Education

Credit Points

30

Course Coordinator

Anne Halshall and Sandra Nicol

Pre-requisites

None for MSc: Leadership in Professional Contexts
Completion of first compulsory module, Professional Perspectives in Education, for Chartered Teacher programme.

Overview

a) The current context for Leadership and Chartered Teacher Standards
b) Outline the main theoretical approaches for Leading for Learning
c) Identify and assess the needs for Leading Learning in the context of the participant's own professional environment
d) Principles and practices of developing a role in leading the co-ordination of a community of learners
e) Support a positive climate through the identification and reinforcement of good practice

Structure

Participants will complete on-line units which will lead them through the principles and practices of Leading for Learning.
Readings which draw on the main theories and research findings concerning Leading for Learning will support reflective activities and work-based projects.
The taught element, available at a distance, on-line or face-to-face, or a combination thereof, will explore the key concepts underpinning the module and relate them to the processes of Leading for Learning.

Assessment

1st attempt: Participants will be required to submit for summative assessment, assignment(s) equivalent to a total of 6,000 words, taking account of different reporting formats. Assignments will be criterion referenced.

Resit: A revised version of the appropriate part of the assessment will be required in the event of a submission failing to meet the assessment criteria. There will be only one opportunity to re-submit the assignment.

Credit Points

30

Course Coordinator

Sandra Nicol

Pre-requisites

N/A

Overview

• analysis of the case for MIE in relation to national priorities and curriculum guidance.
• an overview of curriculum development, provision, practice and research in MIE
• an exploration of Moving Image cultural heritage
• a review of existing resources and sources of support for MIE in the curriculum
• an examination of resource implications for introducing MIE via low tech’ and high tech’ strategies
• exploration of moving image hardware and software at a variety of levels of technical complexity and across platforms
• creating and adapting moving images
• analysis of the key aspects of moving images: representation, narrative, audience, the language of film.
• analysis of current learning theory in relating to moving image education
• analysis of case studies of moving image projects completed with children and young people with respect to the nature and quality of learning arising, resource and management issues, and curricular/cross-curricular impact
• analysis and critique of commercial MIE resources and how they are intended may be adapted, to support teaching and learning.

Structure

Face-to-face delivery: 40 hours including morning and afternoon seminars, group support tutorials and individual tutorials.

Distance/on-line learning: regular support at a distance per student.

Assessment

Participants will be required to submit for summative assessment 1 assignment equivalent to a total of 6000 words taking account of different reporting formats. Assessment will be criteria-based.

Credit Points

30

Course Coordinator

Sandra Paterson

Pre-requisites

N/A

Notes

Overview

Key philosophy and theories which have influenced the establishment of pastoral care/ support ethos/ in schools and colleges and other helping agencies;
Universal, targeted, personal support and the National documents including ‘Happy Safe and Achieving their Potential’; ‘Getting it Right for Every Child’
Ethos and the 'caring community';
Clarification of attitudes and values;
Caring principles, policies and practices - meeting the developmental needs of young people/;
CfE-the support entitlement;
Whole school/college/institutional approaches support;
Pastoral ethos and care systems;
Support roles and responsibilities;
Multi-agency working;
Inter-agency Home-school partnerships;
Child protection and inter-departmental/inter-agency/team working;
Case studies;
Self-evaluation, quality assurance and improvement planning;

Structure

40 hours delivery time to include 20 one hour lectures, 8 two hour seminars, 4 hours active task work per student.

Assessment

Participants will be required to submit for summative assessment
assignment(s) equivalent to a total of 6,000 words taking account of different reporting formats. Assessment will be criteria-based.

Credit Points

30

Course Coordinator

Sandra Paterson

Pre-requisites

N/A

Notes

Overview

Key philosophy and theories which have influenced the establishment of pastoral care/ support ethos/ in schools and colleges and other helping agencies;
Universal, targeted, personal support and the National documents including ‘Happy Safe and Achieving their Potential’; ‘Getting it Right for Every Child’
Ethos and the 'caring community';
Clarification of attitudes and values;
Caring principles, policies and practices - meeting the developmental needs of young people/;
CfE-the support entitlement;
Whole school/college/institutional approaches support;
Pastoral ethos and care systems;
Support roles and responsibilities;
Multi-agency working;
Inter-agency Home-school partnerships;
Child protection and inter-departmental/inter-agency/team working;
Case studies;
Self-evaluation, quality assurance and improvement planning;

Structure

40 hours delivery time including regular support at a distance.

Assessment

Participants will be required to submit for summative assessment
assignment(s) equivalent to a total of 6,000 words taking account of different reporting formats. Assessment will be criteria-based.

Credit Points

30

Course Coordinator

Aileen Ackland

Pre-requisites

N/A

Overview

Histories of Literacies; technologies of literacies; shifting discourses and definitions of literaciesl the nature of literacy, language and information in contemporary communities; the socio-cultural implications of this changing communication and information landscape; contemporary profesional discourse; critical discourse analysis; the politics of writing; multimodal texts; power, structure and agency in relation to literacies; contributing to change in policy and practice in Adult Literacies education with discursive practices.

Structure

E-learning. This will include a mix of individual online study, facilitated synchronous and asynchronous communication and collaboration to a maximum of 40 hours.

Assessment

Participants will be required to submit for summative assessment assignment(s) equivalent to a total of 6000 words in a multi-modal text. Assessment will be criterion-based. Assessments will be graded using the University's CAS scale.

Credit Points

15

Course Coordinator

Anne Halsall

Pre-requisites

N/A

Overview

The following topics will form the core of the course:

• School Culture
• Change Models
• Situational Analysis & Change
• Change, Resistance & Conflict
• Re-culturing Organisations

Structure

The course will be available in different formats, the balance of which will be negotiated with individual applicants and education authorities.

A directed study programme with set reading, reflective activities and school based tasks involving project planning and implementation will support a seminar programme. The seminar programme will explore the key concepts underpinning the course and relate them to practice. Within the seminar programme there will be a mixture of tutor input, group discussions and individual support.

The taught element, available at a distance, on line or face to face where viable, will explore the key concepts underpinning the course and relate them to practice. Half of the notional student effort will be directed toward professional action.

Assessment

1st Attempt: The summative instrument for this module will be literature review of aspects of change processes and an organisational situational analysis in a 3000-4000 word or equivalent submission. Assessment will be criteria-based.

Resit: A revised version of the appropriate part of the assessment will be required in the event of a submission failing to meet the assessment criteria.

Credit Points

15

Course Coordinator

Aileen Ackland

Pre-requisites

N/A

Overview

The content of the course is designed to support participants through an evaluation of learning and teaching and drawing up recommendations for improvement.

The following topics will form the core of the course.

• revisiting learning and teaching theories
• learning and teaching in an inclusive environment
• developing learning and teaching to support effective learning
• curriculum evaluation
• creating a learning and teaching policy.

Structure

The course will be available in different formats, the balance of which will be negotiated with individual applicants and education authorities.

A directed study programme with set reading, reflective activities and school based tasks involving project planning and implementation will support a seminar programme. The seminar programme will explore the key concepts underpinning the course and relate them to practice. Within the seminar programme there will be a mixture of tutor input, group discussions and individual support.

The taught element, available at a distance, on line or face to face where viable, will explore the key concepts underpinning the course and relate them to practice. Half of the notional student effort will be directed towards professional action.

Assessment

1st attempt: For this module the summative assessment will be the creation and presentation of a draft Learning and Teaching Policy, draft CPD Programme and associated support materials or an equivalent and a report on the rationale underpinning in the construction of the policy, programme or equivalent.

Length of submission 3000 - 4000 words plus associated evidence.

Assessment will be criteria-based.

Resit: A revised version of the appropriate part of the assessment will be required in the event of a submission failing to meet the assessment criteria.

Credit Points

15

Course Coordinator

Anne Halsall

Pre-requisites

N/A

Notes

Overview

* The current context for leadership studies
* Outline of the main theoretical approaches to leadership and followership
* Leadership in educational settings - survey of research findings
* Leadership and organisational culture - the effect of context
* Some practical applications of leadership models (with particular reference to notions of 'distributed leadership'
* Reviewing leadership experience critically.

Structure

Participants will complete four on-line unites of study covering the major elements listed above. They will be expected to undertake guided reading for each unit, to extend this reading by their own investigation of a related topic and then to contribute to a discussion forum exploring the issues raised.

Assessment

Participants will be required to submit for summative assessment an assignment of 3000-4000 words on a relevant topic.

Credit Points

15

Course Coordinator

David McMurtry

Pre-requisites

N/A

Overview

Spoken and written English language.
Postgraduate study: expectations and requirements
The use of library and online resources in research.
Undertaking a literature search and review
Study skills and strategies and sources of support
Setting realistic and effective learning aims, goals or targets.
Academic writing: Thinking reflectively and writing critically

Structure

Teaching will involve a blend of ‘face-to-face’ learning (1 X 3 hour tutor led workshop; 1 X 1 hour tutor led workshop; 3 X 3 hour workshop) and on-line learning (3 X 1 hour virtual workshop) using the University and School of Education online learning facilities and provision.

Assessment

Participants will be required to submit for summative assessment one assignment equivalent to a total of 3 000 words, taking account of different reporting formats. The assignment will require participants to a) undertake a literature search, identify three pieces of appropriate literature and write an annotated bibliography, b) critically reflect upon their experiences in the course and c) establish and discuss their broad learning aims, goals and targets for their study throughout the Programme.

Credit Points

15

Course Coordinator

David McMurtry

Pre-requisites

N/A

Overview

 Globalization and the challenge for educators
 Current educational initiatives, priorities and approaches in Scotland and China. Examples are the use of the use of technology in learning and teaching; approaches to assessment; meeting learner needs; facilitating the development of enterprising learners and teachers; approaches to partnership.
 Exploring educational and pedagogical issues and applications in practice in different settings and contexts.

Structure

Teaching will involve a blend of ‘face-to-face’ learning (1 X 3 hour tutor led workshop; 1 X 1 hour tutor led workshop; 3 X 3 hour workshop) and on-line learning (3 X 1 hour virtual workshop) using the University and School of Education online learning facilities and provision.

Assessment

Participants will be required to submit for summative assessment one assignment equivalent to a total of 3 000 words, taking account of different reporting formats. The assignment will require participants to review and reflect upon two global educational issues, priorities or approaches of their choice, each from the perspective or stance taken in two different countries and to discuss critically opportunities and challenges these issues raise in their own practice settings. Assessment will be criteria-based.

Credit Points

30

Course Coordinator

David McMurtry

Pre-requisites

N/A

Overview

Part 1: Employability education/employability skills (mandatory) – the development of employability skills and dispositions in learners. Part 1 will explore and exemplify an enterprising approach to teaching and learning for employability education.

Part 2: In part two, students will explore and exemplify an enterprising approach to teaching and learning within one key theme or topic chosen from:

• The ‘Confucius Classroom’. A study of the Scottish Government’s Confucius Classroom Initiative which promotes active learning about Chinese culture and the study of Mandarin by learners in Scotland’s schools.
• Enterprise education – school and classroom based studies of enterprise education in practice
• New partnerships and enterprise – exploring the role of partnerships in promoting, supporting and developing enterprise, employability and entrepreneurship
• Entrepreneurship – current approaches to entrepreneurship education (in partnership with UoA Business School)
• Education for careers - a study of current thinking and approaches on promoting careers education (undergraduate focus) in partnership with UoA Careers Service.

Structure

Teaching will involve a blend of ‘face-to-face’ learning (1 X 3 hour tutor led workshop; 1 X 1 hour tutor led workshop; 3 X 3 hour workshop) and on-line learning (3 X 1 hour virtual workshop) using the University and School of Education online learning facilities and provision.

Assessment

Participants will be required to submit for summative assessment one assignment, in two parts, equivalent to a total of 6 000 words, taking account of different reporting formats. The assignment will require participants to:

Part 1 (3 000 words): Write a report in which they explore the development of an enterprising approach to teaching and learning in employability education, with reference to literature, research and contemporary practice.

Part 2 (3 000 words): Write a report which is a critical, research-based analysis of enterprising teaching and learning, within the key theme or topic study in part 2 of the course. The report will also include descriptive and reflective writing about the learning experiences undertaken and the successful learning achieved by the participant.

Credit Points

30

Course Coordinator

David McMurty

Pre-requisites

N/A

Overview

 Learners – qualities, capacities, skills and dispositions associated with being an enterprising learner.
 Teachers – practices, approaches, methods, habits, development associated with being an enterprising teacher.
 Learning experiences – constructing, creating, delivering and evaluating more enterprising approaches to teaching and learning.
 Learning outcomes – the educational gains, claims, advantages and problems associated with enterprising learning and teaching.
 Learning contexts – enterprising teaching and learning in situ: exploring the territory.
 Learning exemplars – inquiry with individuals or groups who exemplify more enterprising approaches to learning and teaching.

Structure

Teaching will involve a blend of ‘face-to-face’ learning and on-line learning using the University and School of Education online learning facilities and provision. The ‘face-to-face’ learning will be a mix of tutor-led workshops, seminars and tutorials and group-led seminars. Individual study is also timetabled (see document 3, page 5 ‘Delivery Arrangements’).

Assessment

Participants will be required to submit for summative assessment one assignment equivalent to a total of 6000 words, taking account of different reporting formats. The assignment will require participants to
critically analyse and discuss the characteristics of enterprising learners and teachers
critically discuss factors and issues involved in developing enterprising learning and teaching
illustrate and exemplify practice associated with enterprising learning and teaching from either one primary school stage or one secondary school subject.
reflect upon and evaluate their own capacities as an enterprising learner and teacher and the challenges and opportunities that exist in their professional context

Credit Points

30

Course Coordinator

Lorna Glen

Pre-requisites

Only available to students who have already completed Preparing for Learning and Teaching in Primary Schools.

Overview

* Further exploration of supporting learners and learning in the primary school.
* Deepening understanding of learning through the Primary/Secondary Curriculum
* Developing Inclusive Practice
* Creating an inclusive learning environment
* Current issues in Scottish Education
* Continuing Professional Development: Probation and Beyond.

Structure

Teaching will be a mixture of virtual lectures, workshops and online collaborative learning providing 40 hours of contact.

Assessment

One summative assessment in-course paper of 6000-8000 words "Inclusion in the Primary Classroom".

Credit Points

30

Course Coordinator

Lorna Glen

Pre-requisites

N/A

Overview

* How students learn
* How children learn
* Legislative Frameworks for Scottish Education (including Social Justice and Child Protection)
* Exploring difference
* An inclusive approach to supporting learning
* Assessment for and of learning
* Scottish curricula
* Exploring learning through the 3-18 curriculum
* The reflective practioneer.

Structure

Teaching will be a mixture of virtual lectures, workshops and online collaborative learning providing 40 hours contact.

Assessment

One summative assessment in-course paper of 6000-8000 words of "How Children Learn and How We Know They Are Learning with Reference to the Primary Classroom".

Credit Points

30

Course Coordinator

He;en Martin & Catriona MacDonald

Pre-requisites

None.

Overview

The course will comprise of four content units:
• 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.

Structure

This course will be delivered through a combination of lectures, tutorials and workshops over the equivalent of 6 contact days and associated directed open learning activities (up to a total of 40 hours).

Assessment

Participants will be required to submit for summative assessment an assignment equivalent to a total of 6000-8000 words taking into account different presentation formats. This assessment will be criteria based (100%).

Resit: There will be one opportunity to resubmit the work completed, as revised to take into account identified inadequacies in the original.

Credit Points

30

Course Coordinator

Helen Martin & Catriona MacDonald

Pre-requisites

None.

Overview

There are three study units:

Unit 1: Identifying a Focus and Rationale
The purposes of independent study; forms of investigation; the benefits of sustained independent study; the selection of an area, theme or focus; making links to other study modules and practice; the place of research literature and other reading.

Unit 2: Background Reading and Study Plans
The value of background reading; finding sources and resources; making use of literature and other sources; identifying themes and areas for study; finding and framing questions; identifying methods of evidence gathering; setting aims and objects in a timeline; planning practicalities; time management. Negotiating a contract of study and working with others

Unit 3: Implementation and Reporting
Effective communication; ensuring rigour and quality; collecting and analysing evidence; discussing and presenting findings and conclusions.

Structure

This module may be available in both contact and distance learning formats with optional support and interaction through computer mediated communication. Participants will complete a series of tutorials, readings and practical activities as appropriate in preparation for completion of a sustained independent study or development. Additional contact-based elements of delivery may be added where circumstances allow (up to an overall total of 40 hours).

Assessment

Formative assessment activities are embedded in the distance learning materials to prompt and structure regular participant-tutor contacts and to scaffold the final summative assessment activity.

The summative assessment instrument requires participants to plan, implement and evaluate an independent learning activity centred on a theme or topic of their choice. Summative assessment will be based on submission of a 6000-8000 word report of the work undertaken, along with any associated materials generated. Assessment will be criteria-based (100%).

Resit: There will be one opportunity to resubmit the work completed, as revised to take into account identified inadequacies in the original.

Credit Points

30

Course Coordinator

Anne Halsall

Pre-requisites

None

Overview

Identifying and assessing needs ("Where are we now?")
Developing a school improvement plan ("What are we going to do about it?")
Principles and practices of implementing a school improvement plan
Ongoing assessment - review and revise
Evaluating the outcomes ("How do we know?")

Structure

Participants will complete on-line units which will lead them through the principles and practices of effective school improvement.
Readings which draw on the main theories and research findings concerning school effectiveness and school improvement will support reflective activities and school based projects.
The taught element, available at a distance, on-line or face-to-face or a combination thereof, will explore the key concepts underpinning the course and relate them to the processes of school effectiveness and school improvement. The contact equivalent hours will total 40.

Assessment

1st attempt: Participants will be required to submit for summative assessment assignments(s) equivalent to a total of 6000 words taking account of different reporting formats. Assignments will be criterion-referenced.

Resit: A revised version of the appropriate part of the assessment will be required in the event of a submission failing to meet the assessment criteria.

Credit Points

30

Course Coordinator

Sandra Paterson

Pre-requisites

None

Overview

A review of key literature, theories and processes influencing the field of personal and social development, health and wellbeing.
Learner-centred approaches and the importance of a supportive climate.
Planning, development and delivery of cross curricular and special focus programmes of PSD/PSHE including assessment, quality assurance and improvement planning.
An exposition of the theoretical basis of active and experiential learning styles; group work skills and strategies, including structured discussion, and group leadership styles.
Theoretical perspectives on self concept and its importance for wellbeing, effective learning and attainment.
The health promoting school, current models of health (both physical and mental) and their influence on the learner and society, including the development of emotional intelligence, self concept, equal opportunities and racial equality issues.
The different patterns of lifestyles within the school and community and the influence of issues such as ethos, diet, drugs for example, on the individual showing recognition of the different perspectives at local and national levels.
Strategies for the delivery of more sensitive issues and decision making in the context of health and wellbeing.

Structure

Blended learning delivery 40 hours to include face-to-face and on-line learning plus two hours tutorial support per student.

Assessment

Formative assessment tasks, set within collaborative learning activities will feature throughout the course and along with peer review exercises, will help prepare participants for the final summative assessment.

For summative assessment purposes, participants will be expected to identify, plan, implement, evaluate and report on a developmental activity completed in their practice setting. The report will contain a critically reflective commentary on the development undertaken and provide a body of supportive evidence of the development in practice and its outcomes (total equivalent to 6000 words, allowing for a variety of submission formats).

1st attempt: Participants will be required to submit for summative assessment equivalent to a total of 6000 words taking account of different reporting formats. Assessment will be criteria-based.

Resit: There will be one opportunity to resubmit the work completed, as revised to take account of identified inadequacies in the original.

Credit Points

30

Course Coordinator

Graeme Nixon

Pre-requisites

None

Overview

The course topics are the following:
- Introduction to Mindfulness: what it is, why practice it and its relevance to secular life and work contexts;
- Introduction to postgraduate study;
- Practicing Mindfulness: (i) recognising the unsettled mind and practising being recollected and attending to the present moment; (ii) practising mindful sitting, mindful movement, using mindfulness supports (visual object, sound, breath) and working with distraction; (iii) working with and observer and undercurrent model of mindfulness practice and examining how changes can come about; (iv) practising mindfulness in daily life situations;
- Critical Analysis of the Concept of Mindfulness: drawing upon research, relating this analysis to personal practice and experience and to a selected professional context.

Structure

The course will involve lectures (both live and virtual), progressive mindfulness instructions with group practice sessions and feedback, regular supervision by telephone for supporting personal practice, reading and study. It will take place over two residential weekends and a year end retreat of 7 days (combined with the Compassion module). Online feedback and supervision will be ongoing during the course.

Assessment

1st attempt: There will be 1 assignment of 6000-8000 words which will consist of two parts.

Resit: There will be one opportunity to resubmit the assignment.

Credit Points

30

Course Coordinator

Graeme Nixon

Pre-requisites

Mindfulness (ED505A)

Overview

The course topics are the following:
- Understanding Compassion: (i) Recognising one's own compassion and what gives rise to compassion; (ii) Developing and in-depth understanding of the concept of compassion; (iii) Critical engagement in self-compassion and compassion for others
- Practising Compassion: (i) Becoming more compassionate; (ii) Using compassion as a value and disposition in a professional setting; (iii) Identifying obstacles and challenges to practising compassion
- Critical Analysis of the Concept of Compassion: drawing upon research, relating a critical analysis of the concept of compassion to personal practice and experience and to a selected professional context.

Structure

The course will involve lectures (both live and virtual), progressive instructions with group practice sessions and feedback, regular monthly supervision by telephone for guiding personal mindfulness practice, reading and study.

Assessment

1st attempt: There will be one assignment of 6000-8000 words. This will comprise two parts.

Resit: There will be one opportunity to resubmit the assignment.

Credit Points

30

Course Coordinator

Graeme Nixon

Pre-requisites

Mindfulness (ED505A) and Compassion (ED505B)

Overview

The course topics are the following:
- The Meaning of Insight and Wisdom
- Critical analysis of the concepts of insight and wisdom in relation to mindfulness practice
- Critical analysis of insight and wisdom in different traditions, cultures and academic disciplines and possible applications
- Insight and Wisdom and Mindfulness practice: (i) Understanding the obstacles to developing insight and wisdom; (ii) Understanding the nature of the mind, thought and thinking; (iii) Bridging these understandings to daily life: practising mindfulness in daily life situations
- Insight and Wisdom in professional contexts: (i) Exploring mindfulness, insight and wisdom in a selected professional setting, with particular reference to the development, use, transfer and significance of knowledge, experience, practice, insight and wisdom, and to particular considerations within the selected professional context; (ii) The principles of practice and ethical considerations involved in teaching mindfulness in professional settings.

Structure

The course will involve lectures (both live and virtual), progressive instructions with group practice sessions and feedback, regular monthly supervision by telephone to guide student's personal practice, reading and study. It will take place over two residential weekends and a retreat of 7 days. Online feedback and supervision will be ongoing during the course.

Assessment

1st attempt: There will be one assignment of 6000-8000 words.

Resit: There will be one opportunity to resubmit the assignment.

Credit Points

15

Course Coordinator

Karen McArdle

Pre-requisites

For participant working on the Chartered Teacher programme, Core Course 1: Self Evaluation.
For other participants there are no pre-requisites

Co-requisites

None

Notes

Overview

This course gives participants the opportunity to examine, in a critical and reflective manner, the knowledge skills and understandings related to the following:

• The knowledge, practice and value base of different professions and professionals;

• Partnership and collaboration;

• Working as a team;

• Working in partnership with children, parents and families;

• Group dynamics;

• Interpersonal skills

Structure

For Face-to-Face = 10 one hour lecture, 4 two hour seminars and 1 one hour tutorial
For Distance Learning = regular support at a distance including two hours of tutor input per student

Assessment

1 written summative assignment (equivalent to 4000 words) 100%

Credit Points

15

Course Coordinator

Dean Robson

Pre-requisites

N/A

Overview

Students will attend a series of lectures and practical workshops including:
Postgraduate Study: Expectations and Requirements
Making use of the Library and Online Learning
Undertaking a Literature Search and Review
Study Skills and Strategies and Sources of Support
Academic Writing: Thinking Reflectively and Writing Critically

Structure

Six one hour lectures and associated one and a half hour practical workshops; three one hour small group tutorials and one two hour Library visit.

Assessment

1st attempt: Participants will be required to submit for summative assessment 1 assignment equivalent to a total of 3000 words taking account of different reporting formats. The assignment will require students to reflect critically on past learning and professional experience and the demands of the programme and set out an appropriate individual learning plan. Assessment will be criteria-based.
Resit: There will be one opportunity to resubmit the work completed, as revised to take account of identified inadequacies in the original.

Credit Points

15

Course Coordinator

Dean Robson

Pre-requisites

Personal Effectiveness in Educational Studies

Overview

Students will attend a series of lectures and practical workshops including:

Globalization and the Challenge for Educators
Responding to Change; current initiatives and approaches (3 units)
Educational Approaches and Issues; shaping change in practice settings
Exploring Issues and Applications in Practice.

Structure

Six one hour lectures and associated one and a half hour practical workshops; three one hour small group tutorials and one two hour presentation seminar.

Assessment

1st Attempt: Participants will be required to submit for summative assessment 1 assignment equivalent to a total of 3000 words taking account of difference reporting formats. The assignment will require students to review and reflect critically on two educational issues or approaches of their choice and discuss critically opportunities and challenges these raise in their won practice settings. Assessment will be criteria-based.

Resit: There will be one opportunity to resubmit the work completed, as revised to take account of indentified inadequacies in the original.

Credit Points

30

Course Coordinator

Anne Halsall

Pre-requisites

Successful completion of SEPD module, Cartered Teacher programme (CT programme participants only)

Co-requisites

This course is also available as an option as follows:
ED502E (Adult Literacies)
ED50KH (Enhanced Professional Practice)
ED50KK (Leadership in Professional Settings)
ED50KR (Advanced Professional Studies).

Overview

- Leadership as an organisational quality
- Dimensions of leadership
- Experiencing leadership
- Exploring values, aims and leadership abilities
- Evaluating leadership in context

Structure

Participants will complete three on-line units which aim to explore leadership theory and current research and literature in the field. They will then take part in a three day residential experience, designed and delivered by Actaexperientia, which will allow them to explore leadership in a group context while working through group and individual activities. These activities will be linked to the theories and concepts introduced on line. this will be followed by a one day recall session. Total teaching time will amount to 40 hours.

Assessment

Participants will be required to submit for summative assessment 1 assignment equivalent to a total of 6000 words. Assessment will be criterion-based.
Resit: there will be one opportunity to resubmit the work completed, as revised to take account of feedback to the original.

Credit Points

15

Course Coordinator

Jane Nichols

Pre-requisites

Acceptance onto the Postgraduate Diploma in Person Centred Counselling.
120 hours of counselling training (to certificate level).

Co-requisites

None

Notes

Overview

This course offers an in-depth exploration of Carl Rogers’ theory of Person-Centred counselling
In keeping with the theoretical focus the personal and professional development aspects of the course will centre on the development of the essential core personal qualities that form the basis of the Person Centred Approach to Counselling. There will be an ongoing focus on developing counselling skills and understanding the core conditions of empathy, unconditional positive regard and congruence.
Within a supportive environment the course will continue to develop the concepts of self and peer evaluation with time in small and large personal and professional development groups.


Course members will be expected to accept and advocate a value system fostering trust, openness and non-judgemental acceptance.

Structure

One non-residential block of 5 consecutive days 3 individual days. Each day will provide a mix of small and large group workshop based activity, lectures and seminars.
1x1hour tutorial will be arranged independently. This can be either one to one or group.

Assessment

1st attempt: Participants will be required to submit for Summative assessment: I audio-tape of a course based counselling session with a 10 – 15 minute section transcribed, 1 written assignment and a completed ‘practice readiness’ statement equivalent to a total of 4000 words. Assessment will be criteria based
Resit: There will be one opportunity to resubmit the work completed, as revised to take account of identified inadequacies in the original.

Credit Points

15

Course Coordinator

Jane Nichols

Pre-requisites

Completion of course 1 ‘The Core Conditions of Person-Centred Counselling’

Co-requisites

None

Notes

Overview

This course offers an in-depth exploration of Carl Rogers’ theory of Personality and Behaviour Development.
In keeping with the theoretical focus the personal and professional development aspects of the course will centre on the development of the essential core personal qualities that form the basis of the Person Centred Approach to Counselling. Students will look at integrating the personality theory with their understanding of the core conditions.
There will be an ongoing focus on developing counselling skills and understanding the core conditions of empathy, unconditional positive regard and congruence.
Within a supportive environment the course will continue to develop the concepts of self and peer evaluation with time in small and large personal and professional development groups.

Course members will be expected to accept and advocate a value system fostering trust, openness and non-judgemental acceptance.

Structure

This course will be held one day per week over 8 individual weeks. Each day will provide a mix of small and large group workshop based activity, lectures and seminars.
1x1hour tutorial will be arranged independently. This can be either one to one or group.

Assessment

1st attempt: Participants will be required to submit, for summative assessment 1 written assignment of 4000 words. Assessment will be criteria based.
Resit: There will be one opportunity to resubmit the work completed, as revised to take account of identified inadequacies in the original.

Credit Points

15

Course Coordinator

Jane Nichols

Pre-requisites

Completion of courses 1, 2 and 3 of the postgraduate diploma in person-centred counselling

Overview

The following areas will be covered:
Review and analysis of course members preferred counselling style including the links between theory and practice.

Within the context of the Person Centred Approach, structured feedback from peers and tutors will encourage the development of realistic self assessment.

Theories relating to the deepening experiential and relational aspects of the counselling relationship including the concept of Focusing (Eugene Gendlin) in counselling will be introduced.

Within the supportive environment of course groups students will continue the development of personal and professional awareness fundamental to person centred counsellors.
Course members will be expected to accept and advocate a value system fostering trust, openness and non-judgemental acceptance.

Structure

This course will be offered one day per week over 8 individual weeks. In addition there will be one residential weekend. Each day will provide a mix of small and large group workshop based activity, lectures and seminars.
1x1hour tutorial will be arranged independently. This can be either one to one or group.

Assessment

1st attempt: Participants will be required to submit, for summative assessment, 1 audiotape of a counselling session together with 1 written assignment equivalent to 4000 words. Assessment will be criteria based.
Resit: There will be one opportunity to resubmit the work completed, as revised, to take account of identified inadequacies in the original.

Credit Points

15

Course Coordinator

Jane Nichols

Pre-requisites

Completion of courses 1,2,3,4 and 5 of the postgraduate diploma in person-centred counselling

Co-requisites

None

Notes

Overview

The following areas will be covered:
A brief introduction to the sociological perspective
*recognising the ways in which social contexts and systems shape a persons’ perception and construction of reality
*developing an understanding of the implications of working as a counsellor in multi disciplinary settings
An exploration of counselling as an agent of change and/or of social control
*introduce theoretical frameworks for other counselling orientations, vital for the ability to understand the place of person centred counselling and to be able to articulate and discuss therapeutic interventions with colleagues from other disciplines.
*Within the supportive environment of course groups students will continue the development of personal and professional awareness fundamental to person centred counsellors.
Course members will be expected to accept and advocate a value system fostering trust, openness and non-judgemental acceptance.

Structure

This course will be held one day per week over 8 individual weeks. Each day will provide a mix of small and large group workshop based activity, lectures and seminars.
1x1hour tutorial will be arranged independently. This can be either one to one or group.

Assessment

1st attempt: Assessment for this course will take the form of a joint presentation to the whole group, with a written handout equivalent to 4000 words, This work will be criteria based.
Resit: There will be one opportunity to resubmit the work completed, as revised, to take account of identified inadequacies in the original.

Credit Points

15

Course Coordinator

Jane Nichols

Pre-requisites

Completion of courses 1 through 6 of the postgraduate diploma in person-centred counselling

Overview

The following areas will be covered:
This course will focus on the delicate issues of mental illness and mental and spiritual well being. The course will seek to consider the person centred approach to psychopathology and in the context of mental health in relation to the Medical Model of mental illness. Specific issues will be addressed in workshop form such as sexual abuse; sexuality and spirituality.
Visiting professionals will bring an added depth and dimension to the participant’s experience of this course
Course members will be expected to accept and advocate a value system fostering trust, openness and non-judgemental acceptance.

Structure

This course will be held one day per week over 8 individual weeks. Each day will provide a mix of small and large group workshop based activity, lectures and seminars.
1x1hour tutorial will be arranged independently. This can be either one to one or group.

Assessment

1st attempt: Assessment for this course will be a synoptic assignment, linked to and submitted with, the assignment for course 8. Participants will be required to submit for Summative assessment an audio-tape of a counselling session and a Case Study, equivalent to 4000 words. Assessment will be criteria based.
Resit: There will be one opportunity to resubmit the work completed, as revised, to take account of identified inadequacies in the original.

Credit Points

15

Course Coordinator

Jane Nichols

Pre-requisites

Being a participant on the postgraduate diploma in person-centred counselling

Overview

This course will introduce the topic of research in the context of counselling.
The following questions will be addressed:

What is research?
How and why might counsellors do and use research?
What does research tell us?
How is research read critically?

Asking questions such as:
How can the results be generalised?
Are there limitations (such as the way the sample was selected)?
Are the results reliable?
How adequate or convincing is the way in which concepts used in the research are applied?
Are there serious omissions in the work?
Are there other ways of explaining the results of the study?
Are the methods used appropriate?
How is a literature search undertaken?
What is a good research question?
How can answers be found?
What methodologies are relevant to the field of counselling research?
How are these located in terms of disciplinary perspectives?
What kind of ethical considerations are important in counselling research?
How can the results of research be reported?

Structure

This course will be integrated throughout most of the training programme with discrete input between modules two and eight. Each training day will provide a mix of small and large group workshop based activity, lectures and seminars.
1x1hour tutorial will be arranged independently. This can be either one to one or group.

Assessment

1st attempt: Participants will be required to submit, for summative assessment 1 written assignment of 4000 words. Assessment will be criteria based.
Resit: There will be one opportunity to resubmit the work completed, as revised to take account of identified inadequacies in the original.

Credit Points

60

Course Coordinator

Jane Nichols

Pre-requisites

Successful completion of 8, 15 SHE ‘M’ credit courses within a recognised PG Diploma in Counselling. This must include an Understanding and Using Research (UUR) component equivalent to that currently offered at Aberdeen.

Overview

Participants will complete
. A four module Dissertation; or
. A four-module Work-based Project.

The Dissertation study can take any form including a theory driven exploration, library based study or empirical investigation.

The Work-based Project involves the identification of a problem or question for a practice based investigation, and the collection and interpretation of research data.

Structure

Assessment

1 written summative assignment (equivalent to 15,000-18,000 words).

Credit Points

15

Course Coordinator

David McMurty

Pre-requisites

N/A

Overview

Students will attend a series of virtual lectures and practical workshops including:
Postgraduate Study: Expectations and Requirements
Making use of the Library at a Distance and Online Learning
Undertaking a Literature Search and Review
Study Skills and Strategies and Sources of Support
Academic Writing: Thinking Reflectively and Writing Critically
Examining Different Perspectives on Professionalism

Structure

Six one hour virtual lectures and associated one and a half hour practical workshops; three one hour small group tutorials totalling to the equivalent of 20 hours of contact.

Assessment

1st attempt: Participants will be required to submit for summative assessment 1 assignment equivalent to a total of 3000-4000 words taking account of different reporting formats. The assignment will require students to reflect critically on past learning and professional experience, the demands of the programme and an alternative account of enhanced and extended professionalism and set out an appropriate individual learning and development plan. Assessment will be criteria-based.
Resit: There will be one opportunity to resubmit the work completed, as revised to take account of identified inadequacies in the original.

Credit Points

15

Course Coordinator

David McMurty

Pre-requisites

N/A

Overview

Students will attend a series of virtual lectures and practical workshops including:
• Globalization and the Challenge for Educators
• Responding to Change: current initiatives and approaches (3 units)
• Educational Approaches and Issues: shaping change in practice settings
• Exploring Issues and applications in practice.

Structure

Six one hour virtual lectures and associated one and a half hour practical workshops; three one hour small group tutorials and one two hour presentation seminar (20 hours in total).

Assessment

1st attempt: Participants will be required to submit for summative assessment 1 assignment equivalent to a total of 3000-4000 words taking account of different reporting formats. The assignment will require students to review and reflect critically on two educational issues or approaches of their choice and discuss critically opportunities and challenges these issues raise in their own practice settings. Assessment will be criteria-based.
Resit: There will be one opportunity to resubmit the work completed, as revised to take account of identified inadequacies in the original.

Credit Points

30

Course Coordinator

David McMurty

Pre-requisites

N/A

Notes

Overview

Students will attend a series of virtual lectures and practical workshops including:
• Theory into Practice: the Challenge for Educators
• Responding to Change: current theories and approaches (6 units)
• Educational Theory: Introduction to the online tours
• Educational Theories and their Application: delivering change in practice settings
• Exploring Theories and Applications for practice.

The theories and approaches selected will be chosen in response to the interests and experience of the participants, but the following are illustrative and indicative: Constructivism; Assessment is for Learning; The Critical Skills Programme; Teaching for Understanding; Learning Styles and Differences; Problem-based Learning; Collaborative Learning; Motivation and ICT and Learning.

Structure

Ten one hour lectures and associated one and a half hour practical workshops; six one hour small group tutorials; three online guided study theory tours and one two hour review seminar (total 40 hours).

Assessment

1st attempt: Participants will be required to submit for summative assessment:
1 assignment equivalent to a total of 6000 words taking account of different reporting formats. The assignment will require students to review and reflect critically an educational theory (ies) or approaches of their choice, identify, carry out and evaluate an opportunity for development associated with it, and discuss critically opportunities and challenges this development raises in their own practice settings. Assessment will be criteria-based.
Resit: There will be one opportunity to resubmit the work completed by the report, as revised to take account of identified inadequacies in the original and 1 opportunity to resit the two hour written examination.

Credit Points

30

Course Coordinator

David McMurty

Pre-requisites

N/A

Overview

There are four study units

Unit 1: Introduction
The nature of modern professionalism and leadership; alternative accounts of professionalism and leadership; key perceptions and readings.

Unit 2: Identifying a Focus and Rationale
The purposes of independent study; forms of investigation; the benefits of sustained independent study; the selection of an area, theme or focus; making links to other study courses and practice; the place of research literature and other reading.

Unit 3: Background Reading and Study Plans
The value of background reading; finding sources and resources; making use of literature and other sources; identifying themes and areas for study; finding and framing questions; identifying methods of evidence gathering; setting aims and objects in a timeline; planning practicalities; time management. Negotiating a contract of study and working with others

Unit 4: Implementation and Reporting
Effective communication; ensuring rigour and quality; collecting and analysing evidence; discussing and presenting findings and conclusions.

Structure

Participants will complete a series of tutorials, readings and practical activities as appropriate in preparation for completion of an independent study or development. Additional contact-based elements of delivery may be added where circumstances allow (up to an overall total of 40 hours).

Assessment

1st attempt: Formative assessment activities are embedded in the distance learning materials to prompt and structure regular participant-tutor contacts and to scaffold the final summative assessment activity.

The summative assessment instrument requires participants to plan, implement and evaluate an independent learning activity centred on a theme or topic of their choice. Summative assessment will be based on submission of a 6000-8000 word report of the work undertaken, along with any associated materials generated. Assessment will be criteria-based.
Resit: There will be one opportunity to resubmit the work completed, as revised to take account of identified inadequacies in the original.

Credit Points

30

Course Coordinator

Jayne Bruce

Pre-requisites

Exploring Difference and Diversity, Participation and Learning plus one other course

Notes

Overview

an understanding, within the context of schools, other institutions and the community, of the functions of and relationships among the various organisational systems

the concept of change as it relates the development of inclusive curricula

possible sources of conflict and tension which may affect relationships particularly within the working contexts of participants

relationships between the curriculum and the learner’s home, school and community
the influences and assumptions that shape the curriculum, through a review of selected national and international developments

professional and personal activities within interconnected systems

Structure

Teaching will be a mixture of lecture and group workshops including an individual tutorial.

Assessment

1st attempt: Participants will be required to submit for summative assessment 1 assignment equivalent to a total of 6000 words. Assessment will be criterion-based.
Resit: There will be one opportunity to resubmit the work completed, as revised to take account of feedback. in the original.

Credit Points

30

Course Coordinator

Jayne Bruce

Pre-requisites

N/A

Notes

Overview

The course will include a critical consideration of:

the concepts of inclusion and the associated principles of social justice, entitlement, participation and partnership
the educational, historical, political and social contexts in which our educational system has developed.
current legislative frameworks and policies
personal and institutional practice in relation to inclusion
the impact of the above on learning and teaching, and strategies to counter discrimination
the perspectives of young people and their families
the primacy of collaborative, inter-professional working

Structure

Teaching will be a mixture of lecture and group workshops including an individual tutorial

Assessment

1st attempt: Participants will be required to submit for summative assessment 1 assignment equivalent to a total of 6000 words. Assessment will be criterion-based.
Resit: There will be one opportunity to resubmit the work completed, as revised to take account of feedback on the original.

Credit Points

15

Course Coordinator

David McMurty

Pre-requisites

The course is open to teachers, lecturers and other professionals with appropriate qualifications and experience of working in an educational or education related context.

Notes

Overview

The key principles of inclusive education:
* pertinent legislation
* critical exploration of personal and institutional practice
* the perspectives of young people and their families
* the importance of collaborative working

Child-centred learning based on contemporary educational theory which take into account the role of effective learning:
* developing the pupil/teacher partnership
* social constructivism
* learning styles and motivation
* negotiation and choice

The design of effective learning, teaching and assessment activities to meet the needs of diverse groups of learners:
* approaches that are multi-sensory
* the encouragement of active and experiential learning
* relate planning to the four capacities Curriculum for Excellence.

Structure

Face-to-face delivery: 20 hours including morning and afternoon seminars, group support tutorials and individual tutorials.

Assessment

Participants will be required to submit for summative assessment 1/2/3 assignment(s) equivalent to a total of 4000 words taking account of different reporting formats, e.g. 1 assignment of 4000 words, 2 assignments of 2000 words each, or 3 assignments of 1300 words each. Assessment will be criteria-based. Synergy between formative and summative tasks is a feature of the approach to assessment.

Credit Points

15

Course Coordinator

Dr. Jackie Ravet

Pre-requisites

The course sits within the PG Award in Inclusive Educational Practice. Course participants must have a commitment to the current philosophy of inclusion and to the principles of inclusive educational practice for all. They should have access to an educational setting for the purposes of undertaking the assessment task and gaining practical experience.

Co-requisites

None

Notes

Overview

This course explores a range of issues in response to children and young people with autistic spectrum disorders including:

• a critical examination of the nature of Autism
• an understanding of the way pupils with autism experience the world
• the importance of a whole school approach
• the importance of collaborative working
• innovative approaches to meeting pupil needs
• promoting inclusive practice

Structure

Three days face to face contact including a mixture of seminars, lectures, workshops and directed individual study.

Assessment

1st attempt: Participants will be required to submit for summative assessment 1 synoptic assignment equivalent to a total of 6000 words which will draw from the work of the Autism module and PAL. Assessment will be criteria-based.
Resit: There will be one opportunity to resubmit the work completed, as revised to take account of identified inadequacies in the original.

Credit Points

15

Course Coordinator

Jayne Bruce

Pre-requisites

Exploring Difference and Diversity

Notes

Overview

A critical evaluation of the following:
the current literature and research on the complex nature of literacy difficulties and dyslexia within a framework of social justice and equality of access
the perspectives, needs and rights of learners and parents
the development of reading and literacy skills with particular emphasis on learners who experience difficulty
the wider implications of literacy difficulties and dyslexia within an inclusive and collaborative educational framework
strategies for making the curriculum accessible for all learners
current whole school and classroom practice with a view to more effectively supporting literacy

Structure

Teaching will be a mixture of lecture and group workshops including one hour’s individual tutorial.

Assessment

1st attempt: Participants will be required to submit for summative assessment 1 synoptic assignment equivalent to a total of 6000 words which will draw from the work of 2 courses, Participation and Learning and Literacy Difficulties and Dyslexia. Assessment will be criterion-based.
Resit: There will be one opportunity to resubmit the work completed, as revised to take account of feedback on the original submission.

Credit Points

30

Course Coordinator

Sandra Paterson

Pre-requisites

None

Co-requisites

None

Notes

Overview

• the changing society, concepts of work, careers and lifelong learning
• concepts and theoretical aspects of careers/vocational choice and enterprise education
• policies supporting careers information/guidance/education and enterprise
• cross curricular aspects and the contribution of subject departments to education for the world of work, curriculum and career guidance
• the design and delivery of the careers education programme including
resources such as Career Box, Determined to Succeed, Get into Enterprise,
• special focus delivery, lesson planning and supporting self-awareness
• preparation for the world of work including work experience, lifelong learning and enterprise education
• liaison and partnership working with agencies
• structured interviews, profiling, and computerised monitoring and tracking programmes
• curriculum and careers guidance inventories/software/databases and websites
 quality assurance and identification of enterprise development
• supporting transition stages, including subject choice procedures,
• qualifications, training routes, Further and Higher Education courses, entry requirements, electronic UCAS and application procedures

Structure

Blended learning delivery 40 hours to include face to face and online learning plus two hours tutorial support per student

Assessment

1st attempt: Participants will be required to submit for summative assessment equivalent to a total of 6000 words taking account of different reporting formats. Assessment will be criteria-based.
Resit: There will be one opportunity to resubmit the work completed, as revised to take account of identified inadequacies in the original.

Credit Points

30

Course Coordinator

Sandra Paterson

Pre-requisites

Chartered Teacher Programme participants only. The successful completion of the module Self-Evaluation and Professional Development.

Co-requisites

None

Notes

Overview

 learning communities and collegiality
 counselling and mentoring as a forms of professional learning
 counselling and mentoring roles and activities
 analysis of the core theory and practice of holistic and person-centred approaches
 analysis and development of the ‘core facilitative conditions’ associated with person-centred approaches to helping interventions
 clarification of attitudes and values
 the development of essential counselling, supporting and mentoring skills including active listening, paraphrasing, reflection of feeling, feedback, focussing, structuring, facilitative challenging, goal setting and assisting action
 models of counselling and mentoring
 mentoring and induction; principle-centred induction and procedural-led induction
 relationships and the quality of interactions
 skills, qualities and attributes
 issues of power, ethics and confidentiality
 analysis of personal and institutional practice on confidentiality, child protection, and ethical issues.

Structure

Blended learning delivery 40 hours to include face to face and online learning plus two hours tutorial support per student

Assessment

1st attempt: Participants will be required to submit for summative assessment equivalent to a total of 6000 words taking account of different reporting formats. Assessment will be criteria-based.
Resit: There will be one opportunity to resubmit the work completed, as revised to take account of identified inadequacies in the original.

Credit Points

30

Course Coordinator

David McMurty

Pre-requisites

N/A

Notes

Overview

Effective professionals need to be able to undertake sustained, independent enquiry in order to further their professional development. This course provides the opportunity for participants to acquire and practice skills associated with the planning and implementation of development work in an identified area within their own setting. Through:

 Exploring the relationships between policy, practice and research;
 Examining professional development within the current context of professionalism;
 Understanding different research paradigms, their underlying philosophies and the concept of ‘methodology’;
 Understanding qualitative research methods and forms of inquiry.
 Developing information/literature search skills;
 Interrogating research reports and reading critically; identifying methodological issues;
 Writing a literature review;
 Planning, designing and implementing a small scale research project;
 Analysing data and representing research.
 Disseminating research findings

Structure

Mix of lectures, tutorials and group work + individual tutorial time.

Assessment

1st attempt: Participants will be required to submit for summative assessment assignment(s) equivalent to a total of 6000 words taking account of different reporting formats. Assessment will be criterion-based.
Resit: There will be one opportunity to resubmit the work completed, as revised to take account of identified inadequacies in the original.

Credit Points

60

Course Coordinator

Sarah Cornelius

Pre-requisites

120 credits at SCQF Level 11

Notes

Overview

Participants are supported through a series of units of study and associated research guides covering:

• Undertaking a Literature Search
• Doing a Literature Review
• Interrogating Research Reports
• Presenting a Research Plan and Proposal
• Research Methods
• Action Research: A Strategy for Developing Professionals
• Paradigms of Research
• Data Gathering Techniques
• Ensuring Quality Evidence
• Academic Writing
• Preparing your Dissertation or Work-based Project Report

Structure

This module may be available in both contact and distance learning formats with optional support and interaction in an Induction Event. Participants will be allocated an individual supervisor/tutor(s). Additional contact-based elements of delivery may be added where circumstances allow (up to an overall total of 40 hours).

Assessment

1st attempt:
The final summative assessment is a 15,000 – 18,000 word assignment presented as a formal dissertation or work-based project report. Assessment will be criteria-based.

Resit: There will be one opportunity to resubmit the work completed, as revised to take account of identified inadequacies in the original.

Credit Points

30

Course Coordinator

Sandra Nicol

Pre-requisites

N/A

Notes

Overview

This course gives participants the opportunity to analyse critically different concepts of professionalism and relevant professional standards, and to reflect on their own professional development. The course will encompass the following:

• Induction
 the Standard for Chartered Teacher
 returning to academic study
 learning with others - becoming a networked learner
• Linking Theory and Practice
 engaging critically with theory and practice
 engaging critically with reading and research, including practitioner research and the concept of evidence based practice
• The Reflective Practitioner
 developing higher level skills of writing/reporting in ways that are critically reflective
 reviewing practice and professional development planning
 keeping a portfolio and reflective journal
• APL
 the accreditation of prior learning
 documenting evidence
• The new model of Professionalism
 comparing the different knowledge, practice and value bases of various professions and professionals;
 concepts and principles associated with policy formation, key amongst which are social justice and inclusion and collaborative working

Structure

Face-to-face delivery: 40 hours including morning and afternoon seminars, group support tutorials and individual tutorials.

Distance/on-line learning: regular support at a distance including 2 hours of tutor input per student.

Assessment

1st attempt: Participants will be required to submit for summative assessment 1 / 2 / 3 assignment(s) equivalent to a total of 6000 words taking account of different reporting formats. Assessment will be criteria-based.
Resit: There will be one opportunity to resubmit the work completed, as revised to take account of identified inadequacies in the original.

Credit Points

30

Course Coordinator

Sandra Nicol

Pre-requisites

Professional Perspectives in Education

Notes

Overview

• social justice and the key principles of inclusive education
 the historical, social and political context
 pertinent legislation
 critical exploration of personal and institutional practice
 the perspectives of young people and their families
 the importance of collaborative, inter-professional working

• child centred learning based on contemporary educational theory which take into account the role of affective learning
 developing the pupil/teacher learning partnership
 social constructivism
 learning styles and motivation
 approaches that are multi-sensory
 negotiation and choice

• the design of effective learning, teaching and assessment activities to meet the needs of diverse groups of learners
 the pivotal role of formative assessment
 self assessment and peer assessment
 the nature of evidence

Structure

Face-to-face delivery: 40 hours including morning and afternoon seminars, group support tutorials and individual tutorials.

Distance/on-line learning: regular support at a distance including 2 hours of tutor input per student.

Assessment

1st attempt:


Participants will be required to submit for summative assessment 1 / 2 / 3 assignment(s) equivalent to a total of 6000 words taking account of different reporting formats. Assessment will be criteria-based. Synergy between formative and summative tasks is a feature of the approach to assessment.
Resit: There will be one opportunity to resubmit the work completed, when revised to take account of identified inadequacies in the original.

Credit Points

15

Course Coordinator

Jackie Ravet

Pre-requisites

The course sits within the PG Award in Inclusive Educational Practice. Course participants must have a commitment to the current philosophy of inclusion and to the principles of inclusive educational practice for all. They should have access to an educational setting for the purposes of undertaking the assessment task and gaining practical experience.

Notes

Overview

This course explores a range of issues in response to children and young people with autistic spectrum disorders including:

• a critical examination of the nature of Autism
• an understanding of the way pupils with autism experience the world
• the importance of a whole school approach
• the importance of collaborative working
• innovative approaches to meeting pupil needs
• promoting inclusive practice

Structure

Three days face to face contact including a mixture of seminars, lectures, workshops and directed individual study.

Assessment

Participants will be required to submit for summative assessment 1 synoptic assignment equivalent to a total of 6000 words which will draw from the work of the Autism module and PAL. Assessment will be criteria-based.

Credit Points

15

Course Coordinator

Jackie Ravet and Meg Taylor

Pre-requisites

This course sits within the PG Award in Inclusive Educational Practice. Course participants must have a commitment to the current philosophy of Inclusion and to the principles of inclusive educational practice for all. They should have access to an educational setting for the purposes of undertaking the assessment task and gaining practical experience.

Notes

Overview

1. Examining and exploring the nature of teacher/ learner relationships and the ways in which this impacts upon effective learning
2. Critically consider the extent to which contexts encourage partnership and collaboration
3. In light of recent research consider and analyse a variety of theories related to cognitive and affective dimensions of learning.
4. Explore the complexity and tensions of the important concepts of sameness difference and diversity and the extent to which curriculum, school organisation and participative practice enhance or detract from them within an inclusive environment.

Structure

Three days face to face contact including a mixture of seminars, lectures, workshops and directed individual study

Assessment

Participants will be required to submit for summative assessment 1 synoptic assignment equivalent to a total of 6000 words which will draw from the work of PAL plus one option. Assessment will be criteria-based.

Credit Points

15

Course Coordinator

Sandra Paterson

Pre-requisites

None

Co-requisites

None

Notes

Overview

• a review of key literature influencing the field of personal and social development
• the theories, principles and processes which underpin personal and social development
• student centred approaches and the importance of a supportive climate
• planning, development and delivery of cross curricular and special focus programmes of PSD/PSE including assessment, quality assurance and development planning
• an exposition of the theoretical basis of student-centred learning; active and experiential learning styles; group work skills and strategies, including structured discussion, and group leadership styles
• the health promoting school, equal opportunities and racial equality issues
• strategies for the delivery of more sensitive issues
• theoretical perspectives on self-concept and its importance for well-being, effective learning and attainment

Structure

For Face-to-Face = 20 hours delivery time to include 10 one hour lectures, 4 two hour seminars, two hours active task work plus two one hour tutorials per student.
For E-Learning = 20 hours delivery time plus regular support at a distance plus two hours of tutorial input per student.

Assessment

Participants will be required to submit for summative assessment
assignment(s) equivalent to a total of between 3-4000 words taking account of different reporting formats. Assessment will be criteria-based.

Credit Points

15

Course Coordinator

Jayne Bruce

Pre-requisites

N/A

Overview

A critical evaluation of the following:
the current literature and research on the complex nature of literacy difficulties and dyslexia within a framework of social justice and equality of access
the perspectives, needs and rights of learners and parents
the development of reading and literacy skills with particular emphasis on learners who experience difficulty
the wider implications of literacy difficulties and dyslexia within an inclusive and collaborative educational framework
strategies for making the curriculum accessible for all learners
current whole school and classroom practice with a view to more effectively supporting literacy

Structure

Teaching will be a mixture of lecture and group workshops including one hour’s individual tutorial.

Assessment

Participants will be required to submit for summative assessment 1 synoptic assignment equivalent to a total of 6000 words which will draw from the work of 2 courses, Participation and Learning and Literacy Difficulties and Dyslexia. Assessment will be criterion-based.

Credit Points

5

Course Coordinator

Dr Joy Perkins

Pre-requisites

x

Co-requisites

x

Notes

Overview

This course focused on developing career management skills and enhancing student employability. The learner-centred workshops are designed to facilitate students to understand recruitment and selection methods, effective opportunity-search strategies and the requirements of employers. In addition the course explores enterprise and entrepreneurship, transferable skill developments and effective career planning.

Structure

In the School of Biological Sciences, the course will consist of 4x two-hour weekly workshops.

In the School of Medical Sciences, the course will be delivered via 4 two-hour workshops in a dedicated careers and employability week.

In both academic Schools, WebCT will be used to support student learning and assessment.

Assessment

Write a reflective 1,000 word career planning report (60%); CV Construction Exercise (40%).

Credit Points

30

Course Coordinator

Jayne Bruce

Pre-requisites

Exploring Difference and Diversity, Participation and Learning plus one other course

Overview

an understanding, within the context of schools, other institutions and the community, of the functions of and relationships among the various organisational systems

the concept of change as it relates the development of inclusive curricula

possible sources of conflict and tension which may affect relationships particularly within the working contexts of participants

relationships between the curriculum and the learner’s home, school and community
the influences and assumptions that shape the curriculum, through a review of selected national and international developments

professional and personal activities within interconnected systems

Structure

Teaching will be a mixture of lecture and group workshops including an individual tutorial.

Assessment

Participants will be required to submit for summative assessment 1 assignment equivalent to a total of 6000 words. Assessment will be criterion-based.

Credit Points

15

Course Coordinator

Sandra Paterson

Pre-requisites

N/A

Notes

Overview

 analysis of the core theory and practice of holistic and person-centred approaches
 comparing and contrasting such approaches with current practice and critically appraising the applicability of these approaches within the contexts of guidance/pastoral care and learning and teaching;
 analysis and development of the ‘core facilitative conditions’ associated with a person-centred approach to counselling;
 clarification of attitudes and values
 the development of essential counselling skills including active listening, paraphrasing, reflection of feeling, focussing, structuring, facilitative challenging, goal setting and assisting action;
 structured models of the helping process;
 child protection, confidentiality and ethical issues.

Structure

For Face-to-Face = 20 hours delivery time to include 10 one hour lectures, 4 two hour seminars, two hours active task work plus two one hour tutorials per student.
For E-Learning = 20 hours delivery time plus regular support at a distance plus two hours of tutorial input per student.

Assessment

Participants will be required to submit for summative assessment
assignment(s) equivalent to a total of between 3-4000 words taking account of different reporting formats. Assessment will be criteria-based.

Credit Points

15

Course Coordinator

Peter Mtika

Pre-requisites

N/A

Overview

Students will attend a series of virtual lectures and practical workshops including:
• Globalization and the Challenge for Educators
• Responding to Change: current initiatives and approaches (3 units)
• Educational Approaches and Issues: shaping change in practice settings
• Exploring Issues and applications in practice.

Structure

Six one hour virtual lectures and associated one and a half hour practical workshops; three one hour small group tutorials and one two hour presentation seminar (20 hours in total).

Assessment

[Indicate below the assessment arrangements, e.g. 1st attempt: 1 two hour written examination (60%); continuous assessment (40%). Resit: 1 two hour written examination (100%). See also the Guidance Note]

Credit Points

15

Course Coordinator

Sandra Paterson

Pre-requisites

N/A

Overview

This course explores a range of issues in response to children and young people who display social, emotional and behavioural difficulties and who are in danger of being excluded from school. There will be:
• an emphasis on the inclusive nature of Scottish Education
• consideration of the links between social exclusion and school exclusion
• clarification of the relevant aspects of policy and legislation
• principles of good practice in meeting pupils’ emotional needs
• innovative approaches to meeting pupils’ needs and promoting inclusive practice
• encouragement to evaluate the use of exclusion as a disciplinary sanction

Recent research is used to give a theoretical framework and to inform practice at whole-school and classroom level.

Structure

Teaching will be a mixture of lecture and group workshops including 1 hour individual tutorial.

Assessment

The course will normally be assessed synoptically with Participation and Learning through the submission of a summative 6000 word assignment.
Participants will be required to submit for summative assessment 1 synoptic assignment equivalent to a total of 6000 words which will draw from the work of two courses. Assessment will be criterion-based.

Credit Points

30

Course Coordinator

Christina Walker

Pre-requisites

N/A

Overview

Part A
• History and background of Gaelic Medium Education – success and implications
• Teaching in an immersion / bilingual situation
• Exemplification/modelling of good practice in the GM classroom
• Creating a Gaelic community within the class/ school with a positive ethos
• Enhancement of 4 linguistic skills
• Dealing with a range of fluency - presenting challenge and support
• Identifying pupils’ problems—language specific/concept related – sensitive error handling
• Identification of professional CPD needs and networking in an e-learning community

Part B
• Subject/stage specific terminology - Creating personal terminology banks
• Gaelic terminology for classroom management
• Evaluation and translation of current resources
• Development of lesson plans/resources and assessment instruments in Gaelic
• Micro-teaching and peer assessment

Structure

18 hours of f2f contact (3 residential contact sessions spread across the Programme); Session 1 9 hrs; Session 2 – 7 hrs; Session 3 – 2 hrs
3 hrs of on-line/telephone tutorial support for Part A per participant (30 hrs available per group)
1 hr of on-line/telephone language development support for Part B per participant (10 hrs available per group
Other support - school based mentor/critical friend support

Assessment

1st attempt: Formative assessment of:
• On-line language development/linguistic skills tasks
• On-line GME tasks
• Oral skills through telephone tutorials
• Portfolio of lesson plans and associated resources and assessment instruments

Summative assessment:
• Confirmed competence of linguistic skills for teaching through Gaelic medium through formative assessment feedback and supporting portfolio of evidence (2000 words equivalent)
• 2 sample lessons supported by a critical commentary and justification of lesson choice, resources, assessment and the appropriateness of the lesson for the particular stage/lesson in relation to 5-14 or SG requirements as appropriate (3000 words equivalent)
• Critical reflection on observation feedback from presentation of one lesson to peer participants/tutors/mentors mentors and plan for next steps (3000 words equivalent)

Assessment will be criteria based
Resit: There will be one opportunity to resubmit both parts of the assessment as revised to take account of identified inadequacies in the original.

Credit Points

30

Course Coordinator

Christina Walker

Pre-requisites

N/A

Overview

• Critical reflection in the context of GM Education
• Reviewing literature
• Professional development
• Standards awareness
• Self evaluation
• Critical reflection
• Learning logs
• Portfolio building and evidence gathering
• Involving and sharing with others
• Current relevant reading and research

Structure

12 hrs of f2f contact spread across 3 residential contact sessions for the Programme; Session 1 – 5 hrs; Session 2 – 1 hr; Session 3 – 6hrs
1 hr of on-line/telephone tutorial support per participant on average (10 hrs available for group)

Assessment

1st attempt: Formative assessment:
• Formative assessment of components of the professional portfolio – eg learning logs; reflective journal; self evaluation against relevant standards;
• Formative assessment of Reflective Writing task with supporting portfolio of evidence
Summative assessment:
• Portfolio and reflective report (6000-8000 words equivalent)

Assessment is criteria based.
Resit: There will be one opportunity to resubmit the assessment as revised to take account of identified inadequacies in the original.

Credit Points

15

Course Coordinator

Pete Stollery

Pre-requisites

No formal music qualification is necessary.

Notes

Overview

The course will focus on the Kodály concept of music education and will cover the following areas:
• Using singing as a starting point for musical development through the use of age appropriate singing games and rhymes;
• Introducing music notation using the tools of rhythm names and solfa;
• Using Kodaly tools in a variety of music contexts eg. composition and instrumental work;
• How to choose appropriate repertoire across all primary stages;
• Using music as a cross curricular tool with reference to Curriculum for Excellence.

Structure

3 full and intensive workshop and training days in July.

Assessment

1st attempt: • Literature review (c.1000wds)
• Suite of lessons plans for both P1 to P3 and P4 to P7 phases, to cover a five week period (c.3000wds)
• Video evidence of work with children taken from above lesson plans (both phases) (c.30 mins)
• Folio of songs or rhymes with accompanying analytical material (c.1000wds)

Resit: Not normally applicable

Credit Points

30

Course Coordinator

Chris Fraser

Pre-requisites

N/A

Overview

There are 5 content modules:
• selective literature search and review
• writing a project proposal and plan
• data collection techniques
• peer review and evaluation
• sharing and disseminating recommendations

Structure

The course will be delivered through a combination of lectures, tutorials, workshops and presentations over the equivalent of five contact days and associated directed open learning activities (up to a total of 40 hours)

Assessment

1st attempt: Participants will be required to submit for summative assessment 2 assignments equivalent to a total of 6000 words, taking account of different reporting formats. The first assignment will require participants to present the findings of their projects to their peers along with a 2000 word summary account of the project. The second assignment will require participants to submit a 4000 word reflective account of the work undertaken, the outcomes and recommendations. Assessment will be criteria based.
Resit: There will be 1 opportunity to resubmit the work completed as revised to take account of identified inadequacies in the original.

Credit Points

30

Course Coordinator

Karen McArdle and Aileen Ackland

Pre-requisites

N/A

Co-requisites

Participants will study the first TQAL course concurrently

Overview

The literacies landscape - TQAL history, practice and future;
Social practice as a conceptual framework for adult literacies;
Roles and Responsibilities of a tutor;
Building a learning relationship;
ICT induction and engagement;
Models of support and tutoring;
Models of professional learning;
The TQAL student – supporting reception, deployment and assessment;
Evaluating educational practice;
Providing formative feedback.

Structure

3 day residential (30 hours); 50 Hours online; 100 hours self directed; 95 hours tutoring; 25 hours assessment

Assessment

6,000 – 8,000 essay and portfolio

Credit Points

30

Course Coordinator

Chris Fraser

Pre-requisites

N/A

Overview

The course will comprise three content units:
• science, technology and society;
• key concepts in science;
• progression in, and links between, key concepts

Structure

The course will be delivered through a combination of lectures, tutorials and workshops over the equivalent of 2.5 contact days and associated directed open-learning activities (up to a total of 20 hours).

Assessment

1st attempt: Participants will be required to submit for summative assessment 1 assignment equivalent to a total of 6000 words and taking account of different presentation formats. Assessment will be criteria based.
Resit: There will be 1 opportunity to resubmit the work completed as revised to take account of identified inadequacies in the original.

Credit Points

30

Course Coordinator

Chris Fraser

Pre-requisites

N/A

Overview

The course will comprise three content units:
• how people learn science;
• barriers to learning science;
• maximising participation and supporting learning.

Structure

The course will be delivered through a combination of lectures, tutorials and workshops over the equivalent of 2.5 contact days and associated directed open-learning activities (up to a total of 20 hours).

Assessment

1st attempt: Participants will be required to submit for summative assessment 1 assignment equivalent to a total of 6000 words and taking account of different presentation formats. Assessment will be criteria based.
Resit: There will be 1 opportunity to resubmit the work completed as revised to take account of identified inadequacies in the original.

Credit Points

30

Course Coordinator

Chris Fraser

Pre-requisites

N/A

Overview

The course will comprise three content units:
• creativity in science education;
• creating creative contexts for science learning; and
• creative science teaching

Structure

The course will be delivered through a combination of lectures, tutorials and workshops over the equivalent of 2.5 contact days and associated directed open-learning activities (up to a total of 20 hours).

Assessment

1st attempt: Participants will be required to submit for summative assessment 1 assignment equivalent to a total of 6000 words and taking account of different presentation formats. Assessment will be criteria based.
Resit: There will be 1 opportunity to resubmit the work completed as revised to take account of identified inadequacies in the original.

Credit Points

30

Course Coordinator

Jackie Ravet

Pre-requisites

Participants must have completed the Postgraduate Certificate in Autism and Learning (or equivalent).

Notes

Overview

Topics will include controversies and dilemmas around:
- Causation and Diagnosis
- Autism and Inclusion
- Self-Understanding and Independence
- Relationships, Sexuality and Mental Health

Structure

Six days of face-to-face contact including a mixture of presentations, discussions, group activities and presentations, individual reflective activities, research, DVDs and speaker inputs.

Assessment

1st attempt: Formative assessment is an ongoing feature of the course and will take place through discussions, group activities and individual reflective and evaluative activities. Participants will also be asked to keep a Professional Diary. Summative assessment will take the form of one 8000-word assignment (written or mixed media) focused directly on workplace applications.

Resit: There will be one opportunity to re-submit assignments that have been revised to take account of tutor feedback.

Credit Points

30

Course Coordinator

Sandra Nicol

Pre-requisites

The successful completion of the core compulsory module Professional Perspectives in Education. This applies to Chartered Teacher Programme participants only.

Notes

Overview

Core
Specialisms
 International Education
– Principles, Policy and Practice
– International Benchmarking
– Comparative Studies & Methodology

 The Impact of Globalization & the Global Economy
– International Relations
– International Organisations  Fair Trade
 Sustainable Development
 Climate Change
 Cultures and Traditions
 Leadership
 European Dimension

 Global Citizenship
– Social Justice
– Human Rights
– Values and Ethics

 Critical Reflection
– Impact on practice
– Learning and teaching approaches
– Links with Curriculum for Excellence

Structure

For face-to-face = 6 one hour lectures, 6 x 3 hour seminars, 5 two hour skills practice sessions and 2 x 3 hours group support tutorials

Assessment

1st attempt: 1 written summative assignment (equivalent to 6,000 words) 100%
This will take the form of a professional enquiry with a supporting portfolio of evidence.
Resit: One opportunity to resubmit the 6,000 word assignment

Credit Points

15

Course Coordinator

Yvonne Bain and Kenny McIntosh

Pre-requisites

N/A

Notes

Overview

Indicative content includes:
• The concepts of enterprising education, entrepreneurial attitudes towards learning, skills for learning, skills for life and skills for work.
• Exploration of the national and international background to recent developments in enterprise, entrepreneurship and employability education.
• Examining connections between ‘16+ Learning Choices’, ‘Determined to Succeed’, ‘More Choices, More Chances’, and Curriculum for Excellence.
• Collaborative engagement in cross-disciplinary contexts, on common issues and distinctive features of their own professional setting in developing enterprising, entrepreneurial and employability education.
• A collaborative investigation of a professional issue arising from one of these frameworks, strategies and initiatives.

Structure

20 hours of online participation involving 5 x 1 hour synchronous online tutorials and 10 x 1.5 hours asynchronous online supported discussion.
40 hours of guided study.
90 hours independent study

Assessment

A critically reflective written assignment (3000 words) on the rationale for enterprising learning and teaching, and developing entrepreneurial attitudes through the context of employability education

Credit Points

15

Course Coordinator

Yvonne Bain and Kenny McIntosh

Pre-requisites

N/A

Notes

Overview

Participants will be able to:
• Provide a critical analysis of experiential learning as a means of developing employability skills.
• Draw on relevant research literature and policies in order to justify the planning and teaching of the ‘Deloitte Employability Skills Course’.
• Engage in critical self-analysis of attitudinal qualities and interpersonal skills relevant to employability.

• Critical analysis of essential skills for learning , life and work
• Principles of experiential learning
• Analysis and synthesis of conceptual aspects of employability and employment
• Critical analysis of learning theories applicable to developing employability
• Developing critical reflection and analysis of personal effectiveness in relation to enterprising and entrepreneurial attitudes
• Team-building and communication skills
• Preparing to teach employability skills

Structure

Blended learning comprising face-to-face workshops and online participation built around the Deloitte Train the Trainers course. Teaching consists of :
• 40 hours contact involving 16 hours (two-days contiguous on-campus) face-to-face course workshops and 24 hours online synchronous tutorials
• Further online participation (discussion fora): 20 hours guided study
• Independent study: 90 hours

Assessment

An in-course written assignment (3000 words) providing a critical analysis and justification of approaches to learning and teaching focused on fostering dispositions and attitudes essential for employability skills. This will include a plan for implementing a ‘Deloitte Employability Skills course’.

Credit Points

30

Course Coordinator

Yvonne Bain and Kenny McIntosh

Pre-requisites

N/A

Notes

Overview

Indicative content includes:
• Models and theories of reflection
• Developing a reflective portfolio
• Planning for the systematic investigation of practice – learning from the literature; selecting methodology; gathering data; analysing data; presenting a critical reflection of personal professional practice.
• Implementing a small-scale investigation of learning and teaching in employability education.
• Enhancing reflective practices.

Structure

40 hours of online participation involving 7 x 1-hour synchronous online tutorials, 1 x 3 hours field observation by a course tutor leading to formative feedback on Deloitte Employability Trainer status, 20 x 1.5 hours asynchronous online supported discussion.
80 hours of guided study.
180 hours independent study

Assessment

A written reflective account (6000 words) of enhancing learning and teaching of employability education drawing on evidence from a professional portfolio and small-scale investigation of personal professional practice.

Credit Points

30

Course Coordinator

Jackie Ravet

Pre-requisites

N/A

Notes

Overview

This course aims to deepen participant knowledge and understanding of the key conceptual ideas, theories and perspectives in autism, and the issues associated with autism and learning in inclusive contexts.

Topics will include:

- The Inclusive Context
- Collaborative Working
- Perceptions and Myths
- Definitions
- History
- Prevalence and Diagnostic Criteria
- The Triad of Impairments
- The Causes of Autism
- Psychological and Affective Theories of Autism

Structure

Three days of face to face contact including a mixture of presentations, discussions, group activities, individual reflective activities, DVDs and speaker inputs.

Assessment

Formative assessment is an ongoing feature of the course and will take place through discussion, group activities, and individual reflective and evaluative activities. Participants will also be asked to keep a Professional Diary.

Summative assessment will take the form of one 6000 word assignment (written or mixed media) focused directly on workplace applications.

There will be one opportunity to re-submit assignments that have been revised to take account of tutor feedback.

Credit Points

30

Course Coordinator

Jackie Ravet

Pre-requisites

Participants must have completed courses 1 and 2 of the MEd in autism and Learning.

Notes

Overview

This course aims to give participants an understanding of the behaviours demonstrated by individuals on the autism spectrum and equip them with a variety of strategies and approaches to support these learners.

Topics will include:

- Constructions of behaviour
- Impacts of contexts and values
- Theories and perspectives
- Using the autism lens
- Avoidance and prevention of challenging behaviour
- Approaches to functional analysis
- Crisis management
- Risk assessment
- Developing collaborative approaches

Structure

The course will be delivered on three consecutive days of face to face delivery and will include a mixture of presentations, discussions, group activities, individual reflective activities, DVDs and speaker inputs.

Assessment

Formative assessment will be a further feature throughout the course through discussion, group activities and individual reflective and evaluative tasks. Participants will also be asked to keep a Professional Diary.

Summative assessment will take the form of a 6000-word submission (written or mixed media) focused directly on workplace applications.

There will be one opportunity to re-submit assignments that have been revised to take account of tutor feedback.

Credit Points

30

Course Coordinator

Dr Yvonne Bain

Pre-requisites

All students must hold a first degree or equivalent, satisfy the general entry requirements for the TQFE Programme as specified in the Professional Standards for Lecturers in Scotland’s Colleges (2006, 2012) and be currently employed as a Lecturer.

Co-requisites

This course is undertaken as a compulsory course for the TQFE (pg cert) award.

Notes

Overview

• Assessment
• Communication and Relationships
• Curriculum
• Evaluation
• Facilitator
• Learning Activities and Resources
• Learning Environment
• Learning Theories
• Planning for inclusive practice
• Current academic discourse relevant to curriculum, learning, teaching and assessment.

Structure

• Synchronous online tutorials supported through Collaborate virtual rooms, regular tutorials 2 hours every 2 weeks for 6 tutorials, at a day and time suitable for the participating colleges. (12 hours)
• Small group tutorial and assessment support (3 x 30 minutes)
• Individual tutor meeting to discuss development of practice (30 minutes)
• Tutor observation and feedback on practice from University tutor(1.5 hours)
• College co-tutor observation and feedback on practice (1.5 hours)
• Engaging in collaborative peer-observation activity (3 hours, to be negotiated by the peers)
• Asynchronous discussion and feedback on e-learning activities
• Distance learning materials provided through MyAberdeen for self-study

Assessment

First attempt: Continuous Assessment by means of a digital professional portfolio with the inclusion of:
1. Evidence of addressing a professional challenge (25%):
a. Critically review and evaluate a lesson designed to address a personal challenge, which will be peer observed ;
b. Peer-observe a colleague’s teaching and offer constructive feedback,
c. Provide a reflective commentary (of no more than 1500 words) of addressing the professional challenge, including personal learning
2. Evidence of addressing the professional standards for Scotland’s Lecturers for assessment and engagement with quality standards (25%)
a. Engage in a critical conversation with a tutor about own practice
b. Short critical reflective written commentary on using assessment to improve learning and engaging with quality assurance (1500 words)
3. Evidence of Professional Practice (25%)
a. Higher education tutor report
b. Co-tutor / college report
c. Teaching experience agreement
4. Evidence of identifying professional development needs (25%)
a. Critical evaluation of personal and professional strengths and development needs as highlighted across the portfolio (no more than 1500 words)
A (minimum) pass is required in each of the four sections for the course to be awarded an overall (minimum) pass.

Resit: one further resit opportunity will be permitted for any part not judged to be at least ‘pass’, subject to meeting the conditions for post-graduate taught ‘conversion’ courses.

Credit Points

15

Course Coordinator

Dr Yvonne Bain

Pre-requisites

All students must hold a first degree or equivalent, satisfy the general entry requirements for the TQFE Programme as specified in the Professional Standards for Lecturers in Scotland’s Colleges (2006, 2012) and be currently employed as a Lecturer.

Co-requisites

This course is undertaken as a compulsory course for the TQFE award.

Notes

Overview

• Reflective practice
• Professional identity
• Professional values and practice
• Promoting well-being
• Learner backgrounds and motivation
• Learner characteristics and needs
• Adult and young learners
• Equality and diversity
• Legislation and policy (e.g. accessibility, protection of vulnerable learners, data protection)
• Guidance and support
• Inclusive practice
• Metacognition
• Academic study skills (e.g. identifying and critically evaluating sources, engaging with current discourse, academic writing at Masters level, critical reading)

Structure

• Synchronous online tutorials supported through Collaborate virtual rooms, regular tutorials 2 hours every 2 weeks for 8 tutorials, at a day and time suitable for the participating colleges. (16 hours)
• Small group tutorial and assessment support (2 x 30 minutes)
• One to one discussion and lesson evaluation (30 minutes)
• Asynchronous discussion and feedback on e-learning activities
• Engaging in collaborative group activity (13 hours, to be negotiated by the group)
• Distance learning materials provided through MyAberdeen for self-study

Assessment

First attempt: In-course written assessment by means of a 3000 word critical analysis, drawing on relevant theory and current research, of the characteristics and needs of a group of learners (based on reflections on a minimum of two learning sessions), including an the evaluation of the impact of these needs and characteristics on learning.

Resit: one further resit opportunity will be permitted, subject to meeting the conditions for post-graduate taught ‘conversion’ courses.

Credit Points

15

Course Coordinator

Dr Yvonne Bain

Pre-requisites

All applicants must satisfy the general entry requirements for the TQFE
Programme as specified in the Professional Standards for Lecturers in
Scotland’s Colleges (2006, 2012) and must be currently employed as a
lecturer.

Co-requisites

Applicants are expected to have registered to undertake the postgraduate certificate in Teaching Qualification in Further Education.

Notes

Overview

The changing education landscape
• External Issues - political, legislative, economic, cultural, social, and digital initiatives including: enterprise, employability, sustainability, workplace practices, technological advances
• Sectoral changes including: post 16 initiatives, college structures, funding, good practices, research initiatives

2 Curriculum Developments
• Curriculum for Excellence and other curriculum requirements
• Quality improvement and enhancement
• Innovative practices in learning and teaching including: flexible delivery, flexible and sustainable assessment, feedback initiatives, learning and teaching autonomy

3 Changing roles and coping strategies
• Future professional attibutes, expertise, expectations and interests
• Being an active practitioner
• Collaborating within and outside of the College (partnerships)
• Practitioner researchers
• Managing and coping with change and innovation including, mentoring and coaching
• Planning for change and future Personal and Professional devlopment

Structure

• 8 hours synchronous class workshops over an 11 week period, with monthly meetings with the University tutor as group learning activity (4 x 2 hour sessions as a taught group)
• 8 hours asynchronous online activity (4 x 2 hours of activity – including blogs, reflective journals and tutor-moderated asynchronous discussion)
• 1 hour (2 x 30 minutes) one-one or small group assessment tutorial support, at a time negotiated with the tutor to suit individuals / small groups
• 13 hours collaborative engagement

Assessment

First attempt: Summative assessment (100%): a detailed plan for an innovative approach or change initiative, intended to develop practice in your professional context (3000 words). The plan must be supported and justified with reference to appropriate policy, academic research and other appropriate sources. It should address one (or more) of the issues arising from the formative assessment task which requires the identification of broad implications for the Further Education sector in one of three given themes (The changing education landscape; Curriculum developments; Changing role).

Resit: One further resit opportunity will be permitted, subject to meeting the conditions for post-graduate taught ‘conversion’ courses.

Credit Points

30

Course Coordinator

Sandra Nicol

Pre-requisites

Professional Perspectives in Education

Notes

Overview

There are three study units

Unit 1: Identifying a Focus and Rationale
The purposes of independent study; forms of investigation; the benefits of sustained independent study; the selection of an area, theme or focus; making links to other study modules and practice; the place of research literature and other reading.

Unit 2: Background Reading and Study Plans
The value of background reading; finding sources and resources; making use of literature and other sources; identifying themes and areas for study; finding and framing questions; identifying methods of evidence gathering; setting aims and objects in a timeline; planning practicalities; time management. Negotiating a contract of study and working with others

Unit 3: Implementation and Reporting
Effective communication; ensuring rigour and quality; collecting and analysing evidence; discussing and presenting findings and conclusions.
This module may be available in both contact and distance learning formats with optional support and interaction through computer mediated communication. Participants will complete a series of tutorials, readings and practical activities as appropriate in preparation for completion of an independent study or development. Additional contact-based elements of delivery may be added where circumstances allow (up to an overall total of 40 hours).
1st attempt: Formative assessment activities are embedded in the distance learning materials to prompt and structure regular participant-tutor contacts and to scaffold the final summative assessment activity.

Structure

Assessment

The summative assessment instrument requires participants to plan, implement and evaluate an independent learning activity centred on a theme or topic of their choice. Summative assessment will be based on submission of a 6000-8000 word report of the work undertaken, along with any associated materials generated. Assessment will be criteria-based.
Resit: There will be one opportunity to resubmit the work completed, as revised to take account of identified inadequacies in the original.

Credit Points

60

Course Coordinator

Aileen Ackland

Pre-requisites

120 credits at SCQF Level 11

Overview

Participants are supported through a series of units of study and associated research guides covering:

- Undertaking a Literature Search
- Doing a Literature Review
- Interrogating Research Reports
- Presenting a Research Plan and Proposal
- Research Methods
- Action Research: A Strategy for Developing Professionals
- Paradigms of Research
- Data Gathering Techniques
- Ensuring Quality Evidence
- Academic Writing
- Preparing your Dissertation or Work-based Project Report

Structure

This module may be available in both contact and distance learning formats with optional support and interaction in an Induction event. Participants will be allocated an individual supervisor/tutor(s). Additional contact-based elements of delivery may be added where circumstances allow (up to an overall total of 40 hours).

Assessment

The final summative assessment is a 15,000 - 18,000 word assignment presented as a formal dissertation or work-based project report. Assessment will be criteria based.
Resit: There will be one opportunity to resubmit the work completed, as revised to take account of identified inadequacies in the original.

Credit Points

15

Course Coordinator

Roseanne Fitzpatrick

Pre-requisites

Successful completion of ITE programme; provisional registration; working in professional context.

Overview

- Extending KU of topic area
- Being a member of a professional learning community - ways of working
- Linking area of study to workplace based CPD action plan
- Holding learning conversations
- Engagement in e-learning discussion areas
- Planning a workplace based intervention - identifying a focus and rationale; development planning; implementation and reporting
- Research methodology (including evidence gathering and pupil gains).

Structure

This course will be available in a blended learning and full e-learning format. Participants will engage in a series of seminars (physical or virtual), interact via on-line tutorial sessions and use computer mediated communication (using WebCT/GLOW). Participants will complete a series of tutorials, readings and practical activities, as appropriate to their focus area.

Assessment

1st attempt: The task for summative assessment will require participants to plan, implement and evaluate a workplace intervention linked to their focus area and linked to measurement of pupil learning gains. Summative assessment will be based on submission of a 3000-4000 word report of the work undertaken, along with associated supporting materials generated which will be submitted as a portfolio of evidence.

Resit: There will be one opportunity to resubmit the work completed, as revised, to take account of identified inadequacies in the original.

Credit Points

15

Course Coordinator

Roseanne Fitzpatrick and Dean Robson

Pre-requisites

Successful completion of ITE programme; provisional registration; working in professional context.

Co-requisites

None.

Overview

- Engagement in Professional learning/learning communities
- Critical reflection (SFR)/self evaluation - skills/processes/tools
- CPD action planning and implementation - rationale; approaches; learning logs; critical incident log
- Use of technology to support self-evaluation of professional practice and CPD implementation and impact measurement
- Unpacking the Standard for Full Registration (SFR)
- Portfolio Development - evidence gathering (e.g. learning logs; profiles; PDAPs; professional discussions; reflections on professional practice; CPD summaries and reflections)
- Evaluating policy/research/literature
- Reflective Reporting

Structure

This course will be available in a blended learning and full e-learning format. Participants will engage in a series of seminars (physical or virtual), interact via on-line tutorial sessions and use computer mediated communication (using WebCT/GLOW). Participants will complete a series of tutorials, readings and practical activities, as appropriate to their focus area.

Assessment

1st attempt: This course requires the submission of a Portfolio and a Reflective Report that demonstrates competence as a teacher in terms of the SFR.
The Portfolio will consist of evidence covering CPD matched to the relevant competences in the SFR and an overview to illustrate that all of the competences have been addressed.
The Reflective Report should highlight learning and professional growth through the activities outlined in the portfolio.

Specific evidence submitted will include:
- Reflective commentary (2000 words) with supporting portfolio evidence
- Presentation (equivalent to 2000 words) (f2f or virtual) of outcomes of PDAP - rationale, learning, impact, next steps - with supporting portfolio evidence
- + Copy of final GTCS profile
- + Confirmation from school re recommended for or has achieved SFR.

Resit: There will be one opportunity to resubmit the work completed, as revised, to take account identified inadequacies in the original.

Credit Points

30

Course Coordinator

Dean Robson and Roseanne Fitzpatrick

Pre-requisites

Extended Professional Experience through Evidence-based Practice
Enhanced Self-Evaluation and Reflexive Practice

Co-requisites

None

Overview

- Critical exploration of principles and perspectives on the purposes, roles and responsibilities, framework, planning considerations, role of partners, key features of learning and teaching to support the effective integration of L; N; HWB across learning with reference to contemporary educational theory
- Critical exploration of experiences and outcomes for L; N; HWB and learning and teaching strategies to support effective integration across learning
- Design of effective learning, teaching and assessment activities (curriculum plans; L&T experiences; assessment approaches) to support integration of L; Nl HWB for effective learning taking into account the 4 capacities of CfE
- Collaborative project design, management and implementation
- Advanced action research methodologies
- Classroom-based evidence gathering
- Discussion, evaluation, critical reflection and reporting of project nature and output

Structure

This course will be available in a blended learning format and full e-learning format. Participants will attend a series of seminars, interact via on-line tutorial sessions and use computer mediated communication. Participants will have access to a number of on-line resources, and will complete a series of tutorials, readings and practical activities, as appropriate, in preparation for completion of their cross-disciplinary project.

Assessment

1st attempt: Formative assessment activities are embedded in the distance learning materials to prompt and structure regular participant-tutor contacts and to scaffold the final summative assessment activity.

The summative assessment instrument requires participants to plan, implement and evaluate innovative cross-disciplinary practices/interventions focussed in an area of their choice. Summative assessment will be two-part (equivalent 6000-8000 words), covering the Learning Outcomes highlighted above, and based on:
1. Oral presentation on cross curricular project/intervention (10-15 minutes) with supporting portfolio of evidence (3000 words equivalent) highlighting:
- the underpinning theoretical principles and concepts (with reference to reading/research) and how these link to your learning and associated enhanced practice;
- the action research frame used to measure the impact of your cross curricular practices/interventions;
- the findings and a critical analysis of the evidence gathered in terms of pupil learning gains and implications for own practice.
The presentation to be followed by a discussion with the panel to explore issues which arose.

2. Submission of a best practice teaching resource or plan embedded in one of the cross curricular themes, and appropriate to age and stage, for potential use by other practitioners with supporting guidance notes including references to cross curricular principles/practices, related reading/research and implementation and impact measurement strategies (3000 words).
Assessment will be criteria-based.

Resit: There will be one opportunity to resubmit the work completed, as revised to take account of identified inadequacies in the original.

Credit Points

30

Course Coordinator

Dean Robson and Roseanne Fitzpatrick

Pre-requisites

Extended Professional Experience through Evidence-based Practice (15 credits)
Enhanced Self-Evaluation and Reflexive Practice (15 credits)
A further 120 credits from Stage 2 of the MSc in EPP programme or combination of this and APL.

Co-requisites

None

Overview

The following areas will be covered:
- Enhanced approaches to self-evaluation
- Enhanced techniques to support personal critical reflection
- Enhanced portfolio management (including e-portfolios)
- Enhanced practice in collaborative working practices and role of professional learning communities in supporting enhanced professional practice
- Further examination and review of research methodologies and instruments and techniques of enquiry
- Further exploration of the relationships between policy, research and practice
- Further examination of professionalism and professional development within the current educational context and context of professionalism
- Academic writing
- Preparing for your synoptic report and integrative oral

Structure

This course will be available in a blended learning and full e-learning format. Much of the work for this course will be undertaken in groups (physical, virtual or combination) giving and receiving reflective feedback on research/enquiry projects, enhanced professional practice and progress to date. This feedback will ultimately inform the participant's final professional development action plan. Course members will be expected to accept, advocate and demonstrate a way of working which values and fosters trust, openness and non-judgemental acceptance of different perspectives and challenges in a professional manner and provides constructive feedback to others - a way of working which will have been part of the methodology used across all courses within the programme. Furthermore, participants will engage in a series of seminars (physical or virtual), interact via on-line tutorial sessions and use computer mediated communication (using WebCT/GLOW). Participants will complete a series of tutorials, readings and practical activities, as appropriate to the aims of the course.

Assessment

1st attempt: Formative assessment activities will be provided to prompt and structure regular participant-participant and participant-tutor contacts and to scaffold the final summative assessment activities. Summative assessment will be 3 parts (equivalent 8000 words) all parts backed up by a supporting portfolio of evidence (annotated and appropriately cross-referenced in report, presentation and action plan) pulling together journey through the programme, covering the Learning Outcomes highlighted above, and based on:
1. Synoptic report (4000 words)
2. Integrative oral (15 minutes) and discussion with panel (including field professionals)
3. Professional development action plan with reflective commentary (2000 words)

Resit: There will be one opportunity to resubmit the work completed, as revised to take account of identified inadequacies in the original.

Credit Points

15

Course Coordinator

Roseanne Fitzpatrick

Pre-requisites

N/A

Notes

Overview

There are three study units

Unit 1: Identifying a Focus and Rationale
The purposes of independent study; forms of investigation; the benefits of sustained independent study; the selection of an area, theme or focus; making links to other study modules and practice; the place of research literature and other reading.

Unit 2: Background Reading and Study Plans
The value of background reading; finding sources and resources; making use of literature and other sources; identifying themes and areas for study; finding and framing questions; identifying methods of evidence gathering; setting aims and objects in a timeline; planning practicalities; time management. Negotiating a contract of study and working with others

Unit 3: Implementation and Reporting
Effective communication; ensuring rigour and quality; collecting and analysing evidence; discussing and presenting findings and conclusions.

Structure

This module may be available in both contact and distance learning formats with optional support and interaction through computer mediated communication. Participants will complete a series of tutorials, readings and practical activities as appropriate in preparation for completion of a sustained independent study or development. Additional contact-based elements of delivery may be added where circumstances allow (up to an overall total of 20 hours).

Assessment

1st attempt: Formative assessment activities are embedded in the distance learning materials to prompt and structure regular participant-tutor contacts and to scaffold the final summative assessment activity.

The summative assessment instrument requires participants to plan, implement and evaluate an independent learning activity centred on a theme or topic of their choice. Summative assessment will be based on submission of a 3000-4000 word report of the work undertaken, along with any associated materials generated. Assessment will be criteria-based.

Resit: There will be one opportunity to resubmit the work completed, as revised to take account of identified inadequacies in the original.

Credit Points

30

Course Coordinator

Ane Halsall

Pre-requisites

N/A

Overview

The content of the course is designed to support participants through a small scale project, either based in their own classrooms or where appropriate as part of school based development work.

The following topics will form the core of the course.

• Using the management cycle
(describing one approach to the management cycle, auditing current practice, demonstrating improvement)
• Writing a project plan
(constructing a sound rationale, writing aims, objectives and success criteria, detailed action tasks)
• Implementing and sustaining small scale project plans
(setting and keeping to timescales, overcoming resistance, keeping others informed)
• Demonstrating your achievements
(what is monitoring and evaluation, strategies for demonstrating improvement, sharing your work with others, identifying next steps)

Structure

The course will be available in different formats, the balance of which will be negotiated with individual applicants and education authorities.

A directed study programme with set reading, reflective activities and school based tasks involving project planning and implementation will support a seminar programme. The seminar programme will explore the key concepts underpinning the course and relate them to practice. Within the seminar programme there will be a mixture of tutor input, group discussions and individual support.

The taught element, available at a distance, on line or face to face where viable, will explore the key concepts underpinning the course and relate them to practice. Half of the notional student effort will be directed towards professional action.

Assessment

1st attempt: The summative assessment instrument reflects the emphasis on professional action. For this course the summative assessment will be a project report, consisting of a completed project plan, evidence of implementation and a presentation detailing implementation, review and evaluation strategies and project outcomes.

Length of submission 6000 - 8000 words plus associated evidence.

Assessment will be criteria-based.

Resit: A revised version of the appropriate part of the assessment will be required in the event of a submission failing to meet the assessment criteria.

Credit Points

30

Course Coordinator

Anne Halsall

Pre-requisites

N/A

Overview

The following topics will form the core of the course.

• principle-led human resource management
• the contribution of teams to organisational effectiveness
• forming and maintaining high performance teams
• developing and implementing a collegiate project plan
• communication, delegation and managing conflict.

Structure

The course will be available in different formats, the balance of which will be negotiated with individual applicants and education authorities.

A directed study programme with set reading, reflective activities and school based tasks involving project planning and implementation will support a seminar programme. The seminar programme will explore the key concepts underpinning the course and relate them to practice. Within the seminar programme there will be a mixture of tutor input, group discussions and individual support.

The taught element, available at a distance, on line or face to face where viable, will explore the key concepts underpinning the course and relate them to practice. Half of the notional student effort will be directed towards professional action.

Assessment

1st attempt: The assessment instrument for this module will in three parts. Taken together these will total 6000 – 8000 plus associated evidence. Part 1 will involve a literature review on an appropriate aspect of leadership. Part 2 will focus on self-evaluation of professional abilities and interpersonal skill related to leading individuals and teams. Part 3 will be a case study of team working in the organisation.

Assessment will be criteria- based.

Resit: A revised version of the appropriate part of the assessment will be required in the event of a submission failing to meet the assessment criteria.

Credit Points

30

Course Coordinator

Anne Halsall

Pre-requisites

N/A

Overview

 Models of adult learning
 Learning Organisations
 Defining CPD
 Identifying Needs
 Designing and Implementing a short CPD programme
 Monitoring and Evaluation: The impact of CPD
 Exploring your communication and presenting skills

Structure

The course will be available in different formats, the balance of which will be negotiated with individual applicants and education authorities.

A directed study programme with set reading, reflective activities and school based tasks involving project planning and implementation will support a seminar programme. The seminar programme will explore the key concepts underpinning the course and relate them to practice. Within the seminar programme there will be a mixture of tutor input, group discussions and individual support.

The taught element, available at a distance, on line or face to face where viable, will explore the key concepts underpinning the course and relate them to practice. Half of the notional student effort will be directed towards professional action.

Assessment

1st attempt: Participants will audit professional development needs within their own organisation and working with others will design, implement and evaluate a short CPD programme in their setting. Participants will self-evaluate their own professional practice related to this task.

Participants will be required to submit for summative assessment 1/2/3 assignment(s) equivalent to a total of 6000 – 8000 words with associated evidence based on the development and delivery of the programme. Assessment will be criterion-based.
Resit: There will be one opportunity to resubmit the work completed, as revised to take account of feedback to the original.

Credit Points

15

Course Coordinator

Norman Coutts

Pre-requisites

N/A

Overview

The content of the course is designed to support participants through an evaluation of learning and teaching and drawing up recommendations for improvement.

The following topics will form the core of the course.

• revisiting learning and teaching theories
• learning and teaching in an inclusive environment
• developing learning and teaching to support effective learning
• curriculum evaluation
• creating a learning and teaching policy.

Structure

The course will be available in different formats, the balance of which will be negotiated with individual applicants and education authorities.

A directed study programme with set reading, reflective activities and school based tasks involving project planning and implementation will support a seminar programme. The seminar programme will explore the key concepts underpinning the course and relate them to practice. Within the seminar programme there will be a mixture of tutor input, group discussions and individual support.

The taught element, available at a distance, on line or face to face where viable, will explore the key concepts underpinning the course and relate them to practice. Half of the notional student effort will be directed towards professional action.

Assessment

1st attempt: For this module the summative assessment will be the creation and presentation of a draft Learning and Teaching Policy, draft CPD Programme and associated support materials or an equivalent and a report on the rationale underpinning in the construction of the policy, programme or equivalent.

Length of submission 3000 - 4000 words plus associated evidence.

Assessment will be criteria-based.

Resit: A revised version of the appropriate part of the assessment will be required in the event of a submission failing to meet the assessment criteria.

Credit Points

15

Course Coordinator

Anne Halsall

Pre-requisites

N/A

Overview

The following topics will form the core of the course:

• School Culture
• Change Models
• Situational Analysis & Change
• Change, Resistance & Conflict
• Re-culturing Organisations

Structure

The course will be available in different formats, the balance of which will be negotiated with individual applicants and education authorities.

A directed study programme with set reading, reflective activities and school based tasks involving project planning and implementation will support a seminar programme. The seminar programme will explore the key concepts underpinning the course and relate them to practice. Within the seminar programme there will be a mixture of tutor input, group discussions and individual support.

The taught element, available at a distance, on line or face to face where viable, will explore the key concepts underpinning the course and relate them to practice. Half of the notional student effort will be directed toward professional action.

Assessment

1st Attempt: The summative instrument for this module will be literature review of aspects of change processes and an organisational situational analysis in a 3000-4000 word or equivalent submission. Assessment will be criteria-based.

Resit: A revised version of the appropriate part of the assessment will be required in the event of a submission failing to meet the assessment criteria.

Credit Points

15

Course Coordinator

Sandra Nicol

Pre-requisites

This course is open to teachers, lecturers and other professionals with appropriate qualifications and experience working in an educational or education related context.

Notes

Overview

 Learning communities and collegiality

 Models of mentoring

 Mentoring as a form of professional learning
 Adult learning

 Mentoring and induction
 principle-centred induction and procedural-led induction

 Relationships
quality of interactions,
issues of power, ethics and confidentiality
appropriate balance between personal and professional roles
core conditions

 Mentoring Roles Mentoring activities
 coach - climate setting
 role model - listening, motivating and encouraging
 advocate - reviewing
 critical friend - dialogic challenge and negotiation
 acculturator - observation and formative feedback

 The process of mentoring - different stages: different skills
Egan's model

 Skills, qualities and attributes
 values and attitudinal qualities
 interpersonal skills

Structure

For face-to-face = 4 one hour lectures, 3 two hour seminars, 5 two hour skills practice sessions and 1 hour tutorial

Assessment

1st attempt: 1 written summative assignment (equivalent to 4,000 words) 100%
Resit: Not normally applicable

Credit Points

Course Coordinator

Karen McArdle

Pre-requisites

x

Notes

Overview

The aim of the course is to provide experience in practice linked to the competences as approved by the professional body CeVe.

The course will provide practical experience in knowledge, skills and attributes required to engage and work effectively with communities in a Scottish community learning and development context to work towards individual and community change.

Topics include:

- Discipline contexts and discourses (e.g. economic, sociological, anthropological)
- Policy frameworks for community learning and development (international, national, regional and local)
- Characteristics of communities
- Skills of community profiling
- Approaches and skills of generating social capital
- Approaches and skills of community capacity building

Structure

20 hours - comprising one and a half day workshop and tutorial support.

Assessment

Observation of practice; community profile (3000-word report).

There will be one opportunity to resubmit work completed as revised to take account of identified inadequacies in the original.

A repeat observation may be held where inadequacies are identified.

Credit Points

15

Course Coordinator

Karen McArdle

Pre-requisites

x

Notes

Overview

The aim of the course is to assist participants to acquire advanced knowledge and understanding of relationships and how these may be used to empower individuals and groups to address issues linked to their own development.

Topics include:

- Theory linked to power and empowerment in a community context (Rogers, Freiere, Foucault)
- Beginning and Ending professional relationships
- Forging and Developing relationships - values and skills
- Relationship paradigms (coaching, guidance, mentoring, counselling)
- Working with groups
- Leadership roles
- Use of ICT in an empowering context
- Theory and practice of individual and community change

Structure

20 hours - comprising one and a half day workshop and tutorials.

Assessment

Discussion and critical analysis of a successful empowering relationship (equivalent of 6,000 words.) Report to be presented using video or other media evidence. Line Manager's report linked to the competences of CeVe.

There will be one opportunity to resubmit work completed as revised to take account of identified inadequacies in the original.

A second line manager's report will be sought after the student has addressed any limitations.

Credit Points

30

Course Coordinator

Karen McArdle

Pre-requisites

N/A

Overview

The aim of the course is to introduce participants to a range of stages and settings commonly part of the professional demesne of community learning and development. Participants will develop the skills and flexibility required to work in different domains.

Topics include:

- History and discourses linked to stages and settings of community learning and development (e.g. youth work, adult education, multicultural education, disability, rural and urban issues, ABE, homelessness)
- Social Practices models of lifelong learning
- Identification of rationale and focus for work with identified groups or individuals
- Analysis of needs, wants and desires
- Devise relevant and appropriate intervention linked to changes
- Evaluate effectiveness of intervention

Structure

One and a half day workshop annd tutorial time.

Assessment

Observed practice; discussion and critical analysis of 2 contrasting stages and settings with which the participant has been engaged (6000 words).

There will be one opportunity to resubmit work completed, as revised to take account of identified inadequacies in the original.

A repeat observation may be held where inadequacies are identified.

Credit Points

30

Course Coordinator

Karen McArdle

Pre-requisites

N/A

Overview

The aim of the course is to provide students with the knowledge, skills and attributes required to design and manage lifelong learning in a range of contrasting settings.

Topics include:

- Professional roles and interdisciplinary practice
- Planning and managing change in a community setting
- Management Discourses and styles of leadership
- Planning and implementing projects
- Self-motivation and self management
- Policy and procedural links to practice
- Identifying and using Resources
- Budget management

Structure

20 hours - 2 day workshop and tutorial time.

Assessment

Line Manager's Report.
Presentation of a project designed and managed by participant identifying strengths and limitations (equivalent of 6000 words). A 15 minute presentation will be made to peers who will provide formative feedback and summative assessment with the process managed by university tutor.

There will be one opportunity to resubmit work, as revised to take account of indentified inadequacies in the original.

A second line manager's report will be sought after the student has addressed any limiatations.

Credit Points

30

Course Coordinator

Do Coyle

Pre-requisites

N/A

Overview

Students will attend a series of virtual/f2f seminars and practical workshops including:
- Conceptualising plurilingual education
- Learning Theories and Second Language Acquisition Theories (BICS/CALP)
- Implications for integrating content and language
- The 4Cs conceptual framework
- Importance of scaffolded learning and classroom discourse
- Problematising thinking skills
- Relationship between pluricultural and plurilingual learning
- Subject specific discourse for scaffolding learning

Structure

The teaching will be both f2f and on-line/distance (using videoconferencing/email/VLE)
10 x 3 hour session
4 x 1 hour small group tutorials
2 x 3 hour workshops
Totals the equivalence of 40 hours contact

Assessment

1st attempt: Participants will be required to submit for assessment one written assignment between 4,500-6,000 words in the format of an article for a professional/academic journal based on a rationale for plurilingual education. The assignment will require students to reflect critically on theoretical constructs and their impact on evolving pedagogies. The assignment will also require them to articulate their own theory of practice.

Resit: There will be one opportunity to resubmit the work which clearly shows responses to inadequacies in the first attempt.

Credit Points

30

Course Coordinator

Do Coyle

Pre-requisites

N/A

Overview

Students will attend a series of virtual/f2f seminars and practical workshops including:
- Curriculum design in plurilingual contexts
- Mind Mapping the process
- Principles of task design including assessment principles (formative and summative)
- Task design and textual representation (including digital, visual and oral representation)
- The analysis of subject/thematic specific cognitive, cultural and linguistic demands
- Evaluation tools for tasks and materials
- Planning, developing and rationalising a unit of work
- Presentation of units of works for Open Source access
- Providing and responding to peer critique and reflecting on the process

Structure

The teaching will be both f2f and on-line/distance (using videoconferencing/email/VLE)
10 x 3 hour session
4 x 1 hour small group tutorials
2 x 3 hour workshops
Totals the equivalence of 40 hours contact

Assessment

1st attempt: Participants will be required to submit a portfolio [up to 6,000 words or equivalent] of a teaching unit of work relating to their own curriculum, schools and students consisting of
- critical rationale for its design (including a mind map)
- lesson plans
- materials and tasks which reflect the rationale
- teachers notes
- the powerpoint or video film of the academic and practical rationale for the unit and the approach selected, used during a presentation to peers
- peer-assessment feedback from the presentation
- critical reflective commentary and self-evaluation to respond to feedback from presentation to peers
(up to 6,000 words in total)

Resit: There will be one opportunity to resubmit the work which clearly shows responses to inadequacies in the first attempt.

Credit Points

30

Course Coordinator

Catriona McDonald

Pre-requisites

None

Overview

Students, working in Action Learning Sets, will engage with on-line learning resources and practical workshops and undertake a negotiated independent child study which encompasses the following four themes:
- child development and learning
- the child in the socio-cultural context
- educational approaches and issues: shaping change in practice settings
- exploring issues and applications in practice through personal research and enquiry.

Structure

This course will be taught by distance learning, supported by on-line materials, peer and tutor support with self-directed learning tasks. A series of four network days will be delivered to complement on-line learning outcomes.

Assessment

1st attempt: Participants will be required to submit a summative assessment of 6,000 words built upon a series of tasks linked to the core themes of the course utilising a range of reporting formats. Students will complete three tasks, each of 1,000 words, to be submitted for formative feedback from peers and tutor, together with one 3,000 word written assessment. The assignment will require students to communicate with peers and more senior colleagues to review and reflect critically on all four themes stated in the course content. Assessment will be criteria-based.

Resit: There will be one opportunity to resubmit the work completed as revised to take account of identified inadequacies in the original.

Credit Points

30

Course Coordinator

Catriona McDonald

Pre-requisites

None

Overview

- Students will undertake professional practice in two other settings at alternative stages to their own (two of 0-3, 3-5, 5-8)
- Students, working in Action Learning Sets, will engage with on-line learning resources and practical workshops and undertake an action research project involving two linked issues or approaches of individual interest and relevance to 0-3 and 3-8 and the four threaded themes: child development and learning; the child in the socio-cultural context; educational approaches and issues: shaping change in practice settings; exploring issues and applications in practice through personal research and enquiry.

Structure

This course will be taught by distance learning, supported by on-line materials, peer and tutor support with self-directed learning tasks. A series of four network days will be delivered to complement on-line learning outcomes.

Assessment

1st attempt: Participants will be required to submit a summative assessment of 6,000 words built upon a series of tasks linked to the core themes of the course and utilising a range of reporting formats. Students will complete two tasks of 1,000 words each and one of 2,000 words to be submitted for formative feedback from peers and tutor together with one 2,000 word written assessment concluding their action research project. The assignment will require students to communicate with peers and more senior colleagues to review and reflect critically on all four areas stated in the course content. The assignment will require students to review and reflect critically on all four areas stated in the course content and discuss critical opportunities and challenge these issues raise in their own practice setting. Assessment will be criteria-based.

Resit: There will be one opportunity to resubmit the work completed as revised to take account of identified inadequacies in the original.

Credit Points

30

Course Coordinator

Sandra Nicol

Pre-requisites

The successful completion of the core compulsory module Professional Perspectives in Education. This applies to Chartered Teacher Programme participants only.

Notes

Overview

Core
Specialisms
 International Education
– Principles, Policy and Practice
– International Benchmarking
– Comparative Studies & Methodology

 The Impact of Globalization & the Global Economy
– International Relations
– International Organisations  Fair Trade
 Sustainable Development
 Climate Change
 Cultures and Traditions
 Leadership
 European Dimension

 Global Citizenship
– Social Justice
– Human Rights
– Values and Ethics

 Critical Reflection
– Impact on practice
– Learning and teaching approaches
– Links with Curriculum for Excellence

Structure

Distance Learning

Assessment

1st attempt: 1 written summative assignment (equivalent to 6,000 words) 100%
This will take the form of a professional enquiry with a supporting portfolio of evidence.
Resit: One opportunity to resubmit the 6,000 word assignment

Credit Points

30

Course Coordinator

Sandra Nicol

Pre-requisites

The successful completion of the core compulsory module Self-Evaluation & Professional Development. This applies to Chartered Teacher Programme participants only.

Notes

Overview

 Learning communities and collegiality

 Models of mentoring and coaching
• instructional mentoring
• GROW model for coaching

 Mentoring and coaching as a form of professional learning
• the use of interactive journals

 Mentoring and induction
• principle-centred induction and procedural-led induction;

 Relationships
• issues of power, ethics and confidentiality
• appropriate balance between personal and professional roles

 Roles Mentoring activities Coaching activities
 coach - relationship building - observation
 role model - listening and reflecting - questioning
 advocate - clarifying - formative feedback
 critical friend - dialogic challenge - target setting
 acculturator - summarising - action planning

Although set out separately above, there is overlap in terms of the skills deployed by mentors and coaches.

 The process of mentoring - different stages: different skills;
• frameworks for differentiating support strategies;

 Skills, qualities and attributes
 values and attitudinal qualities
 interpersonal skills

Structure

For face-to-face = 6 one hour lectures, 6 x 3 hour seminars, 5 two hour skills practice sessions and 2 x 3 hours group support tutorials

Assessment

1st attempt: 1 written summative assignment (equivalent to 6,000 words) 100%
This will take the form of a professional enquiry or case study.
Resit: One opportunity to resubmit the 6,000 word assignment

Credit Points

15

Course Coordinator

David McMurty

Pre-requisites

Core course: Self-Evaluation and Professional Development

Overview

· social justice and the key principles of inclusion
· pertinent legislation; policy guidelines
· exploration of inclusive practice in the classroom
· the holistic needs of children
· the interaction of the affective and cognitive aspects of learning
· the principles of pupil-centred learning
· active/experiential learning; taking account of learning styles; multiple intelligences
· developing the pupil/teacher learning partnership
· enhancement of interpersonal skills
· positive behaviour management strategies, self-esteem, avoiding confrontation.
· inclusive strategies to support pupils with a range of additional needs in a mainstream classroom

Structure

Regular support at a distance including 2 hours of tutor input per student.

Assessment

1 written summative assignment (equivalent to 4000 words) 100%

Credit Points

15

Course Coordinator

Jane Nichols

Pre-requisites

Entry to the Postgraduate Diploma in Counselling

Co-requisites

Completion of courses 1 and 2

Overview

This course extends and develops the practice of counselling skills. It enhances the knowledge which supports a therapeutic relationship by introducing conceptual frameworks for understanding the process of therapy. It applies these theories to personal and professional development. The personal and professional development aspects of the course will centre on the development of the essential skills and core personal qualities which form the basis of a safe therapeutic relationship. Within the supportive environment of ongoing personal development groups, supervision groups and the course community group students will continue to have the opportunity for the continuing development of personal and professional awareness. Feedback from peers and tutors will encourage the development of realistic self assessment within the counselling relationship.

Structure

10 days, one day per week. Each day will provide a mix of small and large group workshop based activity, lectures and seminars.

Assessment

1 piece of written course work (100%) ongoing self and peer assessment

Credit Points

15

Course Coordinator

Sandra Nicol

Pre-requisites

N/A

Co-requisites

Maintained CPD portfolio

Notes

Overview

Representation of 150 notional hours of study linked to the standard for the Chartered Teacher Programme.

Structure

Face to face seminar and distance learning.

Assessment

Demonstration that the standard achieved is at the level appropriate for post-graduate study, plus evidence of professional action linked to the Standard for the Chartered Teacher Programme.

Credit Points

30

Course Coordinator

Sandra Nicol

Pre-requisites

Completion of core module Self Evaluation and Professional Development:

Co-requisites

Maintained CPD portfolio

Notes

Overview

Representation of 150 notional hours of study linked to the standard for the Chartered Teacher Programme.

Structure

Face to face seminar and distance learning.

Assessment

Demonstration that the standard achieved is at the level appropriate for post-graduate study, plus evidence of professional action linked to the Standard for the Chartered Teacher Programme.

Credit Points

45

Course Coordinator

Sandra Nicol

Pre-requisites

Completion of core module Self Evaluation and Professional Development:

Co-requisites

Maintained CPD portfolio

Notes

Overview

Representation of 150 notional hours of study linked to the standard for the Chartered Teacher Programme.

Structure

Face to face seminar and distance learning.

Assessment

Demonstration that the standard achieved is at the level appropriate for post-graduate study, plus evidence of professional action linked to the Standard for the Chartered Teacher Programme.

Credit Points

60

Course Coordinator

Sandra Nicol

Pre-requisites

Completion of core module Self Evaluation and Professional Development:

Co-requisites

Maintained CPD portfolio

Notes

Overview

Representation of 150 notional hours of study linked to the standard for the Chartered Teacher Programme.

Structure

Face to face seminar and distance learning.

Assessment

Demonstration that the standard achieved is at the level appropriate for post-graduate study, plus evidence of professional action linked to the Standard for the Chartered Teacher Programme.

Credit Points

75

Course Coordinator

Sandra Nicol

Pre-requisites

Completion of core module Self Evaluation and Professional Development:

Co-requisites

Maintained CPD portfolio

Notes

Overview

Representation of 150 notional hours of study linked to the standard for the Chartered Teacher Programme.

Structure

Face to face seminar and distance learning.

Assessment

Demonstration that the standard achieved is at the level appropriate for post-graduate study, plus evidence of professional action linked to the Standard for the Chartered Teacher Programme.

Credit Points

90

Course Coordinator

Sandra Nicol

Pre-requisites

Completion of core module Self Evaluation and Professional Development:

Co-requisites

Maintained CPD portfolio

Notes

Overview

Representation of 150 notional hours of study linked to the standard for the Chartered Teacher Programme.

Structure

Face to face seminar and distance learning.

Assessment

Demonstration that the standard achieved is at the level appropriate for post-graduate study, plus evidence of professional action linked to the Standard for the Chartered Teacher Programme.

Credit Points

15

Course Coordinator

Dean Robson/Edward Sosu

Pre-requisites

None.

Overview

• Introduction to research traditions and paradigms.

• Research process:

Key aspects of the research process; Stating research problems/rationale;
Research questions/hypotheses; Design methodologies;
Commonly used approaches to data collection; Analysis and interpretation
Discussion, evaluation and reflection and reflexivity.

Introduction to research methods and terminologies

Introduction to data analysis software.

Critical evaluation of published research designs


All content areas will be exemplified with hands-on research examples of relevance to various educational audiences.

Structure

3 half day and 2 full day face-to-face sessions: Virtual Learning Environment

Assessment

Report on an evaluation of the design and methodological aspects of two research papers in an educational area of interest. (3000 words report)

Resit: resubmission of written work.

Credit Points

15

Course Coordinator

Karen McArdle

Pre-requisites

None.

Overview

Analysis and critique of published work;

Selection and preparation of research findings into an appropriate form for dissemination in written and oral form;

Presentation skills and question management for contribution of findings to the research community, including abstract submission and paper development for research in progress;

Journal/Conference selection and procedures for submission of refereed papers;

Principles and practice of paper preparation for peer reviewed journals;

Participation in discussion groups and other research community opportunities linked to educational research.

Structure

Use of virtual learning environment and face to face delivery for 3 half days totalling 150 hours.

Assessment

Seminar presentation to peers (including accompanying written paper – modelled on conference presentation) to be assessed together. The seminar will be 20 minutes with 10 minutes discussion.

Resit: Second opportunity to present - to academic staff.

Credit Points

30

Course Coordinator

Jenny Spratt and Mhairi Beaton

Pre-requisites

Applications should be graduates working in a professional context with children and/or young people.

Notes

Overview

Inclusive pedagogy is a distinctive concept (Black-Hawkins, Florian & Rouse, 2009; Florian & Rouse, 2009; Florian, 2007; 2009; Florian & Kershner 2009; Florian and Linklater, 2009) which looks for alternative ways to organise teaching and learning by rejecting the deterministic views of ability which dominate much of current educational practice. It identifies three key, interrelated themes: Understanding Learning, Social Justice and Being an Active Professional, each of which is informed by key pedagogic principles, which in combination provide a novel framework for thinking about inclusive practice. Recent research at Aberdeen has explored what this means for the choices that teachers make in the classroom, and is able to provide specific examples of how those principles may be used in practice.

Structure

4 x 3 hour workshops (Saturdays) supported by web-based discussions and activities

Assessment

6000 word essay discussing and critically reflecting upon the impact of inclusive pedagogy in their own classroom setting (100% of CAS mark)

Credit Points

30

Course Coordinator

Jayne Bruce

Pre-requisites

Experience of inter-professional working

Co-requisites

Recent/current practice in health, education, social care or related professions.

Notes

Overview

This course examines the key concepts and related readings and research regarding interprofessional practice, including: concepts of tradition, modernisation and innovation; boundary working and brokering; articulation of identities; building new communities of practice; value based understandings and meanings across professions.

Structure

- 4x 6 hour workshops and seminars
- 2x 2 hour group tutorials
- web based materials
- to assist learning and reflection students will be expected to maintain a learning journal.

Assessment

Portfolio of evidenced based practice accompanied by reflective paper (6000 words).
Resit: candidates will resit only failed components of the portfolio. This also applies to the accompanying reflective paper.

Credit Points

15

Course Coordinator

Karen McArdle

Pre-requisites

None.

Overview

Advanced understanding of research design processes and methodological choices;
Inductive and deductive approaches to analysis and interpretation;

Quantitative methods and analysis:
Statistical tests in application. Principles of correlation, causality, probability and significance and the link to educational research;

Qualitative methods and analysis:
Coding practice, grounded theory, narrative analysis and transcription analysis;
Advanced interview techniques and the link to analysis and interpretation;

Practical skills in data handling and management;

Use of statistical packages of relevance and applied to the educational context for both small scale and larger scale research;

Secondary data analysis (quantitative and qualitative);

Presentation of analysed data for various educational audiences.

Structure

6 half day and 4 full day face-to-face sessions : Virtual learning environment.

Assessment

Identification of secondary data relevant to an educational context. Analysis of data and production of a report and presentation of secondary findings. (4,000 words)

OR

Mini-investigation in educational field of interest to participant. Report on research design, methodology, data collection and analysis, critical reflection (4000 words).

Resit: Resubmission of written work.

Credit Points

30

Course Coordinator

Dr Anne Halsall

Pre-requisites

N/A

Overview

The following topics will form the core of the course.
Introduction to the Scottish Legal System and sources of law including the UN Convention on the Right of the Child.
A head teacher's legal responsibilities, including the duty of care to pupils, staff and others.
Legal obligations on school e.g. Standards in Scotland's Schools, Act 2000 and legislative requirements in relation to additional support nnees.
Employment law.
Non-discrimination against staff, pupils or others.
ICT and copyright, data protection and right to privacy.

Structure

Participants will complete online units which will lead them through the principles and practices of the law as they pertain to the school leader's role in relation to the school, the teachers and the students in their care.
Readings which draw on the main theories and research findings concerning school law as well as relevant case law as it pertians to schools teacher, children and the law.
The tlaught element, available at a distance, on line or face-to-face or a combination thereof, will explore the key concepts underpinning the course and relate them to principles underlying school leadership and the law.
Asynchronous and synchronous technologies will be applied in online delivery of the module.

Assessment

Participants will be required to submit for summative assessment assignment(s) equivalent to a total of 6,000 words taking account of different reporting formats. Assignments will be criterion-referenced.