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ED1008: RADICAL RECONSTRUCTIONS OF MATHEMATICS

This course aims to develop a deeper, more relationship understanding of your own mathematics as an interconnected body of ideas through four main themes: developing connections, valuing and appreciating diversity, developing mathematical talk and developing flexibility.  The interest is in '...not just what we know but how we know it, how we are aware of it, how we use it and how we exemplify it' (Watson & Barton, 2012: 67).  This focus on what 'doing mathematics' might look like will encourage you to challenge assumptions, beliefs and values about learning mathematics as an interpersonal constructive activity.
15 credits
Level 1
First Sub Session

ED1034: APL CLAIM 60 POINTS

This course is designed for students registered on the BA Childhood Practice degree.  The aim of the course is to promote and encourage the use of workplace based activities as the basis for academic study.  This course is designed to meet the continuing professional development of individuals involved with working with children and students must be employed in a relevant educational setting for a minimum of 12.5 hours per week.

This is a required element of the BA Childhood Practice in order to incorporate previous learning and experience 

60 credits
Level 1
First Sub Session

ED1035: APL CLAIM 30 POINTS

This course is designed for students registered on the BA Childhood Practice degree.  The aim of the course is to promote and encourage the use of workplace based activities as the basis for academic study.  This course is designed to meet the continuing professional development of individuals involved with working with children and students must be employed in a relevant educational setting for a minimum of 12.5 hours per week.

This is a required element of the BA Childhood Practice in order to incorporate previous learning and experience 

30 credits
Level 1
First Sub Session

ED1036: 90 CREDIT POINTS AT SD LEVEL 1

This course is designed for students registered on the BA Childhood Practice degree.  The aim of the course is to promote and encourage the use of workplace based activities as the basis for academic study.  This course is designed to meet the continuing professional development of individuals involved with working with children and students must be employed in a relevant educational setting for a minimum of 12.5 hours per week.

This is a required element of the BA Childhood Practice in order to incorporate previous learning and experience 

90 credits
Level 1
First Sub Session

ED1050: APL CLAIM 70 POINTS

This course is designed for students registered on the BA Childhood Practice degree.  The aim of the course is to promote and encourage the use of workplace based activities as the basis for academic study.  This course is designed to meet the continuing professional development of individuals involved with working with children and students must be employed in a relevant educational setting for a minimum of 12.5 hours per week.

This is a required element of the BA Childhood Practice in order to incorporate previous learning and experience 

70 credits
Level 1
First Sub Session

ED1057: WHAT MAKES US HUMAN? 1A

This course is designed to explore what it is to be human and why an understanding of this is important in helping understand the world in which children live and grow up. It provides a range of perspectives outwith education including Archaeology, Genetics, Anthropology and Religious Studies.  Students will consider where and when humans first came into being and the balance between our biology and environment in terms of defining who we are;  the creation of our identity as people and how children learn to negotiate this as part of their every day being.

15 credits
Level 1
First Sub Session

ED1064: STUDY SKILLS

This course is designed for students registered on the BA Childhood Practice degree with a focus on effective learning and academic writing.  The aim of the course is to promote and encourage the use of workplace based activities as the basis for academic study.  This course is designed to meet the continuing professional development of individuals involved with working with children and students must be employed in a relevant educational setting for a minimum of 12.5 hours per week.
15 credits
Level 1
First Sub Session

ED1068: CREATING THE CHILD'S ENVIRONMENT

This course is designed for students registered on the BA Childhood Practice degree with a focus on different learning environments for the child.  The aim of the course is to promote and encourage the use of workplace based activities as the basis for academic study.  This course is designed to meet the continuing professional development of individuals involved with working with children and students must be employed in a relevant educational setting for a minimum of 12.5 hours per week. 

15 credits
Level 1
First Sub Session

ED1075: EDUCATION FOR THE ENVIRONMENT

This course covers a wide range of environmental topics and allows students to explore themes of specific interest.  Environmental awareness is not new; it was a strong feature of early, indigenous cultures.  The course explores how the environment links to spirituality, and how human beings have impacted on it socially, physically and culturally over time. 

 

15 credits
Level 1
First Sub Session

ED1076: LEARNING HOW TO LEARN

Learning is critical both for the development of skills and understanding, but also, and perhaps more importantly, it has the potential to shape both who we are and what we do. In this course, students will be encouraged to reflect upon, and actively manage their own learning through engagement with a number of education theories: metacognition; emotional intelligence; multiple intelligences; experiential learning; self-efficacy; constructivism and social constructivism. Personal beliefs and understanding are explored and challenged through various experiences.

 

15 credits
Level 1
First Sub Session

ED1077: AN INTRODUCTION TO GAELIC MEDIUM EDUCATION

15 credits
Level 1
First Sub Session

ED1080: BODY, MIND AND NATURE: LEARNING OUTDOORS FOUNDATIONS

This course offers significant experiential learning outdoors in natural and urban environments, mainly around the campus. The course is designed to bridge theory and practice relating to students own personal engagement with outdoor environments. It covers sensory awareness, disciplinary, ecological and creative perspectives. Students are expected to engage in on-line discussion fora as well as the out of doors experiential activities.

15 credits
Level 1
First Sub Session

ED1521: LEARNING FROM WORK

This course is designed to prepare students for the workplace by developing general employability skills.  Students undertake a placement in either a formal work setting or in the voluntary sector as part of the practical learning experience.
15 credits
Level 1
Second Sub Session

ED1545: WHAT MAKES US HUMAN 1B

This course is designed to explore the tensions between ideas of free will and determinism. In other words, are human beings free or are our actions the result of a complex range of determining factors including our genes, upbringing and conditioning?  How we answer this question has many implications for ideas of praise, blame and morality both in a classroom setting and in our wider lives. Concepts of personhood and agency are explored through investigating ideas from Philosophy, Anthropology, Genetics, Psychology, Law, Sociology and Education. 

15 credits
Level 1
Second Sub Session

ED1546: SCIENCE, EDUCATION AND SOCIETY

This course is organised around a series of workshops addressing key issues in science and society. Students will reflect on their own ideas of science and progress to understand how scientific ideas have changed over time and their impact on society. Key topics will include: evolution, carbon cycle, and controversial issues.

15 credits
Level 1
Second Sub Session

ED1547: LEARNING HOW OTHERS LEARN

The context of living, learning and working in the 21st century is complex, diverse and continually changing so effective teachers need to respond flexibly and positively to this. Learning how others Learn builds on the experiences and outcomes of the first semester course Learning How to Learn, with a focus of study through collaborative enquiry into the many influences on children and young people’s learning. There is an integration of academic studies on campus with investigation and reflection on schools as learning communities. There will be opportunities to work with new technologies in collaboration with these schools.

 

15 credits
Level 1
Second Sub Session

ED1549: IMMERSION IN GAELIC MEDIUM EDUCATION

15 credits
Level 1
Second Sub Session

ED1580: BODY, MIND AND NATURE: LEARNING OUTDOORS EXTENDED

This course builds on the first semester foundations course to apply the principles to learning and teaching. It examines the outdoor learning expectations encompassed in the Scottish Curriculum for Excellence and provides practical examples linked to theoretical principles and includes significant experiential pedagogical practice out of doors. 

15 credits
Level 1
Second Sub Session

ED2012: THE CHILD IN SOCIETY: LIVING AND LEARNING IN FAMILIES

This course is designed for students registered on the BA Childhood Practice degree with a focus on family and community learning.  The aim of the course is to promote and encourage the use of workplace based activities as the basis for academic study.  This course is designed to meet the continuing professional development of individuals involved with working with children and students must be employed in a relevant educational setting for a minimum of 12.5 hours per week.
30 credits
Level 2
First Sub Session

ED2013: PRINCIPLES OF DEVELOPMENT AND LEARNING

This course is designed for students registered on the BA Childhood Practice degree with a focus on extending knowledge and understanding of child development.  The aim of the course is to promote and encourage the use of workplace based activities as the basis for academic study.  This course is designed to meet the continuing professional development of individuals involved with working with children and students must be employed in a relevant educational setting for a minimum of 12.5 hours per week. 

30 credits
Level 2
First Sub Session

ED2014: LEADERSHIP AND MANAGEMENT WITHIN A CHILDCARE AND EDUCATION SETTING

This course is designed for students registered on the BA Childhood Practice degree with a focus on developing leadership and management competencies.  The aim of the course is to promote and encourage the use of workplace based activities as the basis for academic study.  This course is designed to meet the continuing professional development of individuals involved with working with children and students must be employed in a relevant educational setting for a minimum of 12.5 hours per week. 

30 credits
Level 2
First Sub Session

ED2016: YOUNG CHILDREN AND SCIENCE

This course is designed for students registered on the BA Childhood Practice degree with a focus on how children make sense of the natural and physical aspects of their world.  The aim of the course is to promote and encourage the use of workplace based activities as the basis for academic study.  This course is designed to meet the continuing professional development of individuals involved with working with children and students must be employed in a relevant educational setting for a minimum of 12.5 hours per week. 

15 credits
Level 2
First Sub Session

ED2055: FROM LEARNING TO TEACHING

This course explores key educational issues as they relate to the developing personal and professional identity of a beginning teacher.  Students will be required to think, read and write critically about the key issues that influence a teacher’s persona; theories, research and policies that influence a teacher’s roles and responsibilities; and professional practice experiences as a student teacher in a primary school and community setting. They will identify personally held values and beliefs which underpin their model of a highly effective and inclusive teacher, engaging in reflective practice to develop and advance career-long professional learning and expertise.

30 credits
Level 2
First Sub Session

ED2056: WHAT MAKES US HUMAN 2A : THE EXPERIENCE OF CHILDHOOD

This course will consider the relationship between childhood experiences and how they are mediated through the words  and images generated by students and others. The sources chosen for the course will reflect both the diverse experiences of children in the past and those which reflect contemporary experiences of childhood both socially and geographically. Themes will include children at home, at work, at play and children learning, linked to ideas of identity, gender, social justice, families and rites of passage.

 

15 credits
Level 2
First Sub Session

ED2072: NEGOTIATED INDEPENDENT STUDY 2

This course gives students the chance to carry out independent study in an area of professional interest and/or professional context. Students negotiate their learning outcomes and goals based on learning priorities and then undertake the study. On completion they evaluate whether their learning outcomes have been met and evaluate their own learning.

15 credits
Level 2
First Sub Session

ED2085: UNDERSTANDING THE EMOTIONAL WORLD OF THE CHILD

This course enables students to develop skills to promote children's emotional and social development in the context of the teacher/pupil/parent/carer/family relationship.
15 credits
Level 2
First Sub Session

ED2507: SUPPORTING THE HEALTH AND WELLBEING OF YOUNG CHILDREN

This course is designed for students registered on the BA Childhood Practice degree with a focus on exploring the health needs of individual children and examining policy to support the health and wellbeing of young children.  The aim of the course is to promote and encourage the use of workplace based activities as the basis for academic study.  This course is designed to meet the continuing professional development of individuals involved with working with children and students must be employed in a relevant educational setting for a minimum of 12.5 hours per week.
15 credits
Level 2
Second Sub Session

ED2550: CAREER DEVELOPMENT: FIND YOUR DIRECTION

This course provides students with the theoretical and practical skills required to enter the job market.  Students learn how to prepare job applications, write CVs, prepare for interviews, prepare for skills and aptitude testing.  Students will become better equipped in applying effectively for any type of employment.
15 credits
Level 2
Second Sub Session

ED2554: MOVING IMAGE EDUCATION (MIE)

Students will be exploring opportunities to use Moving Image Education as a tool for supporting and enhancing learning. By using film excerpts, they will encourage pupil engagement by providing motivation to learn and analyse what is being seen in order to employ this medium in understanding a range of concepts across the curriculum. Learning will be both tutor led and independent for the duration of the course. Assessment is portfolio and group presentation.

15 credits
Level 2
Second Sub Session

ED2555: LEARNING AND TEACHING IN AND THROUGH THE CURRICULUM

ED2555 Learning and Teaching in and through the Curriculum

 

Through academic and field investigations, this course seeks to enhance knowledge and understanding of learning and teaching through a study of curriculum, exploring the current context of curricular change. Students will broaden their knowledge of educational systems, professional responsibilities and the implications for teaching and learning in the 21st century. Professional skills of communication, evaluation, critical enquiry and reflection will be further developed within a range of learning contexts. Using collaborative enquiry, students will be encouraged to challenge personally held assumptions and values about effective learning and teaching.

 

30 credits
Level 2
Second Sub Session

ED2561: ADVANCED EDUCATION FOR THE ENVIRONMENT

This course is based around an individual field research study of your own choosing. You will produce a report on an environmental issue – physical, social, economic, historical, educational or cultural. You will be expected to research on-line but more importantly you will work on location and in the community, conducting interviews, surveys and field research. As well as the final report, you will be asked to share and present your aims and rationale for choosing your topic for study with a group of fellow students. You will also have regular meetings with the course tutor to discuss progress,

15 credits
Level 2
Second Sub Session

ED2583: UNDERSTANDING THE EMOTIONAL WORLD OF THE CHILD

This course enables students to develop skills to promote children's emotional and social development in the context of the teacher/pupil/parent/carer/family relationship.
15 credits
Level 2
Second Sub Session

ED3011: ENGAGING FAMILIES IN LEARNING: 1

The course aims to provide opportunities for participants to develop enhanced critical awareness and

understanding of theories, policies and practices which relate to family learning. It is relevant to

professionals in a range of contexts, such as education, community learning and development,

early years, social work, health.  Drawing on the experience  which participants will bring from this

variety of professional areas, the course will explore

  • different conceptualisations and models of family learning

  • the central significance of language
  • social practices theory

issues relating to collaboration and partnership

15 credits
Level 3
First Sub Session

ED302A: FOUNDATIONS OF LEARNING FOR PROFESSIONAL PRACTICE AT EARLY/FIRST LEVEL

This course aims to provide students with a broad and critical understanding of how children develop and learn from conception through the first eight years of life. It provides students with up-to-date knowledge and understanding, based on recent research, of the factors that impact upon children’s development and learning and how this can and should inform practice in early childhood education and care. This course will provide an opportunity to demonstrate and apply broad and critical understanding of professional practice during a four week placement in an early/first level school setting.

 

30 credits
Level 3
First Sub Session

ED302B: DEVELOPING PROFESSIONAL KNOWLEDGE IN A CORE CURRICULAR AREA 1

This course is designed to allow student primary teachers develop professional knowledge and understanding within a core curricular area. Students choose to study one discrete curricular area from a choice of three: Health and Wellbeing, Literacy and English and Numeracy and Mathematics.  All three options are interactive and enquiry-based and the acquisition of current, evidence-based professional knowledge will be complemented by exploration of the core pedagogies that support the learning and teaching process.

Further information is available within the MA course handbook.

 

15 credits
Level 3
First Sub Session

ED302C: PROFESSIONAL FOCUS 1

Professional Focus aims to provide students with an opportunity to explore, in depth, an area of the curriculum, or an innovative perspective on learning. The course will extend students’ own learning as well as stimulate new ideas to inform practice as a teacher. It is designed to model the creative and collaborative pedagogical approaches advocated in Curriculum for Excellence

 

 

15 credits
Level 3
First Sub Session

ED3068: TEACHING EMPLOYABILITY SKILLS AND VOCATIONAL LEARNING

The course provides students the opportunity to enhance their employability skills and prepare them for the job market.  A range of topics are covered including team working, presentation skills, building confidence and self-esteem, assertive behaviour, managing stress. 
15 credits
Level 3
First Sub Session

ED3069: SCHOOL EXPERIENCE 1: MIDDLE AND UPPER STAGES (JOINT DEGREES)

30 credits
Level 3
First Sub Session

ED3071: LEARNING TO TEACH IN SCHOOLS 1: THE BEGINNING TEACHER (JOINT DEGREES)

30 credits
Level 3
First Sub Session

ED3082: UNDERSTANDING HAZARD AND RISK AS A PROFESSIONAL

15 credits
Level 3
First Sub Session

ED3083: RESPONDING TO HAZARD AND RISK IN A PROFESSIONAL CONTEXT

This course encourages you to consider how hazard and risk can be managed, particularly in relation to your own personal and professional circumstances. You will examine the risk management process and each part of the process in some detail enabling you to increase your knowledge and understanding of hazard and risk management techniques.

15 credits
Level 3
First Sub Session

ED3085: RECOGNITION AND ACCREDITATION OF PRIOR LEARNING IN CLD

15 credits
Level 3
First Sub Session

ED3086: RECOGNISING PRIOR EXPERIENTIAL LEARNING THROUGH PROFESSIONAL PRACTICE

This blended learning course allows students to put together a claim for prior experiential learning in addition to learning about experiential learning and reflective practice. Support is provided from a tutor.

15 credits
Level 3
First Sub Session

ED3087: PROFESSIONAL PROJECT 3

30 credits
Level 3
First Sub Session

ED3088: PROFESSIONAL DEVELOPMENT 3

15 credits
Level 3
First Sub Session

ED3095: DEVELOPING PROFESSIONAL PRACTICE IN FURTHER EDUCATION

This course allows you to explore theory and practice relevant to learning and teaching. It addresses the planning, implementation, assessment and evaluation of learning and encourages you to engage with a variety of perspectives to inform your own professional development.  It draws on a cyclical process of reflection on practice, in practice and for action, and encourages you to draw on reflective dialogue, peer review and learner feedback to enhance your practice. The supported use of a range of technologies throughout the course will also enhance your digital practice.

30 credits
Level 3
First Sub Session

ED3096: SUCCESSFUL LEARNERS IN FURTHER EDUCATION

This course emphasises the role of the lecturer in enabling successful learning for all learners. This course encourages you to critically reflect on your understanding of your learners and yourself as a learner.  You will be encouraged to deepen your insight of the needs and characteristics of your learners, underpinned by appropriate theoretical ideas which address factors that impact on being successful learners. The course brings together ideas of reflective practice, effective facilitation of learning and the development of skills for learning. It will support you to become flexible, reflective, innovative, creative and committed to professional development. 

15 credits
Level 3
First Sub Session

ED3097: EMBRACING CHANGE AND INNOVATION IN FURTHER EDUCATION

This course encourages you to consider and embrace issues of innovation and change that arise from external and internal influences on the FE sector.  It provides an opportunity for you to develop innovative, professional ideas and practice, interlinking theoretical aspects with practice and considering future professional contexts.  The course offers an opportunity to reflect on the wider professional role and context, and the different influencing factors that impact on these, taking into consideration legislative, political, economic, social and technical changes, to help you develop resilience as a practitioner in a continually changing educational landscape.

15 credits
Level 3
First Sub Session

ED3504: LIVING, LEARNING AND TEACHING IN COMMUNITIES

This course is designed for students registered on the BA Childhood Practice degree with a focus on the child in the wider community.  The aim of the course is to promote and encourage the use of workplace based activities as the basis for academic study.  This course is designed to meet the continuing professional development of individuals involved with working with children and students must be employed in a relevant educational setting for a minimum of 12.5 hours per week. 

30 credits
Level 3
Second Sub Session

ED3505: EFFECTING CHANGE IN DEVELOPMENT AND LEARNING

This course is designed for students registered on the BA Childhood Practice degree with a focus on utilising new learning to effect change in an Education and Childcare setting.  The aim of the course is to promote and encourage the use of workplace based activities as the basis for academic study.  This course is designed to meet the continuing professional development of individuals involved with working with children and students must be employed in a relevant educational setting for a minimum of 12.5 hours per week. 

30 credits
Level 3
Second Sub Session

ED3506: MANAGEMENT OF CHANGE

This course is designed for students registered on the BA Childhood Practice degree with a focus on using relevant principles to develop management competencies and understanding of the impact of change on professional roles and responsibilities within an Education and Childcare setting. The aim of the course is to promote and encourage the use of workplace based activities as the basis for academic study. This course is designed to meet the continuing professional development of individuals involved with working with children and students must be employed in a relevant educational setting for a minimum of 12.5 hours per week.
30 credits
Level 3
Second Sub Session

ED3509: RESEARCH AND ENQUIRY: INFORMED PERSPECTIVES

This course is designed for students registered on the BA Childhood Practice degree with a focus on the need for action research to inform practice, the process of research and a small scale research study in the student’s work setting.  The aim of the course is to promote and encourage the use of workplace based activities as the basis for academic study.  This course is designed to meet the continuing professional development of individuals involved with working with children and students must be employed in a relevant educational setting for a minimum of 12.5 hours per week. 

30 credits
Level 3
Second Sub Session

ED352A: TRANSFERRING PROFESSIONAL KNOWLEDGE INTO PROFESSIONAL PRACTICE FOR PRIMARY EDUCATION

This course provides students with an opportunity to deepen understanding of a core area of the Primary Curriculum through application during school experience.  It builds on knowledge and understanding of the factors that impact upon children’s development and learning.  The course will provide an opportunity to for students to demonstrate and apply broad and critical understanding of professional practice in a Primary school second level setting.

 

30 credits
Level 3
Second Sub Session

ED352B: DEVELOPING PROFESSIONAL KNOWLEDGE IN A CORE CURRICULAR AREA 2

This challenging course is designed to build on, and add depth to, the knowledge, understanding, skills and dispositions developed in the first half session. students will be fully involved in collaborative and active learning.

 

15 credits
Level 3
Second Sub Session

ED352C: PROFESSIONAL FOCUS 2

This course builds on Professional Focus 1 enabling students to further explore an area of the curriculum, or an innovative perspective on learning. The course will enhance students’ own learning as well as stimulate new ideas to inform practice as a teacher. It is designed to model the creative and collaborative pedagogical approaches advocated in Curriculum for Excellence

15 credits
Level 3
Second Sub Session

ED3535: WORKING TOGETHER: EMPLOYABILITY FOR ARTS AND SOCIAL SCIENCES

This course provides the opportunity for students to work in small groups to develop solutions for projects posed by industry, businesses and the public sector. It involves workshops on employability skills along with site visits. Students will experience the issues that surround the work environment, including the pressures of working to a deadline, explore the challenges of working with a group of colleagues towards a common aim, and reflect upon their own strengths and areas for development. They will explore how the graduate attributes they have acquired in the course of their degree map onto the experience of work.

15 credits
Level 3
Second Sub Session

LL3060: ACTION INQUIRY

This course emphasises the role of Action Inquiry in a professional’s toolbox. During the course participants will examine the differences between Action Inquiry and other types of research and concentrate on understanding how Action Inquiry is relevant to their practice.  As part of the assignment participants will produce a draft proposal for a small piece of Action Inquiry.

15 credits
Level 3
First Sub Session

LL3061: NEGOTIATED INDEPENDENT STUDY 3

This course gives students the chance to carry out independent study in an area of professional interest and professional context. Students negotiate their learning outcomes and goals based on learning priorities and professional requirements and then undertake the study. On completion they evaluate whether their learning outcomes have been met and evaluate their own learning.

 

15 credits
Level 3
First Sub Session

ED4019: SCHOOL EXPERIENCE 1: BEGINNING TO TEACH

Within School settings, students will initially observe, and with support, begin to plan and implement learning and teaching - gradually building responsibility. Students will critically reflect on their own practice in relation to key features of an inclusive learning environment, focusing on the role of the teacher.  Through observation of classroom practice, students will develop capacities and practise skills that enable them to prepare, plan, and implement learning, teaching, assessment and evaluation of learners.

 

30 credits
Level 4
First Sub Session

ED4020: SCHOOL EXPERIENCE 1: THE UPPER AND MIDDLE STAGES

30 credits
Level 4
First Sub Session

ED402A: LEARNING AND TEACHING IN SCHOOLS: DEVELOPING PROF PRACTICE 1 (PGDE)

This course component introduces and develops the main underpinning principles of the programme, providing a forum for analysis and discussion of education in the practical context of classroom teaching.  A range of issues common to all students as developing professionals will be reflected upon, in particular issues which have implications for direct action in the classroom, such as Inclusive Practice.  Professional Enquiry provides students with knowledge and understanding of policy, theory, and research in the context of developing professional practice.

30 credits
Level 4
First Sub Session

ED402B: SCHOOL EXPERIENCE 1: P4 - 7 (PGDE)

Within school settings, students will initially observe, and with support, begin to plan and implement learning and teaching, gradually building responsibility.  Students will critically reflect on their own practice in relation to key features of an inclusive learning environment, focusing on the role of the teacher.  Through observation of classroom practice, students will develop capacities and practise skills that enable them to prepare, plan, and implement learning, teaching, assessment and evaluation of learners.

 

15 credits
Level 4
First Sub Session

ED402D: DEVELOPING PROFESSIONAL PRACTICE 2A (DLITE)

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 further develop professional skills and abilities relevant to the transition to teaching.  

15 credits
Level 4
First Sub Session

ED402E: SCHOOL EXPERIENCE 1: P4 - 7

Within School settings students will initially observe, and with support, begin to plan and gradually implement learning and teaching building responsibility. Students will critically reflect on their own practice in relation to key features of an inclusive learning environment, focusing on the role of the teacher.  Through observation of classroom practice they will develop capacities and practise skills that enable them to prepare, plan and implement learning, teaching, assessment and evaluation of pupils.

30 credits
Level 4
First Sub Session

ED402F: SCHOOL EXPERIENCE 1A: P4-7 (DLITE)

Within School settings, students will initially observe, and with support, begin to plan and implement learning and teaching, building on the responsibility undertaken in School Experience 1A.  Students will critically reflect on their own practice in relation to key features of an inclusive learning environment, focusing on the role of the teacher.  Through observation of classroom practice, students will develop capacities and practise skills that enable them to prepare, plan, and implement learning, teaching, assessment and evaluation of learners.

15 credits
Level 4
First Sub Session

ED4071: LEARNING AND TEACHING IN SCHOOLS: DEVELOPING PROFESSIONAL PRACTICE 1

This course introduces and develops the main underpinning principles of the programme, providing a forum for analysis and discussion of education in the practical context of classroom teaching.  A range of issues common to all students as developing professionals will be reflected upon, in particular, issues which have implications for direct action in the classroom such as Inclusive Practice. Further to this, through Professional Enquiry, it aims to provide students with knowledge and understanding of policy, theory and research in the context of developing professional practice.

 

30 credits
Level 4
First Sub Session

ED4078: SCHOOL EXPERIENCE 2: NURSERY AND EARLY STAGES (JOINT DEGREES)

30 credits
Level 4
First Sub Session

ED4084: LEARNING TO TEACH IN SCHOOLS 2: THE DEVELOPING TEACHER (JOINT DEGREES)

30 credits
Level 4
First Sub Session

ED4515: LEARNING AND TEACHING IN SCHOOLS: DEVELOPING PROFESSIONAL PRACTICE 2

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.

30 credits
Level 4
Second Sub Session

ED452A: LEARNING AND TEACHING IN SCHOOLS: DEVELOPING PROF PRACTICE 2 (PGDE)

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
30 credits
Level 4
Second Sub Session

ED452B: SCHOOL EXPERIENCE 2: P1-3 (PGDE/DLITE)

During this second placement, students will further develop their professional practice, while taking full responsibility for the teaching of classes.  Capacities and skills that enable them to prepare, plan, and implement learning, teaching, assessment and evaluation of learners' learning will be enhanced.  They will investigate a range of wider aspects of school life through completion of School-Based Study Tasks, including the prior learning experiences of learners and the progression of learning.  A small-scale professional enquiry project will be undertaken linked to the context of the School Experience placement.

30 credits
Level 4
Second Sub Session

ED452D: DEVELOPING PROFESSIONAL PRACTICE 2B (DLITE)

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 further 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.

15 credits
Level 4
Second Sub Session

ED452F: School Experience 2: P1-3

During this second placement, students will further develop their professional practice, while taking full responsibility for the teaching of classes. Capacities and skills that enable them to prepare, plan and implement learning, teaching, assessment and evaluation of pupils' learning will be enhanced.  They will investigate a range of wider aspects of school life through completion of school based study tasks.  A small-scale professional enquiry project will be undertaken relevant to the setting, further developing their understanding of the work of other professionals linked to the context of the field placement.

 

30 credits
Level 4
Second Sub Session

ED452G: LEARNING AND TEACHING IN SCHOOLS: DEVELOPING PROF PRACTICE 1 (DLITE)

This course component introduces and develops the main underpinning principles of the DLITE PGDE programme, providing a forum for analysis and discussion of education in the practical context of classroom teaching.  A range of issues common to all students as developing professionals will be reflected upon, in particular issues which have implications for direct action in the classroom, such as Inclusive Practice.  Professional Enquiry provided students with knowledge and understanding of policy, theory, and research in the context of developing professional practice.

30 credits
Level 4
Second Sub Session

ED452H: SCHOOL EXPERIENCE 1B: P4-7 (DLITE)

Within School settings, students will initially observe, and with support, begin to plan and implement learning and teaching, gradually building responsibility. Students will critically reflect on their own practice in relation to key features of an inclusive learning environment, focusing on the role of the teacher.  Through observation of classroom practice, students will develop capacities and practise skills that enable them to prepare, plan, and implement learning, teaching, assessment and evaluation of learners.

15 credits
Level 4
Second Sub Session

ED4535: WORKING TOGETHER: EMPLOYABILITY FOR ARTS AND SOCIAL SCIENCE

15 credits
Level 4
Second Sub Session

ED4702: SCHOOL EXPERIENCE 2: TRANSITION TO TEACHER

During this second placement, students will further develop their professional practice, while taking full responsibility for the teaching of classes.  Capacities and skills that enable them to prepare, plan, and implement learning, teaching, assessment and evaluation of learners' learning will be enhanced.  They will investigate a range of wider aspects of school life through completion of School-Based Study Tasks, including the prior learning experiences of learners and the progression of learning.  A small-scale professional enquiry project will be undertaken relevant to the setting, and linked to the context of the School Experience placement. 

30 credits
Level 4
Second Sub Session

ED501U: Care and Support in Action (Distance Learning)

This module is offered to all who wish to enhance knowledge and skills in this area in order to advance their professionalism in working with young people. This includes specifically class room teachers, existing principal teachers, faculty heads and senior managers within schools as well as community educationalists, health and social workers.

The module covers aspects of all areas below:

  • Guidance and support policies, roles and responsibilities within the context of the ‘National Support Framework’

  • Providing quality care and support, partnership set within the support entitlement

  • Team working through an integrated multi-agency approach, child protection and inclusion

30 credits
Level 5
First Sub Session

ED502L: Action Research Project

This on-line course offers the opportunity for teachers and others in alternative professional settings to attain the skills and understandings required to conduct action-based research within their own professional contexts. Participants will identify a research topic and prepare a proposal, supported by a line-manager, which will then form the basis of the course. A number of virtual face-to-face sessions will be conducted at intervals throughout the module giving participants the opportunity to interact with other members in whole group and small group settings. Assessment will include a poster presentation and a 5,000 word submission in a journal article format.

30 credits
Level 5
First Sub Session

ED502T: Changing Practices in Community Work

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.

 

30 credits
Level 5
First Sub Session

ED502V: Enquiring into Practice in Community Settings

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.

30 credits
Level 5
First Sub Session

ED502W: Planning in Partnership with Communities

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.  

30 credits
Level 5
First Sub Session

ED502X: Ethical Relationships in Practice

15 credits
Level 5
First Sub Session

ED502Y: Mentoring in Professional Contexts

30 credits
Level 5
First Sub Session

ED503C: Effective Teaching of Numeracy 1: Developing Mathematical Thinking

Applicants must be fully registered with the General Teaching Council for Scotland (GTCS) and working in a professional context.

This course is worth 30 credit and is summatively assessed by an assignment linked to the themes listed below:

  • Teacher’s beliefs about learning and teaching mathematics
  • The nature of teachers’ mathematical knowledge
  • Children as ‘learners of mathematics’
  • Making connections and developing mathematical talk

 

30 credits
Level 5
First Sub Session

ED503D: Effective Teaching of Numeracy 2: Leading Learning

Applicants must be fully registered with the General Teaching Council for Scotland (GTCS) and working in a professional context.

This course is worth 30 credit and is summatively assessed by an assignment linked to the themes listed below:

  • Critically reflect on current practice within numeracy by reviewing current context and commenting on the potential impact of new approaches
  • Design, implement and critically review a small scale action research project involving innovative learning, teaching and assessment approaches, linked to current policies and practices
  • Critically analyse the impact of these approaches on pupils, colleagues and professional learning and development

30 credits
Level 5
First Sub Session

ED503E: Developing a Theory of Practice: Learning and Museums

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.

30 credits
Level 5
First Sub Session

ED503F: Enhancing Professional Practice through Self Evaluation, Critical Reflection and Professional Learning

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.
30 credits
Level 5
First Sub Session

ED503G: Enhancing Professional Practice Through Research

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.
30 credits
Level 5
First Sub Session

ED503H: Postgraduate Certificate in Teaching and Learning in the Primary Context Course 1

This course explores learning theories, inclusion, reflection on pedagogy and the rationales behind Curriculum for Excellence and Assessment is for Learning.  This course may be of interest to those beginning their Master’s journey consolidating their professional learning for the purposes of Professional Update and/or for those who have had a career break and wish to inform their practice regarding more recent changes in Education. 

The course is aimed at secondary teachers wishing to move into the primary sector. This is the only course of its kind in Scotland and is registered with the GTCS in alignment with their registration regulations
30 credits
Level 5
First Sub Session

ED503J: Postgraduate Certificate in Teaching and Learning in the Primary Context Course 2

This second course builds a deepening understanding of the elements of ED503H making links between theory, policy and practice.  This is the
second course aimed at secondary teachers wishing to move into the primary sector and participants must have undertaking ED503H first.
30 credits
Level 5
First Sub Session

ED503N: Components of the learning environment in Higher Education

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.

30 credits
Level 5
First Sub Session

ED503S: Introduction to Research: Policy and Practice

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.

 

15 credits
Level 5
First Sub Session

ED503U: Enhancing Professional Practice Through Research

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.

30 credits
Level 5
First Sub Session

ED504B: Leading Effective School Improvement

This module provides opportunities for participants to investigate current theories and research in school-improvement,  and further explore  those theories in relation to practices in their own school/work environment, along with the principles and practices of self-evaluation that inform them.  A seminar format will be followed providing participants the opportunity to contribute to discussion and actively input ideas relating to ways and means of initiating and leading school improvement. Participants will meet regularly in a virtual, online learning environment which facilitates discussion and inter-action with others. Many of the principals and practices of school improvement are transferable to other organizations.

30 credits
Level 5
First Sub Session

ED505A: Mindfulness

ED505A Mindfulness is the first course in the MSc in Studies in Mindfulness. The course introduces the three elements of the Programme: mindfulness practice, the study of mindfulness (and associated concepts) and the relevance of mindfulness to a self-selected professional, work or voluntary context. An introduction to developing a sustained, formal mindfulness practice, based upon a unique approach, is encompassed within the course. Within the course there are two residential weekends of teaching, study and practice.   

The course is assessed through the submission and assessment of a written assignment (4000-6000 words).

30 credits
Level 5
First Sub Session

ED505B: Compassion

ED505B Compassion is the second course in the MSc in Studies in Mindfulness. The key study theme is the role and importance of compassion within mindfulness. ED505B Compassion is unique not only in prioritising the study of compassion but also in developing compassion within mindfulness practice. Specific topics include evolutionary psychology, our compassionate nature and ‘the undercurrent and the observer’. 

Within the course there are two residential weekends of teaching, study and practice.

The course is assessed by a written assignment (4000-6000 words).

ED505B Compassion is followed by a week long study retreat on Holy Isle in Scotland.

30 credits
Level 5
First Sub Session

ED505C: Insight and Wisdom

ED505C Insight and Wisdom is the third course of the MS in Studies in Mindfulness. Study begins with defining both insight and wisdom within cultural contexts and in relation to both mindfulness practice and psychology. The emphasis within the course is upon creating the conditions for insight to arise and for wisdom to follow. Practice is developed through Insight meditation and training

Within the course there are two residential weekends of teaching, study and practice.  These augment and support both study and mindfulness practice.  

The course is assessed by a written assignment (4000-6000 words).

30 credits
Level 5
First Sub Session

ED50A6: CONNECTING POLICY PRACTICE AND RESEARCH (PGDE/MA)

This course enhances the students' learning on existing provision building on the premise of improving collaborative opportunities for all student teachers preparing to enter the teaching profession. A key factor revolves around the enhancement of the student experience in applying a richer knowledge and skills based learning which can be applied within a range of professional settings in schools.

 

 

30 credits
Level 5
First Sub Session

ED50BL: Curriculum Transformation & Change

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.
30 credits
Level 5
First Sub Session

ED50BM: Exploring Difference & Diversity

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.
30 credits
Level 5
First Sub Session

ED50BQ: Literacy Difficulties and Dyslexia

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.

15 credits
Level 5
First Sub Session

ED50BR: Participation & Learning

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.  
15 credits
Level 5
First Sub Session

ED50BZ: Managing Personal Support in Schools

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
30 credits
Level 5
First Sub Session

ED50CA: Curriculum, Careers Guidance and Education for Enterprise

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
30 credits
Level 5
First Sub Session

ED50EQ: Professional Enquiry

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.

30 credits
Level 5
First Sub Session

ED50FG: A Counselling Approach in Educational Settings (E-Learning)

This is a 15 credit module which is only available to those who have not completed the Mentoring in Professional Contexts or Counselling and Mentoring Approaches in Professional Settings and require a 15 credit module to complete their programme of study. The module raises awareness of person centred counselling approaches where active listening skills and Roger’s core conditions are embedded into the everyday work of helpers of young people, particularly in classrooms. The Egan goal centred model will also be investigated and solution focused behavioural techniques discussed.

15 credits
Level 5
First Sub Session

ED50G1: Language Development to Support Gaelic Medium Teaching

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
30 credits
Level 5
First Sub Session

ED50G2: Critical Reflection and Portfolio Development

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


30 credits
Level 5
First Sub Session

ED50GI: Dissertation

The dissertation forms the final part of the MSc (Educational and Social 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 MSc, the dissertation will report on a completed piece of independent and original research.  Students, with prior agreement from the Director of Postgraduate Research Degrees, who plan to proceed to doctoral studies, may use their MSc dissertation as part of the preparation for subsequent PhD study.

 

60 credits
Level 5
First Sub Session

ED50HF: Autism and Learning: Controversies & Dilemmas

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.

30 credits
Level 5
First Sub Session

ED50HP: Autism, Inclusion and Participation

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.
30 credits
Level 5
First Sub Session

ED50HQ: Autism, Behaviour and Planning for Change

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.

30 credits
Level 5
First Sub Session

ED50JE: Successful Learners in Further Education

This course emphasises the role of the lecturer in enabling successful learning for all learners. This course encourages you to critically reflect on your understanding of your learners and yourself as a learner.  You will be encouraged to deepen your insight of the needs and characteristics of your learners, underpinned by appropriate theoretical ideas which address factors that impact on being successful learners. The course brings together ideas of reflective practice, effective facilitation of learning and the development of skills for learning. It will support you to become flexible, reflective, innovative, creative and committed to professional development. 

15 credits
Level 5
First Sub Session

ED50JF: Developing Professional Practice in Further Education

This course allows you to explore theory and practice relevant to learning and teaching. It addresses the planning, implementation, assessment and evaluation of learning and encourages you to engage with a variety of perspectives to inform your own professional development.  It draws on a cyclical process of reflection on practice, in practice and for action, and encourages you to draw on reflective dialogue, peer review and learner feedback to enhance your practice. The supported use of a range of technologies throughout the course will also enhance your digital practice.

30 credits
Level 5
First Sub Session

ED50JG: Embracing Change and Innovation in Further Education

This course encourages you to consider and embrace issues of innovation and change that arise from external and internal influences on the FE sector.  It provides an opportunity for you to develop innovative, professional ideas and practice, interlinking theoretical aspects with practice and considering future professional contexts.  The course offers an opportunity to reflect on the wider professional role and context, and the different influencing factors that impact on these, taking into consideration legislative, political, economic, social and technical changes, to help you develop resilience as a practitioner in a continually changing educational landscape.

15 credits
Level 5
First Sub Session

ED50KA: Extended Professional Experience Through Evidence Based Practice

15 credits
Level 5
First Sub Session

ED50KB: Enhanced Self-Evaluation and Reflexive Practice

15 credits
Level 5
First Sub Session

ED50KC: Enhanced Evidence-Based Cross-Curricular Practice

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.
30 credits
Level 5
First Sub Session

ED50KD: Professional Biography

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.
30 credits
Level 5
First Sub Session

ED50KE: Enhanced Practice in Learning & Teaching

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.
30 credits
Level 5
First Sub Session

ED50KJ: Exploring Difference & Diversity

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.
30 credits
Level 5
First Sub Session

ED50KK: Exploring Leadership

This fully on-line course examines the current debates and research on leadership, particularly as these apply to not-for-profit organizations, such as education, nursing and other services which provide for the well-being of young people and those in need of care. 

The Exploring Leadership course will give participants the opportunity to engage in learning and discussion with others interested in exploring current ideas about leadership in professional settings and other factors impacting on organizational effectiveness.

Theoretical models and explanatory frameworks will be examined, not just as academic exercises, but in the expectation that they can illuminate practical circumstances in professional settings.
30 credits
Level 5
First Sub Session

ED50LG: Leading Professional Development

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.

30 credits
Level 5
First Sub Session

ED50LH: Leading Learning and Teaching

This fully on-line course examines what we teach, why we teach it and how we teach it - and how this relates to what children and young people actually learn, why they learn it and how they learn it.

The Leading Teaching and Learning course will give participants the opportunity to

engage in investigation and discussion with others interested in exploring current ideas about learning in professional settings.

Theoretical models and explanatory frameworks will be examined, not just as academic exercises, but in the expectation that they can illuminate practical circumstances in all professional contexts.

15 credits
Level 5
First Sub Session

ED50NA: Foundations of Person-Centred Counselling

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.
30 credits
Level 5
First Sub Session

ED50NB: Therapeutic Process in Person-Centred Counselling

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.

30 credits
Level 5
First Sub Session

ED50NC: Development of Professional Counselling Practice

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.

30 credits
Level 5
First Sub Session

ED50ND: Reflexivity and Professional Enquiry

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.

30 credits
Level 5
First Sub Session

ED50P7: Enhanced Practice in Early Years Education (own setting)

This course will allow students to engage with the theory and practice of working with children in a range of settings, 0-3, 3-5 and 508, but with a particular focus on the role of the teacher in the setting in which they work.  Students will explore a number of contemporary educational issues and approaches in Early Years Education.  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.

30 credits
Level 5
First Sub Session

ED50P8: Wider Perspectives for Enhanced Practice in Early Years Education

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.

30 credits
Level 5
First Sub Session

ED50PJ: Work-based Project/Dissertation

This course will support you to frame, specify, plan, implement and report an academic or work-related research-based investigation or development. The course is available if you have successfully completed a postgraduate diploma and allows you to complete your Masters degree. Normally your diploma should have included courses which introduced the process and methods of conducting research. The work based project/dissertation course requires sustained independent research and you will receive individual or small group supervision. You will also have the opportunity to engage with workshops and online resources as part of a community of researchers in education and related areas.
60 credits
Level 5
First Sub Session

ED50SU: Enquiring Professionalism

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.

30 credits
Level 5
First Sub Session

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

ED53G1: Introduction to Educational Research Design

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.

15 credits
Level 5
First Sub Session

ED54G1: Research Dissemination

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.  

15 credits
Level 5
First Sub Session

ED5501: Inclusive Pedagogy

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.

30 credits
Level 5
Second Sub Session

ED553B: Contemporary Issues in Higher Education

This course is designed to expand participants’ sense of their wider learning and teaching activities through examining critical issues that are facing higher education currently. The course explores the wider corporate, political and social contexts in which higher education operates, introducing participants to some of the latest research and thinking on learning and teaching. An underpinning principle of the course is to develop participants’ ability to formulate pedagogic enquiry to evaluate learning and teaching activities, and lay foundations for participation in education research. This course is aligned with the UK Professional Standards Framework for Learning & Teaching in H.E.

30 credits
Level 5
Second Sub Session

ED553C: Building a Successful Research Career

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.

30 credits
Level 5
Second Sub Session

ED553E: Developing a Theory of Practice: Learning and Museums

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.
30 credits
Level 5
First Sub Session

ED55A1: UNDERSTANDING, USING, AND EVALUATING RESEARCH IN PRACTICE (PGDE/MA)

This course enhances existing provision building on the premise of improving collaborative opportunities for all student teachers preparing to enter the teaching profession. A key factor revolves around the enhancement of the student experience in applying a richer knowledge and skills based learning which can be applied within a range of professional settings in schools.

 

This course, the second  of two pitched at M-Level (SCQF Level 11), will develop students skills in the critical evaluation of published research, with a view to develop a critical evidence-based understanding of practice.

 

30 credits
Level 5
Second Sub Session

ED55EQ: Professional Enquiry

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.

30 credits
Level 5
Second Sub Session

ED55G1: Research Methods and Data Analysis

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.

15 credits
Level 5
Second Sub Session

ED55G2: Research Methodologies and Perspectives

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.

15 credits
Level 5
Second Sub Session

ED55G3: Advanced Quantitative and Qualitative Data Analysis and Interpretation

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.

30 credits
Level 5
Second Sub Session

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