SGIA3591: Politics Into Schools

• 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.

• None

• 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)

• To develop a range of key skills in the student with regards to politics education 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 individual students;
• 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 prospective undergraduates in Politcs 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 and its links to other discplines that you will work within such as Geography and History classes;
• To help teachers by providing an assistant who can work with and support pupils at any point on the ability spectrum.

• 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. Students may provide in-class support and may be given the opportunity to lead a small class exercise. 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.

Subject-specific Knowledge:

• On successful completion of this module students will:
• Be able to assess and devise appropriate ways to communicate a difficult principle or concept to a range of different students;
• 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 it to others;
• have an advanced understanding of the problems of public perception of Politics.

Subject-specific Skills:

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

Key Skills:

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

• 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, a group teaching project and your individual lesson plan project.
• 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 due to external circumstances beyond the student and departments control.
• 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 group project will involve planning a lesson related to politics that you will present as a group within a school (either primary or secondary).
• The end of year individual teaching project will give you the opportunity to demonstrate your development during your placement through the creation of a lesson that builds upon your new skills that can be used in the future as part of your legacy in teaching.
• 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.

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