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Home Postgraduate Programmes Course Units MD616

MD616 School Placement
(20 Credits)
Tutor: Dr Pauline Davis

New Course Unit (option, but compulsory for students unfamiliar with the British education system.)

Taught in Semester 1

Staff teaching the unit:
Dr Pauline Davis, or other staff in the Educational Support and Inclusion Group.

Credit Rating: 20M

Learning hours

* School placements will entail a minimum of six full days in school, including an initial visit to the school to meet the staff and class.

Length of Unit: 12 weeks

Aims and objectives

Aims

This is a unit for those who wish first hand experience of the English Education System. This will involve a supported placement in a local school. Students will conduct a number of in class observations and for some of the time will act as voluntary classroom assistants in the school. The placement school will be negotiated with individuals in relation to their learning needs and areas of interest. For instance, a school may be selected because it is an example of effective practice regarding the inclusion of a deaf or visually impaired child, or because it is typical of a school in an area of deprivation.

Objectives

On successful completion of the unit students will:

• have first hand experience of assisting in an English school;
• have developed their ability to learn through critical reflection;
• have developed their ability to keep an effective learning diary;
• have developed skills of classroom observation;
• an understanding of the British Education system, especially regarding the provision of children described as having special educational needs; for example about IEPs, statementing, peripatetic support, classroom assistants, the National Curriculum.

Teaching Methods:

A variety of methods will be used: Learning through critical reflection of experience of placement, lectures, tutorials and private study.

Please note that at no time will students be required to act as the main classroom teacher or to be the sole teacher in the class.

Contract:

A contract will be agreed between the Head teacher, class teacher, student and unit tutor. This will set out the expectations of the school, Faculty and students.

For instance students will:

• carry out reasonable teaching assistant duties as requested by the Head Teacher, or other designated person.
• be able to use the school staff room;
• have access to necessary documentation ;
• be able to talk to staff in the school;
• be allowed to be non-participant observers in some sessions and able to take field notes;
• act as classroom assistants.

And will not act as the main class teacher.

The school can expect students to:

Be well prepared for their visit;

• be punctual, professional, helpful and polite;
• act as teaching assistants for much of their time in school.

The school can expect regular communication with the course tutor, as required.

In exceptional circumstances, the course tutor may visit the school.

Curriculum content:

Session in the Faculty – expectations for the unit and preparation for the visit.

Initial visit to school to meet staff and class.

Preparation for the placement - the British Educational System, special educational needs, statementing, IEPs, peripatetic service, classroom assistants;

• learning through critical reflection;
• keeping a reflective diary.

Sessions in school, supported with small group tutorials.

De-briefing and final preparation for writing the account

N.B. There will be 6 2-hour lectures plus each student will have five small group tutorials.

Assessment methods:

To keep a reflective diary and produce a critically reflective account of the new knowledge gained as a consequence of the placement in school.

Diary – School placement diaries will be provided, which must be completed.

Assessment – pass – completed diary fail – incomplete diary. Guidelines will be provided.

Critically reflective account (3000 words). This will be assessed using the standard Faculty guidelines for assessment.

Both the reflective diary and critically reflective account must be judged as passed in order to pass the unit.

Core Reading:

Selected readings will be provided. In addition the following are regarded as key texts.

AINSCOW, M. (1994) Special Needs in the Classroom: A Teacher Educators Guide, UNESCO.

BENTON, P. and O’Brien, T. (2000) Special Needs and the Beginning Teacher, London: Continuum.

CROLL, P. and MOSES, D. (2000) Special Needs in the primary School: One in Five? London:Continuum.

HAMMERSLEY, M. (1990) Classroom Observation, Milton Keynes: Open University Press.

TUBBS, N. (1996) The New Teacher: An Introduction to Teaching in Comprehensive Education, Teacher College Press.

VISSER, J. (2000) Managing Behaviour in the classroom, London: David Fulton Publications.

WEINER, L. (1999) Urban Teaching: the Essentials, London: Teacher College Press.

WRAGG, E. G. 2nd Ed. (1997) An Introduction to Classroom Observation, London: Routledge.

Mode of Teaching

full-time/part-time/face to face, and placement