General OverviewThis 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.
|