PED5502 - Learning in an Alternative Context

Objectives:

On successful completion of the module, students will be able to:
Evaluate and differentiate how pupils learn in a variety of contexts;
Critically examine and reflect on their own professional practice;
Record and evaluate the management of personal responsibilities while working as part of a larger team;
Evaluate and synthesise experiences using a variety of visual media.

Content:

This module will introduce students to a variety of ways in which children's learning is developed in a range of settings outside the mainstream classroom within the UK.

Students will be provided with opportunities to develop knowledge and understanding within a particular area of interest e.g. special school provision, museum education, outdoor learning. Following the completion of a short placement within a setting related to their area of focus they will be provided with opportunities to share their experiences and good practice with their cohort and other students.

Throughout the module, links will be made between learning in the classroom and that undertaken in alternative settings reviewing areas of common practice and differences.

Learning and Teaching Information:

Lectures, workshop groups including use of guest speakers, Independent study: preparation for sessions and follow-up, independent reading, (minimum) 2 week placement including keeping a Reflective Journal of Learning Journey.

Workshops
Hours: 10
Intended group size: 4

Tutorials
Hours: 6
Intended group size: 8

Lectures
Hours: 8
Intended group size: 40

Guided independent study
Hours: 176

Further details relating to assessment
Report (70% of module marks). The nature and expected content of the report is outlined in the module handbook. The report is submitted prior to the end of semester 1, after the two-week experiential placement has been completed. Students who find a placement abroad are not expected to submit their Report until Semester 2. Exact date to be advised by the module leader at the start of the placement.

Group poster presentation at conference (30% of module marks). Module tutors will organize a post-placement conference event. In groups, students will create and display a poster based on their reflective journals from the experiential placement. Students are expected to contribute to the group poster and attend the conference to gain a pass. A pass will lead to the full award of 30% towards the final module mark. A fail will contribute 0% to the final mark.

Alternative assessment: If a student is unable to participate in the conference event and submits a successful Extenuating Circumstances application, an alternative form of assessment will be set by the module tutor. A pass mark against this assessment will lead to the full award of 30% towards the final module mark. A fail will contribute 0% to the final mark.

Other relevant matters
Students will be required to find their own experiential placement and make all the necessary arrangements; however they will be required to submit details to the module tutors for authorisation. Students will be expected to attend and engage in all off site visits.

This module will require students to be aware of, and to meet according to the needs of the setting, the following requirements from the Teachers' Standards effective from 1st September, 2012: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/301107/Teachers__Standards.pdf

1. Set high expectations which inspire, motivate and challenge pupils
2. Promote good progress and outcomes by pupils

While on placement, students are also subject to summative judgement against part two of the Teachers' standards 2012:

PERSONAL AND PROFESSIONAL CONDUCT
A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher's career.
- Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:
- treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher's professional position
- having regard for the need to safeguard pupils' well-being, in accordance with statutory provisions
- showing tolerance of and respect for the rights of others
- not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs
- ensuring that personal beliefs are not expressed in ways which exploit pupils' vulnerability or might lead them to break the law.

Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.

Assessment:

Fact File

Module Coordinator - Jenny Stuart-Collins
Level - 5
Credit Value - 20
Pre-Requisites - NONE
Semester(s) Offered - 5S1Q5S1Q

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