Postgraduate Education 2018-2019

This course will support you to frame, specify, plan, implement and report an academic or work-related research-based investigation or development. The course is available if you have successfully completed a postgraduate diploma and allows you to complete your Masters degree. Normally your diploma should have included courses which introduced the process and methods of conducting research. The work based project/dissertation course requires sustained independent research and you will receive individual or small group supervision. You will also have the opportunity to engage with workshops and online resources as part of a community of researchers in education and related areas.

This module is offered to all who wish to enhance knowledge and skills in this area in order to advance their professionalism in working with young people. This includes specifically class room teachers, existing principal teachers, faculty heads and senior managers within schools as well as community educationalists, health and social workers.

The module covers aspects of all areas below:

• Guidance and support policies, roles and responsibilities within the context of the ‘National Support Framework’

• Providing quality care and support, partnership set within the support entitlement

• Team working through an integrated multi-agency approach, child protection and inclusion

This course is designed to enable participants to begin to link educational practice, evidence and theory in order to design, deliver and evaluate courses and programmes for both undergraduates and taught postgraduates. It encourages participants to experiment with, and take a critical, scholarly stance on, different approaches to learning, teaching and assessment. Course workshops are designed to facilitate participants’ engagement with pedagogical literature, to challenge current approaches to teaching and to encourage planning for their further professional development in the learning and teaching arena.

This course is for students undertaking postgraduate study which requires a good standard of critical reading and writing skills.

The essential aim of the course is to provide participants with a working knowledge of what is required to appraise journal and other material, and be able to present a reasoned argument based on evidence. By the end of the course you will be able to demonstrate the capability to

• develop a critical understanding of the principal theories and concepts of the topics studied, together with knowledge of major policy issues involved

• analyse critically evidence and arguments to support professional judgments

The course is focussed on social science research and applications in professional / work contexts. Participants make critical connections between policy, theory, research and practice in the context of investigating their own practice. Course coverage includes research philosophy and methodology, research implementation (design, methods, data collection and ethics), data analysis and interpretation, and reflective evaluation. Participants conduct a small scale research activity to enable exploration and evaluation of the application of research in their own context. The course offers a supportive, formative learning experience in preparation for a larger project.

This course provides the opportunity to engage in an extended, context-specific classroom-based (action) research project to enhance the learning of pupils, self and others.  Aligning with aspects of current discourse in education, participants will demonstrate a respect for evidence, in turn evaluating the impact of their project on self/others.  Through an enquiry based approach participants will work with others (in learning communities) to identify and carry forward their professional knowledge in a specialist area of interest with a particular emphasis on pupil learning gains.

This course introduces students to key concepts in educational policy research and key developments in education policy in a global context.  Students will examine the policy process from problem formation through to agenda setting, policy implementation and evaluation.  Students will be able to contextualise their understanding of theoretical ideas and concepts through detailed study of particular examples covering a range of educational contexts from early childhood education to schools, colleges and higher education.

This is the first module in the Into Headship PG certificate Programme. The aim of the course is to enable participants to understand their role as head teachers in applying the principles and practices of strategic leadership to frame and conceptualise educational problems and issues. The course provides opportunities for students to develop and to demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas. It is based upon the model of professional learning which comprises four interdependent components: critical reflection, knowledge building, experiential learning and social learning processes.

This module focuses on the middle levels of leadership.  Formal and informal roles will be explored from a practical and research perspective. The role of the Head Teacher’s in facilitating and building teachers’ capacity to lead will be reviewed. Participants can focus on the concept of leadership, related to the different models of leadership that prevail in schools today with some accent on the impact and delivery of Distributed Leadership. The values and principles of leadership will be reviewed within the context of the participant's own professional context, and by open exchange of ideas with others in the group.

The concept of Inclusive Pedagogy has been developed by studying the practice of primary and secondary classroom teachers who think about learning and teaching in a novel way. This approach acknowledges and responds to difficulties that children may face in their learning in ways that respect the dignity of the child in the community of the classroom. This approach leads to innovative partnerships between classroom teachers and other specialists such as additional support needs (ASN). It offers a framework for thinking about learning and teaching that can support planning and classroom practice.

This module will focus on the role of research and evaluation in counselling and examine how the effectiveness of counselling is assessed and the impact of research and evaluation in the counselling profession. In terms of the development of clinical competence, the supervision groups will continue to look at key clinical themes that are emerging. In terms of personal development, Encounter Groups will be introduced into the process element of the programme.

The theoretical themes of the module will focus on:

 The Research Process

 The role of research in the development of counselling

 Assessment and outcomes measures in counselling

 The Impact of context on the counselling process

 Ethical issues in counselling research

This is a one-year (minimum) programme which is structured into three distinct elements but it is delivered in an integrated format since the learning and experience from each module impacts on the learning in the other two modules. The three modules are:

Each area of study is supported by tutorials and guided study directed by appropriate specialist counsellors. Students are required to prepare for each tutorial by reading a designated article which is used as the key text for that session. The articles for each term are given at the first meeting of the group and the learning aims for each session will build from the assigned reading. Students are encouraged to read other material related to the session theme and bring that

learning into the tutorial discussions. This module emphasises the importance of each student being responsible for their own learning journey and the role of the tutors is to support the learner on that journey. In effect, this means, each person’s thoughts and reactions to the content are valid and to be respected and that there is an expectation that all participants actively engage in discussions and experiential activities.

There are three alternative routes for the student building on the learning which has been covered in the Post-Graduate Diploma:

Option 1 Counselling in a Health-Care setting; working with anxiety and depression

Option 2 Counselling Couples; working with relationships

Option 3 Counselling Children and Young People; working in educational settings

This programme aims to engage learners in taking a critical overview of the Scottish Education system, current policy and curriculum drivers that impact on professional practice of teachers.

This is a one-year (minimum) programme which is structured into three distinct elements but it is delivered in an integrated format since the learning and experience from each module impacts on the learning in the other two modules.

Each area of study is supported by tutorials and guided study directed by appropriate specialist counsellors. Students are required to prepare for each tutorial by reading a designated article which is used as the key text for that session. The articles for each term are given at the first meeting of the group and the learning aims for each session will build from the assigned reading. Students are encouraged to read other material related to the session theme and bring that

learning into the tutorial discussions. This module emphasises the importance of each student being responsible for their own learning journey and the role of the tutors is to support the learner on that journey. In effect, this means, each person’s thoughts and reactions to the content are valid and to be respected and that there is an expectation that all participants actively engage in discussions and experiential activities.

There are three alternative routes for the student building on the learning which has been covered in the Post-Graduate Diploma:

Option 1 Counselling in a Health-Care setting; working with anxiety and depression

Option 2 Counselling Couples; working with relationships

Option 3 Counselling Children and Young People; working in educational settings

Option 2

Counselling Couples; working with relationships

This option will focus on examining at depth key theoretical frameworks for working therapeutically with couples and providing an advanced investigation of evidenced based interventions in the area of family and couple work. It will build on the knowledge base of the Post-Graduate programme by providing a specialist consideration of the theories and their applications in relationship counselling.

The option will integrate humanistic experiential, systemic and attachment theories and will provide a context for an advanced examination of theories in this area. It will encourage students to engage in their own examination of theories particularly examining relationship and theories of attachment.

Learning Objectives

Provide an advanced examination of couple relationships as defined in diverse ways according to social, cultural and religious norms including an historical perspective of how such norms have changed over time

 Provide an expert knowledge-base for students who wish to specialise in working with couples specifically the examination of issues of individual development, attachment and adult relationships

 Provide a detailed, structured framework for therapeutic practice within which students can develop their competence in working with couples

 Provide an in depth examination of relevant ethical issues and legal parameters within which therapeutic work can be done with couples

 Provide an advanced consideration of common relationship issues and current research on best-practice in supporting a couple to deal with such issues

Learning Outcomes

Students will have an advanced understanding of Holmes ‘six domain’s and attachment style and be able to explain to other professionals how this can be applied when working with a couple



 Students will have a critical awareness of the practical and theoretical differences between individual and couples counselling

Students will develop their understanding how to integrate their core counselling model with the Egan model of goal-focussed therapy

Students will have a good understanding of ethical and legal guidelines which apply to working with couples and be able to evidence a practical application of this knowledge

Students will develop a critical understanding of family/relationship issues as they contextualised differently in terms of cultural and social norms for different ethnic, sexual, religious groups

This is a one-year (minimum) programme which is structured into three distinct elements but it is delivered in an integrated format since the learning and experience from each module impacts on the learning in the other two modules.

Each area of study is supported by tutorials and guided study directed by appropriate specialist counsellors. Students are required to prepare for each tutorial by reading a designated article which is used as the key text for that session. The articles for each term are given at the first meeting of the group and the learning aims for each session will build from the assigned reading. Students are encouraged to read other material related to the session theme and bring that

learning into the tutorial discussions. This module emphasises the importance of each student being responsible for their own learning journey and the role of the tutors is to support the learner on that journey. In effect, this means, each person’s thoughts and reactions to the content are valid and to be respected and that there is an expectation that all participants actively engage in discussions and experiential activities.

There are three alternative routes for the student building on the learning which has been covered in the Post-Graduate Diploma:

Option 1 Counselling in a Health-Care setting; working with anxiety and depression

Option 2 Counselling Couples; working with relationships

Option 3 Counselling Children and Young People; working in educational settings

 

Option 3 Counselling Children and Young People; working in educational settings

This option will focus on examining at depth key theoretical frameworks for working therapeutically with young people and children and it will provide an advanced investigation of evidenced based interventions in the area of family and couple work. It will build on the knowledge base of the Post-Graduate programme by providing a specialist consideration of the theories and their appropriateness in working with young people and children.

The option will examine the development from child to adolescent to adult, looking at physiological, emotional, behavioural and mental development. It will consider the signs and symptoms of when mental health and/or wellbeing are adversely affected. It will investigate how counselling supports the young person to develop their own resilience when dealing with difficulties and adversity

Learning Objectives



Provide a reliable knowledge-base of human growth and development for students who wish to specialise in working with young people

 Provide a theoretical framework which is supported by research within which students can develop their therapeutic practice with young people

Provide a context of investigation and learning about the ethical and legal issues which are relevant to working with children and young people

 Provide an in-depth examination of current and critical themes relevant to the lives of children and young people with an examination of how to work therapeutically in these

Learning Outcomes



Students will develop their knowledge and understanding of mental health problems in children, adolescents and young adults

 Students will have an advanced understanding of formal systems and processes for psychological assessment and measures of resilience and wellbeing in children

 Students will have an informed awareness of research concerning critical wellbeing themes of self-harm and suicidal ideation and evidence of best-practice interventions of support

 Students will have an in depth knowledge of sexuality, sexual development, sexual identity and social influences impacting on children and young people as they transition into adulthood

 Students will have an advanced knowledge of the relevance of attachment theory, systems theories and family dynamics as critical influences in human growth and development

 Students will have a good understanding of different areas of learning difficulties and ways in which therapeutic interventions can be introduced to support individuals who have learning difficulties

 Students will have knowledge of the legal issues which protect and support children and the professional guidance which applies in working with children and young people

 Students will gain an advanced understanding of various therapeutic frameworks and processes for working therapeutically with children and young people

Clinical Competence and Theoretical Understanding

Audio-recording of a session and case presentation of the recorded session

Students are required to produce a transcript of a recorded interaction with a client during a therapy session. They must provide a detailed analysis of this transcript demonstrating insight and understanding of the application of the learning from this module

Portfolio of evidence of satisfactory progress comprising:

Counselling Record including a log of counselling and supervision hours

Completion of 50 hours of counselling

The Supervision Report - confirming fitness to practice

Submitted at end of semester two

The School of Education has existing experience of successful collaborations in marketing and recruitment through the DLITE Primary and Secondary (PGDE) programmes.  Previous marketing has included joint marketing open evenings; sharing of flyers which the Local Authorities have distributed and feedback from Local Authority based events to support interested applicants.    The University has already created calendar statements which can be released at any time onto the School website for interested applicants.  In some Local Authorities potential participants are already known for consideration.  Further in discussion with GTCS, it is intended that a redirection will be possible from the GTCS website for suitable candidates to the University of Aberdeen.  This is also currently advertised on the GTCS website.

This module provides opportunities for participants to investigate current theories and research in school-improvement,  and further explore  those theories in relation to practices in their own school/work environment, along with the principles and practices of self-evaluation that inform them.  A seminar format will be followed providing participants the opportunity to contribute to discussion and actively input ideas relating to ways and means of initiating and leading school improvement. Participants will meet regularly in a virtual, online learning environment which facilitates discussion and inter-action with others. Many of the principals and practices of school improvement are transferable to other organizations.

ED505A Mindfulness is the first course in the MSc in Studies in Mindfulness. The course introduces the three elements of the Programme: mindfulness practice, the study of mindfulness (and associated concepts) and the relevance of mindfulness to a self-selected professional, work or voluntary context. An introduction to developing a sustained, formal mindfulness practice, based upon a unique approach, is encompassed within the course. Within the course there are two residential weekends of teaching, study and practice.   

The course is assessed through the submission and assessment of a written assignment (6000-8000 words).

Many registered teachers throughout Scotland have undertaken courses in mindfulness, and are practicing and teaching mindfulness. Practicing mindfulness can have a positive impact, personally and professionally, this can be evident in subtle, implicit enhancements to professional practice. Furthermore, some teachers are explicitly teaching mindfulness to children and young people and/or introducing mindfulness practice to colleagues.

As mindfulness increasingly features in the curriculum and in approaches to learning and teaching and as mindfulness initiatives are developed to promote health and well-being at school and work, the programme will allow teachers to gain GTC(S) Professional Recognition in mindfulness as an area of expertise.

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 (6000-8000 words). 

This module will form participants' first engagement with the 'In Headship' programme and be undertaken for the duration of the full programme.  During this module participants will engage critically and reflect on their transition to headship as they pursue equity and excellence through building capacity in self and others.

The unit will consist of an initial intensive study one night residential for the national cohort which includes a series of online critically reflective tasks pre-and post this event which draw on academic reading and experiences in practice). 

This module will provide focused challenge, requiring new head teachers to undertake a situational analysis and write action plans specifying what they want to achieve in their new post with an emphasis on strategic planning for school improvement drawing upon a range of academic literature and research evidence.

The mode of delivery for this module will be a blended model of face-to-face sessions complemented by online components.

There will be a focus on evaluative writing linked to strategic reporting which will be reflected in the formative and summative assessment tasks.

This module examines the concept of change as it relates to the development of inclusive curricula, and considers the influences and assumptions that shape the curriculum. It is designed to develop an understanding of the inter-relationships amongst various organisational systems, and to examine the professional and personal activities that take place within these interconnected systems.

Focus Courses: ED50BQ Literacy Difficulties and Dyslexia OR ED50BP An Introduction to Autism and Its Implications for Classroom Practice 15 SM Points each

The focus element of this combined 30 credit module examines either literacy difficulties or autism in detail. Participants have the opportunity to explore in their practice how they might facilitate the enhanced participation of pupils facing these potential challenges in their learning.

This course considers in detail effective practice in collaboration, and examines systems and organisational issues, as well as the development of personal skills. It also considers in particular the potential impact of collaboration on the learner.  

The new principal teacher of pastoral care/pupil support (targeted support) is expected not only to manage cross curricular PSD provision but also all aspects
of whole school support (universal support) and those staff who deliver such support.

The module covers aspects of all areas below:

• The management role of promoted pastoral support staff

• The management of change set within the context of ‘Curriculum for Excellence’

• Leadership styles, team building activities

• Conflict resolution, solution-focused approaches, managing staff, time and projects

• Integrated approaches to targeted, universal and pupil support, inclusion and inter-professional working

This course aims to:

• enhance and extend professional practice in the teaching of subject/stage through the medium of Gaelic

• familiarise students with the support structures available in Gaelic education

• provide the advanced knowledge, understanding and skills required to deliver subject/stage in Gaelic medium

• develop the relevant Gaelic language skills so that participants are able to teach through the medium of Gaelic and respond to the needs of the pupils they teach

• provide knowledge and understanding of the range of theoretical perspectives relating to immersion and bilingual teaching and the promotion of Gaelic Medium Education

The dissertation forms the final part of the Master of Research degree. This course aims to support participants as they frame, specify, plan, carry out and report on a research-based investigation.   For students who plan to complete their studies with the MRes, the dissertation will report on a completed piece of independent and original research.  Other students, with prior agreement from the Director of Postgraduate Research Degrees, who plan to proceed to doctoral studies, may use their MRes dissertation as part of the preparation for subsequent PhD study.

This course covers a range of conceptual issues fundamental to an understanding of autism in inclusive contexts. Participants will therefore develop a critical knowledge and understanding of policy, literature and research relating to the diagnostic criteria for autism, the key theories of autism, the main strategies used to support learners and the key themes and issues in the field. This will be linked to a critical knowledge and understanding of policy, literature and research on inclusion and issues around its meaning and enactment. The role of interprofessional collaboration and learner participation in facilitating inclusion is emphasised across the course.

This course emphasises the role of the lecturer in enabling successful learning for all learners. This course encourages you to critically reflect on your understanding of your learners and yourself as a learner.  You will be encouraged to deepen your insight of the needs and characteristics of your learners, underpinned by appropriate theoretical ideas which address factors that impact on being successful learners. The course brings together ideas of reflective practice, effective facilitation of learning and the development of skills for learning. It will support you to become flexible, reflective, innovative, creative and committed to professional development. 

This final core course in the MSc EPP provides opportunities to review and consolidate the skills, knowledge, values and practices developed across the earlier part of the programme as well as other aspects of ongoing professional learning. The course will focus on critical self reflection and act as a mechanism to provide a synopsis and synthesis, within participants’ current work based context, of key new learning, enhanced ways of collaborative/cooperative working; enquiry/research techniques planned/implemented, action research project findings and impact; and enhanced professional practice arising from experiences across the programme.

This fully on-line course examines the current debates and research on leadership, particularly as these apply to not-for-profit organizations, such as education, nursing and other services which provide for the well-being of young people and those in need of care. 

The Exploring Leadership course will give participants the opportunity to engage in learning and discussion with others interested in exploring current ideas about leadership in professional settings and other factors impacting on organizational effectiveness.

Theoretical models and explanatory frameworks will be examined, not just as academic exercises, but in the expectation that they can illuminate practical circumstances in professional settings.

This course aims to enable students to develop the personal qualities and professional skills necessary for competent and reflective practitioners within a person centred framework. Self-awareness, counselling theory, practice and research are integrated to a level that enables course members to engage with therapeutic processes in a range of counselling relationships. Although the counselling programme is structured on a modular basis it is conceptualised as a comprehensive experience. The programme has four strands: Counselling Relationship and Therapeutic Process; Counselling Theory and Research; Personal Development; Professional Development. This course constitutes the 1st module of the counselling programme.

This course aims to enable students to develop the personal qualities and professional skills necessary for competent and reflective practitioners within a person centred framework.  Self-awareness, counselling theory, practice and research are integrated to a level that enables course members to engage with therapeutic processes in a range of counselling relationships. Although the counselling programme is structured on a modular basis it is conceptualised as a comprehensive experience. The programme has four strands: Counselling Relationship and Therapeutic Process; Counselling Theory and Research; Personal Development; Professional Development. This course constitutes the 3rd module of the counselling programme.

This course will allow students to engage with the theory and practice of working with children in a range of settings, 0-3, 3-5 and 508, but with a particular focus on the role of the teacher in the setting in which they work.  Students will explore a number of contemporary educational issues and approaches in Early Years Education.  Course content will support the Early Years Framework (2008) through the development of specialist Early Years provision which will help to build the resilience of children, improve the capacity of parents and contribute towards developing supportive communities.

The course provides students with the opportunity to explore contemporary theories of language development and engage with the role of the practitioner in supporting the development of language and literacy across the age ranges 0-3, 3-5 and 5-8, but with a particular focus on the age range of the setting in which they are employed. The course will further build on core aspects of early years education previously studied in units ED50P7 and ED50P8.

This course will support you to frame, specify, plan, implement and report an academic or work-related research-based investigation or development. The course is available if you have successfully completed a postgraduate diploma and allows you to complete your Masters degree. Normally your diploma should have included courses which introduced the process and methods of conducting research. The work based project/dissertation course requires sustained independent research and you will receive individual or small group supervision. You will also have the opportunity to engage with workshops and online resources as part of a community of researchers in education and related areas.

The concept of Inclusive Pedagogy has been developed by studying the practice of primary and secondary classroom teachers who think about learning and teaching in a novel way. This approach acknowledges and responds to difficulties that children may face in their learning in ways that respect the dignity of the child in the community of the classroom. This approach leads to innovative partnerships between classroom teachers and other specialists such as additional support needs (ASN). It offers a framework for thinking about learning and teaching that can support planning and classroom practice.

This module will consider social, cultural, ethnic, gender, economic and spiritual influences on the development of the individual and the impact of personal bias, prejudice and stereotypes on the counsellor and the provision of counselling. It will also consider power and authority dynamics in the therapeutic process and the clinical challenges which are characteristic of working with particular client issues and client groups. Students will be working towards completing 150 hours of clinical work and submitting recording sessions for review by their group supervisor. In terms of the processing element of the programme, students will begin and complete their self-assessment statement.

The theoretical themes of the module will focus on:

 Working with different ‘client groups’

 Different theoretical approaches (CBT Formulation, Psychodynamic Processes)

 Integrating new developments in the Person-Centred approach

 New developments in the Person-Centred approach

This on-line course offers the opportunity for teachers and others in alternative professional settings to attain the skills and understandings required to conduct action-based research within their own professional contexts. Participants will identify a research topic and prepare a proposal, supported by a line-manager, which will then form the basis of the course. A number of virtual face-to-face sessions will be conducted at intervals throughout the module giving participants the opportunity to interact with other members in whole group and small group settings. Assessment will include a poster presentation and a 5,000 word submission in a journal article format.

This course is designed to expand participants’ sense of their wider learning and teaching activities through examining critical issues that are facing higher education currently. The course explores the wider corporate, political and social contexts in which higher education operates, introducing participants to some of the latest research and thinking on learning and teaching. An underpinning principle of the course is to develop participants’ ability to formulate pedagogic enquiry to evaluate learning and teaching activities, and lay foundations for participation in education research. This course is aligned with the UK Professional Standards Framework for Learning & Teaching in H.E.

This course will focus on the theoretical and professional issues relating to learning and museums, including informal and formal learning, professional identity, regulatory and curriculum contexts, relationships between community and professional providers and social inclusion. Alongside seminars, normally held in the University’s museums, tutor-directed activities will include visits and observation of learning activities in local museums and similar organisations.

The course is intended to enable participants to reflect on current provision and practice in relation to learning in museums through critical consideration of current constructions and understandings of the ways in which museums are sites of learning for visitors.

This course provides the opportunity to engage in an extended, context-specific classroom-based (action) research project to enhance the learning of pupils, self and others. Aligning with aspects of current discourse in education, participants will demonstrate a respect for evidence, in turn evaluating the impact of their project on self/others. Through an enquiry based approach participants will work with others (in learning communities) to identify and carry forward their professional knowledge in a specialist area of interest with a particular emphasis on pupil learning gains.

This course is for students undertaking postgraduate study which requires a good standard of critical reading and writing skills.

The essential aim of the course is to provide participants with a working knowledge of what is required to appraise journal and other material, and be able to present a reasoned argument based on evidence. By the end of the course you will be able to demonstrate the capability to

• develop a critical understanding of the principal theories and concepts of the topics studied, together with knowledge of major policy issues involved

• analyse critically evidence and arguments to support professional judgments

The course is focussed on social science research and applications in professional / work contexts. Participants make critical connections between policy, theory, research and practice in the context of investigating their own practice. Course coverage includes research philosophy and methodology, research implementation (design, methods, data collection and ethics), data analysis and interpretation, and reflective evaluation. Participants conduct a small scale research activity to enable exploration and evaluation of the application of research in their own context. The course offers a supportive, formative learning experience in preparation for a larger project.

This course gives an overview of research proposal writing and sharing of research findings. Students will examine different characteristics of academic writing, academic reports and presentations. Critical review and analysis of examples of academic writing is undertaken to identify the structure and organisation of research proposal, academic papers, reports and presentations. The course aims to broaden understanding of empirical research, dissemination principles and processes by applying a critical analytical approach; and to develop the academic conventions associated with empirical or desk-based research. 

The course provides students with an opportunity to develop a specific understanding of issues in the design and implementation of research, and the analysis and interpretation of research, within a social/educational context.  A variety of methodological orientations are studied: mixed methods analysis; narrative enquiry; phenomenology, advanced quantitative research design and multivariate analysis.  It aims to provide the knowledge, skills and understanding required for the dissertation stage of the programme

Personal and social development linked to health and wellbeing is increasingly recognised as central to an effective education in which the potential of the whole individual is developed.

Curriculum for Excellence and Health and Wellbeing E&O’s emphasize the importance of planned approaches. This module is therefore designed to increase competence in identifying and meeting the developing needs of young people through effective planning.

The module covers aspects below:

• planning, development and delivery of inter-disciplinary programmes of PSHE including assessment, evaluation and improvement planning
• learner-centred approaches and the importance of a supportive climate

This is the second module in the recently developed, SCEL initiated Into Headship PG certificate programme. The aim of this course is to enable participants to gain the knowledge and understanding needed to manage a collaborative change process with members of the wider school community. The module will also map sets of strategies to address the educational issue identified in Module 1 of the PG Certificate.

This programme aims to engage learners in taking a critical overview of their own practice, taking account of the requirements of the Scottish Education system, current policy and curriculum drivers that impact on professional practice of teachers.

ED555B Compassion is the second course in the MSc in Studies in Mindfulness. The key study theme is the role and importance of compassion within mindfulness. ED505B Compassion is unique not only in prioritising the study of compassion but also in developing compassion within mindfulness practice. Specific topics include evolutionary psychology, our compassionate nature and ‘the undercurrent and the observer’.

This course provides the opportunity for students to critically investigate and improve aspects of their professional practice through enquiry. The course essentially explores the notion of the practitioner researcher within the policy – theory – research – practice landscape. The development of knowledge and understanding of the research process, and the evidence-based design, implementation and analysis of an investigation exploring an important context-specific aspect of each student’s professional practice, are key elements of the course. On-line tutor-led group sessions are used at key points to provide formative support for student learning.

Participants continue to develop their identities as school leaders through critical self-reflection and building capacity in self and others by addressing a key strategic issue (identified in Module 2a).

The mode of delivery for this module will be a blended model of face-to-face sessions complemented by online components.

Increasingly carers, teachers and lecturers are expected to take responsibility for aspects of curriculum and careers guidance and the preparation of their youngsters for lifelong learning, education for work and enterprise.

This module would benefit all education staff, community and health workers whose daily work impinges on such areas.

The module covers aspects of all areas below:

• Gaining knowledge, competence and confidence to give curricular and vocational advice
• Team approaches to planning and experiential delivery of careers education
• Supporting development towards skills for life and work within a philosophy of enterprise

This course aims to:

• provide a critical appreciation of how the key concepts of language understanding and development are integrated into subject/stage teaching and how they impact on each other
• give participants opportunities to understand and review critically pedagogies used to deliver their stage/subject through Gaelic medium
• examine theories of learning in the context of Gaelic medium and to engage the participants in an interrogation of how the Gaelic language is used in the classroom to teach the subject/stage and how children use the Gaelic language

• examine policy initiatives and their relationship with Gaelic Medium education

This course explores the links between the diagnostic criteria for autism (difficulties with social communication, social interaction, flexibility of thought & sensory integration) and behaviour. We critically explore positive, evidence-based approaches to identifying solutions. We also critically examine the links between the national strategy for autism, theory and practice and the meaning of the notion of the ‘autism friendly workplace’. Students are introduced to strategies for reflecting critically upon workplace provision via structured auditing and action planning for change.

This course encourages you to consider and embrace issues of innovation and change that arise from external and internal influences on the FE sector.  It provides an opportunity for you to develop innovative, professional ideas and practice, interlinking theoretical aspects with practice and considering future professional contexts.  The course offers an opportunity to reflect on the wider professional role and context, and the different influencing factors that impact on these, taking into consideration legislative, political, economic, social and technical changes, to help you develop resilience as a practitioner in a continually changing educational landscape.

This course provides opportunities to explore, compare, contrast and critically assess a number of educational theories and approaches to learning and teaching and their relevance and application to their own practice settings. Participants will discuss and review critically issues arising from the application of theory to practice; evaluate the relevance and importance of theories in different practice settings; undertake a negotiated, comparative study of three theories or approaches of individual interest; design (in collaboration with others), carry forward, evaluate and report on a teaching intervention to apply/test an aspect of theory or an approach in their own workplace setting.

This fully on-line course examines the current debates and research on leadership, particularly as these apply to not-for-profit organizations, such as education, nursing and other services which provide for the well-being of young people and those in need of care.

Participants will review and critically appraise current conceptual understandings of change, gain an understanding of change management, and evaluate change processes in their own school/organisational setting. Implementing and managing change has become an on-going leadership task; coping with the complexity, ambiguity and stress which change can generate is seen as a key leadership skill. It is widely accepted that leaders and managers will succeed more often if they have the necessary knowledge of how to view, cope with, initiate and sustain change. This course is designed to increase the understanding of participants who are involved in leading to enhance performance.

This course aims to enable students to develop the personal qualities and professional skills necessary for competent and reflective practitioners within a person centred framework. Self-awareness, counselling theory, practice and research are integrated to a level that enables course members to engage with therapeutic processes in a range of counselling relationships. Although the counselling programme is structured on a modular basis it is conceptualised as a comprehensive experience. The programme has four strands: Counselling Relationship and Therapeutic Process; Counselling Theory and Research; Personal Development; Professional Development. This course constitutes the 2nd module of the counselling programme.

This course aims to enable students to develop the personal qualities and professional skills necessary for competent and reflective practitioners within a person centred framework. Self-awareness, counselling theory, practice and research are integrated to a level that enables course members to engage with therapeutic processes in a range of counselling relationships. Although the counselling programme is structured on a modular basis it is conceptualised as a comprehensive experience. The programme has four strands: Counselling Relationship and Therapeutic Process; Counselling Theory and Research; Personal Development; Professional Development. This course constitutes the 4th module of the counselling programme.

This course will  allow students to engage with the theory and practice of the role of the teacher in the setting in which they work, but with a particular focus on the other two settings in age range (0-3, 3-5, 5-8) in which they are not normally employed. This course is designed to follow on from and compliment ED50P7. Course content will support the Early Years Framework (2008) through the development of specialist Early Years provision which will help to build the resilience of children, improve the capacity of parents and contribute towards developing supportive communities.

This course will support you to frame, specify, plan, implement and report an academic or work-related research-based investigation or development. The course is available if you have successfully completed a postgraduate diploma and allows you to complete your Masters degree. Normally your diploma should have included courses which introduced the process and methods of conducting research. The work based project/dissertation course requires sustained independent research and you will receive individual or small group supervision. You will also have the opportunity to engage with workshops and online resources as part of a community of researchers in education and related areas.