Module SGIA3591: Politics Into Schools

Department: Government and International Affairs

SGIA3591: Politics Into Schools

Prerequisites

• At least two Level 2 modules in SGIA; DBS check, successful completion of interview (by course coordinator; experienced, qualified teacher; academic in the School of Government and International Affairs) Interviews will be held in the Easter Term prior to the module commencement.

Corequisites

• None

Excluded Combination of Modules

• Earth Sciences into Schools (GEOL3251), Maths Teaching III (MATH3121), Physics into Schools (PHYS3611), Engineering into Schools (ENGI3441), Biology into Schools (BIOL3431), Psychology into Schools (PSYS3221)

Aims

• To develop a range of key skills in the student and to offer an early taste of teaching Politics and to show how it can fit into a broad curriculum. Additionally, it will build transferable skills or for other career pathways where public speaking and the dissemination of knowledge is required;
• To help students gain confidence in communicating Politics, develop strong organisational and interpersonal skills, and understand how to address the needs of individuals;
• To learn to devise and develop Politics projects and teaching methods appropriate to engage the relevant age group they are working with;
• To help inspire a new generation of Politics as prospective undergraduates by providing role models for school pupils;
• To help teachers convey the excitement of their subject to pupils by showing them the long-term applications of school studies, especially the cross disciplinary relationships of Politics;
• To help teachers by providing an assistant who can work with and support pupils at any point on the ability spectrum.

Content

• This course introduces students to the basic principles that underpin teaching in schools. Students will visit a school and engage directly with teaching and learning. They will be involved in offering classroom observation and assistance to learn how teachers structure and manage a class as well as providing support in the role of teaching assistant, whereby you will be offered the opportunity to support the teacher in helping a group of students with specific problem solving exercises. Finally, often it is the case that a student will be offered (in collaboration with teachers) the opportunity to lead a small class exercise to give first hand experience of the role of a teacher. This will help them to understand how education functions within a school, and also offer them a vital opportunity to promote university education to a new generation.
• Course material will prepare students for these activities will typically include key aspects of teaching. Indicative course content may include: safeguarding and child protection policy, communication skills, planning and organisation skills, the key principles of working with schools and how to develop projects.
• University awareness: Students will represent and promote their academic discipline as a potential university choice to pupils across the social and academic range represented at their partner schools.

Learning Outcomes

• On successful completion of this module students will:
• Be able to assess and devise appropriate ways to communicate a difficult principle or concept;
• have gained a broad understanding of many of the key aspects of teaching in schools;
• have an advanced understanding of Politics through having to explain to others;
• have an advanced understanding of the problems of public perception of Politics.

• Will know the responsibilities and appropriate conduct for a teacher;
• Will know how to give (and take) feedback on Politics issues;
• Will be able to undertake public speaking on Politics generally;
• Will know how to prepare lesson plans and teaching materials for Politics.

• Be able to communicate effectively, both one to one and with small groups;
• Be able to understand the needs of individuals;
• Be able to use interpersonal skills when dealing with colleagues
• Be able to improvise when necessary;
• Be able to organise, prioritise and negotiate;
• Will know how to work with others in teams.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• This module includes an initial training course, seminars and a teaching placement.
• The initial first term training provides an introduction to working in schools, wider educational settings and with pupils. The seminars will provide opportunity for students to share their experiences and to discuss specific issues in Politics education and the public perception of Politics, giving them the chance to develop their theoretical understanding and communication skills. Students will be able to obtain further help in their studies by approaching the course leaders, either after lectures or tutorials or at other mutually convenient times.
• The teaching placement allows the student to develop a range of interpersonal skills and the professional competencies expected of an effective teacher (or a facilitator to others), thus ensuring that the learning outcomes are met. Student performance will be summatively assessed through a Journal of Teaching Activity, an End of Module Report, an End of Module Presentation and a Teacher's Assessment.
• The length and style of the placement will be agreed with the school. We expect students to have a period of placement of between 5-10 weeks with around 3-4 hours per week. Supplementary sessions with students on foundation year degrees or year 1 UG seminars may also contribute towards or replace it if events beyond the department and convenors control stop placements early or mean they are unable to start such as related to COVID-19
• The Journal of Teaching Activity and End of Module Report will provide the means for students to reflect on their own personal development, on their experience of the teaching environment and the organisation of teaching and on pupils' science learning, and to demonstrate written communication skills.
• The End of Module Presentation will enable students to give a practical demonstration of teaching competencies including oral communication skills.
• The Teacher's Assessment is an independent corroboration of progress, including the student's approach, attitude, appreciation of key educational skills and performance in the Special Project.
• A competitive interview system will be used to match students with appropriate schools and a specific teacher in the local area, and each student selected will be given a chance to visit the school they will be working in before commencement of the placement.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Formative Reflective Journal - 1,500 words

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University