Tasks

1.
Bachelor of Education, Primary Education (EPR) EPC3903
- Task S6/1 Learning about your school and

MST
1. Visit TP School to meet the Principal and Science
coordinator/Teacher.
2.
3. Objectives:
4. Student teachers visit TP schools and meet the Principal and Science
coordinator/teacher and other relevant personnel. Student teachers will:
5.
Present an overview of Teaching Practice Tasks for this Practicum
stressing the fact that EPR student teachers will:
Focus on teaching science
attend the setting in accordance with the HCT, RAKWC schedule (Table 1
above) i.e. ideally for one day per week for five consecutive weeks (though
this may vary) and then for 5 days over the course of three weeks.
work with the Science coordinator/teacher to complete prescribed

observation and interview tasks and act as a TA as appropriate.
teach a minimum of 10 whole class lessons including four connected
lessons during the five week block
6.
Discuss guidelines for EPR MSTs as outlined above.
7.
Discuss issues of professionalism and of the importance of reflective
practice together with the need to maintain clear, explicit communication
between the MCT, MST and the student teacher in building relationships and
achieving the specific aims of the practicum.
8.
Discuss the need for the MST to allocate a specific amount of time for
discussing issues, areas of interest, co-constructing or advising on student
plans as appropriate.
9.
During this time the student teacher should also:
complete the School Profile (Table 3),
document important dates (holidays, school events, trips etc.) on the

School Calendar
obtain copies of the termly/weekly / daily class schedules for the

science coordinator/teacher
Document topics that are being covered currently and that will be
covered for the next 4 weeks.
Obtain or create a map highlighting place you will be in the school as

well as places where any specific labs, materials, resources, and or any
relevant outdoor learning spaces that could be used for your year group
Tour the school in order to complete the profile and to identify the location of
the Principals office, classrooms, Science room, relevant science
facilities/labs/prep-rooms, the outdoor play areas, dining areas, library,
resource room and any other areas that you may need to use. If possible
obtain/copy a map of the school.
10.
2.
3.
TP Guide for EPC3903 (EPR) Practicum 3b

Year Three, Semester Two / 2016-17 /
4.
1.
Obtain the used Lesson Plan template/format/ or an example from

which you can plan/mirror your lesson plans.
11.
Discuss what will be taught when you are in TP next and how you will
participate/
12.
13.
Procedure:
You will need:
EPR MST Guidelines
Teaching Practice Tasks booklet for Practicum 3b
Table 3: B.Ed School Profile
Table 4: TP Discussion Board Guidelines
a digital camera
14.
15.Before implementing these tasks:
Discuss each of these tasks with your colleagues. Decide what each of you will
do. Discuss the tasks with your MST. (Ask for permission to take photographs.)
16.
17.
Whilst implementing the Tasks:
Make notes about any areas of interest or issues you would like to discuss with
your MCT and/or MST.
Photograph evidence for the tasks and portfolio.

18.
19.
After completion of the tasks:
20.Clearly label, PDF and store all school documentation in the your TP eportfolio.
21.
22.Complete Table 3: School Profile: PDF and upload it to TP e-portfolio.
Email tasks, etc. to gdesravins@hct.ac.ae using the correct file names/subject lines.
23.
24.Complete your TP Discussion Board on BB Learn and reply to 2 others.
25.
26.
27.
2.
3.

4.
1.
28.
Table 3: School Profile
29.
30.
Name of School: RAK AAG
31.
Ras Al khimah American
Academy for girls
34.
Principal: Ms. Agness
32.
Location:
33. Sultan Al Kabeer R.d, RAK, UAE

36. Tel: 07- 2211462
35.
37.
Address: Info@rakaag.com PO
Box: 16255
40.
Senior Management Team
Members & duties:
41.
School principle & vice principle
= any issue related to classes /
mentoring / facilities / advice /
feedback
42.
Head of section = time table /
duties / students behavior issue /
parents meeting / students
activities
43.
Head of department =
planning / students' progress /
assessment / academics
44.
Head of student support=
special education needs /
counseling with students and
families
45.
Admission officer = student
registration / students lists/
students file
46.
38.
49.
50.
51.
52.
53.
Staff Start/finish Time:

Start: 7:15
Finish: 3:00
Fax: 07-2211463
39.
47.
Science Coordinator &/or Lead
Science Teachers:
48.
KG section coordinator = Ms.
Cathy
54. Student Start/finish Time:

55.Start: 8:00
56. Finish: 1:15 KG section
57.
58.
59.
Total Number of Teachers in the
School:
60.
90
61.
Total Number of Students in the
School:
62.
600 700
63.
64.
65.
Teacher / student ratio:
68.
Other specialist teachers at the
school:
69.
Arabic - Music - Art - PEIslamic French
72. Technician / Resource Manager:
73.
ICT manager= issues and
assistance with any computer
issue or question that may arise /
email / internet
76.
Number of Specified Science
2.
3.
66.
Total number of classes & Year
groups: (e.g. 8 classes; 2 Y8, 1 Y9
etc.)
67.
KG2 section : four classes
( KG2/A KG2/B KG2/C KG2/D)
70.
School Nurse:
71. Ms. Ramya
74.
75.
Librarian:
Ms. Rasha
79.
Type & range of Science

4.
1.
Classrooms & available facilities in

the school:
77.
materials/
resources available in each
classroom:
78. 4 science lab
80.
81.
Teacher makes order for the
coordinator depending on the
lesson and materials needed.
82.
83.
84.
85.
Other relevant science facilities / areas within the school:
86.
87.
88.
89.
90.
91.
2.
3.

4.
1.
92.
Discussion Board Notes- Completed weekly
93.
94.Write your Discussion Board posts in paragraph form on BBLearn.
They should be a minimum of 100 words and where possible illustrated with
photographs. Answer the questions set in each Discussion and remember this
is a personal account of your thoughts, feelings and reactions during your
time in the school. Consequently, you may choose to focus not only on the
discussion points raised and/or use one, all or none of the following focus
points in your post.
95.
96.You can use this table to make notes / jot down ideas during TP. It would also
be helpful to consistently reflect on your professional development with
reference to the TP Competencies. Remember to also reply to two other
posts.
97.
98.
Table 4: TP Discussion Board Notes
99.
How did you feel about TP today/this week? What areas are you
focused on and what progress have you made? Explain.
100. From my MCT and MST feedback, I found that I need to be more
sequence and alignment in my lesson plan and my teaching. Thats
mean that my objective should match my 5e lesson steps so students
can finish the class by achieving specific objectives. Also while I am
teaching them my activities or ideas should be sequences so students
have an ability to understand. In addition, I should wait for students to
discover and understand no matter how long time they will spend to
get the ideas because mean purpose of the lesson to make students
learn. My mistake was focusing in my class time; I care about finishing
the lesson with the time more than students understanding.
101.
102. What duties / activities did you carry out during the school today?
Critically Reflect: Did you feel that you did a good job?
103. I tried to engage students more with the lesson by including an
interesting activities like doing poster, consumer plate and experiment.
The most interesting one that I feel students enjoy was creating their
consumer plate individually, because they were compete to create and
design the best plate.
104. What was the most interesting science activity or strategy you saw?
Why did you think it was interesting and worth noting/remember?
105. For the decomposers lesson me and MST let students do an
experiment to support their understanding about the lesson. We
prepare for them the materials which include orange, apple, bread,
plate, plastic bag and banana. Students cut this fruit in the plate and
put the plate in the plastic page with some drops of water and keep it
for one day so they observed the result in the next science class. They
were very surprised to see the rot in the apple, banana and bread. My
MST advice students to keep it for more days to see more rot produced
in the other things in the plastic bag. So I thing using same this
activities can help students to understand the lesson more and hard to
forget it.
106.
107. What did you try out? Was it successful? Why/why not? Which TP
competencies do you feel you achieved and which do you think that you
need to focus on next time?
2.
3.

4.
1.
108. In this week I focused in being friendly, very close to

the students and having a different science lesson by adding some fun
to the science. Think that I achieved this goal very well because in this
week my students were taking to me and trying to converse me to go
with them to the trip. That makes me feel happy and satisfied about my
effort that I spent it.
109.
110. What was the most important thing you learnt about students or
teaching science today? Can you think of any way you could better
engage students in any activity you saw today?
111. Students perception about learning science is to have an
interesting lesson with experiments and practical application for what
they are learning. But in real most of the lessons taught by lecturing
which is the traditional way of teaching. So teacher should focus in
students discover and build their knowledge. That achieved by using
the experiments and activities like craft work.
112.
113. Critically Reflect: Identify an aspect of your own behaviour (e.g. time
/ behaviour management) that you feel you could improve upon.
Discuss ways in which you could improve this.
114.
115. I know that teacher should have a good body language while she teaches as that will
help in managing classroom and students behavior. So I should improve my body language
by observing my monitor teacher body language and focus on students reaction to finding
out the useful body language. I should have a discussion with my monitor teacher to select
lessons and start to make a plan for it.
116.
2.
3.

4.
1.
117. Task S6/2 & S6/3

118. Building relationships; Documenting Science syllabus and
resources.
119.
120. Objectives:
121. For student teachers to:
Continue to develop positive working relationships in the classroom with
both the teacher and the students by acting as a TA within the classroom
under the direction of the MST.
122.
If possible acquire copies of the grade-level science syllabus, scheduling

and resources
123.
Begin to document the range of resources, materials,

manipulatives, and equipment used in the school; for specific grade.
124.
125.
You will need:
The Teaching Practice Tasks booklet for Practicum 3b
Table 5: Documenting science materials used in the school
126.
127. Before implementing these tasks:
Discuss the tasks with your MST. (Ask for permission to take photographs)
128.
129. Whilst implementing the Tasks:


130.
131. A
fter completion of the tasks:
132.
1. Clearly label, PDF and store all school documentation in your TP eportfolio.
133.
2. Start to complete Table 5: Documenting science materials used in the
school. PDF and upload it to your TP e-portfolio Email tasks, etc. to
gdesravins@hct.ac.ae using the correct file names/subject lines.
134.
3. Complete your TP Discussion Board on BB Learn and reply to 2
others.
135.
2.
3.

4.
1.
136.
Table 5: Documenting science materials used in
the school
137.
138. Material
140.
142. 145. Wh 147. When/ 150. Be
139. Name, model,
Functio Whe
o uses
How
st
manufacturer, photo
151.Relevant
n
r
it?
often?
(preferably being
to the
148.Every day,
141. Whats
e
How
used)?
curriculu
sometimes
in
it used for?
m,
u
many
class/lab?
usable
s
can
149.
for the
e
use it?
gradelevel,
d 146.Teacher/st
udent age
safety
?
range / IT
143.Cl
as
sr
oo
m/
specialist
152. W
eb
link
to
man
ufac
ture
r/
sup
plie
r
site
144.
lab?
153.
154.
155.
156.
157.
158.
gloves
171. graduated
cylinder
159.
160. It
used as
safety
equipme
nt to
protect
teacher
or
students
hands.
161.
162.
lab
163.
164. Teac
her and
student
s wear
the
gloves
while
they are
doing
an
experim
ent.
165.
166. Most of
the time in
lab.
167. Saf
ety
Equipm
ent
168.
169.
172. It
used to
measur
e the
volume
of the
liquid.
173.
lab
174. Stu
dents
and
teacher
175. To take
the correct
measure,
students
or teacher
must be
observed
by their
eyes level
and read
at the
bottom of
a
meniscus
of the
liquid level
in the
calendar
176. Me
asurin
g tool
177.
2.
3.

170.
4.
1.
178. Thermomet
er
179. Tool
to
measur
e the
tempera
ture
180.
lab
181. Stu
dents
and
teacher
185. Measuring
cup
186. To
measur
e the
volume
of
liquids
187.
lab
188. Stu
dents
and
teacher
182. They
put it in
the liquid
which they
want to
measure
their
temperatu
re and
observe
where the
mercury
stop and
point to.
189. They
put the
liquid in
the cup to
know the
volume by
the look at
the
numbers
on the
cup.
183.
Measurin
g tool
190. Me
asurin
g tool
184.
191.
192.
193.
2.
3.

4.
6.
194. Task S6/4

195. An interview with a Primary School Science
coordinator/Teacher
196.
197. Objectives:
Continue to develop positive working relationships in the classroom with
both the teacher and the students by acting as a TA within the classroom
under the direction of the MST.
199.
Interview the Science coordinator or the person responsible for science

policy, syllabus, and resource management to discuss science provision
within the setting. Additionally try to better understand all of the roles and
responsibilities of science teachers at the school. Record and/or document
the interview See Table 7 for sample questions.
200.
Continue to document the range of materials, manupulatives and
equipment used in the school; for specific grade levels

201.
You will need:
Table 5: Documenting science materials used in the school
Table 7: An interview with a Primary School science coordinator
A digital camera
202.
Discuss each of these tasks with your partner. Decide what each of you will do.
204.

206.
207. After completion of the tasks:

1. Complete Table 7: An interview with a Primary School science
coordinator. PDF and upload it to the TP Tasks section of your TP eportfolio
208.
2. Continue to work on Table 5: Documenting science materials used in
the school. PDF and upload it to your TP e-portfolio. Email tasks, etc. to
209.
others.
210.
7.

8. Year Three, Semester Two / 2016-17 /
9.
10
6.
211. Table 7: An interview with a Primary School science coordinator

212.
213. 214.
215.
216. 218.
222. Yes there is a science coordinator. In

Elementary section, every home room
teacher teacher Math, Science & English.
223. In High School , we have subject
specialists for Physics, Chemistry and
Biology.
224. In middle school, the qualified lab
technician and subject specialists teacher
middle school.
225. The science coordinator overlooks
curriculum design and implementation
from K- 12.
226. Monitors assessment and instructions
within classrooms.
227. Create and implement action plan
228. Identify areas for improvement and set
curricular targets
229. The science coordinator teaches
Biology ( 9 12)
230.
Sample interview questions for the Principal

and/or science coordinator/teacher re: science
provision in the setting.
217.
1
Is there a science coordinator and/or how

many specified science teachers are there in
the school?
219.
What are the duties/responsibilities of the science
teacher/coordinator?
220.
Does she teach any, all students or just specific year
groups?
221.
Obtain a teaching schedule and any schemes of work,
lesson plans, software used etc. from the science
coordinator/teacher.
231. 232.
Who is responsible for science policy and
2
provision within the setting?
Responses from the Principal and/or

science coordinator/teacher re: science
provision in the setting.
234.
Head of Science Department
233. (Can we obtain a copy of the policy?)
235. 236.
3
Online/Blended Learning:
237.
Does the setting have its own website? If so, what is
the URL, who created it and who is responsible for
managing and updating it?
238.
Is there any online/blended learning taking place
related to science? If so, how is this delivered?
239.
What ICT resources are used specifically for teaching
science?
240.
Blended learning has been effectively

implemented from grade 5 7 . Grade 1 4
students access the pearson website within
classrooms.
241.
Grade 6& 7 use E learning as a part of
their science lessons.
242. Tabs have been purchased by students
which are used in class. High speed internet
access has been provided by school to
facilitate blended learning.
243. 244.
What science
248. Our Science labs are a work in progress.
4
equipment/manipulatives/resources can be
Every year the school sets apart a budget and
we acquire equipments on a priority basis.
found the setting? (Is there a list? Differentiate between the
classroom; the science lab and other areas in the setting e.g. library)
245.
Is there a budget for materials?
246.
Who trains teachers and staff in the use the
equipment?
247.
Who manages the equipment and materials?
7.
249.
The suppliers train the teachers and staff
on how to use the equipment
250.
The lab technician is primarily responsible
to maintain the equipment.
251.

9.
11
6.
252. 253. Is/Are there dedicated science labs in this

5
setting?
If yes, how is it used and by whom? How is it
organised? What equipment can be found here?
254.
If no, why not? e.g. lack of funds? No need? Enough
science equipment and expertise in each classroom?
255.
Does the setting feel it has enough specialist science
teachers, technicians and dedicated science rooms?
258. 259.
Which science resources does the setting
6
feel it needs or would like to have to achieve
its vision or better science teaching and
learning?
256.
Yes, We have 2 labs. The physics lab is

open to elementary students. Teachers
organize lab periods with the help of the lab
tech and ensure that students have access to
the labs under controlled settings.
257. The chemistry and biology lab has been
designed to accommodate middle and high
school students only. We have microscopes,
chromatograph, titration equipments,
dissection sets and related instruments etc.
261.
Lab equipments
260.
e.g. Science Kits, books, wifi, manipulatives/models,
digital cameras/camcorders, lab equipment OR soft
materials (consumables- colored paper, glue, popsicle
sticks etc.).
262. 263.
7
What are the safety rules?
264.
Are the safety rules posted in the science setting?
265.
Who developed these and are they
mandatory/enforced?
267. 268.
What safety equipment is available and
8
when is it used commonly?
269.
Is safety equipment available for all students in the
classrooms?
270.
Is equipment cleaned, if so by whom? Who manages
this duty?
274. 275. Planning for learning- how are the science

9
lessons planned for in the setting?
276.
Does the MOE/Zone/KHDA provide unit plans/lesson
plans? (can we obtain a copy of this?)
277.
Are there weekly planning meetings? What is usually
done in the planning meetings?
278.
Who attends the planning meetings?
279.
Does the school have specific goals related to science
(TIMMS scores etc.)?
7.
266.
Yes safety rules are posted in the lab and

cop y of the safety contract has been given to
all students and it has been made sure that
they have read and signed them . The parents
signature is also ensured on the document.
271.
The eye wash, fire extinguisher, fire

blanket, first aid kit
272.
273. Managed by lab technician
280.
281.
HOD approved lesson plans

Weekly planning meetings are conducted
by elementary teachers on a grade level to
discuss labs, assessment and lesson
planning.

9.
12
6.
282. 283. How is learning assessed in the science

10
classroom?
284.
Is there an assessment plan for the semester? What
does it include?
285.
Do teachers collect student data? What data, when,
and what is it used for?
286.
How do students get feedback so that they can make
improvements?
291. 292. What science professional development /

11
training do teachers currently receive or have
recently had?
How frequently and from whom did they /are they
receiving this?
293.
Do they have a document that outlines this PD?
294.
What PD do they think teachers in the setting still

need?
287.
Formative and summative assessments

are conducted regularly.
288.
Teachers collect data and analyze the
data regularly and modify instruction to suit the
needs of the students.
289.
Students get regular feedback based on
their performance.
290. Parent teacher conferences are conducted
every term to give feedback to students.
295.
The publishers of the text books

that are used by the students conduct PD at
the beginning of the year and midyear.
296.
Intel has provided E-learning
training.
297.
Internal PD by Principal, Head of
Teaching and Learning, Head of Department.
298.
Internal PD.
299.
STEAM
300.
7.

9.
13
10. Bachelor of Education, Primary Education (EPR) EPC3903
301. Task S6/5

302. A day in the life of a science coordinator / teacher:
303.
304. Focus: On the many roles of the science coordinator / teacher
within the school:
305.
306. Objectives:
Continue to develop positive working relationships with both the teacher
and the students by acting as a TA within the classroom under the
direction of the MST.
308.
Shadow the science coordinator / teacher and complete Table 8: A Day
in the Life of a Science Coordinator / Teacher which provides an
overview of their duties throughout the day
309.
310.
You will need:
Table 8: A day in the life of a primary school science coordinator
A digital camera
311.
313.

315.

1. Complete Table 8: A day in the life of a primary school science
coordinator. PDF and upload it to your TP e-portfolio. Email tasks, etc.
to gdesravins@hct.ac.ae using the correct file names/subject lines.
317.
others.
318.
11. TP Guide for EPC3903 (EPR) Practicum 3b

13. 14
319. Table 8: A Day in the Life of a UAE Primary School Science

Teacher.
320. e.g.
321. Ti
322. Activity
323. Notes
me
324.
7:
15
329. 7:
208:00
335.
336.
337. Ti
me
340. O
ne
free
hour
343. 8:
30
346.
9:
00
349. 9:
45
352. 10
:10
355.
12
:35
358.
1:
05
361.
2:
30
364.
2:
50
325. Signs in
326.
327.
330. Prepares the
science lab for use
with students
331.
328.
MST arrives and signs in at the office
332. MST arranges the environment to suit

the lesson goals.
333. Collects required materials and
organizes them
334. Etc
338. Activity
339. Notes
341. Teacher have an

breastfeeding hour
342.
344.
Teacher scan her

fingerprint when
she arrived to the
school
347. Teacher check
students practice
their show for the
national day.
350. Prepare the
worksheets and
activity materials
for the students in
the classroom with
the assistant
teacher.
353. She start to
teach the first
science classroom
with 4A
356. Lunch break
345.
359. Teacher has a

two math class with
4B
362. Students leave
and teacher take a
rest
365. Teacher has a
meeting with the
manager
360. The two math class from 1:05 to 2:30

o clock
348. Teacher guide students and make sure

that they are doing well and not
disrupting the other class.
351.
354. Teacher has two science classes from

10:10 to 12:30 o clock.
357.
363.
366.
Teacher leave after the meeting.
367.
13. 15
368.

13. 16
369. Task S6/6

370. Documenting a typical primary school science
lesson
371.
372. Focus: On the many roles of the primary school science
coordinator / teacher within the school:
373.
374. Objectives:
Continue to develop positive working relationships with both the teacher
and the students by acting as a TA within the classroom under the
direction of the MST.
376.
Observe a science lesson and complete Table 9: Documenting a
typical primary school science lesson which provides an overview of
the structure of a science lesson.
377.
378.
You will need:
Table 9: Documenting a typical primary school science lesson
A digital camera
379.
381.

383.

1. Complete Table 9: Documenting a typical primary school science lesson.
PDF and upload it to of your TP e-portfolio. Email tasks, etc. to
385.
2. Complete your TP Discussion Board posts on BB Learn and reply to
2 others.
386.

13. 17
387. Table 9: The Structure of a typical Primary School Science

Lesson.
388.
389. Comme
nt on:
390. What the Science

Teacher does.
391.
(include a photo of
each stage)
392.
393. What the

Students do.
394.
(include a
photo of each
stage)
395.
396.
Comments
397.Document what you found

interesting; any issues that
arose and how they were
resolved; Would you have
taught any part of this lesson
differently?
398.
399.
400.
Greetings
405.
406.
Introducti
on to
LOs/SOs/
revision of
prior learning
407.
411.
Focus on
a specific
content/Key
terms/
process
412.
413.
Methods
of teaching
and
engagement
414.
415.
419.
Explorato
ry Activities
420.
421.
425.
Monitorin
g, supporting
and assessing
learning
426.
427.
431.
Finishing
off Review /
Recap
432.
433.
437.
Goodbyes
and
transitions to
the next
lesson
438.
439.
401.She start by writing the title

and the date after she
welcoming the kids, then she
tell them the objective of the
lesson and some positive
words as (remember you are
the best students).
402.She changes some students
places and asking about the
absent students.
408.Teacher showed students a
picture present the ecosystem
and ask them about what the
ecosystem include. Thats
was to review and check
students understanding about
the previous lesson.
416.Teacher ask them question
and let them think about
some interacting that can
happened between the
nonliving and the living
things. Then she let students
to write examples in the cards
and read it for the other
students.
403.Some students
were complaining
because they dont
want to change
their places.
404.Teacher tells the students that

they are brothers and sisters in
one class so they should be
satisfied and cooperative with
their peers. I think that this
good comment that teacher
give it to the students to
support them work
cooperatively.
409.Students respond
by thinking and
participating
actively.
410.
417.Students enjoy
using the cards
and challenging to
have an excellent
example.
418.
422.Teacher provided some

materials for students to
create their own ecosystem in
groups including the three
basic elements of the
ecosystem.
423.Students enjoy
creating and
working in group
their ecosystem.
424.
428.Teacher let students explain

their own ecosystem for the
other students in the class
and presenting the interacting
that happened in the
ecosystem.
429.Students asking
other groups
questions and give
them comments.
430.
434.Teacher let them open their

books and solve an activity to
check their understanding.
After that, teacher discusses
with the students the
answers.
435.Some students
solve the activity
correctly and
others have some
difficulties.
436.
440.Teacher review the lesson

objective with students and
check if its achieved. She
asked the students if they
have any questions before
they leave the class.
441.Students ask
teacher question
about their
homework.
442.

13. 18
443.

17. 19

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1.

Bachelor of Education, Primary Education (EPR) EPC3903

- Task S6/1 Learning about your school and

Focus on teaching science

work with the Science coordinator/teacher to complete prescribed

complete the School Profile (Table 3),

document important dates (holidays, school events, trips etc.) on the

obtain copies of the termly/weekly / daily class schedules for the

Obtain or create a map highlighting place you will be in the school as

TP Guide for EPC3903 (EPR) Practicum 3b

Bachelor of Education, Primary Education (EPR) EPC3903

Obtain the used Lesson Plan template/format/ or an example from

Photograph evidence for the tasks and portfolio.

TP Guide for EPC3903 (EPR) Practicum 3b

Bachelor of Education, Primary Education (EPR) EPC3903

33. Sultan Al Kabeer R.d, RAK, UAE

Staff Start/finish Time:

54. Student Start/finish Time:

Teacher / student ratio:

Type & range of Science

TP Guide for EPC3903 (EPR) Practicum 3b

Bachelor of Education, Primary Education (EPR) EPC3903

Classrooms & available facilities in

TP Guide for EPC3903 (EPR) Practicum 3b

Bachelor of Education, Primary Education (EPR) EPC3903

Discussion Board Notes- Completed weekly

TP Guide for EPC3903 (EPR) Practicum 3b

Bachelor of Education, Primary Education (EPR) EPC3903

108. In this week I focused in being friendly, very close to

TP Guide for EPC3903 (EPR) Practicum 3b

Bachelor of Education, Primary Education (EPR) EPC3903

117. Task S6/2 & S6/3

If possible acquire copies of the grade-level science syllabus, scheduling

Begin to document the range of resources, materials,

129. Whilst implementing the Tasks:

Photograph evidence for the tasks and portfolio.

TP Guide for EPC3903 (EPR) Practicum 3b

Bachelor of Education, Primary Education (EPR) EPC3903

TP Guide for EPC3903 (EPR) Practicum 3b

Bachelor of Education, Primary Education (EPR) EPC3903

TP Guide for EPC3903 (EPR) Practicum 3b

Bachelor of Education, Primary Education (EPR) EPC3903

194. Task S6/4

Interview the Science coordinator or the person responsible for science

Continue to document the range of materials, manupulatives and

equipment used in the school; for specific grade levels

Photograph evidence for the tasks and portfolio.

207. After completion of the tasks:

TP Guide for EPC3903 (EPR) Practicum 3b

Bachelor of Education, Primary Education (EPR) EPC3903

211. Table 7: An interview with a Primary School science coordinator

222. Yes there is a science coordinator. In

Sample interview questions for the Principal

Is there a science coordinator and/or how

Responses from the Principal and/or

Head of Science Department

233. (Can we obtain a copy of the policy?)

Blended learning has been effectively

TP Guide for EPC3903 (EPR) Practicum 3b

Bachelor of Education, Primary Education (EPR) EPC3903

252. 253. Is/Are there dedicated science labs in this

Yes, We have 2 labs. The physics lab is

What are the safety rules?