Year 4 MODULE - SSW3041 Teacher Education Post-Primary778935,en.pdf · Year 4 MODULE - SSW3041...

Year 4

MODULE - SSW3041

Teacher Education – Post-Primary

SCHOOL BASED WORK

2017 - 2018

Year 4 - SBW Co-coordinator:

Dr Ken Gibson

Telephone: 028 9038 4401

email: [email protected]

YEAR 4 SSW3041 - SCHOOL BASED WORK: 2017 - 18

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RATIONALE

Professional Studies and Placement (School Based Work) are interrelated with the other

components of the B.Ed. in its general aim of ensuring that students enter the teaching profession

with the knowledge, skills, attitudes and values appropriate to professional teachers. In order to

respond to the demands of being a teacher, the specific purpose of the course is to enable students

to gain theoretical knowledge and practical experience of teaching and learning within the Post-

primary School. This will provide an understanding and awareness of the many factors – cultural,

sociological and psychological as well as methodological – which may promote or inhibit learning at

Key Stage 3, 4 and Post-16 of the Post-primary School. While the chief objective of the course is to

provide for the immediate personal and professional needs of newly qualified teachers, the course

as a whole will form a sound foundation for their further professional development.

MODULE CONTENT

The module will also develop your competence in Teaching Strategies and Techniques and

Classroom Management, and knowledge and understanding of classrooms gained in Year 1, 2

and 3 of your degree course.

You will complete a seven-week block of teaching in the full range of post-primary classes as

appropriate.

In addition to a considerable teaching commitment, you should focus on whole school issues

such as school policies, extra-curricular activities, pastoral provision and policies, supervision

and the duties of the form teacher.

You will undertake a 2-week self-selected placement in an alternative educational setting

(details of this will be given to you in a separate document).


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LEARNING OUTCOMES

Students should demonstrate:

a high level of ability to teach for purposeful learning;

the capacity to take responsibility for a range of non-teaching responsibilities;

the capacity and willingness to engage in critical reflection about their developing competence;

an understanding of the GTCNI competences;

a refined ability to provide a safe, supportive, purposeful and inclusive learning environment;

the capacity to make a significant contribution to the work of the school;

knowledge of whole school issues and policies;

a high level of understanding of the complex social, cultural and political factors that impinge

upon the teaching/learning process;

adaptability to respond to the conditions in an alternative educational setting; and

competence in compiling a portfolio of significant artefacts of evidence about their own

teaching.

Transferable Skills

Students should:

have a practised ability to organise and articulate opinions and arguments about teaching and

learning;

be competent users of Information and Communication Technology in preparation for teaching

and in teaching;

have a well developed ability to function effectively as part of a teaching team; and

have a well developed ability to organise an effective work pattern for teaching.

Students will be supported by a main tutor in College and will have supervision visits from their

main and other tutors while in school. In addition students will have a visit from an Associate

Placement Assessor (a serving school principal) and some students may also be visited by an

External Examiner.


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References:

Cohen, L., Manion, L. and Morrison, K. (2004) A Guide to Teaching Practice (5th edn.), London,

Routledge. (Chapter 7 ‘The Preliminary Visit’)

Companion website www.routledgefalmer.com/companion/0145306752

Pollard, A. (ed.) (2002) Reflective Teaching, London, Continuum.

Pollard, A. (ed.) (2002) Readings for Reflective Teaching, London, Continuum.

Companion website www.rtweb.info

An Inspection Report of your placement school will be on the Department website

www.deni.gov.uk

Teaching: the Reflective Profession (2008),

www.gtcni.org.uk/uploads/docs/GTCNI_Comp_Bmrk%20%20Aug%2007.pdf

http://www.routledgefalmer.com/companion/0145306752

http://www.rtweb.info/

http://www.deni.gov.uk/


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General Regulations for all University Courses

Students are expected to attend all scheduled sessions and other forms of instruction as

defined by the programme of study.

Students must pass the practical element of Placement.

Student fully engage with the “Reflect-Select-Defend” activity.

GTCNI Competences

Central to students’ professional preparation is the great emphasis placed on the acquisition of

professional competences. Details of these professional competences are available on the www at

the URL below

http://www.gtcni.org.uk/uploads/docs/GTCNI_Bookmarked%20Final%2013th%20June%2007.pdf

It is recognized that some competences can best be developed and extended during the school-

based aspect of the course. Schools and college are in close partnership to ensure the maximum

development of these competences.

Partnership with schools

Central to professional preparation is the great emphasis placed on School Based Work and the

acquisition of professional competences by student teachers. There is recognition that some

competences can best be developed and extended during the school based aspect of the course.

Schools and College are in close partnership to ensure the maximum development of these

competences. The various teacher competences are detailed in the publication “Teaching: the

Reflective Profession” published by the General Teaching Council for Northern Ireland. The roles of

the partners in Initial Teacher Education are clearly spelt out in the Teacher Education Partnership

Handbook with which you should all become familiar. Copies are on consultation in the Library or

can be viewed and downloaded at the following URL:

http://www.deni.gov.uk/teacher_education_partnership_handbook-3.pdf

http://www.gtcni.org.uk/uploads/docs/GTCNI_Bookmarked%20Final%2013th%20June%2007.pdf

http://www.deni.gov.uk/teacher_education_partnership_handbook-3.pdf


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SCHOOL-BASED WORK

School Based Work lies at the heart of the professional preparation of any student teacher. It occurs

in each year of the undergraduate programme and represents a significant part of a double module

in Year 1 rising progressively to the work undertaken in Year 4. Many parts of the degree

programme contribute to this professional development - Education and Professional Studies, and

Subject Studies.

PATTERN OF SCHOOL BASED WORK

Students are normally placed in a school for a year. In Year 4 they will have a 7-week teaching block

where they will teach their main subject, their subsidiary subject, and areas of the wider curriculum

such as Learning for Life and Work. In addition students are expected to make a number of day

visits to their placement schools in advance of the seven week block. The purpose of these visits,

which should be arranged between the school and the student, are to facilitate advance planning

for the block placement.

The 7 - week school placement commences on Monday 5th February and finishes on Friday 23rd

March 2018.

It is the University College’s wish that Year 4 post-primary students will be given increased

responsibility in line with the role of a full-time teacher. The extent of this involvement will be at

the school’s discretion. It is envisaged that students will engage with curriculum, pastoral and

administrative leaders in order to gain knowledge of whole school issues; attend staff briefings/CPD

as appropriate; and that they will contribute to extra-curriculum activities – school productions,

Young Enterprise, sports, clubs and societies etc.


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Exceptional Circumstances

Students have the right to submit a letter to the Director of Teaching and Learning or the Director of

Student and Learning Services outlining mitigating circumstances which they believe affected their

work and progress on SBW placements. Such letters must be received within 10 working days after

the end of the block placement. Students and schools should be aware that these are ‘discoverable’

documents. These letters will be considered by the Exceptional Circumstances Committee which

will advise the Board of Examiners before a final decision is made on a student’s mark/grade for

SBW.

Expectations (The following is a statement of the minimum required)

Teaching Requirement

16 teaching hours per week – with some teaching each day.

Act as a classroom assistant when not teaching

Assist in administration, if requested

Engagement in form class work.

Engagement in main and other areas.

Planning & Preparation

Full schemes of work for each subject where more than 3 lessons are taught.

Daily notes for all lessons - approximately one A 4 side.

Evaluation & Reflection

A summary or outline evaluation at the end of each day

A detailed evaluation at end of each week focusing on an identified key or pertinent

theme.

SBW timetable (Post-primary)

To [email protected]

On or before (noon) Tuesday 6th February 2018 (As an email attachment)

Use standard blank timetable proforma (no colour, inc. times)


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Child Protection and Safeguarding

Information for School-Based Work and Placements 2017/18

Contact: Dr Bronagh E. McKee

Child Protection & Safeguarding Co-ordinator

Stranmillis University College, Belfast [email protected]

Tel: 028 90 384 405

Children and young people have a fundamental right to be protected from harm. Everyone plays a key part in protecting children and keeping them safe. There are three vital aspects to this role:

Creating a safe and supportive environment for children

Recognising children who are at risk or suffering from harm

Taking appropriate action.

You can contribute to creating a safe and supportive environment for children through your work ethos and professionalism and in the way you communicate with and respond to children directly. By re-familiarising yourself with key indicators of adversity, you will increase the likelihood of recognising when a child is at risk or suffering from harm. Most importantly, if you are concerned about a child you can take appropriate action by reporting your concern immediately.

This information leaflet tells you what to do if you are concerned about a child or young person during your placement or school-based work and where you can get information or help. It is important that you become familiar with your setting’s legal child protection and safeguarding duty. We strongly suggest that you use the check list contained in this information leaflet prior to and during your first day of placement or school-based work (see below).

School’s/Setting’s role in child protection:

Your setting will have a designated person/teacher for pastoral care or child protection. This person is responsible for all child protection matters affecting children at the setting

Your setting must have a child protection policy. This may be contained within a safeguarding policy or as a separate document. You can ask for a copy of this if you would like to see it

All schools in Northern Ireland must follow the legislation and guidance from the Department of Education and Education and Library Boards

If a setting is worried about a child’s welfare, they must refer this to the appropriate services, usually the Gateway Team to Children’s Social Work Service (see Appendix below)

Schools/settings may wish to inform parents that they have made a referral but they should NOT contact parents if they think that this could put a child at risk of harm

Your role in child protection:


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In general, students must be observant of children’s learning, classroom behaviour and social relationships

If you are concerned about the welfare of a child, you must report this to the designated person/teacher in your setting immediately

If the designated person/teacher is unavailable, you must report your concern to your class teacher/person in charge without delay

If a report about a child’s welfare is made during school-based work or placement, you must inform any of the College Child Protection & Safeguarding Team that you have done so.

If you are unhappy with decisions made in the school/setting about your concern, you must report this to any of the College Child Protection & Safeguarding Team immediately

If you are concerned about a child, you should NOT approach the parent/guardian or discuss your concern with anyone else unless designated i.e. designated teacher/person.

School-based work & placement checklist

Read the NSPCC child protection document (provided in class)

Read the College Child Protection Policy (internal website)

Revisit your child protection class notes and presentations

Read your setting Child Protection Policy

Find out who the setting Designated Teacher/Person is

Ensure you keep a copy of this information leaflet at all times

Keep a note of contacts handy at all times

Relax, take a deep breath and good luck with your visit.

These are the key documents which set out your setting’s responsibilities for child protection and are available in Stranmillis University College Library:

ACPC (2005, 2010) Regional Policy and Procedures. Belfast: ACPC

DENI (1999) Pastoral Care in Schools: Child Protection. Belfast: DENI


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Internal Contacts: Child Protection and Safeguarding Team 2017-18

Bronagh McKee Child Protection & Safeguarding Co-ordinator

Central Building First Floor Tel: 028 90 384 405 Email: [email protected]

Noel Purdy Deputy Child Protection & Safeguarding Co-ordinator

Central Building Ground Floor Tel: 028 90 384 305 Email: [email protected]

Brian Delaney (HPAS)


Michael Ievers (Post-Primary)

Orchard Building Tel: 028 90 384 474 Email: [email protected]

Rachel Campbell (Primary)

Orchard Building Tel: 028 90 384 443 Email: [email protected]

Andy Brown (International)

Central Building Ground Floor Tel: 028 90 384 259 Email: [email protected]

Anita Gracie (PGCE)


Brenda McKay-Redmond (ECS)

Central Building Tel: 028 90 384 426 Email: [email protected]

Other Internal Contacts: External Contacts: Director of Student and Learning Services & (Post-primary SBW Co-ordinator) PSNI Inquiry Tel: 0845 600 8000 Dr Ken Gibson PSNI Crimestoppers Tel: 028 9038 4259 Tel: 0800 555 111, Text: 180000. [email protected]

mailto:[email protected]


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External Contacts:

PSNI Inquiry Tel: 0845 600 8000

PSNI Crimestoppers Tel: 0800 555 111, Text: 180000.

Gateway to Children’s Social Work Service Tel: 028 9050 7000.

Northern Ireland Social Services Departments (see attached).


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Timetable of events

Date Activity

October 2017 Briefing for Alternative Placements

23 October 2017 Briefing for ‘Reflect-Select-Defend’

6 November 2017 Briefing for SBW

Dates up to and including Friday 2 Feb 2018

At least 2 one-day School Placement visits

15 – 26 Jan 2018 Alternative Placements

Monday 5 Feb – Friday 23 March 2018

SBW placement

Monday 21 May 2018 (noon) to appropriate Administrator in the Central Admin Office

Submission of Reflective Element in hardcopy (see next slide for details of material required) – 2 copies required.

Wednesday 30 May 2018 (morning)

Presentation & Assessment of Reflective Element

Year 4 MODULE - SSW3041 Teacher Education Post-Primary778935,en.pdf · Year 4 MODULE - SSW3041...

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