Professional Practice in Education 2 develops students' knowledge of the curriculum and their ability to deploy a range of pedagogical approaches and assessment strategies to ensure high-quality learning and teaching in the primary classroom. This course focuses on teaching in the early-years of Primary (P1 - P3) and explores the curriculum areas of Modern Languages and Health and Wellbeing.

One x 2-hour seminar per week

7-week block placement in May-June

Successful completion of the placement requires:

1) School and University Tutor / Associate Tutor / Teaching Fellow reports both graded "satisfactory"; and

2) E-portfolio including all documents highlighted in the placement remit.

The overall aim of this course is to develop students' knowledge of the curriculum and their ability to deploy a range of pedagogical approaches and assessment strategies to ensure high-quality-learning in the early stages of primary school.

The specific aims are to:

1. Examine curriculum guidance, teaching approaches and assessment strategies relevant to supporting effective planning and implementation of learning experiences in the early stages of primary school, with a focus on Modern Languages and Health and Wellbeing.

2. Explore the implications of national, local, and school policy for professional practice and the development of professional values in the primary context.

3. Consider approaches to using assessment evidence from a range of sources (including classroom observation) to support children's progression in the early-primary phase.

4. Develop students' capacity for improving their professional practice through reflection and benchmarking against the GTCS Standards for Provisional Registration, utilising a range of models and sources.

5. Develop graduate attributes, aligned to the GTCS Standards for Provisional Registration, by focusing on supporting students to become resource, responsible and reflective learners who are ethically and socially aware and can communicate effectively with a wide range of audiences.

By the end of the course, students will be able to:

ILO 1: Apply an understanding of early-years curriculum guidance, teaching approaches and assessment strategies to plan and implement learning experiences that meet the needs of learners in early-years contexts of Modern Languages and Health and Wellbeing.

ILO 2: Demonstrate professional commitment and values through implementing key policy priorities and school procedures across their professional practice in the primary school context.

ILO 3: Evaluate assessment evidence from a range of sources to make informed judgements about the quality of their teaching and identify next steps.

ILO 4: Reflect on their own professional development using the GTCS Standards for Provisional Registration, identifying progress from previous milestones, describing areas for improvement, and justifying actionable next steps.

ILO 5: Demonstrate professionalism through clear and timely communication, effective organisation and use of resources, professional conduct, and engagement with all members of the university and school community, and by upholding all aspects of the GTCS Student Code.

1. In order to be eligible for the award of credit for this course, students must achieve a minimum of 80% attendance (see programme handbook for further details).

2. Attendance of at least 90% for the School Experience field placement (GTCS Requirement).

3. Satisfactory completion of all school-based tasks including professional practice portfolio.

4. Overall grade of Satisfactory from school partners.

5. Overall grade of Satisfactory from visiting University Tutor / Associate Tutor /Teaching Fellow.