Undergraduate Education 2014-2015

This course aims to develop a deeper, more relationship understanding of your own mathematics as an interconnected body of ideas through four main themes: developing connections, valuing and appreciating diversity, developing mathematical talk and developing flexibility.  The interest is in '...not just what we know but how we know it, how we are aware of it, how we use it and how we exemplify it' (Watson & Barton, 2012: 67).  This focus on what 'doing mathematics' might look like will encourage you to challenge assumptions, beliefs and values about learning mathematics as an interpersonal constructive activity.

This course is designed for students registered on the BA Childhood Practice degree.  The aim of the course is to promote and encourage the use of workplace based activities as the basis for academic study.  This course is designed to meet the continuing professional development of individuals involved with working with children and students must be employed in a relevant educational setting for a minimum of 12.5 hours per week.

This is a required element of the BA Childhood Practice in order to incorporate previous learning and experience 

This course is designed for students registered on the BA Childhood Practice degree.  The aim of the course is to promote and encourage the use of workplace based activities as the basis for academic study.  This course is designed to meet the continuing professional development of individuals involved with working with children and students must be employed in a relevant educational setting for a minimum of 12.5 hours per week.

This is a required element of the BA Childhood Practice in order to incorporate previous learning and experience 

This course is designed for students registered on the BA Childhood Practice degree.  The aim of the course is to promote and encourage the use of workplace based activities as the basis for academic study.  This course is designed to meet the continuing professional development of individuals involved with working with children and students must be employed in a relevant educational setting for a minimum of 12.5 hours per week.

This is a required element of the BA Childhood Practice in order to incorporate previous learning and experience 

This course is designed for students registered on the BA Childhood Practice degree.  The aim of the course is to promote and encourage the use of workplace based activities as the basis for academic study.  This course is designed to meet the continuing professional development of individuals involved with working with children and students must be employed in a relevant educational setting for a minimum of 12.5 hours per week.

This is a required element of the BA Childhood Practice in order to incorporate previous learning and experience 

This course is designed to explore what it is to be human and why an understanding of this is important in helping understand the world in which children live and grow up. It provides a range of perspectives outwith education including Archaeology, Genetics, Anthropology and Religious Studies.  Students will consider where and when humans first came into being and the balance between our biology and environment in terms of defining who we are;  the creation of our identity as people and how children learn to negotiate this as part of their every day being.

This course is designed for students registered on the BA Childhood Practice degree with a focus on effective learning and academic writing.  The aim of the course is to promote and encourage the use of workplace based activities as the basis for academic study.  This course is designed to meet the continuing professional development of individuals involved with working with children and students must be employed in a relevant educational setting for a minimum of 12.5 hours per week.

This course is designed for students registered on the BA Childhood Practice degree with a focus on different learning environments for the child.  The aim of the course is to promote and encourage the use of workplace based activities as the basis for academic study.  This course is designed to meet the continuing professional development of individuals involved with working with children and students must be employed in a relevant educational setting for a minimum of 12.5 hours per week. 

This course covers a wide range of environmental topics and allows students to explore themes of specific interest.  Environmental awareness is not new; it was a strong feature of early, indigenous cultures.  The course explores how the environment links to spirituality, and how human beings have impacted on it socially, physically and culturally over time. 

 

Learning is critical both for the development of skills and understanding, but also, and perhaps more importantly, it has the potential to shape both who we are and what we do. In this course, students will be encouraged to reflect upon, and actively manage their own learning through engagement with a number of education theories: metacognition; emotional intelligence; multiple intelligences; experiential learning; self-efficacy; constructivism and social constructivism. Personal beliefs and understanding are explored and challenged through various experiences.

 

This course offers significant experiential learning outdoors in natural and urban environments, mainly around the campus. The course is designed to bridge theory and practice relating to students own personal engagement with outdoor environments. It covers sensory awareness, disciplinary, ecological and creative perspectives. Students are expected to engage in on-line discussion fora as well as the out of doors experiential activities.

This course is designed to prepare students for the workplace by developing general employability skills.  Students undertake a placement in either a formal work setting or in the voluntary sector as part of the practical learning experience.

This course is designed to explore the tensions between ideas of free will and determinism. In other words, are human beings free or are our actions the result of a complex range of determining factors including our genes, upbringing and conditioning?  How we answer this question has many implications for ideas of praise, blame and morality both in a classroom setting and in our wider lives. Concepts of personhood and agency are explored through investigating ideas from Philosophy, Anthropology, Genetics, Psychology, Law, Sociology and Education. 

This course is organised around a series of workshops addressing key issues in science and society. Students will reflect on their own ideas of science and progress to understand how scientific ideas have changed over time and their impact on society. Key topics will include: evolution, carbon cycle, and controversial issues.

The context of living, learning and working in the 21st century is complex, diverse and continually changing so effective teachers need to respond flexibly and positively to this. Learning how others Learn builds on the experiences and outcomes of the first semester course Learning How to Learn, with a focus of study through collaborative enquiry into the many influences on children and young people’s learning. There is an integration of academic studies on campus with investigation and reflection on schools as learning communities. There will be opportunities to work with new technologies in collaboration with these schools.

 

This course builds on the first semester foundations course to apply the principles to learning and teaching. It examines the outdoor learning expectations encompassed in the Scottish Curriculum for Excellence and provides practical examples linked to theoretical principles and includes significant experiential pedagogical practice out of doors. 

This course is designed for students registered on the BA Childhood Practice degree with a focus on family and community learning.  The aim of the course is to promote and encourage the use of workplace based activities as the basis for academic study.  This course is designed to meet the continuing professional development of individuals involved with working with children and students must be employed in a relevant educational setting for a minimum of 12.5 hours per week.

This course is designed for students registered on the BA Childhood Practice degree with a focus on extending knowledge and understanding of child development.  The aim of the course is to promote and encourage the use of workplace based activities as the basis for academic study.  This course is designed to meet the continuing professional development of individuals involved with working with children and students must be employed in a relevant educational setting for a minimum of 12.5 hours per week. 

This course is designed for students registered on the BA Childhood Practice degree with a focus on developing leadership and management competencies.  The aim of the course is to promote and encourage the use of workplace based activities as the basis for academic study.  This course is designed to meet the continuing professional development of individuals involved with working with children and students must be employed in a relevant educational setting for a minimum of 12.5 hours per week. 

This course is designed for students registered on the BA Childhood Practice degree with a focus on how children make sense of the natural and physical aspects of their world.  The aim of the course is to promote and encourage the use of workplace based activities as the basis for academic study.  This course is designed to meet the continuing professional development of individuals involved with working with children and students must be employed in a relevant educational setting for a minimum of 12.5 hours per week. 

This course explores key educational issues as they relate to the developing personal and professional identity of a beginning teacher.  Students will be required to think, read and write critically about the key issues that influence a teacher’s persona; theories, research and policies that influence a teacher’s roles and responsibilities; and professional practice experiences as a student teacher in a primary school and community setting. They will identify personally held values and beliefs which underpin their model of a highly effective and inclusive teacher, engaging in reflective practice to develop and advance career-long professional learning and expertise.

This course will consider the relationship between childhood experiences and how they are mediated through the words  and images generated by students and others. The sources chosen for the course will reflect both the diverse experiences of children in the past and those which reflect contemporary experiences of childhood both socially and geographically. Themes will include children at home, at work, at play and children learning, linked to ideas of identity, gender, social justice, families and rites of passage.

 

This course gives students the chance to carry out independent study in an area of professional interest and/or professional context. Students negotiate their learning outcomes and goals based on learning priorities and then undertake the study. On completion they evaluate whether their learning outcomes have been met and evaluate their own learning.

This course enables students to develop skills to promote children's emotional and social development in the context of the teacher/pupil/parent/carer/family relationship.

This course is designed for students registered on the BA Childhood Practice degree with a focus on exploring the health needs of individual children and examining policy to support the health and wellbeing of young children.  The aim of the course is to promote and encourage the use of workplace based activities as the basis for academic study.  This course is designed to meet the continuing professional development of individuals involved with working with children and students must be employed in a relevant educational setting for a minimum of 12.5 hours per week.

This course provides students with the theoretical and practical skills required to enter the job market.  Students learn how to prepare job applications, write CVs, prepare for interviews, prepare for skills and aptitude testing.  Students will become better equipped in applying effectively for any type of employment.

Students will be exploring opportunities to use Moving Image Education as a tool for supporting and enhancing learning. By using film excerpts, they will encourage pupil engagement by providing motivation to learn and analyse what is being seen in order to employ this medium in understanding a range of concepts across the curriculum. Learning will be both tutor led and independent for the duration of the course. Assessment is portfolio and group presentation.

ED2555 Learning and Teaching in and through the Curriculum

 

Through academic and field investigations, this course seeks to enhance knowledge and understanding of learning and teaching through a study of curriculum, exploring the current context of curricular change. Students will broaden their knowledge of educational systems, professional responsibilities and the implications for teaching and learning in the 21st century. Professional skills of communication, evaluation, critical enquiry and reflection will be further developed within a range of learning contexts. Using collaborative enquiry, students will be encouraged to challenge personally held assumptions and values about effective learning and teaching.

 

This course is based around an individual field research study of your own choosing. You will produce a report on an environmental issue – physical, social, economic, historical, educational or cultural. You will be expected to research on-line but more importantly you will work on location and in the community, conducting interviews, surveys and field research. As well as the final report, you will be asked to share and present your aims and rationale for choosing your topic for study with a group of fellow students. You will also have regular meetings with the course tutor to discuss progress,

This course enables students to develop skills to promote children's emotional and social development in the context of the teacher/pupil/parent/carer/family relationship.

The course aims to provide opportunities for participants to develop enhanced critical awareness and

understanding of theories, policies and practices which relate to family learning. It is relevant to

professionals in a range of contexts, such as education, community learning and development,

early years, social work, health.  Drawing on the experience  which participants will bring from this

variety of professional areas, the course will explore

• different conceptualisations and models of family learning

• the central significance of language

• social practices theory

issues relating to collaboration and partnership

This course aims to provide students with a broad and critical understanding of how children develop and learn from conception through the first eight years of life. It provides students with up-to-date knowledge and understanding, based on recent research, of the factors that impact upon children’s development and learning and how this can and should inform practice in early childhood education and care. This course will provide an opportunity to demonstrate and apply broad and critical understanding of professional practice during a four week placement in an early/first level school setting.

 

This course is designed to allow student primary teachers develop professional knowledge and understanding within a core curricular area. Students choose to study one discrete curricular area from a choice of three: Health and Wellbeing, Literacy and English and Numeracy and Mathematics.  All three options are interactive and enquiry-based and the acquisition of current, evidence-based professional knowledge will be complemented by exploration of the core pedagogies that support the learning and teaching process.

Further information is available within the MA course handbook.

 

Professional Focus aims to provide students with an opportunity to explore, in depth, an area of the curriculum, or an innovative perspective on learning. The course will extend students’ own learning as well as stimulate new ideas to inform practice as a teacher. It is designed to model the creative and collaborative pedagogical approaches advocated in Curriculum for Excellence. 

 

 

The course provides students the opportunity to enhance their employability skills and prepare them for the job market.  A range of topics are covered including team working, presentation skills, building confidence and self-esteem, assertive behaviour, managing stress. 

This course encourages you to consider how hazard and risk can be managed, particularly in relation to your own personal and professional circumstances. You will examine the risk management process and each part of the process in some detail enabling you to increase your knowledge and understanding of hazard and risk management techniques.

This blended learning course allows students to put together a claim for prior experiential learning in addition to learning about experiential learning and reflective practice. Support is provided from a tutor.

This course allows you to explore theory and practice relevant to learning and teaching. It addresses the planning, implementation, assessment and evaluation of learning and encourages you to engage with a variety of perspectives to inform your own professional development.  It draws on a cyclical process of reflection on practice, in practice and for action, and encourages you to draw on reflective dialogue, peer review and learner feedback to enhance your practice. The supported use of a range of technologies throughout the course will also enhance your digital practice.

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 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 is designed for students registered on the BA Childhood Practice degree with a focus on the child in the wider community.  The aim of the course is to promote and encourage the use of workplace based activities as the basis for academic study.  This course is designed to meet the continuing professional development of individuals involved with working with children and students must be employed in a relevant educational setting for a minimum of 12.5 hours per week. 

This course is designed for students registered on the BA Childhood Practice degree with a focus on utilising new learning to effect change in an Education and Childcare setting.  The aim of the course is to promote and encourage the use of workplace based activities as the basis for academic study.  This course is designed to meet the continuing professional development of individuals involved with working with children and students must be employed in a relevant educational setting for a minimum of 12.5 hours per week. 

This course is designed for students registered on the BA Childhood Practice degree with a focus on using relevant principles to develop management competencies and understanding of the impact of change on professional roles and responsibilities within an Education and Childcare setting. The aim of the course is to promote and encourage the use of workplace based activities as the basis for academic study. This course is designed to meet the continuing professional development of individuals involved with working with children and students must be employed in a relevant educational setting for a minimum of 12.5 hours per week.

This course is designed for students registered on the BA Childhood Practice degree with a focus on the need for action research to inform practice, the process of research and a small scale research study in the student’s work setting.  The aim of the course is to promote and encourage the use of workplace based activities as the basis for academic study.  This course is designed to meet the continuing professional development of individuals involved with working with children and students must be employed in a relevant educational setting for a minimum of 12.5 hours per week. 

This course provides students with an opportunity to deepen understanding of a core area of the Primary Curriculum through application during school experience.  It builds on knowledge and understanding of the factors that impact upon children’s development and learning.  The course will provide an opportunity to for students to demonstrate and apply broad and critical understanding of professional practice in a Primary school second level setting.

 

This challenging course is designed to build on, and add depth to, the knowledge, understanding, skills and dispositions developed in the first half session. students will be fully involved in collaborative and active learning.

 

This course builds on Professional Focus 1 enabling students to further explore an area of the curriculum, or an innovative perspective on learning. The course will enhance students’ own learning as well as stimulate new ideas to inform practice as a teacher. It is designed to model the creative and collaborative pedagogical approaches advocated in Curriculum for Excellence. 

This course provides the opportunity for students to work in small groups to develop solutions for projects posed by industry, businesses and the public sector. It involves workshops on employability skills along with site visits. Students will experience the issues that surround the work environment, including the pressures of working to a deadline, explore the challenges of working with a group of colleagues towards a common aim, and reflect upon their own strengths and areas for development. They will explore how the graduate attributes they have acquired in the course of their degree map onto the experience of work.

This course emphasises the role of Action Inquiry in a professional’s toolbox. During the course participants will examine the differences between Action Inquiry and other types of research and concentrate on understanding how Action Inquiry is relevant to their practice.  As part of the assignment participants will produce a draft proposal for a small piece of Action Inquiry.

This course gives students the chance to carry out independent study in an area of professional interest and professional context. Students negotiate their learning outcomes and goals based on learning priorities and professional requirements and then undertake the study. On completion they evaluate whether their learning outcomes have been met and evaluate their own learning.

 

Within School settings, students will initially observe, and with support, begin to plan and implement learning and teaching - gradually building responsibility. Students will critically reflect on their own practice in relation to key features of an inclusive learning environment, focusing on the role of the teacher.  Through observation of classroom practice, students will develop capacities and practise skills that enable them to prepare, plan, and implement learning, teaching, assessment and evaluation of learners.

 

This course component introduces and develops the main underpinning principles of the programme, providing a forum for analysis and discussion of education in the practical context of classroom teaching.  A range of issues common to all students as developing professionals will be reflected upon, in particular issues which have implications for direct action in the classroom, such as Inclusive Practice.  Professional Enquiry provides students with knowledge and understanding of policy, theory, and research in the context of developing professional practice.

Within school settings, students will initially observe, and with support, begin to plan and implement learning and teaching, gradually building responsibility.  Students will critically reflect on their own practice in relation to key features of an inclusive learning environment, focusing on the role of the teacher.  Through observation of classroom practice, students will develop capacities and practise skills that enable them to prepare, plan, and implement learning, teaching, assessment and evaluation of learners.

 

This course further develops knowledge and understanding of national policies and priorities in education, relevant to inclusive education classroom practice. Students will extend their knowledge and understanding of the curriculum in Scottish schools and further develop professional skills and abilities relevant to the transition to teaching.  

Within School settings students will initially observe, and with support, begin to plan and gradually implement learning and teaching building responsibility. Students will critically reflect on their own practice in relation to key features of an inclusive learning environment, focusing on the role of the teacher.  Through observation of classroom practice they will develop capacities and practise skills that enable them to prepare, plan and implement learning, teaching, assessment and evaluation of pupils.

Within School settings, students will initially observe, and with support, begin to plan and implement learning and teaching, building on the responsibility undertaken in School Experience 1A.  Students will critically reflect on their own practice in relation to key features of an inclusive learning environment, focusing on the role of the teacher.  Through observation of classroom practice, students will develop capacities and practise skills that enable them to prepare, plan, and implement learning, teaching, assessment and evaluation of learners.

This course introduces and develops the main underpinning principles of the programme, providing a forum for analysis and discussion of education in the practical context of classroom teaching.  A range of issues common to all students as developing professionals will be reflected upon, in particular, issues which have implications for direct action in the classroom such as Inclusive Practice. Further to this, through Professional Enquiry, it aims to provide students with knowledge and understanding of policy, theory and research in the context of developing professional practice.

 

This course further develops knowledge and understanding of national policies, and priorities in education relevant to inclusive education classroom practice. Students will extend their knowledge and understanding of the curriculum in Scottish schools and develop professional skills and abilities relevant to the transition to teaching. Through Professional Enquiry 2 emerging critical skills will deepen, while knowledge and understanding of the diversity and quality of educational research relevant to the development of practice will be developed.

This course further develops knowledge and understanding of national policies and priorities in education, relevant to inclusive education classroom practice. Students will extend their knowledge and understanding of the curriculum in Scottish schools and develop professional skills and abilities relevant to the transition to teaching.  Through Professional Enquiry 2 emerging critical skills will deepen, while knowledge and understanding of the diversity and quality of educational research relevant to the development of practice will be developed

During this second placement, students will further develop their professional practice, while taking full responsibility for the teaching of classes.  Capacities and skills that enable them to prepare, plan, and implement learning, teaching, assessment and evaluation of learners' learning will be enhanced.  They will investigate a range of wider aspects of school life through completion of School-Based Study Tasks, including the prior learning experiences of learners and the progression of learning.  A small-scale professional enquiry project will be undertaken linked to the context of the School Experience placement.

This course further develops knowledge and understanding of national policies and priorities in education, relevant to inclusive education classroom practice.  Students will extend their knowledge and understanding of the curriculum in Scottish schools and further develop professional skills and abilities relevant to the transition to teaching.  Through Professional Enquiry 2 emerging critical skills will deepen, while knowledge and understanding of the diversity and quality of educational research relevant to the development of practice will be developed.

During this second placement, students will further develop their professional practice, while taking full responsibility for the teaching of classes. Capacities and skills that enable them to prepare, plan and implement learning, teaching, assessment and evaluation of pupils' learning will be enhanced.  They will investigate a range of wider aspects of school life through completion of school based study tasks.  A small-scale professional enquiry project will be undertaken relevant to the setting, further developing their understanding of the work of other professionals linked to the context of the field placement.

 

This course component introduces and develops the main underpinning principles of the DLITE PGDE programme, providing a forum for analysis and discussion of education in the practical context of classroom teaching.  A range of issues common to all students as developing professionals will be reflected upon, in particular issues which have implications for direct action in the classroom, such as Inclusive Practice.  Professional Enquiry provided students with knowledge and understanding of policy, theory, and research in the context of developing professional practice.

Within School settings, students will initially observe, and with support, begin to plan and implement learning and teaching, gradually building responsibility. Students will critically reflect on their own practice in relation to key features of an inclusive learning environment, focusing on the role of the teacher.  Through observation of classroom practice, students will develop capacities and practise skills that enable them to prepare, plan, and implement learning, teaching, assessment and evaluation of learners.

During this second placement, students will further develop their professional practice, while taking full responsibility for the teaching of classes.  Capacities and skills that enable them to prepare, plan, and implement learning, teaching, assessment and evaluation of learners' learning will be enhanced.  They will investigate a range of wider aspects of school life through completion of School-Based Study Tasks, including the prior learning experiences of learners and the progression of learning.  A small-scale professional enquiry project will be undertaken relevant to the setting, and linked to the context of the School Experience placement. 

This course enhances the students' learning on existing provision building on the premise of improving collaborative opportunities for all student teachers preparing to enter the teaching profession. A key factor revolves around the enhancement of the student experience in applying a richer knowledge and skills based learning which can be applied within a range of professional settings in schools.

 

 

This course enhances existing provision building on the premise of improving collaborative opportunities for all student teachers preparing to enter the teaching profession. A key factor revolves around the enhancement of the student experience in applying a richer knowledge and skills based learning which can be applied within a range of professional settings in schools.

 

This course, the second  of two pitched at M-Level (SCQF Level 11), will develop students skills in the critical evaluation of published research, with a view to develop a critical evidence-based understanding of practice.