The University of Southampton
Courses

GEOG3039 Ambassadors Scheme for Geographers

Module Overview

This module runs under the Undergraduate Ambassadors Scheme (UAS) and provides an opportunity for students to act as ambassadors for their disciplines.

Aims and Objectives

Module Aims

• To develop a range of skills in the student and to offer an early taste of teaching to those interested in pursuing it as a career. • To help students gain confidence in communicating their subject, develop strong organisational and interpersonal skills, and understand how to address the needs of individuals. • To learn to devise and develop projects and teaching methods appropriate to engage the relevant age group they are working with. • To help inspire a new generation of 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. • To help teachers by providing an assistant who can work with and support pupils at any point on the ability spectrum.

Learning Outcomes

Knowledge and Understanding

Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:

  • Standard teaching methods
  • Many of the key aspects of teaching in schools
  • Working in a challenging and unpredictable working environment
Transferable and Generic Skills

Having successfully completed this module you will be able to:

  • Public speaking
  • Team-working
  • Handling difficult and potentially disruptive situations
  • Communication skills, both one to one and with an audience
  • Understanding the needs of individuals
  • Interpersonal skills when dealing with colleagues
  • Staff responsibilities and conduct
  • The ability to improvise
  • Organisational, prioritisation and negotiating skills
Subject Specific Practical Skills

Having successfully completed this module you will be able to:

  • Giving (and taking) feedback
  • Be able to assess and devise appropriate ways to communicate a difficult principle or concept
Subject Specific Intellectual and Research Skills

Having successfully completed this module you will be able to:

  • Preparation of lesson plans and teaching materials

Syllabus

The module consists of (i) seminar classes with the module convenor, (ii) weekly placements at an assigned school, and (iii) various training activities. The first stage is for interested students to submit an application to take part in the module, the deadline for which will be at the start of semester 1. Following this, applications will be reviewed and students shortlisted will be invited for interview. Interviews will be held a few weeks into semester 1. Students who are successful at interview will be offered a place and will be required to complete a mandatory one-day training session which is coordinated by the central UAS team (this will likely be just before the Christmas vacation) to provide the student with an introduction to working with children and conduct in the school environment. In addition, students will be required to have an induction session at their school to go through school policy and local risk assessment procedures (start of semester 2). Students will also need to have a DBS check completed (costs covered by the AU). Students will be matched to schools and a specific teacher in the local area based on preferences. However, as places are competitive across academic units, we cannot guarantee all preferences will be met, so those interested in applying for the module need to be flexible with their requirements. The student will be required to spend half a day a week in the school every week for a semester; actual placement time needs to equate to 3-4 hours per session, with a total of 10-12 sessions at the school. A seminar series (six seminars) will accompany this module to introduce students to core teaching and learning theory, and allow for critical reflection upon ideas and experiences encountered during student placements. Seminars form a crucial component of the module and full attendance is required. In addition, students will get formative feedback through their journal entries; keeping an electronic journal is a requirement of the module, whereby students are required to write a short entry per session of their placement which critically reflects upon their experiences (full guidance on this will be given by the module convenor). The school class teachers will act as a primary source of guidance, but students will also be able to discuss their progress with the module convenor or the central UAS team whenever necessary.

Special Features

Placements at schools will vary. You will likely be requested by your teacher to get involved with a variety of class activities. Some of these may involve trips outside the class room, and in some instances it may be possible for you to attend day field visits with your class. You can also use your placement to get involved in additional teaching opportunities which will not contribute towards your module placement hours, but you may feel are beneficial for your CV e.g. engaging with extracurricular activities, after school clubs etc. Most placements are at schools nearby to Southampton, but some will require extra travel time. Therefore, students must be flexible about being able to travel to their assigned school placement (transport costs for train/bus or petrol will be reimbursed). Due to the time required for placement sessions on this module, you may wish to consider doing an extra module in semester 1 of year three to leave more time for your placement in semester 2 (i.e. a module split of 3/3, rather than 2/4; plus your dissertation in semester 1).

Learning and Teaching

TypeHours
Independent Study150
Total study time150

Resources & Reading list

Reading materials. Reading materials will be assigned for some of the seminar sessions. Beyond this, there are no specific module texts as each placement will require a focus on different pools of literature. You will be guided by the module convenor on engaging with the literature via the seminars and your journals

Assessment

Summative

MethodPercentage contribution
Individual Presentation  (10 minutes) 25%
Report 15%
Special Project Report  (3500 words) 60%
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