Module Descriptors

• This module is a core element of level 8 of the B.A. Education Programme.  The module will help to prepare students for their school experience placement by exploring generic aspects of curriculum, pedagogy and assessment, as well as facilitating understanding of the schools and learning communities in which students will teach and their professional responsibilities within them.
• Students will undertake a block placement in school.
• Students will know and understand the content of the curriculum in relation to literacy, numeracy and health and wellbeing, and the methods and underlying theories for effective teaching of these cross curricular priorities.  There will also be a focus on learning out-with the classroom.
• A variety of strategies to support productive communication, encourage effective questioning, build relationships with learners, promote positive behaviour and celebrate success will be explored and the importance of applying the school’s specific policies will be emphasised.
• Students will develop knowledge and understanding of the principles of assessment.

• Students will be directed to read and analyse a range of appropriate educational and research literature. They will be encouraged to engage with wider reading independently. Students will be supported to use what they have learned to examine their personal attitudes, beliefs and professional practice.


• The module will support students towards meeting the GTCS Standard for Provisional Registration by working towards the following standards: Being a Teacher in Scotland (1); Curriculum and Pedagogy (2.1); Professional Responsibilities (2.2); Curriculum and Pedagogy (3.1); The Learning Context (3.2); Professional Learning (3.3).


• In relation to learning for sustainability, students will engage in critical reflection and use enquiring/critical approaches. They will also explore inclusion and social justice. Placement opportunities will help students to develop action competence.


• Through participating in this placement module, students will develop UWS Graduate Attributes and will demonstrate, in particular, that they are critical thinkers, emotionally intelligent, incisive, ambitious and research-minded. At level 8, students should also demonstrate that they are creative.

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

L1. Apply knowledge, skills and understanding in the main concepts and pedagogies underpinning effective teaching of Literacy/English and Numeracy/Mathematics.

L2. Exercise autonomy and initiative by planning, implementing and assessing individual lessons in the context of Literacy/English, Numeracy/Mathematics and IDL.

L3. Demonstrate awareness of own role, responsibilities and effectiveness when critically reflecting on teaching and learning.

L4. Work with a variety of professionals to progress understanding of current professional practice in teaching and learning.

L5. Apply knowledge, skills and understanding in the main concepts and pedagogies underpinning effective teaching of Health & Wellbeing and Arts.

Demonstrating knowledge of the defining features underpinning effective teaching and learning of Literacy/English and Numeracy/Mathematics within the primary curriculum.

Understanding a range of core theories, concepts and principles.

Understanding research and academic processes.

Using professional skills, techniques, practices and materials associated with effective teaching and learning of Literacy/English and Numeracy/Mathematics within the primary curriculum.

Adapting routine practices within accepted standards.

Undertaking critical analysis, evaluation and synthesis of ideas, concepts, information and issues within the primary curriculum.
Using a range of approaches to critically evaluate educational issues.

Using a wide range of specialist skills associated with effective teaching and learning of Literacy/English and Numeracy/Mathematics within the primary curriculum.
Communicating effectively, using a variety of media including digital technologies, to promote positive relationships, and to support pupils and achieve the objectives of lessons.
Communicating effectively with peers, children, staff and others in school.
Engaging in professional dialogue with peers, university staff and school colleagues.

Exercising autonomy and initiative in professional activities, including planning and managing resources.
Working effectively under guidance of qualified practitioners to understand current professional practice.
Demonstrating an awareness of own and others’ roles, responsibilities and contributions.
Dealing with complex ethical and professional issues in accordance with the needs of schools and wider communities.

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

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:
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.

2.08

1. More than one assessment method can be used to assess individual learning outcomes.
2. 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.