EDUCATION (CR, ED & LL)

Credit Points

20

Course Coordinator

Dr D Johnston, Mr A G Duncan

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.

Unit 2: 20 hour lectures, 19 hour tutor guided study.

Unit 3: Varies depending on elective choice.

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

15

Course Coordinator

Dr J M S Skakle

Pre-requisites

Available only to year 4 students.

Notes

Available to students taking Education-Physics

Overview

This course involes the consideration of important concepts in a well-defined area of physics and how these concepts can be presented as part of secondary school Physics teaching. The project will involve the preparation of appropriate teaching material and the presentation of this material at a school. The presentation will normally articulate with the School Experience course CR 4051.

Structure

1 one-hour project guidance session per week.

Assessment

1st Attempt: In-course assessment (100%).

Resit: No resit available.

Credit Points

60

Course Coordinator

Mrs C Strang

Pre-requisites

This course is restricted to BEd (Hons) Primary Year 4 students who have successfully completed compulsory courses ED 3044, ED 3005 securing 360 SCOTCAT credit points.

Overview

Building on effective learning and teaching from years 1, 2 and 3 looking towards their entry to the profession, and continuing development, this course will engage students in:

• Analysis and synthesis of curricular contexts.


• Application of knowledge, understanding, skills and attitudes to professional practice.


• Development of extended capability to plan for effective short medium and long term learning experiences, management and organisation of learning, pupil support and assessment.


• Design, and evaluation of meaningful and contextualised learning and teaching experiences.


• Application of the cyclical process of reflection, evaluation, target setting and planned action for improvement.


• Extended development of effective pedagogical enquiry and research skills.


• Enhancement of knowledge, skills and dispositions, empowering them to become effective developing professionals.


• Exploration of processes to support the application of strategies to promote pupil learning gains in the interconnected course 'Learning and Teaching: School and Community 2'.


• Exploration of values which embrace educational inclusion and social justice in raising pupil gains.

Structure

24 one-hour lectures, 24 two-hour workshops, 20 one-hour tutorials, 14 two-hour seminars.

Assessment

1st Attempt: 1 two-hour written examination (25%); continuous assessment (75%).

Resit: Repeat of failed element/elements.

Credit Points

60

Course Coordinator

Mrs J Stewart

Pre-requisites

This course is restricted to BEd (Hons) Primary Year 4 students who have successfully completed compulsory courses ED3004 and ED 3005 securing 360 SCOTCAT credit points.
Disclosure Scotland clearance.
Adequate attendance and completion of campus based coursework in interconnected course 'Learning and Teaching: The Emerging Professional 2'

Overview

This course further supports students' transition and development as teachers of young learners in the context of school and community. Through two extended blocks of immersion experience, students will begin with an investigative focus on class organisation and management, then pull together professional knowledge, understanding, skills and values to support design and implementation of a cohesive programme of learning and teaching for a sustained period. Supported by university and school mentors, students will move from team teaching to full and independent responsibility in the role of class teacher.

Where possible collegiate working with interdisciplinary teams, the implementation of a leadership role and actively seeking to establish partnership with parents will afford students the opportunity to broaden experience of teacher roles and responsibilities.

Structure

1 four week block at the beginning of the school term.
1 ten week block in the Spring Term with a visit to a secondary school.
Focus middle and upper primary.

Assessment

1st Attempt: Continuous Assessment on Evaluation of Fieldwork a) Observation of Practice b) Portfolio of Evidence.

Resit: Repeat of failed element/elements
Replace second failed Observation of Practice/Portfolio of Evidence (with written assignment (Exit non BEd Honours).

Credit Points

30

Course Coordinator

Mrs J H Bruce and Mr A Graham

Pre-requisites

Only available to students undertaking the PGDE programme.

Co-requisites

Students must also undertake School Experience 1 course.

Notes

Students must satisfy the entry requirements as set out on the Memorandum on Entry to the Teaching Profession (SEED) and have satisfied the selection processes determined by the School of Education.

Overview

• How Students Learn


• How Children Learn


• Legislative Frameworks for Scottish Education (including Social Justice and Child Protection)


• Exploring Difference


• An Inclusive Approach to Supporting Learning


• Assessment for and of Learning


• Scottish Curricula


• Exploring learning through the Primary / Secondary curriculum


• The Reflective Practitioner


• Professional Focus (options relevant to current developments in education)

Assessment

1st Attempt: One summative assessment in-course paper of 5,000 words "How Children Learn and How we Know They Are Learning"

Resit: One resubmission of the above paper.

Credit Points

30

Course Coordinator

Mrs J H Bruce and Mr C Munro

Pre-requisites

Available only to students on the PGDE Programme.

Co-requisites

Students must also undertake Learning and Teaching in Schools: Beginning to Teach.

Notes

Disclosure Scotland checking to be undertaken for Child Protection purposes.

Overview

The course is split as follows to allow for consolidation on campus between each part:

• Observation for 1 week;


• 'Beginning to Teach' for 4 weeks


• Developing Teaching for 4 weeks

Classroom Practice is normally carried out in each of the subject being taken, with each subject normally playing an equal part. It is expected that students will undertake approximately 60% of a full-time equivalent teaching timetable.

School Based Study includes a programme of Wider Aspects of School and School Based Study Tasks which follow up topics introduced in the LTS course during semester I.

Structure

300 hours notional student effort fieldwork (full-time in a school).

Assessment

1st Attempt: Summative tutor observed lesson in each of the four week blocks, and a school report from each of the four week blocks.

Credit Points

30

Course Coordinator

Mrs J H Bruce and Mr C Munro

Pre-requisites

Available only to students on the PGDE Programme.

Co-requisites

Students must also undertake Learning and Teaching in Schools: Beginning to Teach

Notes

Disclosure Scotland checking to be undertaken for Child Protection purposes.

Overview

The course is split as follows to allow for consolidation on campus between each part:

• Observation for 1 week;


• 'Beginning to Teach' for 4 weeks


• Developing Teaching for 4 weeks

Focussing on middle and upper stages, students will begin to develop teaching practice and investigate wider aspects of School Experience. In the first four week block, students will be expected to take full continuous responsibility for their class for two days and in the second block for five days.

Classroom Practice is normally carried out in middle and upper stages, with each stage playing an equal part.

School Based Study includes a programme of Wider Aspects of School and School Based Study Tasks which follow up topics introduced in the LTS course during semester 1.

Structure

300 hours notional student effort fieldwork (full-time in a school).

Assessment

1st Attempt: Summative tutor observed lesson in each of the four week blocks, and a school report from each of the four week blocks.

Credit Points

30

Course Coordinator

Mrs E Cowan

Pre-requisites

Available to students undertaking the BSc Physics with Education; MA Physics with Education; BSc Technology with Education; BSc Chemistry with Education, MA Gaelic with Education programmes any any other combined Education degree programme.

Co-requisites

Students must also undertake School Experience 1A course.

Notes

Students must satisfy the entry requirements as set out on the Memorandum on Entry to the Teaching Profession (SEED) and have satisfied the selection processes determined by the School of Education.

Overview

• How Students Learn


• How Children Learn


• Legilsative Frameworks for Scottish Education (including Social Justice and Child Protection)


• Exploring Difference


• An Inclusive Approach to Supporting Learning


• Assessment for and of Learning


• Scottish Curricula


• Exploring learning through the Primary / Secondary curriculum


• The Reflective Practitioner


• Professional Focus (options relevant to current developments in education)

Structure

Teaching will be a mixture of lectures, workshops and online collaborative learning providing 60 hours contact in three main areas of professional studies, professional focus and learning through the curriculum (programme proposal provides structure of timetable).

Assessment

1st Attempt: One summative assessment in-course paper of 5,000 words "How Children Learn and How We Know They Are Learning".

Resit: One resubmission of the above paper.

Credit Points

30

Course Coordinator

Mrs E Cowan

Pre-requisites

Available to students undertaking the BSc Physics with Education; MA Physics with Education; BSc Technology with Education; BSc Chemistry with Education programmes, MA Gaelic with Education and any other combined Education degree programmes.

Co-requisites

Students must also undertake School Experience 2 course.
Students must have already completed School Experience 1A and School Experience 1B and Learning and Teaching in Schools A: Beginning to Teach.

Notes

Students must satisfy the entry requirements as set out on the Memorandum on Entry to the Teaching Profession (SEED) and have satisfied the selection processes determined by the School of Education.

Overview

• Further exploration of supporting learners and learning


• Deepening understanding of learning through the Primary / Secondary Curriculum


• Developing Inclusive Practice


• Reflecting on Your "Professional Focus"


• Creating an inclusive learning environment


• Current issues in Scottish Education


• Continuing Professional Development: Induction Year and Beyond

Structure

Teaching will be a mixture of lectures, workshops and online collaborative learning providing 60 hours contact in three main areas of professional studies, professional focus and learning through the curriculum (programme proposal provides structure of timetable).

Assessment

1st Attempt: One summative assessment in-course paper of 5,000 words "Inclusion in the Classroom".

Resit: One resubmission of the above paper.

Credit Points

20

Course Coordinator

Ms A Barclay & Mrs A C Hendry

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 C Strang

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

Course Coordinator

Mrs J Stewart

Pre-requisites

SCRO checking for child protection purposes.
Adequate attendance at in-School supporting course work.
This course is restricted to BEd (Hons) Primary students in Year 4 who have successfully completed School Experience 3.2.
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}

Credit Points

30

Course Coordinator

Mr J McCracken

Pre-requisites

Available only to students on the PGDE PT DL programmes for Secondary Education. Before admission to the course, students must have met the GTCS general prerequisites (H English, interview and Enhanced Disclosure) as well as the Scottish Government's specific credit prerequisites for teaching their subject in a secondary school.

Co-requisites

Students must also undertaken Learning and Teaching in Schools 1: Beginning to Teach (PGDE PTDL).

Notes

Disclosure Scotland checking to be undertaken for Child Protection purposes.

Overview

The course is split as follows to allow for consolidation on campus between each part:

• Observation and 'Beginning to Teach' for 4 weeks


• Developing Teaching for 5 weeks

Students will begin to develop teaching practice and wider aspects of School Experience.

Classroom Practice is normally carried out in each of the subjects being taken, with each subject normally playing an equal part. It is expected that students will undertake approximately 60% of a full-time equivalent teaching timetable.

School Based Study includes a programme of Wider Aspects of School and School Based Enquiry Tasks which follow up topics introduced in the LTS course during the session.

Structure

300 hours notional student effort fieldwork (full-time in a school).

Assessment

1st Attempt: Summative tutor observed lesson normally in the first four week block, and a school report at the end of the 9 week SE block.

Resit: Summative tutor observed lesson in Block B where cause for concern expressed by the school in/after Block A or where student failed tutor visit in Block A.

Credit Points

30

Course Coordinator

Dr J McCracken

Pre-requisites

Available only to students on Year 1 of the Primary Education PGDE PTDL programme.

Co-requisites

Students must also undertake Learning to Teach in Schools 1: The Beginning Teacher (PGDE PT DL).

Notes

Disclosure Scotland checking to be undertaken for Child Protection purposes.

Overview

• Observation and beginning to teach (Block A 4 weeks)


• Developing Teaching (Block B 5 weeks)

In primary, this focuses on the Middle and Upper stages. In the first four week block students will be expected to take full continuous responsibility for their class for two days and in the second block for five days.

School based study includes a programme of Wider Aspects of School and School Based Enquiry Tasks which follow up aspects of the campus based professional studies programme.

Structure

300 notional hours student effort fieldwork (full time in school).

Assessment

1st Attempt: Summative tutor observed lesson in Block A and a school report from the overall placement.

Resit: Summative tutor observed lesson in Block B where cause for concern expressed by the school in/after Block A or where student failed tutor visit in Block A.

Credit Points

30

Course Coordinator

Mr J McCracken

Pre-requisites

Available only to students undertaking year 1 of PGDE PT DL programme.

Co-requisites

Students must also undertake School Experience 1: Middle and Upper Stages (PT DL) or School Experience 1; Beginning to Teach (PT DL) as appropriate for primary or secondary teaching.

Notes

Students must have satisfied the entry requirements as set out in the Memorandum on Entry to the Teaching Profession in Scotland (SEED) and have satisfied the selection processes determined by the School of Education before embarking on this course.

Overview

• How students learn


• How children learn


• Legislative frameworks for Scottish education (including social justice and child protection)


• Explore difference


• An inclusive approach to supporting learning


• Assessment for and of learning


• Scottish curricula


• Exploring learning through the Primary/Secondary curriculum


• The Reflective practitioner

Structure

Teaching through a mix of collaborative online and occasional face to face delivery for the two main areas of professional studies and learning through the curriculum (primary or secondary).

Assessment

1st Attempt: One summative assessment in course paper on learning, teaching and assessment in theory and practice (5,000 words) (100%).

Resit: Resubmission of the above paper (100%). (Modified submission).

Credit Points

30

Course Coordinator

Mr J McCracken

Pre-requisites

Available only to students undertaking Year 2 Part time Distance Learning PGDE. Students must already have completed School Experience 1 Nursery and Early Stages (PT DL) or Beginning to teach (PT DL) as appropriate for primary or secondary teaching and Learning to Teach in Schools 1: The Beginning Teacher (PT DL).

Co-requisites

Students must also undertake School Experience 2: Nursery and Early Stages (PT DL) for primary or School Experience 2: Transition to Teaching (PT DL) for secondary.

Notes

Students must have satisfied the entry requirements as set out in the Memorandum on Entry to the Teaching Profession in Scotland (SEED) and have satisfied the selection processes determined by the School of Education before entry to Year 1.

Overview

• Further exploration of supporting learners and learning


• Deepening understanding of learning through the primary/secondary curriculum


• Developing inclusive practice


• Creating an inclusive learning environment


• Reflecting on practice and an area of further professional study


• Current issues in Scottish Education


• Continuing professional development: Induction year and Beyond


• Further professional study of an option relevant to current educational developments

Structure

Teaching through a mix of collaborative online and occasional face to face delivery for the two main areas of professional studies and learning through the curriculum (primary or secondary).

Assessment

1st Attempt: One summative assessment in course paper on inclusion in the classroom (5,000 words) and a collaborative peer assessed presentation for the area of Further Professional Study (100%).

Resit: Resubmission of the above (100%). (Modified submission).

Credit Points

30

Course Coordinator

Ms A Ackland

Pre-requisites

Available only to students on the PGDE (Adult Literacies) programme and who are currently engaged as adult literacies tutors.

Overview

• Literacy and numeracy as complex capabilities


• Terminologies for metapractice: linguistic and mathematical concepts and terms; educational and assessment concepts and terms


• Different organisational models of learning and teaching in adult literacies -one to one, pair work, group work, integrated literacies, distance learning


• Group working processes and approaches


• Teaching and learning strategies for reading, writing, oracy, number use, interpreting numerical and graphic information.


• Strategies to develop metacognition


• Sources of ideas and resources for learning and teaching


• Assessment strategies for monitoring and supporting learning and for accreditation


• Action Enquiry for professional development

Structure

Online learning facilities and activities; 8 three-hour face to face group workshops. In addition students will have access to up to 6 hours negotiated support from their assigned Practice Tutor.

Assessment

1st Attempt: Continuous assessment (100%).
Students will submit 1) a literature review (1500 words). They will be required to evidence their online contribution by means of 2) 3 substantial blogs and 3 blog comments. They will report on their Action Enquiry by means of a 3) formal presentation to peers. They will submit 4) ONE resource that they have adapted/developed as part of their Action Enquiry along with a justification and evaluation of its development and use.

Assessment will include a 5) report on observed practice provided by the Practice Tutor.

Resit: Continuous assessment (100%).
Students will submit 1) a literature review (1500 words). They will be required to evidence their online contribution by means of 2) 3 substantial blogs and 3 blog comments. They will report on their Action Enquiry by means of a 3) formal presentation to peers. They will submit 4) ONE resource that they have adapted/developed as part of their Action Enquiry along with a justification and evaluation of its development and use.

Assessment will include a 5) report on observed practice provided by the Practice Tutor.

Credit Points

30

Course Coordinator

Ms A Ackland

Pre-requisites

Available only to students on the PGDE (Adult Literacies) programme and who are currently engaged as adult literacies tutors.

Overview

• Definitions of literacies in different historical periods and different cultural contexts Philosophical, psychological, sociological and political theories of education


• Histories of education for literacies


• Ideologies for practice


• Contemporary international political contexts and discourses of adult literacies - critiquing Scottish policy in relation to other political responses


• The New Literacies Studies and literacies as social practice


• the ethnographic method of investigating social practice


• The changing social practice of literacies as a result of evolving technologies.


• ICT in Adult Literacies teaching and learning

Structure

Online learning facilities and activities, 8 three-hour face to face group workshops. In addition students will have access to up to 6 hours negotiated support from their assigned Practice Tutor.

Assessment

1st Attempt: Continuous assessment (100%)
1) A critical essay (3000 words)

Practice: 2) Presentation of a limited ethonographic investigation of local numeracy practices 3)Analysis of observed practice using observation report template. Students will be required to evidence their contribution to the online community of enquiry through a minimum of 4) 3 reflective postings.

Resit: Continuous assessment (100%)
1) A critical essay (3000 words)

Practice: 2) Presentation of a limited ethonographic investigation of local numeracy practices 3)Analysis of observed practice using observation report template. Students will be required to evidence their contribution to the online community of enquiry through a minimum of 4) 3 reflective postings.

Credit Points

30

Course Coordinator

Ms A Ackland

Pre-requisites

Available only to students on the PGDE (Adult Literacies), and who are currently engaged as adult literacies tutors.

Overview

• The contemporary adult literacies field - multiple agencies and their roles and remits.


• Community development processes and their relationship to adult literacies


• Policies and practices of interagency working in adult literacies


• Models of and issues of partnership working


• Learners as partners - issues and approaches


• Guidance for ongoing learning and progression


• Strategies for training and working with tutor assistants


• Practitioner research methodologies

This module will address the following areas of the TQAL Benchmark Statements: 3.2, 3.3, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5, 5.6

Structure

Online learning facilties and activities, 8 three-hour face to face workshops. In addition students will have access to up to 6 hours negotiated support from their assigned Practice Tutor.

Assessment

1st Attempt: Continuous assessment (100%)
1)Small scale research project report (4000 words);
In addition they must evidence their contribution to a 2) wiki which presents an audit of a local ALN partnership.

Assessment will include 3) a report on observed practice provided by Study Centre Tutors. Students will also be required to submit 4) a reflective account (1000-1500 words) of their learning from the range of opportunities for observation of practice afforded them throughout the programme.

Resit: Continuous assessment (100%)
1)Small scale research project report (4000 words);
In addition they must evidence their contribution to a 2) wiki which presents an audit of a local ALN partnership.

Assessment will include 3) a report on observed practice provided by Study Centre Tutors. Students will also be required to submit 4) a reflective account (1000-1500 words) of their learning from the range of opportunities for observation of practice afforded them throughout the programme.

Credit Points

30

Course Coordinator

Mr J McCracken

Pre-requisites

Available only to students on the PGDE (Secondary) Part-Time Distance-Learning Programme.

Co-requisites

Learning and Teaching in Secondary Schools, Teaching [subject name(s)] in Secondary Schools, both as part of the PGDE (Secondary) Part-Time Distance-Learning Programme.

Notes

Disclosure Scotland checking of Criminal Records etc. has to be undertaken for entry to the Programme.

Overview

One week observation in Week 12 followed by 2 four-week blocks of placement in the same secondary school between Weeks 19-22 and 34-37 inclusive.

Assessment

1st Attempt: The School Experience is assessed by summative reports based on the Standard for Initial Teacher Education (SITE) - one each from the visiting tutor, the Principal Teacher and the Teacher Regent.

Resit: No resit is available, however failure of School Experience 1 may be compensated by success in School Experience 2, as per Regulation 8 of the supplementary regulations for the PGDE.

Credit Points

20

Course Coordinator

Mrs J Heaton

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%).

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

Credit Points

30

Course Coordinator

Mrs C McDonald

Pre-requisites

Successful completion of BA CS Level 3.

Overview

Professional development requires that the student continues to evolve and deepen their knowledge and understanding of the roles and responsibilities within an Early Education and childcare setting. The course will cover:

• An opportunity to explore global perspectives regarding what constitutes community and the place of the child within it.


• Investigation of inclusive practices and their application.


• International perspectives with regard to social policy.


• The diversity of ways in which children learn and extend their knowledge and experience of the world around them.


• A research study of a specialised issue and it's impact on a child/ren and professional practice.


• Maintenance of a professional journal.

Structure

This course will be taught by distance learning, supported by on-line materials, tutor-supported workshops and self-directed learning tasks.

Assessment

1st Attempt: Written assignment 6,000 words.

Resit: Resubmission of written assignment.

Credit Points

30

Course Coordinator

Mrs C McDonald

Pre-requisites

Successful completion of BA CS Level 3.

Overview

Professional development requires that the student continues to evolve and deepen their knowledge and understanding of child development and learning within an Education and Childcare setting.

The course will cover:

• Comparative approaches to development and learning.


• Wide reading and critical analysis of a range of texts in a self-chosen area of specialism in child development and learning


• Planning and implementation of an in-depth context study of one area of child development and learning.


• Exploration and justification of professional values and beliefs


• Promotion of original, creative thought.


• Continued development of the professional journal.

Structure

This course will be taught by distance learning, supported by on-line materials, peer and tutor workshops and self directed learning tasks.

Assessment

1st Attempt: Written assignment 6,000 words.

Resit: Resubmission of written assignment.

Credit Points

Course Coordinator

Mrs C McDonald

Pre-requisites

Successful completion of BA CS Level 3.

Overview

Professional development requires that the student continues to evolve and deepen their knowledge and understanding of the roles and responsibilities within an Early Education and childcare setting. The course will cover:

• Detailed study and critical analysis of a range of theories, research and current issues.


• A comparative study of alternative approaches to management of Education and Child Care settings, including international perspectives.


• Planning and implementation of change to practice, including a personal action plan.


• The use of a reflective journal to justify professional values and beliefs.

Structure

This course will be taught by distance learning, supported by on-line materials, tutor-supported workshops and self-directed learning tasks.

Assessment

1st Attempt: Written assignment 6,000 words.

Resit: Resubmission of written assignment.

Credit Points

30

Course Coordinator

Mrs C McDonald

Pre-requisites

Research and Enquiry: Informed Perspectives

Co-requisites

Successful completion of BACE level 4 compulsory courses in the three core strands of Child Development and Learning. Child in the Sociocultural Context and The Developing Professional.

Overview

The course will cover:

• Analysis of a variety of journals for literature, format, content and style.


• Review of personal research data and findings to identify topics or themes which can be further developed to inform the practice of teaching.


• Use of relevant technology to search and organise literature appropriate to a chosen them or topic.


• Review of academic papers on a chosen theme or topic for information, structure, format and content.


• Discussion of the relevance, validity and quality of a variety of academic papers on a chosen theme or topic.


• Choice of theme or topic for written paper to conform to the requirements of a chosen journal.

Structure

This course will be taught by distance learning, supported by on-line materials, peer and tutor workshops and self directed learning tasks.

Assessment

1st Attempt: An academic paper of 6,000 words written to a chosen journal format.

Resit: Resubmission of the academic paper.

Credit Points

30

Course Coordinator

Mr J McCracken

Pre-requisites

Available only to students on the PGDE (Secondary) Part-Time Distance-Learning Programme.

Co-requisites

Learning and Teaching in Secondary Schools, Teaching [subject name(s)] in Secondary Schools, both as part of the PGDE (Secondary) Part-Time Distance-Learning Programme.

Notes

Disclosure Scotland checking of Criminal Records etc. has to be undertaken for entry to the Programme.

Overview

Three blocks of placement in the same secondary school between Weeks 19, 27-30 and 43-46 inclusive.

Assessment

1st Attempt: The School Experience is assessed by summative reports based on the Standard for Initial Teacher Education (SITE) - one each from the visiting tutor, the Principal Teacher and the Teacher Regent.

Resit: No resit available, however failure of School Experience may result in a further attempt being offered, as per Regulation 8 of the supplementary regulations for the PGDE.

Credit Points

30

Course Coordinator

Mrs J H Bruce and Mr A Graham

Pre-requisites

Only available to students undertaking the PGDE programme.

Co-requisites

Students must also undertake School Experience 2 course.
Students must have already completed School Experience 1 and Learning and Teaching in Schools: Beginning to Teach.

Notes

Students must satisfy the entry requirements as set out on the Memorandum on Entry to the Teaching Profession (SEED) and have satisfied the selection processes determined by the School of Education.

Overview

• Further exploration of supporting learners and learning


• Deepening understanding of learning through the Primary / Secondary Curriculum


• Developing Inclusive Practice


• Reflecting on Your "Professional Focus"


• Creating an inclusive learning environment


• Current issues in Scottish Education


• Continuing Professional Development: Induction Year and Beyond

Structure

Teaching will be a mixture of lectures, workshops and online collaborative learning providing 60 hours contact in three main areas of professional studies, professional focus and learning through the curriculum (programme proposal provides structure of timetable).

Assessment

1st Attempt: One summative assessment in-course paper of 5,000 words "Inclusion in the Classroom".

Resit: One resubmission of the above paper.

Credit Points

30

Course Coordinator

Mr J McCracken

Pre-requisites

Available only to students on the part-time distance learning PGDE (Secondary) programme.

Co-requisites

Learning & Teaching in Secondary Schools, Secondary School Experience One, Secondary School Experience Two.

Overview

This course includes:

• a critical awareness of the principles and practice of social justice, equality and democracy, strategies to counter discriminations;


• 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.

Structure

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 topics provided with on-line tutor support as an on-line learning experience.

Four Network Day tutorials provided within the local education authority on Saturdays, facilitated by tutors using video conference links.

Assessment

1st Attempt: In-course assessment (100%). Resit will consist of resubmission of in-course assessment.

Credit Points

30

Course Coordinator

Mrs G Kirkpatrick

Pre-requisites

Only available to students undertaking the part-time distance learning PGDE (Primary) programme.

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

5 one-hour lectures per week, 4 three-hour tutorials per week, 1 four-hour tutorial per week, 1 two-hour tutorial per week.

Assessment

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.

Credit Points

30

Course Coordinator

Mrs J H Bruce and Mr C Munro

Pre-requisites

Available only to students on the PGDE Programme.

Co-requisites

Students must also undertake Learning and Teaching in Schools: The Developing Professional and have successfully completed School Experience 1: The Middle and Upper Stages and Learning and Teaching in Schools: Beginning to Teach.

Notes

Disclosure Scotland checking to be undertaken for Child Proection purposes.

Overview

The course is split as follows to allow for consolidation on campus between each part:

• 'Developing Teaching' for 4 weeks


• 'Transition to Teaching' 5 weeks.

Students will be expected to have at least 10 days experience in a pre-school setting with negotiated responsibility in this context. The remainder of the time will be spent developing practice within the Early stages placement building up to having 10 days continuous responsibility in the final school experience block.

School Based Study includes a programme of Wider Aspects of School and School Based Study Tasks, which follow up topics introduced in the LTS course during semester 2.

Structure

300 hours notional student effort fieldwork (full-time in a school).

Assessment

1st Attempt: Summative tutor observed lesson in the first four week block, a school report form the first four week block, and school observations allowing the completion of an exit profile for SITE.

Resit: At the discretion of the exam board, students may be allowed one 5 week re-sit period in September of the following academic year.

Credit Points

30

Course Coordinator

Mrs J H Bruce and Mr C Munro

Pre-requisites

Available to students on the PGDE and students on BSc Physics with Education, MA Physics with Education, BSc Technology with Education, BSc Chemistry with Education, MA Gaelic with Education and all other combined degree Education degree programme.

Co-requisites

Students must also undertake Learning and Teaching in Schools B: The Developing Professional and have successfully completed School Experience A, School Experience 1B and Learning and Teaching in Schools A: Beginning to Teach.

Notes

Disclosure Scotland checking to be undertaken for Child Protection purposes.

Overview

The course is split as follows to allow for consolidation on campus between each part:

• 'Developing Teaching' for 4 weeks


• 'Transition to Teaching' 5 weeks.

In addition students will participate in and contribute to the development and/or delivery of their Specialist Professional Topic of study.

School Based Study includes a programme of Wider Aspects of School and School Based Study Tasks, which follow up topics introduced in the LTS programme during semester 2.

Structure

300 hours notional student effort fieldwork (full-time in a school).

Assessment

1st Attempt: Summative tutor observed lesson in the first four week block, a school report from the first four week block, and school observations allowing the completion of an exit profile for SITE.

Resit: At the discretion of the exam board, students may be allowed one 5 week re-sit period in September of the following academic year.

Credit Points

15

Course Coordinator

Mrs G Kirkpatrick

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

1st Attempt: In-course assessment (100%): 3 summative reports - one each from both visiting tutors and class teacher. Resit available in different school.

Credit Points

30

Course Coordinator

Dr L Nicoll

Pre-requisites

Available only to students in programme year 4 or by permission of the Head of School.

Overview

Scottish literature has been particularly rich in two periods of the twentieth-century; the 1920s and 30s and from 1970 onwards. This course will explore works from these and the immediately contemporary period, examining key issues such as language, cultural negotiation, national identity and the relationship of Scottish writing to literary culture in the world at large. Authors to be discussed may include Barrie, Carswell, Jenkins, Morgan, Spark and Jamie.

Structure

2 two-hour seminars per week.

Assessment

First attempt: 2500 - 3000 word essay (40%); SAM (10%); 2 hour exam (40%)
Resit: tbc

Credit Points

15

Course Coordinator

Mrs C McDonald

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.

Structure

Distance learning course with individual/group tutorial support.

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.

Structure

Distance learning course with individual/group tutorial support.

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.

Structure

Distance learning course with individual/group tutorial support.

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.

Structure

Distance learning course with individual/group tutorial support.

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.

Structure

Distance learning course with individual/group tutorial support.

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.

Structure

Distance learning course with individual/group tutorial support.

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.

Structure

Distance learning course with individual/group tutorial support.

Assessment

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

Credit Points

20

Course Coordinator

Mrs M Freeman

Pre-requisites

Required course for all students in the BEd (Hons) Primary Programme in Year 1. This course is specifically designed to be of interest to, and attract participation from, students on other Year 1 Programmes. It is particularly relevant to students who are interested in a career in teaching and may be considering alternative routes into the profession.

Notes

The number of places available for non-School of Education students is restricted to 10.

Overview

The central focus of this course is the exploration of the individual as a lifelong learner. Introducing theories of learning, collaborative groups will work independently and with university tutors to explore how these relate to the processes of learning experienced in this transitional phase to Higher Education. Through shared enquiry, assumptions, values and beliefs about effective learning will be challenged.

Course content will include theories of learning, self-evaluation and reflection, assessment strategies including skills of self and peer assessment, reading and analysis, presentations, identification and reflection on personal values and beliefs, the use of ICT as a tool for learning.

Structure

14 one-hour lectures, 1 two-hour forum, 20 one-hour tutorials, 3 two-hour seminars will follow a varied pattern.

Assessment

1st Attempt: 4,000 word reflective report (100%).

Resit: Resubmission of 4,000 word reflective report (100%).

Credit Points

10

Course Coordinator

Miss M MacIver

Pre-requisites

Pass in Gàighlig (Native Speakers)

Co-requisites

GH 1003 / GH 1503

Notes

This course is for students who have an interest in Gaelic teaching. This course will not run in 2006/07.

Overview

This course is aimed for students who are native speakers of Gaelic. The course will introduce students to the historical background of Gaelic medium education and the pedagogical aims of immersion methodology. Students will gain familiarity with the development of the Gaelic curriculum and exposure to current practice in learning, teaching and resources. Students will complete assessments in Gaelic.

Structure

1 one-hour tutorial per week, covering oral, written and presentation skills (to be arranged).

Assessment

1st Attempt: 1 written essay (50%); 1 presentation (50%).

Resit: Resubmission of written essay (50%); presentation (50%).

Credit Points

10

Course Coordinator

Miss M MacIver

Pre-requisites

Pass in Gaelic Learners Higher

Co-requisites

GH 1002 / GH 1502

Notes

This course is for students who have an interest in Gaelic teaching. This course will not run in 2006/07.

Overview

This course is aimed for students who are not native speakers of Gaelic. The course will introduce students to the historical background of Gaelic medium education and the pedagogical aims of immersion methodology. Students will gain familiarity with the development of the Gaelic curriculum and exposure to current practice in learning, teaching and resources. Students will have the choice of completing assessments in English or Gaelic.

Structure

1 one-hour tutorial per week, covering oral, written and presentation skills (to be arranged).

Assessment

1st Attempt: 1 written essay (50%); 1 presentation (50%).

Resit: Resubmission of written essay (50%); presentation (50%).

Credit Points

20

Course Coordinator

Mrs J Bruce and Mrs L MacDougall

Pre-requisites

This elective course is available to students in the BEd (Hons) Primary Programme in Year 1. This course is designed to be of interest to, and attract participation from, students on other Year 1 Programmes. Disclosure Scotland certification is required.

Notes

Disclosure Scotland certification is required because the course may involve working with young learners, both primary and secondary, in schools and their communities.

Overview

This course explains the key ideas of Enterprise in education with a focus on developing enterprising skills and attitudes. It focuses on the how Enterprise in Education supports learning. Being enterprising means possessing the values, attitudes and abilities to develop and use personal resources creatively and constructively in innovative ways in any context.

Enterprising approaches encourage positive attitudes and develop skills and qualities such as working as a team, decision making, creative thinking problem solving, risk taking, reviewing and evaluating, self and peer assessment. These approaches will be encouraged throughout the learning process for this course.

Opportunities to explore school based enterprise in education events and information provided by other professionals will also inform the content of this course.

Structure

3 hours workshop per week, 4 one-hour lectures (over 12 week period).

Assessment

1st Attempt: 1,500 word reflective report, group presentation - peer assessed and continuous assessment throughout the course.

Resit: Resubmission of 1,500 word reflective report, an account of individual contributions to group presentation.

Credit Points

5

Course Coordinator

Mr R S Grant

Pre-requisites

Disclosure Scotland certification is required. Satisfactory attendance at supporting course work within the School of Education. This is restricted to students joining BEd programme on Erasmus exchange.

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 to develop and manage effective relationships with other and to communicate and report effectively both orally and in writing.

Structure

Practical placement in a range of classes in the Primary School.

Assessment

1st Attempt: Observation of classroom practice. One summative report from the school (75%), completion of a school experience file (25%).

Resit: Re-submission of school experience file.

Credit Points

20

Course Coordinator

Mr V Alfred

Pre-requisites

None

Co-requisites

Current practice with individuals with complex needs.

Overview

The content will include:

• the holistic, multidisciplinary approach in curative education


• introduction to the disciplines of curative education


• the historical context of curative education and the Camphill community


• the principles of Camphill community living


• the task and role of the curative educator in supporting the physical, emotional and spiritual well being of individuals with complex needs


• aspects of healthy living


• introduction to the anthroposophical understanding of the human being


• personal and professional development and reflective practice


• maintaining a reflective learning journal.

Structure

Lectures, seminars and tutorials to a total of 40 hours and situated learning opportunity within the ongoing work situation.

Assessment

1st Attempt: One 10 minute oral presentation (20%), 1 written assignment 2,500 words (80%).

Resit: Resubmission of written assignment, repeat of oral presentation.

Credit Points

20

Course Coordinator

Mr V Alfred and Mrs N Hart

Pre-requisites

None

Co-requisites

Current practice with individuals with complex needs.

Overview

The content will include:

• community living and approaches to care, including physical, emotional, social, and spiritual needs of individuals and groups


• national and local policies framing practice in care settings


• practical care, including healthy living, nutrition, with reference to the requirements of the National Care Standards in Scotland


• a range of appropriate approaches and activities including involvement in creative and leisure activities


• a range of strategies to support the development of independence, choice and life skills


• an introduction to observing, responding and recording


• the attitudes of a curative educator, including empathy, respect and antidiscrimination


• appropriate involvement in teamwork and collaborative practice


• opportunities to develop reflective practice


• establishing trusting and mutual relationships


• personal and professional development


• maintaining a reflective learning journal.

Structure

The equivalent of 10 weeks assessed practice is required with a focus on the practice of curative education in the house community setting. This will be organised and managed within the framework of the students' Personal Development Plans. Students will work under supervision as a member of a team within community of co-workers and individuals with complex needs.

The course will be taught in the practice setting through demonstration, modelling, use of problem solving activities, group discussion and supervised experiential situated learning.

This course will be supported by 10 hours direct teaching, practice based tutoring, and weekly seminar groups. There will be a baseline assessment of the students' practice and two review meetings (mid-way and final) when written tutor feedback will be given.

There will be a minimum of fortnightly tutorials of 1 hour.

Assessment

1st Attempt: 1 tutor report on student's practice (60%), 1 student self-evaluation of practice development 2,000 words (40%).

Resit: Resubmission of student self evaluation 2,000 words, repeat of Practice 1 or part of.

Credit Points

20

Course Coordinator

Ms K Ehlen and Mrs N Hart

Pre-requisites

None

Co-requisites

Current practice with individuals with complex needs.

Overview

The content will include:

• defining terms and clarifying concepts


• life course perspective -considering the whole of an individual's life as offering opportunities for growth, development and change


• narrative/biographical approaches to understanding development across the life course


• overview of the life course and phases of development within the life course


• a focus on development from pre-birth to young adulthood within the overall context of life course development


• an introduction to a range of anthroposophical and other theoretical perspectives used in understanding the life course, with particular attention to the age range 0-21 years


• physical, intellectual, emotional, social, spiritual development


• loss, change, transitions and crisis


• concepts of resilience and vulnerability


• environmental influences on development


• an introduction to observation and assessment of development


• ethical considerations in observation and assessment


• the influences of childhood experiences across the life across


• maintaining a reflective learning journal.

Structure

This course will be taught by tutor led workshops, tutor directed learning tasks, supervised observations, lectures and seminars to a total of 40 hours and situated learning opportunity within the ongoing work situation.

Assessment

1st Attempt: Assessment one 3,500 word written assignment Title: Observation and assessment development.

Resit: One 3,500 word assignment.

Credit Points

20

Course Coordinator

Mr C Walter

Pre-requisites

None

Co-requisites

Current practice with individuals with complex needs.

Overview

The content will include:

• an introduction to the application of a range of anthroposophical framework for observation and understanding


• exploration of the spiritual uniqueness of each individual


• human twofoldness and threefoldness


• values and attitudes of the curative educator


• maintaining a reflective learning journal.

Structure

Lectures, Seminars and tutorials to a total of 40 hours and situated learning opportunity within the ongoing work situation.

Assessment

1st Attempt: 1 written paper 2,500 words (80%), oral presentation of 10 minutes (20%).

Resit: Re-submission of 2,500 word paper, repeat oral presentation.

Credit Points

20

Course Coordinator

Mr L Alfred and Mrs N Hart

Pre-requisites

None

Co-requisites

Current practice with individuals with complex needs.

Overview

The content will include:

• key status and the accompanying guidance, policies and procedures shaping service provision and practice for individuals with complex needs and their families


• issues and dilemmas posed in relation to rights and responsibilities, risk assessment and decision making


• personal and cultural values, attitudes and beliefs and their influence on practice


• rights and responsibilities of individuals, and the role of the state and welfare agencies


• the impact of legislation and policy on the everyday lives of individuals with complex needs


• care, protection and risk assessment in the specific context of intimate care and challenging behaviour


• support systems for vulnerable individuals and their families


• support for carers


• maintaining a reflective journal.

Structure

Lectures, Seminars and tutorials to a total of 40 hours and situated learning opportunities within the ongoing work situation.

Assessment

1st Attempt: One 3,500 word written assignment in two parts (10%)
Part 1: Case Study
Part 2: Discussion of Policy

Resit: Resubmission of one/both parts of written assignment.

Credit Points

20

Course Coordinator

Ms A D'Agostino and Mr J Ralph

Pre-requisites

None

Co-requisites

Current practice with individuals with complex needs.

Overview

The content will include:

• practical guidance in a range of creative activities


• introduction to Goethean observation with practical drawing tasks


• introduction to reflective processes


• the development of consciousness related to the history of art


• ICT skills


• maintaining a reflective learning journal.

Structure

Practical artistic sessions/activities and interactive presentations to a total of 40 hours.
Situated learning opportunity within the ongoing work situation.

Assessment

1st Attempt: Portfolio of reflective writing (1,500 words) and artwork (100%).

Resit: Portfolio of reflective writing (1,500 words) and artwork (100%).

Credit Points

20

Course Coordinator

Mr T Allan

Pre-requisites

None.

Notes

The course "ICT to Enhance Professional and Social Contexts" follows-on directly from the work of this course.

Overview

This very practical course looks at how technology can empower individuals in personal and professional contexts.

During the course a range of widely available technologies such as digital cameras, digital video cameras and open source software applications will be used, and practical investigations of web-based facilities and software will enable construction of online, personal productivity enhancing websites, and services.

Workshops will cover photo editing and photo enhancement, video and sound editing, building sites from content management systems, building discussion forums from Bulletin Boards and constructing online photo albums.

The course will facilitate in-depth thinking about the wealth of opportunity (not information) that is waiting to be uncovered online and used to advantage.

Structure

4 one-hour lectures (1 per week for first 4 weeks). 12 one-hour participant lead group activities. (1 per week). 10 two-hour workshop activities (1 per week). 4 three-hour Open Space events (weeks 4, 6, 8, 10).

Assessment

1st Attempt: Online portfolio of evidence to illustrate that learning outcomes have been attained. This will include links to personal contributions to online course-based activities (70%) Tutor/peer assessment instrument based on performances by participants in participant lead group activities and other scheduled activities (30%).

Resit: Resubmission of portfolio and interview.

Credit Points

20

Course Coordinator

Mrs E Curtis and Mrs C Fraser

Pre-requisites

This elective course is available for students in the BEd (Hons) Primary Programme in Year 1. This course is designed to be of interest to, and attract participation from, students on other Year 1 Programmes. A pre-requisite for this course is the completion of "Socio-cultural perspectives in science learning 1".

Overview

This course focuses on the concept of education for enviromental citizenship. Course content includes conceptions of environment, habitus and the relationships between traditional academic disciplines and perceptions of environment. There will be opportunities for collaborative group work in identifying and exploring some historical and topical issues in environmental education.

Structure

2 one-hour lectures from week 12 to week 38 and 2 one-hour tutorials from week 12 to week 38.

Assessment

1st Attempt: Continuous assessment (40%) comprising written work (30%) and tutorial assessment (10%); 1 assignment of 2,500 words (60%).

Credit Points

20

Course Coordinator

Mrs C Fraser and Mrs E Curtis

Pre-requisites

None

Overview

This course will include an overview of the philosophy and purpose of public understanding of science and technology in national and global contexts. It will also consider the ways in which ideas of science are communicated outwith the scientific community eg national press, the internet, popular television, museums and through aesthetic media. The relationship between science and science education will be examined. It will investigate aspects of social and cultural influences on the process of formal and informal learning in science. Representation and communication of science for aesthetic and practical purposes will be investigated using artefacts and media.

Structure

Students will participate in 2 one-hour lectures from week 12 to week 38 and 1 two-hour tutorials from week 12 to week 38 per week.

Assessment

1st Attempt: Tutorial assessment (10%), 1 commentary of 1,500 words on group presentation (30%) and 1 assignment of 2,500 words (60%).

Resit: Resubmission of commentary on group presentation and/or assignment (dependent on failure).

Credit Points

5

Course Coordinator

Mr J McCracken

Pre-requisites

None

Overview

Relevant learning theories including social constructivism, learning styles and multiple intelligences.

Structure

Over 10 one-hour sessions, 2 lectures (first and last sessions) plus 8 one-hour tutorials.

Assessment

1st Attempt: A group poster on personel learning styles presented to the tutorial group (20%); A written reflection of when the student found learning difficult and what learned from that for future learning/how overcame the difficulties? (800 words) (80%).

Resit: Written reflection as above. (A modified submission) (100%).

Credit Points

20

Course Coordinator

Mrs E Curtis and Mr G Nixon

Pre-requisites

None

Overview

Developing a critical understanding of people is of fundamental importance not just those entering the teaching profession but for all walks of life. The course is will be inter-disciplinary in nature; and will offer perspectives in from a range of disciplines within Education, the Social Sciences and Philosophy.

This course is designed to question what makes us human and to explore the emergence of 'childhood' as a category of human. Through investigating ideas from archaeology, psychology, anthropology, sociology, religious studies and education students will have the opportunity to examine whether children are considered complete persons or whether they are persons in waiting.

Structure

2 one-hour lectures (Mondays and Thursdays at 10.00am) and 1 one-hour tutorial per week (Friday mornings).

Assessment

1st Attempt: Mind map and written reflection on selected tutorial discussion equivalent to 1000 words (30%). 2000 word assignment (60%). Tutorial assessment (10%).

Credit Points

3.5

Course Coordinator

Mr R Grant

Pre-requisites

Disclosure Scotland certification is required. Satisfactory attendance at supporting course work within the School of Education. This is restricted to students joining the BEd programme on Erasmus exchange.

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 to develop and manage effective relationships with others and to communicate and report effectively both orally and in writing.

Structure

Practical placement of one week in a range of classes in the Primary School.

Assessment

1st Attempt: Observation of classroom practice. One summative report from the school (75%), completion of a school experience file (25%).

Resit: Re-submission of school experience file.

Credit Points

7

Course Coordinator

Mr R Grant

Pre-requisites

Disclosure Scotland certification is required.
Satisfactory attendance at supporting course work within the School of Education.
This is restricted to students joining the BEd programme on Erasmus exchange.

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 to develop and manage effective relationships with others and to communicate and report effectively both orally and in writing

Structure

Practical placement of two weeks in a range of classes in the Primary School.

Assessment

1st Attempt: Observation of classroom practice. One summative report from the school (75%), completion of a school experience file (25%).

Resit: Re-submission of school experience file.

Credit Points

10.5

Course Coordinator

Mr R Grant

Pre-requisites

Disclosure Scotland certification is required. Satisfactory attendance at supporting course work within the School of Education. This is restricted to students joining the BEd programme on Erasmus exchange.

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 to develop and manage effective relationships with others and to communicate and report effectively both orally and in writing

Structure

Practical placement of three weeks in a range of classes in the Primary School.

Assessment

1st Attempt: Observation of classroom practice. One summative report from the school (75%), completion of a school experience file (25%).

Resit: Re-submission of school experience file.

Credit Points

14

Course Coordinator

Mr R Grant

Pre-requisites

Disclosure Scotland certification is required. Satisfactory attendance at supporting course work within the School of Education. This is restricted to students joining the BEd programme on Erasmus exchange.

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 to develop and manage effective relationships with others and to communicate and report effectively both orally and in writing

Structure

Practical placement of four weeks in a range of classes in the Primary School.

Assessment

1st Attempt: Observation of classroom practice. One summative report from the school (75%), completion of a school experience file (25%).

Resit: Re-submission of school experience file.

Credit Points

17.5

Course Coordinator

Mr R Grant

Pre-requisites

Disclosure Scotland certification is required. Satisfactory attendance at supporting course work within the School of Education. This is restricted to students joining the BEd programme on Erasmus exchange.

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 to develop and manage effective relationships with others and to communicate and report effectively both orally and in writing

Structure

Practical placement of five weeks in a range of classes in the Primary School.

Assessment

1st Attempt: Observation of classroom practice. One summative report from the school (75%), completion of a school experience file (25%).

Resit: Re-submission of school experience file.

Credit Points

21

Course Coordinator

Mr R Grant

Pre-requisites

Disclosure Scotland certification is required. Satisfactory attendance at supporting course work within the School of Education. This is restricted to students joining the BEd programme on Erasmus exchange.

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 to develop and manage effective relationships with others and to communicate and report effectively both orally and in writing

Structure

Practical placement of six weeks in a range of classes in the Primary School.

Assessment

1st Attempt: Observation of classroom practice. One summative report from the school (75%), completion of a school experience file (25%).

Resit: Re-submission of school experience file.

Credit Points

24.5

Course Coordinator

Mr R Grant

Pre-requisites

Disclosure Scotland certification is required. Satisfactory attendance at supporting course work within the School of Education. This is restricted to students joining the BEd programme on Erasmus exchange.

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 to develop and manage effective relationships with others and to communicate and report effectively both orally and in writing

Structure

Practical placement of seven weeks in a range of classes in the Primary School.

Assessment

1st Attempt: Observation of classroom practice. One summative report from the school (75%), completion of a school experience file (25%).

Resit: Re-submission of school experience file.

Credit Points

28

Course Coordinator

Mr R Grant

Pre-requisites

Disclosure Scotland certification is required. Satisfactory attendance at supporting course work within the School of Education. This is restricted to students joining the BEd programme on Erasmus exchange.

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 to develop and manage effective relationships with others and to communicate and report effectively both orally and in writing

Structure

Practical placement of eight weeks in a range of classes in the Primary School.

Assessment

1st Attempt: Observation of classroom practice. One summative report from the school (75%), completion of a school experience file (25%).

Resit: Re-submission of school experience file.

Credit Points

31.5

Course Coordinator

Mr R Grant

Pre-requisites

Disclosure Scotland certification is required. Satisfactory attendance at supporting course work within the School of Education. This is restricted to students joining the BEd programme on Erasmus exchange.

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 to develop and manage effective relationships with others and to communicate and report effectively both orally and in writing

Structure

Practical placement of nine weeks in a range of classes in the Primary School.

Assessment

1st Attempt: Observation of classroom practice. One summative report from the school (75%), completion of a school experience file (25%).

Resit: Re-submission of school experience file.

Credit Points

35

Course Coordinator

Mr R Grant

Pre-requisites

Disclosure Scotland certification is required. Satisfactory attendance at supporting course work within the School of Education. This is restricted to students joining the BEd programme on Erasmus exchange.

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 to develop and manage effective relationships with others and to communicate and report effectively both orally and in writing

Structure

Practical placement of ten weeks in a range of classes in the Primary School.

Assessment

1st Attempt: Observation of classroom practice. One summative report from the school (75%), completion of a school experience file (25%).


Resit: Re-submission of school experience file.

Credit Points

38.5

Course Coordinator

Mr R Grant

Pre-requisites

Disclosure Scotland certification is required. Satisfactory attendance at supporting course work within the School of Education. This is restricted to students joining the BEd programme on Erasmus exchange.

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 to develop and manage effective relationships with others and to communicate and report effectively both orally and in writing

Structure

Practical placement of eleven weeks in a range of classes in the Primary School.

Assessment

1st Attempt: Observation of classroom practice. One summative report from the school (75%), completion of a school experience file (25%).

Resit: Re-submission of school experience file.

Credit Points

42

Course Coordinator

Mr R Grant

Pre-requisites

Disclosure Scotland certification is required.
Satisfactory attendance at supporting course work within the School of Education.
This is restricted to students joining the BEd programme on Erasmus exchange.

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 to develop and manage effective relationships with others and to communicate and report effectively both orally and in writing.

Structure

Practical placement of twelve weeks in a range of classes in the Primary School.

Assessment

1st Attempt: Observation of classroom practice. One summative report from the school (75%), completion of a school experience file (25%).

Resit: Re-submission of school experience file.

Credit Points

20

Course Coordinator

Mrs J Bruce / Mrs L MacDougall

Pre-requisites

This elective course is available for students in the BEd (Hons) Primary Programme in Year 1. This course is designed to be of interest to, and attract participation from, students on other Year 1 Programmes. A pre-requisite for this course is the completion of "Enterprise in Education: developing an enterprising approach". Disclosure Scotland certification is required.

Notes

Disclosure Scotland certification is required because the course involves working with young learners, both primary and secondary, in schools and their communities.

Overview

This course explores how children and young people acquire the attitudes, skills knowledge and values they need to understand their role in the wider community and the world of work. It focuses on the how Enterprise in Education in its widest sense provides a range of contexts/opportunities to support learning. In addition to developing enterprising values, attitudes and abilities for children, the context of the wider community and the business world is explored.

Enterprising skills and qualities such as working as a team, decision making, creative thinking problem solving, risk taking, reviewing and evaluating, self and peer assessment will be encouraged throughout the learning process for this course.

Opportunities to explore school based enterprise in education, community and business events/challenges and opportunities will also inform the content of this course. Additionally, personnel fromthe wider community currently working to develop Enterprise in Education will be invited to make contributions to support learning.

Structure

3 hours workshop per week, 4 one-hour lectures for visiting speakers and guests (over 12 week period).

Assessment

1st Attempt: 1,500 word reflective report, group presentation - peer assessed and continuous assessment throughout the course.

Resit: Resubmission of 1,500 word reflective report, an account of individual contributions to group presentation.

Credit Points

30

Course Coordinator

Mrs C McDonald

Pre-requisites

None

Co-requisites

Current practice / employment in an Education and Childcare setting.

Overview

The course will develop the student's knowlege, understanding and skills for effective practice in education and childcare settings. The course will cover;

• examination and analysis of personal beliefs and values regarding personal, social and cultural development;


• articulation of a personal philosophy on diversity;


• analysis of own practice in working with children and families;


• examination of policy documents and own role in implementing those;


• setting objectives and SMART targets;

maintenance and development of a professional journal.

Structure

This course will be taught by distance learning, supported by on-line materials, tutor and peer support and self-directed learning tasks.

Assessment

1st Attempt: 2 written assignments (3,000 words). Part A and Part B must be completed successfully.

Resit: Resubmission of written assignments, either or both parts (dependent on initial result).

Credit Points

30

Course Coordinator

Mrs C McDonald

Pre-requisites

SVQ3

Overview

This course will develop the student's knowledge, understanding and skills with regard to child development and learning in Education and Childcare settings. The course will cover:

• The underpinning theories of child development and learning.


• The principles of current good practice in supporting child development and learning.


• The relevant curriculum guidelines and their application in practice.


• An awareness of personal values, attitudes and beliefs and their impact on practice.


• Knowledge of the roles and responsibilities of significant adults in the support of a child's development and learning.


• The creation of a professional journal.

Structure

This course will be taught by distance learning, supported by on-line materials, tutor-supported workshops and self-directed learning tasks.

Assessment

1st Attempt: 2 written assessments (3,000 words). Part A and Part B must be completed successfully.

Resit: Resubmission of written assessment of either or both parts (dependent on failure).

Credit Points

30

Course Coordinator

Mrs C McDonald

Pre-requisites

None

Overview

This course will develop the student's knowledge, understanding and skills required for effective team working in education and childcare settings. The course will cover:

• Examination and analysis of beliefs and values in relation to those held by the Care sector and of their own setting.


• Study to develop a broad knowledge of the main theories, concepts and principles regarding working in a team in a care setting.


• Analysis of how these theories, concepts and principles apply to practice.


• Analysis of own strengths and weaknesses.


• Setting objectives and SMART targets.


• Development of personal action plan.


• The creation of a professional journal.

Structure

This course will be taught by distance learning, supported by on-line materials, peer and tutor support and self-directed learning tasks.

Assessment

1st Attempt: 2 written assignments (3,000 words). Part A and Part B must be completed successfully.

Resit: Resubmission of written assignment of either or both parts (dependent on initial result).

Credit Points

15

Course Coordinator

Mrs C McDonald

Pre-requisites

Research and Enquiry: Wider Perspectives 1

Co-requisites

Successful completion of compulsory courses in the three level 1 core strands of Child Development and Learning, Child in the Socioculture Context and The Developing Professional or equivalent in advanced entry.

Overview

The central focus of this course is to develop knowledge, understanding, skills and values in critical thinking and professional enquiry. Through structured reading and guided research tasks individuals will develop their skills of observation, critical reading, analysis and evaluation.

The course will cover:

• Critical reading of a variety of texts on one area of professional interest to develop a broad knowledge and understanding


• Analysis of text and identification of key issues


• Observation as a research tool and use of observation schedules


• Evaluation of practice in own context


• Structure and content of report writing

Structure

This course will be taught by distance learning, supported by on-line materials, peer and tutor workshops and self-directed learning tasks.

Assessment

1st Attempt: 3,000 word report.

Resit: Re-submission of 3,000 word report.

Credit Points

20

Course Coordinator

Mr T Allan

Pre-requisites

ED 1048 Introduction to ICT for Professional and Social Contexts.

Notes

The course "ICT and Creativity" follows-on directly from the work of this course.

Overview

Through an investigative and practical process this course addresses and examines the value of communication, collaboration and co-operation in professional and social contexts.

Creating online community-based facilities using readily available Internet-based software and technologies will be central to the work of the course.

A range of situations may be investigated inlcuding business, commerce, industry, education, the medical profession, the caring professions and through to situations which might be regarded as purely leisure based.

As far as possible group work applications will be matched to participants' academic programmes and career aspirations.

Structure

4 one-hour lectures (1 per week for first 4 weeks). 12 one-hour participant lead group activities. (1 per week). 10 two-hour workshop activities (1 per week). 4 three-hour Open Space events (weeks 4,6,8,10).

Assessment

1st Attempt: Online portfolio of evidence to illustrate that learning outcomes have been attained. This will include links to personal contributions to online course-based activities (70%). Tutor/peer assessment instrument based on performances by participants in participant lead group activities and other scheduled activities (30%).

Resit: Resubmission of portfolio and interview.

Credit Points

5

Course Coordinator

Mr R S Grant

Pre-requisites

Disclosure Scotland certification is required. Satisfactory attendance at supporting course work within the School of Education.

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 to develop and manage effective relationships with others and to communicate and report effectively both orally and in writing.

Structure

Practical placement in a range of classes in the Primary School.

Assessment

1st Attempt: Observation of classroom practice. One summative report from the school (75%), completion of a school experience file (25%).

Resit: Re-submission of school experience file.

Credit Points

20

Course Coordinator

Mrs M Freeman

Pre-requisites

Required course for all students in the BEd (Hons) Primary Programme in Year 1. Disclosure Scotland Certification is required. Full participation and evidence of developing professionalism through attendance in ED1028.

Notes

Disclosure Scotland certification is required because the course involves working with young learners in schools and their communities.

MA students should note that teaching times for this course are fixed. Please see the School for details of class times and contact your adviser of studies if you are experiencing timetable difficulties.

Overview

The central focus of this course is the exploration of learning communities and their influence on young learners' development and achievement. Collaborative groups will work with field professionals and university tutors to investigate informal and formal learning contexts and their influences on the young learner. Through enquiry, students will be given the opportunity to explore assumptions, values and beliefs about effective learning within systems of education.

Course content will include relevant theories, skills of enquiry and observation, presentation skills, collaborative working in professional contexts.

Structure

24 one-hour lectures over 12 weeks will follow a varied pattern eg Weeks 30-31, 4 lectures per week, Weeks 32-37, 2 lectures per week, Weeks 41-44, 1 lecture per week.

A total of 24 hours of tutorials/workshops in a varied pattern of one or two hours over Weeks 30-37 and 41-44.

The remaining 152 hours is required for collaborative group work, fieldwork in school and community, reading, preparation for and completion of assessment.

Assessment

1st Attempt: 3,000 word essay (80%) and 20 minute group presentation (20%).

Credit Points

20

Course Coordinator

Mrs L Curtis and Mr G Nixon

Pre-requisites

What Makes us Human 1

Overview

Emotions
Cognitive Psychology
Behavioural Psychology
Deviance
Gender
Knowledge and Mind

Structure

2 one-hour lectures (Tuesday at 2pm and Friday at 10am) and 1 hour tutorial per week (to be arranged).

Assessment

1st Attempt: Mind map and written reflection on selected tutorial discussion equivalent to 1000 words [formative piece] (30%). 2000 word assignment [summative piece] (60%). Tutorial assessment (10%).

Credit Points

20

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 1 on the BA in Professional Development.

Overview

The course is designed to introduce participants to the philosophy of and processes of the Programme for which it is a core course. This includes the skills required to learn from academic study and to learn from their own experience. The course gives prominent place to the model of the professional as a reflective practitioner. Participants will be encouraged to develop skills in the processes of reflection and their application in professional practice. In addition, the course assists participants to develop their own personal and professional development plan.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 4 x 3 hour seminars, 4 x 1 hour tutorials + distance learning. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Resubmission of in-course essay.

Credit Points

20

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 1 on the BA in Professional Development.

Overview

• Professional Inquiry as a route to “more effective practice”


• Use of literature and other sources of information to inform practice


• Investigative skills


• Establishing information seeking priorities


• Approaches to small scale research/inquiry


• Reviewing and maintaining information sources


• Linking inquiry activities to practice

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 4 x 3 hour seminars, 4 x 1 hour tutorials + distance learning. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Resubmission of in-course essay.

Credit Points

20

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 1 on the BA in Professional Development and the BA in Early Childhood Studies.

Overview

Introduction to study – identifying the skills required for effective study, identifying individual strengths, identifying individual development requirements in relation to study – establishing individual learning styles and preferences.

Study skills – sourcing books, taking notes from books/seminars/groups; reproducing information – essays, reports, case studies; presenting information in the form of graphs, tables; referencing.

Study habits and processes – time planning, scheduling, practical study arrangements, managing multiple priorities, working alone and in groups.

Study support – identifying sources of support, managing stress, concentration, maintaining motivation, strategies for monitoring future study needs.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 4 x 3 hour seminars, 4 x 1 hour tutorials + distance learning. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Resubmission of in-course essay.

Credit Points

20

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 1 on the BA in Professional Development and the BA in Early Childhood Studies.

Overview

The Professional Project content is determined by the individual participant. Participants select a piece of work that will form the basis of a project which brings together learning in the area of inquiry and reflection and learning in context.

Guidance is provided, however, on:

• Selecting an area of interest that meets the learning outcomes;


• Developing achievable aims and objectives;


• Preparing an action plan;


• Gathering information;


• Support in use of inquiry methods;


• Forming opinions;


• Presentation of findings.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 4 x 3 hour seminars, 4 x 1 hour tutorials + distance learning. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Resubmission of in-course essay.

Credit Points

20

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 1 on the BA in Professional Development.

Overview

Organisations in the public, private and voluntary sectors frequently work with a range of different communities. This course assists participants to identify these communities, to analyse significant characteristics of these communities and to consider the contribution these communities may make to their organisation and to individual practice.

The case explores definitions of community; the politics of community; the sociology of community.

In identifying the participant’s own community, client communities, stakeholder communities and non-participant communities are considered.

The course covers principles associated with community involvement including concepts of empowerment, participation, partnerships and inclusion.

Practical steps in stimulating community interest and involvement are considered including identifying maintaining and harnessing community networks and resources.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 4 x 3 hour seminars, 4 x 1 hour tutorials + distance learning. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Resubmission of in-course essay.

Credit Points

20

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 1 on the BA in Professional Development.

Overview

The course introduces participants to the key principles involved in developing or selecting effective training programmes for adults. It will focus on the development of programmes in different modes but in particular on short training programmes delivered face-to-face. It is intended for participants with limited experience or no experience of developing training programmes.

The course considers training in the context or organisational goals. It covers selected principles of adult learning and creating an adult learning environment.

Training Needs analysis including identifying individual and cluster needs is covered along with different modes of training needs analysis.

Finally, delivery, exploring different styles is considered and monitoring of evaluation tools.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 4 x 3 hour seminars, 4 x 1 hour tutorials + distance learning. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Resubmission of in-course essay.

Credit Points

20

Course Coordinator

Mrs S L Kearns

Pre-requisites

Available only to students in Programme Year 1 on the BA in Professional Development.

Co-requisites

Current experience of direct work with children and families.

Overview

Values and perspectives in relation to childhood, parenting and the family, and their relevance to current legislation.

Concepts of attachment, resilience and vulnerability and their application.

Introduction to a range of theorists in the field of lifespan development, including Piaget, Fahlberg, Howe, Erikson.

Exploration of systemic practice models of assessment and child observation and relevant skills rehearsal.

Key skills in engaging communication and managing conflict.

Key skills in recording and reporting.

Standard delivery model – Mixed mode – 10 x 2 hour seminars, 1 x 7 hour workshop, 3 x 1 hour tutorials + open learning tasks. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Resubmission of in-course essay.

Credit Points

20

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 1 on the BA in Professional Development.

Overview

Content is determined by the student in negotiation with the course tutor. A learning contract is developed. This emerges from dialogue between the course participant and the course tutor.

The contract includes learning outcomes negotiated between student and course tutor.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 4 x 3 hour seminars, 4 x 1 hour tutorials + distance learning. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

in-course assessment (100%).

Credit Points

20

Course Coordinator

Mrs M Taylor

Pre-requisites

None.

Co-requisites

Access to appropriate pupils/settings for the purpose of practical experience and assessment tasks.

Overview

• Examining and defining the role of support staff through discussion and development of explicit job descriptions, which take account of the differing needs of particular learners, colleagues and establishments.


• Clarifying responsibilities for, and appropriate training to, undertake particular tasks.


• Collaborative classroom practice: negotiating, sharing responsibility, and valuing each other's contribution.


• Creating partnerships with teachers.


• Planning, implementing and evaluating programmes for individual pupils, in consultation with other colleagues and professionals.


• Identifying and selecting relevant key areas of training as part on on-going professional development.

Structure

30-hours face to face delivery.

Mixed mode model of face-to-face and open/diance learning could be made available to suit needs of sponsoring authority/organisation.

Assessment

1st Attempt: In-course assesment (100%).

Resit: Resubmission of in-course essay.

Credit Points

20

Course Coordinator

Ms K A McArdle

Pre-requisites

None.

Overview

Developing Self Awareness
Using diagnostic instruments, feedback and own judgement in reaching self-evaluation in areas of self-disclosure, personal values, learning styles, attitudes towards change and interpersonal orientation.

Managing Stress
Understanding stress; strategies for eliminating stress; building resilience; and short term coping.

Effective Problem Solving
Rational approaches, creative approaches, barriers to effective problem solving.

Interpersonal Skills
An introduction to the topics of communicating supportively, gaining power and influence, motivating others, empowering and delegating.

Structure

Mixed mode - face-to-face - 1 six-hour workshop, 4 three-hour seminars, 4 1-hour tutorials and distance learning.

Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Resubmission of in-course essay.

Credit Points

30

Course Coordinator

Ms A Ralph

Pre-requisites

100 credits at level 1/7 in Stage I including Pass in Practice 1 or completion of successful RPL Credit Claim for entry to Stage II.

Co-requisites

Current practice with individuals with complex needs.

Overview

The content will include:

• the principles, values and ethos of curative education


• the skills in the discipline areas of curative education


• legal frameworks, policies and codes of practice underpinning practice in curative education


• the role of relationships in curative education


• the collaborative working practice of curative education


• personal and professional development and reflective practice


• maintaining a reflective learning journal.

Structure

Lectures, seminars and tutorials to a total of 60 hours and situated learning opportunity within the ongoing work situation.

Assessment

1st Attempt: One 5,000 paper (100%).

Resit: One 5,000 paper.

Credit Points

30

Course Coordinator

Ms A Ralph

Pre-requisites

100 credits at level 1/7 in Stage I including Pass in Practice 1 or completion of successful RPL Credit Claim for entry to Stage II.

Co-requisites

Current practice with individuals with complex needs.

Overview

The content will include:

• practical exploration of application of curative educational attitudes, values and principles across a range of settings


• skills in observation, assessment, recording and administration


• appropriate responses to individuals and groups with complex needs in the relevant practice areas


• collaborative teamwork with colleagues, professionals and family members


• the structure and influence of the community/organisation context


• maintaining a reflective learning journal


• effective use of the learning journal and supervision talks to support development as reflective practitioners.

Assessment

1st Attempt: Evidence based self assessment of practice annotated to the learning outcomes, 3,000 words (40%). Written assessment by practice supervisor (60%).

Resit: Repeat of Practice 2 or part of, 3,000 word self assessment of practice.

Credit Points

15

Course Coordinator

Mrs N Hart

Pre-requisites

100 credits at level 1/7 in Stage I including Pass in Practice 1 or completion of successful RPL Credit Claim for entry to Stage II.

Co-requisites

Current practice with individuals with complex needs.

Overview

The content will include:

• theoretical frameworks for understanding development in adult life


• transition, loss, change and resilience in adult life


• influence of belief systems and cultural norms and values, on understanding of the life course


• social roles and stereotypes


• ethical issues regarding interventions in the life course


• social policies and the life course


• maintaining a reflective learning journal.

Structure

Lectures, seminars and tutorials to a total of 30 hours and situated learning opportunity within the ongoing work situation.

Assessment

1st Attempt: One 3,000 paper (100%).

Resit: One 3,000 paper.

Credit Points

30

Course Coordinator

Mr C Walter

Pre-requisites

100 credits at level 1/7 in Stage I including Pass in Practice 1 or completion of successful RPL Credit Claim for entry to Stage II.

Co-requisites

Current practice with individuals with complex needs.

Overview

The content will include:

• a range of approaches to assessment of complex needs, including anthroposophical and other understandings of sensory perception


• critical exploration of the influence of personal and professional values on the assessment process


• practical assessment tasks based on the observation and assessment cycle


• the range of social, cultural and individual influences on complex needs


• developing responses in the lifespace


• maintaining a reflective learning journal.

Structure

Lectures, seminars and tutorials to a total of 60 hours and situated learning opportunity within the ongoing work situation.

Assessment

1st Attempt: 1 oral presentation (20 minutes) (40%); 3,000 word written paper (60%).

Resit: 1 oral presentation (20 minutes) (40%); 3,000 word written paper (60%).

Credit Points

15

Course Coordinator

Mr J Ralph

Pre-requisites

100 credits at level 1/7 in Stage I including Pass in Practice 1 or completion of successful RPL Credit Claim for entry to Stage II.

Co-requisites

Current practice with individuals with complex needs.

Overview

The content will include:

• practical guidance in a range of creative activities


• guided reflection for creative action in practice


• guided observation tasks in the lifespace


• student-directed task of choosing, rehearsing and presenting a small-scale performance


• introduction to the profile of the intuitive practitioner


• maintaining a reflective learning journal.

Structure

Practical artistic activities and student directed whole group activity to a total of 30 hours situated learning opportunity within the ongoing work situation.

Assessment

1st Attempt: Reflective paper (3,000 words) including learning journal entries (100%).

Resit: Reflective paper (3,000 words) including learning journal entries (100%).

Credit Points

15

Course Coordinator

Mrs C McDonald

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.

Structure

Distance learning course with individual/group tutorial support.

Assessment

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

Credit Points

15

Course Coordinator

Mrs C McDonald

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.

Structure

Distance learning course with individual/group tutorial support.

Assessment

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

Credit Points

15

Course Coordinator

Mrs C McDonald

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.

Structure

Distance learning course with individual/group tutorial support.

Assessment

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

Credit Points

15

Course Coordinator

Mrs C McDonald

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.

Structure

Distance learning course with individual/group tutorial support.

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.

Structure

Distance learning course with individual/group tutorial support.

Assessment

Assessment will be a 3,000 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.

Structure

Distance learning course with individual/group tutorial support.

Assessment

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

Credit Points

15

Course Coordinator

Mrs C McDonald

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.

Structure

Distance learning course with individual/group tutorial support.

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.

Structure

Distance learning course with individual/group tutorial support.

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.

Structure

Distance learning course with individual/group tutorial support.

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.

Structure

Distance learning course with individual/group tutorial support.

Assessment

Assessed through two formative tasks and a summative report.

Credit Points

30

Course Coordinator

Ms L Craig

Pre-requisites

Normally successful completion of courses ED 1028 and ED 1528.

Overview

From a focus on the concept of learning in year one of their studies, students will now deepen their knowledge and understanding of this through an investigation of the concept of teaching and its relationship to learning. This course will broaden student knowledge of educational systems, professional responsibilities and their implcations for teaching and learning in the 21st century. Professional skills of communication, self and peer evaluation, critical enquiry and reflection will be further developed within a range of learning contexts. Using collaborative enquiry and drawing on new learning, students will be encouraged to challenge personally held assumptions, beliefs and values about effective learning and teaching.

Structure

1 one-hour lecture (Monday at 9 am), flexible arrangement of 2 one-hour or 2 two-hour tutorials per week and practical fieldwork (to be arranged).

Assessment

1st Attempt: Participation & Professional Commitment (10%); Evaluation of Fieldwork Experience (30%); Written Assignment (60%).

Resit: Written Assignment (100%).

Credit Points

30

Course Coordinator

Mrs C McDonald

Pre-requisites

Successful completion of BA CS Level 1 or equivalent.

Co-requisites

Current practice / employment in an Early Years Care and Education setting.

Overview

The course will develop the student's knowledge and understanding of the child in the socio-cultural context and skills for effective practice in education and childcare settings. The course will cover;

• examination and analysis of personal beliefs and values regarding families and family life;


• critical analysis of a range of strategies for supporting families;


• critical examination of links between policy and theories of child development;


• an audit of practice in working with families;


• setting objectives and SMART targets;


• continued development of a professional journal.

Structure

This course will be taught by distance learning, supported by on-line materials, tutor and peer support and self-directed learning tasks.

Assessment

1st Attempt: 2 written assignments (3,000 words). Part A and Part B must be completed successfully.

Resit: Resubmission of written assignment, either or both parts (dependent on initial result).

Credit Points

30

Course Coordinator

Mrs C McDonald

Pre-requisites

Successful completion of BA CS Level 1 or equivalent.

Overview

The central focus of this course is to extend knowledge, understanding, skills and values with regards to child development and the provision of an enriched curriculum to meet the needs of the individual. The course will cover:

• Principles held by the main theorists.


• Critical examination of the curriculum documentation.


• Evaluation and analysis of practice in own setting.


• Comparative study of own setting and a similar setting.


• Maintenance of a professional journal.

Structure

This course will be taught by distance learning, supported by on-line materials, peer and tutor workshops and self-directed learning tasks.

Assessment

1st Attempt: 2 written assignment (3,000 words). Part A and Part B must be completed successfully.

Resit: Resubmission of written assignment of either or both parts (dependent on initial result).

Credit Points

30

Course Coordinator

Mrs C McDonald

Pre-requisites

Successful completion of Level 1 BA CS.

Overview

This course will extend the student's knowledge, understanding, skills and values in developing the necessary leadership skills required to support the management of a quality curriculum. The course will cover:

• The concept of quality.


• Development and planning for a quality curriculum.


• Study to acquire a detailed knowledge of some areas of policy and practice.


• Critical analysis and evaluation of management strategies employed in Education and Child Care settings, including the student's own.


• Comparative study of examples of implementation of policies in practice.


• An evaluation of personal effectiveness in the development and maintenance of a quality curriculum.


• Legislative requirements to ensure quality provision in Education and Child Care settings.


• Critical analysis of quality assurance procedures.


• Evaluation of the role of policy in relation to management and current policy in the setting.


• Effective working strategies for staff development and training.


• Reflection of personal learning and development, through maintenance of a professional journal.

Structure

This course will be taught by distance learning, supported by on-line materials, peer and tutor workshops and self-directed learning tasks.

Assessment

1st Attempt: 2 written assignments (3,000 words). Part A and Part B must be completed successfully.

Resit: Resubmission of written assignment of either or both parts (dependent on initial result).

Credit Points

30

Course Coordinator

Mrs C McDonald

Pre-requisites

Research and Enquiry: Wider Perspectives 2

Co-requisites

Successful completion of BACE Level 2 compulsory courses in the three core strands of Child Development and Learning, Child in the Sociocultural Context and The Developing Professional or equivalent in advanced entry.

Overview

The central focus of this course is to further deepen knowledge, understanding, skills and values in critical thinking, professional enquiry and research. Through structured reading and tutor supported tasks individuals will develop their research skills and use these to inform professional practice.

The course will cover:

• Critical reading of a variety of texts on an area of professional interest to develop a detailed knowledge and understanding


• Analysis of texts, identifying and synthesising key issues


• The research process and its application in the field of professional; practice


• Personal bias and implications
• 
  
• Personal enquiry / research on an aspect of practice in context


• Structure and content of report writing.

Structure

This course will be taught by distance learning, supported by on-line materials, peer and tutor workshops and self-directed learning tasks.

Assessment

1st Attempt: 3,000 wod report.

Resit: Re-submission of 3,000 word report.

Credit Points

15

Course Coordinator

Dr J Perkins

Pre-requisites

Available to students in Programme Year 2 only.

Notes

Available to both Arts and Science students (not School of Medical Sciences or SofE Programme Students).

Overview

This course is designed with the support of employers to prepare level 2 students to make appropriate career routes/pathways by giving them both theoretical basis and practical skills needed: The course will enable students to consider a range of career choice theories and apply these to their own situation and background. In addition, students will have the opportunity to explore others' situations through a case study and begin to understand how more than one theory of choice may be relevant. The course also explores applications/CVs, interview and selection training, career option awareness, skills identification and aptitude and personality testing and aims to promote enhanced job-search skills. As a result, students should be able to apply more effectively for internships, vacation work and graduate employment. The engagement with employers at a national and local level during the design and development of this new course will be followed up through their active involvement both the in the delivery and validation process.

Structure

A one-hour lecture and one two-hour tutorial per week. Formative on-line assessments support both lecture and tutorial sessions.

Assessment

1st Attempt: Continuous assessment (100%) consisting of a 2,500 word job analysis report (60%) plus oral presentation (10%) including peer assessment and CV construction exercise (30%). A web CT site will be made available which will include lecture notes and tutorial materials. A discussion board facility will be offered to students through this medium formulated by students with occasional tutor moderation.

Re-sit opportunity available, details provided in the course manual.

Credit Points

30

Course Coordinator

Ms A Hurrell and Ms B Hookey

Pre-requisites

Normally successful completion of courses ED 1028 and ED 1528.
Completion of Year 2 course From Learning to Teaching.

Overview

This course continues to deepen knowledge and understanding of the learning and teaching process with an exploration of the concept of curriculum and its relationship to the effectiveness of that process. Set in a national context of curricular change, the historical, philsophical and political contexts for legislation and policy development will form a focus for critical reflection.

Working in communities of enquiry, students will study aspects of curriculum in depth, making connections to principles of assessment for learning and theories of involvement and engagement, as indicators fo quality learning and teaching. In collaboration with field professionals students will draw on their expanding repertoire of effective learning and teaching strategies and evaluate their application of these in practice.

Structure

1 one-hour lecture (Monday at 9 am) flexible arrangement of 2 one-hour or 2 two-hour tutorials per week and practical fielwork (to be arranged).

Assessment

1st Attempt: Written assignment (50%) in two parts, part 1 formative, part 2 summative. Evaluation of Professional Participation and Commitment in Field Work and tutorials (50%).

Credit Points

30

Course Coordinator

Mrs V Reid

Pre-requisites

ED1507

Overview

The main focus of this course is deepening the concept of education for environmental citizenship. It continues to develop knowledge and understanding of the geographical, historical, anthropological, political and cultural dimensions of the environment. Independent research and field study will facilitate exploration of human activity and its affect on the natural environment. The course will also develop an in depth knowledge and understanding of the concepts of conservation and sustainability.

Structure

2 one-hour lectures (dates and times to be arranged) and 2 two-hour tutorials (to be arranged) per week. One day and two half day field study trips.

Assessment

1st Attempt: Continuous assessment: (30%) three 20 minute presentations, (70%) 4000 word case study report.
Resit: 4000 word cast study report (100%).

Credit Points

15

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 2 on the BA in Professional Development.

Overview

The course focuses on learning through study, learning from experience and the development of professional knowledge. It discusses the emergence of the notion of the reflective practitioner. It considers the place of inquiry in professional development linked to practitioner research and active experimentation. Learning from inquiry; interpreting inquiry; using the inquiry of others are covered.

The purpose of the course is to deepen understanding of the role of professional development that participants may already have studied at the SD1 level of the programme. It also introduces the key learning processes that underpin the SD2 level of the BA in Professional Development. This includes formal/informal learning, reflective practice, surface and deep learning, relationships with other professionals.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 2 on the BA in Professional Development.

Overview

Content is determined by the student in negotiation with the course tutor. A learning contract is developed. This emerges from dialogue between the course participant and the course tutor.

The contract includes learning outcomes negotiated between student and course tutor.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 2 on the BA in Professional Development.

Overview

The contribution of research to professional practice: the uses of research; the role of the researcher; ethical issues.

Designing and planning research: participatory research approaches; setting problems; developing a research proposal.

Data collection methods – questionnaires, observation and interviews.

Data analysis and interpretation.

Writing research proposals and reports.

A structured approach to organising and undertaking a simple small-scale research project.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 2 on the BA in Professional Development.

Overview

The Professional Project content is determined by the individual. Participant guidance is provided in:

• selecting topic for inquiry


• reviewing literature and other sources of information


• developing a manageable and detailed project proposal


• formulating an action plan


• gathering, analysing and interpreting information


• interpreting data so that it may be linked to practice


• communicating findings.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 2 on the BA in Professional Development.

Overview

The content of the course will assist participants to take a journey of inquiry, identifying and analysing the policy systems and structures that apply within their own organisation and their own profession; looking in particular at the implications of these for ‘more effective practice’.

The journey will include:

• The values of underpinning the profession and the organisation(s); and how these values are incorporated within policy, structures and systems.


• Organisational goals, aims, objectives and policies; and how these relate to each other and how these are translated.


• Strategic plans, business plans, action plans – the relationship to stated goals.


• Externally imposed factors such as legislation, requirement of funding bodies, partnership arrangements and how these impact on the organisation of the individual.


• Power influence and political considerations – the impact of the organisation and the work of the individual.


• The needs, desires or requirements of clients/customers/internal clients/service users and the implications for policy, systems and structure.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 2 on the BA in Professional Development.

Overview

The course will include:

• Roles and Relationships – effective interdisciplinary working.


• Involvement of stakeholders and service users.


• Power and equality, discrimination and empowerment.


• Principles underpinning a concept of partnership, boundary negotiation.

Participants will have the opportunity to explore a number of approaches and techniques to improve the quality of partnership including information sharing, communication styles and skills; design of partnership relationships. Participants will also consider techniques to facilitate partnerships – empowerment, negotiation, drawing up agreements, dealing with conflict mechanisms for monitoring, reviewing ending and reviewing partnerships.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Ms K McArdle

Pre-requisites

None.

Overview

Developing Self Awareness
Using diagnostic instruments, feedback and own judgement in reaching self-evaluating in areas of self-disclosure, personal values, learning styles, attitudes towards change and interpersonal orientation.

Managing Stress
Understanding stress; strategies for eliminating stress; building resilience; and short term coping.

Effective Problem Solving
Rational approaches, creative approaches, barriers to effective problem solving.

Interpersonal Skills
An introduction to the topics of communicating supportively, gaining power and influence, motivating others, empoowering and delegating.

Structure

Mixed mode - face-to-face - 1 six-hour workshop, 3 three-hour seminar, 3 one-hour tutorials and distance learning.

Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Karen McArdle

Pre-requisites

None.

Overview

The course includes:

• Indentifying significant communities - definition of communities, analysing communities or relevance to the work of the organisation.


• Skills of inquiry - using secondary literature, secondary statistics, historical documentation, oral history, media analysis as well as reviewing findings from the research of others.


• Determining the parameters of own community profile - determining priorities for data collection.

Data collection and analysis - identifying, collating formation, analysis and interpretation.

• Linking findings to the workplace and profession - interpreting findings.

Structure

Mixed mode - face-to-face - 1 six-hour workshop, 3 three-hour seminars, 3 one-hour tutorials and distance learning.

Full fac-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Mrs S Kearns

Pre-requisites

Available only to students in Programme Year 2 on the BA in Professional Development who are practitioners with a relevant professional qualification and who are nominated by their employing agency.

Overview

Course content will include:

• knowledge of roles and responsibilities within legal and policy frameworks and balancing children’s rights; parental responsibilities; duties and powers of agencies;


• use of the law and local Child Protection Guidelines;


• examination of local arrangements for reporting and investigating abuse and roles within these;


• interprofessional and interagency collaboration and communication;


• communication with children, carers and professionals;


• consideration of roles and responsibilities;


• recognition of signs and symptoms of abuse and neglect;


• consideration of definitions of abuse;


• identification of barriers to recognition of abuse;


• examination of personal and professional value bases and their influence on practice.

Standard delivery model – 10 x 1-hour lectures, 19 x 2-hour seminars, 2 x 1-hour tutorials. Less face-to-face and more open/distance learning delivery mode can be provided to suit needs of sponsoring organisation.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

30

Course Coordinator

Mrs S L Kearns

Pre-requisites

Available only to students in Programme Year 2 on the BA in Professional Development who have passed Working with Children, Young People and Their Families 1.

Co-requisites

Current experience of practice with children and families.

Overview

Exploration of ethical dilemmas and value conflicts.

Key concepts and discourses, including oppression and empowerment, children’s rights, partnership and the interface between care and protection.

Models of assessment and intervention introducing a range of systemic and solution-founded strategies.

Exploration of key areas of vulnerability and their impact on children’s behaviour and family functioning.

Consideration of the interdisciplinary interface between professional roles in the multi-interdisciplinary team.

Opportunities for skill development in a range of areas including conflict management.

Standard delivery model – Mixed mode – 12 x 2 hour seminars, 1 x 7 hour workshop, 4 x 1 hour tutorials + distance learning. More face-to-face contact OR more open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

60

Course Coordinator

Mrs J Stewart

Pre-requisites

Students require to have successfully completed all Year 1 and Year 2 compulsory and elective courses, securing 240 SCOTCAT credit points.
Disclosure Scotland clearance.
Adequate attendance and completion of campus based coursework in interconnected course 'Learning and Teaching: The Emerging Professional 1'

Overview

This course supports students' transition and development as teachers of young learners in the context of school and community. Through mixed mode patterns of situated learning, equivalent to fourteen weeks experience, students will have repeated opportunity to apply in schools the professional knowledge, understanding and skills introduced and developed in the interconnected course, 'Learning and Teaching: The Emerging Professional 1'. Supported by university and school mentors, students will take increasing responsibility for assessing, designing, implementing, evaluating and reviewing situated learning and teaching experiences for young learners within a range of discrete disciplinary contexts, (ie Mathematics), and interdisciplinary studies across the school curriculum, (ie Health and Well-Being, RME & Expressive Arts). Valuing themselves as growing professionals, students will take responsibility for professional learning and development, applying the cyclical self-evaluation process.

Structure

20 days, not necessarily continuous, practical engagement in school based projects across developmental stages (Nursery - Upper Primary)
Two blocks of five week immersion school of community experience in the context of nursery - early years (Nursery - Primary 3).

Assessment

1st Attempt: Continuous Assessment on Evaluation of Fieldwork a) Observation of practice and discussion of underpinning principles. b) Portfolio of Evidence.

Resit: Repeat of failed element/elements.

Credit Points

60

Course Coordinator

Mrs A Valyo

Pre-requisites

Students require to have successfully completed all Year 1 and Year 2 compulsory and elective courses, securing 240 SCOTCAT credit points.

Overview

Continuing to develop the concept of effective learning and teaching from year 1 and 2 of their studies this course will engage students in investigation of curricular contexts, exploring both discrete disciplinary contexts, (ie Mathematics), and interdisciplinary studies across the school curriculum, (ie Health and Well-Being, RME and Expressive Arts). Connections will be made to facilitate the application of knowledge, understanding, skills and attitudes to professional practice. Students will design and evaluate meaningful and contextualised learning and teaching experiences, learning to apply the cyclical process of reflection, evaluation, target setting and planned action for improvement. The course will engage students in the development of effective pedagogical, enquiry and research skills. Further exploration of the processes will support application of strategies to support pupil learning gains in the interconnected course 'Learning and Teaching: School and Community'.

Structure

24 one-hour lectures, 24 two-hour workshops, 20 one-hour tutorials, 14 two-hour seminars (to be arranged).

Assessment

1st Attempt: 1 three-hour written examination (25%); continuous assessment (75%).

Resit: Repeat of failed element/elements.

Credit Points

15

Course Coordinator

Mrs N M Hart

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

1st Attempt: 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. In-course assessment (100%).

Resit: Re-submission of in-course essay (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.

Structure

Distance learning course with individual/group tutorial support.

Assessment

1st Attempt: Assessed by two formative tasks and by the submission of a written report.

Resubmission of written report.

Credit Points

20

Course Coordinator

Mr C Munro

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 Qualification Course award in English at level 6 (or equivalent), and have satisfied the relevant selection procedures.

Overview

The content will:

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


• examine the rationale for Physics and Science in the secondary school curriculum.


• critically evaluate relevant literature and research.


• study national subject/course guidelines.

Attention is given throughout to aspects of professional practice in the teaching of Physics and 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 introduced to the use of theoretical frames and findings from research.

Assessment

1st Attempt: Written report of 3,000 words (100%).

Resit: Written report of 3,000 words (100%).

Credit Points

15

Course Coordinator

Mrs A Shoemark

Pre-requisites

A recognised qualification in counselling at Diploma level and a minimum of two years recent experience of supervised practice.

Overview

The course, designed for experienced counsellors and practicising counselling supervisors, offers a structure for applying the essential skills of a counselling supervisor to a supervision session.

Theoretical models of supervision are introduced. In the context of relevant ethical frameworks, contracts and sample working agreements between supervisor and supervisee are explored.

The course highlights the role and functions of transference and counter-transference in both supervision and therapy and deepens participants' understanding of 'hidden' communications.

Ways of relating, other than verbal communication, are explored in the context of developing a creative approach to supervision.

Structure

The course will meet for 1 day (6 hours) per fortnight for twelve weeks. The course will be offered in face-to-face format and will include lectures, seminars, participative discussion, practical supervision experience and other experimental learning. There will be a distance-learning component of the course and a counselling supervision practice element of 12 hours minimum.

Assessment

1st Attempt: Written assignments as above.

Resit: Resit opportunity available: details available in the course handbook.

Credit Points

20

Course Coordinator

Mr C Munro

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 combined degrees including 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

24 hour lectures, 27 practicals (51 practicals for students without required safety training).

Assessment

1st Attempt: Written report of 3,000 words (100%).

Resit: Written report of 3,000 words (100%).

Credit Points

15

Course Coordinator

Mr C Munro

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 combined degrees including Education. Students must also undertake Learning and Teaching in Schools A: Beginning to Teach, and Learning and Teaching in Schools B: The Developing Professional.

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

20 days placement in school.

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

15

Course Coordinator

Mr C Munro

Pre-requisites

None.

Notes

The course is aimed primarily at students on the BSc Technology with Education but is open to students on other degree programmes.

Overview

Historical periods of design eg Art Noveau, Post Modernism etc

Schools of design eg Bauhaus, Memphis etc

Factors influencing design: social, economic, functional, technological, manufacturing techniques etc

Theories and methodologies of design: user centred, market push, technological pull etc

Analysis of success and failure of designs based on critical appraisal of key design factors

Physical and digital modelling techniques

Projects in which the student develops design solutions to meet given needs and needs identified by the student

Structure

3 one-hour lectures and 1 one-hour tutorial per week for the first four weeks, followed by one three-hour practical and 1 one-hour tutorial per week for the remaining eight weeks.

Assessment

1st Attempt: Presentation (ten minutes plus five minutes for questions) relating to the first three learning outcomes (30%). Final project folio and associated models producing a solution to a need identified by the student (70%).

Resit: As 1st attempt (the project folio and associated models may be a resubmission of the original versions).

Credit Points

15

Course Coordinator

Mr C Munro

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 combined degrees including Education: Learning and Teaching in Secondary Schools A and Teaching Technological Education in Secondary Schools A. Students must also undertake Learning and Teaching in Schools A: Beginning to Teach and Learning and Teaching in Schools B: The Developing Professional.

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

14 days placement in school.

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

Mrs L Stephen

Pre-requisites

None.

Notes

Available only to students who are currently employed in a suitable appropriate adult or further education setting.

Overview

This course focuses on putting theories, policies, legislation and innovative ideas into practice to provide effective support for successful learning. Four main themes capture relevant topics:

Being an Active Professional

• Professional Identity


• Learning in the Workplace


• Self-awareness


• Reflective Practice

Understanding Learners and Learning

• Emerging Theories of Learning


• Diversity and Difference


• Adult and Young Learners


• Education, Social and Emotional Literacies

The Changing Learning Environment

• Social Justice


• Technology


• Partnership Initiatives


• The Curriculum

Supporting Successful Learning

• Relationships


• Strategies to Engage Learners


• Assessment for Learning


• Behaviour for Learning

Structure

Online distance learning materials with face-to-face or online support arrangements as negotiated with participants and/or their sponsors/employers as appropriate.

For example, model with face-to-face support: one 5½ hour workshop per class group, three 2½ hour workshops per class group, two ½ hour tutorials per pair/small group.

Assessment

1st Attempt: Continuous assessment (100%).

Students will create a portfolio of items to provide evidence of how they have supported selected learners to become more successful.

Components (equivalent to 3000 words in total):

• An analysis of factors that may affect the success of selected learners


• A discussion if policy/legislation issues that seem relevant to the success of the selected learners


• A plan for and an evaluation of an intervention to promote greater success for the selected learners


• A reflection on 'my personal and professional growth' through learning on this course.

Resit: Continuous assessment (100%). As above.

Credit Points

15

Course Coordinator

Ms A Ackland / Mrs S Kearns

Pre-requisites

Currently engaged in a relevant area of practice.

Overview

• Models of professional development


• Theories of practice learning


• Practice development within a knowledge, values and skills framework


• Tools for self-evaluation and reflective practice development


• Tools to develop critical thinking and analytical skills


• Professional Enquiry processes

Assessment

1st Attempt: Continuous assessment (100%).

Participants will compile a portfolio of evidence of learning in practice.

Components of the portfolio are:

1. A self evaluation statement identifying areas that student will develop through a practice task for which they must provide a plan (to be negotiated with HE tutor and a mentor identified by the student from within their practice setting - this may be the line manager or a senior colleague).


2. A report of a professional discussion, which will include the mentor, an HE tutor and the student, to discuss progress against identified standards. Where appropriate this may include an observation of practice.


3. A reflective account (2000 words) of how they have developed their practice through the practice task, with evidence where appropriate.

Students must pass all components to pass the course.

Resit: Continuous assessment (100%) in the form of a portfolio of evidence as above.

Credit Points

15

Course Coordinator

Mrs Y Bain and Mr K McIntosh

Pre-requisites

A teaching qualification is a secondary school, FE or HE setting.

Notes

This course is open to teachers, lecturers and other professionals with appropriate qualifications and experience working in an educational or education related context.

Overview

• Course preparation and delivery.


• Employability skills versus employment skills


• Team working


• Personal effectiveness


• Understanding how to manage stress


• Confidence and self-esteem


• Assertive behaviour


• Dealing with challenging behaviours


• Communication skills, including listening skills,


• Constructive feedback


• Presentation skills


• Learning styles


• Assertive behaviour


• Giving and receiving feedback

Structure

Four full deays' attendance on campus and tutorial - 32 hours
Participation in on-line learning - 59 hours; 59 hours of self study.

Assessment

1st Attempt: 1 classroom observation (50%)
The completion of a professional portfolio showing evidence of planning, delivery, evaluation and 1 1,500 word reflective commentary on developing employability skills (50%).

Resit: One opportunity to resubmit the professional portfolio and reflective commentary
One further opportunity to be observed teaching

Credit Points

30

Course Coordinator

Mr J McCracken

Pre-requisites

Available only to students in the Primary Education joint degree programme.

Co-requisites

Students must also undertake Learning to Teach in Schools 1: The Beginning Teacher (Joint degree)

Notes

Disclosure Scotland checking to be undertaken for Child Protection purposes.

Overview

• Observation and beginning to teach (Block A 4 weeks)


• Developing Teaching (Block B5 weeks)

In primary, this focuses on the Middle and Upper stages. In the first four week block students will be expected to take full continuous responsibility for their class for two days and in the second block for five days.

School based study includes a programme of Wider Aspects of School based Enquiry Tasks which follow up aspects of the campus based professional studies programme.

Structure

300 notional hours student effort fieldwork (full time in school).

Assessment

1st Attempt: Summative tutor observed lesson in Block A and a school report from the overall placement.

Resit: Summative tutor observed lesson in Block B where cause for concern expressed by the school in/after Block A or where student failed tutor visit in Block A.

Credit Points

30

Course Coordinator

Mr J McCracken

Pre-requisites

Available only to students on the Secondary Education Joint degree programmes. Students must have satisfied the entry requirements as set out in the Memorandum on Entry to the Teaching Profession in Scotland (SEED) and have satisfied the selection processes determined by the School of Education before embarking on this course.

Co-requisites

Students must also undertake Learning to teach in Schools 1: The Beginning teacher (Joint degrees).

Notes

Disclosure Scotland checking to be undertaken for Child Protection purposes.

Overview

• Observation and beginning to teach (Block A 4 weeks)


• Developing Teaching (Block B5 weeks).

For secondary, the focus will normally be on S1-3 according to the subject. Students are expected to work progressively towards a timetable with 60% of the normal teaching load. Classroom Practice is normally carried out in each of the subjects being taken, with each subject normally playing an equal part.

School based study includes a programme of Wider Aspects of School and School Based Enquiry Tasks which follow up aspects of the campus based professional studies programme.

Structure

300 notional hours student effort fieldwork (full time in school).

Assessment

1st Attempt: Summative tutor observed lesson in Block A and a school report from the overall placement.

Resit: Summative tutor observed lesson in Block B where cause for concern expressed by the school in/after Block A or where student failed tutor visit in Block A.

Credit Points

30

Course Coordinator

Mr J McCracken

Pre-requisites

Available only to students undertaking Level 3 of Joint degrees in Education (MA/BSc).

Co-requisites

Students must also undertake School Experience 1: Middle and Upper Stages (Joint degrees) or School Experience 1: Beginning to teach (Joint degrees) as appropriate for primary or secondary teaching.

Notes

Students must have satisfied the entry requirements as set out in the Memorandum on Entry to the Teaching Profession in Scotland (SEED) and have satisfied the selection processes determined by the School of Education before embarking on this course.

Overview

• How students learn


• How children learn


• Legislative frameworks for Scottish education (including social justice and child protection)


• Explore difference


• An inclusive approach to supporting learning


• Assessment for and of learning


• Scottish curricula


• Exploring learning through the Primary/Secondary curriculum


• The Reflective practitioner

Structure

Teaching through a mix of lectures, workshops and other collaborative online learning providing 60 hours contact in the two main areas of professional studies and learning through the curriculum (primary or secondary).

Assessment

1st Attempt: One summative assessment in course paper on learning, teaching and assessment in theory and identifying and analysing routine professional problems and issues in own practice (5,000 words) (100%).

Resit: Resubmission of the above paper (100%). (Modified submission).

Credit Points

30

Course Coordinator

Mrs C Walker

Pre-requisites

Available only to students undertaking Level 3 of Joint degrees in Education (MA/BSc).

Co-requisites

Students must also undertake School Experience 1: Middle and Upper Stages (Joint degrees) or School Experience 1: Beginning to teach (Joint degrees) as appropriate for primary or secondary teaching.

Notes

Students must have satisfied the entry requirements as set out in the Memorandum on Entry to the Teaching Profession in Scotland (SEED) and have satisfied the selection processes determined by the School of Education before embarking on this course.

Overview

Structure

Teaching through a mix of lectures, workshops and other collaborative online learning providing 60 hours contact in the two main areas of professional studies and learning through the curriculum (primary or secondary).

Assessment

1st Attempt: One summative assessment in course paper on learning, teaching and assessment in theory and identifying and analysing routine professional problems and issues in own practice (5000 words).

Resit: Resubmission of the above paper.

Credit Points

30

Course Coordinator

Mrs C McDonald

Pre-requisites

Successful completion of BA CS Leveol 2 or equivalent.

Overview

This course will enable the student to investigate a wide range of issues to develop knowledge and understanding of the complex interaction between the developing child and their environment. The course will cover:

• The importance of understanding the diverse ways in which the communities are constituted.


• The importance of developing grounded knowledge and understanding of a range of social policies.


• The impact of social policy on the everyday lives of children and families.


• The ability of children to negotiate their daily patterns in relation to acceptable social expectations.


• The importance of developing effective inter agency communication.


• The creation, development and implementation of a personal action plan.


• Maintenance and development of a professional journal.

Structure

This course will be taught by distance learning, supported by on-line materials, peer and tutor workshops and self-directed learning tasks.

Assessment

1st Attempt: Written assignment 6,000 words or equivalent.

Resit: Resubmission of written assignment.

Credit Points

30

Course Coordinator

Mrs C McDonald

Pre-requisites

Successful completion of BA CS Level 2 or equivalent.

Overview

The central focus of this course is to utilise new learning to effect change in an Education and Childcare setting. Through investigation of principles of learning across other disciplines and cultures, professional thinking will be challenged. The course will cover:

• Study of some current research to develop detailed knowledge and understanding of a specialised area of child development and learning.


• Planning and implementing changes and monitoring and evaluating the impact on children's development and learning.


• Interrogation of the assumptions underpinning curriculum documentation.


• Comparative study of own setting and a setting within another sector.


• Maintenance and development of a professional journal.

Structure

This course will be taught by distance learning, supported by on-line materials, peer and tutor workshops and self-directed learning tasks.

Assessment

1st Attempt: Written assignment 6,000 words.

Resit: Resubmission of written assignments.

Credit Points

30

Course Coordinator

Mrs C McDonald

Pre-requisites

Successful completion of BA CS Level 2.

Overview

This course will enable the student to investigate operational and strategic concepts associated with change. The student will also investigate the role of inter-disciplinary approaches within Education and Childcare settings. The content will cover:

• The impact of change.


• The impact of management style and its effect on the learning environment.


• The necessary components of a stimulating learning environment to enable the planning of a coherent and progressive programme in relation to current curriculum guidance.


• Comparative study of approaches to develop a broad knowledge of the relevant roles of other professionals.


• Inter-disciplinary collaboration and inclusive practice, including a detailed study of one aspect of inter-disciplinary working that is relevant to the student's own practice.


• Effective strategies for management of conflict, problem-solving, decision making, team building and working.


• The creation, development and implementation of a personal action plan.

Structure

This course will be taught by distance learning, supported by on-line materials, peer and tutor workshops and self-directed learning tasks.

Assessment

1st Attempt: Written assignment 6,000 words.

Resit: Resubmission of written assignment.

Credit Points

30

Course Coordinator

Mrs C McDonald

Pre-requisites

Research and Enquiry: Wider Perspectives 2

Co-requisites

Successful completion of BACE Level 2 compulsory courses in the three core strands of Child Development and Learning, Child in the Sociocultural Context and The Developing Professional or equievalent in advanced entry.

Overview

The focus of this course is to develop research skills through planning and implementing a research study including a search for relevant literature to inform the content and process in a chosen area of practice.

• Review of research methods and strategies appropriate for small scale research.


• Identification of a suitable area for research by creating a research question and proposing a suitable design.


• Discussion of the relevance, validity and reliability of a variety of small case studies.


• Consideration of the ethics of research and identify appropriate ethical strategies.


• Implementation of a small scale research study in an area of choice within the early learning environment.


• Organisation and management of the data collected from the small research study in a relevant and appropriate form.


• Critical analysis of data from the small scale research in order to draw conclusions.


• Linking conclusions from findings to appropriate and relevant literature.


• Evaluation of the research process and the findings from the research in order to reflect on and inform personal and professional practice.

Structure

This course will be taught by distance learning, supported by on-line materials, peer and tutor workshops and self directed learning tasks.
The small scale research study will be carried out in participants own professional context with the agreement of the setting manager and where appropriate parent/carers of children attending the setting.

Assessment

1st Attempt: A research report of 6,000 words written in an appropriate research format.

Resit: Resubmission of the report.

Credit Points

10

Course Coordinator

Mr C Munro

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 "Teaching Physics with Science in Secondary Schools A".

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 an extended range of relevant literature and research;


• study in detail national subject/course guidelines;


• draw on evidence gathered from School Experience placement courses

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.

Assessment

1st Attempt: Written report of 2,000 words (100%).

Resit: Written report of 2,000 words (100%).

Credit Points

15

Course Coordinator

Mrs N M Hart

Pre-requisites

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

Overview

The content of this course aims to provide enhanced understanding of anthroposophical concepts of:

• Functional and physiological significance of the human organs.


• The four life forces (Ether forces) in the human organism and their relevance to therapeutic intervention.


• The Seven Life Processes and their influences on physiological and mental health.


• A range of anthroposophical and non-anthroposophical understandings of approaches to psychological and mental health disorders.

Structure

10 two-hour lectures, 12 one-hour seminars, 5 one-hour tutorials.

Assessment

1st Attempt: 1 thirty minute oral presentation of a case study to a group of relevant professionals with a supporting summary paper of 1,500 words assessed by two tutors, in-course assessment (40%), oral presentation (60%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

30

Course Coordinator

Mrs N M Hart

Pre-requisites

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

Overview

• Students will enhance and synthesise their knowledge and application of diagnostic assessment and methods of intervention.


• Students and tutors will negotiate some of the content to offer a focus on aspects of particular interest and relevance.


• Reflective practice and self assessment will be deepened and extended.


• Students will have the opportunity to enhance their presentation skills taking account of the needs of differing audiences.


• Students will extend their knowledge and understanding of a range of factors that may cause or contribute to complex needs.


• Engagement in reflective practice and self assessment will be encouraged to promote the development of intuitive practice.

Structure

20 one-hour lectures, 20 one-hour tutor led seminars.

Assessment

1st Attempt:

• Written assignment of 4000 words - a reflection on their developing role as a Curative Educator, in understanding and responding to complex needs.


• A paired oral presentation on a negotiated aspect of Curative Education delivered to a relevant group, assessed on presentation skills and content.


• in-course assessment (80%).


• Oral presentation - 10% on the group aspect of the presentation / 10% on their individual contribution.

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Mrs N M Hart

Pre-requisites

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

Overview

• this course seeks to develop awareness of intuitive potential in students


• the course will make use of a variety of artistic disciplines and media to encourage students to use their intuitive resources to respond creatively to challenges


• practice based scenarios will provide opportunities for students to try out these strategies, with tutor support

Structure

10 two-hour seminar, 5 one-hour tutorial, 25 hours artistic activities

Assessment

A theme based artistic portfolio demonstrating artistic development against negotiated criteria with accompanying commentary of 2,000 words.

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

45

Course Coordinator

Mrs N M Hart

Pre-requisites

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

Overview

Clear statement of research question(s) and task.

Relevant literature survey.

Clear and concise rationale for and outline of the approaches selected.

Data collection.

Critical analysis of issues arising from data collection, research and practice.

Implications of findings derived from the method and conclusions.

An appropriate and up-to-date bibliography.

Structure

30 one-hour individual tutorials, 100 hours practical/field work.

Assessment

1st Attempt: Project Dissertation (Negotiated Independent Study - 10,000 words), in-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Mrs L Stephen

Pre-requisites

Available only to students in Programme Year 3 of the BA in Professional Development and who are currently employed in Further Education.

Overview

• Quality standards


• Policies, systems, discourse


• Systems theory


• Stakeholders


• Ethics


• Guidance


• Working with colleagues


• Responsibilities


• Self-evaluation

Structure

Distance learning materials (either paper-based or online) with support arrangements as negotiated with FE colleges. For example, model with face-to-face support: 1 five and a half hour workshop per class group, 3 two and a half hour workshops per class group, 2 half hour tutorial per pair/small group.

Assessment

1st Attempt: Personal Development Plan (100%).

Students will take responsibility for creating a personal development plan, which demonstrates development of their professional identity in FE. The plan will be concerned with managing self, self in relation to facilitating students, self in organisational context, self and external influences.

Resit: Personal Development Plan (100%).

Students will take responsibility for creating a personal development plan, which demonstrates development of their professional identity in FE. The plan will be concerned with managing self, self in relation to facilitating students, self in organisational context, self and external influences.

Credit Points

15

Course Coordinator

Mrs L Stephen

Pre-requisites

Available only to students in Proramme Year 3 of the BA in Professional Development and who are currently employed in Further Education.

Overview

• Learning theories


• Planning


• Learning activities


• Strategies to facilitate and support learning


• Resources


• Management, including behaviour


• Assessing


• Evaluation

Structure

Distance learning materials (either paper-based or online) with support arrangements as negotiated with FE colleges.
For example, model with face-to-face support: 1 five and a half hour workshop per class group, 3 two and a half hour workshops per class group, 2 half hour tutorial per pair/small group.

Assessment

1st Attempt: Continuous Assessment (100%).
Students will take responsibility for creating a personal development plan, which demonstrates development of their professional identity in FE. The plan will be concerned with managing self, self in relation to facilitating students, self in organisational context, self and external influences.

Components of the portfolio:
- Annotated Lesson Plan and Learning Resource(s)
- Evaluation
- Reflective Comment.

Resit: Continuous Assessment (100%).
Students will take responsibility for creating a personal development plan, which demonstrates development of their professional identity in FE. The plan will be concerned with managing self, self in relation to facilitating students, self in organisational context, self and external influences.

Components of the portfolio:
- Annotated Lesson Plan and Learning Resource(s)
- Evaluation
- Reflective Comment.

Credit Points

15

Course Coordinator

Mrs L Stephen

Pre-requisites

Available only to students in Programme Year 3 of the BA in Professional Development and who are currently employed in Further Education.

Overview

This course covers the applilcation in practice of relevant Initial Professional Standards for Lecturers in Further Education.

Structure

Distance learning materials (either paper-based or online) with support arrangements as negotiated with FE colleges.

Assessment

1st Attempt: Continuous Assessment (100%).

Students will take responsibility for compiling a portfolio of evidence of current teaching competence in FE.

Components of the portfolio are:
- 1 Observation of Teaching by University staff
- 1 Observation of Teaching by FE College Co-tutor
- 1 College Report by Line Manager
- Teaching Log
- Teaching Experience Agreement

Students must pass all components to pass the course.

Resit: Continuous Assessment (100%).

Students will take responsibility for compiling a portfolio of evidence of current teaching competence in FE.

Components of the portfolio are:
- 1 Observation of Teaching by University staff
- 1 Observation of Teaching by FE College Co-tutor
- 1 College Report by Line Manager
- Teaching Log
- Teaching Experience Agreement

Students must pass all components to pass the course.

Credit Points

15

Course Coordinator

Mrs L Stephen

Pre-requisites

Available only to students in Programme Year 3 of the BA in Professional Development and who are currently employed in Further Education.

Overview

The core component of the new initial professional standards is the importance of the learner in FE. This course focuses on providing the participant with an understanding of the diverse needs of learners and theories with underpin their learning. Additionally, this course will explore the identity of the FE lecturer and introduce ideas of reflective practice.

• Professional identity


• Ideologies>/li>
  
• Reflection


• Self-evaluation


• Models of professional development


• Learners and learner needs


• Diversity/inclusiveness


• Learner theories

Structure

Distance learning materials (either paper-based or online) with support arrangements as negotiated with FE colleges.
For example, model with face-to-face support: 1 five and a half hour workshop per class group, 3 two and a half hour workshops per class group, 2 half hour tutorial per pair/small group.

Assessment

1st Attempt: Continuous Assessment (100%).

Students will take responsibility for creating a portfolio that demonstrates informed analysis of learners and their needs, including themselves in different learning situations.

Components:
- Reflections on Me as a Learner
- Case Study of Other Learners.

Resit: Continuous assessment (100%).

Students will take responsibility for creating a portfolio that demonstrates informed analysis of learners and their needs, including themselves in different learning situations.

Components:
- Reflections on Me as a Learner
- Case Study of Other Learners.

Credit Points

30

Course Coordinator

Ms A Ackland

Pre-requisites

Available only to students in programme year 3 on the BA in Professional Development, and on the TQAL programme, and who are currently engaged as adult literacies tutors.

Overview

Literacy and numeracy as complex capabilities
Terminologies for metapractice: linguistic and mathematical concepts and terms; educational and assessment concepts and terms
Different organisational models of learning and teaching in adult literacies - one to one, pair work, group work, integrated literacies, distance learning
Group working processes and approaches
Teaching and learning strategies for reading, writing, oracy, number use, interpreting numerical and graphic information.
Strategies to develop metacognition
Sources of ideas and resources for learning and teaching
Assessment strategies for monitoring and supporting learning and for accreditaion
Action research for professional development

This module will address the following areas for the TQAL Benchmark Statements:
3.1, 3.2, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5, 5.6

Assessment

1st Attempt: Continuous assessment (100%).
Action research project report (4,000 words)
Practice: Portfolio of practice resources, including assessment tools; 3 x extracts from practice diary (250-500 words each); Practice tutor report of observed practice using observation report template.

Resit: Continuous assessment (100%).
Action research project report (4,000 words)
Practice: Portfolio of practice resources, including assessment tools; 3 x extracts from practice diary (250-500 words each); Practice tutor report of observed practice using observation report template.

Credit Points

30

Course Coordinator

Ms A Ackland

Pre-requisites

Available only to students in programme year 3 on the BA in Professional Development, and on the TQAL programme, and who are currently engaged as adult literacies tutors.

Overview

Definitions of literacies in different historical periods and different cultural contexts.
Philosophical and sociological theories of education
Histories of education for literacies
Comtemporary international political contexts and discourses of adult literacies - comparing Scottish policy with other political responses.
The New Literacies Studies and literacies as social practice
The ethnographic method of investigating social practice
Ideologies for practice.

This module will address the following areas of the TQAL Benchmark Statements:
1.1, 1.2, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 5.1, 5.2, 5.3, 5.4, 5.5, 5.6

Assessment

1st Attempt: Continuous assessment (100%)
A critical essay (3,000 words)
Practice: Presentation of a limited ethnographic investigation of local literacies
3 x extracts from practice diary (250-500 words each); Analysis of observed practice using observation report template.

Resit: Continuous assessment (100%)
A critical essay (3,000 words)
Practice: Presentation of a limited ethnographic investigation of local literacies
3 x extracts from practice diary (250-500 words each); Analysis of observed practice using observation report template.

Credit Points

30

Course Coordinator

Ms A Ackland

Pre-requisites

Available only to students in programme year 3 on the BA in Professional Development, and on the TQAL programme, and who are currently engaged as adult literacies tutors.

Overview

The comtemporary adult literacies field - multiple agencies and their roles and remits.
Community development processes and their relationship to adult literacies
Policies and practices of interagency working in adult literacies
Models of and issues of partnership working
Learners as partners - issues and approaches
Guidance for ongoing learning and progression
Strategies for training and working with tutor assistants
Practioner research methodologies

This module will address the following areas of the TQAL Benchmark Statements:
3.2, 3.3, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5, 5.6

Assessment

1st Attempt: Continuous assessment (100%)
Small scale research project report (4,000 words);
Practice: ICT too adapted and employed for use with learners; 3 x extracts from practice diary (250-500 words each); HE/FE tutor report of observed practice using observation report template.

Resit: Continuous assessment (100%)
Small scale research project report (4,000 words);
Practice: ICT too adapted and employed for use with learners; 3 x extracts from practice diary (250-500 words each); HE/FE tutor report of observed practice using observation report template.

Credit Points

30

Course Coordinator

Ms A Ackland

Pre-requisites

Available only to students in programme year 3 on the BA in Professional Development, and on the TQAL programme, and who are currently engaged as adult literacies tutors.

Overview

Adult learning theories, including psychological theories of learning and learners
Discourses of adult learning, including three phases of discourse of lifelong learning
The social nature of the relationship between individuals, groups and social institutions
Social diversity and inequally in learners and learner needs
Barriers to participation
Recognising literacies' uses of literacies and their existing skills, knowledge and understanding
Comparison of informal and formal learning processes
The role of self-evaluation and reflection in learning
Professional identity, including narratives of professionalism
Models and processes of professional development

This module will address the following areas of the TQAL Benchmark Statements:
2.1, 2.2, 2.3, 2.4, 3.1, 4.3, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5, 5.6

Assessment

1st Attempt: Continuous assessment (100%)
1 x case study (1,000 words); 1 x professional portrait and development plan (2,000 words);
Practice: 3 x learner Individual Learning Plans (ILPs); 3 x extracts from practice diary (250-500 words each); Analysis of observed practice using observation report template.

Resit: Continuous assessment (100%)
1 x case study (1,000 words); 1 x professional portrait and development plan (2,000 words);
Practice: 3 x learner Individual Learning Plans (ILPs); 3 x extracts from practice diary (250-500 words each); Analysis of observed practice using observation report template.

Credit Points

15

Course Coordinator

Mrs C A Gordon

Pre-requisites

Available only to students in Programme Year 3 on the BA in Professional Development.

Overview

The BA in Professional Development has been designed to promote more effective practice with reflective inquiry as the key approach towards achieving this goal through the revision and reconstruction of practice. The philosophy and processes of the programme are made explicit at the beginning of each level of the programme. A prominent place is given to critical analysis of the model of the reflective practitioner.

Participants are not only encouraged to appreciate the significance of reflective practice but also they are encouraged to exercise and develop skills in the processes of reflection and their application in each participants’ professional practice, taking account of the social learning context. The course seeks to build upon existing professional values, knowledge and skills but expects that professionals accept responsibility for the ongoing development of their professional field.

The course provides the opportunity for personal and professional development planning.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

30

Course Coordinator

Mrs C A Gordon

Pre-requisites

Available only to students in Programme Year 3 on the BA in Professional Development.

Overview

The content of the professional project is determined by the individual participant with support from tutors. Guidance is, however, provided on:

• identifying an area of interest;


• clarifying the purpose of the project and research features;


• formulating an action plan;


• gathering information;


• analysing and interpreting data and outcomes;


• report writing.

Standard delivery model – Mixed mode – Face-to-face – 2 x 6 hour workshops, 6 x 3 hour seminars, 4 x 1 hour tutorials + distance learning. Full distance learning delivery modes can be made available if numbers are viable and more/less face-to-face can be provided where participants are in a viable cohort size to suit needs of the group/sponsoring organisation.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 3 on the BA in Professional Development.

Overview

Content is determined by the student in negotiation with the course tutor. A learning contract is developed. This emerges from dialogue between the course participant and the course tutor.

The contract includes learning outcomes negotiated between student and course tutor.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Mrs C A Gordon

Pre-requisites

Available only to students in Programme Year 3 on the BA in Professional Development.

Overview

Background to organisation theory including classical/scientific management and the human relations movement. Current influences in organisation theory and the emergence of development planning within educational services.

Strategic planning with particular reference to public and third sector, including negotiating and agreeing contracts.

Organisational change. Management of change. Strategic and operational objectives. Total Quality Management. Performance Indicators.

Management and planning of human resources to ensure full contribution to the work of the organisation.

Financial management. Financial implications of planned work activities. Budgeting.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. More face-to-face OR more open/distance learning delivery modes can be made available to suit needs of student or sponsor given viable cohort size.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Mrs C A Gordon

Pre-requisites

Available only to students in Programme Year 3 on the BA in Professional Development.

Overview

Background to Training and Development

This unit provides an introduction to training and development, locating them within the context of other management functions and responsibilities.

Identification of Training Needs and Personal Development Plans

The relationship between strategic planning and training and development, exploring a number of methods of identifying training needs and outlining the process of producing Personal Development Plans, including strategies to meet these needs.

Planning and Designing Programmes

Trainer centred and participant centred approaches.

Evaluation and Reassessment of Needs

The final unit of this course explains how to evaluate programmes so that sound judgements may be made concerning the effectiveness of training and development.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. More face-to-face OR more open/distance learning delivery modes can be made available to suit needs of student or sponsor given viable cohort size.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Mrs C A Gordon

Pre-requisites

Available only to students in Programme Year 3 on the BA in Professional Development who have passed Self-Management & Personal Effectiveness 2.

Overview

Self analysis – each student is encouraged to demonstrate willingness and ability to investigate and analyse their existing levels of personal effectiveness in practice using a combination of diagnostic instruments; reflection based on new learning from the course; and feedback from others.

At the outset participants will be introduced to the principles that underpin the module, including its reflective and active learning philosophy. Thereafter the course content will be built around the following topics:

• Developing self-awareness – Using diagnostic instruments, feedback from mentors and own judgement in reaching accurate self evaluation; self disclosure, personal values, learning styles, attitudes towards change, and interpersonal orientation.


• Managing Stress – Understanding stress; strategies for eliminating stressors, building resilience, and short-term coping.


• Effective Problem Solving – Rational approaches, creative approaches, barriers to effective problem solving, and fostering innovation in others.


• Interpersonal Skills – Communicating supportively, gaining power and influence, motivating others, managing conflict, empowering and delegating.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. More face-to-face OR more open/distance learning delivery modes can be made available to suit needs of student or sponsor given viable cohort size.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Mrs S L Kearns

Pre-requisites

Available only to practitioners who hold a relevant professional qualification, who are nominated by their employing agency.

Overview

Course content will include:

• knowledge of roles and responsibilities within legal and policy frameworks and balancing children's rights; parental responsibilities; duties and powers of agencies


• use of the law and local Child Protection Guidelines to inform practice


• examination of local arrangements for reporting abuse and roles within these


• interprofessional and interagency collaboration and communication


• communication with children, carers and professionals


• consideration of roles and responsibilities


• recognition of signs and symptoms of abuse and neglect


• consideration of a range of definitions of abuse


• identification of barriers to recognition of abuse from personal, professional, interprofessional, institutional standpoints


• examination of personal and professional value bases and their influence on decision making.

Structure

Face-to-face - 10 one-hour lectures; 19 two-hour seminars; 2 one-hour tutorials.

Mixed mode OR more open/distance learning delivery models can be made available to suit needs of students or sponsor given viable cohort size.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Mrs C A Gordon

Pre-requisites

Available only to students in Programme Year 3 on the BA in Professional Development who are currently employed in Further Education.

Overview

The course introduces issues that are current to practitioners in the FE context.

The course has been designed in such a way that it encourages a reflective practice approach in addressing the following topics:

• attitudes towards inclusiveness and the implications for FE;


• disability discrimination and race equality legislation;


• effective teaching and learning in an inclusive institution, including the use of ICT;


• managing the inclusive classroom.

Distance learning materials (either paper-based or online) with support arrangements as negotiated with FE college partners.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Mrs C A Gordon

Pre-requisites

Available only to students in Programme Year 3 on the BA in Professional Development who are currently employed in Further Education.

Overview

The course introduces issues that are current to practitioners in the FE context.

The course has been designed in such a way that it encourages a reflective practice approach in addressing the following topics:

• the factors affecting social exclusion and the role further education has to play in addressing these;


• challenging own attitudes to inclusiveness and the implications for teaching practice;


• making the curriculum more accessible;


• effective teaching and learning in an inclusive institution, including the use of ICT and enabling technologies;


• managing the inclusive classroom;


• relevant legislation ie disability, race, gender.

Combination of taught delivery, self-study and academic tutorial support.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 3 on the BA in Professional Development.

Overview

Experiences of Learning – This encourages participants to look at their own experience of learning in order to begin to explore the values they hold, subjecting them to critical analysis and looks at definitions of adult education.

History, culture and politics of adult education – The context of adult education has been characterised over the years by changes and movements. An exploration of history, culture and politics contributes to understanding of the current character of adult education.

Understanding adult learners – This focuses on the learner and his/her motivation for learning and how his/her character and experience might be important to the learning experience.

Expanding Ideology – This assists participants to learn from the experiences of the course and to look to the future for the participants as both the learner and an educator of adults.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. More face-to-face OR more open/distance learning delivery modes can be made available to suit needs of student or sponsor given a viable cohort size.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Ms A Ackland

Pre-requisites

Available only to students in Programme Year 3 on the BA in Professional Development.

Overview

The course explores common educational approaches in a practical context. This includes for example andragogy, learning styles, constructivism, learning careers, situated learning, coaching, informal learning.

Participants are encouraged to view the educational process as a multi-layered activity which brings together sociological forces that shape education, educational theory, curriculum and practice.

Common educational interventions will be introduced and practised, linking these to identified needs.

The training cycle used to design, implement and evaluate training programmes will frame the course introducing participants to training needs analysis, goal/objective setting/implementation and evaluation.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. More face-to-face OR more open/distance learning delivery modes can be made available to suit needs of student or sponsor given a viable cohort size.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Ms A Ackland

Pre-requisites

Available only to students in Programme Year 3 on the BA in Professional Development.

Overview

The course will include an examination of different approaches to work in the community and community development with particular reference to different understandings of community. The course will consider the history of different government approaches to community empowerment and inclusion with particular reference to these in an educational context and supporting learning in the community. The underpinning values and principles will be explored.

Through consideration of common discourses of inclusion and empowerment, individuals will be encouraged to explore these notions in their own community or a community in which they work.

Common approaches and skills linked to community work will be introduced including community profiling, networking/partnership, progression and sustainability and evaluation.

The course aims to provide individuals with an opportunity to develop practical skills to support community work. This will include developing small-scale community profiles and the communication and networking skills linked to community development. Participants will be encouraged to reflect on their own values and the impact of their work in a community development domain of their choice.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. More face-to-face OR more open/distance learning delivery modes can be made available to suit needs of student or sponsor given a viable cohort size.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Ms A Ackland

Pre-requisites

Available only to students in Programme Year 3 of the BA in Professional Development.

Overview

Defining community and related ideas and terms.

Identifying community work processes and good practice, including tools for change.

Networking, empowerment and inclusion.

Evaluating good community practice.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. More face-to-face OR more open/distance learning delivery modes can be made available to suit needs of student or sponsor given a viable cohort size.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Mrs S Kearns

Pre-requisites

Certificate Level Qualification in related practice (SCQF 9) or appropriate evidence of prior learning.

Co-requisites

Current experience of direct work with families.

Overview

• Key elements of reflective practice, including opportunities to update knowledge base and critically evaluate current research.


• Personal and professional values, ethical debates and inter-professional tensions.


• Key policy and professional discourses, including family support, family systems, family health and family learning.


• Models of assessment and intervention, including a range of family therapy models.


• The interface between professional roles in the multi-disciplinary team.


• Opportunities for skill development.

Assessment

1st Attempt: Continous Assessment (100%).
Reflective account (3,000 words) of the candidate's work with a family, evidencing self-reflexivity and taking account of research findings and current theoretical base.

Resit: Continous Assessment (100%).
Reflective account (3,000 words) of the candidate's work with a family, evidencing self-reflexivity and taking account of research findings and current theoretical base.

Credit Points

15

Course Coordinator

Mrs S Kearns

Pre-requisites

Certificate Level Qualification in related practice (SCQF 7) or appropriate evidence of prior learning.

Co-requisites

Current experience of direct work with children and young people.

Overview

• Key elements of reflective practice, including opportunities to update knowledge base and critically evaluate current research.


• Personal and professional values, ethical debates and inter-professional tensions.


• Key professional and policy discourses, including children's rights, partnership, the interface between care and protection.


• Models of assessment and interventions, including theories of attachment and resilience.


• Key ares of vulnerability and their impact on children's behaviour.


• The interface between professional roles in the multi-disciplinary team.

Assessment

1st Attempt: Continous Assessment (100%).
Reflective Account (3,000 words) of the candidate's work with a child, young person, or group, evidencing self-reflexivity and taking account of research findings and current theoretical base.

Resit: Continous Assessment (100%).
Reflective Account (3,000 words) of the candidate's work with a child, young person, or group, evidencing self-reflexivity and taking account of research findings and current theoretical base.