Last modified: 22 May 2019 17:07
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 and social justice. The course provides students with knowledge and understanding of policy, theory and research in the context of developing professional practice.
| Study Type | Undergraduate | Level | 4 |
|---|---|---|---|
| Term | First Term | Credit Points | 30 credits (15 ECTS credits) |
| Campus | None. | Sustained Study | No |
| Co-ordinators |
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Course Aims:
To develop in students the knowledge and understanding of learning and learning styles and how children learn at different
stages.
To develop knowledge and understanding of the 3-18 curriculum in Scottish schools.
To develop professional skills and abilities relevant to the professional practice of teaching.
To encourage personal and professional commitment to life-long learning.
To extend and deepen knowledge, understanding and expertise in professional enquiry.
Main Learning Outcomes:
By the end of this course all students should be able to:
demonstrate knowledge and understanding of the Scottish school curriculum and approaches to learning and assessment;
demonstrate knowledge and understanding of the nature of the curriculum and its development;
draw on relevant principles and perspectives to inform their professional values and practice;
reflect, evaluate, challenge and respond to significant issues in education; demonstrate skills in being an effective collaborative learner;
demonstrate commitment to continuous professional development through reflection and enquiry.
Content:
How Students Learn How Children Learn;
Legislative Frameworks for Scottish Education (including Social Justice and Child Protection) Exploring Difference;
An Inclusive Approach to Supporting Learning Assessment for and of Learning Scottish Curricula;
Exploring Learning through the Primary/Secondary curriculum;
The Reflective Practitioner Professional Enquiry (options relevant to current developments in education)
Students must satisfy the entry requirements as set out in the Memorandum on Entry to the Teaching Profession, and the selection processes determined by the School of Education.
A PVG check is mandatory for all students taking this course.
Information on contact teaching time is available from the course guide.
1st Attempt: One summative assessment in-course paper of 5000 words (including lesson plan) (100%)
Resit: One resubmission of the above paper.
There are no assessments for this course.
The summative assignment is in 2 parts which requires the student in part one to reflect, evaluate, challenge and respond to significant issues in education. Part 2 is a reflection and evaluation of practice from School Experience. Feed forward will be given to inform future assignments and practice.
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