EDUC42180 Professional Placement I

Academic Year 2022/2023

The over‐arching principles governing school placement map on to those of the Teaching Council’s continuum of education and in particular to the ITE Criteria and Guidelines for Programme Providers document. In relation to guidelines and criteria for ITE providers, school placement is designed to provide the student teacher with an opportunity to learn about teaching and learning, to gain practice in teaching, to apply educational theory in a variety of teaching and learning situations and school contexts and to participate in school life in a way that is structured and supported, and as such encompasses a range of teaching and non-teaching activities. Thus, students will be expected to have experience of a range of supported placement situations and these placements will be maximised to allow for a broad experience of the school setting, with a focus on the wider school context and not just on actual classroom teaching.

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Curricular information is subject to change

Learning Outcomes:

On completion of this module, students will be enabled to:
 Draw imaginatively and sensitively on the content of the modules supporting the development of classroom practices, devise and deploy a range of pedagogical strategies appropriate to their particular subject specialism
 Indicate a sophisticated understanding of a range of Assessment For Learning (AFL) approaches and apply them appropriately in a range of teaching and learning contexts
 Indicate by a variety of appropriate pedagogical means a complex understanding of being a professional in a school community context and a growing sophistication in their understanding of what it means to be a professional
 Interrogate their own teaching and engage in on-going research and critical examination of their own practice with a view to sharing this new knowledge in a community of practice environment while documenting this in their evolving professional portfolio.

Student Effort Hours: 
Student Effort Type Hours
Placement/Work Experience




Approaches to Teaching and Learning:
Active/task-based learning
Reflective learning

Requirements, Exclusions and Recommendations

Not applicable to this module.

Module Requisites and Incompatibles
Not applicable to this module.
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Practical Examination: Four practical assessments throughout the module supported by a portfolio of lesson plans, reflections and resources. Throughout the Trimester n/a Pass/Fail Grade Scale Yes



Carry forward of passed components
Remediation Type Remediation Timing
Repeat (CFP) Within Three Semesters
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, post-assessment

How will my Feedback be Delivered?

Individual oral and written feedback provided after each school-placement observation.

Name Role
Ms Ro Aitken Lecturer / Co-Lecturer
Mr James Doyle Lecturer / Co-Lecturer
Ms Larissa Lamb Lecturer / Co-Lecturer
Aoife Cantwell Tutor
Mr Eoghan Hanley Tutor