EDUCATION - CURRICULUM STUDIES

Credit Points

20

Course Coordinator

Dr G Lewis

Pre-requisites

Available only to students in the BEd (Hons) Primary Programme Year 1.

Overview

Language:
1. Understanding and using stories
2. Spoken language
3. Imaginative writing
4. The nature of language
5. Information and communication technology in support of children's language development

Modern Languages:
1. Introduction to processes of oracy and literacy in the foreign language
2. Effective teaching strategies in the four Attainment Outcomes within the following language contexts of young learners:

• the alphabet


• numbers


• days of the week, months of the year


• weather


• personal language


• the family


• parts of the body

3. Emphasis on experiential learning

Gaelic:
Exploration of the background of Gaelic Medium education, a study of current developments and of the methodologies required to deliver the primary curriculum.

Structure

Language: 2 one-hour lectures , 1 workshop of two-hours and 1 workshop of one-hour per week (over 11 weeks).

Modern Languages: 1 two-hour workshops per week (over 12 weeks) and one-hour of individual evaluation over 12 weeks.

Gaelic: to be timetabled.

Assessment

Each unit: 1 summative assessment (100%).

Credit Points

10

Course Coordinator

Mrs J M Stewart

Pre-requisites

Available only to students in the BEd (Hons) Primary Programme Year 1.

Overview

• The Expressive Arts as a generic field in the curriculum


• The distinct contribution to be made by each of the subjects


• Active engagement in a range of activities in Art and Design, Drama, Music and PE, linked to the 5-14


• Expressive Arts guidelines


• Skill building in each of the subjects


• Creating Contexts for learning


• Planning, preparing and resourcing coherent learning experiences within the Expressive Arts


• Teaching strategies appropriate to the range of activities in Art and Design, Drama, Music and PE.

Structure

16 two-hour practical workshops and 3 one-hour ICT workshop.

Assessment

1 in-course written essay (100%).

Credit Points

20

Course Coordinator

Miss L Shiach

Pre-requisites

Available only to students in the BEd (Hons) Primary Programme Year 1.

Overview

The content will vary according to the areas selected by the students. It is expected that this will vary each year according to self-assessment of own needs.

Areas included in the possible range are French, Gaelic, Science, Social Subjects, Expressive Arts, ICT, Religious and Moral Education.

Choice will be limited to 2 areas of 10 credits each. The range of content in each area will be informed by the content of the associated area of 5-14 National Curriculum Guidelines.

Structure

To be timetabled.

Assessment

Summative written assessment in two parts (100%).

Credit Points

10

Course Coordinator

Mr A G Duncan

Pre-requisites

Available only to students in the BEd (Hons) Primary Programme Year 1.

Overview

1. Introduction to Mathematics 5-14 National Guidelines
2. Counting and early number concepts
3. Introducing the four number operations to pupils
4. Numeracy strategies and mental methods of calculation
5. Information handling and use of spreadsheets
6. Number at the upper primary stages
7. Problem Solving and Enquiry in mathematics
8. Lesson planning in mathematics

Structure

35 hours contact, 30 tutor guided and 35 hours self-directed.

Assessment

The course is assessed summatively by means of a portfolio of work (100%) containing tasks which are issued at relevant points in the course.

Credit Points

15

Course Coordinator

Mr A G Duncan

Pre-requisites

Available only to students in the BEd (Hons) Primary Programme Year 2.

Overview

1. Development of measure
2. Development of 3D and 2D shape
3. Symmetry and other aspects of shape, position and movement
4. Geometrical transformations
5. More numeracy strategies, teaching style and classroom organisations including differentiation in mathematics teaching (IME 5-14)
6. Patterns, sequences and relationships
7. Assessment in mathematics including national testing and AAP surveys
8. Outdoor mathematics and maths trails
9. Use of Logo and Roamer in maths classrooms.

Structure

13 one-hour lectures and 20 two-hour workshops.

Assessment

The summative assessment consits of an examination covering the content of the course. It will examine both the knowledge and understanding of the mathematical topics covered as well as appropriate methodologies for the teaching of these.

Credit Points

15

Course Coordinator

Mr F McKichan

Pre-requisites

Available only to students in the BEd (Hons) Primary Programme Year 2.

Overview

1. People in the Past
2. People and Place
3. People in Society (Teaching and learning approaches and resources in each of these areas and corresponding 5-14 requirements)
4. Searching and researching skills: ICT (use of CD roms and websites in Social Subjects teaching and learning)
5. Social Subjects outside the classroom (fieldwork planned by the teacher and use of museums, field centres, etc, which offer professional support)
6. The International Dimension (role of the Social Subjects in educating children for global citizenship).
7. Planning, managaing and assessing a Social Subjects topic (applying what has been learned by planning an exemplar topic).

Structure

19 one-hour lectures and 17 two-hour seminars.

Assessment

Assessment will be of a portfolio of work containing:-

i. A plan of a Primary school topic which meets targets from at least two of the 5-14 Social Subjects Attainment Outcomes and incorporates the use of ICT resources (30%).

ii. A plan (including original learning materials) of a Social Subjects activity outside the classroom (30%).

iii. A critical analysis of a student's learning against the benchmarks during the course (40%).

Credit Points

7.5

Course Coordinator

Mrs E M H Clark

Pre-requisites

Available only to students in the BEd (Hons) Primary Programme Year 2.

Overview

Religious and Moral Education contributes very significantly to the personal, social, moral and cognitive development of children. The RME curriculum comprises Christianity, Other World Religions and Personal Search. The Religious and Moral Education course will prepare students to teach this important curriculum area, by focusing on each of the six main world religions. The course also promotes and exemplifies a 'Personal Search' approaches to 5-14 RME, encompassing both learning about and from religion, both of which are essential to the development of informed beliefs, attitudes, values, opinions and dispositions.

Structure

12 one-hour lectures in Semester 1 with 7 two-hour workshops/seminars.

Assessment

Essay (100%).

Credit Points

15

Course Coordinator

Dr J D Murdoch

Pre-requisites

Available only to students in the BEd (Hons) Primary Programme Year 2.

Overview

The course develops students' knowledge of science using an approach that is consistent with current ideas about the nature of science knowledge, and with theoretical perspectives on children's learning in science. The following major themes are covered:

• the place of science in society


• the nature of science


• children's learning in science


• science in the curriculum


• curriculum guidelines


• teaching strategies that support children's learning


• gender issues in science education


• science and sustainability


• developing and assessing science skills


• ethics and values in science

Structure

Lectures in weeks 2 to 5, 9 and 12, practical workshops in weeks 4 to 12, tutorial each week.

Assessment

Continuous assessment - two written reports (100%).

Credit Points

15

Course Coordinator

Dr G Lewis

Pre-requisites

None.

Co-requisites

Available only to students in the BEd (Hons) Primary Programme Year 2.

Overview

In Language
1. Reading and listening for different purposes
2. Enabling all Children to Read
3. ICT in support of language activities

In Modern Languages
1. Acquisition of reading skills
2. Making the connections between the four Attainment Outcomes of Listening, Speaking, Reading and Writing
3. The Village
4. Story-telling

In Gaelic
Course content will focus on communication, learning and teaching within the medium of Gaelic.

Structure

a - English language: one-hour lecture x 12 weeks plus 15 two-hour workshops over 12 weeks.

b - Modern Languages: 1 one-and-a-half-hour workshop per week over 10 weeks.

c - Gaelic: 1 one-and-a-half-hour workshop per week over 10
weeks.

Assessment

a - English Language: 1 summative report (66%)

b - Modern Languages: I summative report (26%) and selection and evaluation of teaching materials (8%)

c - Gaelic: summative report (34%).

Credit Points

7.5

Course Coordinator

Mrs Y A N Dewhurst

Pre-requisites

Available only in the BEd (Hons) Primary Programme Year 2

Overview

• Exploring and developing perceptions and values in relation to health, health education and health promotion.


• Key principles and characteristics of good classroom practice.


• The health promoting school and new community school settings.


• An overview of primary school health education curriculum.


• National health priorities such as:

drug education
substance use
sexuality and relationships
food and health
child protection/safety.

• Methodology, the learning environment and self esteem.

Structure

5 one-hour lectures and 10 two-hour seminars.

Assessment

Summative written essay/report (100%).

Credit Points

20

Course Coordinator

Ms M Russell

Pre-requisites

None.

Overview

The course develops students' knowledge, understanding, skills and values using an approach which is consistent with current ideas and theoretical perspectives on young children's learning and development. The following major themes are covered:

• the developing child


• the image of the child (Reggio Emilia Approach)


• the best interests of the child


• creativity, imagination, expression


• the importance of the environment


• play as a process and context for learning


• language development


• mathematical development


• expressive and aesthetic development


• aspects of curriculum 3-5


• learning 'about, in and through' the Expressive Arts


• wellbeing and involvement


• the significant role of families and the community


• the significant role of the 'educator'


• the central importance of relationships

Structure

20 one-hour lectures, 40 one-hour seminars/tutorials.

Assessment

In Course Essay/Report (25%), Practical/Write Up (Portfolio) (75%).

Credit Points

20

Course Coordinator

Mrs A H Valyo

Pre-requisites

Available only to students in the BEd (Hons) Primary Programme in Year 3.

Overview

The course develops students' knowledge, understanding, skills and values using an approach which is consistent with current ideas and theoretical perspectives on learning and development. Focusing on children aged 5-8 years. The following major themes are covered:-

• the developing child


• creativity, imagination, expression


• the concept of emergence in literacy and numeracy


• the concept of emergence in MLPS or Gaelic


• language development


• mathematical development


• expressive and aesthetic development


• integrating the curricular areas of the 5-14 Guidelines


• learning about in and through the Expressive Arts


• raising achievement and attainment


• wellbeing, involvement and engagement


• the significant role of families and the community


• the significant role of the teacher


• the central importance of relationships

Structure

20 one-hour lectures, 20 one-hour tutorials, 20 one-hour seminars.

Assessment

1st Attemp: One incourse essay/report of 1000 words (25%), a portfolio of evidence 3000 words or equivalent (75%).

Resit (non-honours students only): One incourse essay/report of 1000 words (25%), a portfolio of evidence 3000 words or equivalent (75%).

Credit Points

20

Course Coordinator

Dr G Lewis, Mr A G Duncan, Ms C A Macaslan

Pre-requisites

SCQF Level 8 and 9 Language, Maths and Curriculum courses within the Learning and Curriculum Strand. Available only to students in the BEd (Hons) Primary Programme Year 4.

Overview

Unit 1: Language

Language

Scots

• Knowledge About Language


• Support for Learning


• The Reading/Writing Connection


• Use of Media


• ICT and Language

Modern Languages

• Effective teaching strategies across four Attainment Outcomes of Listening, Speaking, Reading and Writing


• Progressive and coherent sequencing of activities


• Strategies for accessing fiction and non-fiction texts


• Adapting story books into the foreign language

Gaelic

• Developing fluency and the confident use of idiom


• Identify and address barriers to learning specific to Gaelic Medium


• Examining sensitivity to parental expectations about children's progress through Gaelic Medium Education

Unit 2: Mathematics

• Language and mathematics education. Mathematical English versus Ordinary English and areas of likely confusion.


• Mathematics 5-14 Level F - topics continued from Level E with emphasis on fractions, algebra, probability and statistics


• Mathematics in context


• Learning difficulties in mathematics education


• Critical analysis of mathematics education literature

Unit 3:
This will be negotiated between students and curriculum tutor, taking account of needs common to groupings of students and tutor availability.

Structure

Unit 1: Language

Language: 6 one-hour lectures (weeks 1-6); 6 two-hour tutorials (weeks 7-12)

Modern Languages/Gaelic: 9 one-hour workshops (weeks 1-9); 3 two-hour workshops.

Assessment

1st Attempt: Unit 1: language, language: oral exam (40%) essay (60%), modern languages: oral exam (40%) report (60%), gaelic: essay (100%).

Unit 2: mathematics, essay/report (100%)

Unit 3: curriculum option: essay/report (100%).

Credit Points

5

Course Coordinator

Mrs A Hurrell

Pre-requisites

Only available to students on the P/T PGDE (Primary) programme.

Co-requisites

This course is one of the optional courses within the PGDE (P) programme (by part-time distance learning). Participants are expected to take the core courses for the PGDE (P) part-time programme.

Notes

Online web is essential. Course only available only where there is a partnership agreement with the Local Authority.

Overview

Introduction to the processes of acquisition and development of oracy and literacy in the foreign language; effective teaching strategies in the four Attainment Outcomes within the following contexts for young learners: the alphabet; numbers; days of the week, months of the year; weather; personal language; the family; parts of the body; story telling as a vehicle for modern language learning; making links to other curricular areas eg Maths; effective planning; emphasis on experiential learning.

Structure

Year 1: 1 x 3-hour workshops.

Year 2: 2 x 3-hour workshops; 2 x 2-hour workshops; 2 x 3.5-hour video conferences, 10 hours negotiated study by distance learning and 20 hours student self-directed learning.

Assessment

Continuous assessment (100%).

Credit Points

5

Course Coordinator

Mrs C M Walker

Pre-requisites

Only available to students on the P/T PGDE (Primary) programme.

Co-requisites

This course is one of the optional courses within the PGDE (P) programme (by part-time distance learning). Participants are expected to take the core courses for the PGDE (P) part-time programme.

Notes

Online web is essential. Course only available only where there is a partnership agreement with the Local Authority.

Overview

Exploration of the background of Gaelic Medium Education, a study of current developments and of the methodology and terminology required to deliver the primary curriculum in Gaelic.

Structure

Year 1: 1 x 3-hour workshops.

Year 2: 2 x 3-hour workshops, 2 x 3.5-hour video conferences, 2 x 2-hour workshops, 10 hours negotiated study by distance learning and 20 hours student self-directed learning.

Assessment

Continuous assessment (100%).

Credit Points

5

Course Coordinator

Dr C J Thomson

Pre-requisites

Only available to students on the P/T PGDE (Primary) programme.

Co-requisites

This course is one of the optional courses within the PGDE (P) programme. Participants are expected to take the core courses for the PGDE (P) part-time programme.

Notes

Online web is essential. Course only available only where there is a partnership agreement with the Local Authority.

Overview

Science is an area of the curriculum where students, beginner teachers and experienced teachers have some difficulty in relation to their confidence to teach the subject. In some cases, this relates to their competence in Science, especially their personal scientific knowledge of energy and forces. Through this course students will extend their own understanding of energy and forces and its application for children’s learning. This course will enable students to gain confidence in a constructivist approach to learning Science and competence in the area of Science which will enable them to enrich the curriculum in schools in their future careers.

Structure

6 hours contact in workshops delivered on campus, 14 hours tutor-directed online learning, 10 hours negotiated study by distance learning and 20 hours student self-directed learning.

Assessment

Continuous assessment (100%).

Credit Points

20

Course Coordinator

Dr J M McDowall

Pre-requisites

Available only to students on the PGDE (Secondary) programme.

Co-requisites

Learning and Teaching in Secondary Schools, Teaching [subject name(s)] in Secondary Schools; Secondary School Experience 2 & 3.

Notes

Disclosure Scotland checking to be undertaking for Child Protection purposes.

Overview

This course is the first placement in a secondary school where students, as developing professionals, will extend their teaching and understanding of schools. The content of this course is based on the requirements set out in the Standard for Initial Teacher Education:

• Professional knowledge and understanding of: the curriculum; education system and professional responsibilities; principals and perspectives;


• Professional skills & abilities: teaching and learning; classroom organisation and management; pupil assessment; professional reflection and communication;


• Professional values and personal commitment.

Structure

Six weeks practical placement in a Secondary school.

Assessment

Continuous assessment: Three summative reports – one each from the visiting tutor, the Principal Teacher and the Teacher Regent (100%).

No resit available.

Credit Points

20

Course Coordinator

Dr J M McDowall

Pre-requisites

Available only to students on the PGDE (Secondary) Programme.

Co-requisites

Learning and Teaching in Secondary Schools, Teaching [subject name(s)] in Secondary Schools; Secondary School Experience 1 & 3.

Notes

Disclosure Scotland checking to be undertaking for Child Protection purposes.

Overview

This course is the second placement in a secondary school where students, as developing professionals, will extend their teaching and understanding of schools. The content of this course is based on the requirements set out in the Standard for Initial Teacher Education:

• Professional knowledge and understanding of: the curriculum; education system and professional responsibilities; principals and perspectives;


• Professional skills & abilities: teaching and learning; classroom organisation and management; pupil assessment; professional reflection and communication;


• Professional values and personal commitment.

Structure

Six weeks practical placement in a Secondary school.

Assessment

Continuous assessment: Three summative reports – one each from the visiting tutor, the Principal Teacher and the Teacher Regent (100%). No resit available.

Credit Points

30

Course Coordinator

Mr P Shand

Pre-requisites

Available only to students on the PGDE (Secondary) programme.

Co-requisites

Learning & Teaching in Secondary Schools, Secondary School Experience 1(SE1), Secondary School Experience 2(SE2), Secondary School Experience 3(SE3).

Overview

The content will:

• focus on the range of topics specified for Biology with Science which are relevant to the secondary school curriculum;


• examine the rationale for Biology with Science in the secondary school curriculum;


• critically evaluate relevant literature and research;


• study in detail national subject/course guidelines.

Attention is given throughout to aspects of professional practice in the teaching of Biology with Science in secondary schools such as: communication; lesson and course planning and evaluation; resource evaluation, selection and production; assessment of pupils; learning styles and differentiation. Students will be required to consider and use theoretical frames and findings from research.

Structure

This course is integrated with courses SE1, SE2 and SE3 and is offered in three blocks of 6 weeks. For block one and two the normal pattern will be five hours contact per week on a single day and for block three the pattern will be two and a half hours per week on a single morning. The contact time will be made up of lectures, seminars, tutorials and tutor led workshops.

Assessment

Continuous assessment: In-Course Essay (100%).

Credit Points

30

Course Coordinator

Mr P Shand

Pre-requisites

Available only to students on the PGDE (Secondary) programme.

Co-requisites

Learning & Teaching in Secondary Schools, Secondary School Experience 1(SE1), Secondary School Experience 2(SE2), Secondary School Experience 3(SE3).

Overview

The content will:

• focus on the range of topics specified for Biology & Chemistry with Science which are relevant to the secondary school curriculum;


• examine the rationale for Biology & Chemistry with Science in the secondary school curriculum;


• critically evaluate relevant literature and research;


• study in detail national subject/course guidelines.

Attention is given throughout to aspects of professional practice in the teaching of Biology & Chemistry with Science in secondary schools such as: communication; lesson and course planning and evaluation; resource evaluation, selection and production; assessment of pupils; learning styles and differentiation. Students will be required to consider and use theoretical frames and findings from research.

Structure

This course is integrated with courses SE1, SE2 and SE3 and is offered in three blocks of 6 weeks. For block one and two the normal pattern will be five hours contact per week on a single day and for block three the pattern will be two and a half hours per week on a single morning. The contact time will be made up of lectures, seminars, tutorials and tutor led workshops.

Assessment

Continuous assessment: In-Course Essay (100%).

Credit Points

30

Course Coordinator

Dr J M McDowall

Pre-requisites

Available only to students on the PGDE (Secondary) programme.

Co-requisites

Learning & Teaching in Secondary Schools, Secondary School Experience 1(SE1), Secondary School Experience 2(SE2), Secondary School Experience 3(SE3).

Overview

The content will:

• focus on the range of topics specified for Chemistry with Science which are relevant to the secondary school curriculum;


• examine the rationale for Chemistry with Science in the secondary school curriculum;


• critically evaluate relevant literature and research;


• study in detail national subject/course guidelines.

Attention is given throughout to aspects of professional practice in the teaching of Chemistry with Science in secondary schools such as: communication; lesson and course planning and evaluation; resource evaluation, selection and production; assessment of pupils; learning styles and differentiation. Students will be required to consider and use theoretical frames and findings from research.

Structure

This course is integrated with courses SE1, SE2 and SE3 and is offered in three blocks of 6 weeks. For block one and two the normal pattern will be five hours contact per week on a single day and for block three the pattern will be two and a half hours per week on a single morning. The contact time will be made up of lectures, seminars, tutorials and tutor led workshops.

Assessment

Continuous assessment: In-Course Essay (100%).

Credit Points

30

Course Coordinator

Dr J M McDowall

Pre-requisites

Available only to students on the PGDE (Secondary) programme.

Co-requisites

Learning & Teaching in Secondary Schools, Secondary School Experience 1(SE1), Secondary School Experience 2(SE2), Secondary School Experience 3(SE3).

Overview

The content will:

• focus on the range of topics specified for Chemistry & Physics with Science which are relevant to the secondary school curriculum;


• examine the rationale for Chemistry & Physics with Science in the secondary school curriculum;


• critically evaluate relevant literature and research;


• study in detail national subject/course guidelines.

Attention is given throughout to aspects of professional practice in the teaching of Chemistry & Physics with Science in secondary schools such as: communication; lesson and course planning and evaluation; resource evaluation, selection and production; assessment of pupils; learning styles and differentiation. Students will be required to consider and use theoretical frames and findings from research.

Structure

This course is integrated with courses SE1, SE2 and SE3 and is offered in three blocks of 6 weeks. For block one and two the normal pattern will be five hours contact per week on a single day and for block three the pattern will be two and a half hours per week on a single morning. The contact time will be made up of lectures, seminars, tutorials and tutor led workshops.

Assessment

Continuous assessment: In-Course Essay (100%).

Credit Points

30

Course Coordinator

Ms C Strang

Pre-requisites

Available only to students on the PGDE (Secondary) programme.

Co-requisites

Learning & Teaching in Secondary Schools, Secondary School Experience 1(SE1), Secondary School Experience 2(SE2), Secondary School Experience 3(SE3).

Overview

The content will:

• focus on the range of topics specified for Drama which are relevant to the secondary school curriculum;


• examine the rationale for Drama in the secondary school curriculum;


• critically evaluate relevant literature and research;


• study in detail national subject/course guidelines.

Attention is given throughout to aspects of professional practice in the teaching of Drama in secondary schools such as: communication; lesson and course planning and evaluation; resource evaluation, selection and production; assessment of pupils; learning styles and differentiation. Students will be required to consider and use theoretical frames and findings from research.

Structure

This course is integrated with courses SE1, SE2 and SE3 and is offered in three blocks of 6 weeks. The normal pattern will be 4 hours contact per week. There will be three sessions of 5 hours. The contact time will be made up of seminars, tutorials and workshops.

Assessment

Continuous assessment: In-Course Essay (100%).

Credit Points

30

Course Coordinator

Mr D H Johnston

Pre-requisites

Available only to students on the PGDE (Secondary) programme.

Co-requisites

Learning & Teaching in Secondary Schools, Secondary School Experience 1(SE1), Secondary School Experience 2(SE2), Secondary School Experience 3(SE3).

Overview

The content will:

• focus on the range of topics specified for English which are relevant to the secondary school curriculum;


• examine the rationale for English in the secondary school curriculum,


• critically evaluate relevant literature and research;


• study in detail national subject/course guidelines.

Attention is given throughout to aspects of professional practice in the teaching of English in secondary schools such as: communication; lesson and course planning and evaluation; resource evaluation, selection and production; assessment of pupils; learning styles and differentiation. Students will be required to consider and use theoretical frames and findings from research.

Structure

This course is integrated with courses SE1, SE2 and SE3 and is offered in three blocks of 6 weeks. The normal pattern will be 4 hours contact per week. There will be three sessions of 5 hours. The contact time will be made up of seminars, tutorials and workshops.

Assessment

Continuous assessment: In-Course Essay (100%).

Credit Points

30

Course Coordinator

Dr A J Wolfe

Pre-requisites

Available only to students on the PGDE (Secondary) programme.

Co-requisites

Learning & Teaching in Secondary Schools, Secondary School Experience 1(SE1), Secondary School Experience 2(SE2), Secondary School Experience 3(SE3).

Overview

The content will:

• focus on the range of topics specified for French which are relevant to the secondary school curriculum;


• examine the rationale for French in the secondary school curriculum;


• critically evaluate relevant literature and research;


• study in detail national subject/course guidelines.

Attention is given throughout to aspects of professional practice in the teaching of French in secondary schools such as: communication; lesson and course planning and evaluation; resource evaluation, selection and production; assessment of pupils; learning styles and differentiation. Students will be required to consider and use theoretical frames and findings from research.

Structure

This course is integrated with courses SE1, SE2 and SE3 and is offered in three blocks of 6 weeks. For block one and two the normal pattern will be five hours contact per week on a single day and for block three the pattern will be two and a half hours per week on a single morning. The contact time will be made up of lectures, seminars, tutorials and tutor led workshops.

Assessment

Continuous assessment: In-Course Essay (100%).

Credit Points

30

Course Coordinator

Dr A J Wolfe

Pre-requisites

Available only to students on the PGDE (Secondary) programme.

Co-requisites

Learning & Teaching in Secondary Schools, Secondary School Experience 1(SE1), Secondary School Experience 2(SE2), Secondary School Experience 3(SE3).

Overview

The content will:

• focus on the range of topics specified for French with German which are relevant to the secondary school curriculum;


• examine the rationale for French with German in the secondary school curriculum;


• critically evaluate relevant literature and research;


• study in detail national subject/course guidelines.

Attention is given throughout to aspects of professional practice in the teaching of French with German in secondary schools such as: communication; lesson and course planning and evaluation; resource evaluation, selection and production; assessment of pupils; learning styles and differentiation. Students will be required to consider and use theoretical frames and findings from research.

Structure

This course is integrated with courses SE1, SE2 and SE3 and is offered in three blocks of 6 weeks. For block one and two the normal pattern will be five hours contact per week on a single day and for block three the pattern will be two and a half hours per week on a single morning. The contact time will be made up of lectures, seminars, tutorials and tutor led workshops.

Assessment

Continuous assessment: In-Course Essay (100%).

Credit Points

30

Course Coordinator

Dr A J Wolfe

Pre-requisites

Available only to students on the PGDE (Secondary) programme.

Co-requisites

Learning & Teaching in Secondary Schools, Secondary School Experience 1(SE1), Secondary School Experience 2(SE2), Secondary School Experience 3(SE3).

Overview

The content will:

• focus on the range of topics specified for French with Spanish which are relevant to the secondary school curriculum;


• examine the rationale for French with Spanish in the secondary school curriculum;


• critically evaluate relevant literature and research;


• study in detail national subject/course guidelines.

Attention is given throughout to aspects of professional practice in the teaching of French with Spanish in secondary schools such as: communication; lesson and course planning and evaluation; resource evaluation; selection and production; assessment of pupils; learning styles and differentiation. Students will be required to consider and use theoretical frames and findings from research.

Structure

This course is integrated with courses SE1, SE2 and SE3 and is offered in three blocks of 6 weeks. For block one and two the normal pattern will be five hours contact per week on a single day and for block three the pattern will be two and a half hours per week on a single morning. The contact time will be made up of lectures, seminars, tutorials and tutor led workshops.

Assessment

Continuous assessment: In-Course Essay (100%).

Credit Points

30

Course Coordinator

Dr A J Wolfe

Pre-requisites

Available only to students on the PGDE (Secondary) programme.

Co-requisites

Learning & Teaching in Secondary Schools, Secondary School Experience 1(SE1), Secondary School Experience 2(SE2), Secondary School Experience 3(SE3).

Overview

The content will:

• focus on the range of topics specified for French with Gaelic which are relevant to the secondary school curriculum;


• examine the rationale for French with Gaelic in the secondary school curriculum;


• critically evaluate relevant literature and research;


• study in detail national subject/course guidelines.

Attention is given throughout to aspects of professional practice in the teaching of French with Gaelic in secondary schools such as: communication; lesson and course planning and evaluation; resource evaluation, selection and production; assessment of pupils; learning styles and differentiation. Students will be required to consider and use theoretical frames and findings from research.

Structure

This course is integrated with courses SE1, SE2 and SE3 and is offered in three blocks of 6 weeks. For block one and two the normal pattern will be five hours contact per week on a single day and for block three the pattern will be two and a half hours per week on a single morning. The contact time will be made up of lectures, seminars, tutorials and tutor led workshops.

Assessment

Continuous assessment: In-Course Essay (100%).

Credit Points

30

Course Coordinator

Mrs C M Walker

Pre-requisites

Available only to students on the PGDE (Secondary) programme.

Co-requisites

Learning & Teaching in Secondary Schools, Secondary School Experience 1(SE1), Secondary School Experience 2(SE2), Secondary School Experience 3(SE3).

Overview

The content will:

• focus on the range of topics specified for Gaelic which are relevant to the secondary school curriculum;


• examine the rationale for Gaelic in the secondary school curriculum;


• critically evaluate relevant literature and research;


• study in detail national subject/course guidelines.

Attention is given throughout to aspects of professional practice in the teaching of Gaelic in secondary schools such as: communication; lesson and course planning and evaluation; resource evaluation, selection and production; assessment of pupils; learning styles and differentiation. Students will be required to consider and use theoretical frames and findings from research.

Structure

This course is integrated with courses SE1, SE2 and SE3 and is offered in three blocks of 6 weeks. For block one and two the normal pattern will be five hours contact per week on a single day and for block three the pattern will be two and a half hours per week on a single morning. The contact time will be made up of lectures, seminars, tutorials and tutor led workshops.

Assessment

Continuous assessment: In-Course Essay (100%).

Credit Points

30

Course Coordinator

Dr A J Wolfe

Pre-requisites

Available only to students on the PGDE (Secondary) programme.

Co-requisites

Learning & Teaching in Secondary Schools, Secondary School Experience 1(SE1), Secondary School Experience 2(SE2), Secondary School Experience 3(SE3).

Overview

The content will:

• focus on the range of topics specified for German which are relevant to the secondary school curriculum;


• examine the rationale for German in the secondary school curriculum;


• critically evaluate relevant literature and research;


• study in detail national subject/course guidelines.

Attention is given throughout to aspects of professional practice in the teaching of German in secondary schools such as: communication; lesson and course planning and evaluation; resource evaluation, selection and production; assessment of pupils; learning styles and differentiation. Students will be required to consider and use theoretical frames and findings from research.

Structure

This course is integrated with courses SE1, SE2 and SE3 and is offered in three blocks of 6 weeks. For block one and two the normal pattern will be five hours contact per week on a single day and for block three the pattern will be two and a half hours per week on a single morning. The contact time will be made up of lectures, seminars, tutorials and tutor led workshops.

Assessment

Continuous assessment: In-Course Essay (100%).

Credit Points

30

Course Coordinator

Dr A J Wolfe

Pre-requisites

Available only to students on the PGDE (Secondary) programme.

Co-requisites

Learning & Teaching in Secondary Schools, Secondary School Experience 1(SE1), Secondary School Experience 2(SE2), Secondary School Experience 3(SE3).

Overview

The content will:

• focus on the range of topics specified for German with Gaelic which are relevant to the secondary school curriculum;


• examine the rationale for German with Gaelic in the secondary school curriculum;


• critically evaluate relevant literature and research;


• study in detail national subject/course guidelines.

Attention is given throughout to aspects of professional practice in the teaching of German with Gaelic in secondary schools such as: communication; lesson and course planning and evaluation; resource evaluation, selection and production; assessment of pupils; learning styles and differentiation. Students will be required to consider and use theoretical frames and findings from research.

Structure

This course is integrated with courses SE1, SE2 and SE3 and is offered in three blocks of 6 weeks. For block one and two the normal pattern will be five hours contact per week on a single day and for block three the pattern will be two and a half hours per week on a single morning. The contact time will be made up of lectures, seminars, tutorials and tutor led workshops.

Assessment

Continuous assessment: In-Course Essay (100%).

Credit Points

30

Course Coordinator

Dr A J Wolfe

Pre-requisites

Available only to students on the PGDE (Secondary) programme.

Co-requisites

Learning & Teaching in Secondary Schools, Secondary School Experience 1(SE1), Secondary School Experience 2(SE2), Secondary School Experience 3(SE3).

Overview

The content will:

• focus on the range of topics specified for German with Spanish which are relevant to the secondary school curriculum;


• examine the rationale for German with Spanish in the secondary school curriculum;


• critically evaluate relevant literature and research;


• study in detail national subject/course guidelines.

Attention is given throughout to aspects of professional practice in the teaching of German with Spanish in secondary schools such as: communication; lesson and course planning and evaluation; resource evaluation, selection and production; assessment of pupils; learning styles and differentiation. Students will be required to consider and use theoretical frames and findings from research.

Structure

This course is integrated with courses SE1, SE2 and SE3 and is offered in three blocks of 6 weeks. For block one and two the normal pattern will be five hours contact per week on a single day and for block three the pattern will be two and a half hours per week on a single morning. The contact time will be made up of lectures, seminars, tutorials and tutor led workshops.

Assessment

Continuous assessment: In-Course Essay (100%).

Credit Points

30

Course Coordinator

Dr A J Wolfe

Pre-requisites

Available only to students on the PGDE (Secondary) programme.

Co-requisites

Learning & Teaching in Secondary Schools, Secondary School Experience 1(SE1), Secondary School Experience 2(SE2), Secondary School Experience 3(SE3).

Overview

The content will:

• focus on the range of topics specified for Spanish which are relevant to the secondary school curriculum;


• examine the rationale for Spanish in the secondary school curriculum;


• critically evaluate relevant literature and research;


• study in detail national subject/course guidelines.

Attention is given throughout to aspects of professional practice in the teaching of Spanish in secondary schools such as: communication; lesson and course planning and evaluation; resource evaluation, selection and production; assessment of pupils; learning styles and differentiation. Students will be required to consider and use theoretical frames and findings from research.

Structure

This course is integrated with courses SE1, SE2 and SE3 and is offered in three blocks of 6 weeks. For block one and two the normal pattern will be five hours contact per week on a single day and for block three the pattern will be two and a half hours per week on a single morning. The contact time will be made up of lectures, seminars, tutorials and tutor led workshops.

Assessment

Continuous assessment: In-Course Essay (100%).

Credit Points

30

Course Coordinator

Dr A J Wolfe

Pre-requisites

Available only to students on the PGDE (Secondary) programme.

Co-requisites

Learning & Teaching in Secondary Schools. Secondary School Experience 1(SE1). Secondary School Experience 2(SE2). Secondary School Experience 3(SE3).

Overview

The content will:

• focus on the range of topics specified for Spanish with Gaelic which are relevant to the secondary school curriculum;


• examine the rationale for Spanish with Gaelic in the secondary school curriculum;


• critically evaluate relevant literature and research;


• study in detail national subject/course guidelines.

Attention is given throughout to aspects of professional practice in the teaching of Spanish with Gaelic in secondary schools such as communication; lesson and course planning and evaluation; resource evaluation, selection and production; assessment of pupils; learning styles and differentiation. Students will be required to consider and use theoretical frames and findings from research.

Structure

This course is integrated with courses SE1, SE2 and SE3 and is offered in three blocks of 6 weeks. For blocks one and two the normal pattern will be five hours contact per week on a single day and for block three the pattern will be two and a half hours per week on a single morning. The contact time will be made up of lectures, seminars, tutorials and tutor-led workshops.

Assessment

Continuous assessment (100%): In-Course Essay.

Credit Points

30

Course Coordinator

Mrs E M Cowan

Pre-requisites

Available only to students on the PGDE (Secondary) programme.

Co-requisites

Learning & Teaching in Secondary Schools, Secondary School Experience 1(SE1), Secondary School Experience 2(SE2), Secondary School Experience 3(SE3).

Overview

The content will:

• focus on the range of topics specified for Geography which are relevant to the secondary school curriculum;


• examine the rationale for Geography in the secondary school curriculum;


• critically evaluate relevant literature and research;


• study in detail national subject/course guidelines.

Attention is given throughout to aspects of professional practice in the teaching of Geography in secondary schools such as: communication; lesson and course planning and evaluation; resource evaluation, selection and production; assessment of pupils; learning styles and differentiation. Students will be required to consider and use theoretical frames and findings from research.

Structure

This course is integrated with courses SE1, SE2 and SE3 and is offered in three blocks of 6 weeks. For block one and two the normal pattern will be five hours contact per week on a single day and for block three the pattern will be two and a half hours per week on a single morning. The contact time will be made up of lectures, seminars, tutorials and tutor led workshops.

Assessment

Continuous assessment: In-Course Essay (100%).

Credit Points

30

Course Coordinator

Mrs E M Cowan

Pre-requisites

Available only to students on the PGDE (Secondary) programme.

Co-requisites

Learning & Teaching in Secondary Schools, Secondary School Experience 1(SE1), Secondary School Experience 2(SE2), Secondary School Experience 3(SE3).

Overview

The content will:

• focus on the range of topics specified for Geography & History which are relevant to the secondary school curriculum;


• examine the rationale for Geography & History in the secondary school curriculum;


• critically evaluate relevant literature and research;


• study in detail national subject/course guidelines.

Attention is given throughout to aspects of professional practice in the teaching of Geography & History in secondary schools such as: communication; lesson and course planning and evaluation; resource evaluation, selection and production; assessment of pupils; learning styles and differentiation. Students will be required to consider and use theoretical frames and findings from research.

Structure

This course is integrated with courses SE1, SE2 and SE3 and is offered in three blocks of 6 weeks. For block one and two the normal pattern will be five hours contact per week on a single day and for block three the pattern will be two and a half hours per week on a single morning. The contact time will be made up of lectures, seminars, tutorials and tutor led workshops.

Assessment

Continuous assessment: In-Course Essay (100%).

Credit Points

30

Course Coordinator

Mrs E M Cowan

Pre-requisites

Available only to students on the PGDE (Secondary) programme.

Co-requisites

Learning & Teaching in Secondary Schools, Secondary School Experience 1(SE1), Secondary School Experience 2(SE2), Secondary School Experience 3(SE3).

Overview

The content will:

• focus on the range of topics specified for Geography & Modern Studies which are relevant to the secondary school curriculum;


• examine the rationale for Geography & Modern Studies in the secondary school curriculum;


• critically evaluate relevant literature and research;


• study in detail national subject/course guidelines.

Attention is given throughout to aspects of professional practice in the teaching of Geography & Modern Studies in secondary schools such as: communication; lesson and course planning and evaluation; resource evaluation, selection and production; assessment of pupils; learning styles and differentiation. Students will be required to consider and use theoretical frames and findings from research.

Structure

This course is integrated with courses SE1, SE2 and SE3 and is offered in three blocks of 6 weeks. For block one and two the normal pattern will be five hours contact per week on a single day and for block three the pattern will be two and a half hours per week on a single morning. The contact time will be made up of lectures, seminars, tutorials and tutor led workshops.

Assessment

Continuous assessment: In-Course Essay (100%).

Credit Points

30

Course Coordinator

Mr F E Cooney

Pre-requisites

Available only to students on the PGDE (Secondary) programme.

Co-requisites

Learning & Teaching in Secondary Schools, Secondary School Experience 1(SE1), Secondary School Experience 2(SE2), Secondary School Experience 3(SE3).

Overview

The content will:

• focus on the range of topics specified for History which are relevant to the secondary school curriculum;


• examine the rationale for History in the secondary school curriculum;


• critically evaluate relevant literature and research;


• study in detail national subject/course guidelines.

Attention is given throughout to aspects of professional practice in the teaching of History in secondary schools such as: communication; lesson and course planning and evaluation; resource evaluation, selection and production; assessment of pupils; learning styles and differentiation. Students will be required to consider and use theoretical frames and findings from research.

Structure

This course is integrated with courses SE1, SE2 and SE3 and is offered in three blocks of 6 weeks. For block one and two the normal pattern will be five hours contact per week on a single day and for block three the pattern will be two and a half hours per week on a single morning. The contact time will be made up of lectures, seminars, tutorials and tutor led workshops.

Assessment

Continuous assessment: In-Course Essay (100%).

Credit Points

30

Course Coordinator

Mr F E Cooney

Pre-requisites

Available only to students on the PGDE (Secondary) programme.

Co-requisites

Learning & Teaching in Secondary Schools, Secondary School Experience 1(SE1), Secondary School Experience 2(SE2), Secondary School Experience 3(SE3).

Overview

The content will:

• focus on the range of topics specified for History & Modern Studies which are relevant to the secondary school curriculum;


• examine the rationale for History & Modern Studies in the secondary school curriculum;


• critically evaluate relevant literature and research;


• study in detail national subject/course guidelines.

Attention is given throughout to aspects of professional practice in the teaching of History & Modern Studies in secondary schools such as: communication; lesson and course planning and evaluation; resource evaluation, selection and production; assessment of pupils; learning styles and differentiation. Students will be required to consider and use theoretical frames and findings from research.

Structure

This course is integrated with courses SE1, SE2 and SE3 and is offered in three blocks of 6 weeks. For block one and two the normal pattern will be five hours contact per week on a single day and for block three the pattern will be two and a half hours per week on a single morning. The contact time will be made up of lectures, seminars, tutorials and tutor led workshops.

Assessment

Continuous assessment: In-Course Essay (100%).

Credit Points

30

Course Coordinator

Mrs Y A N Dewhurst

Pre-requisites

Available only to students on the PGDE (Secondary) programme.

Co-requisites

Learning & Teaching in Secondary Schools, Secondary School Experience 1(SE1), Secondary School Experience 2(SE2), Secondary School Experience 3(SE3).

Overview

The content will:

• focus on the range of topics specified for Home Economics which are relevant to the secondary school curriculum;


• examine the rationale for Home Economics in the secondary school curriculum;


• critically evaluate relevant literature and research;


• study in detail national subject/course guidelines.

Attention is given throughout to aspects of professional practice in the teaching of Home Economics in secondary schools such as: communication; lesson and course planning and evaluation; resource evaluation, selection and production; assessment of pupils; learning styles and differentiation. Students will be required to consider and use theoretical frames and findings from research.

Structure

This course is integrated with courses SE1, SE2 and SE3 and is offered in three blocks of 6 weeks. For block one and two the normal pattern will be five hours contact per week divided between Tuesday and Friday and for block three the pattern will be two and a half hours per week on a single day. The contact time will be made up of lectures, seminars, tutorials and tutor led workshops.

Assessment

Continuous assessment: In-Course Essay (100%).

Credit Points

30

Course Coordinator

Mr A G Duncan

Pre-requisites

Available only to students on the PGDE (Secondary) programme.

Co-requisites

Learning & Teaching in Secondary Schools. Secondary School Experience 1(SE1). Secondary School Experience 2(SE2). Secondary School Experience 3(SE3).

Overview

The content will:

• focus on the range of topics specified for Mathematics which are relevant to the secondary school curriculum;


• examine the rationale for Mathematics in the secondary school curriculum;


• critically evaluate relevant literature and research;


• study in detail national subject/course guidelines.

Attention is given throughout to aspects of professional practice in the teaching of Mathematics in secondary schools such as: communication; lesson and course planning and evaluation; resource evaluation, selection and production; assessment of pupils; learning styles and differentiation. Students will be required to consider and use theoretical frames and findings from research.

Structure

This course is integrated with courses SE1, SE2 and SE3 and is offered in three blocks of 6 weeks. For blocks one and two the normal pattern will be five hours contact per week on a single day and for block three the pattern will be two and a half hours per week on a single morning. The contact time will be made up of lectures, seminars, tutorials and tutor-led workshops.

Assessment

Continuous assessment (100%): In-Course Essay.

Credit Points

30

Course Coordinator

Mr F E Cooney

Pre-requisites

Available only to students on the PGDE (Secondary) programme.

Co-requisites

Learning & Teaching in Secondary Schools, Secondary School Experience 1(SE1), Secondary School Experience 2(SE2), Secondary School Experience 3(SE3).

Overview

The content will:

• focus on the range of topics specified for Modern Studies which are relevant to the secondary school curriculum;


• examine the rationale for Modern Studies in the secondary school curriculum;


• critically evaluate relevant literature and research;


• study in detail national subject/course guidelines.

Attention is given throughout to aspects of professional practice in the teaching of Modern Studies in secondary schools such as: communication; lesson and course planning and evaluation; resource evaluation, selection and production; assessment of pupils; learning styles and differentiation. Students will be required to consider and use theoretical frames and findings from research.

Structure

This course is integrated with courses SE1, SE2 and SE3 and is offered in three blocks of 6 weeks. For block one and two the normal pattern will be five hours contact per week on two days and for block three the pattern will be two and a half hours per week on two mornings. The contact time will be made up of lectures, seminars, tutorials and tutor led workshops.

Assessment

Continuous assessment: In-Course Essay (100%).

Credit Points

30

Course Coordinator

Mr I R Downie

Pre-requisites

Available only to students on the PGDE (Secondary) programme.

Co-requisites

Learning & Teaching in Secondary Schools, Secondary School Experience 1(SE1), Secondary School Experience 2(SE2), Secondary School Experience 3(SE3).

Overview

The content will:

• focus on the range of topics specified for Physics with Science which are relevant to the secondary school curriculum;


• examine the rationale for Physics with Science in the secondary school curriculum;


• critically evaluate relevant literature and research;


• study in detail national subject/course guidelines.

Attention is given throughout to aspects of professional practice in the teaching of Physics with Science in secondary schools such as: communication; lesson and course planning and evaluation; resource evaluation, selection and production; assessment of pupils; learning styles and differentiation. Students will be required to consider and use theoretical frames and findings from research.

Structure

This course is integrated with courses SE1, SE2 and SE3 and is offered in three blocks of 6 weeks. For block one and two the normal pattern will be five hours contact per week on a single day and for block three the pattern will be two and a half hours per week on a single morning. The contact time will be made up of lectures, seminars, tutorials and tutor led workshops.

Assessment

Continuous assessment: In-Course Essay (100%).

Credit Points

30

Course Coordinator

Mr D C McMurtry

Pre-requisites

Available only to students on the PGDE (Secondary) programme.

Co-requisites

Learning & Teaching in Secondary Schools, Secondary School Experience 1(SE1), Secondary School Experience 2(SE2), Secondary School Experience 3(SE3).

Overview

The content will:

• focus on the range of topics specified for Religious Education which are relevant to the secondary school curriculum;


• examine the rationale for Religious Education in the secondary school curriculum;


• critically evaluate relevant literature and research;


• study in detail national subject/course guidelines.

Attention is given throughout to aspects of professional practice in the teaching of Religious Education in secondary schools such as: communication; lesson and course planning and evaluation; resource evaluation, selection and production; assessment of pupils; learning styles and differentiation. Students will be required to consider and use theoretical frames and findings from research.

Structure

This course is integrated with courses SE1, SE2 and SE3 and is offered in three blocks of 6 weeks. For block one and two the normal pattern will be five hours contact per week on a Tuesday and for block three the pattern will be two and a half hours per week on a Friday. The contact time will be made up of lectures, seminars, tutorials and tutor led workshops.

Assessment

Continuous assessment: In-Course Essay (100%).

Credit Points

30

Course Coordinator

Mr I R Downie

Pre-requisites

Available only to students on the PGDE (Secondary) programme.

Co-requisites

Learning & Teaching in Secondary Schools, Secondary School Experience 1(SE1), Secondary School Experience 2(SE2), Secondary School Experience 3(SE3).

Overview

The content will:

• focus on the range of topics specified for Technological Education which are relevant to the secondary school curriculum;


• examine the rationale for Technological Education in the secondary school curriculum;


• critically evaluate relevant literature and research;


• study in detail national subject/course guidelines.

Attention is given throughout to aspects of professional practice in the teaching of Technological Education in secondary schools such as: communication; lesson and course planning and evaluation; resource evaluation, selection and production; assessment of pupils; learning styles and differentiation. Students will be required to consider and use theoretical frames and findings from research.

Structure

This course is integrated with courses SE1, SE2 and SE3 and is offered in three blocks of 6 weeks. For blocks one and two the normal pattern will be two days per week for a total of seven hours contact per week and for block three the pattern will be two and a half hours per week on a single morning. The contact time will be made up of lectures, seminars, tutorials and tutor led workshops.

Assessment

Continuous assessment: In-Course Essay (100%).

Credit Points

18

Course Coordinator

Mrs E M H Clark

Pre-requisites

Only available to students on the P/T PGDE (Primary) Programme. Completion of Module 1A (P/T) course, Module 1B (P/T), Module 2A (P/T) and Module 2B (P/T).

Co-requisites

Elective Course.

Notes

Online access to WWW is essential for access to the WebCT learning area. (Course available only where there is a partnership agreement with the Local Authority).

Overview

This course will enable students to expand their study of child development and learning theory and to understand the continuum of learning from Nursery to early stages of the Primary school. Students will discover the need to adapt many of their practices to suit the younger child. Students will see the wide range of ability, confidence and competence in the 3-12 years of age range. The focus on Nursery stages will enable students to see the inter-relatedness of all subject areas of the curriculum in the young child’s learning. The emphasis is on an interactive play based curriculum.

Structure

Online tutoring through a WebCT environment supported by video and CD-ROM material. Practical workshops during four Network days delivered within the local authority.

Assessment

Continuous Assessment: In-course Essay (100%).

Credit Points

20

Course Coordinator

Mrs E M H Clark

Pre-requisites

Only available to students on the P/T PGDE (Primary) programme.

Co-requisites

Module 1B (P/T) Observation and Middle Stages School Experience Placement.

Notes

Online access to WWW is essential for access to the WebCT learning area. (Course available only where there is a partnership agreement with the Local Authority).

Overview

This course initially provides induction to the programme and an overview of the professional requirements for teachers. Following an Observation period in school, it provides and opportunity to gain in-depth overview of issues relating to the middle stages of Primary school. Throughout this course, students will begin to define and articulate the role of the classroom teacher. Curriculum studies will provide a conceptual framework for each area of the Primary curriculum. Professional studies will provide a framework for furthering understanding of child development and managing teaching within middle stages.

Structure

Initial induction 3 x 3 days on campus with lectures, tutorials and workshops. Online tutoring through a WebCT environment supported by video and CD-ROM materials. Practical workshops during three Network days delivered within sponsoring local authority. Lectures, seminars and workshops during two days on campus (recall days). Use of video conferencing to support peer collaboration.

Assessment

Continuous assessment: In-course Essay (100%).

Credit Points

17

Course Coordinator

Mrs E M H Clark

Pre-requisites

Elective Course.

Co-requisites

Only available to students on the P/T PGDE (Primary) programme. Completion of Middle Stages Module 1A course and Middle Stages School Experience Module 1B for PGDE (P) part-time programme.

Notes

Online access to WWW is essential for access to the WebCT learning area. (Course available only where there is a partnership agreement with the Local Authority).

Overview

This course will build on the professional skills, knowledge and understanding and experiences gained so far. Through the focus of the Upper Stages of the Primary school, this course provides opportunity to deepen and extend ability to deliver subject content in the Primary school, to increase the range of strategies for delivering the content, meeting individual needs and for managing pupil behaviour. Consideration will be given to continuity and progression in the curriculum as described through the 5-14 Curriculum Guidelines. Issues relating to transition, working with colleagues in the secondary sector, parents and wider community will be explored.

Structure

Online tutoring through a WebCT environment supported video and CR-ROM materials. Practical workshops during three Network days delivered within the sponsoring local authority.

Assessment

Continuous Assessment: In-course Essay (100%).

Credit Points

20

Course Coordinator

Dr J M McDowall

Pre-requisites

Available only to students on the PGDE (Secondary) programme.

Co-requisites

Learning and Teaching in Secondary Schools; Teaching [subject name(s)] in Secondary Schools; Secondary School Experience 1 & 2.

Overview

This course is the third placement in a secondary school where students engage in teaching, development and investigative activities as part of the transition to become newly qualified teachers. The content of this course is based on the requirements set out in the Standard for Initial Teacher Education:

• Professional knowledge and understanding of: the curriculum; education system and professional responsibilities; principles and perspectives;


• Professional skills and abilities: Teaching and learning; classroom organisation and management; pupil assessment; professional reflection and communication;


• Professional values and personal commitment.

Structure

Six weeks practical placement in a secondary school.

Assessment

Continuous assessment: Three summative reports – one each from the visiting tutor, the Principal Teacher and the Teacher Regent (100%).

A resit is available at the discretion of the Examiners.