EDUCATION - EDUCATIONAL STUDIES

Credit Points

20

Course Coordinator

Dr A R Cowieson

Pre-requisites

Available to students in the BEd (Hons) Primary Programme Year 1. The course is specifically designed to be of interest to, and to attract participation from, students on other Year 1 Programmes.

Overview

Theories of learning:Connectionism, constructivism, the information processing model, emotional intelligence, multiple intelligences.

Learning styles:Reviewing the content and the implications of the works of some of the major theorists (Kolb, Gregoric, Fielding). This aspect of content will also offer the students the opportunity to apply some examples of the assessment tools to their own preferred approach to learning (learning style).

The effect on learning of motivation

The development of learning skills:Bloom's taxonomy (thinking about different ways of thinking and processing information). Metacognition, reflection and reflective writing, analysis and analytical writing, research and the use of literature.

Development of personal ICT skills:Knowledge and understanding of ICT, ICT 5-14 National Guidelines, self-evaluation, essential skills, working with Windows, word processing, e-mail, internet and WWW.

Structure

18 one-hour lectures, 22 one-hour workshops, 15 two-hour workshops, 50 hours www-based and open learning.

Assessment

1st Attempt: Continuous assessment (60%), summative assessment (40%).

Resit: Continuous assessment (60%), summative assessment (40%).

Credit Points

20

Course Coordinator

Pat Millar

Pre-requisites

Available only to students accepted onto the BA in Curative Education Programme.

Notes

This course requires students to experience the curative environment of a Camphill Community.

Overview

• The purpose of this course is provide an understanding of Curative Education and it's past and present role.


• Anthroposophical principles relevant to an historic understanding of the human being will be explored.


• Introduction to the areas within Curative Education: house - life, education (based on the Waldorf Curriculum), theraputic activities and crafts.


• The role of pastoral care, partnership with families, healthy living, therapeutic activities and education within each key area.


• Personal development and its relation to Camphill Community living.


• The place of arts, cultural and spiritual activities in Curative Education.


• The holistic approach in Curative Education.

Structure

15 one-hour lectures, 10 two-and-a-half hour tutor led seminars.

Assessment

1 written assignment of 2,500 words - observation of the practice of Curative Education in relation to an individual with complex needs. 1 fifteen minute oral presentation summarising the main points.

Credit Points

15

Course Coordinator

To be confirmed

Pre-requisites

None.

Overview

This course has three units.

Unit 1 Looking at what you think about the Child's Environment
This unit introduces the child's environment and requires an examination of the way by which the values, attitudes and beliefs of the adult affect the environment.

Unit 2 Looking at Human Needs, Child Development and Learning
This unit introduces the concept of human needs, child development and learning theory and identifies the processes of learning which the child uses.

Unit 3 The Important People and the Environment they Create
This unit explores the adult role and responsibilites in relation to ethos, space and resources.

Assessment

Three formative tasks and a summative task.

Credit Points

15

Course Coordinator

To be confirmed

Pre-requisites

None.

Overview

This course has three units.

Unit 1 The Nature and Function of Communication and Language
This unit introduces the key concepts and explores the dynamics and purpose of communication and language with particular reference to the theoretical frameworks of language. You will also be required to begin to look at your use of language. In this respect reference will be made to the implications arising from living and working in a linguistically diverse society.

Unit 2 The Relationship between Communication, Language, Learning and Development
This unit builds on your understanding of child development and you will be encouraged to respond with sensitivity, awareness and skill to children's language and learning needs.

Unit 3 Supporting Learning
This unit requires you to access the strategies that can be used to support your children in the development of communication, language and literacy. Particular attention will be given to children who are bilingual/multilingual and those with special needs.

Assessment

Two formative tasks and a summative task.

Credit Points

15

Course Coordinator

To be confirmed

Pre-requisites

None.

Overview

This course has three units.

Unit 1 What is Personal and Social Development
This unit explores what is meant by the term Personal and Social Development. It also discusses how young children develop their concept of self and how this relates to the child's level of self esteem.

Unit 2 Diversity and Equity
The focus of this unit is diversity. You will be encouraged to explore your understanding of the attitudes towards diversity. The unit will then concentrate on how children develop their gender identities. You will be asked to consider the issues of equity in relation to gender differences.

Unit 3 Attitudes, Values and Beliefs
Adults working with young children need to be aware of the attitudes, values and beliefs that they have in order to identify any influences they might have on their interactions with children. This unit requires you to assess methodologies and resources that can be used with children in relation to Personal and Social Development.

Assessment

Two formative tasks and a summative task.

Credit Points

15

Course Coordinator

To be confirmed

Pre-requisites

None.

Overview

This course has four units.

Unit 1 Human Development Across the Life Span
This unit examines the process of the life course. It considers the life events, transitions, relationships and stresses of adulthood and the internal and external influences upon the life course.

Unit 2 Patterns of Child Care and Education
This unit considers the structure and patterns of family life. It examines the range of provision which is available to families.

Unit 3 Protecting Children
This unit considers the different approaches to child protection. It examines child abuse, the rights and entitlements of the child and the carers, policies and procedures. It also requires that personal feelings, attitudes, beliefs, assumptions and judgements are examined and challenged.

Unit 4 Effecting Change
This unit considers the support which can be provided for children and parents by those working in early childhood settings.

Assessment

Three formative tasks and a summative task.

Credit Points

15

Course Coordinator

To be confirmed

Pre-requisites

None.

Overview

This course has three units.

Unit 1 What is science?
This unit looks at the different aspects of science and how attitudes towards science are formed.

Unit 2 How young children make sense of their world
This unit explores how children make sense of their world.

Unit 3 Creating a climate for learning science
This unit helps participants to reflect on issues raised in Units 1 and 2 in order to identify the implications for their practice and their setting.

Assessment

Three formative tasks and a summative task.

Credit Points

15

Course Coordinator

To be confirmed

Pre-requisites

None.

Overview

This course has three units.

Unit 1 Assessment through Observation
This unit recognises observation to be at the centre of the assessment process in early childhood practice. The historical context of observation is put in frame and the theoretical models which inform observation practice are outlined.

Unit 2 Observation: Planning and Action
This unit involves the participant in an examination of their own observation practice. Several different types of observation are described and tasks set to enable them to be put to effect.

Unit 3 Recording and Reporting
This unit looks at the way observation informs recording and reporting in the early years. The roles and responsibilities of parents and others are variously considered in the recording and reporting processes.

Assessment

Two formative tasks and a summative task.

Credit Points

15

Course Coordinator

To be confirmed

Pre-requisites

None.

Overview

This course has two units.

Unit 1 Diversity - What Is It? Exploring the Issues
This unit will give you the opportunity to address the following:
- defining diversity
- concepts of normality; valuing difference
- anti discrimatory practice
- an introduction to values
- prejudice and stereotyping.

Unit 2 Diversity - What Is It? Exploring Issues of Discrimination and Children's Rights
This unit will give you the opportunity to address the following:
- values and conflict
- effect of discrimination
- bullying
- role modelling
- self esteem
- human rights
- children's rights and legislation.

Assessment

Assessed in two summative parts, part one and part two.

Credit Points

10

Course Coordinator

Mrs B Hookey

Pre-requisites

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

Notes

Teaching in this course will inform the student experience on placement SE 1.2.

Overview

Lectures seminars and workshops will address the following key issues:

• Principles of Teaching


• Classroom Organisation and Management


• Values Attitudes and Attributes


• Working with Others


• Education Structures

Structure

11 one-hour lectures, 11 one-hour workshops, 2 one-hour seminars, 11 tutorials.

Assessment

Assignment (100%). The recommended length is 2000 words.

Credit Points

10

Course Coordinator

Mrs M Forbes

Pre-requisites

SCRO checking for child protection purposes. Adequate attendance at in-Faculty supporting course work. This course is restricted to students in the BEd (Hons) Programme Year 1.

Overview

The student will be gaining-

Professional knowledge and understanding of

• Curriculum

Professional Skills and Abilities in

• Teaching and Learning


• Classroom Organisation


• Pupil Assessment

Professional Values and Personal Commitment to

• Value themselves as growing Professionals

Transferable Skills

• Develop and manage effective relationships with others


• Communicate and report effectively both orally and in writing

Structure

Practical Placement in a middle or upper stage class in the Primary School.

Assessment

1st Attempt: Observation of classroom practice. One summative report following the tutor visit (50%) plus one summative report from the school (50%).

Resit: Observation of classroom practice. One summative report following the tutor visit (50%) plus one summative report from the school (50%).

Credit Points

15

Course Coordinator

To be confirmed

Pre-requisites

None.

Overview

This course has a 'workbook' which will help you to understand the process of the course, the function of the synoptic module and the relationship to your professional journal.

This workbook, which has three main sections, will help you to think about and track your growing understandings of:

Being a person and a learner

• yourself as a person


• the adult as a person and a learner


• the child as a person


• the child as a learner


• building relationships.

Professional development in terms of

• knowledge and understanding of early childhood


• skills you use in practice


• attitudes - values and beliefs


• professional competence as an early childhood professional


• study skills of using reading to support your thinking and writing


• analysing and discussing issues and recognising other perspectives


• setting realistic goals for practice development.

Self evaluation of practice and thinking

• being confident to self evaluate


• how to take issues and ideas raised from your studies for the other courses and show how these will affect your practice and thinking


• deciding on action to be taken, what and by whom


• setting goals for self.

The purpose of the workbook is to help you to make links between what you think, what you do in practice, what you read about and how your reading and discussions with others, influences your understanding and your practice.

The workbook will support you in the initial stages of your studies, leading you to taking ownership and making your own decisions about the entries which will go in your professional journal as you proceed through the course.

Assessment

Assessed through the submission of a self evaluative paper, supported by evidence drawn from your journal and from credible witnesses. You will also be required to negotiate a formative submission of evidence after your fourth level one course. Your summative submission must include evidence of development of practice.

Credit Points

15

Course Coordinator

To be confirmed

Pre-requisites

None.

Overview

This course has two units.

Unit 1 The Developing Child
This unit focuses on: Child Development in Section One and on Theoretical Principles of Early Childhood and Learning in Section Two.
This unit will enable participants to revisit and deepen understandings about the developing child and the related theories, upon which practice is developed.

Principles and Practice
This unit focuses on: Principles which underpin child development and learning; play and learning; supporting and working in collaboration with parents and carers and other professionals; identifying individual needs and planning to meet individual needs.
This unit will enable participants to identify the principles which underpin their practice and to review their practice and thinking about meeting individual development and learning needs of children and their families.

Assessment

Assessment will be in two parts, Part One and Part Two.

Credit Points

15

Course Coordinator

To be confirmed

Pre-requisites

None.

Overview

This course has two sections.

Section 1: Theories and Principles of an Early Childhood Curriculum
This section will lead participants into the theories and principles which underpin an early childhood curriculum.

Section 2: The Young Child and the Curriculum
This section will:

• enable participants to consider the curriculum for the young child thinking in particular about influences such as: self awareness, curiosity, motivational factors, culture and curriculum itself.


• support participants in thinking about the theories of play, the importance of play for learning and language; play and the environment.


• encourage participants to consider and observe the child's response to the curriculum through his/her representations.

Assessment

Assessment will be in two parts, Part One and Part Two.

Credit Points

15

Course Coordinator

To be confirmed

Pre-requisites

None.

Overview

This course has two units.

Unit 1: Exploring The Issues
This unit will give you the opportunity to address the following:

• defining diversity


• concepts of normality


• valuing difference; anti discriminatory practice


• issues around discrimination


• an introduction to values


• prejudice and stereotyping.

Unit 2: Sensitive Issues
This unit will give you the opportunity to address the following:

• partnership


• the importance of clear communication


• values in action


• challenging discrimination


• non discriminatory play


• creating a more equal environment


• policies and procedures.

Assessment

Assessment of this module is in two parts, Part One and Part Two.

Credit Points

15

Course Coordinator

To be confirmed

Pre-requisites

None.

Overview

This course has two units.

Unit 1: Setting the Climate
This unit helps to develop and understanding of the importance of creating and maintaining a positive ethos in teaching and learning environments. This will necessitate an examination of the role of adults in establishing and maintaining relationships:

Unit 2: Sensitive Issues
This unit explores how children react to sensitive issues in order to identify how adults can support children. Different strategies will be examined and applied.

Assessment

Assessed through two formative tasks and a summative task.

Credit Points

15

Course Coordinator

To be confirmed

Pre-requisites

None.

Overview

This course has eight sections.

Section 1: the principles of managing
Section 2: the managerial environment
Section 3: planning
Section 4: organising and controlloing resources
Section 5: leadership
Section 6: managing quality
Section 7: performance management and staff development
Section 8: promoting your centre.

Assessment

Assessment will be a 3000 word paper.

Credit Points

15

Course Coordinator

To be confirmed

Pre-requisites

None.

Overview

This course has two units.

Unit 1: The Developing Child
This unit focuses on: Child Development in Section One and on Theoretical Principles of Early Childhood and Learning in Section Two.

This unit will enable participants to revisit and deepen understandings about the developing child and the related theories, upon which practice is developed.

Unit 2: Principles and Practice
This unit focuses on: Principles which underpin child development and learning; play and learning; supporting and working in collaboration with parents and carers and other professionals; identifying individual needs and planning to meet individual needs.

This unit will enable participants to identify the principles which underpin their practice and to review their practice and thinking about meeting individual development and learning needs of children and their families.

Assessment

Assessment is in two parts, Part One and Part Two.

Credit Points

15

Course Coordinator

To be confirmed

Pre-requisites

None.

Overview

This course has two units.

Unit 1: Making Sense of Literacy and Numeracy
This unit will enable participants to read and think about:

• emergent literacy and numeracy


• role of parents and carers in fostering literacy and numeracy


• the experiences of literacy and numeracy which children bring with them


• the role of play, dialogue and the environment in the development of literacy and numeracy challenges for educators

Unit 2: Developing Literacy and Numeracy Knowledge and Understanding
This unit will enable participants to read and think about:

• using the environment for developing literacy and numeracy


• creating the environment for developing literacy and numeracy


• role of educator


• providing and planning contexts for developing literacy and numeracy


• observing, analysing and evaluating the contexts for developing literacy and numeracy


• ensuring continuity and progression for the child.

Assessment

Assessment is in two parts, Part One and Part Two.

Credit Points

15

Course Coordinator

To be confirmed

Pre-requisites

None.

Overview

This course has three sections.

Section 1: How Children Learn About Their World
This section enables participants to examine, read and think in depth about:

• how children develop and learn


• children as competent learners


• social constructivism


• planning/implementation model underpinned by a constructivist philosophy.

Section 2: Children's Ideas About Their World
This section enables participants to examine, read and think in depth about:

• children's own ideas


• misconceptions or alternative frameworks


• children's ideas about living things; materials and objects; the water cycle, other aspects of their world


• the historical development of science and the use of models and metaphors


• general characteristics of children's ideas.

Section 3: Promoting Children's Concept Development About Their World
This section enables participants to examine, read and think in depth about:

• concept development


• children's representation of their ideas


• knowledge and understanding of the world (Scottish Curriculum Framework for Children 3-5)


• classroom environment and inside-outside relationship


• holistic learning and natural materials


• development curiosity and investigative play


• matching planned learning to children


• links with schema


• observation and assessment


• promoting independent learning and the role of an educator.

Assessment

Assessment is in two parts, Part One and Part Two.

Credit Points

15

Course Coordinator

To be confirmed

Pre-requisites

None.

Overview

This course has three units.

Unit 1: Young Children as Learners
This section focuses on theoretical aspects which underpin an understanding of your children as learners and includes:

• children's dispositions to learning


• a sociocultural approach and view of learning


• inter subjectivity


• co-operative learning


• cognitive coaching


• constructivism


• children's schema.

Unit 2: Learning Through Language
This section focuses on:

• children's acquisition of language - semantics, syntax, pragmatics


• dispositions and language


• role of play


• social interaction


• scaffolding children's language developments


• children's conversational meanings


• role of adults in social interactions with children


• organisational structures and social interactions.

Unit 3: Planning for Young Children's Learning
This section focuses on:

• planning a curriculum for thinking children


• the importance of exploration


• planning for the development of enquiry skills, children's concepts (including children's respesentation of their ideas) and attitudes.

Assessment

Assessment is in two parts, Part One and Part Two.

Credit Points

15

Course Coordinator

To be confirmed

Pre-requisites

None.

Overview

The programme design offers you the opportunity to self direct a part of the Optional course section through an Independent Study. If the area of study is focused within one of the core areas of the Early Childhood Studies programme the Independent Study can count as a course from that core area.

Since this Independent Study has been included in the programme to enable you to pursue a study related to your own professional needs and interests the information included is kept to a minimum.

Assessment

Assessed through two formative tasks and a summative report.

Credit Points

15

Course Coordinator

Dr D W Hay

Pre-requisites

Available to students in the BEd (Hons) Primary Programme in Year 2. This course is also relevant to students from other undergraduate programmes who have an interest in education and may be considering post graduate study in professional qualifications.

Overview

This course considers the meaning of education, the curriculum, and teaching. It reviews the varied interpretations of the role which the educational system plays in society and, in particular, of the impact of social factors on learning and achievement. The effect on the education system, on the curriculum and on assessment of political ideologies and policies is considered, with an emphasis on current policies. The role of teachers, teaching and professionalism from the sociological, historical and philosophical perspectives is outlined. These sections are drawn together through an overview of the main stages in the development of the Scottish education system over the last 150 years. The course provides an opportunity for participants to articulate their own views on education and to become more aware of the values underlying their views. It also encourages participant to become aware of their personal style of learning.

Structure

24 one-hour lectures (to be arranged), 9 two-hour seminars (times to be arranged), 6 one-hour tutorials. There will also be 2 two-hour discussions with guest contributors, representing other academic disciplines.

Assessment

Summative: one 2000 word in-course essay (75%), 1 peer assessed seminar discussion paper (25%).

Credit Points

30

Course Coordinator

Pat Millar

Pre-requisites

Available only to students continuing into Stage II of the BA in Curative Education Programme.

Notes

This course is underpinned by an anthroposophical understanding of the human being.

Overview

• Presentation of a selected range of conditions that give rise to complex needs.


• Relevant models and methods of assessment, basedon on Anthroposophical theories.


• Current research and understanding of a range of disorders.


• Observation skills.


• Rudolf Steiner's "Course in Curative Education" as a basis for diagnostic understanding of individuals with complex needs.


• Relevant models and methods of assessment based on anthroposophical and non-anthroposophical approaches.


• An overview of responses to specific disorders.


• Reflective practice and professional values.


• Embryology and related ethical questions.

Structure

20 one-hour lectures, 30 one-hour tutor led seminars, 5 one-hour tutorials, 30 one-hour workshops.

Assessment

4,000 word in course essay (case study), 30 minute oral presentation plus supporting summary assessed by two tutors.

Credit Points

15

Course Coordinator

Mrs M Forbes

Pre-requisites

SCRO checking for child protection purposes.
Adequate attendance at in-Faculty supporting course work.
This course is restricted to students in the BEd (Hons) Primary Programme Year who have successfully completed course School Experience 1.2.

Overview

The student will be gaining

Professional Knowledge and Understanding of-

• Curriculum

Professional Skills and Abilities in

• Teaching and Learning


• Classroom Organisation


• Pupil Assessment

Professional Values and Personal Commitment to

• Value themselves as growing Professionals

Transferable Skills

• Develop and manage effective relationships with others


• Communicate and report effectively both orally and in writing.

Structure

Practical Placement in an upper stage class in the Primary School.

Assessment

Observation of classroom practice. Two summative reports following tutor visits}

• one summative report from the school.}100%


• Self evaluation

Credit Points

15

Course Coordinator

Pat Millar

Pre-requisites

Available only to students accepted onto Stage III of the BA in Curative Education.

Overview

Research - an overview: to focus on the nature of social and educational research: their uses, the role of the researcher, ethical issues and getting started, instigating a literature search and review.

Designing and planning research: to focus particularly on designing research projects within the context of a chosen aspect of the Curative Educator role.

Introduction to methods of data collection: to focus on on questionnaires, observations and interviews, focus group discussions, logs and diaries.

Data analysis and interpretation: to focus on the process of collating data and subsequent analysis and interpretation of quantitative and qualitative data.

Writing up research:to focus on organising and writing a research proposal and to a lesser extent research findings. Consideration will be given to the proposed audience and appropriate styles of presentation.

Structure

10 two-hours direct teaching, 5 one-hour tutorial support, 5 two-hours tutor directed open learning tasks.

Assessment

An in course essay (4,000 words) on the student's design for a Curative Education focused enquiry along with reflections on the tasks undertaken in drawing up the design and a critical, self-evaluation of their own management of the process. Continuous assessment (100%).

Credit Points

15

Course Coordinator

To be confirmed

Pre-requisites

None.

Overview

The purpose of the professional project at level 2 is to require participants to integrate their learning from other courses through the implementation of a project in an area of interest to the individual, using skills of systematic inquiry. The project is intended to increase awareness that knowledge can be drawn from a range of sources including study, experience, reflection and investigation.

The project is also designed to require participants to become increasingly autonomous as learners through the selection of a project topic incorporating a research element and selection of appropriate methods of implementing the project.

At level 2, the project is required to include a simple research element within stated methodological boundaries. Tutors will guide participants on the use of appropriate methods. Participants will be expected to link the outcomes of their inquiry to practice and will be expected to present the findings of their inquiry in an appropriate format, drawing on relevant literature.

Assessment

Assessed by two formative tasks and by the submission of a written report.

Credit Points

20

Course Coordinator

Ms M Bryson and Dr A R Cowieson

Pre-requisites

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

Overview

Unit 1
The following key themes focusing on pre-school education and care are covered:

• Pre-school education: policy, principles, curriculum and practice


• The assessment cycle


• Continuity, progression, inclusion.


• Key aspects of legislation/children's rights


• Learning through play


• The role of the nursery teacher


• Teamwork


• Leadership


• Partnership with parents and the wider community


• Interdisciplinary practice


• Behaviour management


• ICT and individual need

Unit 2
Doing research
Identifying an topic
Developing appropriate research questions.

Reading research
Building a web of appropriate literature
Critical analysis of research literature
Seeing the implications of research findings.

Writing a literature review
Writing analytically

Structure

20 one-hour lectures, 10 one-hour tutor-led workshops, nine-hours student-led workshops, 3 two-hour open-learning tasks, fifty-hours self-directed learning, ninety-hours private study.

Assessment

1st Attempt: Summative: In-course essay 2500 words (60%) and in-course essay 1500 (40%).

Resit (non-honours students only): Summative: In-course essay 2500 words (60%) and in-course essay 1500 (40%).

Credit Points

Course Coordinator

Mrs M Forbes

Pre-requisites

SCRO checking for child protection purposes.
Adequate attendance at in-Faculty supporting course work.
Successful completion of all previous placements.
This course is restricted to BEd (Hons) Primary students Year 3 who have successfully completed the course School Experience 2.2.

Overview

The student will be gaining:-

Professional Knowledge and Understanding of:-

• Curriculum

Professional Skills and Abilities in:-

• Teaching and Learning


• Classroom Organisation


• Pupil Assessment

Professional Values and Personal Commitment to:-

• Value themselves as growing Professionals

Transferable Skills:-

• Develop and manage effective relationship with others


• Communicate and report effectively both orally and in writing

Structure

Practical Placement in a nursery class.

Assessment

1st Attempt: One summative report following the tutor visit (50%), one sumative report from the school (50%), self evaluation schedule.

Resit (non-honours students only): One summative report following the tutor visit (50%), one sumative report from the school (50%), self evaluation schedule.

Credit Points

20

Course Coordinator

Mr I R Downie

Pre-requisites

Candidates must possess the minimum entry requirements as prescribed in "The Memorandum on Entry Requirements to Courses of Initial Teacher Education" (SEED/GTCS) - including a National Qualifications Course award in English at level 6 (or equivalent), and have satisfied the relevant selection procedures.

Co-requisites

Candidates must be following the companion School of Education courses in year 3 of the B.S.c. Technology with Education: Learning and Teaching in Secondary Schools A and School Experience 1A.

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 introduced to the use of theoretical frames and findings from research.

Structure

1st Attempt: Written report of 3000 words (100%)

Resit: Written report of 3000 words (100%).

Credit Points

20

Course Coordinator

Mrs L M Stephen

Pre-requisites

Candidates must possess the minimum entry requirements as prescribed in "The Memorandum on Entry Requirements to Courses of Initial Teacher Education" (SEED/GTCS) - including a National Qualifications Course award in English at level 6 (or equivalent), and have satisfied the relevant selection procedures.

Co-requisites

Candidates must be following the companion School of Education courses in year 3 of the BSc Technology with Education: Teaching Technological Education in Secondary Schools A and School Experience 1A.

Overview

The content of the course includes:

• a critical awareness of the principles and practices of social justice, inclusion equality and democracy, and strategies to counter discrimination;


• the wide range of teaching strategies that recongise and value diversity, maintain high expectations, and enable all pupils to reach their full potential;


• knowledge and understanding of the wider role of the teacher in a secondary school;


• understanding of models of professional development.

There is also a core component that includes ICT support tutorials.

Assessment

1st Attempt: Written report of 3000 words (100%)

Resit: Written report of 3000 words (100%).

Credit Points

5

Course Coordinator

Mr I R Downie

Pre-requisites

Candidates must possess the minimum entry requirements as prescribed in "The Memorandum on Entry Requirements to Courses of Initial Teacher Education" (SEED/GTCS) - including a National Qualifications Course award in English at level 6 (or equivalent), and have satisfied the relevant selection procedures.

Co-requisites

Candidates must be following the companion School of Education courses in year 3 or the BSc Technology with Education: Learning and Teaching in Secondary Schools A and Teaching Technological Education in Secondary Schools A.

Overview

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 & abilities

• teaching and learning


• classroom organisation and management


• pupil assessment


• professional reflection and communication


• Professional values and personal commitment

Structure

1st Attempt: A summative report with inputs from the University tutor, the Principal Teacher and the Teacher Regent (100%).

Assessment

Resit: A fail in School Experience 1A will be compensated for by one resit attempt in the second half session of third year.

Credit Points

15

Course Coordinator

Mr I R Downie

Pre-requisites

Candidates must possess the minimum entry requirements as prescribed in "The Memorandum on Entry Requirements to Courses of Initial Teacher Education" (SEED/GTCS) - including a National Qualifications Course award in English at level 6 (or equivalent), and have satisfied the relevant selection procedures. They must also have completed "School Experience 1A".

Co-requisites

Candidates must be following Engineering courses ES 3076 Engineering Design, ES 3043 Control Systems A and either ES 3044 Micro-controllers and their Applications A or the new course Mechanics and Materials for BSc Technology with Education.

Overview

The context 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 & abilities

• teaching and learning


• classroom organisation and management


• pupil assessment


• professional reflection and communication


• Professional values and personal commitment

Structure

1st Attempt: Three summative reports, one from the visiting tutor, the Principal Teacher and the Teacher Regent (100%).

Assessment

A fail in School Experience 1B will be compensated for by a pass in School Experience 2. There is therefore no provision for a resit.

Credit Points

20

Course Coordinator

Ms M Russell

Pre-requisites

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

Overview

The course develops student's 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 Attempt: One in course essay/report of 1000 words (25%), a portfolio of evidence 3000 words or equivalent (75%).

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

Credit Points

17.5

Course Coordinator

Mrs M Forbes

Pre-requisites

SCRO checking for child protection purposes
Adequate attendance at in-Faculty supporting course work.
This course is restricted to BEd (Hons) Primary students in year 3 who have successfully completed SE3.1.
Fluency in Gaelic to be placed in Gaelic medium Unit.

Overview

• Strategies for comparing the nursery context with the Early Years context;


• Strategies for curriculum planning and assessment to meet the varied needs of an early stage class;


• Strategies for management of time, space, resources and interaction within the early classroom;


• Strategies for maintaining nurturing relationships - ie teacher/child; child/child;


• Theory on social setting of families;


• Build on obvservation strategies in the classroom.

Structure

Practical Placement in an Early Years class.

Assessment

1st Attempt: One summative report following the tutor visit (50%), one summative report from the school (50%), self evaluation schedule.

Resit (non-honours students only): One summative report following the tutor visit (50%), one summative report from the school (50%), self evaluation schedule.

Credit Points

30

Course Coordinator

Mrs L M Stephen

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

This course includes:

• a critical awareness of the principles and practices of social justice, inclusion, equality and democracy, strategies to counter discrimination;


• professional insights into the wide range of teaching strategies that recognise and value diversity, maintain high expectations and enable all pupils to reach their full potential;


• detailed knowledge and understanding of Scottish Education, learning and child development, curriculum and assessment and the wider role of the teacher in a secondary school;


• understanding and synthesis of models of professional development.

There is a core component that includes ICT support tutorials and a Specialist Professional Topic chosen from a given menu. Students are expected to engage with and reflect on relevant theories and research to consolidate their professionalism.

Core: 4x1 hour lectures, 2x1 hour tutorials (Induction days)

Core: 2x1 hour lectures (Monday at 9 and 10 for 11 weeks)

Core: 1x1-hour tutorials (Monday at 12 for 11 weeks)

Core: 1x1 hour lecture (Monday at 9 for 12 weeks)

Core: 1x2 hour tutorial (Monday at 10 for 2 weeks)

Core: 1x3 hour seminar (Monday at 9 for 2 weeks)

Structure

Support: 4x1 hour support tutorials (Monday pm in first 6 weeks).

Elective: 1x2 hour tutorial/seminar (Mondays for next 10 weeks).

Assessment

Continuous assessment (100%).

Credit Points

17

Course Coordinator

Mrs E M H Clark

Pre-requisites

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

Co-requisites

Middle Stages Focus Module 1A (P/T) course.

Notes

Course available only where there is a partnership agreement with the Local Authority. Disclosure Scotland clearance required for child protection purposes

Overview

This course is compulsory for all PGDE (P) part-time students who wish to gain the PGDE (P) award for entry to Primary teaching. The course requires 3 x 2 days Observation in the Primary School during the Induction course and a further 4 weeks full-time placement in a Middle stages classroom normally within the same school.

The course provides opportunity to gain practical experience and reflection on teaching and learning within the Middle Stages focussing on strategies for:

• planning;


• classroom management;


• negotiation and discussion with class teacher,


• effective communication with children.

Structure

Practical placement in a Primary school with four weeks of the placement in a Middle Stages class within sponsoring local authority.

Assessment

Continuous assessment (100%). 2 formative reports - one each from visiting tutor and class teacher.

Credit Points

20

Course Coordinator

Ms A Barclay & Mrs A C Hendrey

Pre-requisites

Available to students in the BEd (Hons) Primary Programme in Year 4. This course is also relevant to students from other programmes who have an interest in education and may be considering post graduate study in professional qualifications.

Overview

The course will address the formal and informal contexts for learning. Educational contexts will include some understanding of their own education system and other education systems, and the value systems underpinning their organisation. This course also explores the complex interactions between education and its contexts at the macro level, and its relationship with other discipines and professions.

Structure

12 one-hour lectures and 12 two-hour seminars. There will also be 2 two-hour discussion groups with guest speakers representing either managers in the Scottish education system or managers in other public service organisations.

Assessment

1st Attempt: 1 two-hour short question written examination (80%) and peer assessment of a seminar presentation (20%).

Credit Points

20

Course Coordinator

Mrs J M Dowling and Dr A R Cowieson

Pre-requisites

Available only to students in the BEd (Hons) Primary Programme Year 4.

Notes

The course includes the use of formatively assessed content from Professional Studies and Research 4.1.

Overview

Using the Professional Journal / Portfolio as a self-evaluative tool, a process based approach that addresses the following issues:

• Transition from ITE to CPD - key issues in teaching and learning, pupil assessment, classroom organisation and behaviour management


• Initial Teacher Education, The Standard for Full Registration, and Chartered Teacher Programme - theoretical underpinnings of critical evaluation and analysis in personal and professional development (2.4.1, 2.4.3, 3.2).


• The potential and challenge of using personally held values, research and reflection in reviewing PPD at the end of ITE and as target setting tools, in preparation for the Induction Year.


• Social justice and inclusion - implications for curriculum development, policy and practice.


• Professional roles in health and safety issues, including risk assessment.


• Inter-school and inter-agency collaboration - school clustering and New Community Schools in rural and urban communities - opportunities for CPD.


• Learning to learn with ICT.


• Future learning systems - the professional roles of educators.

Structure

12 one-hour lectures, 6 two-hour seminar sessions, 2 one-hour tutorials.

Assessment

1st Attempt: 1 In course essay/report (100%).

Credit Points

37.5

Course Coordinator

Mrs M Forbes

Pre-requisites

SCRO checking for child protection purposes.
Adequate attendance at in-Faculty supporting course work.
This course is restricted to BEd (Hons) Primary students in Year 4 who have successfully completed SE3.2.
Fluency in Gaelic for placement in Gaelic Medium Unit.

Overview

• Preparation and research for necessary content knowledge context and planning, assessment and evaluation frameworks;


• Strategies for curriculum planning to meet the needs of a middle or upper stage class;


• Strategies to promote a positive classroom ethos and to prevent bullying;


• Strategies to promote equal opportunities in terms of gender, race and social class;


• Understanding of the need to work as a member of the school as a whole and to be able to negotiate to provide a quality experience for pupils within the class.


• Understanding the wider role of the teacher and how to identify continuing professional development for future study.

Structure

Practical Placement in a middle or upper stage class.

Assessment

1st Attempt: Two summative reports following the tutor visits}

One summative report from the school. } 100%

Self evaluation schedule.

Credit Points

60

Course Coordinator

Mrs E M H Clark

Pre-requisites

Only available to students undertaking the PGDE(Primary) full-time study.

Co-requisites

School Experience courses: Middle Stages, Upper Stages, Pre-School, Early Stages.

Notes

Students must have been accepted for the PGDE(Primary) programme before embarking on this course.

Overview

This course prepares students as beginner teachers in Primary education. The course provides opportunities to explore learning and teaching in pre-school and Primary education through a collaborative learning approach. Students' knowledge and understanding of the 3-5 and 5-14 curriculum is developed throughout the programme, allowing for a more flexible approach to content delivery thus minimising duplication within areas. The course is a compulsory component of the PGDE(Primary) programme, but there is also an opportunity to select a professional focus in order to develop specialist knowledge in this area.

Structure

1st Attempt: (A) 1 x formative task of 2000 word in-course paper setting personal targets. (B) 1 x formative peer assessed presentation outlining a programme of linked lessons. (C) 1 x summative assessment in-course paper of 5000 words: Planning for Learning. (D) 1 x summative assessment in-course paper of 5000 words: Personal Professional Review.

Assessment

Resit: (C) and (D) only. Both require resubmission of the relevant in-course papers.

Credit Points

28

Course Coordinator

Mrs E M H Clark

Pre-requisites

Only available to students on the P/T PGDE (Primary) programme who have completed previous School Experience placements.

Co-requisites

Nursery and Early Focus (Module 3A P/T). Elective course.

Notes

Course available only where there is a partnership agreement with the Local Authority. Disclosure Scotland clearance required for child protection purposes.

Overview

This course is compulsory for all PGDE (P) part-time students who wish to gain the PGDE (P) award. The course is designed to enable students to enhance their understanding of early education. The first placement provides for a sustained period of practice in the Nursery setting. The second placement provides opportunity to undertake a sustained period of teaching in an infant classroom. Students will be able to compare and contrast these settings and be able to recognise issues to do with continuity, progression and transition in the early stages.

Structure

Three weeks practical placement in a Nursery and five weeks in an Infant class in a Primary school within sponsoring local authority.

Assessment

Continuous assessment (100%).

Nursery - 2 summative reports - one each from visiting tutor and class teacher. Resit available in different school.

Early stages - 3 summative reports - one each from visiting tutors and class teacher. Resit available in different school.

Credit Points

20

Course Coordinator

Mrs J Dowling

Pre-requisites

Available only to students in the BEd (Hons) Primary Programme Year 4.

Notes

The course includes the use of formatively assessed content from Professional Studies and Research 4.1.

Overview

Using the Professional Journal / Portfolio as a self-evaluative tool, a process based approach that addresses the following issues:

• Transition from ITE to CPD - key issues in teaching and learning, pupil assessment, classroom organisation and behaviour management


• Initial Teacher Education, The Standard for Full Registration, and Chartered Teacher Programme - theoretical underpinnings of critical evaluation and analysis in personal and professional development (2.4.1,. 2.4.3, 3.2)


• The potential and challenge of using personally held values, research and reflection in reviewing PPD at the end of ITE and as target setting tools, in preparation for the Induction Year


• Social justice and inclusion - implications for curriculum development, policy and practice


• Professional roles in health and safety issues, including risk assessment


• Inter-school and inter-agency collaboration - school clustering and New Community Schools in rural and urban communities - opportunities for CPD


• Learning to learn with ICT


• Future learning systems - the professional roles or educators

Structure

12 one-hour lectures, 6 two-hour seminar sessions, 2 one-hour tutorials.

Assessment

1st Attempt: 1 In course essay/report (100%).

Credit Points

15

Course Coordinator

Mrs E M H Clark

Pre-requisites

Only available to students on PGDE (Primary) Programme

Co-requisites

Learning and Teaching in Primary Schools

Notes

Course only available where there is partnership agreement with the Local Authority. Disclosure Scotland clearance required for child protection purposes.

Overview

The course is compulsory for all PGDE(P) students who wish to gain the PGDE(P) award. The course requires 2.5 days observation in the Primary school and its community and a further 4 weeks full-time placement in the pre-school classroom. The course provides opportunity to gain practical experience and reflection of teaching and learning within the Pre-school Stage, focussing on:

• Knowledge of national policy guidelines


• Adult engagement and sensitive interaction with young children


• 3-5 curriculum


• Creating effective learning contexts for young children


• Planning in response to children's needs


• Leadership in teamwork


• Observation

Structure

Practical placement in a primary school for four and a half weeks in a pre-school setting.

Assessment

1st Attempt: 1 Summative written report by visiting tutor. 1 Summative written report by class teacher.

Resit: Repeat experience in a pre-school setting in a different school with assessment as above.

Credit Points

10

Course Coordinator

Mr I R Downie

Pre-requisites

Candidates must possess the minimum entry requirements as prescribed in "The Memorandum on Entry Requirements to Courses of Initial Teacher Education" (SEED/GTCS) - including a National Qualifications Course award in English at level 6 (or equivalent), and have satisfied the relevant selection procedures. They must also have passed "Teaching Technological Education in Secondary Schools A".

Co-requisites

Candidates must be following the companion Education courses CR 4051 School Experience 2, CR 4901 School Experience 3 and the new course Learning and Teaching in Secondary Schools B.

Notes

This course is not available in session 2004/05.

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

1st Attempt: Written report of 2000 words (100%).

Assessment

Resit: Written report of 2000 words (100%).

Credit Points

10

Course Coordinator

Mrs L M Stephen

Pre-requisites

Candidates must possess the minimum entry requirements as prescribed in "The Memorandum on Entry Requirements to Courses of Initial Teacher Education" (SEED/GTCS) - including a National Qualifications Course award in English at level 6 (or equivalent), and have satisfied the relevant selection procedures. They must also have passed "Learning and Teaching in Secondary Schools A".

Co-requisites

Candidates must be following the Education courses CR 4051 School Experience 2, CR 4901 School Experience 3 and the new course Teaching Technological Education in Secondary Schools B.

Overview

The content of the course includes:

• a critical awareness of the principles and practices of social justice, inclusion, equality and democracy, and strategies to counter discrimination;


• the wide range of teaching strategies that recognise and value diversity, maintain high expectations, and enable all pupils to reach their full potential;


• knowledge and understanding of the wider role of the teacher in a secondary school;


• understanding of models of professional development.

There is a core component that includes a Specialist Professional Topic.

Structure

1st Attempt: Written report of 2000 words (100% of CAS mark); peer assessed presentation on Specialist Professional Topic (assessed on a pass/fail basis).

Assessment

Resit: Written report of 2000 words (100% CAS mark); tutor assessed report on Specialist Professional Topic (assessed on a pass/fail basis).

Credit Points

15

Course Coordinator

Mrs E M H Clark

Pre-requisites

Only available to students on the P/T PGDE (Primary) programme who have completed previous School Experience placements.

Co-requisites

Completion of Upper Stages Focus (Module 2A P/T). Elective Course.

Notes

Course available only where there is a partnership agreement with the Local Authority. Disclosure Scotland clearance required for child protection purposes.

Overview

This course is compulsory for all PGDE (P) part-time students who wish to gain the PGDE (P) award. The course requires 2 days Observation in a Secondary School and a further 4 weeks full-time placement in an Upper Stages classroom. The course provides opportunity to: increase evidence of meeting the standard required for initial teachers; gain practical experience and reflection of teaching and learning within the Upper Stages, and to focus on strategies for:

• medium term planning,


• behaviour management,


• differentiation,


• assessment.

Students will be encouraged to develop learning and teaching within their elective area and strategies for ICT.

Structure

Practical placement in a Primary school for four weeks in an Upper Stages class within sponsoring local authority.

Assessment

Continuous assessment (100%).

3 summative reports - one each from both visiting tutors and class teacher. Resit available in different school.