Unit information: Autumn Educational and Professional Studies (Level H) in 2018/19

Unit name	Autumn Educational and Professional Studies (Level H)
Unit code	EDUC35060
Credit points	0
Level of study	H/6
Teaching block(s)	Academic Year (weeks 1 - 52)
Unit director	Ms. Prior
Open unit status	Not open
Pre-requisites	none
Co-requisites	none
School/department	School of Education
Faculty	Faculty of Social Sciences and Law

Description including Unit Aims

This unit allows students to use the experiences of practical activities in schools to explore professional issues in teaching in secondary schools. The main strands of the programme are ‘the classroom craft’, ‘pastoral issues’, ‘developing as a professional’ and ‘inclusion’. They will carry out formative tasks in schools which will support the development of their professional skills. The unit promotes evidence and research-based practice as a foundation for career long personal and professional development. It provides opportunities for sharing experiences with colleagues in other subject areas. Students will choose from a range of topics to explore in greater depth and on which to submit a piece of work for assessment.

Aims:

This unit aims to set students’ practical teaching experience in the wider context of key issues affecting teaching. It aims to provide students with opportunities to explore the four strands (see above) through practical school based activities as well as a series of inputs from relevant professionals. They will reflect on and analyse their learning through engagement with a wide range of appropriate literature. The unit contextualises their subject based work in order to enhance their classroom skills and understanding.

Intended Learning Outcomes

Students will be able to:

• Plan investigations of practice to develop their understanding of it;

• Use ideas from a wide range of professional literature to develop their own thinking and practice;

• Understand key educational issues which arise in their practice;

• Work with others collaboratively;

• Present well-structured and clearly written accounts of their investigations and other tasks;

• Begin to take responsibility for their own continuing professional development as a teacher.

Teaching Information

Students will attend a programme of lectures and seminars spread across the year. While university-based there will be a formal programme of lectures and while school-based they will take part, weekly, in small seminars led by a member of staff. They will carry out a series of formative tasks which will lead to them making a choice of a topic for formal assessment.

Assessment Information

Students will draw on a series of formative tasks undertaken during the year to address one of a series of assignment titles. They will submit the equivalent of a 4000 word assignment which may take different forms according to the focus chosen. These may include presenting a seminar on their chosen topic and submitting a series of supporting materials or writing a reflective summative evaluation of their development in a specific area of the learning outcomes.

Reading and References

Ainscow, M (Ed.) (1999) Understanding the Development of Inclusive Schools, London: Falmer

Arthur, J., Davison, J., and Lewis, M. (2005) Professional Values and Practice: Achieving the Standards for QTS, London: RoutledgeFalmer.

Bourdillon, H. and Storey, A. (2002) Aspects of Teaching and Learning in Secondary Schools: Perspectives on Practice, London: RoutledgeFalmer

Brooks, V., Abbott, I., and Bills, L. (eds) (2004) Preparing to Teach in Secondary Schools: a student’s guide to professional issues in secondary education, Maidenhead: OUP.

Capel, S., Leask, M. & Turner, T. (eds.) (2001) Learning to Teach in the Secondary School: a Companion to School Experience, London/New York: RoutledgeFalmer.

DfES (2004) Every child matters: change for children, Nottingham: DfES Publications