EDUCATION - EDUCATIONAL STUDIES

Level 1

ED 1005 - INTRODUCTION TO ANTHROPOSOPHICAL CURATIVE EDUCATION

Credit Points: 20
Course Coordinator: Mrs N M Hart

Pre-requisites

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

Notes

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

Overview

The purpose of this course is provide an understanding of Curative Education and its past and present role.

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

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

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

Personal development and its relation to Camphill Community living.

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

The holistic approach in Curative Education.

Structure

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

Assessment

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

Resit: Resubmission of assignment.

ED 1018 - CREATING THE CHILD'S ENVIRONMENT

Credit Points: 15
Course Coordinator: To be confirmed

Pre-requisites

None.

Overview

This course has three units.

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

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

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

Structure

Distance learning course with individual/group tutorial support.

Assessment

Three formative tasks and a summative task.

ED 1019 - COMMUNICATION AND LANGUAGE

Credit Points: 15
Course Coordinator: To be confirmed

Pre-requisites

None.

Overview

This course has three units.

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

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

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

Structure

Distance learning course with individual/group tutorial support.

Assessment

Two formative tasks and a summative task.

ED 1020 - PERSONAL AND SOCIAL DEVELOPMENT 1

Credit Points: 15
Course Coordinator: To be confirmed

Pre-requisites

None.

Overview

This course has three units.

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

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

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

Structure

Distance learning course with individual/group tutorial support.

Assessment

Two formative tasks and a summative task.

ED 1021 - WORKING WITH OTHERS

Credit Points: 15
Course Coordinator: To be confirmed

Pre-requisites

None.

Overview

This course has four units.

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

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

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

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

Structure

Distance learning course with individual/group tutorial support.

Assessment

Three formative tasks and a summative task.

ED 1022 - YOUNG CHILDREN AND SCIENCE

Credit Points: 15
Course Coordinator: To be confirmed

Pre-requisites

None.

Overview

This course has three units.

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

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

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

Structure

Distance learning course with individual/group tutorial support.

Assessment

Three formative tasks and a summative task.

ED 1023 - INFORMED PRACTICE IN EARLY CHILDHOOD

Credit Points: 15
Course Coordinator: To be confirmed

Pre-requisites

None.

Overview

This course has three units.

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

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

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

Structure

Distance learning course with individual/group tutorial support.

Assessment

Two formative tasks and a summative task.

ED 1027 - DIVERSITY - WHAT IS IT?

Credit Points: 15
Course Coordinator: To be confirmed

Pre-requisites

None.

Overview

This course has two units.

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

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

Structure

Distance learning course with individual/group tutorial support.

Assessment

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

ED 1028 - LEARNING HOW TO LEARN

Credit Points: 20
Course Coordinator: Mrs M Freeman

Pre-requisites

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

Notes

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

Overview

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

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

Structure

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

Assessment

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

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

ED 1029 - AN INTRODUCTION TO GAELIC MEDIUM EDUCATION

Credit Points: 10
Course Coordinator: Miss M MacIver

Pre-requisites

Pass in Gàighlig (Native Speakers)

Co-requisites

GH 1003 / GH 1503

Notes

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

Overview

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

Structure

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

Assessment

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

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

ED 1030 - AN INTRODUCTION TO GAELIC EDUCATION FOR LEARNERS

Credit Points: 10
Course Coordinator: Miss M MacIver

Pre-requisites

Pass in Gaelic Learners Higher

Co-requisites

GH 1002 / GH 1502

Notes

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

Overview

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

Structure

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

Assessment

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

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

ED 1040 - SCHOOL EXPERIENCE 1 ERASMUS

Credit Points: 5
Course Coordinator: Mr R S Grant

Pre-requisites

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

Overview

The student will be gaining

Professional knowledge and understanding of curriculum

Professional skills and abilities in teaching and learning, classroom organisation, pupil assessment

Professional values and personal commitment to value themselves as growing professionals

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

Structure

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

Assessment

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

Resit: Re-submission of school experience file.

ED 10EA / ED 15EA - SCHOOL EXPERIENCE 1A ERASMUS

Credit Points: 3.5
Course Coordinator: Mr R Grant

Pre-requisites

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

Overview

The student will be gaining

Professional knowledge and understanding of curriculum

Professional skills and abilities in teaching and learning, classroom organisation, pupil assessment

Professional values and personal commitment to value themselves as growing professionals

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

Structure

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

Assessment

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

Resit: Re-submission of school experience file.

ED 10EB / ED 15EB - SCHOOL EXPERIENCE 1B ERASMUS

Credit Points: 7
Course Coordinator: Mr R Grant

Pre-requisites

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

Overview

The student will be gaining

Professional knowledge and understanding of curriculum

Professional skills and abilities in teaching and learning, classroom organisation, pupil assessment

Professional values and personal commitment to value themselves as growing professionals

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

Structure

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

Assessment

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

Resit: Re-submission of school experience file.

ED 10EC / ED 15EC - SCHOOL EXPERIENCE 1C ERASMUS

Credit Points: 10.5
Course Coordinator: Mr R Grant

Pre-requisites

Overview

The student will be gaining

Professional knowledge and understanding of curriculum

Professional skills and abilities in teaching and learning, classroom organisation, pupil assessment

Professional values and personal commitment to value themselves as growing professionals

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

Structure

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

Assessment

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

Resit: Re-submission of school experience file.

ED 10ED / ED 15ED - SCHOOL EXPERIENCE 1D ERASMUS

Credit Points: 14
Course Coordinator: Mr R Grant

Pre-requisites

Overview

The student will be gaining

Professional knowledge and understanding of curriculum

Professional skills and abilities in teaching and learning, classroom organisation, pupil assessment

Professional values and personal commitment to value themselves as growing professionals

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

Structure

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

Assessment

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

Resit: Re-submission of school experience file.

ED 10EE / ED 15EE - SCHOOL EXPERIENCE 1E ERASMUS

Credit Points: 17.5
Course Coordinator: Mr R Grant

Pre-requisites

Overview

The student will be gaining

Professional knowledge and understanding of curriculum

Professional skills and abilities in teaching and learning, classroom organisation, pupil assessment

Professional values and personal commitment to value themselves as growing professionals

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

Structure

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

Assessment

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

Resit: Re-submission of school experience file.

ED 10EF / ED 15EF - SCHOOL EXPERIENCE 1F ERASMUS

Credit Points: 21
Course Coordinator: Mr R Grant

Pre-requisites

Overview

The student will be gaining

Professional knowledge and understanding of curriculum

Professional skills and abilities in teaching and learning, classroom organisation, pupil assessment

Professional values and personal commitment to value themselves as growing professionals

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

Structure

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

Assessment

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

Resit: Re-submission of school experience file.

ED 10EG / ED 15EG - SCHOOL EXPERIENCE 1G ERASMUS

Credit Points: 24.5
Course Coordinator: Mr R Grant

Pre-requisites

Overview

The student will be gaining

Professional knowledge and understanding of curriculum

Professional skills and abilities in teaching and learning, classroom organisation, pupil assessment

Professional values and personal commitment to value themselves as growing professionals

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

Structure

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

Assessment

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

Resit: Re-submission of school experience file.

ED 10EH / EH 15EH - SCHOOL EXPERIENCE 1H ERASMUS

Credit Points: 28
Course Coordinator: Mr R Grant

Pre-requisites

Overview

The student will be gaining

Professional knowledge and understanding of curriculum

Professional skills and abilities in teaching and learning, classroom organisation, pupil assessment

Professional values and personal commitment to value themselves as growing professionals

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

Structure

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

Assessment

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

Resit: Re-submission of school experience file.

ED 10EI / ED 15EI - SCHOOL EXPERIENCE 1I ERASMUS

Credit Points: 31.5
Course Coordinator: Mr R Grant

Pre-requisites

Overview

The student will be gaining

Professional knowledge and understanding of curriculum

Professional skills and abilities in teaching and learning, classroom organisation, pupil assessment

Professional values and personal commitment to value themselves as growing professionals

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

Structure

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

Assessment

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

Resit: Re-submission of school experience file.

ED 10EJ / ED 15EJ - SCHOOL EXPERIENCE 1J ERASMUS

Credit Points: 35
Course Coordinator: Mr R Grant

Pre-requisites

Overview

The student will be gaining

Professional knowledge and understanding of curriculum

Professional skills and abilities in teaching and learning, classroom organisation, pupil assessment

Professional values and personal commitment to value themselves as growing professionals

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

Structure

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

Assessment

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

Resit: Re-submission of school experience file.

ED 10EK - SCHOOL EXPERIENCE 1K ERASMUS

Credit Points: 38.5
Course Coordinator: Mr R Grant

Pre-requisites

Overview

The student will be gaining

Professional knowledge and understanding of curriculum

Professional skills and abilities in teaching and learning, classroom organisation, pupil assessment

Professional values and personal commitment to value themselves as growing professionals

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

Structure

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

Assessment

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

Resit: Re-submission of school experience file.

ED 10EL - SCHOOL EXPERIENCE 1L ERASMUS

Credit Points: 42
Course Coordinator: Mr R Grant

Pre-requisites

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

Overview

The student will be gaining

Professional knowledge and understanding of curriculum

Professional skills and abilities in teaching and learning, classroom organisation, pupil assessment.

Professional values and personal commitment to value themselves as growing professionals

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

Structure

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

Assessment

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

Resit: Re-submission of school experience file.

ED 1503 - ENTERPRISE IN EDUCATION: CONTEXTS FOR ENTERPRISING APPROACHES

Credit Points: 20
Course Coordinator: Mrs J Bruce / Mrs L MacDougall

Pre-requisites

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

Notes

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

Overview

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

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

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

Structure

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

Assessment

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

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

ED 1504 - THE CHILD IN SOCIETY: PERSONAL AND SOCIAL DEVELOPMENT

Credit Points: 30
Course Coordinator: To be confirmed

Pre-requisites

None

Co-requisites

Current practice / employment in an Education and Childcare setting.

Overview

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

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

articulation of a personal philosophy on diversity;

analysis of own practice in working with children and families;

examination of policy documents and own role in implementing those;

setting objectives and SMART targets;

Structure

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

Assessment

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

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

ED 1505 - CHILD DEVELOPMENT & LEARNING

Credit Points: 30
Course Coordinator: To be confirmed

Pre-requisites

SVQ3

Overview

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

The underpinning theories of child development and learning.

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

The relevant curriculum guidelines and their application in practice.

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

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

The creation of a professional journal.

Structure

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

Assessment

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

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

ED 1506 - UNDERSTANDING PERSONAL EFFECTIVENESS WITHIN YOUR PROFESSIONAL ROLE

Credit Points: 30
Course Coordinator: To be confirmed

Pre-requisites

None

Overview

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

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

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

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

Analysis of own strengths and weaknesses.

Setting objectives and SMART targets.

Development of personal action plan.

The creation of a professional journal.

Structure

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

Assessment

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

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

ED 1528 - LEARNING HOW OTHERS LEARN

Credit Points: 20
Course Coordinator: Mrs M Freeman

Pre-requisites

Required course for all students in the BEd (Hons) Primary Programme in Year 1. This course is also relevant to students from other undergraduate programmes who are interested in a career in teaching and may be considering the professional graduate route into the profession. Disclosure Scotland certification is required. Successful completion of Learning How To Learn.

Notes

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

Overview

The centra focus of this course is the exploration of learning communities and their influence on young learners' development and achievement. Revisiting theories of learning, collaborative groups will work with field professionals and university tutors to investigate informal and formal learning contexts and their influences on the young learner. Through enquiry, personally held assumptions, values and beliefs abdout effective learning within systems of education, will be challenged.

Course content will include theories of learning, skills of enquiry, presentation techniques, interpersonal and collaborative skills in professional contexts, identification and reflection on personal values and beliefs, structures and influences of family, community and society on learning.

Structure

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

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

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

Assessment

1st Attempt: 4,000 word submission in two parts. Part A submission Week 37; Part A week 44. Both Part A and Part B nust be completed successfully.

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

ED 1540 - SCHOOL EXPERIENCE 2 ERASMUS

Credit Points: 5
Course Coordinator: Mr R S Grant

Pre-requisites

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

Overview

The student will be gaining

Professional knowledge and understanding of curriculum

Professional skills and abilities in teaching and learning, classroom organisation, pupil assessment

Professional values and personal commitment to value themselves as growing professionals

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

Structure

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

Assessment

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

Resit: Re-submission of school experience file.

Level 2

ED 2024 - SYNOPTIC MODULE

Credit Points: 15
Course Coordinator: To be confirmed

Pre-requisites

None.

Overview

The synoptic course enables participants to reflect on their self development, professionally and personally on completion of each level one course.

Being a person and a learner

yourself as a person

the adult as a person and a learner

the child as a person

the child as a learner

building relationships.

Professional development in terms of

knowledge and understanding of early childhood

skills used in practice

attitudes - values and beliefs

professional competence as an early childhood professional

study skills of using reading to support thinking and writing

analysing and discussing issues and recognising other perspectives

setting realistic goals for practice development.

Self evaluation of practice and thinking

being confident to self evaluate

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

deciding on action to be taken, what and by whom

setting goals for self.

Assessment

Distance learning course with individual/group tutorial support.

Assessed through the submission of a self evaluative paper 3,000 words, supported by evidence drawn from your journal and from credible witnesses. Participants will also be required to negotiate a formative submission of evidence after a fourth level one course. The summative submission must include evidence of development of practice.

ED 2025 - PRINCIPLES OF LEARNING AND DEVELOPING IN EARLY CHILDHOOD (2)

Credit Points: 15
Course Coordinator: To be confirmed

Pre-requisites

None.

Overview

This course has two units.

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

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

Structure

Distance learning course with individual/group tutorial support.

Assessment

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

ED 2026 - APPROACHES TO CURRICULUM 1

Credit Points: 15
Course Coordinator: To be confirmed

Pre-requisites

None.

Overview

This course has two sections.

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

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

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

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

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

Structure

Distance learning course with individual/group tutorial support.

Assessment

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

ED 2027 - DIVERSITY - SPECIFIC ISSUES

Credit Points: 15
Course Coordinator: To be confirmed

Pre-requisites

None.

Overview

This course has two units.

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

defining diversity

concepts of normality

valuing difference; anti discriminatory practice

issues around discrimination

an introduction to values

prejudice and stereotyping.

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

partnership

the importance of clear communication

values in action

challenging discrimination

non discriminatory play

creating a more equal environment

policies and procedures.

Structure

Distance learning course with individual/group tutorial support.

Assessment

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

ED 2028 - PERSONAL AND SOCIAL DEVELOPMENT (2)

Credit Points: 15
Course Coordinator: To be confirmed

Pre-requisites

None.

Overview

This course has two units.

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

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

Structure

Distance learning course with individual/group tutorial support.

Assessment

Assessed through two formative tasks and a summative task.

ED 2029 - ASSISTING IN MANAGEMENT AND ADMINISTRATION OF A CHILDCARE SETTING

Credit Points: 15
Course Coordinator: To be confirmed

Pre-requisites

None.

Overview

This course has eight sections.

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

Structure

Distance learning course with individual/group tutorial support.

Assessment

Assessment will be a 3,000 word paper.

ED 2030 - DEVELOPING AND MANAGING A CURRICULUM FOR UNDER 8S - 1

Credit Points: 15
Course Coordinator: To be confirmed

Pre-requisites

None.

Overview

This course has two units.

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

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

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

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

Structure

Distance learning course with individual/group tutorial support.

Assessment

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

ED 2031 - EARLY LITERACY AND NUMERACY

Credit Points: 15
Course Coordinator: To be confirmed

Pre-requisites

None.

Overview

This course has two units.

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

emergent literacy and numeracy

role of parents and carers in fostering literacy and numeracy

the experiences of literacy and numeracy which children bring with them

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

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

using the environment for developing literacy and numeracy

creating the environment for developing literacy and numeracy

role of educator

providing and planning contexts for developing literacy and numeracy

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

ensuring continuity and progression for the child.

Structure

Distance learning course with individual/group tutorial support.

Assessment

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

ED 2032 - ALTERNATIVE FRAMEWORKS IN SCIENCE

Credit Points: 15
Course Coordinator: To be confirmed

Pre-requisites

None.

Overview

This course has three sections.

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

how children develop and learn

children as competent learners

social constructivism

planning/implementation model underpinned by a constructivist philosophy.

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

children's own ideas

misconceptions or alternative frameworks

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

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

general characteristics of children's ideas.

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

concept development

children's representation of their ideas

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

classroom environment and inside-outside relationship

holistic learning and natural materials

development curiosity and investigative play

matching planned learning to children

links with schema

observation and assessment

promoting independent learning and the role of an educator.

Structure

Distance learning course with individual/group tutorial support.

Assessment

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

ED 2033 - APPRENTICESHIP IN LEARNING

Credit Points: 15
Course Coordinator: To be confirmed

Pre-requisites

None.

Overview

This course has three units.

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

children's dispositions to learning

a sociocultural approach and view of learning

inter subjectivity

co-operative learning

cognitive coaching

constructivism

children's schema.

Unit 2: Learning Through Language
This section focuses on:

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

dispositions and language

role of play

social interaction

scaffolding children's language developments

children's conversational meanings

role of adults in social interactions with children

organisational structures and social interactions.

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

planning a curriculum for thinking children

the importance of exploration

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

Structure

Distance learning course with individual/group tutorial support.

Assessment

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

ED 2034 - NEGOTIATED INDEPENDENT STUDY

Credit Points: 15
Course Coordinator: To be confirmed

Pre-requisites

None.

Overview

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

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

Structure

Distance learning course with individual/group tutorial support.

Assessment

Assessed through two formative tasks and a summative report.

ED 2041 - DIAGNOSTIC ASSESSMENT IN CURATIVE EDUCATION

Credit Points: 30
Course Coordinator: Mrs N M Hart

Pre-requisites

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

Notes

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

Overview

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

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

Current research and understanding of a range of disorders.

Observation skills.

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

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

An overview of responses to specific disorders.

Reflective practice and professional values.

Embryology and related ethical questions.

Structure

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

Assessment

1st Attempt: 4,000 word in course essay (case study), 30 minute oral presentation plus supporting summary assessed by two tutors.

Resubmission of in-course essay (100%).

ED 2044 - FROM LEARNING TO TEACHING

Credit Points: 30
Course Coordinator: Subject to implementation of School of Education workload policy

Pre-requisites

Normally successful completion of courses ED 1028 and ED 1528.

Overview

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

Structure

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

Assessment

1st Attempt: Participation & Professional Commitment (20%); Evaluation of Fieldwork Experience (30%); Written Assignment (50%).

Resit: Evaluation of Fieldwork Experience (40%); Written Assignment (60%).

ED 2503 - LEARNING AND TEACHING IN AND THROUGH THE CURRICULUM

Credit Points: 30
Course Coordinator: Subject to implementation of School of Education workload policy

Pre-requisites

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

Overview

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

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

Structure

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

Assessment

1st Attempt: Praticipation & Professional Commitment (20%); Evaluation of Fieldwork Experience (40%); Written Assignments (40%).

Resit: Evaluation of Fieldwork Experience (50%); Written Assignment (50%).

ED 2504 - THE CHILD IN SOCIETY: LIVING AND LEARNING IN FAMILIES

Credit Points: 30
Course Coordinator: To be confirmed

Pre-requisites

Successful completion of BA CS Level 1 or equivalent.

Co-requisites

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

Overview

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

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

critical analysis of a range of strategies for supporting families;

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

an audit of practice in working with families;

setting objectives and SMART targets;

continued development of a professional journal.

Structure

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

Assessment

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

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

ED 2505 - PRINCIPLES OF DEVELOPMENT AND LEARNING

Credit Points: 30
Course Coordinator: To be confirmed

Pre-requisites

Successful completion of BA CS Level 1 or equivalent.

Overview

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

Principles held by the main theorists.

Critical examination of the curriculum documentation.

Evaluation and analysis of practice in own setting.

Comparative study of own setting and a similar setting.

Maintenance of a professional journal.

Structure

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

Assessment

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

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

ED 2506 - LEADERSHIP AND MANAGEMENT WITHIN AN EDUCATION AND CHILDCARE SETTING

Credit Points: 30
Course Coordinator: To be confirmed

Pre-requisites

Successful completion of Level 1 BA CS.

Overview

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

The concept of quality.

Development and planning for a quality curriculum.

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

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

Comparative study of examples of implementation of policies in practice.

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

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

Critical analysis of quality assurance procedures.

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

Effective working strategies for staff development and training.

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

Structure

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

Assessment

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

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

Level 3

ED 3010 - RESEARCH STRATEGIES

Credit Points: 15
Course Coordinator: Mrs N M Hart

Pre-requisites

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

Overview

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

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

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

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

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

Structure

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

Assessment

1st Attempt: An in-course essay (4,000 words) on the student's design for a Curative Education focused enquiry along with reflections on the tasks undertaken in drawing up the design and a critical, self-evaluation of their own management of the process. In-course assessment (100%).

Resit: Re-submission of in-course essay (100%).

ED 3024 - PROFESSIONAL PROJECT

Credit Points: 15
Course Coordinator: To be confirmed

Pre-requisites

None.

Overview

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

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

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

Structure

Distance learning course with individual/group tutorial support.

Assessment

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

Resubmission of written report.

ED 3032 - TEACHING PHYSICS WITH SCIENCE IN SECONDARY SCHOOLS A

Credit Points: 20
Course Coordinator: Mr I Downie

Pre-requisites

Overview

The content will:

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

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

critically evaluate relevant literature and research.

study national subject/course guidelines.

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

Assessment

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

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

ED 3040 - PROFESSIONAL STUDIES AND RESEARCH 3.1

Credit Points: 20
Course Coordinator: Ms S Nutkins / Dr D W Hay

Pre-requisites

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

Overview

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

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

The assessment cycle

Continuity, progression, inclusion.

Key aspects of legislation/children's rights

Learning through play

The role of the nursery teacher

Teamwork

Leadership

Partnership with parents and the wider community

Interdisciplinary practice

Behaviour management

ICT and individual need

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

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

Writing a literature review
Writing analytically

Structure

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

Assessment

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

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

ED 3041 - SCHOOL EXPERIENCE 3.1

Credit Points
Course Coordinator: Mrs J Stewart

Pre-requisites

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

Overview

The student will be gaining:-

Professional Knowledge and Understanding of:-

Curriculum

Professional Skills and Abilities in:-

Teaching and Learning

Classroom Organisation

Pupil Assessment

Professional Values and Personal Commitment to:-

Value themselves as growing Professionals

Transferable Skills:-

Develop and manage effective relationship with others

Communicate and report effectively both orally and in writing

Structure

Practical Placement in a nursery class.

Assessment

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

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

ED 3056 - MIDDLE STAGES SCHOOL EXPERIENCE

Credit Points: 15
Course Coordinator: Mrs G Kirkpatrick

Pre-requisites

Only available to students on PGDE (Primary) Programme

Co-requisites

Learning and Teaching in Primary Schools

Notes

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

Overview

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

Knowledge of national policy guidelines

Adult engagement and sensitive interaction with young children

3-5 curriculum

Creating effective learning contexts for young children

Planning in response to children's needs

Leadership in teamwork

Observation

Structure

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

Assessment

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

Resit (for Honours students only): Repeat experience in a middle stages setting, in a different school with assessment as above.

ED 3060 - TEACHING TECHNOLOGICAL EDUCATION IN SECONDARY SCHOOLS A

Credit Points: 20
Course Coordinator: Mr C Munro

Pre-requisites

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

Co-requisites

Candidates must be following the companion School of Education courses in year 3 of combined degrees including Education: Learning and Teaching in Secondary Schools A and School Experience 1A.

Overview

The content will:

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

examine the rationale for Technological Education in the secondary school curriculum.

critically evaluate relevant literature and research.
study in detail national subject/course guidelines.

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

Structure

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

Assessment

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

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

ED 3061 - LEARNING & TEACHING IN SECONDARY SCHOOLS A

Credit Points: 20
Course Coordinator: Mrs E M Cowan

Pre-requisites

Co-requisites

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

Overview

The content of the course includes:

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

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

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

understanding of models of professional development.

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

Structure

28 hour lectures; 23 hour tutorials/seminars.

Assessment

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

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

ED 3062 - SCHOOL EXPERIENCE 1A

Credit Points: 5
Course Coordinator: Mr C Munro

Pre-requisites

Co-requisites

Candidates must be following the companion School of Education courses in year 3 or combined degrees including Education: Learning and Teaching in Secondary Schools A and Teaching Technological Education in Secondary Schools A.

Overview

The content of this course is based on the requirements set out in the Standard for Initial Teacher Education:

Professional knowledge and understanding of

the curriculum

education system and professional responsibilities

principles and perspectives

Professional skills & abilities

teaching and learning

classroom organisation and management

pupil assessment

professional reflection and communication

Professional values and personal commitment

Structure

14 days placement in school.

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

Assessment

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

ED 3063 - SCHOOL EXPERIENCE 1B

Credit Points: 15
Course Coordinator: Mr C Munro

Pre-requisites

Co-requisites

Candidates must be following Engineering courses ES 3076 (Engineering Design), ES 3043 (Control Systems A) and either ES 3044 (Micro-controllers and their Applications A) or the new course Mechanics and Materials for combined degrees including Education.

Overview

The context of this course is based on the requirements set out in the Standard for Initial Teacher Education:

Professional knowledge and understanding of

the curriculum

education system and professional responsibilities

principles and perspectives

Professional skills & abilities

teaching and learning

classroom organisation and management

pupil assessment

professional reflection and communication

Professional values and personal commitment

Structure

20 days placement in school.

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

Assessment

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

ED 3064 - DESIGN FOR BSC TECHNOLOGY WITH EDUCATION

Credit Points: 15
Course Coordinator: Mr C Munro

Pre-requisites

None.

Notes

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

Overview

Historical periods of design eg Art Noveau, Post Modernism etc

Schools of design eg Bauhaus, Memphis etc

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

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

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

Physical and digital modelling techniques

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

Structure

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

Assessment

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

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

ED 3450 - UPPER STAGES SCHOOL EXPERIENCE

Credit Points: 15
Course Coordinator: Mrs G Kirkpatrick

Pre-requisites

Only available to students on PGDE (Primary) Programme

Co-requisites

Learning and Teaching in Primary Schools

Notes

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

Overview

Knowledge of national policy guidelines

Adult engagement and sensitive interaction with young children

3-5 curriculum

Creating effective learning contexts for young children

Planning in response to children's needs

Leadership in teamwork

Observation

Structure

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

Assessment

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

Resit (for Honours students only): Repeat experience in upper stages setting, in a different school with assessment as above.

ED 3501 - PROFESSIONAL STUDIES AND RESEARCH 3.2

Credit Points: 20
Course Coordinator: Ms S Nutkins / Dr D W Hay

Pre-requisites

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

Overview

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

the developing child

creativity, imagination, expression

the concept of emergence in literacy and numeracy

the concept of emergence in MLPS or Gaelic

language development

mathematical development

expressive and aesthetic development

integrating the curricular areas of the 5-14 Guidelines

learning about in and through the Expressive Arts

raising achievement and attainment

wellbeing, involvement and engagement

the significant role of families and the community

the significant role of the teacher

the central importance of relationships

Structure

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

Assessment

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

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

ED 3502 - SCHOOL EXPERIENCE 3.2

Credit Points
Course Coordinator: Mrs J Stewart

Pre-requisites

SCRO checking for child protection purposes
Adequate attendance at in-Faculty supporting course work.
This course is restricted to BEd (Hons) Primary students in year 3 who have successfully completed School Experience 3.1.
Fluency in Gaelic to be placed in Gaelic medium Unit.

Overview

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

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

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

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

Theory on social setting of families;

Build on observation strategies in the classroom.

Structure

Practical Placement in an Early Years class.

Assessment

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

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

ED 3504 - LIVING, LEARNING AND TEACHING IN COMMUNITIES

Credit Points: 30
Course Coordinator: To be confirmed

Pre-requisites

Successful completion of BA CS Leveol 2 or equivalent.

Overview

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

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

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

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

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

The importance of developing effective inter agency communication.

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

Maintenance and development of a professional journal.

Structure

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

Assessment

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

Resit: Resubmission of written assignment.

ED 3505 - EFFECTING CHANGE IN DEVELOPMENT AND LEARNING

Credit Points: 30
Course Coordinator: To be confirmed

Pre-requisites

Successful completion of BA CS Level 2 or equivalent.

Overview

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

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

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

Interrogation of the assumptions underpinning curriculum documentation.

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

Maintenance and development of a professional journal.

Structure

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

Assessment

1st Attempt: Written assignment 6,000 words.

Resit: Resubmission of written assignments.

ED 3506 - MANAGEMENT OF CHANGE

Credit Points: 30
Course Coordinator: To be confirmed

Pre-requisites

Successful completion of BA CS Level 2.

Overview

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

The impact of change.

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

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

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

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

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

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

Structure

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

Assessment

1st Attempt: Written assignment 6,000 words.

Resit: Resubmission of written assignment.

ED 3532 - TEACHING PHYSICS WITH SCIENCE IN SECONDARY SCHOOLS B

Credit Points: 10
Course Coordinator: Mr I Downie

Pre-requisites

Overview

The content will:

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

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

critically evaluate an extended range of relevant literature and research;

study in detail national subject/course guidelines;

draw on evidence gathered from School Experience placement courses

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

Assessment

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

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

ED 3950 - EARLY STAGES SCHOOL EXPERIENCE

Credit Points: 15
Course Coordinator: Mrs G Kirkpatrick

Pre-requisites

Only available to students on PGDE (Primary) Programme

Co-requisites

Learning and Teaching in Primary Schools

Notes

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

Overview

Knowledge of national policy guidelines

Adult engagement and sensitive interaction with young children

3-5 curriculum

Creating effective learning contexts for young children

Planning in response to children's needs

Leadership in teamwork

Observation

Structure

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

Assessment

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

Resit (for Honours students only): Repeat experience in an early stages setting, in a different school with assessment as above.

Level 4

ED 4013 - LEARNING AND TEACHING IN SECONDARY SCHOOLS

Credit Points: 30
Course Coordinator: Mrs E M Cowan

Pre-requisites

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

Co-requisites

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

Overview

This course includes:

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

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

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

understanding and synthesis of models of professional development.

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

Core: 22x1 hour lectures

Core: 11x1-hour tutorials

Core: 1x1 hour lecture

Core: 1x2 hour tutorial

Core: 1x3 hour seminar

Structure

Support: 4x1 hour support tutorials.

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

Assessment

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

Resit (for Honours students only): Candidates achieving a CAS mark of 6-8 may be awarded compensatory level 1 credit. Candidates achieving a CAS mark of less than 6 will be required to submit themselves for re-assessment and should contact the Course Co-ordinator for further details.

ED 4040 - EDUCATION 4.1

Credit Points: 20
Course Coordinator: Ms A Barclay & Mrs A C Hendry

Pre-requisites

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

Overview

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

Structure

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

Assessment

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

ED 4041 - PROFESSIONAL STUDIES AND RESEARCH 4.1

Credit Points: 20
Course Coordinator: Mrs C Strang

Pre-requisites

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

Notes

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

Overview

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

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

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

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

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

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

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

Learning to learn with ICT.

Future learning systems - the professional roles of educators.

Structure

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

Assessment

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

ED 4042 - SCHOOL EXPERIENCE 4.1

Credit Points
Course Coordinator: Mrs J Stewart

Pre-requisites

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

Overview

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

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

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

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

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

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

Structure

Practical Placement in a middle or upper stage class.

Assessment

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

ED 4050 - LEARNING AND TEACHING IN PRIMARY SCHOOLS

Credit Points: 60
Course Coordinator: Mrs G Kirkpatrick

Pre-requisites

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

Co-requisites

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

Notes

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

Overview

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

Structure

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

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

Assessment

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

ED 4111 - LEARNING AND TEACHING IN SECONDARY SCHOOLS A

Credit Points: 30
Course Coordinator: Mrs Y C Bain

Pre-requisites

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

Co-requisites

Learning & Teaching in Secondary Schools, Secondary School Experience One, Secondary School Experience two, for the PGDE(s) by Part-Time Distance Learning.

Overview

This course includes:

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

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

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

understanding and synthesis of models of professional development.

Structure

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

Core topics provided with tutor support as an on-line learning experience. Four Network Day tutorials are provided within the local education authority on Saturdays, facilitated by tutors using video conference links.

Assessment

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

ED 4150 - LEARNING AND TEACHING IN PRIMARY SCHOOLS FOR THE PGDE(P) BY PART-TIME DISTANCE-LEARNING A

Credit Points: 30
Course Coordinator: Mrs G Kirkpatrick

Pre-requisites

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

Co-requisites

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

Notes

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

Overview

Structure

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

Assessment

ED 4210 - SECONDARY SCHOOL EXPERIENCE ONE FOR THE PGDE(S) BY PART-TIME DISTANCE LEARNING

Credit Points: 30
Course Coordinator: Mrs Y C Bain

Pre-requisites

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

Co-requisites

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

Notes

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

Overview

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

Assessment

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

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

ED 4501 - PROFESSIONAL DEVELOPMENT 4.2

Credit Points: 20
Course Coordinator: Mrs J Heaton

Pre-requisites

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

Notes

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

Overview

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

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

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

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

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

Professional roles in health and safety issues, including risk assessment

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

Learning to learn with ICT

Future learning systems - the professional roles or educators

Structure

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

Assessment

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

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

ED 4504 - GLOBAL CITIZENSHIP: GROWING UP AROUND THE WORLD

Credit Points: 30
Course Coordinator: To be confirmed

Pre-requisites

Successful completion of BA CS Level 3.

Overview

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

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

Investigation of inclusive practices and their application.

International perspectives with regard to social policy.

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

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

Maintenance of a professional journal.

Structure

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

Assessment

1st Attempt: Written assignment 6,000 words.

Resit: Resubmission of written assignment.

ED 4506 - THE REFLECTIVE PRACTITIONER

Credit Points
Course Coordinator: To be confirmed

Pre-requisites

Successful completion of BA CS Level 3.

Overview

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

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

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

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

Structure

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

Assessment

1st Attempt: Written assignment 6,000 words.

Resit: Resubmission of written assignment.

ED 4510 - SECONDARY SCHOOL EXPERIENCE TWO FOR THE PGDE(S) BY PART-TIME DISTANCE LEARNING

Credit Points: 30
Course Coordinator: Mrs Y C Bain

Pre-requisites

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

Co-requisites

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

Notes

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

Overview

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

Assessment

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

ED 4611 - LEARNING AND TEACHING IN SECONDARY SCHOOLS B

Credit Points: 30
Course Coordinator: Mrs Y C Bain

Pre-requisites

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

Co-requisites

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

Overview

This course includes:

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

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

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

understanding and synthesis of models of professional development.

Structure

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

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

Assessment

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

ED 4612 - TEACHING ENGLISH IN SECONDARY SCHOOLS FOR THE PGDE(S) BY PART-TIME DISTANCE LEARNING B

Credit Points: 30
Course Coordinator: Mr D H Johnston

Pre-requisites

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

Co-requisites

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

Overview

The content will:

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

examine the rationale for English in the secondary school curriculum;

study in detail national subject/course guidelines.

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

Structure

This course is integrated with courses School Experience One and School Experience Two and is offered in year one and year two of the part-time distance learning programme.

Assessment

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

ED 4613 - TEACHING GAELIC IN SECONDARY SCHOOLS FOR THE PGDE(S) BY PART-TIME DISTANCE LEARNING B

Credit Points: 30
Course Coordinator: Mrs C M Walker

Pre-requisites

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

Co-requisites

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

Overview

The content will:

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

examine the rationale for Gaelic in the secondary school curriculum;

critically evaluate relevant literature and research;

study in detail national subject/course guidelines.

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

Structure

This course is integrated with courses School Experience One and School Experience Two and is offered over year 1 and year 2 of the part-time distance learning programme.

Assessment

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

ED 4615 - TEACHING MATHEMATICS IN SECONDARY SCHOOLS FOR THE PGDE(S) BY PART-TIME DISTANCE LEARNING B

Credit Points: 30
Course Coordinator: Mr A G Duncan

Pre-requisites

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

Co-requisites

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

Overview

The content will:

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

examine the rationale for Mathematics in the secondary school curriculum;

critically evaluate relevant literature and research;

study in detail national subject/course guidelines.

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

Structure

This course is integrated with courses School Experience One and School Experience Two and is offered over year 1 and year 2 of the part-time distance learning programme.

Assessment

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

ED 4616 - TEACHING PHYSICS IN SECONDARY SCHOOLS FOR THE PGDE(S) BY PART-TIME DISTANCE LEARNING

Credit Points: 30
Course Coordinator: Mrs S Lonie

Pre-requisites

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

Co-requisites

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

Overview

The content will:

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

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

critically evaluate relevant literature and research;

study in detail national subject/course guidelines.

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

Structure

This course is integrated with courses School Experience One and School Experience Two and is offered over year 1 and year 2 of the part-time distance learning programme.

Assessment

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

ED 4650 - LEARNING AND TEACHING IN PRIMARY SCHOOLS FOR THE PGDE(P) BY PART-TIME DISTANCE LEARNING B

Credit Points: 30
Course Coordinator: Mrs G Kirkpatrick

Pre-requisites

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

Co-requisites

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

Notes

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

Overview

Structure

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

Assessment

ED 4750 - PRE-SCHOOL EXPERIENCE

Credit Points: 15
Course Coordinator: Mrs G Kirkpatrick

Pre-requisites

Only available to students on PGDE (Primary) Programme

Co-requisites

Learning and Teaching in Primary Schools

Notes

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

Overview

Knowledge of national policy guidelines

Adult engagement and sensitive interaction with young children

3-5 curriculum

Creating effective learning contexts for young children

Planning in response to children's needs

Leadership in teamwork

Observation

Structure

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

Assessment

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

Resit: Repeat experience in pre-school setting in a different school with 1 Summative written report by visiting tutor. 1 Summative written report by class teacher.

ED 4860 - TEACHING TECHNOLOGICAL EDUCATION IN SECONDARY SCHOOLS B

Credit Points: 10
Course Coordinator: Mr C Munro

Pre-requisites

Co-requisites

Candidates must be following the companion Education courses CR 4051 (School Experience 2), CR 4901 (School Experience 3) and ED 4861 (Learning and Teaching in Secondary Schools B).

Overview

The content will:

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

examine the rationale for Technological Education in the secondary school curriculum.

critically evaluate relevant literature and research.

study in detail national subject/course guidelines.

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

Structure

6 hour lectures, 18 hour practicals.

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

Assessment

ED 4861 - LEARNING & TEACHING IN SECONDARY SCHOOLS B

Credit Points: 10
Course Coordinator: Mrs L M Stephen

Pre-requisites

Co-requisites

Candidates must be following the Education courses CR 4051 (School Experience 2), CR 4901 (School Experience 3) and ED 4860 (Teaching Technological Education in Secondary Schools B).

Overview

The content of the course includes:

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

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

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

understanding of models of professional development.

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

Structure

6 hour lectures, 18 hours tutorials/seminars.

Assessment

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

ED 4904 - UPPER STAGES SCHOOL EXPERIENCE (MODULE 2B P/T)

Credit Points: 15
Course Coordinator: Mrs G Kirkpatrick

Pre-requisites

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

Co-requisites

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

Notes

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

Overview

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

medium term planning,

behaviour management,

differentiation,

assessment.

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

Structure

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

Assessment

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