PG6001
School Experience 1
Unit Outline
2015-16
Contains:
Module Evaluation Summary
Module Content
Module Programme
Recommended Reading
Faculty of Arts and Technology
School of Education
www.glos.ac.uk
Module Tutor: Fiona Hunt
UNIVERSITY OF GLOUCESTERSHIRE
Institute of Education and Public Services
School Experience 1
2015 - 16
MODULE EVALUATION
Evaluation of this module in 2014-15 was positive with more than 80% feedback indicating
good or better. Suggestions for improvement of the module included:
 Confirming placement schools more in advance of the start date
In response, we always try to complete placement arrangements as far in advance of the
start of a placement as possible, but due to the nature of the challenges associated with
securing placements, this usually results in placement lists being shared during the week
before commencement.
EVALUATION FOR THE CURRENT YEAR
Evaluation will be undertaken both formally and informally.
UNIT DESCRIPTOR TEMPLATE
Code
PG6001
Title
School Experience 1
Tutor
School
Brief
Description
Fiona Hunt
Restrictions
Learning
Outcomes
Available only to students on the PGCE Primary programme
School of Education
The module aims to develop and extend the student’s knowledge,
understanding and skills in teaching and learning. By drawing on theoretical PG
modules to underpin practice, students will undertake an 8-9 week placement in
a partnership school/setting where they will be expected to undertake planned
teaching activities with groups and the whole class for up to approximately 60%
of the teaching week during the last stage of the placement.
A student passing this module should be able to progress towards meeting the
Teachers’ Standards 2012 through reflecting on and evaluating their practice
and progress. They should demonstrate developing professional skills and
understanding by:
1. extending their professional knowledge and understanding of the continuum
of learning from Early Years Foundation Stage to Key Stage 3 as guided by the
statutory legislation and other relevant initiatives related to the primary
curriculum in England. Students will promote and lead learning through
assessing, planning, implementing, resourcing, managing and evaluating
effectively in the workplace
2. linking current theory and practice of the processes of curriculum planning
and implementation through observation and participation in a real context over
a period of time – planning a range of individual lessons and sequences of
lessons which increasingly demonstrate continuity and progression and which
support and promote the progress of all learners. Students will be beginning to
identify and address individual learning needs, and to support children to
overcome misconceptions and barriers to learning within normal parameters
3. communicating effectively and showing commitment to working
collaboratively as a member of a team
UNIVERSITY OF GLOUCESTERSHIRE
Institute of Education and Public Services
School Experience 1
2015 - 16
4. demonstrating the positive values, attitudes and behaviour which they expect
from the learners and challenge any stereotypical views they may have by
using positive approaches to managing classroom behaviour and knowing how
and when to adapt them
5. increasingly adopting the role of the class teacher in the placement school;
demonstrating an awareness of relevant policies, practice and legislation
relevant to their setting and including undertaking school duties, extra curricular
activities, parents meetings, as appropriate
6. promoting children’s holistic development and their well-being both in the
workplace and beyond to ensure the success of all learners
Learning
and
teaching
activities
Indicative
Resources
8-9 week placement (subject to school term calendar)
Medwell, J. (2007) Successful teaching placement: primary and early years,
2nd edition, Exeter: Learning Matters
Arthur, J. & Cremin, T. (2014) Learning to Teach in the Primary Classroom
London: Routledge
Georgeson, J. and Payler, J. (2011). Beginning Teaching, Beginning Learning.
4th ed. Moyles, J./ (ed.). Maidenhead, England: McGraw Hill/Open University
Press.
Date of
approval
Revision
dates
External
examiners
May 2013
Jean Clarke and Steve Dunning