Undergraduate Education 2018-2019

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.

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 

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. 

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.

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.

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.

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. 

Learn how to learn through reflection, engagement, multiple intelligences and social constructivism.  Learning shapes who we are and what we do.

Learn about natural and urban environments through your own personal engagement with outdoor environments. 

Develop your employability skills through a placement in either a formal work setting or in the voluntary sector.

This course is designed to prepare students for the workplace by developing general employability skills. 

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.

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. 

This course consider human agency and issues such as prejudicial thinking, reform and punishment.  Students will be sensitised to issues relating to the development of other humans and themselves.

Explore how to respond flexibly and positively to the complexities of living, learning and working in the 21st Century.

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.

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.

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. 

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. 

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.

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. 

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. 

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. 

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.

Explore key educational issues as they relate to the developing personal and professional identity of a beginning teacher. 

Carry out independent study in an area of professional interest and/or professional context to enhance work-based practice. 

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.

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.

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. 

This innovative course is designed to promote students personal development and enhance their employability skills through undertaking a group consultancy project for a local engineering organisation. The course will enable students to learn more about the engineering sector, and develop their project management skills, students will also have the opportunity to reflect on learning to better equip them for future employment or postgraduate study.

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. 

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. 

Ready for the job market?  Learn how to prepare job applications, write CVs, prepare for interviews, prepare for skills and aptitude testing.

Enhance knowledge and understanding of learning and teaching through a study of the curriculum, and an exploration of the current context of curricular change through academic and field investigation.

Develop a broad and critical understanding of how children develop and learn from conception through the first eight years of life.

This course is designed to allow student primary teachers to develop professional knowledge and understanding of a core curricular area.

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. 

This course encourages students to investigate and develop an understanding of hazard and risk in society and as it applies in their professional context.

This course emphasises the role of Action Inquiry in a professional’s toolbox. Students will examine the differences between Action Inquiry and other types of research. 

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. 

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. 

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.

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. 

Students learn to consider how hazard and risk can be managed, in relation to personal and professional circumstances.  They will examine the risk management process in detail to increase knowledge and understanding of hazard and risk management techniques.

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.

This course allows you to write up a professional project that you have been working on. It addresses planning, implementation, reporting on findings and reflecting upon your professional project. You will be encouraged to engage with a variety of perspectives to inform your project including academic literature, policy documents and the views of colleagues and other stakeholders. The supported use of a range of technologies throughout the course will also enhance your digital practice.

This innovative course provides an opportunity for students to reflect on their employability and professional development through either a part-time job, placement, personal development project or volunteering activity based within the UK. Students work towards a range of personal and work-related outcomes by participating in on-campus workshops and completing a range of assessments. All external engagement activities require the approval from the student’s academic School and must be verified by the external organisation.

The extended pilot course is available to students in the Schools of Psychology, Biological Sciences and Divinity, History & Philosophy.

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. 

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. 

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.

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. 

This course will provide an opportunity for students to demonstrate and apply broad and critical understanding of professional practice in a primary school second level setting. It builds on knowledge and understanding of the factors that impact upon children’s development and learning. 

This course continues to develop professionals knowledge and understanding of a core curricular area.

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. 

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.

This innovative course provides an opportunity for students to reflect on their employability and professional development through either a part-time job, placement, personal development project or volunteering activity based within the UK. Students work towards a range of personal and work-related outcomes by participating in on-campus workshops and completing a range of assessments. All external engagement activities require the approval from the student’s academic School and must be verified by the external organisation.

The extended pilot course is available to students in the Schools of Psychology, Biological Sciences and Divinity, History & Philosophy.

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.

Within a school setting students will critically reflect on their own practice in relation to key features of an inclusive learning environment, focussing 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.

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.  Professional Enquiry provides students with knowledge and understanding of policy, theory, and research in the context of developing professional practice.

Within school settings, students will initially observe, and then with support, begin to plan and implement learning and teaching, gradually building  to full class 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.

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.  

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.

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.

The DLITE PGDE Programme is developed and delivered in partnership with the Local Authorities and as such is promoted through the local authorities and from our own website.

The DLITE PGDE Programme is developed and delivered in partnership with the Local Authorities and as such is promoted through the local authorities and from our own website.

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 and social justice.  The course provides students with knowledge and understanding of policy, theory and research in the context of developing professional practice.

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 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.

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.

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.

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.

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.

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.

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.

The DLITE PGDE Programme is developed and delivered in partnership with the Local Authorities and as such is promoted through the local authorities and from our own website.

The DLITE PGDE Programme is developed and delivered in partnership with the Local Authorities and as such is promoted through the local authorities and from our own website.

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.

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.

This course builds on the school experience 1 courses, and continues in the same school setting (normally).  Students will critically reflect on their own practice in relation to key features of an inclusive learning environment, focussing on the role of the teacher.

Through observation of classroom practice, and through supported development towards taking responsibility for teaching a range of classes (according to the School Experience brief) students will further develop capacities and practise skills that enable them to prepare, plan, and implement learning, teaching, assessment and evaluation of learners.

This course builds on the school experience 1 courses, and continues in the same school setting (normally).  Students will critically reflect on their own practice in relation to key features of an inclusive learning environment, focussing on the role of the teacher.

Through observation of classroom practice, and through supported development towards taking responsibility for teaching a range of classes (according to the School Experience brief) students will further develop capacities and practise skills that enable them to prepare, plan, and implement learning, teaching, assessment and evaluation of learners.

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. 

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.

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.