of assessment, monitoring and record-keeping strategies effectively to support high quality teaching and know how to report progress to parents

8. evaluate the impact of their teaching on the progress of the learners and modify planning and classroom practice where necessary to ensure that all children make progress

9. plan homework and other out-of-class work to extend and consolidate learning

10. work and communicate with colleagues to share the development of effective practice

11. understand their professional roles and responsibilities, including the statutory frameworks relating to teachers’ responsibilities as part of the children’s workforce

12. establish a clear framework for classroom discipline in order to manage the learners’ behaviour constructively and to promote their self-control and independence in a safe and purposeful environment

13. demonstrate high standards of professional, reflective practice through engaging continuously with processes of self-evaluation, reflecting on their progress, critically analysing their practice and setting challenging targets for further development

14. work in partnership with a range of agencies and stakeholders, including parents and carers

15. understand the role of the school in the wider community and the impact of the community on the school

Learning and Teaching Activities Scheduled Hours on Placement: 329
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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