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Postgraduate Education 2017-2018

ED502V: ENQUIRING INTO PRACTICE IN COMMUNITY SETTINGS

30 credits

Level 5

Second Sub Session

This course provides an opportunity for participants to follow an interest of their own and explore an area of specialism. Individuals are supported to identify a challenge in their own professional practice and to use action research processes to understand it better.  Participants will develop their own practice though practitioner enquiry and will contribute to the knowledge base of the field of practice.

ED502W: PLANNING IN PARTNERSHIP WITH COMMUNITIES

30 credits

Level 5

First Sub Session

The course will develop the capabilities of engaging and working with communities to plan in partnership and seeks to develop the critical understandings and attitudes that underpin these capabilities. Participants will be introduced to a variety of creative means of engaging with diverse perspectives.  The course assessment will require them to work with others in their professional context to compile a community profile.  

ED503F: ENHANCING PROFESSIONAL PRACTICE THROUGH SELF EVALUATION, CRITICAL REFLECTION AND PROFESSIONAL LEARNING

30 credits

Level 5

First Sub Session

This course provides opportunities to acquire advanced knowledge, understanding and skills in self evaluation and critical reflection of practice, collaborative working, professional learning and professional portfolio development. The course will help early career teachers to develop the confidence, knowledge, intellectual and practical skills required to take forward their practice in these areas. Participants will critically engage in professional reading, thinking, writing; engage in the process of self evaluation and reflect on impact of approaches used on self and others; engage in professional learning action planning; engage in and reflect on role and impact of collaborative learning on own learning.

ED503G: ENHANCING PROFESSIONAL PRACTICE THROUGH RESEARCH

30 credits

Level 5

First Sub Session

This course provides the opportunity to engage in an extended, context-specific classroom-based (action) research project to enhance the learning of pupils, self and others.  Aligning with aspects of current discourse in education, participants will demonstrate a respect for evidence, in turn evaluating the impact of their project on self/others.  Through an enquiry based approach participants will work with others (in learning communities) to identify and carry forward their professional knowledge in a specialist area of interest with a particular emphasis on pupil learning gains.

ED503K: RESEARCH METHODS AND DATA ANALYSIS

15 credits

Level 5

First Sub Session

This course addresses a number of the key methodological strands in the programme (such as the nature of educational research, the relationship amongst: research, policy and practice, critical reading of texts, research and policy, and different views of knowledge).

ED503N: COMPONENTS OF THE LEARNING ENVIRONMENT IN HIGHER EDUCATION

30 credits

Level 5

First Sub Session

This course is designed to enable participants to begin to link educational practice, evidence and theory in order to design, deliver and evaluate courses and programmes for both undergraduates and taught postgraduates. It encourages participants to experiment with, and take a critical, scholarly stance on, different approaches to learning, teaching and assessment. Course workshops are designed to facilitate participants’ engagement with pedagogical literature, to challenge current approaches to teaching and to encourage planning for their further professional development in the learning and teaching arena.

ED503S: INTRODUCTION TO RESEARCH: POLICY AND PRACTICE

15 credits

Level 5

First Sub Session

This course introduces students to key issues integral to educational research (such as the nature of practitioner enquiry in educational research, the relationship amongst: research, policy and practice, critical reading of texts, research and policy, and different views of knowledge). The course aims to explore the links between educational research, policy and practice and to develop the skills associated with the critical reading and evaluation of policy documentation and research texts.

 

ED503T: ADVANCED QUANTITATIVE AND QUALITATIVE DATA ANALYSIS AND INTERPRETATION

30 credits

Level 5

Second Sub Session

The course provides students with an opportunity to develop a specific understanding of issues in the design and implementation of research, and the analysis and interpretation of research, within a social/educational context.  A variety of methodological orientations are studied: mixed methods analysis; narrative enquiry; phenomenology, advanced quantitative research design and multivariate analysis.  It aims to provide the knowledge, skills and understanding required for the dissertation stage of the programme.

ED503V: INTRODUCTION TO EDUCATIONAL RESEARCH DESIGN

15 credits

Level 5

First Sub Session

This course introduces students to all aspects of the educational research design process, main research methods and terminologies.  It will briefly introduce students to educational research resources including textual and digital resources.  The course aims to engage students in the process of critical analysis of published research literature of relevance to various educational audiences, in particular the evaluation of design approaches.

ED504G: INCLUSIVE PEDAGOGY

30 credits

Level 5

First Sub Session

 

The concept of Inclusive Pedagogy has been developed by studying the practice of primary and secondary classroom teachers who think about learning and teaching in a novel way. This approach acknowledges and responds to difficulties that children may face in their learning in ways that respect the dignity of the child in the community of the classroom. This approach leads to innovative partnerships between classroom teachers and other specialists such as additional support needs (ASN). It offers a framework for thinking about learning and teaching that can support planning and classroom practice.

 

 

ED504P: DEVELOPING PROFESSIONAL PRACTICE FOR TEACHING IN SCOTLAND

30 credits

Level 5

First Sub Session

 

This programme aims to engage learners in taking a critical overview of the Scottish Education system, current policy and curriculum drivers that impact on professional practice of teachers.

 

 

ED505E: ACCREDITTATION OF PRIOR LEARNING 30 SM POINTS (MINDFULNESS)

30 credits

Level 5

First Sub Session

Many registered teachers throughout Scotland have undertaken courses in mindfulness, and are practicing and teaching mindfulness. Practicing mindfulness can have a positive impact, personally and professionally, this can be evident in subtle, implicit enhancements to professional practice. Furthermore, some teachers are explicitly teaching mindfulness to children and young people and/or introducing mindfulness practice to colleagues.

As mindfulness increasingly features in the curriculum and in approaches to learning and teaching and as mindfulness initiatives are developed to promote health and well-being at school and work, the programme will allow teachers to gain GTC(S) Professional Recognition in mindfulness as an area of expertise.

ED50BL: CURRICULUM TRANSFORMATION & CHANGE

30 credits

Level 5

Second Sub Session

This module examines the concept of change as it relates to the development of inclusive curricula, and considers the influences and assumptions that shape the curriculum. It is designed to develop an understanding of the inter-relationships amongst various organisational systems, and to examine the professional and personal activities that take place within these interconnected systems.

ED50BP: AN INTRODUCTION TO AUTISM AND ITS IMPLICATIONS FOR CLASSROOM PRACTICE

15 credits

Level 5

First Sub Session

Focus Courses: ED50BQ Literacy Difficulties and Dyslexia OR ED50BP An Introduction to Autism and Its Implications for Classroom Practice 15 SM Points each

The focus element of this combined 30 credit module examines either literacy difficulties or autism in detail. Participants have the opportunity to explore in their practice how they might facilitate the enhanced participation of pupils facing these potential challenges in their learning.

ED50BQ: LITERACY DIFFICULTIES AND DYSLEXIA

15 credits

Level 5

Second Sub Session

Focus Courses: ED50BQ Literacy Difficulties and Dyslexia OR ED50BP An Introduction to Autism and Its Implications for Classroom Practice 15 SM Points each

The focus element of this combined 30 credit module examines either literacy difficulties or autism in detail. Participants have the opportunity to explore in their practice how they might facilitate the enhanced participation of pupils facing these potential challenges in their learning.

ED50BR: PARTICIPATION & LEARNING

15 credits

Level 5

Second Sub Session

This course considers in detail effective practice in collaboration, and examines systems and organisational issues, as well as the development of personal skills. It also considers in particular the potential impact of collaboration on the learner.  

ED50BZ: MANAGING PERSONAL SUPPORT IN SCHOOLS

30 credits

Level 5

First Sub Session

The new principal teacher of guidance support (targeted support) is expected not only to manage cross curricular PSD provision but also all aspects
of whole school support (universal support) and those staff who deliver such support.

The module covers aspects of all areas below:

  • The management role of promoted pastoral support staff
  • The management of change set within the context of ‘Curriculum for Excellence’
  • Leadership styles, team building activities
  • Conflict resolution, solution-focused approaches, managing staff, time and projects
  • Integrated approaches to targeted, universal and pupil support, inclusion and inter-professional working

ED50G6: PROFESSIONAL LANGUAGE DEVELOPMENT WITH THEORETICAL PRINCIPLES: CONFIDENT USE OF GAELIC IN THE CLASSROOM

30 credits

Level 5

First Sub Session

This course aims to:

  • enhance and extend professional practice in the teaching of subject/stage through the medium of Gaelic
  • familiarise students with the support structures available in Gaelic education
  • provide the advanced knowledge, understanding and skills required to deliver subject/stage in Gaelic medium
  • develop the relevant Gaelic language skills so that participants are able to teach through the medium of Gaelic and respond to the needs of the pupils they teach
  • provide knowledge and understanding of the range of theoretical perspectives relating to immersion and bilingual teaching and the promotion of Gaelic Medium Education

ED50GI: DISSERTATION

60 credits

Level 5

Second Sub Session

The dissertation forms the final part of the Master of Research degree. This course aims to support participants as they frame, specify, plan, carry out and report on a research-based investigation.   For students who plan to complete their studies with the MRes, the dissertation will report on a completed piece of independent and original research.  Other students, with prior agreement from the Director of Postgraduate Research Degrees, who plan to proceed to doctoral studies, may use their MRes dissertation as part of the preparation for subsequent PhD study.

 

ED50HP: AUTISM, INCLUSION AND PARTICIPATION

30 credits

Level 5

First Sub Session

This course covers a range of conceptual issues fundamental to an understanding of autism in inclusive contexts. Participants will therefore develop a critical knowledge and understanding of policy, literature and research relating to the diagnostic criteria for autism, the key theories of autism, the main strategies used to support learners and the key themes and issues in the field. This will be linked to a critical knowledge and understanding of policy, literature and research on inclusion and issues around its meaning and enactment. The role of interprofessional collaboration and learner participation in facilitating inclusion is emphasised across the course.

ED50JK: NEGOTIATED EXTENDED STUDY

30 credits

Level 5

First Sub Session

ED50JN: NEGOTIATED EXTENDED STUDY

30 credits

Level 5

Both Sessions

There are three study units Unit 1: Identifying a Focus and Rationale The purposes of independent study; forms of investigation; the benefits of sustained independent study; the selection of an area, theme or focus; making links to other study modules and practice; the place of research literature and other reading. Unit 2: Background Reading and Study Plans The value of background reading; finding sources and resources; making use of literature and other sources; identifying themes and areas for study; finding and framing questions; identifying methods of evidence gathering; setting aims and objects in a timeline; planning practicalities; time management. Negotiating a contract of study and working with others Unit 3: Implementation and Reporting Effective communication; ensuring rigour and quality; collecting and analysing evidence; discussing and presenting findings and conclusions. This module may be available in both contact and distance learning formats with optional support and interaction through computer mediated communication. Participants will complete a series of tutorials, readings and practical activities as appropriate in preparation for completion of an independent study or development. Additional contact-based elements of delivery may be added where circumstances allow (up to an overall total of 40 hours). 1st attempt: Formative assessment activities are embedded in the distance learning materials to prompt and structure regular participant-tutor contacts and to scaffold the final summative assessment activity.

ED50KD: PROFESSIONAL BIOGRAPHY

30 credits

Level 5

First Sub Session

This final core course in the MSc EPP provides opportunities to review and consolidate the skills, knowledge, values and practices developed across the earlier part of the programme as well as other aspects of ongoing professional learning. The course will focus on critical self reflection and act as a mechanism to provide a synopsis and synthesis, within participants’ current work based context, of key new learning, enhanced ways of collaborative/cooperative working; enquiry/research techniques planned/implemented, action research project findings and impact; and enhanced professional practice arising from experiences across the programme.

ED50KL: INVESTIGATING AND ENHANCING CROSS CURRICULAR PRACTICE IN LITERACY AND NUMERACY THROUGH TECHNOLOGY ENHANCED LEARNING

30 credits

Level 5

First Sub Session

This course provides the opportunity to extend/deepen knowledge and understanding of the responsibilities of all practitioners for literacy, numeracy and health and well-being, and associated principles and practices, in relation to the experiences and outcomes of CfE.  Participants will extend their knowledge, understanding, application and evaluation of cross-disciplinary learning and teaching practices; use action research based approaches, to design, implement, and reflect on, innovative cross-disciplinary classroom-based learning and teaching practices/interventions that will develop a number of the capacities of Curriculum for Excellence, at the same time gathering robust pupil learning attributes data to evidence the impact of these practices.

ED50LG: LEADING PROFESSIONAL DEVELOPMENT

30 credits

Level 5

First Sub Session

The aim of this course is to enable participants to shape and lead innovative and effective professional development in their own workplace. The course takes place through online discussions and presentations. Participants investigate a topic of their own choice through action research. We will explore and examine key discourses and models of professional learning and development. Participants will work in small groups and be supported by the course leader in a group and one to one basis. Many of the principles and practices of leading professional development are transferable to other organizations.

ED50NA: FOUNDATIONS OF PERSON-CENTRED COUNSELLING

30 credits

Level 5

First Sub Session

This course aims to enable students to develop the personal qualities and professional skills necessary for competent and reflective practitioners within a person centred framework. Self-awareness, counselling theory, practice and research are integrated to a level that enables course members to engage with therapeutic processes in a range of counselling relationships. Although the counselling programme is structured on a modular basis it is conceptualised as a comprehensive experience. The programme has four strands: Counselling Relationship and Therapeutic Process; Counselling Theory and Research; Personal Development; Professional Development. This course constitutes the 1st module of the counselling programme.

ED50NC: DEVELOPMENT OF PROFESSIONAL COUNSELLING PRACTICE

30 credits

Level 5

First Sub Session

This course aims to enable students to develop the personal qualities and professional skills necessary for competent and reflective practitioners within a person centred framework.  Self-awareness, counselling theory, practice and research are integrated to a level that enables course members to engage with therapeutic processes in a range of counselling relationships. Although the counselling programme is structured on a modular basis it is conceptualised as a comprehensive experience. The programme has four strands: Counselling Relationship and Therapeutic Process; Counselling Theory and Research; Personal Development; Professional Development. This course constitutes the 3rd module of the counselling programme.

ED50ND: REFLEXIVITY AND PROFESSIONAL ENQUIRY

30 credits

Level 5

First Sub Session

This course aims to enable students to develop the personal qualities and professional skills necessary for competent and reflective practitioners within a person centred framework.  Self-awareness, counselling theory, practice and research are integrated to a level that enables course members to engage with therapeutic processes in a range of counselling relationships. Although the counselling programme is structured on a modular basis it is conceptualised as a comprehensive experience. The programme has four strands: Counselling Relationship and Therapeutic Process; Counselling Theory and Research; Personal Development; Professional Development. This course constitutes the 4th module of the counselling programme.

ED517A: ACCREDITATION OF PRIOR LEARNING - 1

15 credits

Level 5

First Sub Session

ED517B: ACCREDITATION OF PRIOR LEARNING - 2

30 credits

Level 5

First Sub Session

ED517D: ACCREDITATION OF PRIOR LEARNING - 4

60 credits

Level 5

First Sub Session

ED5181: ACCREDITATION OF PRIOR LEARNING 6

90 credits

Level 5

First Sub Session

ED54G1: RESEARCH DISSEMINATION

15 credits

Level 5

Second Sub Session

This course provides an overview of the different purposes and characteristics of academic writing, academic reports and presentations. Critical review and analysis of examples of academic writing is undertaken to identify the structure and organisation of academic papers, reports and presentations. The course aims to broaden understanding of research dissemination principles and processes by applying a critical analytical approach; and to develop the academic conventions associated with research reporting and presentation, viz. interpretation, selection, summarising, sequencing and communication skills.  

ED5501: INCLUSIVE PEDAGOGY

30 credits

Level 5

Second Sub Session

The concept of Inclusive Pedagogy has been developed by studying the practice of primary and secondary classroom teachers who think about learning and teaching in a novel way. This approach acknowledges and responds to difficulties that children may face in their learning in ways that respect the dignity of the child in the community of the classroom. This approach leads to innovative partnerships between classroom teachers and other specialists such as additional support needs (ASN). It offers a framework for thinking about learning and teaching that can support planning and classroom practice.

ED552T: CHANGING PRACTICES IN COMMUNITY WORK

30 credits

Level 5

Second Sub Session

This course explores the changing discourses linked to community work in different settings and their impact on the design and management of current community projects. It will also provide an opportunity to explicitly engage with current issues in the field of practice with an appreciation of their historical, social and political contexts.


ED552U: ENQUIRING PROFESSIONALISM

30 credits

Level 5

Both Sessions

Enquiring Professionalism is the first course of the PG Dip CLD.  It addresses the processes of both the programme and the broader professional role.  It introduces participants to the programme demands such as critically reflective practice and professional enquiry; all capacities which are important to the continuing professional development of the professional.  The course runs in parallel to the three practice- faced courses providing a steady anchor to these courses and allowing the academic and practical components of the programme to integrate with each other. The course prepares participants for the final stage of the programme, the action enquiry project.

ED552V: ENQUIRING INTO PRACTICE IN COMMUNITY SETTINGS

30 credits

Level 5

Second Sub Session

This course provides an opportunity for participants to follow an interest of their own and explore an area of specialism. Individuals are supported to identify a challenge in their own professional practice and to use action research processes to understand it better.  Participants will develop their own practice though practitioner enquiry and will contribute to the knowledge base of the field of practice.

ed552w: PLANNING IN PARTNERSHIP WITH COMMUNITIES

30 credits

Level 5

Second Sub Session

The course will develop the capabilities of engaging and working with communities to plan in partnership and seeks to develop the critical understandings and attitudes that underpin these capabilities. Participants will be introduced to a variety of creative means of engaging with diverse perspectives. The course assessment will require them to work with others in their professional context to compile a community profile.  


ED552X: ETHICAL RELATIONSHIPS IN PRACTICE

15 credits

Level 5

Second Sub Session


This course seeks to assist individuals to enhance their capabilities in working in and through relationship and to found these on the community education value base and code of ethics and a critical appreciation of power relations. Power will be explored in a variety of creative ways – through drama, dance, image etc.


ED553C: BUILDING A SUCCESSFUL RESEARCH CAREER

30 credits

Level 5

Second Sub Session

This course is designed to support and develop participants as they take a critical, strategic view of their research and the wider academic research environment. This is achieved through engaging participants with the key factors in developing a research profile, (collaborations, networks and consortia) and through exploring the institutional, UK and global research environments while also stressing the importance of leadership qualities, public engagement activities, professional development and reflective practice to build a successful higher education research career. This course is aligned with the UK Professional Standards Framework for Learning & Teaching in H.E.

 

ED553E: DEVELOPING A THEORY OF PRACTICE: LEARNING AND MUSEUMS

30 credits

Level 5

First Sub Session

This course will focus on the theoretical and professional issues relating to learning and museums, including informal and formal learning, professional identity, regulatory and curriculum contexts, relationships between community and professional providers and social inclusion. Alongside seminars, normally held in the University’s museums, tutor-directed activities will include visits and observation of learning activities in local museums and similar organisations.

The course is intended to enable participants to reflect on current provision and practice in relation to learning in museums through critical consideration of current constructions and understandings of the ways in which museums are sites of learning for visitors.

ED553G: ENHANCING PROFESSIONAL PRACTICE THROUGH RESEARCH

30 credits

Level 5

Second Sub Session

 

This course provides the opportunity to engage in an extended, context-specific classroom-based (action) research project to enhance the learning of pupils, self and others. Aligning with aspects of current discourse in education, participants will demonstrate a respect for evidence, in turn evaluating the impact of their project on self/others. Through an enquiry based approach participants will work with others (in learning communities) to identify and carry forward their professional knowledge in a specialist area of interest with a particular emphasis on pupil learning gains.

 

 

ED553Q: CRITICAL APPROACHES TO ACADEMIC LITERATURE

15 credits

Level 5

Second Sub Session

This course is for students undertaking postgraduate study which requires a good standard of critical reading and writing skills.

The essential aim of the course is to provide participants with a working knowledge of what is required to appraise journal and other material, and be able to present a reasoned argument based on evidence. By the end of the course you will be able to demonstrate the capability to

  • develop a critical understanding of the principal theories and concepts of the topics studied, together with knowledge of major policy issues involved
  • analyse critically evidence and arguments to support professional judgments

ED553R: RESEARCH METHODS

15 credits

Level 5

Second Sub Session

The course is focussed on social science research and applications in professional / work contexts. Participants make critical connections between policy, theory, research and practice in the context of investigating their own practice. Course coverage includes research philosophy and methodology, research implementation (design, methods, data collection and ethics), data analysis and interpretation, and reflective evaluation. Participants conduct a small scale research activity to enable exploration and evaluation of the application of research in their own context. The course offers a supportive, formative learning experience in preparation for a larger project.

ED553T: ADVANCED QUANTITATIVE AND QUALITATIVE DATA ANALYSIS AND INTERPRETATION

30 credits

Level 5

Second Sub Session

The course provides students with an opportunity to develop a specific understanding of issues in the design and implementation of research, and the analysis and interpretation of research, within a social/educational context.  A variety of methodological orientations are studied: mixed methods analysis; narrative enquiry; phenomenology, advanced quantitative research design and multivariate analysis.  It aims to provide the knowledge, skills and understanding required for the dissertation stage of the programme.

ED554P: DEVELOPING PROFESSIONAL PRACTICE TO ENHANCE LEARNING

30 credits

Level 5

Second Sub Session

This programme aims to engage learners in taking a critical overview of their own practice, taking account of the requirements of the Scottish Education system, current policy and curriculum drivers that impact on professional practice of teachers.


ED555J: PROFESSIONAL ENQUIRY

30 credits

Level 5

Second Sub Session

This course provides the opportunity for students to critically investigate and improve aspects of their professional practice through enquiry. The course essentially explores the notion of the practitioner researcher within the policy – theory – research – practice landscape. The development of knowledge and understanding of the research process, and the evidence-based design, implementation and analysis of an investigation exploring an important context-specific aspect of each student’s professional practice, are key elements of the course. On-line tutor-led group sessions are used at key points to provide formative support for student learning.


ED55BL: CURRICULUM TRANSFORMATION & CHANGE

30 credits

Level 5

Second Sub Session

This module examines the concept of change as it relates to the development of inclusive curricula, and considers the influences and assumptions that shape the curriculum. It is designed to develop an understanding of the inter-relationships amongst various organisational systems, and to examine the professional and personal activities that take place within these interconnected systems.


ED55BM: EXPLORING DIFFERENCE & DIVERSITY

30 credits

Level 5

Second Sub Session

This module explores the principles of inclusion, and considers national and local policy and practice. It explores the dimensions of human difference and is designed to enable participants to reflect on their own work in school/college, to examine the personal philosophy that drives their own practice, and to consider options for change. It examines the implications for practice, the key principles of learning and teaching and the multiplicity of factors affecting learners’ experiences in school/college.


ED55CA: CURRICULUM, CAREERS GUIDANCE AND EDUCATION FOR ENTERPRISE

30 credits

Level 5

Second Sub Session

 

Increasingly carers, teachers and lecturers are expected to take responsibility for aspects of curriculum and careers guidance and the preparation of their youngsters for lifelong learning, education for work and enterprise.

This module would benefit all education staff, community and health workers whose daily work impinges on such areas.

The module covers aspects of all areas below:

  • Gaining knowledge, competence and confidence to give curricular and vocational advice
  • Team approaches to planning and experiential delivery of careers education
  • Supporting development towards skills for life and work within a philosophy of enterprise

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ED55G1: RESEARCH METHODS AND DATA ANALYSIS

15 credits

Level 5

Second Sub Session

This course addresses a number of the key strands in the MSc (Educational and Social Research) programme (such as the nature of practitioner enquiry in educational research, the relationship amongst: research, policy and practice, critical reading of texts, research and policy, and different views of knowledge). Focusing on quantitative and qualitative research design and applications, the course aims to explore conceptions of reality and different views of knowledge and characteristics of quantitative and qualitative research. A variety of methodological orientations are studied: practitioner research; ethnography; critical discourse analysis; and statistical approaches.

ED55G2: RESEARCH METHODOLOGIES AND PERSPECTIVES

15 credits

Level 5

Second Sub Session

The course aims to develop a deepening understanding of philosophical and methodological perspectives that underpin social/educational research; and the relationship between the research question, design and method. It also aims to further develop an awareness of the researcher’s responsibility with respect to the complex issues surrounding the ethics of social/educational research, especially in relation to working with children and young people.

ED55G7: PROFESSIONAL LANGUAGE DEVELOPMENT WITH PRINCIPLES AND THEORY: GAELIC MEDIUM PRACTICE

30 credits

Level 5

Second Sub Session

This course aims to:

  • provide a critical appreciation of how the key concepts of language understanding and development are integrated into subject/stage teaching and how they impact on each other
  • give participants opportunities to understand and review critically pedagogies used to deliver their stage/subject through Gaelic medium
  • examine theories of learning in the context of Gaelic medium and to engage the participants in an interrogation of how the Gaelic language is used in the classroom to teach the subject/stage and how children use the Gaelic language
  • examine policy initiatives and their relationship with Gaelic Medium education

ED55HF: AUTISM AND LEARNING: CONTROVERSIES & DILEMMAS

30 credits

Level 5

Second Sub Session

This course critically explore controversies and dilemmas relating to four themes in Autism & Learning: causation and diagnosis; inclusive service provision; self-understanding and self-determination; relationships and sexuality. We critically explore current policy and legislation in relation to these topics in the light of current literature and research, making links to workplace provision and professional practice. We also draw on the Professional Enquiry course across the programme in order to deepen knowledge and understanding of enquiry methods, practice enquiry skills and undertake a small scale enquiry relating to one of the controversies and dilemmas listed above.


ED55HQ: AUTISM, BEHAVIOUR AND PLANNING FOR CHANGE

30 credits

Level 5

Second Sub Session

This course explores the links between the diagnostic criteria for autism (difficulties with social communication, social interaction, flexibility of thought & sensory integration) and behaviour. We critically explore positive, evidence-based approaches to identifying solutions. We also critically examine the links between the national strategy for autism, theory and practice and the meaning of the notion of the ‘autism friendly workplace’. Students are introduced to strategies for reflecting critically upon workplace provision via structured auditing and action planning for change.


ED55KE: ENHANCED PRACTICE IN LEARNING & TEACHING

30 credits

Level 5

Second Sub Session

This course provides opportunities to explore, compare, contrast and critically assess a number of educational theories and approaches to learning and teaching and their relevance and application to their own practice settings. Participants will discuss and review critically issues arising from the application of theory to practice; evaluate the relevance and importance of theories in different practice settings; undertake a negotiated, comparative study of three theories or approaches of individual interest; design (in collaboration with others), carry forward, evaluate and report on a teaching intervention to apply/test an aspect of theory or an approach in their own workplace setting.


ED55NB: THERAPEUTIC PROCESS IN PERSON-CENTRED COUNSELLING

30 credits

Level 5

Second Sub Session

 

This course aims to enable students to develop the personal qualities and professional skills necessary for competent and reflective practitioners within a person centred framework. Self-awareness, counselling theory, practice and research are integrated to a level that enables course members to engage with therapeutic processes in a range of counselling relationships. Although the counselling programme is structured on a modular basis it is conceptualised as a comprehensive experience. The programme has four strands: Counselling Relationship and Therapeutic Process; Counselling Theory and Research; Personal Development; Professional Development. This course constitutes the 2nd module of the counselling programme.

 

 

ED55ND: REFLEXIVITY AND PROFESSIONAL ENQUIRY

30 credits

Level 5

Second Sub Session

This course aims to enable students to develop the personal qualities and professional skills necessary for competent and reflective practitioners within a person centred framework. Self-awareness, counselling theory, practice and research are integrated to a level that enables course members to engage with therapeutic processes in a range of counselling relationships. Although the counselling programme is structured on a modular basis it is conceptualised as a comprehensive experience. The programme has four strands: Counselling Relationship and Therapeutic Process; Counselling Theory and Research; Personal Development; Professional Development. This course constitutes the 4th module of the counselling programme.


ED55P8: WIDER PERSPECTIVES FOR ENHANCED PRACTICE IN EARLY YEARS EDUCATION

30 credits

Level 5

Both Sessions

This course will  allow students to engage with the theory and practice of the role of the teacher in the setting in which they work, but with a particular focus on the other two settings in age range (0-3, 3-5, 5-8) in which they are not normally employed. This course is designed to follow on from and compliment ED50P7. Course content will support the Early Years Framework (2008) through the development of specialist Early Years provision which will help to build the resilience of children, improve the capacity of parents and contribute towards developing supportive communities.


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