University of the West of Scotland

Undergraduate Programme Specification

Session: 2022/23

Last modified: 06/04/2021 12:15:16

Named Award Title:BA (Hons) Education/ Education (Named Specialisms) Single

Award Title for Each Award: BA (Hons)  Education/ Education (Named Specialisms)
BA  Education Studies
Dip HE  Education Studies
Cert HE  Education Studies

Awarding Institution/Body: University of the West of Scotland
Language of Instruction & Examination: English
Award Accredited By:General Teaching Council for Scotland
Maximum Period of Registration:
Mode of Study:Full Time
Campus:Ayr

School:School of Education & Social Sciences
Programme Leader:Yvonne White

Admission Criteria

Candidates must be able to satisfy the general admission requirements of the University of the West of Scotland as specified in Chapter 2 of the University Regulatory Framework together with the following programme requirements:

SQA National Qualifications

Grades AAAB @ Higher to include Higher English + at least a National 5 Mathematics B Pass (or equivalent).


or GCE

Grades BBB @ A level to include A level English (or BBB @ A level + GCSE English Language + English Literature at grade B), and at least a B pass in GCSE Mathematics.


or SQA National Qualifications/Edexcel Foundation

Applicants will also be considered who have successfully completed a Scottish Wider Access (SWAP) Access to Humanities programme.


Other Required Qualifications/Experience

Entry requirements conform to the Scottish Government Memorandum on Entry Requirements to Courses of Teacher Education in Scotland.

Candidates for this programme must successfully undertake an interview prior to being offered a place.

Candidates who are offered a place on this programme must apply for and obtain membership of the Protection of Vulnerable Groups Scheme before enrolment.


Further desirable skills pre-application

Candidates should be able to demonstrate high standards of literacy and numeracy.
Up-to-date knowledge and understanding of current issues in society and education may also enhance an application to this programme.


General Overview

This programme is designed to fulfil the requirements of the QAA subject benchmark statement for Education Studies (2007), the benchmark statement for Standard for Provisional Registration (2013) (formerly Standard for Initial Teacher Education (QAA, 2006) and GTCS requirements.

The overall aim of the programme is to develop individuals with a range of transferrable graduate skills who will attain the Standard for Provisional Registration and thus be eligible to apply for provisional registration with GTCS and entry to the Teacher Induction Scheme.

In accordance with the relevant benchmarks graduates will have demonstrated the skills knowledge and attributes encompassed by the following core areas:

 Professional Values and Personal Commitment

The core values here are defined as Social Justice, Integrity, Trust and Respect and Professional Commitment.

Professional Knowledge and Understanding

The ability to design, deliver and assess effective, appropriate and stimulating programmes of work across all areas encompassed by Curriculum for Excellence and suitable for children at all stages of pre-school and primary schools in a variety of settings, environments and circumstances.

Professional Skills and Attitudes

Using reading, research and feedback from a range of sources to inform effective self evaluation and maintain a record of professional learning and development culminating in an Initial Professional Development Action plan.

This programme will enable the student to engage in lifelong learning, study and enquiry and to appreciate the value of education to society. It will also assist the student to develop the skills required for both autonomous practice and team-working.

Optional Sandwich Year/Sandwich Element

The degree offers and highly recommends the possibility of spending some time abroad in the form of a Sandwich Year or a Sandwich Element after having successfully completed Level 7 and Level 8 at UWS and after having reached an appropriate level of language competence. The Sandwich Year comprises either  (a) a whole academic year of non-credit bearing learning in one of our partner institutions aboard; or (b) a whole year of remunerated workplace experience abroad, generally as a Language Assistant at a primary school. The Sandwich Element comprises a shorter workplace experience. On return students submit a reflective portfolio which will carry extra credit points if successfully completed. (See level 9 Module Work/Study Learning Abroad).

Sandwich study or work experience provide relevant experience and prepare the students in the best possible way for their future careers in general, and as a modern language speaker, which is particularly relevant in Scotland in the context of the implementation of 1+2 Approach to languages at Primary level.  UWS has an extensive network of partner institutions that would be able to accommodate our students; furthermore, our strong links with the British Council will help the students find work placement as language assistants abroad.  Erasmus + also provides further assistance with securing work placements in institutions abroad with which we have close links.
 

The Standard for Provisional Registration is part of a suite of professional standards published by GTC Scotland. Individuals obtaining Provisional Registration aim to progress to Full Registration and are then expected to continue to develop their expertise through ‘appropriate and sustained career-long professional learning’ (GTCS, 2012). The suite of professional standards may be used to guide this learning and includes, for example, the Standard for Headship. Non award bearing courses have always formed an important part of professional development and update for teachers but many opportunities exist at Masters level and above in subjects and areas relevant to schools and the wider world of education.

The Programme blends theory and practice through the use of a wide range of approaches to teaching, learning and assessment. Teaching and learning approaches include extensive use of the VLE, Interactive Whiteboards, online tutor/student led discussions, lectures, tutorials, student-led seminars, group-work, role-play, co-operative learning, presentations, workshops, problem based learning, self study packs and field trips. Personal Development Planning is central to the programme beginning with reflection and analysis of individual needs, interests and attributes and culminating with the production of an Initial Professional Development Action plan. School experience placements will allow students to synthesise theory and practice and develop the skills, knowledge and dispositions required to attain the Standard for Provisional Registration. Formative and summative assessments will be used including such instruments as essays, assignments, seminars, and seminar papers, presentations and school experience. A balance of methods is used across each trimester. Additional Contact Time and PDP Level 7 The additional 24 hours of contact will be used as follows: 14 hours in the Situated Communication module in trimester 1 to introduce the concept of Personal Development Planning (PDP) and to allow students to develop e-portfolio skills; 8 hours in the Mathematics for Understanding module, to support students as they complete the diagnostic numeracy test; and 2 hours in the Education option to support the creation of a learning journal. Level 8 The additional 12 hours of contact will be used as follows: 6 hours in the Inter-Professional Working module in trimester 1to allow extended study, analysis and reflection upon the extent and complexities of inter-professional and multi-agency co-operation and collaboration. 6 hours in the Professional English and Mathematics module in trimester 2 to allow extended study, analysis and reflection upon the range of issues associated with the effective development and acquisition of numeracy and literacy. In both of the above cases there will be a focus on PDP and the beginning of an emphasis on the Standard for Provisional Registration Semester 2 to underpin appropriate target setting and develop skills in use of e-portfolio prior to placement. Level 9 In trimester 1, six of the additional contact hours will be used in the Integrated Wellbeing module, during which students reflect on aspects of their personal and professional wellbeing and resilience). In trimester 2, a further twelve hours are used in the School Experience module (to support students in the gathering of evidence other than text such as photos, sound, and video including ethical issues and for the reflection on and recording of students’ developing professional skills. Level 10 The additional 10 hours of contact will be used in the Dissertation module. Students will create and maintain a dissertation journal.


Graduate Attributes, Employability & Personal Development Planning

The programme is also designed to equip students with a range of transferrable graduate skills and attributes relevant to many areas of study and professional employment. Personal Development Planning is central to the programme beginning with reflection and analysis of individual needs, skills, interests and attributes and culminating with the production of an Initial Professional Development Action plan.

As the programme progresses the focus becomes more specialised, blending educational theory with practice and supporting students in developing the ability to plan, deliver and assess relevant, stimulating and successful learning experiences which are designed to fulfil the aspirations and ambition inherent within Curriculum for Excellence. Placements are undertaken at all stages of pre-school and primary schools and in a variety of settings, environments and circumstances

Upon graduation and successful provisional registration with GTCS, graduates are eligible for entry to the Teacher Induction Scheme. This scheme is administered by GTC Scotland, in partnership with the Scottish Government Education Department and provides a guaranteed one-year training post to every eligible student.

Work Based Learning/Placement Details

In order to comply with GTCS requirements for programmes of Initial Teacher Education designed to allow students to meet the Standard for Provisional Registration, this programme consists of a balance of on-campus academic work and significant periods of placement  adding up to 32 weeks over the duration of the programme, in pre-school and primary school environments.

To assure placement partners that students are appropriately prepared to undertake periods of school experience, and in accordance with module and programme handbooks,  any student whose attendance has fallen below the 75% minimum requirement for academic modules (and who is therefore deemed to be unprepared for a period of school experience) will normally be required to undertake a period of further preparation (on campus) when other students are on placement. The required school experience placement will usually be completed in May/June following that academic year of study.

Sandwich Component

The programme offers and highly recommends the possibility of spending some time abroad in the form of a Sandwich Year or a Sandwich Element after having successfully completed Level 7 and Level 8 at UWS and having reached the appropriate level of language competence.

The Sandwich Year comprises either (a) a whole academic year of non-credit bearing learning in one of our partner institutions abroad; or (b) a whole year of paid workplace experience abroad, generally as  Language Assistant at a primary school.  the Sandwich Element comprises a shorter workplace experience. On return students will submit a reflective portfolio which will carry extra credit points if successfully completed.  Students will be awarded 40 placement credit points after a whole academic year stay and 20 placement credit points after shorter stays.  These will appear on the student's transcript on graduation.  These points are in addition to the academic credit which students will require to accumulate for the award of an ordinary or honours degree.  The points from this module are not assigned to an SCQF level and are not transferrable.  Students who successfully complete their year abroad as English Language Assistants will also be awarded a British Council Certificate Scotland to certify completion of a Personal Development Portfolio in accordance with British Council and University of the West of Scotland guidelines. (See Level 9 Work and Study Placement Abroad.)

This experience enables students to become at ease in a foreign language and culture and this is demonstrated by their ability to work in a foreign language.  By successfully completing the placement students will demonstrate that they are able to deal with unfamiliar environments and with people across cultural boundaries; and that they have enriched their knowledge and understanding of a different education system.

Only those BA Education students who have achieved the appropriate level of competence in the language of the country where the placement will take place will be allowed to undertake this experience. This will normally be at least a result of B1 in one CEFR B1/B2 modules for non credited study placements (French 2.1 or French 2.2, for example); and at least B1 in two CEFR A2 module for work placements (French 1.1 and French 1.2, for instance).  The employability skills and attributes that the students will gain in developing, applying and reflecting upon during the workplace learning/experience are identified in the Level 9 Work-Based Learning Abroad.

Engagement

In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time.

Where a programme has Professional, Statutory or Regulatory Body requirements these will be listed here:

It is expected that students will attend all scheduled classes or participate with all delivered elements as part of their engagement with their programme of study. Please refer to UWS Regulation 1.1.64. In accordance with module and programme handbooks, any student whose attendance has fallen below the 75% minimum requirement for a module could be withdrawn and given a re-attend decision for that module. To assure placement partners that students are appropriately prepared to undertake periods of school experience, unsatisfactory attendance across academic modules may prevent progress to placement, or result in withdrawal from the programme, as a student would be deemed not to have met the professional requirements of the programme as accredited by the GTCS. UWS Regulation 1.1.64 also applies to periods of school experience and it should be noted that any student whose attendance has fallen below the 80% minimum requirement may be deemed not to have met the professional requirements of the programme as accredited by the GTCS and, therefore, may not be eligible for assessment on that placement.

Equality and Diversity


The University's Equality, Diversity and Human Rights Procedure can be accessed at the following link: UWS Equality and Diversity Policy

This programme is appropriate for all students irrespective of age, disability, gender and gender identity, race, ethnicity, religion or belief, or sexual orientation. To promote inclusive practice, procedures and processes have been subject to Equality Impact Assessment where appropriate.

In line with the Equality Act 2010 and UWS Equality Outcomes 2017-21, the School of Education and Social Sciences encourages the disclosure of support requirements, including disability, at the recruitment stage and throughout the duration of the programme. Emphasis is placed on confidentiality of information, the benefits of disclosure and that no detriment to progress will be experienced. The School will endeavour to make reasonable adjustments to teaching and learning approaches and arrangements for assessment, and (when applicable) periods of school placement, where a student has disclosed specific requirements.

Students undertaking this programme should develop increased understanding of societal and environmental conditions which may impact upon the educational attainment of individuals and groups.


Programme structures and requirements, SCQF level, term, module name and code, credits and awards ( Chapter 1, Regulatory Framework )

A. Learning Outcomes (Maximum of 5 per heading)

Outcomes should incorporate those applicable in the relevant QAA Benchmark statements

Knowledge and Understanding

A1Demonstrate an awareness of the main theories, concepts and principles of the acquisition, use and understanding of mathematics, science and literacy in society.
A2Demonstrate a broad and integrated knowledge of the of the inter-related nature of societies, lifestyles and the environment.
A3Demonstrate awareness of the dynamic and often contested nature of knowledge and understanding.
A4Recognise the difference between explanations based in evidence and/or research and other forms of explanation and of the importance of this difference.
A5Demonstrate an overall appreciation of the body of knowledge that constitutes a chosen ‘option’ subject.

Practice - Applied Knowledge and Understanding

B1Use some of the basic and routine professional skills, techniques, practices and/or materials associated with planning, managing, reflecting upon and improving one’s own learning.
B2Practise these in both University and work related contexts.
B3Use some of the basic and routine professional skills, techniques, practices and/or materials associated with the subjects studied.
B4Co-operate and collaborate with others to explore and understand the protocols and demands inherent to organisations.

Communication, ICT and Numeracy Skills

C1Construct and communicate oral and written arguments in a well-structured and coherent form.
C2Reflect upon and use a range of forms of communication effectively and appropriately in both familiar and new contexts.
C3Use numerical and graphical data to measure progress and achieve personal goals/targets.
C4Communicate and report effectively, both orally and in writing.
C5Demonstrate high standards of literacy and numeracy.

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1Obtain, organise and use factual, theoretical and/or hypothetical information in problem solving.
D2Use a range of approaches to address defined and/or routine problems and issues within defined contexts.
D3Reflect upon and identify personal and professional development achievements and needs and record these through a PDP.

Autonomy, Accountability and Working With Others

E1Exercise some initiative and independence in carrying out defined activities at a professional level in practice relating to the subjects studied and situations encountered.
E2Accept supervision in less familiar areas of work.
E3Take account of own and others’ roles and responsibilities when carrying out and evaluating tasks.
E4Work, under guidance, with others to acquire an understanding of the roles and responsibilities demanded by various organisations and environments.

Core Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
               

* Indicates that module descriptor is not published.

Footnotes

Optional Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
               

* Indicates that module descriptor is not published.

Footnotes

Criteria for Progression and Award


B. Learning Outcomes (Maximum of 5 per heading)

Outcomes should incorporate those applicable in the relevant QAA Benchmark statements

Knowledge and Understanding

A1Demonstrate a broad understanding of the nature and scope of Curriculum for Excellence and how it relates to the primary school.
A2Clear understanding of the legal and professional aspects of a teacher’s position of trust in relation to learners
A3Some knowledge and understanding of some major current issues in Scottish education.
A4Demonstrate an awareness and understanding of the range of roles and responsibilities fulfilled by individuals and organisations involved with the education and well being of children and the communities in which they live

Practice - Applied Knowledge and Understanding

B1Use a range of routine skills, techniques, practices and/or materials associated with teaching, a few of which are advanced or complex.
B2Demonstrate an appreciation of the nature and scope of Curriculum for Excellence
B3Work collaboratively to plan and deliver learning activities in mathematics and English language to groups of middle primary pupils
B4Co-operate and collaborate with others in beginning to explore and understand the some wider aspects of the curriculum and the wellbeing of children

Communication, ICT and Numeracy Skills

C1Convey complex information to a range of audiences and for a range of purposes.
C2Use a range of standard applications to process and obtain data.
C3Use and evaluate numerical and graphical data to measure progress and achieve goals/targets.
C4Communicate and report effectively, both orally and in writing.
C5Demonstrate high standards of literacy and numeracy

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1Undertake critical analysis, evaluation and/or synthesis of ideas, concepts, information and issues in society and education
D2Critically evaluate and analyse evidence-based solutions/responses to defined problems/issues.
D3Use PDP to continue to maintain a record of personal and professional development achievements and needs

Autonomy, Accountability and Working With Others

E1Manage resources within defined areas of work
E2Reflect on and take account of own and others’ roles, responsibilities and contributions to the education and well being of children and the communities in which they live
E3Deal with ethical and professional issues in accordance with current professional and ethical codes under guidance.
E4Demonstrate an understanding of the skills, attributes, values and commitment encompassed by the Standard for Provisional Registration

Core Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
               

* Indicates that module descriptor is not published.

Footnotes

Optional Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
               

* Indicates that module descriptor is not published.

Footnotes

Criteria for Progression and Award


C. Learning Outcomes (Maximum of 5 per heading)

Outcomes should incorporate those applicable in the relevant QAA Benchmark statements

Knowledge and Understanding

A1A broad and integrated knowledge and understanding of the scope, main areas and boundaries of early education.
A2A critical understanding of a selection of current and evolving principal theories, principles, concepts and terminology relating to curriculum design and implementation.
A3A broad and integrated knowledge of the pre-school and early primary curriculum, current educational issues and effective approaches to teaching and learning nationally and internationally.
A4Knowledge and understanding of the ways in which teaching and learning are developed in the early education curriculum.
A5Knowledge and understanding of national and international approaches to the teaching and learning of a current priority or chosen subject area in primary education.

Practice - Applied Knowledge and Understanding

B1Use a selection of the principal skills, techniques, practices and materials associated with designing, delivering and assessing effective, appropriate and stimulating programmes of work in the pre-school and primary school sectors.
B2Use a selection of skills, techniques, practices and materials that are specialised or advanced and particularly suited to the pre-school and primary school sectors.
B3Practise routine methods of enquiry and research related to national and international approaches to the teaching and learning of a current priority or chosen subject area in primary education.
B4Practise in pre-school and early years contexts, which include a degree of unpredictability and specialism and maintain a safe, caring and purposeful learning environment within these contexts.
B5Demonstrate a developing understanding the principles of assessment, recording and reporting and use the results of assessment to evaluate and improve teaching, and to improve standards of attainment across the curriculum.

Communication, ICT and Numeracy Skills

C1Make formal and informal presentations on educational topics to a range of audiences.
C2Use a range of IT applications including digital technologies to support and enhance work.
C3Interpret, use and evaluate numerical and graphical data to achieve targets.
C4Communicate and report effectively, both orally and in writing.
C5Make formal and informal presentations on national and international perspectives on a current priority or chosen subject area in primary education.

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1Access, reflect on and critically evaluate a range of professionally relevant literature relating both to general educational issues and teaching and learning in the pre-school and primary school sectors.
D2Be aware of and understand reasoned and coherent arguments about educational matters and professional practices within current national and international contexts.
D3Use PDP to continue to maintain a record of personal and professional development achievements and needs.
D4Reflect on and act to improve the effectiveness of their own practice and contribute to the processes of curriculum development, school development planning and meeting the educational needs of school communities.
D5Access, reflect on and critically evaluate a range of professionally relevant literature relating both to the teaching and learning of a current priority or chosen subject area in primary education.

Autonomy, Accountability and Working With Others

E1Exercise autonomy and initiative in some activities at a professional level in university and within early years environments.
E2Take some responsibility for the work of others, for a range of resources and where appropriate for sharing aspects of own professional learning and development.
E3Work under guidance with qualified practitioners, support staff and others with due regard for appropriate roles, responsibilities and the needs of schools and wider communities.
E4Exercise autonomy and initiative in researching, reflecting upon and evaluating national and international approaches to the teaching and learning of of a current priority or chosen subject area in primary education.
E5Demonstrate a commitment to achieving all aspects of the Standard for Provisional Registration.

Core Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
               

* Indicates that module descriptor is not published.

Footnotes

Optional Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
               

* Indicates that module descriptor is not published.

Footnotes

Criteria for Progression and Award


D. Learning Outcomes (Maximum of 5 per heading)

Outcomes should incorporate those applicable in the relevant QAA Benchmark statements

Knowledge and Understanding

A1Knowledge that covers and integrates most of the principal areas, features, boundaries, terminology and conventions of education.
A2A critical understanding of the principals and evolving theories of curriculum design, contexts for learning and cross-curricular links.
A3Detailed knowledge and understanding of the primary curriculum, current educational issues and effective approaches to teaching and learning nationally and internationally.
A4Knowledge and understanding of the ways in which teaching and learning are developed, including a range of established techniques of enquiry or research methodologies.
A5Detailed knowledge and understanding of successful approaches to the delivery of a current priority or chosen subject area in primary education.

Practice - Applied Knowledge and Understanding

B1Design, deliver and assess effective, appropriate and stimulating programmes of work across all areas encompassed by Curriculum for Excellence and suitable for children at the middle and upper stages of primary education.
B2Use skills, practices and materials which are specialised, advanced or at the forefront of classroom practice in a variety of settings, environments and circumstances.
B3Execute a defined project of research related to current issues and priorities, or chosen subject area in primary education.
B4Practise in a range of professional contexts, which include a degree of unpredictability and specialism, and maintain a safe, caring and purposeful learning environment within these contexts.
B5Understand and apply the principles of assessment, recording and reporting and use the results of assessment to evaluate and improve teaching, and to improve standards of attainment across the curriculum.

Communication, ICT and Numeracy Skills

C1Communicate effectively, using a variety of media including digital technologies to stimulate pupils and achieve the objectives of lessons.
C2Communicate effectively with peers, children, staff and others in schools.
C3Communicate and report effectively, both orally and in writing.
C4Communicate and report effectively on issues relating to the successful delivery and / or attainment of a current priority or chosen subject area in primary education.

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1Undertake critical analysis, evaluation and synthesis of ideas, concepts, information and issues in national and international educational contexts.
D2Construct and sustain reasoned and coherent arguments about educational matters and professional practices within current national and international contexts.
D3Reflect on and act to improve the effectiveness of their own practice and contribute to the processes of curriculum development, school development planning and meeting the educational needs of school communities.
D4Justify a personal stance on educational issues and to a current priority or chosen subject area in primary education.
D5Develop record of personal professional learning and development into an Initial Professional Development Action Plan.

Autonomy, Accountability and Working With Others

E1Exercise autonomy and initiative in professional activities.
E2Work effectively under guidance in a peer relationship with qualified practitioners and other agencies and individuals.
E3Work with others and at times, take a leading role in bringing about change, development and new thinking related to a current priority or chosen subject area in primary education.
E4Deal with complex ethical and professional issues in accordance with current professional and/or ethical codes of practice and in accordance with the needs of school and wider communities.
E5Demonstrate achievement of all aspects of the Standard for Provisional Registration.

Core Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
10EDUC10024Dissertation Practitioner Research40check mark  
10EDUC10026Leadership of Learning20 check mark 
10EDUC10025School Experience - Upper40check markcheck mark 
10EDUC10023Theory in Education Studies20 check mark 

* Indicates that module descriptor is not published.

Footnotes

Optional Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
               

* Indicates that module descriptor is not published.

Footnotes

Criteria for Award

Student progress is monitored on an ongoing basis. To graduate, students are required to pass on each assessed component. A student failing a coursework component will normally be permitted to have 2 further attempts to obtain a pass in the outstanding assessment as described in the Regulatory Framework of the University. In the case of failure on school experience, a student will normally be permitted to have only one further attempt to reach a satisfactory standard. That attempt will normally be no later than the September of the calendar year in which the student has been attending the programme. Student attendance is monitored and managed in accordance with the University’s Student Attendance and Engagement Policy.

The BA (Hons) Education programme is an example of a professional programme where the School Board of Examiners has the power to terminate the programme progress of a student whose continuation on placement is judged to be unacceptably damaging to the interests of placement partners, ie schools and their pupils, during school experience. Student handbooks will provide further details. In such cases, students may exit with BA Education Studies.

Students who complete a minimum of 480 credit points, including School Experience – Upper, will exit with BA (Hons) Education, enabling provisional registration with the GTCS.


Final award titles will be determined as follows:
* The selection and completion of the Level 9 Inclusive Education Option followed by a Dissertation / Action Research in Inclusive Education will lead to the award of BA (Hons) Education with Inclusive Education/BA (Hons) Education Studies with Inclusive Education.
* The selection and completion of the Level 9 Literacy Option followed by a Dissertation / Action Research in Literacy will lead to the award of BA (Hons) Education with Literacy/BA (Hons) Education Studies with Literacy.
* The selection and completion of the Level 9 Mathematics Option followed by a Dissertation / Action Research in Mathematics will lead to the award of BA (Hons) Education with Mathematics/BA (Hons) Education Studies with Mathematics.
* The selection and completion of the Level 9 Modern Foreign Language Option followed by a Dissertation / Action Research in a Modern Foreign Language will lead to the award of BA (Hons) Education with Language/BA (Hons) Education Studies with Language.
* The selection and completion of the Level 9 Science Option followed by a Dissertation / Action Research in Science will lead to the award of BA (Hons) Education with Science/BA (Hons) Education Studies with Science.
*The selection and completion of the Level 9 Health and Wellbeing Option followed by a Dissertation / Action Research in Health and Wellbeing will lead to the award of BA (Hons) Education with Health and Wellbeing/BA (Hons) Education Studies with Science.
A student who chooses to follow a named Level 9 option with a Dissertation / Action Research in an alternative discipline will qualify for the award of BA (Hons) Education.


Regulations of Assessment

Candidates will be bound by the general assessment regulations of the University as specified in the University Regulatory Framework.

An overview of the assessment details is provided in the Student Handbook and the assessment criteria for each module is provided in the module descriptor which forms part of the module pack issued to students. For further details on assessment please refer to Chapter 3 of the Regulatory Framework.

To qualify for an award of the University, students must complete all the programme requirements and must meet the credit minima detailed in Chapter 1 of the Regulatory Framework.

Combined Studies

There may be instances where a student has been unsuccessful in meeting the award criteria for the named award and for other more generic named awards existing within the School. Provided that they have met the credit requirements in line with the SCQF credit minima (please see Regulation 1.21), they will be eligible for an exit award of CertHE / DipHE or BA / BSc in Combined Studies.

For students studying BA, BAcc, or BD awards the award will be BA Combined Studies.

For students studying BEng or BSc awards, the award will be BSc Combined Studies.



Version Number: 2.03