Staff Login

Study at UWS

Current students

Schools

Research

International

Alumni

About UWS

Contacts

Page Navigation

Module Descriptors

This page displays the selected Module Descriptor.

Printer friendly version

General
Module Delivery
Learning Outcomes
Learning and Teaching Details
Supplemental Information
Assessment Outcome Grids

Session: 2022/23

Last modified: 21/06/2022 11:55:33

Title of Module: Sustainable Development

Code: UGED08004	SCQF Level: 8 (Scottish Credit and Qualifications Framework)	Credit Points: 20	ECTS: 10 (European Credit Transfer Scheme)
School:	School of Education & Social Sciences
Module Co-ordinator:	Lynn Nisbet

Summary of Module
This module is a core element of Level 8 of the B.A. Education programme and develops: Personal Knowledge, Understanding, Practice and Cognitive Skills Contextualisation of students’ personal knowledge, understanding, practice and skills in the Sciences, Social Studies & Technologies through considering the local environment and linking this to wider global issues and current related curricular guidelines on sustainable development. Further development of students’ personal knowledge, understanding, practice and skills in the Sciences, Social Studies & Technologies with reference to current curricular guidelines and with emphasis on opportunities for interdisciplinary and collaborative approaches to learning. Communication, Autonomy, Accountability and Working with Others Diversity in opportunities to work both independently and collaboratively, with a range of peers and developing a range of professional skills and abilities. An awareness of the potential of technologies to enhance critical thinking and creativity in relation to the learning and teaching of the Sciences, Social Studies & Technologies. Formative enquiry tasks involving collaboration, communication, the appropriate use of technologies and the integration of various aspects of knowledge in a relevant context. Critical evaluations of collaborative work in the Sciences, Social Studies & Technologies to show how study of the local environment, and beyond, can develop an awareness of global environmental issues. The module emphasises the importance of reflection on values as a key component. This is embedded through the use of reflective learning blogs and teaching on theories of reflection throughout the module. Key links are made with Learning for Sustainability (LfS) in order to fully appreciate where Sustainable Development sits within the Scottish Education context. Similar links are made with the Sustainable Development Goals in order to provide a global context. The module supports students towards meeting the GTCS Standard for Provisional Registration by working towards the following standards: Professional Values (1.1); Professional Commitment (1.2); Standard for Provisional Registration (1.3); Have knowledge and understanding of pedagogical theories and professional practice (2.1.1); Have knowledge and understanding of curriculum design(2.1.3); Have knowledge and understanding Planning for Assessment, Learning and Teaching (2.1.4); Have knowledge and understanding of Education Systems (2.1.5);Have knowledge and understanding of Learning Communities (2.2.2); Plan effectively to meet learners’ needs and abilities (3.1.1); Utilise pedagogical approaches and practices (3.1.2); Utilise partnerships for learning and wellbeing (3.1.3); Appropriately organise and manage learning (3.2.1); Engage learner participation (3.2.2); Engage critically with literature, research and policy (3.3.1); Engage in reflective practice to develop and advance career-long professional learning and expertise (3.3.2). In relation to Learning for Sustainability, students will use the outdoors as a context for learning, building on their ability to use this in their practice. They are also supported to develop a critical and enquiring approach to limited and incomplete information and maintain a global awareness of local actions. The theme of interdependence and the interconnectedness of the themes supports students in adopting systems thinking and the focus on critical reflection through the learning blogs enhances this capability. The independent and collaborative tasks are inherently interdisciplinary; this is furthered by explicit discussion of IDL pedagogy as being central to LfS. The community project helps students to reflect and develop action competence. Throughout this core module students are encouraged to develop a set of globally relevant skills, abilities and behaviours that will support them in becoming work ready and successful. A broad range of personal, academic and professional attributes are embedded within the activities and content of the module. In this module a particular focus will be given to developing knowledge that will support them to be ethical, problem solve collaboratively and think critically. Students have the opportunity to be daring, transformational and resilient in their approach to their community project and micro-teaching tasks.

Summary of Module

This module is a core element of Level 8 of the B.A. Education programme and develops:

Personal Knowledge, Understanding, Practice and Cognitive Skills

Contextualisation of students’ personal knowledge, understanding, practice and skills in the Sciences, Social Studies & Technologies through considering the local environment and linking this to wider global issues and current related curricular guidelines on sustainable development.

Further development of students’ personal knowledge, understanding, practice and skills in the Sciences, Social Studies & Technologies with reference to current curricular guidelines and with emphasis on opportunities for interdisciplinary and collaborative approaches to learning.

Communication, Autonomy, Accountability and Working with Others

Diversity in opportunities to work both independently and collaboratively, with a range of peers and developing a range of professional skills and abilities.

An awareness of the potential of technologies to enhance critical thinking and creativity in relation to the learning and teaching of the Sciences, Social Studies & Technologies.

Formative enquiry tasks involving collaboration, communication, the appropriate use of technologies and the integration of various aspects of knowledge in a relevant context.

Critical evaluations of collaborative work in the Sciences, Social Studies & Technologies to show how study of the local environment, and beyond, can develop an awareness of global environmental issues.

The module emphasises the importance of reflection on values as a key component. This is embedded through the use of reflective learning blogs and teaching on theories of reflection throughout the module.

Key links are made with Learning for Sustainability (LfS) in order to fully appreciate where Sustainable Development sits within the Scottish Education context. Similar links are made with the Sustainable Development Goals in order to provide a global context.

The module supports students towards meeting the GTCS Standard for Provisional Registration by working towards the following standards: Professional Values (1.1); Professional Commitment (1.2); Standard for Provisional Registration (1.3); Have knowledge and understanding of pedagogical theories and professional practice (2.1.1); Have knowledge and understanding of curriculum design(2.1.3); Have knowledge and understanding Planning for Assessment, Learning and Teaching (2.1.4); Have knowledge and understanding of Education Systems (2.1.5);Have knowledge and understanding of Learning Communities (2.2.2); Plan effectively to meet learners’ needs and abilities (3.1.1); Utilise pedagogical approaches and practices (3.1.2); Utilise partnerships for learning and wellbeing (3.1.3); Appropriately organise and manage learning (3.2.1); Engage learner participation (3.2.2); Engage critically with literature, research and policy (3.3.1); Engage in reflective practice to develop and advance career-long professional learning and expertise (3.3.2).

In relation to Learning for Sustainability, students will use the outdoors as a context for learning, building on their ability to use this in their practice. They are also supported to develop a critical and enquiring approach to limited and incomplete information and maintain a global awareness of local actions. The theme of interdependence and the interconnectedness of the themes supports students in adopting systems thinking and the focus on critical reflection through the learning blogs enhances this capability. The independent and collaborative tasks are inherently interdisciplinary; this is furthered by explicit discussion of IDL pedagogy as being central to LfS. The community project helps students to reflect and develop action competence.

Throughout this core module students are encouraged to develop a set of globally relevant skills, abilities and behaviours that will support them in becoming work ready and successful. A broad range of personal, academic and professional attributes are embedded within the activities and content of the module. In this module a particular focus will be given to developing knowledge that will support them to be ethical, problem solve collaboratively and think critically. Students have the opportunity to be daring, transformational and resilient in their approach to their community project and micro-teaching tasks.

Module Delivery Method
Face-To-Face	Blended	Fully Online	HybridC	HybridO	Work-based Learning

Face-To-Face Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision. Blended A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations Fully Online Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning. HybridC Online with mandatory face-to-face learning on Campus HybridO Online with optional face-to-face learning on Campus Work-based Learning Learning activities where the main location for the learning experience is in the workplace.

Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:	Ayr:	Dumfries:	Lanarkshire:	London:	Distance/Online Learning:	Other:

Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1		Term 2		Term 3

[Top of Page]

Learning Outcomes: (maximum of 5 statements)
On successful completion of this module the student will be able to: L1. Demonstrate personal knowledge of related areas of the Sciences, Social Studies curriculum and an understanding of a range of theories, concepts and principles L2. Develop awareness and understanding of related topical environmental issues L3. Convey complex information to a range of audiences and for a range of purposes L4. Write reflectively and critically evaluate the perspectives of others and themselves.

Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Demonstrate personal knowledge of related areas of the Sciences, Social Studies curriculum and an understanding of a range of theories, concepts and principles

L2. Develop awareness and understanding of related topical environmental issues

L3. Convey complex information to a range of audiences and for a range of purposes

L4. Write reflectively and critically evaluate the perspectives of others and themselves.

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings	During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U)	SCQF Level 8. Demonstrate specialist knowledge of the Sciences, Social Studies and Technologies relevant to local environmental issues and the wider Primary curriculum.
Practice: Applied Knowledge and Understanding	SCQF Level 8. Apply related knowledge and understanding to creative presentation of information in a broad range of contexts.
Generic Cognitive skills	SCQF Level 8. Critically analyse personal development of awareness of topical environmental issues relevant to the Primary school. Engage in reflective practice of personal growth and learning.
Communication, ICT and Numeracy Skills	SCQF Level 8. Convey complex information via peer teaching using a range of digital media applications working as part of a team.
Autonomy, Accountability and Working with others	SCQF Level 8. Exercise autonomy and initiative in tasks undertaken and demonstrate an ability to support others via peer assessment and interaction.

Pre-requisites:	Before undertaking this module the student should have undertaken the following:
	Module Code:	Module Title:
	Other:
Co-requisites	Module Code:	Module Title:

* Indicates that module descriptor is not published.

[Top of Page]

Learning and Teaching
Use of VLE, Mahara, Interactive Whiteboards, online tutor/student led discussions. Lectures, group-work, presentations, workshops, problem based learning, self study packs will be used to develop student learning. Student handbooks, and other detailed material made available to students, will give more specific information on the particular learning and teaching methodologies, and combinations of these methodologies, to be used for timetabled student sessions. This will clarify for students both their expectations for timetabled sessions, and their expectations for the overall balance of learning and teaching methodologies to be used during the module.
Learning Activities During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below:	Student Learning Hours (Normally totalling 200 hours): (Note: Learning hours include both contact hours and hours spent on other learning activities)
Tutorial/Synchronous Support Activity	30
Laboratory/Practical Demonstration/Workshop	18
Asynchronous Class Activity	35
Personal Development Plan	12
Independent Study	105
	200 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)
The following materials form essential underpinning for the module content and ultimately for the learning outcomes: Kemp, D. (2004) Exploring environmental issues: an integrated approach. London: Routledge Earth Charter Initiative (2012) The Earth Charter. [Online] Available: http://www.earthcharterinaction.org/content/pages/Read-the-Charter.html [Accessed 6 April2021]. Newton, D. (2005) The Teaching of Design and Technology 3-11. London: David Fulton Publishers. Scoffham, S (2010) Primary Geography (2nd ed). Sheffield: Geographical Association. Scottish Government (2020) Scotland and the sustainable development goals: a national review to drive action )Online) Available at https://www.gov.scot/publications/scotland-sustainable-development-goals-national-review-drive-action/ [Accessed 21 June 2022] Scottish Government. (2019.) Sustainable Development Goals [Online] Available: https://nationalperformance.gov.scot/sustainable-development-goals [Accessed 21 June 2022] Scottish Government (2016) Vision 2030+: concluding report of the National Learning for Sustainability National Implementation Group. [Online] Available: https://education.gov.scot/improvement/Documents/res1-vision-2030.pdf [Accessed 21 June 2022]. Wals, A E J and Corcoran, P B (eds) (2012) Learning for sustainability in times of accelerating change. Wageningen: Wagenigen Academic. Wenham, M. (2009) Understanding Primary Science: ideas, concepts and explanations. 3rd Edition London: Paul Chapman Publishing.
(*N.B. Although reading lists should include current publications, students are advised (particularly for material marked with an asterisk) to wait until the start of session for confirmation of the most up-to-date material)

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

Kemp, D. (2004) Exploring environmental issues: an integrated approach. London: Routledge

Earth Charter Initiative (2012) The Earth Charter. [Online] Available:
http://www.earthcharterinaction.org/content/pages/Read-the-Charter.html [Accessed 6 April2021].

Newton, D. (2005) The Teaching of Design and Technology 3-11. London: David Fulton Publishers.

Scoffham, S (2010) Primary Geography (2nd ed). Sheffield: Geographical Association.

Scottish Government (2020) Scotland and the sustainable development goals: a national review to drive action )Online)

Available at https://www.gov.scot/publications/scotland-sustainable-development-goals-national-review-drive-action/ [Accessed 21 June 2022]

Scottish Government. (2019.) Sustainable Development Goals [Online] Available: https://nationalperformance.gov.scot/sustainable-development-goals [Accessed 21 June 2022]

Scottish Government (2016) Vision 2030+: concluding report of the National Learning for
Sustainability National Implementation Group. [Online] Available:
https://education.gov.scot/improvement/Documents/res1-vision-2030.pdf [Accessed 21 June 2022].

Wals, A E J and Corcoran, P B (eds) (2012) Learning for sustainability in times of accelerating change.
Wageningen: Wagenigen Academic.

Wenham, M. (2009) Understanding Primary Science: ideas, concepts and explanations. 3rd Edition London: Paul Chapman Publishing.

(**N.B. Although reading lists should include current publications, students are advised (particularly for material marked with an asterisk*) to wait until the start of session for confirmation of the most up-to-date material)

Engagement Requirements
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. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here: Students are academically engaged if they are regularly engaged with timetabled on-campus and online teaching sessions, asynchronous online learning activities, course-related learning resources, and complete assessments and submit these on time. Please refer to the Academic Engagement and Attendance Procedure at the following link: Academic Engagement and Attendance Procedure For the purposes of this module, academic engagement equates to the following: In line with the Academic Engagement and Attendance 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 Aula, and complete assessments and submit these on time. Please refer to the Academic Engagement and Attendance Procedure at the following link: Academic engagement and attendance procedure For the purposes of this module, academic engagement equates to the following: All fulltime students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/ Given the professional nature of the programme, 100% attendance and engagement is expected. The module co-ordinator maintains an overview of attendance and engagement. Should there be concerns, there will be liaison between module co-ordinator, personal tutor and the student to identify steps to support engagement and success.

Engagement Requirements

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. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure

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

Students are academically engaged if they are regularly engaged with timetabled on-campus and online teaching sessions, asynchronous online learning activities, course-related learning resources, and complete assessments and submit these on time. Please refer to the Academic Engagement and Attendance Procedure at the following link: Academic Engagement and Attendance Procedure

For the purposes of this module, academic engagement equates to the following:
In line with the Academic Engagement and Attendance 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 Aula, and complete assessments and submit these on time. Please refer to the Academic Engagement and Attendance Procedure at the following link: Academic engagement and attendance procedure
For the purposes of this module, academic engagement equates to the following:
All fulltime students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link:
http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/

Given the professional nature of the programme, 100% attendance and engagement is expected. The module co-ordinator maintains an overview of attendance and engagement. Should there be concerns, there will be liaison between module co-ordinator, personal tutor and the student to identify steps to support engagement and success.

[Top of Page]

Supplemental Information

Programme Board	Education
Assessment Results (Pass/Fail)	No
Subject Panel	Undergraduate Initial Professional Programmes
Moderator	S; McLean
External Examiner	L Waddell
Accreditation Details	General Teaching Council Scotland. Contact School for current details.
Version Number	2.06

[Top of Page]

Assessment: (also refer to Assessment Outcomes Grids below)
Formative Assessment: Ongoing weekly tasks involving collaboration, communication and the appropriate use of digital media, demonstrating the integration of various aspects of knowledge and skills. Peer assessment opportunities built in to programme structure. Summative Assessment: Blogs (100% of final mark) covering personal knowledge and understanding of theory and applied knowledge in the Sciences, Social Studies and Technologies by reflecting on how the local environment can be used as a focus for teaching in Primary schools, and on students' own developing knowledge and values.
(N.B. (i) Assessment Outcomes Grids for the module (one for each component) can be found below which clearly demonstrate how the learning outcomes of the module will be assessed. (ii) An indicative schedule listing approximate times within the academic calendar when assessment is likely to feature will be provided within the Student Handbook.)

Assessment: (also refer to Assessment Outcomes Grids below)

Formative Assessment: Ongoing weekly tasks involving collaboration, communication and the appropriate use of digital media, demonstrating the integration of various aspects of knowledge and skills. Peer assessment opportunities built in to programme structure.
Summative Assessment: Blogs (100% of final mark) covering personal knowledge and understanding of theory and applied knowledge in the Sciences, Social Studies and Technologies by reflecting on how the local environment can be used as a focus for teaching in Primary schools, and on students' own developing knowledge and values.

(N.B. (i) Assessment Outcomes Grids for the module (one for each component) can be found below which clearly demonstrate how the learning outcomes of the module will be assessed.
(ii) An indicative schedule listing approximate times within the academic calendar when assessment is likely to feature will be provided within the Student Handbook.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.)	Learning Outcome (1)	Learning Outcome (2)	Learning Outcome (3)	Learning Outcome (4)	Weighting (%) of Assessment Element	Timetabled Contact Hours
Workbook/ Laboratory notebook/ Diary/ Training log/ Learning log					100	0
Combined Total For All Components					100%	0 hours

Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

[Top of Page]

Note(s):

More than one assessment method can be used to assess individual learning outcomes.
Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.

Equality and Diversity
Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distant learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/ Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies. UWS Equality and Diversity Policy UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

Equality and Diversity

Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distant learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/

Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.

UWS Equality and Diversity Policy

UWS Equality and Diversity Policy

(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.