BACHELOR OF EDUCATION PROGRAMME

ESBE 6112: SCHOOL-BASED EXPERIENCE

PLACEMENT GUIDE / HANDBOOK

FAIRVIEW INTERNATIONAL COLLEGE SDN BHD

(CAMPUS/CORPORATE OFFICE)
4178, Jalan 1/27D, Section 6,
Wangsa Maju 53300 Kuala Lumpur,
Malaysia

UNIVERSITY COLLEGE FAIRVIEW (CAMPUS)

No. 2 A, Jalan TP 2 , Sime UEP
Industrial Park, 47600 Subang Jaya,
Selangor Darul Ehsan.
T: + 603 - 80237777, F: +603 - 80237888
www .ucf. edu. my

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INTRODUCTION

Aims

The main aim of this course is to prepare UCF students for teacher
professionalism, especially in the areas of classroom management and pedagogy.
During their placement experience, UCF students will have the opportunity:

 To observe and learn from effective models of practice;

 To gain practical competencies in working with children and families;

 To relate the theoretical aspects of their studies to practical work

experience e.g. gain an understanding of the role of play in primary
school education and lower secondary;

 To critically reflect on their placement experience;

 To develop knowledge and understanding of the range of services

available to young children and their families;

 To develop the research skills required to undertake a small

scale research project;

During the placement, UCF students will be expected to complete tasks set by
course tutors. These tasks are designed to enable UCF students to link theory into
practice and it is vital that they have the opportunity to complete them. The tasks
are listed in the course proforma. Students are required (when needed) to seek
information where appropriate from the cooperating teacher/mentor.

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Focus of the placement

This handbook act as a guide for both UCF students and the Placement school
cooperating teacher. More specific details about individual course aims and
assessments can be found in the course proforma that UCF students receive
related to the school based experience. Cooperating teacher may request a copy
from UCF students.

Student Attendance

It is the responsibility of the UCF student to ensure that they attend regularly and
fulfil the hours of attendance required by the placement school.
Should the UCF student is unable to attend placement, the UCF student is
expected to contact

a) sheela.ucf@fairview.edu.my. and/or
b) UCF placement programme tutor by email

If the cooperating teacher does not receive a telephone call or notice in

some way of UCF student absence, please contact
sheela.ucf@fairview.edu.my.

COURSE DESIGN AND STRUCTURE

The structure of the course is designed to ensure that all UCF students gain
knowledge and understanding of key aspects of multi-disciplinary approaches
to working with children and families.
The courses at every semester enable UCF students to follow a line of particular
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interest in relation to children and childhood. Work based placements are part of
the course at each long semester and takes place in the assigned placement
school. Placement experiences are assessed through their experience to enhance
understanding and make links between theory and practice. There is a high quality
and structured approach to these aspects of learning.

Semester 1 Semester 2 Semester 3

School
Year 1 Based School Based Experience
NIL -2
Experience
-1

Year 2 School
School Based Experience
Based NIL -4
Experience
-3

School
Year 3 Based NIL School Based
Experience
-5

Experience
–Internship
& Project

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 DATES TYPE OF PLACEMENT SECTOR ASSESSMENT
100 hours UCF students Early years- Cooperating teacher
in total require Year 4 review/observation
(10-20 opportunities to: and
days).  Observe children's specialist report
self-chosen play and subjects
Semester practice written Attendance
1-50 hours observation skills. Record
 Build confidence
Semester 3 when working with
-50 hours young children
 Apply modern
approaches to
development
100 hours UCF students Year 4-6 Cooperating teacher
in total require and review/observation
(10-20 opportunities to: specialist report
days).  Observe children in a subjects Attendance
range of contexts Record
Semester  Consider health and
1-50 hours safeguarding policies in
theory and
Semester 3 practice
-50 hours

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  Observe inclusion in
practice
 Observe a range of
adult strategies to
engage learners

 Undertake research Teach Cooperating teacher

Semester project with a primary assistant
1 - 50 hours school focus role review/observation
(10-20 days)  Extend developing with report
professional skills teaching Attendance
Semester with young children loads KG-
3- and where Year 6 Record
Internship appropriate, families
with full
teaching

Load

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Placements are 10-20 days each per Semester except Year 3 Semester, where
they will be required to be attached as interns. Where a course directly draws on
the placement experience, UCF students will be required to make links and/or
reflect on the theory-practice continuum. In addition, other courses will draw on
placement experience as part of their delivery to support the development of
reflective practice. At each semester, placement attendance is monitored as a
course requirement with pass/fail. UCF students submit attendance records as per
the semester that also contribute to references when moving on to employment.

ROLES AND RESPONSIBILITIES

Cooperating Teacher (from the collaborating school)

The Cooperating teacher will usually be a member of staff with substantial

contact with and responsibility in relation to the children, their families and other
adults within the school.
The placement cooperating teacher’s role is:

 To ensure the UCF student’s preparation for the placement

is sound and that his/her initial targets are reasonable and
achievable;
 To introduce the UCF student to the placement and ensure that the
UCF student has been briefed about the work he/she is expected to
undertake;
 Ensure that the UCF student has access to policies, procedures,
planning and other documents he/she may need;
 Ensure that the UCF student has a high level of contact time with their
assigned mentors;
 Meet regularly with the UCF student to review student progress, discuss
strengths and weaknesses, and set new targets as appropriate;
 Give the UCF student encouragement and guidance but also alert them
promptly to any serious concern;
 Complete a placement report towards the end of the placement in
discussion with the UCF student. One copy of the report is to be given
to UCF the student;
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The Placement Tutor (from UCF)

The roles of the placement Tutors:

 Arranging or collaborating with UCF students in the arrangement of

placements in the selected collaborative schools.
 Ensuring that placements schools have the documentation they need
in order to effectively support UCF students.
 Monitoring the attendance of UCF student placements.
 Preparing UCF students for their placements and supporting them in
school appropriate placement targets.
 Monitoring each UCF student’s progress towards targets and providing
feedback through tutorials and assessment reports.
 Offering support to UCF students and placement advisers in response to
any issues arising from their placement.

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UCF students

In preparation for and during the placement, the UCF student will:

 Take responsibility for their own learning and development of

workplace competencies.
 Observe and acquaint herself/ himself with the organization and day to day
routines of the placement as well as its codes of practice.
 Develop sound professional relationships with the placement adviser,
assigned mentors and other staff.
 Develop sound professional relationships with children.
 Attend the placement on specified days and negotiate appropriate starting
and finishing times as well as appropriate time to complete set tasks with
the placement adviser e.g. time to undertake observations.
 Undertake placement tasks related to academic study.
 Undertake any independent planning in consultation with the cooperating
teacher at the school or person assigned.
 At the end of each day, ensure familiarity with the planning for the
following day, so that all necessary resources are prepared and
available wherever possible.
 Seek clearance from the placement tutor and/or cooperating to be absent
from any part of the working day.
 Gather evidence of employability, practice and research skills as
appropriate.

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Relevant Placement documentation

(i) Cooperating Teacher/mentor Forms

Complete a placement report in Google form (refer Appendix No.2) towards the
end of the placement, in discussion with the UCF student. Please note that the
report should be completed before the UCF student leaves the placement.

(ii) Cause for Concern Procedure Form

A Cause for Concern form is to be used to advise both the UCF student and the
University if there are difficulties with the placement. It covers areas such as the
professional behavior of UCF students, ability to complete tasks and
communication.

The form should be completed by the cooperating teacher (with the UCF
student) identifying the problem areas and proposed action to remedy the
problems.

The Cause for Concern form is not only for serious problems. It can and should
be used in a variety of contexts. For instance, if cooperating teacher’s feels that
an otherwise good student is experiencing difficulties in one area of his/her
placement he/she can raise this in the Cause for Concern form. This ensures
that UCF students are made aware of a problem area and given an opportunity
to put it right and cooperating teachers should ensure that their comments on
the Cause for Concern form reflect the severity of the difficulty.

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APPENDIX 1

Daily Attendance Sheet (for all the relevant school based experience semesters)

This sheet must be filled on a daily basis to verify attendance (for assessment
purposes) and UCF students must present it before leaving each day). A Google
sheet will be created for this.

Name of Student:
Name of School:
Name of cooperating
teacher:

Date am (arrival) pm (departure) Adviser Signature

APPENDIX 2: Placement Report

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No. of days completed in placement............Signature (cooperating
teacher)……..

PLACEMENT REPORT

 Please comment on the student’s attendance, punctuality and time

management?

 Please comment on the student’s ability to use their initiative and to work flexibly
across a range situations.

 Please comment on the student’s ability to develop positive relationships with

children, families, staff and other professionals.

 Please comment on the student’s ability to recognize that children learn and
develop in different ways and at different rates.

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 Please comment on the students’ ability to recognize the role of the environment
in supporting children’s development and learning.

 Please comment on any other aspects of the student’s progress and development
over their placement (you may wish to refer to their target sheet or mid-point
review). You may also wish to consider their understanding of the importance of
promoting diversity, equality and inclusion.

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APPENDIX 3 Cause for Concern Form

This form can be used at any time should you have any concerns about the
developing competencies of the student. It should be completed with the student .
Give one copy to the student and return a copy to the university.

Name of student :
Date :
Name of cooperating teacher/mentor :

Please identify which sections give case for concern, a brief summary of the
issue and of proposed action, planned and agreed with the student.

Section Summary of weakness Summary of proposed

action
Professional Behavior
e.g;.
Attendance, punctuality,
time management.

Ability to deal with

routine, tasks.

Initiative and ability

to work across a
range of contexts.

Ability to relate and

communicate with
staff and other adults.

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Signed
...............................................................................................
(Cooperating teacher)

Signed
...............................................................................................
(Student)

Placement Discrimination

UCF will ensure that it does not discriminate in any of the arrangements that it
makes with placement providers. When UCF students are on placement and if
you feel that you have been discriminated against because of your protected
characteristic, and you have informed in writing to UCF, then UCF will work with
the work placement provider to try to resolve the issue.

UCF may need to find an alternative placement to ensure you are not
discriminated against.

If you are a disabled student, UCF will also ensure that the placement provider
is aware of the need to make reasonable adjustments for you, where required
and where you have agreed for this to take place.

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When you think you have been unlawfully discriminated against, harassed or
victimized:

1. In the first instance, (contact the placement Tutor to discuss what has
occurred.

2. The placement tutor will work with the work placement provider to try and
resolve the issue.

3. UCF may need to find an alternative placement to ensure you are not
discriminated against.

4. If you are dissatisfied with any of these stages, you may still decide to
make a formal complaint.

5. The registrar will be able to provide advice prior to making a complaint.

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