Online Education 2024-2025

The course is part of the BA Childhood Practice and can only be taken by students having access to an Early Years setting where migrant children are being educated.

The course focuses on challenges migrant children and their families face – a small research project on preparing a case study with one of the migrant children in the student’s setting is integral to the course.

This course has been developed as part of the EU ERASMUS+ project KINDINMI, the University of Aberdeen participated in.

The course is part of the BA Childhood Practice and can only be taken by students having access to an Early Years setting where migrant children are being educated.

The course focuses on challenges migrant children and their families face – a small research project on preparing a case study with one of the migrant children in the student’s setting is integral to the course.

This course has been developed as part of the EU ERASMUS+ project KINDINMI, the University of Aberdeen participated in.

This course provides a range of learning contexts, delivered both through on-campus and online learning, to acquire knowledge and understanding of current issues in Scottish Education relevant to Early/First level.

Students will engage with educational theory, policy and literature in order to further underpin the development of professional practice.

This course will support students to develop the skills required to engage with practitioner research and enquiry. 

This course provides a range of learning opportunities, delivered both through on-campus and online learning, where students will engage with inter-disciplinary contexts for learning across the curriculum, including opportunities to explore diversity, global citizenship and sustainability.

Students will develop a broad knowledge and understanding of the nature of the curriculum in the early years, including subject specific content and skills, including the importance of play and active learning. Approaches to planning for learning, teaching and assessment will be explored through core curricular areas.

This course provides a range of learning opportunities, delivered both through on-campus and online learning, where students will engage with contexts for learning across the curriculum in the Upper Stages of Primary School.

Students will develop a broad knowledge and understanding of the nature of curriculum, including subject specific content and skills. Approaches to planning for learning, teaching and assessment will be explored through core curricular areas, highlighting the importance of Literacy, Numeracy and Health and Wellbeing.

 As part of the PGDE (Primary) programme, this professional placement provides further opportunity for students to apply and develop their knowledge of issues in Scottish Education and pedagogical theory. Students will develop the skills to support them as a critically responsive practitioner as they transition into their induction year.

As part of the PGDE (Primary) programme, this professional placement provides an opportunity for students to apply their knowledge of issues in Scottish Education and pedagogical theory in a practical context within Upper Stages of Primary School.

This course follows the same teaching approach as the first two courses. Its distinctive feature is understanding how and why we get caught up in habitual patterns of thinking and behaviour. Mindfulness and Compassion provide the foundation for clear seeing into the hidden mechanisms that give rise to conditioned reactions; and seeing how these have their roots in the subliminal level of mental activity. Practice is developed through Insight meditation and reflection. The module also draws on insights from evolutionary psychology, neuroscience and Buddhism.

The course is assessed by a written assignment (6000 words). 

During this online course, models of participation are examined in order to develop a clear understanding of the processes, skills and attitudes that underpin effective participatory practice. The key issues of literacy and literacy difficulties are then considered to provide a framework for understanding the perspectives of the learner and the importance of a collaborative approach with all.  This course is designed to support critical reflection; facilitate professional development; inform and transform practice; and enhance children’s experiences and learning.

This course aims to enable participants to reflect critically on their own professional, participative practice and to consider a range of influences and perspectives in the field of literacy difficulties.  In particular, it will include a critical consideration of the following:

• the principles underpinning effective participative practice;
• models of participation;
• the distinction between ‘deep’ and ‘functional’ collaboration;
• the role of underlying values and attitudes in the genesis of participative practice;
• the impact of power relations, and institutional factors on participation and learning;
• strategies for enabling participation;
• pupil and parent perspectives on learning and participation
• interprofessional working, learning and participation
• different theoretical perspectives on literacy difficulties, including historical developments
• perspectives, needs and rights of pupils and parents
• importance of emotions in learning
• strategies for making the curriculum more accessible
• the wider implications of literacy difficulties within an inclusive and collaborative educational framework

This online course is designed to enable participants to link educational practice, evidence, and theory to design, deliver and evaluate courses for undergraduate and taught postgraduate students. It encourages participants to take a critical, scholarly stance on different approaches to learning, teaching and assessment. Sessions are designed to facilitate participants’ engagement with pedagogical literature and support their professional development in teaching and/or learning support.

This stand-alone course is to be offered as CPD to both primary and secondary teachers and covers key fundamental principles and underpinning theory to equip you to safely and effectively implement mindfulness in your classroom.  Reviewing best practise in areas such as ethics, safeguarding and dealing with adverse and religious affects, along with the underpinning purpose, science and impacts of a range of common practises you can build an informed mindfulness strategy and a mindful teacher presence for your classroom.  

This stand-alone course is to be offered as CPD to both primary and secondary teachers and covers key fundamental principles and underpinning theory to equip you to safely and effectively implement mindfulness in your classroom.  Reviewing best practise in areas such as ethics, safeguarding and dealing with adverse and religious affects, along with the underpinning purpose, science and impacts of a range of common practises you can build an informed mindfulness strategy and a mindful teacher presence for your classroom.  

This module is offered to all who wish to enhance their knowledge and skills in trauma-informed educational practices. This includes specifically classroom teachers, existing principal teachers, guidance teachers, faculty heads and senior managers within schools as well as community educationalists.

The module covers aspects of all areas below:

• Trauma-informed educational policies from Scottish, UK and international perspectives
• Developing a trauma-informed ethos and leadership
• Trauma-informed pedagogies
• Trauma-informed curricula

The online course, Activities, Knowledge, and Values is designed to expand participants’ sense of contemporary issues and challenges in higher education. It addresses eight topical themes, which are delivered as synchronous interactive sessions in this core course for the PGCert in Higher Education Teaching & Learning programme. The course also includes an authentication of teaching practice activity, which builds upon the peer observation of teaching in the first PGCert course.

The second compulsory taught course on the PG Cert, ‘Activities, Knowledge & Values’ will address 5 themes (each delivered in a two-week block), which will be delivered as 5 synchronous interactive seminars (90 minutes). There will be fortnightly, asynchronous discussion-board activities, short video recordings, and topical readings. Overall, this course will balance theory with reflective practice in learning and teaching in higher education.