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ED4515: LEARNING AND TEACHING IN SCHOOLS: DEVELOPING PROFESSIONAL PRACTICE 2 (2017-2018)

Last modified: 16 Nov 2016 18:26


Course Overview

This course further develops knowledge and understanding of national policies, and priorities in education relevant to inclusive education classroom practice. Students will extend their knowledge and understanding of the curriculum in Scottish schools and develop professional skills and abilities relevant to the transition to teaching. Through Professional Enquiry 2 emerging critical skills will deepen, while knowledge and understanding of the diversity and quality of educational research relevant to the development of practice will be developed.

Course Details

Study Type Undergraduate Level 4
Session Second Sub Session Credit Points 30 credits (15 ECTS credits)
Campus None. Sustained Study No
Co-ordinators
  • Mrs Catriona Macdonald

Qualification Prerequisites

  • Programme Level 4

What courses & programmes must have been taken before this course?

What other courses must be taken with this course?

None.

What courses cannot be taken with this course?

None.

Are there a limited number of places available?

No

Course Description

Course Aims:
To further develop knowledge and understanding of national policies, and priorities in education relevant to inclusive education classroom practice.
  • To extend in students the knowledge and understanding of learning and learning styles and how children learn at different stages.
  • To extend knowledge and understanding of the 3 - 18 curriculum in Scottish schools.
  • To develop professional skills and abilities relevant to the transition to teaching.
  • To encourage personal and professional commitment to life-long learning.
  • To demonstrate the ability to fulfil the requirements of the Standard for Initial Teacher Education as required by the General Teaching Council for Scotland (GTCS)

Main Learning Outcomes:

  • By the end of this course all students should be able to:
  • implement national policies and priorities relevant to inclusive education classroom practice;
  • demonstrate sensitivity to the needs of communities and individuals respecting individuals rights and supporting their development;
  • demonstrate deeper knowledge and understanding of the Scottish school curriculum and approaches to learning and assessment;
  • extend knowledge and understanding of the nature of the curriculum and its development; draw on relevant principles and perspectives to inform their professional values and practice;
  • reflect, evaluate, challenge and respond to significant issues in education;
  • demonstrate skills in being an effective collaborative learner;
  • demonstrate commitment to continuous professional development and through professional enquiry.

Content:

  • Further exploration of supporting learners and learning. 
  • Deepening understanding of learning through the Primary Curriculum.  
  • Developing Inclusive Practice using professional enquiry to evaluate practice.
  • Creating an inclusive learning environment.
  • Current issues in Scottish Education Continuing Professional
  • Development: Induction Year and Beyond 

Further Information & Notes

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

A PVG check is mandatory for all students taking this course.

Degree Programmes for which this Course is Prescribed

  • Bachelor of Education (Primary)
  • Bachelor of Music with Honours (Education)
  • MA (Hons) Education
  • MA Education with Gaelic Studies

Contact Teaching Time

Sorry, we don't have that information available.

Teaching Breakdown


Assessment

1st Attempt: One summative assessment in-course paper of 5000 words - 100%. Resit: One resubmission of above paper.

Formative Assessment

Formative opportunities may be available, through peer assessment dependent on the nature of assessment for professional enquiry.

Feedback

The summative assessment is linked to School Experience 2. Feedback from first attempt is timely in order to ensure students have the opportunity to gather further evidence from School Experience for resubmission. Formative opportunities may be available, through peer assessment dependent on the nature of assessment for professional enquiry.

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