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Session: 2022/23

Last modified: 17/06/2022 08:15:42

Title of Module: School Experience - Early

Code: UGED09008 SCQF Level: 9
(Scottish Credit and Qualifications Framework)
Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Education & Social Sciences
Module Co-ordinator:Yvonne  White

Summary of Module

This module is a core element of level 9 of the B.A. Education Programme.  It is designed to extend the knowledge and experience gained from the ‘Professional English and Mathematics’ module and the ‘Leading Learning at the Early Level’ module.  Students will undertake a block placement in school.

This module will help to further prepare students for their school experience placement by exploring generic aspects of curriculum, pedagogy and assessment within the early stages, as well as facilitating understanding of the schools and learning communities in which students will teach and their professional responsibilities within them.

Students will know and understand the content of the curriculum and the methods and underlying theories for effective teaching across all areas.  Revision of early reading, writing, numeracy and mathematics will be evident.  

A variety of strategies to support pupil assessment, learner engagement, differentiation, partnership working, play pedagogy, pupil participation and resource management will be explored.  The importance of applying the school’s specific policies will be emphasised.

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

  • • The module will support students towards meeting the GTCS Standard for Provisional Registration. Module inputs will link on-campus learning to specific professional actions. During placement, students will be expected to evidence impact of their professional knowledge, skills and attributes through focused observation and in-depth self-reflection. They will maintain a record of their professional learning and development within the Placement Observation of the Standards (POTS) and Reflection and Evaluation of the Standards (RETS) documentation. 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 inter-disciplinary learning. They will be faced with uncertainty and incomplete information.

  • • 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 9, students should also demonstrate that they are driven.

Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

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.

Online with mandatory face-to-face learning on Campus

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:


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


Term 2check markTerm 3


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Learning Outcomes: (maximum of 5 statements)

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 in an early primary setting.

L2. Exercise increased autonomy and initiative by planning, implementing and assessing sequences of lessons within early and first level, across all areas of the curriculum.

L3. Demonstrate increased awareness of own role, responsibilities and effectiveness when critically reflecting (through the 4 lenses) on teaching and learning.

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

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 9.

Demonstrating knowledge of the defining features underpinning effective teaching across the primary curriculum.
Understanding a range of core theories, concepts and principles.

Practice: Applied Knowledge and Understanding SCQF Level 9.

Using professional skills, techniques, practices and materials associated with effective teaching and learning across the primary curriculum.
Adapting routine practices within accepted standards.

Generic Cognitive skills SCQF Level 9.

Undertaking critical analysis, evaluation and synthesis of ideas, concepts, information and issues within the primary curriculum.
Identifying and analysing routine professional issues, drawing on a range of sources to make judgements.

Communication, ICT and Numeracy Skills SCQF Level 9.

Using a wide range of skills associated with effective teaching and learning across the primary curriculum.
Presenting or conveying information to a range of audiences.
Using a range of ICT applications to support and enhance teaching and learning.

Autonomy, Accountability and Working with others SCQF Level 9.

Exercising autonomy and initiative in a wide range of professional activities.
Demonstrating managerial responsibilities in relation to staff and 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 current professional and/or ethical codes of practice and in accordance with the needs of schools and wider communities.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Professional English and Maths
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
In all modules on the BA Education programme, we take an authentic, best-practice and forward-looking approach to learning activities and assessment. There is a strong emphasis on situated learning and real professional scenarios. We are committed to interactive learning and the small number of learning activities that are purely transmission of information are normally pre-recorded. In workshops, which utilise classrooms, and other facilities as appropriate, the outdoors and the Aula VLE, main methodologies include collaborative working, real-world tasks, research based learning, placement based learning, enquiry-based learning, student presentations, online tutor/student-led discussions, concept visualisation and play/games. All learning activities are aligned to relevant aspects of the professional standards. Individual, group or tutor-led reflection is required throughout. Learning activities develop 21st century skills such as communication, collaboration, creativity and critical thinking. Learning activities, assessment and feedback, where appropriate, provide students with choice, such as flexibility with curricular areas for planning and teaching, autonomy in how learning is evidenced, and co-constructing 2 weeks of the module timetable to enable personalisation and choice.
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)
Lecture/Core Content Delivery0
Laboratory/Practical Demonstration/Workshop36
Work Based Learning/Placement 120
Independent Study22
Asynchronous Class Activity22
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:

Arthur, J., Cremin, T. (2014) Learning to Teach in the Primary School (3rd edition). London: Routledge.

Brookfield, S. (2017) Becoming a Critically Reflective Teacher (2nd edition). San Francisco: Jossey-Bas

Brookfield, S., (2017) Becoming a Critically Reflective Teacher. San Francisco: Jossey-Bass.

Haylock, D. and Manning, R. (2019) Mathematics Explained for Primary Teachers 6th Edition. London: Sage Publications

Medwell, J. Simpson, F. (2008) Successful Teaching Placement in Scotland. Learning Matters.

Scottish Government. (2007a) Curriculum for Excellence. Building the Curriculum 2: Active Learning in the Early Years. Edinburgh: Scottish Government.

Scottish Government. (2007b) The Child at the Centre. Self Evaluation for the Early Years second edition. Edinburgh: Scottish Government.

Dearybury, J. and Jones, J. (2020) The Playful Classroom. San Francisco: Jossey-Bass.

Kyriacou, C. (2014) Effective Teaching in Schools: Theory and Practice (3rd edition). Oxford: Oxford University Press

Scottish Government. (2008) Curriculum for Excellence. Building the Curriculum 3: A Framework for Learning and Teaching. Edinburgh: Scottish Government.

Scottish Government. (2011) Curriculum for Excellence. Building the Curriculum 5: A Framework for Assessment. Edinburgh: Scottish Government.

Gershon, M. (2015) How to use Bloom’s Taxonomy in the Classroom: The Complete Guide.

Alcock, S., Stobbs, N. (2019) Rethinking Play as Pedagogy. London: Routledge.

(**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:
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.

For the purposes of this module, academic engagement equates to the following:
All students should 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:

In accordance with module and programme handbooks, any student whose attendance has fallen below the 75% minimum requirement for a module could be withdrawn from 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 Regulations, Chapter 1, 1.64 – 1.67 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. The required school experience placement would normally be completed in term 3 of the academic session. During the pandemic, the professional body (GTCS) offered flexibility in terms of placement experiences and attendance, enabling the attendance requirements for placements to be met through direct teaching experience in school, remote learning, or individual professional learning opportunities; we will follow guidance issued by the GTCS, as required.

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Supplemental Information

Programme BoardEducation
Assessment Results (Pass/Fail) Yes
Subject PanelEducation
ModeratorS Mackie
External ExaminerF Hendry
Accreditation DetailsGeneral Teaching Council Scotland. Contact School for current details.
Version Number


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Assessment: (also refer to Assessment Outcomes Grids below)
Assessment of the module is on a pass/fail basis, dependent upon satisfactory or unsatisfactory performance in school, or within the professional learning opportunities undertaken. In addition to written feedback, students will receive Satisfactory or Unsatisfactory grades for benchmark areas of the Standard for Provisional Registration, as appropriate to the experiences of placement or professional learning.
(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 ElementTimetabled Contact Hours
Performance/ Studio work/ Placement/ WBL/ WRL assessmentcheck markcheck markcheck markcheck mark1000
Combined Total For All Components100% 0 hours

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

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  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.

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 the VLE, 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:

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
(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.