EDUCATION (CR, ED & LL)

Credit Points

15

Course Coordinator

Mrs C MacDonald and Mrs H Martin

Pre-requisites

None

Co-requisites

None

Overview

Main topic areas:
Developing connections: Mathematics as an interconnected body of ideas
Valuing and appreciating diversity: Social, cultural and historical influences on mathematical understanding
Developing mathematical talk: Learning mathematics as an interpersonal constructive activity
Developing flexibility: Exploring multiple representations of mathematical concepts.
All of these involve aspects of algebra, geometry, number, probability and statistics.

Structure

One-hour seminar and 1 two-hour tutorial per week (times to be arranged) plus tutor directed activities.

Assessment

1st Attempt: Continuous assessment (100%) consisting of:
tutorial work both on campus and online (equivalent lab-work) (70%)
student presentations (30%)

Resit: Oral examination based on a discussion of the work presented in the first attempt.

The proposal is to reflect the process of a viva voce used at doctoral level at undergraduate level. Where the first attempt has been unsuccessful students will be required to submit a portfolio of their coursework as detailed above to inform the oral examination. The oral itself and the feedback discussion, with permission of examiners and student, will be recorded. The outcomes of this would be (i) student has successfully met the requirements or (ii) student has failed to meet the requirements.

Note: The first attempt will be submitted before the end of December allowing any necessary resubmission to be undertaken in mid-January. This would mean that CAS marks could be submitted to registry by mid-Feb for both first and second submssions. If a third submission is required then this would be a portfolio of coursework in response to previous feedback and submitted by the end of May.

Formative Assessment

Formative assessment will underpin tutorials, both on campus and online, involving purposefully designed activities which allow students, and tutors, to elicit, interpet and use evidence to support their progress.

Feedback

Informal oral feedback from both peers and tutors throughout the on campus time.
Informal written feedback during online tutorials.
Formal written feedback will be provided in response to the presentation taking into account the tutorial work with an opportunity to meet and discuss with the tutor if requested by the student.

Credit Points

15

Course Coordinator

Dr E Curtis

Pre-requisites

None

Notes

This course is only available to those students following degree programmes offered by Education (MA (Honours) Education, BMus, BA and PGDE).

Overview

At the heart of this course are considerations of the ways in which ideas of gender, power relations, belief and family structures contribute to how we understand what it is to be human and the impact of such understandings on the ways in which people develop as human beings and how they are treated in society.

Structure

2 one-hour lecture per week. One 90-minute tutorial per week

Lectures and tutorials will be supplemented by tutor directed learning and discussion using WebCT.

Tutorials will be student led using a Philosophy for Learning approach.

Assessment

1st Attempt: This involves a 2,000 word essay which has the following specific requirements:

• Demonstrates understanding of issues of What Makes us Human?
• Demonstrates the contribution of different influences in the development of ideas by a range of relevant references to the course reader and other academic texts.
• Makes reference to lectures and tutorial discussions.
• Offers reasoned conclusions about the experiences of being human.

Formative Assessment

Formative Assessment instrument - Mind map and written reflection on selected tutorial discussion equivalent to 1,000 words:

Students will invited to select one tutorial discussion as a starting point of a mind map supported by a written reflection. The mind map should identify the pathway of the argument/discussion, and the written reflection should be organised through the use of Thinking Hats methodology (de Bono).

Feedback

In sufficient time to be able to be used by students to improve their work: (Formative feedback within 2 weeks of submission; summative feedback within 4 weeks of submission).

Appropriate and relevant feedback to help students to understand where they have both gained and lost marks, and how to improve their mark.

Face to face meetings between tutors and students who have failed.

Credit Points

30

Course Coordinator

Mrs N Hart

Pre-requisites

None

Overview

Number of students is limited by placement availability and number of tutors.
Student selected poster presentations, student led discussion in seminar groups
Students are encouraged through engagement with others to value the uniqueness of each individual, and  through this to value diversity  

Structure

Lectures (50 hours, seminars 16 hours) and tutorials (14 hours) to a total of 80 hours and situated learning opportunity within the ongoing work situation.

Assessment

1st Attempt: 1 10 minute oral presentation (30%); 1 written assignment (3,000 words) (50%); 1 poster presentation (20%)
The external is sent a student's presentation pack containing an overview/content page of their presentation, speaking notes and bibliography.

Resit: Resubmission of any failed component(s) within the written assignment, poster or oral presentaton.

Feedback

In sufficient time to be used by students to improve their next piece of work. Appropriate and relevant feedback to help students understand where they both have gained and lost marks and how to improve their mark.

Credit Points

30

Course Coordinator

Mrs N Hart

Pre-requisites

None

Overview

The number of students is restricted by placement availability and the number of tutors

The student contributes to content and structure through the Personal Development Planning Process and the baseline and through participating in the midway review meetings.

Throughout the course students are encouraged through their engagement with others to value diversity and respect the spiritual uniqueness of each individual.

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. 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 58 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.

Assessment

1st Attempt: 1 tutor report on student’s practice (60%); 1 criterion referenced student self-evaluation of practice development (3,000 words) (40%)

Resit: Resubmission of failed criteria within the student self evaluation (3,000 words). Repeat of Practice 1 or part of.

Formative Assessment

There will be a baseline assessment of the students’ practice and a midway review meetings when both verbal and written formative feedback will be given.

Feedback

Feedback will be ongoing in the regular practice supervision sessions and will be formalised in the baseline, midway and final asessment meetings and resulting reports.

Credit Points

15

Course Coordinator

Mrs N Hart

Pre-requisites

None

Overview

Based on placement availability and number of tutors

Student led discussions in seminars

Throughout the course students are encouraged through their engagement with others to value diversity and respect the spiritual uniqueness of each individual.

Structure

This course will be taught by tutor / directed learning tasks, supervised observations, lectures and seminars to a total of 36 hours and situated learning opportunity within the ongoing work situation.

Assessment

1st Attempt: One 3,000 word written assignment

Resit: Resubmission of the failed criteria within the one 3,000 word written assignment.

Feedback

In sufficient time to b able to be used by students to improve their work

Appropriate and relevant feedback to help students understand where they have both gained and lost marks and how to improve their mark

Tutorials with students to discuss feedback

Credit Points

15

Course Coordinator

Mrs N Hart

Pre-requisites

None

Overview

Based on placement availability and number of tutors.

Student led discussions in seminars.

Throughout the course students are encouraged through their engagement with others to value diversity and respect the spiritual uniqueness of each individual.

Structure

Teaching Hours. 7 hours tutorials.

Assessment

1st Attempt: 10 minute oral presentation (20%), 2,000 word written assignment (80%).

Resit: Resubmission of failed ctriteria within one or both of 10 minute oral presentation (20%), 2,000 word written assignment (80%).

Feedback

Appropriate and relevant feedback to help students understand where they have both gained and lost marks and how to improve their mark.

Tutorials with students to discuss feedback.

Credit Points

15

Course Coordinator

Mrs N Hart

Pre-requisites

None

Overview

Based on placement availability and number of tutors.

Student led discussions in seminars.

Throughout the course students are encouraged through their engagement with others to value diversity and respect the spiritual uniqueness of each individual.

Structure

Lectures (16 hours) seminar (13 hours) and tutorial (7 hours) to a total of 36 hours.

Assessment

1st Attempt: 3,000 word written assignment in two parts (100%).

Part 1 Case Study

Part 2 Discussion of Policy

Resit: Resubmission of failed criteria within one/both parts of written assignment.

Feedback

In sufficient time to be able to be used by students to improve their work.

Appropriate and relevant feedback to help students understand where they have both gained and lost marks and how to improve their mark.

Tutorials with students to discuss feedback.

Credit Points

15

Course Coordinator

Mrs N Hart

Pre-requisites

Compulsory course for the students in the BA (Hons) Social Pedagogy Programme

Structure

Practical artistic sessions/activities and interactive presentations to a total of 29 hours.

This course is located in a work based training programme.

Situated learning opportunities within the ongoing work situation.

Assessment

1st Attempt: Portfolio of own artwork with associated reflective writing (1,200 words) (100%).

Resit: Resubmission of failed ctriteria within the Portfolio of own artwork with associated reflective writing (1,200 words) (100%).

Formative Assessment

Students’ own creative work and Learning Journal maintained throughout the course.

Feedback

Verbal formative feedback in creative activities.

Verbal and written formative feedback on Learning Journal.

Written summative feedback.

Credit Points

15

Course Coordinator

Mrs C McDonald

Pre-requisites

Students must be employed in a relevant childcare and education setting for a minimum of 12.5 hours per week. The course will continue the professional development of those employed within integrated children's services.

Co-requisites

Students will already have successfully completed a relevant national childcare and education qualification, eg SVQ 3 in Children's Care, Learning and Development.

Overview

Throughout the course, both on and off campus, students are encouraged, through engagement with others, to value and promote diversity.

Structure

This course will be taught by distance learning, supported by online materials, tutors and peer support and self directed learning tasks.

Assessment

1st Attempt: Two 1,500 word written assignments. Part A and Part B must be completed successfully.

Resit: Resubmission of failed criteria within the written assignment, either or both parts (dependant on initial result).

Formative Assessment

Students will receive formative feedback from tutors prior to completing the summative assessment. This will take the form of monitoring the student’s ability to engage with online distance learning.

Feedback

In keeping with the School of Education policy on assessment, and in sufficient time for students to be able to improve their work through feedback, detailed written feedback on assessment is provided to students (typically within four weeks of submission). Feedback highlights strengths and gives clear guidelines for improvement. Face to face meetings or telephone tutor support can be arranged for students who are not succeeding.

Credit Points

30

Course Coordinator

Mrs C McDonald

Pre-requisites

Students must be employed in a relevant childcare and education setting for a minimum of 12.5 hours per week. The course will continue the professional development of those employed within integrated children's services.

 

Co-requisites

Students will have already successfully completed a relevant national childcare and education qualification, eg SVQ 2 or 3 in Children's Care, Learning and Development

Structure

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

Assessment

1st Attempt: Written assignment of two 3,000 words. Part A and B must be completed successfully.

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

Formative Assessment

Students are required to collaborate online and give and receive formative feedback from others in their action learning sets. Tutors will also contribute to formative feedback.

Feedback

In keeping with the School of Education policy on assessment and in sufficient time for students to be able to improve their work through feedback, detailed written feedback on assessment is provided to students (typically within four weeks of submission). Feedback highlights strengths and gives clear guidelines for improvement. Face to face meetings can be arranged for students who are not succeeding.

Credit Points

30

Course Coordinator

Mrs C McDonald

Pre-requisites

Students must be employed in a relevant childcare and education setting for a minimum of 12.5 hours per week. The course will continue the professional development of those employed within integrated children's services.

Co-requisites

Students will already have successfully completed a relevant national childcare and education qualification, eg SVQ 3 in Children's Care, Learning and Development.

Overview

Throughout the course, both on and off campus, students are encouraged, through engagement with others, to value and promote diversity.

Structure

This course will be taught by distance learning, supported by online materials, tutors and peer support and self-directed learning tasks.

Assessment

1st Attempt: Written assignment of two 3,000 words. Part A and B must be completed successfully.

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

Formative Assessment

Students are required to collaborate online in action learning sets, give and receive formative feedback from others in these sets and from tutors.

Feedback

In keeping with the School of Education policy on assessment and in sufficient time for students to be able to improve their work through feedback, detailed written feedback on assessment is provided to students (typically within four weeks of submission). Feedback highlights strengths and gives clear guidelines for improvement. Face to face meetings or telephone tutorial support can be arranged for students who are not succeeding.

Credit Points

30

Course Coordinator

Mrs C McDonald

Pre-requisites

Students must be employed in a relevant childcare and education setting for a minimum of 12.5 hours per week. The course will continue the professional development of those employed within integrated children's services.

Co-requisites

Students will already have successfully completed a relevant national childcare and education qualification, eg SVQ3 in Children's Care, Learning and Development.

Overview

Throughout the course, both on and off campus, students are encouraged, through engagement with others, to value and promote diversity.

Structure

This course will be taught by distance learning, supported by online materials, tutors and peer support and self-directed learning tasks.

Assessment

1st Attempt: Written assignment two 3,000 words. Part A and Part B must be completed successfully.

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

Formative Assessment

Students are required to collaborate in action learning sets, give and receive formative feedback from others in these sets and from tutors.

Feedback

In keeping with the School of Education policy on assessment and in sufficient time for students to be able to improve their work through feedback, detailed written feedback on assessment is provided to students (typically within four weeks of submission). Feedback highlights strengths and gives clear guidelines for improvement. Face to face meetings or telephone tutorial support can be arranged for students who are not succeeding.

Credit Points

15

Course Coordinator

Mrs C McDonald

Pre-requisites

Students must be employed in a relevant childcare and education setting for a minimum of 12.5 hours per week. The course will continue the professional development of those employed within integrated children's services.

Co-requisites

Students will already have successfully completed a relevant national childcare and education qualification, eg SVQ 3 in Children's Care, Learning and Development.

Overview

Throughout the course, both on and off campus, students are encouraged, through engagement with others, to value and promote diversity.

Structure

This course will be taught by distance learning, supported by online materials, tutors and peer support and self-directed learning tasks.

Assessment

1st Attempt: Written assignment of project plan / implementation / evaluation and next steps (1,500 words).

Resit: Resubmission of failed criteria within the written assignment.

Formative Assessment

Three 500 word formative tasks submitted to tutor for feedback prior to undertaking summative assessment.

Feedback

In keeping with the School of Education policy on assessment and in sufficient time for students to be able to improve their work through feedback, detailed written feedback on assessment is provided to students (typically within four weeks of submission). Feedback highlights strengths and gives clear guidelines for improvement. Face to face meetings or telephone tutorial support can be arranged for students who are not succeeding.

Credit Points

30

Course Coordinator

Dr M Harris

Pre-requisites

None

Notes

Participants must be employed in a suitable professional setting.

Overview

Participants construct their own personal development plan as part of the course.

Structure

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: 1 six-hour workshop per class group, 4 three-hour workshops per class group, 4 half-hour tutorials per pair/small group.

Assessment

1st Attempt: One assignment (100%) comprising a 4,000 word essay and a 2,000 word personal development plan.

Resit: Resubmission of failed criteria within the Assignment (100%) as above.

Formative Assessment

Formative feedback will be available to participants in tutorial sessions, and also for early part draft assignment work.

Feedback

Formative feedback will be provided to participants verbally during tutorials, or by email correspondence.

Summative feedback will be provided in writing as a pdf file sent by email.

Credit Points

30

Course Coordinator

Dr M Harris

Pre-requisites

None

Notes

Participants must be employed in a suitable professional setting.

Overview

Participants contextualise their work and professional setting as part of the course.

Structure

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: 1 six-hour workshop per class group, 4 three-hour workshops per class group, 4 half-hour tutorials per pair/small group.

Assessment

1st Attempt: One assignment (100%) comprising a 4,000 word report and supporting portfolio of evidence.

Resit: Resubmission of failed criteria within the Assignment (100%) as above.

Formative Assessment

Formative feedback will be available to participants in tutorial sessions, and also for early part draft assignment work.

Feedback

Formative feedback will be provided to participants verbally during tutorials, or by email correspondence.

Summative feedback will be provided in writing as a pdf file sent by email.

Credit Points

30

Course Coordinator

Dr M Harris

Pre-requisites

None

Notes

Participants must be employed in a suitable professional setting.

Overview

Participants select a suitable focus for their project as part of the course.

Structure

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: 1 six-hour workshop per class group, 4 three-hour workshops per class group, 4 half-hour tutorials per pair/small group.

Assessment

1st Attempt: One written assignment (100%) comprising a 4,000 word report and a supporting portfolio of evidence.

Resit: Resubmission of failed criteria within the Assignment (100%).

Formative Assessment

Formative feedback will be available to participants in tutorial sessions, and also for early part draft assignment work.

Feedback

Formative feedback will be provided to participants verbally during tutorials, or by email correspondence.

Summative feedback will be provided in writing as a pdf file sent by email.

Credit Points

30

Course Coordinator

Dr M Harris

Pre-requisites

None

Notes

Participants must be employed in a suitable professional setting.

Overview

Students negotiate their own area of study and outcomes as part of the course.

Structure

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: 1 six-hour workshop per class group, 3 three-hour workshops per class group, 2 half-hour tutorials per pair/small group.

Assessment

1st Attempt: One assignment (100%) comprising a 3,000 word report.

Resit: Resubmission of failed criteria within the Assignment (100%).

Formative Assessment

Formative feedback will be available to participants in tutorial sessions, and also for early part draft assignment work.

Feedback

Formative feedback will be provided to participants verbally during tutorials, or by email correspondence.

Summative feedback will be provided in writing as a pdf file sent by email.

Credit Points

15

Course Coordinator

Dr M Harris

Pre-requisites

None

Notes

Participants must be employed in a suitable professional setting.

Overview

Participants construct their own assignment format as part of the course.

Interpersonal skills are used in the workplace in the interests of promoting equality.

Structure

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: 1 six-hour workshop per class group, 3 three-hour workshops per class group, 2 half-hour tutorials per pair/small group.

Assessment

1st Attempt: One written assignment (100%) comprising a 3,000 word essay.

Resit: Resubmission of failed criteria within the Assignment (100%).

Formative Assessment

Formative feedback will be available to participants in tutorial sessions, and also for early part draft assignment work.

Feedback

Formative feedback will be provided to participants verbally during tutorials, or by email correspondence.

Summative feedback will be provided in writing as a pdf file sent by email.

Credit Points

15

Course Coordinator

Ms V Reid

Pre-requisites

This elective course is available for students in the MA (Honours) Education Programme in Year 1. This course is designed to be of interest to, and attract participation from, students on other Year 1 Programmes.

Co-requisites

ED 1546 Science, Education and Society

Overview

Through engagement with a range of ideas from across society and cultures, students are encouraged to value diversity.

Structure

1 hour lecture followed by 2 hour workshop/seminar.

Assessment

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

Resit: Resubmission of failed criteria in essay (100%).

Formative Assessment

On-going formative assessment on engagement with course reading and tutorial tasks.

Feedback

In sufficient time to be able to be used by students to improve their work (typically within four weeks of hand-in, in line with School of Education's policy on Assessment).
Appropriate and relevant to helping students understand where they have both gained and lost marks, and how to improve their mark (if appropriate).

If necessary face to face meetings will be undertaken with students who are failing.

Credit Points

15

Course Coordinator

Mrs M Freeman and Mrs C MacDonald

Pre-requisites

Notes

Available only to students on the MA (Honours) Education programme.

Overview

Opportunities for student involvement in the content and structure of the course is given through the student-led seminars. Throughout the course, students are encouraged through engagement with others to value diversity.

Structure

13 one-hour lectures, 2 two-hour forum, fourteen 1½-hour tutorials, will follow a varied pattern.

Assessment

1st Attempt: 3,000 word essay (Part A) (100%).


Resit: Resubmission of failed criteria in essay (100%).

Formative Assessment

Peer assessment of reflective writing in Week 16.
Peer assessment of contribution to group tutorials in Week 22.

Feedback

On-going formative feedback on contributions and engagement with reading during tutorials


•In sufficient time to be able to be used by students to improve their work (typically within four weeks of hand-in, in line with the School of Education's policy on Assessment



•Appropriate and relevant feedback to help students understand where they have both gained and lost marks, and how to improve their mark.


•Face to face meetings between tutors and students who have failed.

Credit Points

15

Course Coordinator

Mrs A Thirkell

Pre-requisites

Compulsory course for students undertaking Gaelic Medium Education.
Higher Gaidhlig Fluent Speakers / Higher Gaelic Learners.

Overview

The opportunity for students to contribute to course content and structure is provided through the student-selected presentation on topic.
Throughout the course, students are encouraged through engagement with others to value diversity.

Structure

3 one-hour face-to-face tutorials per week, followed by Tutor Directed Activities.

Assessment

1st Attempt: Multi-media presentation, in Gaelic, on background and rationale of Gaelic Medium Education; format to be agreed by tutor (50%). Written submission in Gaelic on practical classroom applications (1,500 words) (50%).

Resit: Any of failed aspects above either presentation and/or resubmission of essay.

Formative Assessment

On-going formative assessment based on contributions in class and tutor directed activities.

Feedback

Feedback will be provided orally in class and on an individual basis. Written feedback will be provided for both summative assessments, in sufficient time to be able to be used by students to improve their work (typically within four weeks of hand-in, in line with the University’s guidelines on Assessment http://www.abdn.ac.uk/registry/quality/section7.shtml).
Appropriate and relevant to helping students understand where they have both gained and lost marks, and how to improve their mark (if appropriate).
Face to face meetings between tutors and students who have failed.

Credit Points

15

Course Coordinator

Dr D Gray

Pre-requisites

None

Overview

This course will explore and critically examine both built and natural outdoor environments, taking account of historical, philosophical and psychological dimensions that impact on human (particularly child) development and implications for learning, health and well-being.

The course will examine the work of key thinkers in the area of learning and nature such as Patrick Geddes, Maria Montessori and John Dewey and the impact that their work has had on current thinking and practice. Their work will be further examined in the light of current understanding from research (eg Chawla; Kaplan; Kellert; Sobel; Rathunde).

Drawing on recent research and thinking in the area of human interaction with nature, the course will elaborate principles that can be applied to personal actions and planned activities for young people in educational settings. This will be further reviewed with reference to recent theories of human-nature relationships such as E O Wilson's biophilia hypothesis.

Building on an understanding from the theoretical and philosophical literature, and with reference to current initiatives in Scottish Education such as the Curriculum for Excellence, students will begin to develop the skills and abilities to apply such principles to their own personal lives and to the planning of educational activities for a range of ages and abilities, incorporating principles of inclusion.

Students will develop an understanding of key elements of some ecological systems eg woodlands to begin to build a knowledge base from which to draw for experiential enhancement of learning opportunities. This will be accompanied by an introduction to health and safety issues in outdoor settings and to begin to develop skills of risk assessment in working with varying age groups.

Students will be expected to focus on a key element of an outdoor environment and explore this with respect to learning in a specific curricular area.

As well as the knowledge and skills elaborated above students will also have opportunities to develop their enquiry skills; presentation techniques and interpersonal and collaborative skills in professional contexts.

Structure

Three hours per week, usually organised as 1 one-hour lecture and 1 two-hour tutorial each week.

Assessment

1st Attempt: Project Presentation (40%) and Individual essay 2,000 words (60%).

Resit: Failed criteria within the Individual essay.

Formative Assessment

Tutorial/workshop sessions will provide opportunity for student-student and student-tutor interaction. Formative assessment will be provided during this interaction and during student-led discussions and tutor-led tutorials.

Feedback

Students will receive appropriate feedback in sufficient time to enable them to take action to improve their work either on a week to week basis as appropriate or within four weeks of handing in of written assessments in line with the policy of the School of Education. Appropriate feedback will be provided indicating how marks have been arrived at and what actions the student might take to improve on the work they have submitted in future.

Credit Points

45

Course Coordinator

Dr K McArdle

Pre-requisites

None

Overview

Experiential learning and introduction to reflection;
Informal learning;
Programme planning and the link to implementation;
Personal development planning;
Setting personal learning goals;
Introduction to self evaluation and programme evaluative techniques commonly used in CLD;
Team work and multi-agency working;
Links between policy, organisational goals and practice.

Structure

6 half day visits from Practice-Based Mentor. One day workshop. The specific piece of work in practice will be planned and supervised to ensure that at least 84 hours of designated work in an approved setting are contributing to the learning outcomes identified.

Assessment

1st Attempt: Line manager's report on practice; twelve 300 word contributions to the Virtual Learning Environment. The Line manager's report must be satisfactory for a pass for this course. The other components are assessed holistically for a CAS mark against the learning outcomes for the course.

Resit: Students will only need to resit failed elements of the continuous assessment.

Formative Assessment

Formative feedback from peers and tuors will be provided through the required work on the VLE.

Feedback

Detailed written and oral feedback is provided to all students. Additional tutorials provide support for students on reqeust or in the event of unsatisfactory progress.

Credit Points

15

Course Coordinator

Mrs N Hart and Mr C Walter

Pre-requisites

None

Overview

• Constructions of children and vulnerable adults. Human rights perspectives.
• A range of theories of the relationship between individual and society
• Overview of principal thinkers' contributions to social pedagogy
• Diverse cultural and societal contexts of social pedagogy: social pedagogy as a function of society.
• The place of ethics in social pedagogy:
• National and international context of social pedagogy, including key policy debates and legislation
• Examination of fundamental elements of social pedagogy (active self- awareness, meaning making, life space, relational work)
• Interpretive, emotional and physical aspects of social pedagogic practice
• Contribution of creative activites to social pedagogical practice

Structure

2 one-hour lectures and 1 one-hour tutorial each week to a total of 36 hours

Assessment

1st Attempt: Poster presentation of a core social pedagogical concept (30%);2000 word written assignment (70%)

Resit: Poster presentation of a core social pedagogical concept; 2000 word written assignment, or depending on outcome, resubmission of failed elements

Formative Assessment

Formative Assessment: Mind map and written reflection equivalent to 1000 words: on selected tutorial discussion.
Students will be invited to select one tutorial discussion as a starting point of a mind map supported by a written reflection. The mind map should identify the pathway of the discussion.

Feedback

Through presentations in tutorial groups students will engage with formative peer, self and tutor assessment throughout the course.
Summative
Appropriate and relevant feedback to help students understand where they have both gained and lost marks and how to improve their mark. All assignments receive CAS marks, which the BASP Programme Handbook are linked to specific marking criteria. Written feedback in the form of tutors' comments is also given.
Tutorials with students to discuss feedback. Face to face meetings between tutors and students who have failed.

Credit Points

15

Course Coordinator

Mrs E Clark and Dr Y Bain

Pre-requisites

None

Overview

The course will prepare students for the workplace by developing general employability skills. Students will be required to undertake a 5 day or equivalent (approximately 35 hours) placement within the 12 week duration of the course, in either the voluntary sector or in a formal work setting.
Content will include both practical skill and reflective elements, including, for example:
* Conceptual aspects of work-related learning and skills development
* Intrapersonal and interpersonal skills for employability: team working, assertiveness, self-motivation
* Strategies for reflective learning
* Leadership and management
* Personal effectiveness in the workplace
* Presentation skills: of self and information, written, oral and electronic
* Enterprising approaches to learning
* The workplace as an environment for learning Personal Development Planning
* Presenting yourself across a range of workplace settings
* Employer requirements for graduate skills and competencies
* Social, ethical and professional issues when working in an organisation
* Sustainability, cultural diversity and social responsibility
* Development of graduate attributes.

Structure

* 30 hours of tutorials consisting of 6 three-hour tutorials (18 hours) and 6 two-hour tutorials (12 hours)
* Students will be expected to undertake preparation for each tutorial, supported by online learning activities in the form of 12 three-hour tutor directed learning (36 hours online learning activity)
* Self-directed study (49 hours)
* 35 hours (equivalent ) in a work-related placement.

Assessment

1st Attempt: In-course written assessment in the form of 2,000 word reflective writing on work-related learning (60%), and 15 minute collaborative group presentation which will be videoed in order to have a record of this for student and tutor use and for QA purposes (40%).

Participation in on-line discussion - monitored on a regular basis with early intervention for non-participants.

Resit: Resubmission of failed criteria in reflective writing. Oral presentation (viva) based on work placement.

Formative Assessment

A range of formative assessment including:
Responses to on-line discussion
Tutorial discussions
Feedback from work-place line manager or equivalent person

Feedback

* In sufficient time to be able to be used by students to improve their work, typically between 4 weeks of submission, in line with School of Education policy on Assessment.
* Appropriate and relevant feedback to help students understand why the grade awarded, with formative comments to improve future performance
* Face to face meetings with students, if they have failed

Credit Points

15

Course Coordinator

Dr G Nixon

Pre-requisites

ED1057 What Makes Us Human 1A

Overview

At the heart of this course are considerations of human agency and issues such as prejudicial thinking, reform and punishment. It is hoped that this course sensitises students to issues relating to the development of other humans and themselves.

Structure

2 one-hour lectures per week, Mon, Thur at 10
one 90 minute tutorial per week (to be arranged)

Lectures (2/week) and tutorials (1/week) will be supplemented by Tutor Directed Activities and online discussion.

In tutorials a Philosophy for Learning approach will be used. Tutorials will involve group discussion of a stimulus relevant to the theme being discussed in a given week. This may be a text, video, artefact, music or image. Students will generate the issue for discussion. During the dialogue contributions are noted and certain regulations for philosophical discussion are adhered to.

Assessment

1st Attempt: This involves 2,000 word essay (100%) which has the following specific requirements:
- Demonstrates understanding of issues surrounding free will and freedom
- Demonstrates the contribution of different influences in development of ideas (supported by a range of references to the course reader and academic texts)
- Makes reference to lectures and tutorials in discussion
- Offers reasoned conclusions about the reality of free will and how this may affect the treatment of children.

Resit: Resubmission of failed criteria of 2,000 word essay (100%).

Formative Assessment

Formative Assessment Instrument - written reflection on selected tutorial discussion equivalent to 1,000 words.

Students will be invited to select one tutorial discussion as a starting point for the creation of their discussion using the thinking hats methodology (de Bono). This should identify the pathway of the argument/discussion. This should be accompanied by a short piece of reflective writing that further elaborates on the content of the discussion identifying key concepts of human agency and/or free will and determinism.

Tutors will provide formative assessment feedback. This will inform the writing of the summative assignment.

Feedback

* In sufficient time to be able to be used by students to improve their work (typically within four weeks of hand-in, in line with the School of Education's policy on Assessment).
* Appropriate and relevant feedback to help students understand where they have both gained and lost marks, and how to improve their mark.
* face to face meetings between tutors and students who have failed.

Credit Points

15

Course Coordinator

Dr L Colucci-Gray

Pre-requisites

None.

Overview

Students can negotiate and select an aspect of the course to research for their group presentations. Through engagement with a range of ideas from across societies and cultures students are encouraged to value diversity.

Structure

12 two-hour lecture/workshop (Thur 3-5) 12 one-hour tutorials (to be arranged).

Assessment

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

Resit: Resubmission of failed criteria in essay (100%).

Formative Assessment

Peer assessment of group presentation in week 37. Peer assessment of tutorial-related writing tasks. On-going formative feedback on engagement with course reading and tasks.

Feedback

Feedback will be provided in time for students to use it to inform and improve their work. Peer assessment feedback typically within one week for written tasks and tutor marked work within four weeks of handing in, in line with School of Education's policy on assessment. Feedback will be appropriate and relevant, aiming to show where marks have been lost and how this might be improved on. If necessary face-to face meetings will be undertaken with students who are failing.

Credit Points

15

Course Coordinator

Mrs C MacDonald

Pre-requisites

Notes

Available only to students on the MA (Honours) Education programme.

Overview

Opportunities for student involvement in the content and structure of the course is given through the student-led seminars.


Throughout the course, students are encouraged through engagement with others, to value diversity.

Structure

Monday 1.00pm-5.00pm (13 one-hour lectures and fourteen 1½-hour tutorials, 1 two-hour forum).

Assessment

1st Attempt: 3,000 word essay (Part A) (100%).


Resit: Resubmission of failed criteria in essay (100%).

Formative Assessment

On-going formative feedback on contributions and engagement with reading during tutorials.


•In sufficient time to be able to be used by students to improve their work (typically within four weeks of hand-in, in line with the School of Education's policy on Assessment



•Appropriate and relevant feedback to help students understand where they have both gained and lost marks, and how to improve their mark.


•Face to face meetings between tutors and students who have failed.

Credit Points

15

Course Coordinator

Mrs A Thirkell

Pre-requisites

First Half-session course: An Introduction to Gaelic Medium Education
Compulsory for students undertaking Gaelic Medium Education

Overview

Students will have the opportunity to contribute to course content and structure through student-selected presentation on course topics.

Throughout the course, students are encouraged to value diversity through engagement with others.

Structure

3 one-hour face to face tutorial per week, followed by tutor directed activities.

Assessment

1st Attempt: Essay in Gaelic on the benefits of bilingualism (1,500 words) (50%).
Written presentation of a series of lesson plans reflecting the impact of Curriculum for Excellence on the Gaelic medium classsroom eg literacy across learning; interdisciplinary links; inclusive practice (50%).

Resit: Any of failed aspects above, either essay or lesson plans.

Formative Assessment

Ongoing formative tutor assessment of class contributions and tutor directed activities
Peer assessment of class presentations.

Feedback

Feedback will be provided orally in class and on an individual basis by both tutor and peers. Written feedback will be provided for both summative assessments, in sufficient time to be able to be used by students to improve their work (typically within four weeks of hand-in, in line with the University’s guidelines on Assessment http://www.abdn.ac.uk/registry/quality/section7.shtml).
Appropriate and relevant to helping students understand where they have both gained and lost marks, and how to improve their mark (if appropriate).
Face to face meetings between tutors and students who have failed.

Credit Points

30

Course Coordinator

Dr E Curtis and Mr C Walter

Pre-requisites

None

Overview

1. Overview: Individual life is embedded in social life. individual, institutional and societal context of everyday life interactions. History of care and education in Scotland
2. A range of theoretical understandings of the interaction between individuals, group and societal influences (legal, educational, economic, political, cultural and spiritual). Concepts of socialisation, social norms and social status. Individual and social change.
3. Social inequality and impact of poverty: power and conflict in society. Relevant international and national legislation: human rights.
4. Psychological, sociological and anthropological theories of identity. Critical understanding of the modern family.
5. Institutions, their culture and societal function.
6. Globalized world: (immigration, employment, cultural, religious and societal diversity). Cross cultural understandings of community.
7. 10 days practice observation
8. A range of formative tasks enabling students to articulate their understanding of the inter- relationship between self and society.

Structure

2 one-hour lectures per week
1 one and half hour group seminar per week
10 days observation

Assessment

1st Attempt: 10 minute Oral presentation (20%);E-learning task (20%); 3000 word written assignment(60%)

Resit:10 minute Oral presentation; E-learning task; 3000 word written assignment,
or depending on outcome, resubmission of failed elements

Formative Assessment

Students will undertake observations during the course and receive feedback from peers and tutors in tutorial groups.
Students are expected to share entries in their Learning Journal with tutors and will receive written and verbal feedback.
Students will receive feedback as they present summaries and evaluations of reading in tutorials and also receive feedback from tutors on their contribution to discussion.

Feedback

Summative: Appropriate and relevant feedback to help students understand where they have both gained and lost marks and how to improve their mark. All assignments receive CAS marks, which the BASP Programme Handbook links to specific marking criteria. Written feedback in the form of tutors' comments is also given.
Tutorials with students to discuss feedback.

Credit Points

30

Course Coordinator

Mrs N Hart

Pre-requisites

90 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

ED 2009 Social Pedagogy 2.

Overview

The content will include:
practical exploration of application of social pedagogical attitudes, values and principles across a range of settings,
skills in observation, assessment, recording and administration,
appropriate responses to individuals, families and groups in the relevant practice areas,
collaborative teamwork with colleagues, professionals and family members,
the structure and influence of the community/organisation context,
effective use of the learning journal and
supervision talks to support development as reflective practitioners.

Structure

The equivalent of 10 weeks experience minimum practice is required.

Students will work under supervision in a minimum of two practice settings. The course will be delivered in the practice settings by relevant experienced colleagues through demonstration, modelling, use of problem solving activities, group discussion, supervised practice and ongoing feedback and use of reflection. A practice supervisor will oversee the organisation of the practice experience and have overall responsibility for the coordination of the assessment. This course will be supported by 10 hours direct teaching, and a minimum of 10 hours practice based tutoring.

There will also be an initial baseline assessment of the student's practice followed by two review meetings (mid-way and final) when written tutor feedback will be given.

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.

Formative Assessment

There will be an initial baseline assessment of the student's practice followed by one midway review meeting when written tutor feedback will be given.

Appropriate and relevant formative assessment at midpoint review meeting with tutor and practice supervisor.

Feedback

Ongoing feedback in weekly meetings with practice supervisor.
Coordinated formative feedback at midpoint review.

Credit Points

15

Course Coordinator

Mrs N Hart

Pre-requisites

90 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.

Notes

Students will normally be expected to have current practice opportunities 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 understandings 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 word paper (100%).

Resit: One 3,000 word paper (100%).

Formative Assessment

Feedback

In sufficient time to be used by students to improve their next piece of work.

Appropriate and relevant feedback to help students understand where they have both gained and lost marks and how to improve their mark.

Credit Points

30

Course Coordinator

Mr V Alfred and Mr C Walter

Pre-requisites

90 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

ED 2009 Social Pedagogy 2.

Overview

The content will include:
social pedagogical principles, theories and approaches in work with individuals and their families
the skills in the discipline areas of social pedagogy
legal frameworks, policies and codes of practice underpinning practice in social pedagogy
the purposeful use of life space and relationships in social pedagogy
skills in collaborative practice in social pedagogical settings
personal and professional development and use of self.

Structure

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

Assessment

1st Attempt: Assessment: One 1,000 word analysis of skills (20%); one 4,000 word written paper (80%).

Resit: One 1,000 word analysis of skills and /or one 4,000 word written paper (100%).

Formative Assessment

Feedback

In sufficient time to be used by students to improve their next piece of work.

Credit Points

30

Course Coordinator

Mr C Walter

Pre-requisites

90 credits at level 1/7 in Stage I of BASP, 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 the anthroposophical understanding of individual perception,
critical exploration of the impact of personal and professional values on the assessment process,
use of practical assessment tasks based on the observation and assessment cycle,
the range of societal, cultural and individual influences on complex needs and the interaction between these.

Structure

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

Assessment

1st Attempt: Oral presentation (20 minutes) (40%); 3,500 word written paper (60%). For the oral presentation the students have to prepare written material on the process they have undertaken. They also deliver a powerpoint presentation. All the materials are made available to the external examiner for his consideration.

Resit: Repeat of oral presentation (40%) and/or 3,500 word written paper(60%).

Feedback

In sufficient time to be used by students to improve their next piece of work.

Credit Points

15

Course Coordinator

Mr J Ralph

Pre-requisites

90 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.

Overview

This course builds on the content of Creative Action 1: ED 1063.

The content will include:
practical guidance in a range of creative activities
guided reflection for creative action in practice
guided observation tasks in creative group work
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 (10 hours); student directed group activity (20); tutorials (10).
Situated learning opportunities in students' ongoing practice
to a total of 40 hours.

Assessment

1st Attempt: Written reflective paper (3,000 words) including learning journal extracts (100%).

Resit: Resubmission of any failed component(s) within the written assignment.

Formative Assessment

Learning Journal maintained throughout the course.

Feedback

Verbal formative feedback in creative activities
tutorial support
verbal and written formative feedback on Learning Journal
Written summative feedback

Credit Points

30

Course Coordinator

Mrs C McDonald

Pre-requisites

Students must be employed in a relevant childcare and education setting for a minimum of 12½ hours per week. The course will continue the professional development of those employed within integrated children's services.

Co-requisites

Current practice / employment in a relevant 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 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: Written assessment of 3,000 words (100%). Part A and Part B must be completed successfully.

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

Formative Assessment

Students are required to collaborate online and give formative feedback within their action learning sets. Tutors also give written formative feedback on Part A of the course assessment before students undertake part B.

Feedback

In keeping with the School of Education policy on assessment and in sufficient time for students to be able to improve their work through feedback, detailed written feedback on assessment is provided to students (typically within four weeks of submission). Feedback can highlight strengths and gives clear guidelines for improvement. Face to face or telephone tutorials can be arranged for students who require additional support.

Credit Points

30

Course Coordinator

Mrs C McDonald

Pre-requisites

Successful completion of BA Childhood Practice level 1 or equivalent.

Overview

The central focus of the course is to extend knowledge, understanding, skills and values with regard to child development and the provision of an enriched curriculum to meet the needs of individual children.

The course will cover:

1. principles held by main theorists


2. critical examination of the curriculum documentation


3. evaluation and analysis of practice in own setting


4. comparative study of of own setting and similar setting


5. maintenance of a professional journal

Structure

This course is taught by a blended approach to distance learning, supported by online materials, action learning sets, peer and tutor support and self-directed learning tasks.

Assessment

1st Attempt: Written assessment of 3,000 words. Part A and Part B must be completed successfully (100%).

Resit: Resubmission of written assignments, either or both parts (dependent on initial result) (100%).

Formative Assessment

Students are required to collaborate online and give and receive formative feedback within their action learning sets. Tutors also give written formative feedback on Part A of the course assessment before students undertake Part B.

Feedback

In keeping with the School of Education policy on assessment and in sufficient time for students to be able to improve their work through feedback, detailed written feedback on assessment is provided to students (typically within four weeks of submission). Feedback can highlight strengths and give clear guidelines for improvement. Face to face or telephone tutorials can be arranged for students who require additional support.

Credit Points

30

Course Coordinator

Mrs C McDonald

Pre-requisites

Successful completion of Level 1 BA Childhood Practice or equivalent.

Co-requisites

None.

Overview

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

1. the concept of quality in developing and planning curriculum provision


2. study to acquire a detailed knowledge of some areas of policy and practice


3. analysis, comparison and evaluation of examples of implementation of policy into practice


4. critical analysis and evaluation of management strategies employed in education and child care settings, including the student's own


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


6. legislative requirements to ensure quality provision in education and child care settings


7. critical analysis of quality assurance procedures


8. effective working strategies for staff development and training


9. reflection on personal learning and development through the maintenance of a professional journal

Structure

This course will be taught by a blended approach to distance learning, supported by online materials, action learning sets, peer and tutor support and self-directed learning tasks.

Assessment

1st Attempt: Written assignment of 3,000 words (100%). Part A and Part B must be completed successfully.

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

Formative Assessment

Students are required to collaborate online in order to share good practice and give and receive formative feedback within their action learning sets. Tutors also give written formative feedback on Part A of the course assesssment before students undertake Part B.

Feedback

In keeping with the School of Education policy on assessment and in sufficient time for students to be able to improve their work through feedback, detailed written feedback on assessment is provided to students (typically within four weeks of submission). Feedback can highlight strengths and give clear guidelines for improvement. Face to face or telephone tutorials can be arranged for students who require additional support.

Credit Points

15

Course Coordinator

Mrs C McDonald

Pre-requisites

Successful completion of Level 1 of BA Childhood Practice or equivalent.

Overview

The course will develop the student's knowledge and understanding of how young children perceive the natural and physical world through:

1. examining and articulating their own concepts of science


2. identifying the nature of science in the early years


3. examining, analysing and evaluating theories of how children make sense of their world


4. carrying out an audit of current practice in science provision


5. providing evidence of their ability to plan and carry out an investigation of an aspect of their role in relation to creating an environment which helps young children make sense of their world

Structure

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

Assessment

1st Attempt: Two 1,500 word written assignments. Part A and Part B must be completed successfully.

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

Formative Assessment

Students are required to collaborate online and give and receive formative feedback within their action learning sets. Tutors also give written formative feedback on Part A of the course assessment before students undertake Part B.

Feedback

In keeping with the School of Education policy on assessment and in sufficient time for students to be able to improve their work through feedback, detailed written feedback on assessment is provided to students (typically within four weeks of submission). Feedback can highlight strengths and give clear guidelines for improvement. Face to face or telephone tutorials can be arranged for students who require additional support.

Credit Points

30

Course Coordinator

Mrs L Craig

Pre-requisites

Normally successful completion of courses ED 1056 and ED 1544.

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 implications 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 followed by a 1 two-hour reflective tutorial. Also a flexible arrangement of either 1 one-hour professional studies tutorial per week or 1 two-hour professional studies tutorial every alternative week and practical fieldwork (to be arranged). 7 weeks of the 12 week course are also flexible ICT classes.

Assessment

1st Attempt: Professional Participation and Commitment (10%). This relates to SITE Aspect 3 above where the students collaborate in Groups on weekly tasks. They self assess each other's professional participation and professional commitment for (5%) of this mark. They investigate the theme of Social Justice and make a final presentation in Week 23 which is peer assessed by 3 members of the class for a further (5%). The tutor overseas the assessment procedures and adjudicates as necessary.

Evaluation of Field Work Experience (30%). This is based on the report written by the supporter teacher during school placement. Written Assignment (60%). This relates to a 3,000 word essay which draws together the course content including school experience. Feedback is given to students by tutor feedback report.

Resit: Resubmission of Written Assignment to overtake failed criteria.

Formative Assessment

Formative Assessment opportunities are provided by tutors giving students' feedback on their personal and professional development targets which they set at the outset of the course in relation to SITE and their Year 1 experiences. Formative Assessment is also undertaken in Weeks 18 or 21 when the students have the opportunity to demonstrate the progress of their preparation for the Group presentation in Week 23.

Feedback

Feedback is provided by oral and written means for formative feedback and written tutor report for summative feedback.

Credit Points

15

Course Coordinator

Dr E Curtis

Pre-requisites

Successful completion of ED 1057 and ED 1545.

Overview

• Through the critical evaluation of both historic and contemporary evidence of the experiences of children including texts, images and objects, students will deepen their understanding of the following themes; gender, rites of passage, power relations, agency and materiality.


• Each week through the exploration of texts, images and or objects students will consider the relationship between childhood experiences and how they are mediated through the words and images generated by others and themselves. The sources chosen for the course will reflect both the diverse experiences of children in the past and those which reflect contemporary experiences of childhood both socially and geographically. Themes which will be explored will include children in the home, children at work, children at play and children learning.


• Through seminar and tutorial sessions students will build on their experience in Level 1 of working within a community of enquiry and will continue to take the lead in shaping discussion. Students will have the opportunity to work in groups to produce a collaborative presentation which will explore their own assumptions, values and beliefs in relation to the experiences of children in historical contexts or in contemporary society.

Structure

1 one-hour lecture per week; 1 two-hour seminar per week.

Lectures and tutorials will be supplemented by tutor directed learning and discussion using WebCT.

Tutorials will be student led using a Philosophy for Learning approach.

Assessment

1st Attempt: This will take the form of a 2,000 word written assignment which draws from the collaborative presentation and personal reflective notes (100%).

Resit: Resubmission of failed criteria within 2,000 word essay (100%).

Formative Assessment

This will take the form of a collaborative presentation and personal reflective notes.

Students will work in groups to plan and create a presentation which focuses on the experiences of children in either a historical or contemporary context. The presentations will make use of texts, images and /or objects relevant to the theme chosen by the students.

Feedback

Feedback:
In sufficient time to be able to be used by students to improve their work: (Formative feedback within 2 weeks of submission; summative feedback within 4 weeks of submission).

Appropriate and relevant feedback to help students to understand where they have both gained and lost marks, and how to improve their mark.

Face to face meetings between tutors and students who have failed.

Credit Points

15

Course Coordinator

Mrs A Thirkell

Pre-requisites

ED 1077 and ED 1549.

Overview

This course is designed both for students who are fluent speakers of Gaelic or advanced learners who have completed courses ED 1077 and ED 1549. This course will build on and consolidate knowledge acquired through their study of these courses. It will focus particularly on the Nursery and Early Stages of Gaelic medium education and will explore and evaluate methodologies and resources used for teaching a language through immersion. There will be an emphasis on the students' skills in lesson delivery with special consideration being given to their spoken and written Gaelic. Students will be encouraged to deepen their self evaluation and their critical reflections.

Structure

3 one-hour face-to-face tutorials per week.

Assessment

1st Attempt: A written submission of 2,000 words based on a detailed study undertaken into the different resources available for use in Gaelic medium teaching at the P1-P3 Stages, (50%).

Presentation of a mini lesson for Nursery children and based on the use of story telling for language learning. (50%)

Resit: Any of failed aspects above either presentation and/or resubmission of essay.

Formative Assessment

On-going formative assessment arrangements based on contributions in class and tutor directed activities.

Feedback

Feedback will be provided orally in class and on an individual basis. Written feedback will be provided for both Summative assessments, in sufficient time to be able to be used by students to improve their work - typically in line with University guidelines on Assessment.

Face-to-face meetings between tutor and students who have failed.

Credit Points

15

Course Coordinator

Mrs S Kearns

Pre-requisites

Elective course within the MA (Honours) Education programme.

Overview

Theoretical frameworks, literature and research on:
Attachment
Resilience
Loss and change/transition
Trauma
Nurture

All of the above will be used to examine:
Ways of promoting children's emotional and social development in the context of the teacher/pupil/parent/carer/family relationship

Structure

12 two-hour seminars.

Assessment

1st Attempt: Continuous assessment - portfolio of materials from tutor directed activities.

Resit: Resubmission of failed components of portfolio.

Formative Assessment

Peer assessment and support.

Feedback

Written feedback with next steps for development.

Credit Points

15

Course Coordinator

Dr M Harris

Pre-requisites

None

Notes

Participants must be employed in a suitable professional setting.

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.

The purpose of the course is to deepen understanding of the role of professional development that participants may already have studied at level 1 of the programme. It also introduces the key learning processes that underpin level 2 of the BA in Professional Development. These include formal and informal learning, reflective practice, surface and deep learning, and relationships with other professionals.

Structure

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: 1 six-hour workshop per class group, 4 three-hour workshops per class group, 4 half-hour tutorials per pair/small group.

Assessment

1st Attempt: One assignment (100%) comprising a 2,000 word report and a 1,000 word professional development plan.

Resit: Resubmission of failed criteria within the Assignment (100%) as above.

Formative Assessment

Formative feedback will be available to participants in tutorial sessions, and also for early part draft assignment work.

Feedback

Formative feedback will be provided to participants verbally during tutorials, or by email correspondence.

Summative feedback will be provided in writing as a pdf file sent by email.

Credit Points

15

Course Coordinator

Dr M Harris

Pre-requisites

None

Notes

Participants must be employed in a suitable professional setting.

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.

Structure

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: 1 six-hour workshop per class group, 3 three-hour workshops per class group, 2 half-hour tutorials per pair/small group.

Assessment

1st Attempt: One assignment (100%) comprising a 3,000 word report including a research proposal.

Resit: Resubmission of failed criteria within the Assignment (100%).

Formative Assessment

Formative feedback will be available to participants in tutorial sessions, and also for early part draft assignment work.

Feedback

Formative feedback will be provided to participants verbally during tutorials, or by email correspondence.

Summative feedback will be provided in writing as a pdf file sent by email.

Credit Points

30

Course Coordinator

Dr M Harris

Pre-requisites

None

Notes

Participants must be employed in a suitable professional setting.

Overview

The Professional Project content is determined by the individual participant. Participants' 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 and analysing data


• interpreting data so that it may be linked to practice


• communicating findings

Structure

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: 1 six-hour workshop per class group, 4 three-hour workshops per class group, 4 half-hour tutorials per pair/small group.

Assessment

1st Attempt: 1 written assignment (100%) comprising a 3,000 word report.

Resit: Resubmission of failed criteria within the Assignment (100%).

Formative Assessment

Formative feedback will be available to participants in tutorial sessions, and also for early part draft assignment work.

Feedback

Formative feedback will be provided to participants verbally during tutorials, or by email correspondence.

Summative feedback will be provided in writing as a pdf file sent by email.

Credit Points

15

Course Coordinator

Dr Y Bain

Pre-requisites

None

Notes

Participants must be employed in a suitable professional setting.

Overview

The content is determined by the participant in negotiation with the course tutor. A learning contract is developed, which emerges from dialogue between the course participant and the course tutor.

The contract includes learning outcomes negotiated between the participant and the course tutor.

Structure

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: 1 six-hour workshop per class group, 3 three-hour workshops per class group, 2 half-hour tutorials per pair/small group.

Assessment

1st Attempt: 1 assignment (100%) comprising a 3,000 word report.

Resit: Resubmission of failed criteria within the Assignment (100%).

Formative Assessment

Formative feedback will be available to participants in tutorial sessions, and also for early part draft assignment work.

Feedback

Formative feedback will be provided to participants verbally during tutorials, or by email correspondence.

Summative feedback will be provided in writing as a pdf file sent by email.

Credit Points

15

Course Coordinator

Dr Y Bain

Pre-requisites

None

Notes

Participants must be employed in a suitable professional setting.

Overview

• Developing Self Awareness: Using diagnostic instruments, feedback and own judgements; evaluation of self-disclosure, personal values and attitudes towards change and interpersonal orientation.


• Managing Stress: Understanding stress; strategies for eliminating stress; building resilience.


• Effective Problem Solving: Rational approaches; creative approaches; barriers to effective problem solving.


• Interpersonal Skills: An introduction to the topics of communicating supportively, motivating others, empowering and delegating.

Structure

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: 1 six-hour workshop per class group, 3 three-hour workshops per class group, 2 half-hour tutorials per pair/small group.

Assessment

1st Attempt: 1 written assignment (100%) comprising a 3,000 word essay.

Resit: Resubmission of failed criteria within the Assignment (100%).

Formative Assessment

Formative feedback will be available to participants in tutorial sessions, and also for early part draft assignment work.

Feedback

Formative feedback will be provided to participants verbally during tutorials, or by email correspondence.

Summative feedback will be provided in writing as a pdf file sent by email.

Credit Points

15

Course Coordinator

Dr Y Bain

Pre-requisites

Students should be currently engaged in a relevant area of practice.

Overview

The main topic areas are:

• learning through reflection


• experiential learning


• knowledge and theories relevant to selected areas of professional practice


• methods for evaluation, including feedback from others


• case studies of learning through reflection and its impact on practice
  methods for self-evaluation to support personal development planning

Structure

Online distance learning materials with face-to-face or online support arrangements as negotiated with participants and/or their sponsors/employers. For example, 14 hours in face-to-face workshops, plus tutor support through individual or small group tutorials conducted through an appropriate medium (online, face-to-face, telephone, other).

Assessment

1st Attempt: Continuous assessment (100%). Students will create a portfolio of items to evidence reflection on a selected aspect of their own practice. Component items (equivalent to 3,000 words in total):

• an explanation of the selected approach to learning through reflection


• an account of knowledge and theoretical ideas which have informed understanding of the selected aspect of practice


• an analysis of feedback from relevant others, for example colleagues or community participants/learners/clients


• a plan for enhanced practice


• a personal development plan

Formative Assessment

Formative feedback will be available to participants in tutorial sessions, and also for early part draft assignment work.

Feedback

Formative feedback will be provided to participants verbally during tutorials, or by email correspondence.

Summative feedback will be provided in writing as a pdf file sent by email.

Credit Points

15

Course Coordinator

Mrs S Kearns

Pre-requisites

Available only to practitioners who hold a relevant professional qualification, and who are nominated by their employing agency.

Overview

Knowledge of roles and responsibilities within legal and policy frameworks and balancing children's rights; parental rsponsibilities; 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.

Structure

The standard delivery model comprises 10 one-hour lectures; 19 two-hour seminars; 2 one-hour tutorials.

Less face-to-face and more open or distance learning delivery mode can be provided to suit needs of sponsoring organisation.

Assessment

1st Attempt: 1 written 3,000 word essay (70%); 1 practical report by line manager (30%).

Resit: 1 resubmission of failed criteria within the essay assignment (70%) and resubmission of a satisfactory line manager report (30%).

Formative Assessment

Formative feedback will be available to participants in tutorial sessions, and also for early part draft assignment work.

Feedback

Formative feedback will be provided to participants verbally during tutorials, or by email correspondence.

Summative feedback will be provided in writing as a pdf file sent by email.

Credit Points

45

Course Coordinator

Dr K McArdle

Pre-requisites

None

Co-requisites

Students are expected to use experience in a practice context (either in paid employment or as a volunteer) as the context for their studies.

Overview

Reflective techniques and approaches to self evaluation;
Organisational systems, structures and processes;
Inquiry and evaluative techniques;
Blending theory, practice and personal qualities;
Introduction to sociological theory and the link to practice;
Collaborative working. Group Work Interdisciplinary Working

Structure

Direct teaching will take the form of a one day group workshop and 6 half-day mentoring visits from an individual's Practice-Based Mentor. The facilitation, by the tutor, of ongoing participation in an online learning environment will also have a teaching function.

The specific piece of work in practice will be planned and supervised to ensure that at least 84 hours of designated work in an approved setting are contributing to the learning outcomes identified.

Assessment

1st Attempt: Observed practice
five 500 word reflections and one 1,500 word report. The observed practice must be satisfactory for a pass for this course. The other components are assessed holistically for a CAS mark against the learning out comes for the course.

Resit: Students will resubmit failed elements of the assessment.

Formative Assessment

The virtual learning environment will provide opportunities for students to receive peer and tutor feedback before selecting contributions to present for summative assessment.

Feedback

Electronic feedback will be provided, with an opportunity for face to face or online discussion with the tutor.

Credit Points

60

Course Coordinator

Mrs C Aldred

Pre-requisites

Work experience in CLD or HNC Working in Communities or completion of UG1 level of BA Hons CLD.

Co-requisites

Students are expected to have paid or unpaid work in a CLD context (either in paid employment or as a volunteer) to inform their studies.

Overview

Basic principles of risk assessment
Community enquiry methods
Community profiling
Current public sector planning and governance arrangements
The role of the 3rd sector
Impact of UK and Scottish Government policy at a local level
Sourcing, generating, collating and analysing relevant data
Maintenance of a reflective diary
Presenting of a report of the study
Preparation of collaborative and individual reports summarising both group processes and personal outcomes

Indicative reading: Community Profiling a Practical Guide: Hawtin, Murray; Percy-Smith, Janie (2007)
Assessing Community Strengths: a Practical Handbook for Planning Capacity Building Initiatives: Skinner, Steve; Wilson, Mandy (2002)

Structure

Intensive group experience on team building, group work and planning - 20 hours
Lectures - (4 hours during study block in each semester) - 8 hours
On-line planning tutorials (4 hours x 3 groups) - 12 hours
Individual tutorials (15 students x 2 groups) - 24 hours
Review tutorial (2 hours x 3 groups) - 6 hours

Assessment

1st Attempt:

Group: agreed statement of objectives
Individual: Personal plan
Individual: Report on individual contribution
Group: Multi media presentation to be delivered to and evaluated by peers/tutors
Individual: Evaluation and reflection report

Collaborative elements must be satisfactory and will provide assessment for learning towards the necessary professional skills of collaborative working, negotiation and partnership. Participants will be assessed summatively and graded on their individual performance. The overall summative grading of the assignment, using the University CAS scale, will therefore be drawn from individual performance on the three individual components.

The weighting, expressed in fractions,is as follows: Group: agreed statement of objectives (1/12); Individual: Personal Plan (1/6); Individual: Report on individual contribution (1/6); Group: Multi-media presentation to be delivered to and evaulated by peers/tutors (5/12); Individual: Evaluation and reflection paper (1/6).

Resit: Re-submission of any failed aspects of assessment.

Formative Assessment

A necessary component of the group tasks will be self and peer assessment of an individual's contribution to the group product.

Feedback

Electronic feedback will be provided, with an opportunity for face to face or online discussion with the tutor.

Credit Points

15

Course Coordinator

Mrs N Hart and Mr V D'Agostino

Pre-requisites

105 credits from year 1 ( see supplementary Regulations)

Overview

The content will include:
Defining terms and clarifying key concepts eg critical periods, transition, change and continuity
Life course perspective - considering the whole of an individual's life as offering opportunities for growth, development and change.
An overview of the life course and phases of development within the life course.
An introduction to a range of theoretical perspectives used in understanding the life course, with particular attention to the age range 0 -21 years eg Bronfrenbrenner's ecological theory, attachment theory, theories of loss and resilience, theories of cognitive development
An exploration of physical, intellectual, emotional, social, spiritual development
Strengths, resources and resilience; adversity, vulnerability, risk and accumulation of risk.
Environmental influences on development.
The influences of childhood experiences across the life course.
An introduction to observation and assessment of development
ethical considerations in observation and assessment.

Structure

2 one-hour lecture and 1 one-hour tutorial each week to a total of 36 hours supported by web and text based literature and research.

Assessment

1st Attempt: one 3000 word written assignment (100%)

Resit: one 3000 word written assignment or depending on outcome resubmission of failed elements

Formative Assessment

Students will undertake observations during the course and receive feedback from peers and tutors in tutorial groups.
Students are expected to share entries in their Learning Journal with tutors and will receive written and verbal feedback.
Students will receive feedback on their presentation of chapter summaries and research papers in tutorials and will also receive feedback from tutors and peers on their contribution to discussion.

Feedback

Summative
Appropriate and relevant feedback to help students understand where they have both gained and lost marks and how to improve their mark. All assignments receive CAS marks, which the BASP Programme Handbook links to specific marking criteria. Written feedback in the form of tutors' comments is also given.
Tutorials with students to discuss feedback.

Credit Points

15

Course Coordinator

Dr E Curtis and Mr C Walter

Pre-requisites

105 credits from year 1 (See Supplementary Regulations)

Overview

1. What is assessment? Critical evaluation of theories of assessment and identification of need. Cultural and historical contexts of assessment. Assessment as an inquiry process.
2. Psychological, sociological and philosophical understandings of change processes. Learning theories.
3. Ecological developmental perspective applied to a range of social issues. Identifying barriers to development (physiological, emotional, cognitive, societal and spiritual). Inclusive, empowering practice.
,li>Relational, creative responses in the life space. Working relationally with individuals, families, groups and institutions. Using daily life events to facilitate change. Building developmental capacities.
4. What are the outcomes that matter? Tests, measurements and evaluations in pedagogic work - the role of evidence based practice.

Structure

2 one-hour lectures and 1 one-hour tutorial each week to a total of 36 hours

Assessment

1st Attempt: One 2500 word written assignment (80%); E-learning task (20%)

Resit: One 2500 word written assignment; E-learning task or depending on outcome, resubmission of failed elements.

Formative Assessment

Students will undertake and present observations during the course and receive feedback from peers and tutors in tutorial groups.
Students are expected to share entries in their Learning Journal with tutors and will receive written and verbal feedback.
Students will receive feedback as they present summaries and evaluations of research papers in tutorials and also receive feedback from tutors on their contribution to discussion.

Feedback

Summative
Appropriate and relevant feedback to help students understand where they have both gained and lost marks and how to improve their mark. All assignments receive CAS marks, which the BASP Programme Handbook links to specific marking criteria. Written feedback in the form of tutors' comments is also given.
Tutorials with students to discuss feedback.

Credit Points

60

Course Coordinator

Dr A Ackland

Pre-requisites

None.

Overview

Goup work and team building theory and practice
Basic principles of risk assessment
Community enquiry methods
Community profiling
Current public sector planning and governance arrangements
The role of the 3rd sector
Impact of UK and Scottish Government policy at a local level
Sourcing, generating, collating and analysing relevant data
Maintenance of a reflective diary
Presenting a report of the study
Preparation of collaborative and individual reports summarising both group processes and personal outcomes

Indicative Reading
Community Profiling a Practical Guide: Hawtin, Murray; Percy-Smith, Janie. (2007)
Assessing Community Strengths: a Practical Handbook for Planning Capacity Building Initiatives: Skinner, Steve; Wilson, Mandy. (2002)
Measuring what Matters (Conference Report 2009); International Association of Community Development http://www.iacdglobal.org/en/publications/iacd-publications/measuring-what-matters
Scottish Index of Multiple Deprivation 2009: General Report; Scottish government. (2009)

Structure

Intensive group experience on team building, group work and planning 20 hours (Sept)
Lecture - (4 hours during study block in each semester) 8 hours (Sept- Feb)
On-line planning tutorial (4 hours x 3 groups) 12 hours (Sept - Oct)
On-line teaching, discussion and development - 24 hours (Oct - April)
Individual tutorials (15 students x 2 hours) (Oct - April)
Review tutorial (2 hours x 3 groups) 6 hours (May)

Assessment

1st Attempt: Group: agreed statement of objectives (10%)
Individual: Personal plan (20%)
Individual: Report on individual contribution (20%)
Group: Multi media presentation to be delivered to and evaluated by peers/ tutors (40%)
Individual: Evaluation and reflection report (10%)

Whilst participants will be assessed summatively on their individual performance, collaborative elements will provide assessment for learning towards the necessary professional skills of collaborative working, negotiation and partnership. A necessary component of the group tasks will be self and peer assessment of an individual's contribution to the group product. The overall summative grading of the assignment, using the University CAS scale, will therefore reflect the individual performance towards the task.

Resit: Students will resubmit failed elements of the assessment.

Formative Assessment

Formative feedback from peers and tutors will be provided through the required work on the VLE

Feedback

Detailed written and oral feedback is provided to all students. Additional tutorials provide support for students on request or in the event of unsatisfactory progress.

Credit Points

15

Course Coordinator

Mrs C McDonald

Pre-requisites

Successful completion of BA Childhood Practice Level 1, or equivalent.

Overview

The course will cover:

1. an examination and definitions of models of health


2. a detailed exploration of the health needs of individual children


3. the determinants of health and wellbeing


4. an examination of policy to support health and wellbeing at local, national and international level

Structure

The course will be taught by distance learning, supported by online materials, tutors and peer support, and self-directed learning tasks.

Assessment

1st Attempt: Two 1,500 word written assignments. Part A and Part B must be completed successfully.

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

Formative Assessment

Students will receive formative feedback from tutors on Part A prior to undertaking Part B of the assignment. Students are required to work in a collaborative fashion with others online in action learning sets where they give and recieve feedback from peers.

Feedback

In keeping with the School of Education policy on assessment, and in sufficient time for students to be able to improve their work through feedback, detailed written feedback on assessments is provided to students (typically within four weeks of submission). Feedback highlights strengths and gives clear guidelines for improvement. Face to face meetings or telephone tutorial support can be arranged for students who require additional support.

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).

Overview

This course is designed with the support of employers to prepare Level 2 students to make appropriate career decisions by giving them both the 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. The course also explores applications/CVs, interview and selection training, career option awareness, enterprise & entrepreneurship, Graduate Attribute achievement, networking, labour market information, 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.

Structure

1 one-hour lecture and 1 two-hour workshop per week.

Assessment

1st Attempt: Continuous assessment (100%) consisting of a 2,500 word job analysis report (50%) plus oral presentation (20%) including peer assessment and CV construction exercise (30%). Students must pass each assessment element.

Resit: The opportunity to re-sit each assessment element is available.

Formative Assessment

A wide range of formative assessments will be implemented in the course, including case studies, role play, on-line learning, questionnaire analysis, problem-based learning and small group discussions. In addition formative learning will develop students' research, analytical, reflective, written and communication skills.

Feedback

Students will receive written, oral, peer and audio (MP3 player) feedback during the course. A peer feedback sheet will be used during the student job analysis presentations. All summative assessments will be marked against the assessment criteria and students will be provided with constructive written feedback for each assignment.

Credit Points

15

Course Coordinator

Mrs C MacDonald

Pre-requisites

None

Co-requisites

None

Notes

Restricted to MA (Honours) Education students only

Overview

The course naturally divides itself into three distinct phases:
Phase 1: Learning about Moving Image Education
Phase 2: Using Moving Images in the Classroom
Phase 3: Preparing for Peer Assessment
There will be an expectation to relate to the specified element of SITE throughout all three phases. There will be a requirement to collate information for a portfolio of evidence throughout the sessions.
Each session will be followed by a Tutor Directed Activity (TDA), except in the assessment weeks and these must be completed before the next session.

Structure

12 two-hour workshops and 10 tutor directed activities

Assessment

1st Attempt: Summative assessment arrangements: Portfolio of evidence (60%) and 10 minute group presentation (40%), tutor assessed.
Formative assessment arrangements: Both the portfolio and the presentation will be formatively assessed by peers and tutors.

Resit: Resubmission of failed aspects of portfolio of evidence. Resit of presentation

Formative Assessment

Formative feedback is enabled through the organised peer assessment opportunities.

Feedback

Discussions with students and completion of feedback forms. The students are advised to seek clarification and futher feedback if unsure and/or wish additional support. This is advised on the feedback forms.

Credit Points

30

Course Coordinator

Mrs C MacDonald

Pre-requisites

Normally successful completion of courses ED 1056 Learning How to Learn & ED 1544 Learning How Others Learn.
Completion of ED 2055 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, philosophical 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 of 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, 1 two-hour tutorial, 1 one-hour tutorial, and practical fieldwork (to be arranged).

Assessment

1st Attempt: Evaluation of Fieldwork Experience (20%); Written Assignment 1 (30%); Written Assignment 2 (50%)

Resit: Written Assignment 1 (30%); Written Assignment 2 (50%).

Formative Assessment

Formative Assessment opportunities are provided by tutors giving students feedback on their personal and professional development targets which they set at the outset of the course in relation to SITE and their Year 1 experiences. Formative Assessment is also undertaken when the students have the opportunity to demonstrate their progress.

Feedback

Feedback is provided by oral and written means for formative feedback and written tutor report for summative feedback.

Credit Points

15

Course Coordinator

Mrs C Strang

Pre-requisites

Successful completion of What Makes Us Human 1A & 1B (ED 1057 and ED 1545).

Overview

From a focus on a range of disciplinary approaches to understanding what it is to be human in year one, students will deepen their understanding of the following themes; gender, rites of passage, power relations, agency, and materiality through an investigation of how writers, photographers, artists and film makers have explored these themes in their representation of children, young people and their families.

Each week students will explore different texts, sets of images, arts products or films which depict children, young people and families in a particular context and will investigate how the representation of children, young people and families are underpinned by the themes listed above.

Through seminar and tutorial sessions students will build on their experience in Level 1 of working within a community of enquiry and will continue to take the lead in shaping discussion. Students will have the opportunity to work in groups to produce a collaborative presentation which will explore their own assumptions, values and beliefs within representations of children, young people and families through words and images. They will also be engaged in a group project which enables them to create a resource or presentation which uses text, arts products, film or technology as a means of communication, focussing on children, young people and families.

Structure

12 one-hour lectures; 12 two-hour workshops.

Assessment

1st Attempt: 2,000 word essay (100%).

Resit: Resubmission of failed criteria within 2,000 word essay.

Formative Assessment

Students will be expected to submit a reflective journal which they will complete each week following the inputs and workshop. Successful completion of this will be a requirement of the course.

Feedback

In sufficient time to be used by students to improve their work, normally within 4 weeks of submission.

Appropriate and relevant feedback to help students to understand their grade and feed forward to help them improve for future submissions.

Face to face meetings with students who have failed their assignment.

Credit Points

15

Course Coordinator

Mrs A Thirkell

Pre-requisites

ED 2059 Gaelic Medium Education - Advanced 1.

Overview

This course is designed for students who are fluent speakers of Gaelic or very advanced learners of the language who have completed the course - Gaelic Medium Education Advanced

This course will build on and consolidate previous knowledge and will focus in particular on the Middle and Upper Stages of Gaelic medium primary. It will explore and evaluate methodologies and resources suitable for use in a Gaelic medium context and within the framework of a Curriculum for Excellence. There will be an emphasis on the students' skills and confidence in lesson delivery and consideration will also be given to the competence of students across all four language skills in a variety of contexts. Students will be expected to be able to critically reflect in some depth.

Structure

3 one-hour face-to-face tutorials a week.

Assessment

1st Attempt: Presentation of a mini lesson suitable for a composite Primary 4-5 Gaelic medium class and within the Curriculum for Excellence framework (25%).

Prepare and submit a detailed lesson plan for a Primary 7 Language class that illustrates continuity in learning; makes appropriate cross-curricular links and highlights inclusive practice (25%).

A written submission of 2,500 words where the student will critically evaluate and reflect on personal and professional progress and development to date and look forward to Gaelic Medium school placements in
MA(Hons)Ed 3 (50%).

Resit: Any of failed aspects above, either presentations and/or resubmission of essay.

Formative Assessment

On-going formative assessment arrangements based on contributions in class and tutor directed activities.

Feedback

Feedback will be provided orally in class and on an individual basis by both tutor and peers. Written feedback will be provided for all summative assessments in sufficient time to be able to be used by students to improve their work - typically in line with University Guidelines on assessment.

Face-to-face meetings between tutor and students who have failed.

Credit Points

15

Course Coordinator

Ms V Reid

Pre-requisites

None

Notes

Previous study of ED 1075 is desirable but not essential.

Overview

The main focus of this course is examining and deepening understanding of 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 effect on the natural environment. The course will develop an in-depth knowledge and understanding of the concepts of heritage, conservation and sustainablity.

Structure

Three hours lecture/tutoral/workshop per week, plus group and individual field work up to three hours per week.

Assessment

1st Attempt: 3 x 20 minute presentations. (30%)
4000 word case study report (70%)

Resit: 4000 word case study report. (100%)

Formative Assessment

Continuous debate/discussion in groups, in whole class setting and in one to one discussion with tutor.

Feedback

Fornmative assessment - verbal feedback from tutor. Peer and self assessment
Summative assessment - structured, detailed written feedback as per School of Education pro-forma.

Credit Points

15

Course Coordinator

Mrs N Hart

Pre-requisites

105 credits from year 1 (see supplementary Regulations)

Overview

Content:

1. Introduction
   What is social policy? Concepts of welfare, the welfare state, the mixed economy of welfare. Needs, dependency and interdependency, universality and selectivity, stigma, inclusion and discrimination.
   How do needs become defined or not as social problems and responded to? Overview of Scottish Social Services
2. Policy and Provision. For children and young people Policy in relation to children and young people
   General Entitlement /universal service. Specific Entitlement/targeted serviced eg child protection, provision for looked after children and children with disabilities. People of working age Universal welfare entitlements, housing, health, income maintenance, education
   Means tested/selective entitlement. Family support and entitlements for carers. For older people. Policy in relation to older people
   Income support/ pensions/ allowances. Care of older people

Structure

2 one-hour lectures and 1 one-hour tutorial each week to a total of 36 hours supported by web and text based literature and research.

Assessment

1st Attempt: 10 minute oral presentation (20%); 2000 word written paper (80%)

Resit: 10 minute oral presentation; 2000 word written paper or depending on outcome resubmission of failed elements

Formative Assessment

Through presentations in seminar groups students will engage with peer, self and tutor assessment throughout the course.

Feedback

Summative
Appropriate and relevant feedback to help students understand where they have both gained and lost marks and how to improve their mark. All assignments receive CAS marks, which the BASP Programme Handbook links to specific marking criteria. Written feedback in the form of tutors' comments is also given.
Tutorials with students to discuss feedback. Face to face meetings between tutors and students who have failed.

Credit Points

15

Course Coordinator

Mrs S Kearns and Ms H Stobbs

Pre-requisites

105 credits from year 1

Notes

This course is only available to those students following a degree programme offered by the School of Educaton

Overview

1. Working with difference. Communication theories: life world orientation. Social justice. Care ethics: phenomenological approaches. Stigma. Normality. Communication and conflict.
2. Introduction to counselling skills. The Person Centred approach - authenticity, congruence, dialogue. Psychodynamic understandings - containment etc.
3. Empowerment and Advocacy Individual, group and collective advocacy. Theories of empowerment. Exploration of the principles of Non-Violent Communication.
4. Working with wider relationships.
   Collaborative work with family, colleagues, professionals etc
   Group dynamics.

Structure

1 one-hour lecture and 1 two-hour tutor facilitated skills development workshop each week to a total of 36 hours

Assessment

1st Attempt: 15 minute oral presentation (20%); 2000 word assignment (80%)

Resit: 15 minute oral presentation; 2000 word assignment or depending on outcome, resubmission of failed elements

Formative Assessment

Students will undertake observations during the course and receive feedback from peers and tutors in tutorial groups.
Students will undertake triad activities to enhance communication and observation skills.
Students are expected to share entries in their Learning Journal with tutors and will receive written and verbal feedback.
Students will receive feedback as they present summaries and evaluations of reading in tutorials and also receive feedback from tutors on their contribution to discussion.

Feedback

Summative
Appropriate and relevant feedback to help students understand where they have both gained and lost marks and how to improve their mark. All assignments receive CAS marks, which the BASP Programme Handbook links to specific marking criteria. Written feedback in the form of tutors' comments is also given.
Tutorials with students to discuss feedback.

Credit Points

30

Course Coordinator

Mrs N Hart and Mr V Alfred

Pre-requisites

105 credits from year 1(Supplementary Regulations)

Notes

This course is only available to those students in the BA Social Pedagogy

Overview

The content will include:
The profession's work and task areas.
The organisation's pedagogic and societal purpose, function, goals and pedagogic practice
An introduction to observing, assessing, responding and recording.
Physical, emotional, social, and spiritual needs of individuals.
Application of legislation, and national and local policies framing practice in the agency.
Introduction to a range of appropriate approaches and activities including involvement in practical, creative and leisure activities.
Introduction to a range of strategies to support the development of interdependence, choice and life skills.
Establishing trusting and mutual relationships.
Appropriate involvement in teamwork and collaborative practice.
Consideration of the significance of cultural and societal conditions for pedagogical practice.
Ethics,values and views of humanity, including empathy, respect and antidiscrimination.
Use of self and self care.
Opportunities to develop reflective practice and maintain a reflective learning journal.

Structure

The course is taught in the practice setting through demonstration, modelling, use of problem solving activities, group discussion and supervised experiential learning. Students also have a minimum of weekly tutorials of one hour or equivalent with their practice supervisor. There will be a pre-practice meeting and two review meetings (mid-way and final) when feedback will be give (total 30 hours).

Assessment

1st Attempt: Assessment;
Two assessment meetings (midway and final) involving the students practice supervisor, personal tutor and link tutor(s)
Written assessment report by practice supervisor (60%)
Who am I as an emerging professional?
Evidence based criterion referenced assessment prepared by student (40%)

Resit: Written assessment report by practice supervisor.
Who am I as an emerging professional? Evidence based criterion referenced assessment prepared by student
or depending on outcome resubmission of failed elements

Formative Assessment

The students will receive ongoing formative feedback in weekly supervision sessions with their practice supervisor and in the midway review meeting.

Feedback

The students will receive ongoing formative feedback in weekly supervision sessions with their practice supervisor and in the midway review meeting.
Summative feedback will be provided verbally in the final assessment meeting and this will be followed up by an assessment report compiled by the practice supervisor.

Credit Points

15

Course Coordinator

Mrs S Kearns

Pre-requisites

Diploma/BA in Social Work or related discipline.

Overview

1. Roles and responsibilities within the legal and policy framework for child protection
2. Communication with children, parents and professionals
3. Identification and recognition of abuse
4. Values and ethical dilemmas

Structure

7 face-to-face days of seminars + 3 days of distance learning + tutorial.

Assessment

1st Attempt: 1 written assignment of 3,000 words (100%).

Resit: 1 written assignment of 3,000 words.

Feedback

Written feedback and feedforward giving details on how to improve work.

Credit Points

15

Course Coordinator

Mrs S Kearns

Pre-requisites

Diploma level or above qualification in relevant discipline
Relevant and current professional experience

Overview

1. Values and discourses in family work
2. Models of understanding families
3. Therapeutic strategies

Structure

Three 1-day workshops + distance learning activities.

Assessment

1st Attempt: 1 written assignment of 3,000 words (100%).

Resit: Re-submission of any failed aspects of assignment.

Feedback

Written feedback and feedforward giving details of how to improve work.

Credit Points

15

Course Coordinator

Mrs A Ackland

Pre-requisites

Applicants are expected to have previous experience in a relevant practice domain. Applicants must satisfy the requirement for direct entry to the BAPD programme, normally an HND or equivalent.

Co-requisites

none

Overview

The course consists of three topics:
Concepts of family learning
Social practice theory and informal learning
Collaboration and partnership working

Structure

On-line learning materials and interactive peer learning activities will be supplemented by 4 three-hour face to face group workshops and optional individual tutorial support (30 minutes per student, via skype or other online communication tool).

Assessment

1st Attempt: Each individual will give a 15 minute multi-media presentation to a group of peers. Peer feedback will be used to inform the tutor's summative assessment and feedback which amounts to 100% for course

Resit: One further opportunity for a multi-media presentation.

Formative Assessment

Ongoing formative assessment is built in to the course through, for example, the responses given to the online activity. Students are required to participate in online activities and will be given formative feedback as they develop their presentation. Feedback/feedforward will be provided to students using the collaborative functions of the VLE for developmental dialogue.

Feedback

Oral feedback will be provided at workshop sessions. Written feedback will be provided in the online discussions. Written feedback from peers will be facilitated as part of the group process of the final presentations. Formal written feedback on the final assessment submission will be provided on a feedback form and participants will be given the opportunity to discuss this feedback with tutors.

Credit Points

15

Course Coordinator

Dr D Robson

Pre-requisites

210 credits from years 1 and 2 (See Supplementary Regulations)

Overview

The content will include:
key concepts for research and links to education and social care contexts
working with different research questions - exploratory, explanatory, hypothesis
undertaking a literature search
strategies designed to gather information from a wide range of sources and in a variety of ways, for a range of purposes. These methods include electronic searches using relevant databases and reviews of other relevant written materials.
different data collection methods;
methods of analysing data ;
ethical issues in social research;
critical thinking skills
analysing research reports
an overview of research methodologies and methods
preparing and critiquing research questions
research ethics ethical approval and informed consent.

Structure

1 one-hour lecture per week
1 one-hour tutorial per week
supported by web and text based literature and research, self directed learning tasks.

Assessment

1st Attempt: One 3000 word paper (100%)

Resit: One 3000 word paper, or depending on outcome, resubmission of failed elements

Formative Assessment

Formative:
Students are expected to share entries in their Learning Journal with tutors and will receive written and verbal feedback.
Students will present summaries and evaluations of research papers in tutorials and receive feedback from tutors and peers. Students will also receive feedback on contributions to discussion in tutorials.

Feedback

Summative:
Appropriate and relevant feedback to help students understand where they have both gained and lost marks and how to improve their mark. All assignments receive CAS marks, which the BASP Programme Handbook links to specific marking criteria. Written feedback in the form of tutors' comments is also given.
Tutorials with students to discuss feedback.
Face to face meetings between tutors and students who have failed.

Credit Points

15

Course Coordinator

Mr A Paterson and Mr J Ralph

Pre-requisites

Overview

Introduction to examples of human development from history of art [and principles of aesthetic appreciation]
critical investigation of a range of approaches/expressions of Social Pedagogy explore a range of approaches to developing own and others resilience and wellbeing
Practical artistic work
Critical reflection on own artwork and peer feedback

Structure

1 one-hour lecture per week
12 one-hour group seminar

Assessment

1st Attempt: One 2500 word critically reflective paper on self-expression and self-development in relation to Social Pedagogy with a portfolio of artwork and peer feedback

Resit: Resubmission of paper and portfolio

Formative Assessment

creative activities
Learning Journal activities
collaborative VLE activities

Feedback

oral feedback and peer feedback on creative activities
written feedback on Learning Journal and VLE activities
written feedback on summative assignment

Credit Points

15

Course Coordinator

Mr C Walter and Mrs N Hart

Pre-requisites

210 credits from years 1 and 2 (See Supplementary regulations)

Overview

1. Management and leadership: critical perspectives. Managerialism.
2. Exploration and discussion of historical, societal, political, philosophical and economic influences on contemporary organisations. Legislative and policy context.
3. Internal and external relationships: individual and organisational identities.
4. Leadership in pedagogical practice: working relationally with complexity. Fostering initiative. Adaptive leadership. Power and authority related to decision-making in organisations. Accountability: articulating reasons for actions.
5. Working within organisational cultures and structures. Theories of organisational development and change. The learning organisation. Purpose and models of supervision.

Structure

12 one-hour lectures and 12 one-hour tutorials each week to a total of 24 hours

Assessment

1st Attempt: One 3000 word assignment (90%); Group oral presentation (10%)

Resit: One 3000 word assignment

Formative Assessment

Students will undertake observations presenting these in tutorial groups during the course and receive feedback from peers and tutors.
Students are expected to share entries in their Learning Journal with tutors and will receive written and verbal feedback.
Students will receive feedback as they present summaries and evaluations of literature and research papers in tutorials and also receive feedback from tutors on their contribution to discussion.

Feedback

Summative
Appropriate and relevant feedback to help students understand where they have both gained and lost marks and how to improve their mark. All assignments receive CAS marks, which the BASP Programme Handbook links to specific marking criteria. Written feedback in the form of tutors' comments is also given.
Tutorials with students to discuss feedback.

Credit Points

15

Course Coordinator

Mrs S Kearns

Pre-requisites

210 credits from years 1 and 2

Overview

This course will introduce students to interprofessional (IP) working in health, education and social care settings. The course will consider the historical context of IP working, as well as relevant policies, organisational factors that influence IP working, ethical issues and user centred provision.
In parallel to this contextual element, students are expected to work collaboratively within a small group, through
practical problem solving, to explore examples of IP working as well as elements of team working, including team roles, engagement, communication skills, personal learning and sharing, opportunities and constraints and negotiation.
This course will include knowledge input and practice learning with regard to:
Values, symbols and meaning in and across professions
Current political, legal and policy context and influences
Models of team working and collaborative practice
Creation of cultures and communities of practice
Interprofessional problem solving and decision making
brokering, boundaries, roles and responsibilities
conflict resolution and negotiation
articulating identities and identity management
consideration of the role of language in the development of professional understandings
thresholds and triggers to action
frameworks for analysis and evaluation of practice development

Structure

12 one-hour lectures per week

12 one-hour seminar groups focused on problem based learning supported by web and text based literature and research and self directed learning tasks.

Assessment

1st Attempt: Portfolio of evidence accompanied by reflective paper 2000 words (100%).

Resit: Portfolio of evidence accompanied by reflective paper 2000 words, or depending on outcome, resubmission of failed elements.

Formative Assessment

Formative:
Students are expected to share entries in their Learning Journal with tutors and will receive written and verbal feedback.
Students will present summaries and evaluations of reserach papers in tutorials and receive feedback from tutors on their contribution to discussion.

Feedback

Summative:
Appropriate and relevant feedback to help students understand where they have both gained and lost marks and how to improve their mark. All assignments receive CAS marks, which the BASP Programme Handbook links to specific marking criteria. Written feedback in the form of tutors' comments is also given.
Tutorials with students to discuss feedback.

Credit Points

30

Course Coordinator

Mrs S Nutkins and Mrs C MacDonald

Pre-requisites

This course is available only to students who have successfully completed years 1 and 2 of the MA (Hons) Education and those currently completing the existing B Ed (Hons) programme.

Co-requisites

None

Notes

This course is only available to students who have registered for the MA (Hons) Education and B Ed (Hons).

Overview

Aspects of child development and how each impacts on learning.
Detailed study of a range of theories including those relating to: brain development, language acquisition, attachment theory, play as part of learning.
A critical analysis of early childhood education and care (ECEC) including a detailed study of at least one eg Reggio.
Development of a range of observational techniques and methods of interaction.

Structure

One hour lecture per week + 2 lectures for 3 weeks = 10 hours
Tutorials 7 weeks x 2 hrs = 14

4 week full time placement in early/first level school setting (35 x 4=140)

Assessment

1st Attempt: Individual presentation demonstrating theoretical and practical knowledge and understanding of ECEC, supported by a student self-evaluation of practice. (15/20 mins) The presentation will take place following placement (100%)

Resit: A resubmission of the initial presentation assessed against all critieria.

Formative Assessment

Formative feedback is enabled through an organised peer assessment opportunity.
Formative assessment of professional practice will be carried out in partnership with school based colleagues.

Feedback

Student presentations are videoed and students are encouraged to self-evaluate and review against written feedback from tutors.
Students will receive ongoing formative feedback during the early/first level school experience placement.

Credit Points

15

Course Coordinator

Mrs C MacDonald and Mrs S Nutkins

Pre-requisites

This course is available only to students who have successfully completed years 1 and 2 of the MA (Hons) Education and those currently completing the existing B Ed (Hons) programme.

Co-requisites

None

Notes

This course is only available to students who have registered for the MA (Hons) Education and B Ed (Hons).
Students on this course will continue their choice of focus in 'Developing Professional Knowledge - 2' in semester two of year three.

Overview

Students following the Language pathway:
talking, listening, reading, writing at Early/First Level
coherent planning for stimulating, differentiated learning for pupils at Early/First Level, including planning for learning through play
assessment of literacy skills
strategies to support pupils with additional support needs (ASN) and specifically with English as a an additional language (EAL)
relevant research, policy and theory

Students following the maths pathway:
numeracy and a full range of mathematical concepts at Early/First Level
coherent planning for stimulating, differentiated learning for pupils at Early/First Level, including planning for learning through play
assessment of mathematical skills and understanding
strategies to support pupils with additional support needs (ASN)
relevant research, policy and theory

Students following the H&W pathway:
knowledge and understanding of how to support healthy physical development at Early/First Level
coherent planning for stimulating, differentiated learning for pupils at Early/First Level, including planning for learning through play
assessment of physical skills
strategies to support pupils with additional support needs (ASN)
risk assessment
relevant research, policy and theory

All pathways:
creating a climate for learning
language as a learning tool
planning effectively for relevant and appropriate learning experiences within the context of their core area at First/Second Level
assessing learning

Structure

One hour lecture per week + 2 lectures for 3 weeks = 10 hours
Tutorials 7 weeks x 2 hrs = 14

Assessment

1st Attempt: Either a written assignment (3000 words) or presentation will form 100% of the assessment instrument.

Resit: Resubmission of written assignment (3000 words) or presentation.

Formative Assessment

Ongoing formative feedback is enabled through collaborative peer assessment opportunities.

Feedback

Students will receive ongoing feedback during tutorial learning sessions and through the feedback from assessment.

Credit Points

15

Course Coordinator

Mrs C MacDonald and Mrs S Nutkins

Pre-requisites

This course is available only to students who have successfully completed years 1 and 2 of the BA (Hons) Education and those currently completing the existing B Ed (Hons) programme.

Co-requisites

None

Notes

This course is only available to students who have registered for the MA (Hons) Education and B Ed (Hons).

Overview

Options might include but not be limited to:

Globalisation - which would link curriculum areas including history, geography, expressive arts, modern foreign languages with religious moral personal and social studies to develop students understanding of political and cultural literacy.

Exploring literacies in context - which would examine different perpectives on literacy including changing definitions, social history, the history of education, gender and current ideologies of literacy/literacies in policy and practice.

Future literacy - which will examine new literacy skills identified as digital, information or technological literacy with a focus on their possible impact on learning and teaching across the curriculum.

Musical literacy - which will introduce a range of methods and skills such as the Kodaly approach, creative composition and use of music across the curriculum.

Emotional literacy - which will examine appropriate pedagogy to support development of emotional literacy as part of understanding inclusive practice, exploring specific issues such as gender and race as well as specific needs such as autism and dyslexia.

Art as a tool for learning across the curriculum - which will use creativity as a cross-cutting theme to examine learning through the expressive arts and in communities to understand the concept of cultural literacy.

Learning in and through art and design.

Gender and Primary education.

Learning through partnership; Home, school and community.

The professional and policy context of education.

The history of education.

Thematic teaching through Storyline.

Outdoor learning in Primary education.

Science, technology and the environment.

Barriers to learning - Inclusive Pedagogy.

Structure

One hour lecture per week + 2 lectures for 2 weeks = 8 hours
Tutorials 6 weeks x 2 hrs = 12

Assessment

1st Attempt: Either a written assignment (3000 words) or poster or presentation will form 100% of the assessment instrument.

Resit: Resubmission of written assignment (3000 words) or poster or presentation.

Formative Assessment

Ongoing formative feedback is enabled through collaborative peer assessment opportunities.

Feedback

Students will receive ongoing feedback during tutorial learning sessions and through the feedback from assessment.

Credit Points

15

Course Coordinator

Mrs C Aldred

Pre-requisites

Overview

The course consists of four main topics, each of which examines current policy and practice and offers historical and socio-cultural perspectives. Topics are:

• The concept of youth and adolescence


• Young people: development, transitions and identity


• Power, participation and justice


• Inclusion and diversity - targeted and universal approaches.

Structure

1 full day workshop (1 six-hours); 3 half day workshops (3 three-hours); one-hour tutorial support per student.

Assessment

1st Attempt: Multi-media report on a piece of work involving young people which illustrates course topics and includes reflective material on the student's own learning. The report should be equivalent to 3,000 words but include, for example, images and/or other forms of representation.

Resit: Resubmission of multi-media report.

Credit Points

15

Course Coordinator

Ms J Nichols

Pre-requisites

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

Co-requisites

None

Notes

None

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.

Structure

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.

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

15

Course Coordinator

Mrs C Aldred

Pre-requisites

Students should preferably have completed at least two of the Certificate in Adult and Community Learning electives offered as part of the UG3 programme.

Co-requisites

Students are expected to use experience in a practice context (either in paid employment or as volunteer) to inform their studies.

Overview

Identification of gaps in present skills and experience
Identify and negotiate a placement that addresses some of these gaps
Undertake a practical placement of 80 hours over a period of between 10 and 20 weeks
Use of a reflective diary
Preparation of a placement report summarising personal outcomes

Structure

2 hours group workshop for preparation
4 one-hour tutorial support sessions spaced throughout the placement

Ongoing facilitation of participation in an online learning environment by the tutor will also have a teaching and support function.

The specific placement in practice will be planned and supervised to ensure that at least 80 hours of designated work in an approved setting are contributing to the learning outcomes identified.

Assessment

1st Attempt: The Placement supervisor's report and student's personal report of 2000 words must both be satisfactory.
The line manager's report must be satisfactory for a pass for this course.
The other components are assessed holistically for a CAS mark against the learning outcomes for the course.

Resit: Students will only need to resit failed elements of the assessment

Formative Assessment

Peer feedback supplemented by tutorial input will provide formative assessment material.

Feedback

Electronic feedback will be provided, with an opportunity for face to face or online discussion with the tutor.

Credit Points

Course Coordinator

To be advised

Pre-requisites

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

Dr Y Bain

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

• Emerging Theories of Learning


• Diversity and Difference


• Adult and Young Learners


• Education, Social and Emotional Literacies

• Social Justice


• Technology


• Partnership Initiatives


• The Curriculum

• 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

Mrs A Ackland and 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.
• Online or face to face tutorial support

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 (2,000 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: Resubmission of failed elements.

Credit Points

15

Course Coordinator

Dr 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 days' 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 programmes. (MA/BSc).

Co-requisites

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

Notes

PVG Scheme 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 (MA/BSc). 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

PVG Scheme 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 A Thirkell

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


• 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).

Resit: Resubmission of the above paper.

Credit Points

30

Course Coordinator

Mrs N Hart

Pre-requisites

210 credits in Stages I and II including pass in Practice 2 or completion of successful RPL Credit Claim for entry to Stage III.

Co-requisites

Current practice with individuals with complex needs.

Notes

Students will normally be expected to have current practice opportunities with individuals with complex needs.

Overview

The content will include:

• deepening one aspect of curative education


• active engagement in relevant meetings, cultural activities and working groups


• undertaking support and supervision of colleagues


• taking responsibility for relevant managerial/organisational and administrative tasks


• maintaining a critically reflective learning journal.

Assessment

1st Attempt: Evidence based student self assessment of practice annotated to the learning outcomes 3,000 words (40%); written assessment by Practice Supervisor (60%).

Resit: 3,000 word Self assessment of practice 10 weeks practice or part of.

Credit Points

15

Course Coordinator

Mrs N Hart

Pre-requisites

210 credits in Stages I and II including pass in Practice 2 or completion of successful RPL Credit Claim for entry to Stage III.

Co-requisites

Current practice with individuals with complex needs.

Overview

The content will include:

• research and professional development


• undertaking a literature search


• analysing research reports


• an overview of research approaches and methods


• influential research linked to practice development


• maintaining a critically reflective learning journal.

Structure

Lectures, seminars and tutorials to a total of 20 hours supported by web and text based literature and research, self directed learning tasks and situated learning opportunity within the ongoing work situation.

Assessment

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

Resit: 3,000 word paper (100%).

Credit Points

15

Course Coordinator

Mrs N Hart

Pre-requisites

210 credits in Stages I and II including Pass in Practice 2 or completion of successful RPL Credit Claim for entry to Stage III.

Co-requisites

Current practice with individuals with complex needs.

Notes

Students will normally be expected to have a current pracrice opportunities with individuals with complex needs.

Overview

The content willl include:

• methods for researching human development


• comparative approaches to human development


• emphasis on current literature and research


• consideration of 'individuality' rather than emphasis on 'normal and difference' within the cultural & societal context


• focus on inquiry and independent study in a particular aspect of development in the life course


• wide reading and critical analysis of a range of texts in a negotiated area of inquiry


• exploration of professional beliefs and values and their influence


• maintaining a critically reflective learning journal.

Structure

Lectures, seminars, tutorials to a total of 20 hours supported by web and text based literature and research, tutor supported workshops, self directed learning tasks and situated learning opportunity within the ongoing work situation.

Assessment

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

Resit: One 3,000 word written paper (100%).

Credit Points

30

Course Coordinator

Mrs N Hart

Pre-requisites

210 credits in Stages I and II including Pass in Practice 2 or completion of successful RPL Credit Claim for entry to Stage III.

Co-requisites

Current practice with individuals with complex needs.

Notes

Students will normally be expected to have current practice opportunities with individuals with complex needs.

Overview

The content will include:

• a range of societal, cultural and individual influences on complex needs


• exploration of a range of management theories


• formation and development of community in partnership with individuals with complex needs and their families


• interdisciplinary collaboration and inclusive practice


• negotiated topics of student inquiry


• use of action learning sets


• collaborative presentation skills


• national frameworks informing practice


• maintaining a critically reflective learning journal.

Structure

Lectures, seminars and tutorials to a total of 30 hours supported by web and text based literature and research, tutor supported workshops, self directed learning tasks and situated learning opportunity within the ongoing work situation.

Assessment

1st Attempt: Group oral presentation of 45 minutes followed by answering set questions from tutors. Each presenter creates individual poster and presentation pack with individual written summaries of own contribution and own learning from the overall process of the presentation (2,000 words) (100%).

Resit: Individual oral presentation of 15 minutes followed by answering set questions from tutors.

Poster and presentation pack with individual written summaries of own contribution and own learning from the overall process of the presentation (2,000 words) (100%).

Credit Points

15

Course Coordinator

Mrs N Hart

Pre-requisites

210 credits in Stages I and II including Pass in Practice 2 or completion of successful RPL Credit Claim for entry to Stage III.

Co-requisites

Current practice with individuals with complex needs.

Notes

Students will normally be expected to have current practice opportunities with individuals with complex needs.

Overview

The content will include:

• practical guidance in improvisation and spontaneity in creative activities


• reflection-in-action and reflection-for-action in creative activities


• unconscious competence, congruence and conflict in practice


• principles of self-organised action, leadership and intuitive practice


• principles of inquiry in creative action


• Theory-U approaches to emergence


• ITC skills


• maintaining a critically reflective learning journal.

Structure

Practical artistic sessions/activities, interactive presentations and web based formative tasks to a total of 25 hours.

Situated learning opportunity within the ongoing work situation.

Assessment

1st Attempt: Portfolio of creative inquiry including artworks and reflective paper (2,000 words) (100%).

Resit: Portfolio of creative inquiry including artworks and reflective paper (2,000 words) (100%).

Credit Points

15

Course Coordinator

Mr J Ralph and Mr C Walter

Pre-requisites

210 credits in Stages I and II including Pass in Practice 2 or completion of successful RPL Credit Claim for entry to Stage III.

Co-requisites

Current practice with individuals with complex needs.

Notes

Students will normally be expected to have current practice opportunities with individuals with complex needs.

Overview

The content will include:

• ecology of the life processes and their functioning


• exploration of professional roles and boundaries in the multi-disciplinary context of curative education


• observation of the life processes in the lifespace


• sample case studies from the work of Rudolf Steiner


• maintaining a critically reflective learning journal.

Structure

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

Assessment

1st Attempt: Oral presentation (40%) and written paper (3,000 words) (60%).

Credit Points

15

Course Coordinator

Dr M Harris

Pre-requisites

None.

Notes

Available to students employed in a suitable professional position only.

Overview

Processes for managing risks and hazard

• Why use a process?


• Process steps


• Differences in steps and terminology

Identifying hazard and risk

• Identification techniques


• Deciding which is the best technique


• Evaluating consequences

• Avoidance


• Mitigation


• Acceptance


• Transfer

Reflecting on using a risk management process

• General issues


• Personal Issues

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: 1 five and a half-hour workshop per class group, 3 two and a half-hours.

Assessment

1st Attempt: 3,000 word report and reflective account on responding to hazard and risk within a
professional context to include:

• a critical account of processes to manage hazard and risk


• an critical analysis and evaluation of the potential consequences of existing and potential hazards and risks identified within a selected professional context


• justification for response techniques for managing the risks and hazards identified within the chosen professional context


• reflection on how a process for managing risks and hazards could be effective in a personal professional context.

Resit: Re-submission of any failed aspects of assignment.

Formative Assessment

Formative assessment will be done throughout the course, done both verbally and in written format. Formative asessment will be done during the workshops and through discussion. Written formative work will be given appropriate written feedback.

Feedback

Formative feedback will be done verbally and in written format through email. Summative feedback will be given in written format both through email and through Turnitin on the submitted work itself. Students will also be offered the opportunity to discuss feedback with the tutor if the student wishes to do so. Students with significant weakneses will be given a scheduled time for discussion with the tutor which can be renegotiated but which will form part of the teaching and learning strategy of the course.

Credit Points

15

Course Coordinator

Mrs C Aldred

Pre-requisites

None

Co-requisites

Practice opportunities via work (paid or unpaid) in Community Learning and Development.

Notes

None

Overview

Theory and practical models of experiential learning;
Formal and informal learning and its contribution to practice;
Theory and practice of reflective processes;
Evidencing Learning;
Portfolio development.

Structure

One day workshop of six hours, tutorial support (3 one-hour) and facilitated discussion in virtual learning environment = 24 hours

Assessment

1st Attempt: Presentation of a portfolio of evidence of learning.
Reflective essay of 1500 words on significance of learning for professional development.
The portfolio must be satisfactory to pass for this course.The CAS mark is assessed on the 1500 word report.

Resit: Students will only need to resit failed elements of the assessment

Formative Assessment

Monitored use of the Virtual Learning Environment will provide an opportuntiy for peer feedback and feedback from the tutor at various stages of the preparation of the portfolio and essay.

Feedback

Formative feedback will be provided electronically by peers and the tutor, supported by tutorial discussions face to face or online.

Credit Points

15

Course Coordinator

Dr M Harris

Pre-requisites

Students should be in a professional role which may include a voluntary role.

Overview

• Understanding the theory and practical models of experiential learning


• Formal and informal learning and its contribution to practice


• Theory and practice of reflection


• Evidencing learning


• Portfolio development


• Planning

Structure

Each student will participate in:

5 online teaching sessions
2 hours of tutorial sessions

As the nature of the RPL claims will differ for each student, individual tutorial sessions will be arranged as required and as individually agreed.

Assessment

1st Attempt: Presentation of a justified portfolio of evidence of learning including a plan for future study.

A critically reflective report of 2,000 words on the significance of their learning for professional development.

Please note: Both parts of the assignment are required to complete the course and to gain the 15 credits.

The portfolio will be presented for credit on the BAPD (or other programme as required) and assessed separately.

A CASS mark will be given on the report only.

Resit: Resubmission on one occasion only of the above or part of the above.

Formative Assessment

Formative assessment forms a major part of this module and the tutor will work largely on an individual basis with students as they develop their portfolio and report.

Feedback

Formative assessment will be given both verbally and in a written or printed format.

Summative assessment will be given in a written or printed format indicating clearly positive and negative elements and, where necessary, areas for improvement.

Credit Points

30

Course Coordinator

Dr M Harris

Pre-requisites

ED 3540 Action Inquiry

Notes

This is a core course on the BAPD.

Overview

This course consists of 8 topics:

Topic 1 - Introduction
Topic 2 - Identifying your area of interest
Topic 3 - Clarifying the purpose of your project and research features
Topic 4 - Formulating and writing up your Action Plan
Topic 5 - Piloting the project
Topic 6 - Gathering and recording information
Topic 7 - Analysing and interpreting your data
Topic 8 - Writing up your project report

Structure

3 four-hour workshops, 4 online tutorials and 4 negotiated tutorials, totalling 40 hours overall.

Assessment

1st Attempt: The assignment consistes of a formative piece of work, ie an Action Plan which includes a completed ethical approval form and a schedule of work providing details of the tasks to be done to complete the work and expected dates of completion, and a summative 6000 word Project Report.

Resit: Re-submission of any failed aspects of assignment

Formative Assessment

Formative assessment is ongoing throughout the project via workshops and e mail.

Feedback

The Action Plan will receive written feedback and discussion and will be resubmitted until a viable project is agreed.
The summmative project will recieve written feedback via e mail and comments on the work itself via TURNITIN. Opportunity will be given to students to discuss the feedback if s/he so wishes and those who will require to resubmit will negotiate a time to discuss with the tutor ways of improving it for resubmission.

Credit Points

15

Course Coordinator

Dr M Harris

Pre-requisites

None

Notes

Compulsory for students on the BA Professional Development. Optional for other university students

Overview

Professional development in Contemporary Society
The Changing Context of Professional Practice
A Crisis of Confidence in the Professions
The Reflective Practitioner - An Approach to Professional Development in Contemporary Society
Experiential Learning

Experiential Learning - a developmental approach
Experiential Learning - some characteristics
Experiential Learning - a brief review
Kolb's Experiential Learning Model
Strategic Use of Reflection
Schon's Reflection in action
Reflection as a component in Kolb's Experiential Learning Cycle
Boud's model of the Reflection Process
Strengthening the link between experience and reflection
Develping a personal support system
Professional Development Needs: Content
Professional Development Needs: Processes
Drawing Together Learning Needs
Planning Your Support Network

Structure

3 four-hour workshops, 4 one-hour online tutorials + 4 one-hour tutorials (face to face or online).

Assessment

1st Attempt: In-course assessment (100% which will include a personal development plan.

Resit: Re-submission of any failed aspects of assignment.

Formative Assessment

Formative assessment is ongoing through workshop and tutorial activities and submission of small extracts of work throughout the course.

Feedback

Feedback on formative work is given verbally, and where written work has been submitted, through email written comments. In summative work the feedback will be done in written format through e mail and via Turnitin on the submission itself. Students will also be offered the opportunity to discuss feedback with the tutor if s/he so wishes. Where significant weaknesses have been identified, students will negotiate a time to speak with the tutor on ways to improve the submission, which forms an integral part of the teaching and learning strategy.

Credit Points

15

Course Coordinator

Mrs C Aldred

Pre-requisites

None

Notes

Although this can be used as stand alone CPD, this course is a natural follow on to the course Communities Learning, which is more theoretical. Students are expected to have a relevant practice context to support their learning.

Overview

Changing terms and discourses of practice.
Community planning.
Community work processes and effective practice, including tools for change.
Practices for inclusion, empowerment, participation, networking and partnership working.
Evaluating community practice.

Structure

1 six-hour workshop
3 three-hour workshops
One hour tutorial per student
asynchronous e-learning

Assessment

1st Attempt: A reflective account (3000 words or equivalent) of an experience of engaging in community work with reference to principles of empowerment, participation and inclusion. A work plan showing collaboration with relevant stakeholders should be included.

Resit: One further resubmission of 3000 word reflective account of an experience of engaging in community work with reference to principles of empowerment, participation and inclusion. A work plan showing collaboration with relevant stakeholders should be included.

Formative Assessment

Online activities and workshop activities will be formatively assessed and ongoing feedback provided.

Feedback

Formative feedback may be oral or provided in the online discussion forum. Feedback on the summative assessment will be written, using a feedback form template. Students will be offered an opportunity to discuss the feedback with the tutor.

Credit Points

15

Course Coordinator

Mrs C Aldred

Pre-requisites

None

Overview

Experiences of learning
History, culture and politics of adult education
Understanding adult learners
Ideologies of adult education

Structure

1 six-hour workshop
3 three-hour workshops
1 one-hour tutorial per student
asynchronous e-learning

Assessment

1st Attempt: Written assignment of 3,000 words.

Resit: Due to the nature of the task, with students asked to synthesise an issue, they will be required to submit another written assignment of 3,000 words if they are unsuccessful on first attempt.

Formative Assessment

Online activities and workshop activities will be formatively assessed and ongoing feedback provided.

Feedback

Formative feedback may be oral or provided in the online discussion forum. Feedback on the summative assessment will be written, using a feedback form template. Students will be offered an opportunity to discuss the feedback with the tutor.

Credit Points

15

Course Coordinator

Mrs C Aldred

Pre-requisites

See below re practice experience.

Notes

Students are expected to have relevant practice experience.

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 policy approaches with particular reference to those focused on supporting learning in the community, exploring the underpinning values and ideologies.

Through consideration of common discourses of inclusion and empowerment, individuals will be encouraged to explore these notions in relation to their own community or the community in which they work.

Common approaches and skills linked to community work will be examined, including community profiling, networking, sustainability and evaluation.

Participants will be encouraged to reflect on their own values and the impact of their work in a community development domain of their choice.

Structure

1 six-hour workshop
3 three-hour workshops
1 one-hour tutorial per student
asynchronous e-learning.

Assessment

1st Attempt: A multi -media presentation to include:

• a critical analysis of a community and the relevant social policy context


• a proposal for an appropriate collaborative intervention.

Resit: Resubmission of failed components within the multi -media presentation.

Formative Assessment

Online activities and workshop activities will be formatively assessed and ongoing feedback provided.

Feedback

Formative feedback may be oral or provided in the online discussion forum. Feedback on the summative assessment will be written, using a feedback form template. Students will be offered an opportunity to discuss the feedback with the tutor.

Credit Points

15

Course Coordinator

Mrs A Ackland

Pre-requisites

None

Overview

The course will include an examination of different perspectives on literacies, both historical and cultural. It will examine the nature of language and numeracy, exploring their dynamic evolution over time and across cultures. The course will introduce participants to the theory of social practice literacies and examine this critically in the context of current literacies policy and practice.

Structure

1 six-hour workshop, 3 three-hour workshops, 2 one-hour tutorial, online asynchronous activities.

Assessment

1st Attempt: Written assignment of 3,000 words.

Resit: Resubmission of failed components of assignment.

Formative Assessment

Online activities and workshop activities will be formatively assessed and ongoing feedback provided.

Feedback

Formative feedback may be oral or provided in the online discussion forum. Feedback on the summative assessment will be written, using a feedback form template. Students will be offered an opportunity to discuss the feedback with the tutor.

Credit Points

15

Course Coordinator

Mrs A Ackland

Pre-requisites

None

Notes

Students must have a relevant practice context either as a volunteer or paid Literacies tutor.

Overview

The course will provide participants with the opportunity to develop their understanding of teaching and learning theory in the specific context of literacies. It will examine a range of modes and methods, engaging participants in a critical evaluation of these.

It will examine different approaches to assessment and evaluation in adult learning; their rationale, strengths, weaknesses and practical implications. Participants will be encouraged to reflect on the relationship between their own values and experience and current models of literacies learning and teaching.

Structure

1 six-hour workshop, 3 three-hour workshops, 2 one-hour tutorial, asynchronous online activities.

Assessment

1st Attempt: Written assignment of 3,000 words.

Failed components of Written assignment.

Formative Assessment

Ongoing formative assessment will take place of online tasks and collaborative workshop tasks.

Feedback

Formative feedback may be oral or provided in the online discussion forum. Feedback on the summative assessment will be written, using a feedback form template. Students will be offered an opportunity to discuss the feedback with the tutor.

Credit Points

30

Course Coordinator

Dr Y Bain

Pre-requisites

All students must satisfy the general entry requirements for the TQFE Programme as specified in the Professional Standards for Lecturers in Scotland's Colleges (2006, 2012) and must be currently employed as a Lecturer.

Notes

This course is undertaken as a compulsory course for the TQFE award. However, where an individual is employed as an educator in another relevant area, such as staff in a training environment, then this course may be suitable.

Overview

• Learning theories


• Curriculum contexts including Curriculum for Excellence


• Planning for learning


• Strategies to facilitate and support learning in an inclusive environment


• Selecting and evaluation resources, including ICT for learning


• Management of learning and learning environments, including positive behaviour strategies


• Assessing learning and assessment for learning


• Evidence-based evaluation


• Promoting enterprising approaches to learning


• Developing literacy, numeracy and other essential skills for learning, life and work.


• Meeting the needs of learners


• Policies in practice


• Learning from peer observation and peer feedback


• Learning in an online environment


• The Digital Practitioner

Structure

Online synchronous tutorials supported through Collaborate virtual rooms, regular sessions 2 hours every two weeks for 6 sessions, at a day and time suitable for the participating colleges (12 hours).

Small group tutorial and assessment support (3 thirty minute tutorials).

One-to-one discussion of video snapshot of a lesson (30 minutes).

Tutor observed lesson (1.5 hours).

College co-tutor observed lesson (1.5 hours).

Engaging in collaborative peer-observation activity (3 hours, to be negotiated by the peers)

Asynchronous discussion feedback as part of the e-learning activity experiences

Distance learning materials provided through MyAberdeen for self-study.

Assessment

1st Attempt: Continuous Assessment by means of a digital professional portfolio with the inclusion of:
1. Evidence of addressing a professional challenge (25%):
a. Plan, implement and evaluate a lesson designed to address a personal challenge, which will be peer observed;
b. Peer-observe a colleague's teaching and offer constructive feedback,
c. Provide a reflective commentary (of no more than 1,500 words) of addressing the professional challenge, including personal learning

2. Evidence of addressing the professional standards for Scotland's Lecturers for assessment and engagement with quality standards (25%)

a. Short reflective written commentary on using assessment to improve learning and engaging with quality assurance (1,500 words)

3. Evidence of Professional Practice (25%)

a. Higher education tutor report

b. Co-tutor / college report

c. Teaching experience agreement

4. Evidence of identifying professional development needs (25%)

a. Short reflective commentary (1,500 words) identifying strengths and development in relation to the initial professional standards and moving beyond the initial standards.

A (minimum) pass is required in each of the four sections for the course to be awarded an overall (minimum) pass.

Resit: One further resit of any one of the sections that are not deemed satisfactory

Formative Assessment

Formative assessment is built in to the course through for example the responses given to the online activity and in feedback to the collaborative tasks within the course.

Feedback

Oral feedback will be provided through tutorials and small group discussions. Formal written feedback on the assessed account will be provided on a feedback form and participants will be given the opportunity to discuss this feedback with tutors. Feedback on professional practice is provided orally immediately after lesson observation with written feedback provided, normally, within a week of the observed lesson.

Credit Points

15

Course Coordinator

Dr Y Bain

Pre-requisites

All students must satisfy the general entry requirements for the TQFE Programme as specified in the Professional Standards for Lecturers in Scotland?s Colleges (2006, 2012) and must be currently employed as a Lecturer.

Notes

This course is undertaken as a compulsory course for the TQFE award. However, where an individual is employed as an educator in another relevant area, such as staff in a training environment, then this course may be suitable.

Overview

• Reflective practice


• Professional identity


• Professional values and practice


• Promoting well-being


• Learner backgrounds and motivation


• Learner characteristics and needs


• Adult and young learners


• Equality and diversity


• Legislation and policy (eg accessibility, protection of vulnerable learners, data protection)


• Guidance and support


• Inclusive practice


• Metacognition


• Academic study skills (eg identifying and evaluating sources, academic writing, critical reading)

Structure

Synchronous online tutorials supported through Collaborate virtual rooms, regular tutorials 2 hours every 2 weeks for 8 tutorials, at a day and time suitable for the participating colleges. (16 hours)

Small group tutorial and assessment support (2 thirty minutes)

One to one discussion and lesson evaluation (30 minutes)

Peer-group collaborative learning activities (13 hours to be negotiated by the group)

Asynchronous discussion and feedback on e-learning activities

Distance learning materials provided through MyAberdeen for self-study

Assessment

1st Attempt: In-course written assessment by means of a 3,000 word account of a class of learners. This will be based on reflections on a minimum of two learning sessions and will draw on appropriate theoretical ideas to support the identification of learners' characteristics and needs and assess the impact of these on successful learning.

Resit: One further resit of any one of the sections that are not deemed satisfactory.

Formative Assessment

Formative assessment is built in to the course through for example the responses given to the online activity and in feedback to the collaborative tasks within the course.

Feedback

Oral feedback will be provided through tutorials and small group discussions. Formal written feedback on the assessed account will be provided on a feedback form and participants will be given the opportunity to discuss this feedback with tutors.

Credit Points

15

Course Coordinator

Dr Y Bain

Pre-requisites

All students must satisfy the general entry requirements for the TQFE Programme as specified in the Professional Standards for Lecturers in Scotland's Colleges (2006, 2012) and must be currently employed as a Lecturer.

Co-requisites

None

Notes

This course is undertaken as a compulsory course for the TQFE award. However, where an individual is employed as an educator in another relevant area, such as staff in a training environment, then this course may be suitable.

Overview

The course is designed around three relevant themes
1. The changing education landscape

• External Issues - political, legislative, economic, cultural, social, and digital initiatives including: enterprise, employability, sustainability, workplace practices, technological advances
• Sectoral changes including post 16 initiatives, college structures, funding, good practices, research initiatives

• Curriculum for Excellence
• Quality improvement and enhancement
• Innovative practices in learning and teaching including: flexible delivery; flexible and sustainable assessment; feedback initiatives; learning and teaching autonomy

• Future professional attibutes, expertise, expectations and interests
• Being an activist practitioner
• Collaborating within and outside of the College (partnerships)
• Practitioner researchers
• Managing and coping with change and innovation including, mentoring and coaching
• Planning for change and future Personal and Professional devlopment

Structure

Synchronous online tutorials supported through Collaborate virtual rooms, regular tutorials 2 hours every 2 weeks for 8 tutorials, at a day and time suitable for the participating colleges. (16 hours)
Small group tutorial and assessment support (2 x 30 minutes)
Peer-group collaborative learning activities (13 hours to be negotiated by the group)
Asynchronous discussion and feedback on e-learning activities
Distance learning materials provided through MyAberdeen for self-study.

Assessment

1st Attempt: In-course written assessment by means of a 3000 word account of a plan and justification of an innovative approach or change initiative required for developing practice in the participant's professional context (3000 words). This should address one (or more) of the issues arising from the formative assessment task.

Resit: One further resit will be permitted

Formative Assessment

A collaborative group presentation providing an overview of the broad implications for the Further Education sector of one of the following themes

• The changing education landscape
• Curriculum developments
• Changing role
• each group member must contribute to the research, planning and delivery of the group presentation
• each group member will receive peer and tutor feedback

Feedback

Oral feedback will be provided through tutorials and small group discussions. Formal written feedback on the assessed account will be provided on a feedback form and participants will be given the opportunity to discuss this feedback with tutors.

Credit Points

30

Course Coordinator

Mrs C McDonald

Pre-requisites

As this course forms part of a work-based qualification, required for Registration with the Scottish Social Services Council, students must be employed in a relevant childcare and education setting for a minimum of 12.5 hours per week. The course will continue the professional development of those employed within integrated children's services.

120 credits at at BA Childhood Practice level 7 together with 120 credits at BA Childhood Practice level 8.

Co-requisites

Pre-existing childcare and education qualification
current practice / employment in a relevant childcare and education setting

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 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 chldren and families
the importance of developing effective interagency communication

Structure

This course is taught by distance learning, supported by online materials, peer and tutor support, workshops and self-directed learning tasks.

Assessment

1st Attempt: Written assessment two 3,000 words. Part A and Part B must be completed successfully.

Resit: Resubmission of failed components of written assignment.

Formative Assessment

Students are required to collaborate online and give formative feedback within their action learnng sets. Tutors also give written formative feedback on Part A of the course assessment, prior to students undertaking Part B.

Feedback

In keeping with the School of Education policy on assessment, and in sufficient time for students to be able to improve their work through feedback, detailed written feedback on assessment is provided to students (typically within 4 weeks of submission). Feedback can highlight strengths and gives clear guidelines for improvement. Face to face or telephone tutorials can be arranged for students who require additional support.

Credit Points

30

Course Coordinator

Mrs C McDonald

Pre-requisites

Successful completion of BACP 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

As this course forms part of a work-based qualification, required for registration with the Scottish Social Services Council, students must be employed in a relevant childcare and education setting for a minimum of 12.5 hours per week. The course will continue the professional development of those employed within integrated children's services

120 credits at SCQF level 7, together with 120 credits at SCQF level 8

Co-requisites

Pre-existing childcare and education qualification
current practice / employment in a relevant childcare and education setting.

Overview

The 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 childcare and education 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 an aspect of inter-disciplinary working 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

The course will be taught by distance learnng, supported by online materials, peer and tutor supported workshops and self-directed learning tasks. Students are invited to take part in course and programme induction sessions on campus and Network events in the University during the academic year.

Assessment

Written assessment two 3,000 words. Part A and Part B must be completed successfully.

Resubmission of failed components of written assignment.

Formative Assessment

Students are required to collaborate online and give formative feedback within their action learnng sets. Tutors also give written formative feedback on Part A of the course assignment, prior to students undertaking Part B.

Feedback

In keeping with the School of Education policy on assessment, and in sufficient time for students to be able to improve their work through feedback, detailed written feedback on assessment is provided to students (typically within 4 weeks of submission). Feedback can highlight strengths and gives clear guidelines for improvement. Face to face or telephone tutorials can be arranged for studetns who require additional support.

Credit Points

30

Course Coordinator

Mrs C McDonald

Pre-requisites

Research and Enquiry: Wider Perspectives 2

Co-requisites

Successful completion of BACP 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

60

Course Coordinator

Mrs N Hart and Mr V Alfred

Pre-requisites

210 credits from courses in years 1 and 2 (See Supplementary Regulations)

Notes

This course is only available to those students in the BASP

Overview

The content will include:
The professions work and task areas.
Practical application of social pedagogical attitudes,values and principles across a range of settings.
Observation, assessment, recording and administrative skills.
Physical, emotional, social, and spiritual needs of individuals.
Application of legislation and national and local policies framing practice in the agency.
Strength based practice and empowerment.
Making use of the life space, creating a meaningful daily life and sense of wellbeing together with individuals and groups.
Using creative, artistic and practical processes ( common third activities) in pedagogical work.
Inclusive, respectful and collaborative teamwork with colleagues, professionals and family members.
The significance of cultural and societal conditions.
The organisation of the training place, its culture and management.
Power and ethics : empowerment and strength based practice.
Maintaining and active use of a reflective learning journal to facilitate personal and professional development.
Leadership in daily life situations.

Structure

The course is taught in the practice setting through demonstration, modelling, use of problem solving activities, group discussion and supervised experiential learning. In addition students have a minimum of weekly tutorials of one hour or equivalent with their practice supervisor. There will be a pre-practice meeting and two review meetings (mid-way and final) when feedback will be given.

Assessment

1st Attempt: Written assessment report by practice supervisor. (60%); Evidence based criterion referenced self assessment prepared by student (20%); Who am I as an emerging professional? Reflective practice analysis (20%)

Resit: Written assessment report by practice supervisor. (60%); Evidence based criterion referenced self assessment prepared by student (20%); Who am I as an emerging professional? Reflective practice analysis (20%)
or depending on outcome resubmission of failed elements

Formative Assessment

The students will receive ongoing formative feedback in weekly supervision sessions with their practice supervisor and in the midway review meeting.

Feedback

The students will receive ongoing formative feedback in weekly supervion sessions with their practice supervisor and in the midway review meeting.
Summative feedback will be provided verbally in the final assessment meeting and this will be followed up by an assessment report compiled by the practice supervisor.

Credit Points

30

Course Coordinator

Mrs S Nutkins and Mrs C Macdonald

Pre-requisites

This course is available only to students who have successfully completed years 1 and 2 of the BA (Hons) Education and those currently completing the existing BEd (Hons) programme.

Notes

This course is only available to students who have registered for the BA (Hons) Education and B Ed (Hons).

Overview

A range of theories of learning applicable to the chosen core curricular area.

Developing knowledge and understanding of the planning cycle, and its impact on learning, teaching and assessment.

Further development and application of language for learning.

Taking responsibility for leading learning for a series of linked lessons.

Structure

1 one-hour lecture per week + 2 lectures for 2 weeks = 8 hours
Tutorials 6 weeks x two-hours = 12.

5 week full time placement in early/first level school setting (35 x 5 =175).

Assessment

Summative assessment of professional practice will be carried out in partnership with school based colleagues by a formal observation of practice, measured against aspects of the GTCS Standard for Registration (2013). ?During the course of this school experience students will be expected to provide written evidence of theoretical principles and perspectives exemplified through their practice. ?This will be presented as a working document compiled over the 5 week period in school and will be part of the overall assessment by school and university tutor.

Both the school and the tutor provide assessment proforma reports, the tutor based on an observation visit to the school and the school based on performance over the 5 weeks; therefore this is a 50/50 split. ?Both must be satisfactory for the placement to be a pass. ?

A 4 week resit placement opportunity will be provided at the start of the next academic session, to be completed successfully prior to the start of the year four programme of courses.

This is awarded as either satisfactory or unsatisfactory overall. ?Again, it is based on two assessment proforma reports, one by the school and one by the tutor observation visit. ?Both must be satisfactory for the placement to be a pass.

Formative Assessment

Formative assessment of professional practice will be carried out in partnership with school based colleagues.

Feedback

Ongoing formative feedback opportunities will be provided through partnership with colleagues in the school experience placement.

A written summative report will be provided in partnership with school based colleagues.

Credit Points

15

Course Coordinator

Mrs C MacDonald and Mrs S Nutkins

Pre-requisites

This course is available only to students who have successfully completed years 1 and 2 of the MA (Hons) Education and those currently completing the existing B Ed (Hons) programme.

Co-requisites

None

Notes

This course is only available to students who have registered for the MA (Hons) Education and B Ed (Hons).
Students on this course will be continuing their choice of focus from 'ED 302B Developing Professional Knowledge in a Core Curricular area - 1' in semester one of year three.

Overview

Students following the Language pathway:

talking, listening, reading, writing at First/Second Level
coherent planning for stimulating, differentiated learning for pupils at First/Second Level
assessment of literacy skills
strategies to support pupils with additional support needs (ASN) and specifically with English as a an additional language (EAL)
relevant research, policy and theory

Students following the maths pathway:
numeracy and a full range of mathematical concepts at First/Second Level
coherent planning for stimulating, differentiated learning for pupils at First/Second Level
assessment of mathematical skills and understanding
strategies to support pupils with additional support needs (ASN)
relevant research, policy and theory

Students following the H&W pathway:
knowledge and understanding of how to support healthy physical development at First/Second Level
coherent planning for stimulating, differentiated learning for pupils at First/Second Level
assessment of physical skills
strategies to support pupils with additional support needs (ASN)
risk assessment
relevant research, policy and theory

All pathways:
creating a climate for learning
language as a learning tool
planning effectively for relevant and appropriate learning experiences within the context of their core area at First/Second Level
assessing learning

Structure

One hour lecture per week + 2 lectures for 2 weeks = 8 hours
Tutorials 6 weeks x 2 hrs = 12

Assessment

1st Attempt: Either a written assignment (3000 words) or presentation will form 100% of the assessment instrument.

Resit: Resubmission of written assignment (3000 words) or presentation.

Formative Assessment

Ongoing formative feedback is enabled through collaborative peer assessment opportunities.

Feedback

Students will receive ongoing feedback during tutorial learning sessions and through the feedback from assessment.

Credit Points

15

Course Coordinator

Mrs C MacDonald and Mrs S Nutkins

Pre-requisites

This course is available only to students who have successfully completed years 1 and 2 of the MA (Hons) Education and those currently completing the existing B Ed (Hons) programme.

Co-requisites

None

Overview

This course is only available to students who have registered for the MA (Hons) Education and B Ed (Hons).

Options might include but not be limited to:

Globalisation - which would link curriculum areas including history, geography, expressive arts, modern foreign languages with religious moral personal and social studies to develop students understanding of political and cultural literacy.

Exploring literacies in context - which would examine different perpectives on literacy including changing definitions, social history, the history of education, gender and current ideologies of literacy/literacies in policy and practice.

Future literacy - which will examine new literacy skills identified as digital, information or technological literacy with a focus on their possible impact on learning and teaching across the curriculum.

Musical literacy - which will introduce a range of methods and skills such as the Kodaly approach, creative composition and use of music across the curriculum.

Emotional literacy - which will examine appropriate pedagogy to support development of emotional literacy as part of understanding inclusive practice, exploring specific issues such as gender and race as well as specific needs such as autism and dyslexia.

Art as a tool for learning across the curriculum - which will use creativity as a cross-cutting theme to examine learning through the expressive arts and in communities to understand the concept of cultural literacy.

Learning in and through art and design.

Gender and Primary education.

Learning through partnership; Home, school and community.

The professional and policy context of education.

The history of education.

Thematic teaching through Storyline.

Outdoor learning in Primary education.

Science, technology and the environment.

Barriers to learning - Inclusive Pedagogy.

Structure

One hour lecture per week + 2 lectures for 2 weeks = 8 hours
Tutorials 6 weeks x 2 hrs = 12

Assessment

1st Attempt: Either a written assignment (3000 words) or poster or presentation will form 100% of the assessment instrument.

Resit: Resubmission of written assignment (3000 words) or poster or presentation.

Formative Assessment

Ongoing formative feedback is enabled through collaborative peer assessment opportunities.

Students will receive ongoing feedback during tutorial learning sessions and through the feedback from assessment.

Credit Points

15

Course Coordinator

Dr Y Bain and Dr J Perkins

Pre-requisites

Students must have successfully gained entry to year 3 of their degree programme.

Notes

Successful completion of ED2550 would be a relevant prior experience although not essential.

Overview

The course content will include the application of a range of theories to develop knowledge and understanding of organisational culture, leadership and management, career development, sustainability and social responsibility in personal and corporate contexts. Alongside these conceptual elements the experiential nature of the course will encourage the development of self-reflection, intrapersonal and interpersonal skills, effective communication, leadership and management skills. Discrete opportunities will be provided to examine and develop dispositions and aTtributes which are known to be desirable by employers. The course will explore employment opportunities relevant to subject discipline areas, encourage self-reflection and personal development required to maximise opportunities for success in these areas and in work placements.

Structure

10 x 2 hour tutorials (20 hours)
Students will be expected to undertake preparation for each tutorial, supported by online learning activities in the form of 10 x 2.5 hours tutor directed learning (25 hours online learning activity)
Self directed study (55 hours).

Assessment

1st Attempt: In-course written assessment in the form of a 1,500 word reflective essay on peraonal career development wihtin the context of the student's main discipline area (60%); in-course assessment in the form of contribution to online discussion and seminar workshops (20%); in-course assessment in the form of a collaborative presentation to peers (20%)

Resit: Students may resit any element which is failed. In the case of a failed collaborative presentation, students will be required to give an individual presentation to tutors.

Credit Points

30

Course Coordinator

Mrs A Ackland

Pre-requisites

None

Overview

Understanding of research/inquiry and the link to professional practice;
The use of research, role of researcher and stakeholder/ethical issues;
Designing and planning research, participative research approaches, consultation, collaborative inquiry, evaluation;
Data collection methods - paradigms and qualitative theory/methods;
Participatory methods and collaborative inquiry methods;
Data analysis and interpretation - narrative analysis, discourse analysis, grounded theory.
Communicating research to others.

Structure

2 six-hour group workshop; three-hour tutorial time. In addition, the facilitation, by the tutor, of ongoing participation in an online learning environment will also have a teaching function.

Assessment

1st Attempt: Report of a small scale investigation 3,000 words.

Resit: Resubmission of report.

Credit Points

15

Course Coordinator

Dr Y Bain

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: one 5½-hour workshop per class group, three 2½-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

Dr Y Bain

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

• 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: One 5½-hour workshop per class group, three 2½-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

Dr Y Bain

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 application 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

Dr Y Bain

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


• 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: One 5½-hour workshop per class group, three 2½-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

15

Course Coordinator

Dr Y Bain

Pre-requisites

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

Overview

Distinctions between different approaches to practice research and evaluation.

Introduction to post-positivist approaches to small-scale qualitative inquiry.

Ethical research practice.

Research processes – research questions, methodology/methods/analysis and interpretation.

Analysis and interpretation of findings.

Research minded practice.

Structure

Standard delivery model – Mixed mode – Face-to-face – 1 six-hour workshop, 3 three-hour seminars, 3 one-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

Dr Y Bain

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 six-hour workshop, 3 three-hour seminars, 3 one-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

Dr Y Bain

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.

Assessment

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

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

Credit Points

15

Course Coordinator

Mrs 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 six-hour workshop, 3 three-hour seminars, 3 one-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 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.

Credit Points

15

Course Coordinator

Aileen Ackland / Sarah 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.

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

Credit Points

15

Course Coordinator

Dr J 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.

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 J Stewart

Pre-requisites

This course is restricted to BEd (Hons) Primary Year 4 students who have successfully completed compulsory courses ED 3004 and ED 3005 securing 360 credit points.
PVG Scheme 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 (100%).

Resit: Both the school and the tutor provide assessment proforma reports, the tutor based on an observation visit to the school and the school based on performance over the 5 weeks; therefore this is a 50/50 split. Both must be satisfactory for the placement to be a pass.

Credit Points

30

Course Coordinator

Ms L Bjorkvoll

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

Ms L Bjorkvoll

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

PVG Scheme 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 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 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

Ms L Bjorkvoll

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

PVG Scheme 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

Jim McCracken

Pre-requisites

Available only to students on the PGDE PT DL programme for Primary education.

Co-requisites

Students must also undertake Learning to Teach in Schools 2: The Developing Teacher (PGDE PTDL).

Notes

PVG Scheme checking to be undertaken for Child Protection purposes.

Overview

For primary, this focuses on the Nursery and Early stages. In nursery build up to taking full responsibility for the pre-school context, equivalent to the role of the pre-school teacher, for five days. In Early stages, plan and manage ten full days of continuous responsibility. During periods of continuous responsibility and in collaboration with the class teacher, implement and evaluate programmes of learning in Mathematics, English Language, RME, Environmental Studies, PSD and Expressive Arts, with appropriate differentiation to meet the needs of individual pupils.

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 in Block A and a school report from the overall placement (100%).

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. Where a student fails this placement and with the agreement of the Board of Examiners, the student may be offered an opportunity of a resit placement in the subsequent September.

Credit Points

30

Course Coordinator

Jim McCracken

Pre-requisites

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

Co-requisites

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

Notes

PVG Scheme checking to be undertaken for Child Protection purposes.

Overview

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


• Developing Teaching (Block B 5 weeks)

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

Ms L Bjorkvoll

Pre-requisites

This course is available to students who have successfully completed years 1, 2 and 3 of the MA (Hons) Education and those currently completing the existing B Ed (Hons) programme. All fourth year undergraduate students must have completed 360 credits, 120 of which must be at Level 3. Additionally, this course is available to those students who have successfully enrolled onto the PGDE Professional Graduate Diploma in Education award.

Co-requisites

All students must also undertake the School Experience 1 course.

Notes

Students must satisfy the entry requirements as set out on the Memorandum on Entry to the Teaching Profession 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 Enquiry (options relevant to current developments in education)

Structure

Teaching will be a mixture of lectures, workshops and online collaborative learning providing 45 hours teaching time, in three main areas of study: professional studies, professional enquiry and learning through the curriculum.

Assessment

1st Attempt: One summative assessment in-course paper of 5000 words (100%)

Resit: One resubmission of the above paper

Feedback

The summative assessment is linked to School Experience 1. Feedback from first attempt is timely in order to ensure students have the opportunity to gather further evidence from School Experience for resubmission.
Formative opportunities may be available, through peer assessment, dependent on the nature of assessment for professional enquiry

Credit Points

30

Course Coordinator

Mrs C Macdonald and Ms L Bjorkvoll

Pre-requisites

Available only to fourth year undergraduate students, who have gained 360 credits of study within the MA (Hons) in Education / BEd (Hons) and students embarking on the PGDE Primary Programme.

Co-requisites

All students must also undertake the Learning and Teaching in Schools: Developing Professional Practice 1 course.

Notes

Students must satisfy the entry requirements as set out on the Memorandum on Entry to the Teaching Profession and have satisfied the selection processes determined by the School of Education.
PVG Scheme Membership required for Child Protection purposes.

Overview

Students will begin to develop teaching practice in the First/Second level of the Primary school, and wider aspects of learning and teaching in schools.
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 and interdisciplinary contexts. Valuing themselves as growing professionals, students will take responsibility for professional learning and development, applying the cyclical self-evaluation process and engaging in associated professional enquiry.

Structure

PGDE students = full-time school placement for a total of 10 weeks in a school setting.

MA (Hons) Education / BEd (Hons) = full-time field placement for a total of 8 weeks in a school setting.

Assessment

1st Attempt: Summative assessment of professional practice will be carried out in partnership with school based colleagues (100%).

Resit: Successful completion of field placement in semseter 2.

Formative Assessment

Formative assessment of professional practice will be carried out in partnership with school based colleagues.

Feedback

Students will receive ongoing formative feedback during the school experience placement.
Students will receive written summative report(s) based on observations of their professional practice.

Credit Points

30

Course Coordinator

Mrs A Ackland

Pre-requisites

Completion of ED 3540 Action Enquiry in CLD and ED 3043 Placement

Co-requisites

Students are expected to use experience in a practice context (either in paid employment or as a volunteer) to inform their studies.

Overview

Varying definitions of community work and community development
Competing theoretical perspectives, aims and objectives and their link to context
Current and recurrent debates and discourse
Examples of practice from a range of international contexts
Evaluation of the relevance of differing strategies for contemporary and local contexts
'Glocalisation' in relation to community work and community development practice.
Interactive enquiry with a peer student or worker in another country

Structure

Eighteen-hours group face to face contact; thirty two-hours online group contact.

Assessment

1st Attempt:

1. Multi media presentation to be delivered to and evaluated by peers/tutors (50%)


2. E-journal reflecting on the dialogue with a peer in a different international setting (50%).

Resit: Resubmission of failed elements of assessment

Formative Assessment

Feedback

Credit Points

60

Course Coordinator

Mrs C Aldred

Pre-requisites

Satisfactory completion of UG 3/ SCQF level 9 of the degree programme.

Co-requisites

Practice opportunities via work (paid or unpaid) in Community Learning and Development.

Overview

Identifying research problems and research questions;
Research design and the link between philosophies and methodology (empirical and mixed methods research approaches);
Methodologies and methods in quantitative and mixed methods research;
Revision of qualitative methodologies and methods;
Data analysis including use of databases and software including SPSS and qualitative software (eg NVivo);
Interpretation of data;
Communication of findings;
Linking findings to professional practice and implementing change.

Structure

3 full day workshops; tutorial support of 10 hours; monitored use of the Virtual Learning Environment 275 hours, self study 300 hours.

Assessment

1st Attempt: Written research report of 10,000 words.

Resit: Students will only need to resit failed elements of the assessment.

Formative Assessment

Monitored use of the Virtual Learning Environment will provide an opportuntiy for peer feedback and feedback from the tutor at various stages of the research, specifically as the literature is reviewed, the proposal is developed, as the research method is piloted and as data is analysed.

Feedback

Formative feedback will be provided electronically, supported by tutorial discussions face to face or online.

Credit Points

15

Course Coordinator

Mrs A Ackland

Pre-requisites

None

Overview

Changing models of continuing professional development
Changing models of professionalism
The shift from reflection of reflexivity
Activist Professionalism
Communities of practice and brokers
Networks and social capital
Leadership in professional settings - alternative models
The role of Collaborative Action Enquiry in practice development
Professional ethics and ethical thinking

Indicative reading
Judyth Sachs (2000) The Activist Professional
Herrington, M (2005) A Longitudinal Research and Practice Case Study in Professional Development
Banks, S (2004) Ethics, Accountability and the Social Prefessions, Basingstoke Palgrave MacMillan

Structure

4 three-hour face to face workshops
4 one-hour online tutorial

Assessment

1st Attempt: Multi-media professional portrait - 'Myself as an Activist Professional' - equivalent to 3,000 words but to include images and other forms of representation.

Resit: Resubmission of multi-media portrait.

Formative Assessment

Feedback

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 3004, ED 3005 securing 360 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: Presentation based on Journey to Excellence tutor & self assessed (20%)
Research 3500 word written assignment based on action research undertaken during school placement (20%)
Curriculum paper 3000 word written assessment (20%)
Professional Development Paper 4000 word writtten assessment (20%)
Maths curriculum Poster and contextual paper of 1000 words (20%)

Resit: Re-submission of any failed components of above assessment instruments.

Formative Assessment

Peer and self assessemnt are an integral aspect of learning throughout the course. Student are encouraged to use feedback to set targets for dvelopment.

Feedback

Written feedback and encouragement to seek clarification and guidance from marking tutors.

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

Mrs A Thirkell

Pre-requisites

Available only to students undertaking Year 4 of Joint degrees in Education (MA, BSc). Students must already have completed School Experience 1 (Joint degrees) and Learning to Teach in Schools 1: The Beginning Teacher (Joint degrees).

Co-requisites

Students must also undertake the appropriate School Experience 2 (Joint Degrees) course 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 entry to Year 3.

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 lectures, workshops and other collaborative online learning providing 60 hours contact in the three main areas of professional studies, learning through the curriculum (Primary or Secondary) and further professional study.

Assessment

1st Attempt: One summative assessment in course paper critically reviewing inclusive practice and offering professional level insights, interpretations and solutions to problems and issues related to own practice in the classroom (5000 words); and a collaborative peer assessed presentation for the area of Further Professional Study.

Resit: Resubmission of the above.

Credit Points

30

Course Coordinator

Mr J McCracken

Pre-requisites

Available only to students on the joint degree programmes for Primary Education (MA/BSc).

Co-requisites

Students must also undertake Learning to Teach in Schools 2: The Developing Teacher (Joint degrees).

Notes

PVG Scheme checking to be undertaken for Child Protection purposes.

Overview

Developing teaching (Block A - 4 weeks)
Transition to teaching (Block B - 5 weeks)

For primary, this focuses on the Nursery and Early stages. In Nursery build up to taking full responsibility for five days for the pre-school context, equivalent to the role of the pre-school teacher. In Early stages, plan and manage ten full days of continuous responsibility. During periods of continuous responsibility and in collaboration with the class teacher, implement and evaluate programmes of learning in Mathematics, English Language, RME, Environmental Studies, PSD and Expressive Arts, with appropriate differentiation to meet the needs of individual pupils.

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. Where a student fails this placement and with the agreement of the Board of Examiners, the student may be offered an opportunity for a resit placement in the subsequent September.

Credit Points

30

Course Coordinator

Mr J McCracken

Pre-requisites

Available only to students on the PGDE PT DL programme for Primary Education.

Co-requisites

Students must also undertake Learning to Teach in Schools 2: The Developing Teacher (PGDE PT DL)

Notes

PVG Scheme checking to be undertaken for Child Protection purposes.

Overview

- Developing teaching (Block A - 4 weeks)
- Transition to teaching (Block B - 4 weeks)

For primary, this focuses on the Nursery and Early stages. In Nursery build up to taking full responsibility for the pre-school context, equivalent to the role of the pre-school teacher for five days. In Early stages, plan and manage ten full days of continuous responsbility. During periods of continuous responsibility and in collaboration with the class teacher, implement and evaluate programmes of learning in Mathematics, English Language, RME, Environmental Studies, PSD and Expressive Arts, with appropriate differentiation to meet the needs of individual pupils.

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 in Block A and a school report from the overall placement (100%)

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. Where a student fails this placement and with the agreement of the Board of Examiners, the student may be offered an opportunity of a resit placement in the subsequent September.

Credit Points

30

Course Coordinator

Mrs 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 (1,500 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 3) a 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 (1,500 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 3) a 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

Mrs A Ackland

Pre-requisites

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

Co-requisites

This course is undertaken as a compulsory course for the PGDE(AL) award.

Overview

• An overview of the discipline including adult learning theories and theories of learning and learners that are at the forefront of discipline knowledge


• Specialist knowledge including discourses of adult learning and including three phases of discourse of lifelong learning


• The social nature of the relationship between individuals, groups and social institutions


• Social diversity and inequality in learners and learner needs


• Barriers to participation and discourses linked to inclusion


• Recognising literacies learners' uses of literacies and their existing skills, knowledge and understanding


• Critical analysis of informal and formal learning processes and the values linked to these


• The role of self-evaluation, reflexivity and reflection in learning


• Professional identity, including narratives of professionalism and identifying self linked to these narratives


• Models and processes of professional development and the significance of these to practice.


• Academic study skills (eg identifying and evaluating sources, academic writing, critical reading)

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

Structure

Online learning facilities and structured activities, 8 three-hour face to face group workshops.

In addition students will have access to up to 6 hours negotiated support in practice from their assigned Practice Tutor.

Assessment

1st Attempt: Continuous assessment (100%): 1 professional portrait and development plan (2,000 words); 1 case study (2,000 words);
3 reflective accounts (250-500 words each); Analysis of observed practice.

Resit: One further resubmission of any of the sections that are not deemed satisfactory.

Formative Assessment

Ongoing formative assessment is built in to the course through for example the responses given to the online activity. In addition, students are required to share a draft of the professional portrait and development plan with their tutor using the wiki tool in the VLE. Written feedback/feedforward is provided on this draft using the wiki function for developmental dialogue.

Feedback

Oral feedback will be provided at workshop sessions. Written feedback will be provided in the online discussions and on students' assessment wiki as above. Formal written feedback on the final assessment submission will be provided on a feedback form and participants will be given the opportunity to discuss this feedback with tutors.

Credit Points

30

Course Coordinator

Mrs A Ackland

Pre-requisites

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

Co-requisites

This course is undertaken as a compulsory course for the PGDE(AL) award.

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 practices of literacies as a result of evolving technologies.
  
ICT in Adult Literacies teaching and learning

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

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 (3,000 words). Practice 2) Presentation of a limited ethnographic 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.

One further resit of any one of the sections that are not deemed satisfactory.

Formative Assessment

Ongoing formative assessment is built in to the course through for example the responses given to the online activity. Students are required to present a draft of the ethnographic study to their tutor and peers for formative and peer feedforward.

Feedback

Oral feedback will be provided at workshop sessions. Written feedback will be provided in the online discussions and, for the draft ethnographic study, on a peer feedback form. Formal written feedback on the final assessment submission will be provided on a feedback form and participants will be given the opportunity to discuss this feedback with tutors.

Credit Points

30

Course Coordinator

Mrs 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.

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 (4,000 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 (1,000-1,500 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 (1,000-1,500 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 undertaking Year 4 or Joint degrees in Education (MA, BSc). Students must already have completed School Experience 1 (Joint degrees) and Learning to Teach in Schools 1: The Beginning Teacher (Joint degrees).

Co-requisites

Students must also undertake the appropriate School Experience 2 (Joint Programmes) course 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 entry to Year 3.

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 lectures, workshops and other collaborative online learning providing 60 hours contact in the three main areas of professional studies, learning through the curriculum (Primary or Secondary) and further professional study.

Assessment

1st Attempt: One summative assessment in course paper critically reviewing inclusive practice and offering professional level insights, interpretations and solutions to problems and issues related to own practice in the classroom (5000 words); and a collaborative peer assessed presentation for the area of further professional study.

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

Credit Points

15

Course Coordinator

Mrs N Hart

Pre-requisites

360 credits, including Pass in Practice 3.

Co-requisites

Current practice with individuals with complex needs.

Notes

Students will normally be expected to have current practice opportunities with individuals with complex needs.

Overview

The content will include:

• introduction to research, inquiry and evaluation


• framing the inquiry and the research questions


• methodology and methods of research for practitioner researchers


• managing data analysis, interpretation and presentation


• writing a report on the outcomes of a pilot study


• maintaining a critically reflective learning journal.

Structure

Tutor led workshops and tutorials to a total of 20 hours supported by web based materials and situated learning opportunity within the ongoing work situation.

Assessment

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

Resit: 3,000 word written paper (100%).

Credit Points

30

Course Coordinator

Mrs N Hart

Pre-requisites

360 credits, including Pass in Practice 3.

Co-requisites

Current practice with individuals with complex needs.

Notes

Students will normally be expected to have current practice opportunities with individuals with complex needs.

Overview

The content will include:

• action planning: planning and contracting the project proposal


• clarification of purpose of project and research questions


• coordinating and undertaking fieldwork


• gathering and analysing project data


• gathering and analysing project outcomes


• report writing


• communication strategies


• maintaining a critically reflective learning journal.

Structure

Tutor led workshops and tutorials to a total of 24 hours supported by web based materials and situated learning opportunity within the ongoing work situation.

Assessment

1st Attempt: 6,000 word paper (100%).

Resit: 6,000 word paper (100%).

Credit Points

30

Course Coordinator

Mr C Walter

Pre-requisites

360 credit points, including a pass in Practice 3.

Co-requisites

Current practice with individuals with complex needs.

Notes

Students will normally be expected to have current practice opportunities with individuals with complex needs.

Overview

The content will include:

• leadership in the lifespace


• advocacy, power and position in organisations


• organisational structures


• Ways to Quality - an approach to quality assurance in organisations


• theories of organisational development


• leadership styles and strategies


• communication in organisations.


• social capital


• systemic approach to organisational learning and development


• demographic influences in organisational development


• maintaining a critically reflective learning journal.

Structure

Tutor led workshops supported by web and text based material and situated learning opportunity within the ongoing work situation.

Assessment

1st Attempt: 30 min oral presentations to professional audience with feedback sheet assessed by tutors, 2,000 word presentation pack (100%).

Resit: 30 min oral presentations to professional audience with feedback sheet assessed by tutors, 2,000 word presentation pack (100%).

Credit Points

15

Course Coordinator

Mr J Ralph

Pre-requisites

360 credit points, including a pass in Practice 3.

Co-requisites

Current practice with individuals with complex needs.

Notes

Students will normally be expected to have current practice opportunities with individuals with complex needs.

Overview

The content will include:

• practical guidance in co-creative activities and improvisation


• co-creative techniques for uncovering and generating new potential in artistic activities and practice


• the source of creative action, development, matamorphosis and change


• Theory-U and the emergence of leadership roles in groups and organisations


• factors that influence the potential for leadership, development and change


• a range of perspectives on emergent factors


• ICT skills


• maintaining a critically reflective learning journal.

Structure

Practical artistic sessions/activities, interactive presentations and web based formative tasks to a total of 10 hours.

Situated learning opportunity within the ongoing work situation.

Assessment

1st Attempt: Portfolio of evidence addressing student's own assessment criteria supporting critically reflective paper 3,000 words (100%).

Resit: Portfolio of evidence addressing student's own assessment criteria supporting critically reflective paper 3,000 words (100%).

Credit Points

30

Course Coordinator

Mr J McCracken

Pre-requisites

Available only to students on the PGDE Programmes 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 programmes'.

Co-requisites

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

Notes

PVG Scheme checking to be undertaken for Child Protection purposes.

Overview

Developing teaching (Block A - 4 weeks)
Transition to teaching (Block B - 5 weeks)

In secondary, the focus will normally be on S1-3. Students are expected to quickly take on 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. In Block B students undertake a development task for the subject department to equalise their teaching load.

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 students 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. Where a student fails this placement and with the agreement of the Board of Examiners, the student may be offered an opportunity for a resit placement in the subsequent September.

Credit Points

30

Course Coordinator

Mr C Walter

Pre-requisites

360 credit points, including a pass in Practice 3.

Co-requisites

Current practice with individuals with complex needs.

Notes

Students will normally be expected to have current practice opportunities with individuals with complex needs.

Overview

The content will include:

• critical examination of curative educational values and principles within the current professional, social and political context


• influence of cultural values and attitudes on the theory and practice of curative education


• the international context and development of curative education


• ethical issues related to current development in curative educational practice


• examination of the influence of current literature and research on the development of curative education


• negotiated topics of student inquiry related to a particular practice area of curative education

Structure

This course will be taught by tutor supported workshops, self directed learning, lectures and seminars and situated learning opportunity in the ongoing work situation.

Assessment

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

Resit: One 5,000 word paper (100%).

Credit Points

15

Course Coordinator

Mrs N Hart

Pre-requisites

360 credits from years 1, 2 and 3

Overview

The content will include:

• defining terms: social pedagogy, international social pedagogy, globalisation
• the concepts of social justice, injustice, oppression, sustainable development, underdevelopment, poverty, colonisation, and globalisation
• social welfare policies and services within in a global context
• the role of historical oppression and colonisation in creating and perpetuating poverty and inequality
• the rights and status of children, girls, and women and individuals with special needs in developing countries, and programmes to improve conditions for these vulnerable populations.
• globalisation and the role of the WHO, IMF, and World Bank in developing countries.
• international social policies such as the United Nations Millennium Development Goals, the Declaration on the Rights of the Child, and the Declaration of Human Rights and their success in addressing human rights violations, poverty, and
  development the role of NGO's (Non-governmental Organisations) in sustainable development. Advocacy and social action processes from an international perspective, examining models used in various countries to address unmet welfare social needs.
  social action and activism techniques used by social welfare professionals in developing countries, to affect social change to address unmet social welfare needs.

  Structure

  12 one-hour lectures
  8 one-hour tutor supported student-led seminar supported by web and text based literature and research, self directed learning tasks.

  Assessment

  1st Attempt: Assessment 3000-word written paper (100%)
  
  Resit: 3000-word written paper or depending on outcome, resubmission of failed elements

  Formative Assessment

  Formative assessment includes feedback on seminar performance, presentations, and discussion on essay planning and readings.

  Feedback

  Summative: Appropriate and relevant feedback to help students understand where they have both gained and lost marks and how to improve their mark. All assignments receive CAS marks, which the BASP Programme Handbook links to specific marking criteria. Written feedback in the form of tutors' comments is also given.
  Tutorials with students to discuss feedback.

Credit Points

60

Course Coordinator

Mrs N Hart and Mrs V Alfred

Pre-requisites

360 credits from years 1, 2 and 3

Notes

The course is only available to those students undertaking the BASP

Overview

The content will include:
Deepening aspects of pedagogical knowledge and practice
Evidence based practice: evaluating outcomes and addressing implications
Active engagement in relevant meetings, activities and groups
Styles of leadership and the organisation
Undertaking support of colleagues
Inter-professional practice
Taking responsibility for relevant organisational and administrative tasks
Tactical exploration of application of social pedagogical attitudes, values and principles across a range of settings
Skills in observation, assessment, recording and administration
Non violent communication
Appropriate responses to individuals and groups in the relevant practice areas
collaborative teamwork with colleagues, professionals and family members
the structure and influence of the community/organisation context
effective use of the learning journal and supervision talks to support development as reflective practitioners.
legislative and policy frameworks informing practice
creative and practical activities for enhancing and deepening pedagogical relations
using creative, artistic and practical processes ( common third activities) in pedagogical work

Structure

Students have 65 days in the practice placement. The course is taught in the practice setting through demonstration, modelling, use of problem solving activities, group discussion and supervised experiential learning. In addition students have a minimum of weekly tutorials of one hour or equivalent with their practice supervisor. There will be a pre-practice meeting and two review meetings (mid-way and final) when feedback will be given.

Assessment

1st Attempt: Written assessment report by practice supervisor (60%); evidence based criterion referenced self assessment prepared by student (20%);
Who am I as an emerging professional? Reflective practice analysis (20%)

Resit: Written assessment report by practice supervisor. (60%); evidence based criterion referenced self assessment prepared by student (20%);
Who am I as an emerging professional? Reflective practice analysis (20%)or depending on outcome resubmission of failed elements

Formative Assessment

The students will receive ongoing formative feedback in weekly supervision sessions with their practice supervisor and in the midway review meeting.

Feedback

The students will receive ongoing formative feedback in weekly supervision sessions with their practice supervisor and in the midway review meeting.
Summative feedback will be provided verbally in the final assessment meeting and this will be followed up by an assessment report compiled by the practice supervisor.

Credit Points

30

Course Coordinator

Dr D Robson

Pre-requisites

360 credits from years 1 2 and 3

Notes

Not available in 2013/14

Overview

The syllabus entails a flexible approach to learning comprising of a negotiated programme of study designed in conjunction with a member of academic staff. The content will include:
-a learning agreement,
-understandings of research/inquiry and the link to professional practice;
-literature reviewing,
-data analysis and interpretation,
-reflection and critical thinking, a variety of different frameworks and models and activities to facilitate a deeper
understanding of the processes involved in thinking more critically,
- the uses of research,
- the role of researcher and stakeholder
- ethical issues,
- communicating findings to others.
- formulating a research proposal
implementing research in a professional setting

Structure

6 three-hour group workshops. 6 one-hour individual tutorial times.
In addition, there will be facilitation by tutors of participation in an online learning environment.

Assessment

1st attempt: 5,000 word written research report plus portfolio of related evidence (1000 words maximum)
Resit: 5,000 word written research report plus portfolio of related evidence (1000 words maximum).
Note: only the mark obtained at 1st attempt can be used for Honours classification

Formative Assessment

Peer feedback supplemented by tutorial input will provide formative assessment material.

Feedback

Summative
Appropriate and relevant feedback to help students understand where they have both gained and lost marks and how to improve their mark. All assignments receive CAS marks, which are linked to specific marking criteria. Written feedback in the form of tutors comments is also given.
Tutorials with students to discuss feedback. Face to face meetings between tutors and students who have failed.

Credit Points

30

Course Coordinator

Mrs C McDonald

Pre-requisites

Successful completion of BACP 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 its 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 BACP 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 (100%).

Resit: Resubmission of written assignment.

Credit Points

30

Course Coordinator

Mrs C McDonald

Pre-requisites

Successful completion of BACP 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 (100%).

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 BACP 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 (100%).

Resit: Resubmission of the academic paper.

Credit Points

30

Course Coordinator

Ms L Bjorkvoll

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" (100%).

Resit: One resubmission of the above paper.

Credit Points

15

Course Coordinator

Mrs H Martin

Pre-requisites

60 credits at level 2 mathematics.

Overview

• Theories of learning: Piaget, Bruner, Gardner (multiple intelligences), Learning styles, constructivism (radical and social)


• Theories of learning mathematics: Dienes, Skemp (relational, instrumental understanding), Ollerton, Watson and Swan


• Methods of teaching: direct interactive, exposition, investigative approach, problem solving, group work and discussion


• Contribution of technology (graphic calculators, graph drawing software, CAS, dynamic geometry, PowerPoint animation, internet)


• Lesson planning and preparation, presentation skills


• Research on learning and teaching mathematics in schools


• Project (choice of subject matter)

Structure

8 two-hour lectures/workshops and 4 one-hour tutorials (total 20 hours) plus tutor directed activities.

Period of school experience - ideally four half mornings over two weeks. Presentation sessions.

Assessment

1st Attempt: Assessment will have three components:

• Report on the School Project (40%)


• Essay related to topics drawn from the lectures (40%)


• Presentation to the class (peers) (20%)

Feedback

In-course assignments will normally be marked within one week and feedback provided to students in tutorials.

Credit Points

15

Course Coordinator

Mr A Paterson and Mr J Ralph

Pre-requisites

Overview

Investigation of mind-sets, paradigms and world views. Examination of intersubjectivity, empathy and advocacy.
Practical artistic work.
Introduction to phenomenology in relation to language, communication and learning.
Critically examining artwork from a range of different historical and cultural sources.
Critically examining media presentations from a variety of sources (including students' choices).
Examination of learning styles in relation to perception (empathy).
Language and communication issues.
Exploration of intersubjectivity and reflexivity using own artwork and peer feedback.
Improvisation skills with peer feedback.

Structure

1 one-hour lecture per week
6 one-hour seminar groups

Assessment

1st Attempt: One 2500-word paper with a creative portfolio exploring ONE live societal issue relating to social pedagogy negotiated by the whole student cohort with the course team (100%).

Resit: Resubmission of paper and portfolio(100%).

Formative Assessment

creative activities
Learning Journal activities
collaborative VLE activities

Feedback

oral feedback and peer feedback on creative activities
written feedback on Learning Journal and VLE activities
written feedback on summative assignment

Credit Points

30

Course Coordinator

Ms L Bjorkvoll

Pre-requisites

This course is available to students who have successfully completed years 1, 2 and 3 of the MA (Hons) Education and those currently completing the existing BEd (Hons) programme. All fourth year undergraduate students must have completed 360 credits, 120 of which must be at Level 3. Additionally, this course is available to those students who have successfully enrolled onto the PGDE Professional Graduate Dimploma in Education award.

Co-requisites

All students must also undertake the School Experience 2 course.

Notes

Students must satisfy the entry requirements as set out on the Memorandum on Entry to the Teaching Profession 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
Using professional enquiry to evaluate practice
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 45 hours contact in three main areas of professional studies, professional enquiry and learning through the curriculum.

Assessment

1st Attempt: One summative assessment in-course paper of 5000 words (100%)

Resit: One resubmission of the above paper

Feedback

The summative assessment is linked to School Experience 2. Feedback from first attempt is timely in order to ensure wstudnets have the opportunity to gather further evidence from School Experience for resubmission. Formative opportunities may be available, through peer assessment dependent on the nature of assessment for professional enquiry

Credit Points

30

Course Coordinator

Mrs C Macdonald and Ms L Bjorkvoll

Pre-requisites

Available only to fourth year undergraduate students, who have gained 360 credits of study within the MA (Hons) in Education / BEd (Hons) and students embarking on the PGDE Primary Programme.

Co-requisites

All students must also undertake the Learning and Teaching in Schools: Developing Professional Practice 2 course.

Notes

Students must satisfy the entry requirements as set out on the Memorandum on Entry to the Teaching Profession and have satisfied the selection processes determined by the School of Education.
PVG Scheme Membership required for Child Protection purposes.

Overview

Students will further develop teaching practice in the Early / First level of the Primary school, and wider aspects of learning and teaching in schools.
Supported by university and school mentors, students will increase their responsibility for assessing, designing, implementing, evaluating and reviewing situated learning and teaching experiences for young learners within a range of discrete disciplinary and interdisciplinary contexts.
Valuing themselves as growing professionals, students will take increasing responsibility for professional learning and development, applying the cyclical self-evaluation process and engaging in associated professional enquiry, in accordance with the Standard for Provisional Registration.

Structure

Full-time school placement for a total of 8 weeks in a school setting. (300 hours)

Assessment

1st Attempt: Summative assessment of professional practice will be carried out in partnership with school based colleagues. (100%)

Resit: At the discretion of the exam board, students may be allowed one five week re-sit period in September of the following Academic year. (100%)

Formative Assessment

Formative assessment of professional practice will be carried out in partnership with school based colleagues.

Feedback

Students will receive ongoing formative feedback during the school experience placement.
Students will receive written summative report(s) based on observations of their professional practice.

Credit Points

30

Course Coordinator

Ms L Bjorkvoll

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

PVG Scheme 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

Ms L Bjorkvoll

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

PVG Scheme 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.