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Session: 2022/23

Last modified: 21/06/2022 17:35:37

Title of Module: PGDE (S) School Experience

Code: EDUC10031 SCQF Level: 10
(Scottish Credit and Qualifications Framework)
Credit Points: 40 ECTS: 20
(European Credit Transfer Scheme)
School:School of Education & Social Sciences
Module Co-ordinator:L  Barrett

Summary of Module

This module will prepare students for their school experience placements. It will explore 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 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 modelling and teaching of these cross-curricular priorities. Students will learn about specific learning needs and how to remove barriers to learning from classroom practice. 

A variety of strategies to build relationships with learners, promote positive behaviour and celebrate success will be explored and the importance of applying the school’s behaviour policy, including strategies for understanding and preventing bullying, emphasised.

Students will develop knowledge and understanding of the principles of assessment for formative and summative assessment purposes.

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

Learning activities will encourage students to reflect and engage in self-evaluation using the Standard for Provisional Registration (GTCS, 2021). Students will maintain a record of their own professional learning and development in the placement portfolio.

  • Through participating in this placement module, students work towards attaining all professional standards as outlined in the Standard for Provisional Registration.

  • They also develop UWS Graduate Attributes and demonstrate, in particular, that they are critical thinkers, effective communicators, problem-solvers, socially responsible and research-minded.

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 1check markTerm 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. Use a wide range of the principal skills, techniques, practices and materials associated with achievement of the Standard for Provisional Registration.

L2. Use a selection of skills, techniques, practices and materials which are specialised, advanced or at the forefront of classroom practice.

L3. Work effectively under guidance in a peer relationship with qualified practitioners.

L4. Exercise autonomy and initiative in professional activities.

L5. Reflect on professional learning and development, culminating in a clear indication of intended future action.

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 10.

Demonstrating knowledge that covers and integrates most of the principal areas, features, boundaries, terminology and conventions of secondary education.

Understanding critically the principles and evolving theories of curriculum design, contexts for learning and cross-curricular links.

Understanding in detail one or two subject areas within the secondary curriculum, current educational issues and effective approaches to teaching and learning.

Understanding the ways in which teaching and learning are developed, including a range of established techniques of professional enquiry.

Demonstrating knowledge of how to access and apply relevant findings from educational research.

Practice: Applied Knowledge and Understanding SCQF Level 10.

Designing, delivering and assessing effective, appropriate and stimulating programmes of work, in one or two subject areas within the secondary curriculum, which are suitable for children at different stages of secondary education.

Using skills, practices and materials which are specialised, advanced or at the forefront of classroom practice in a variety of settings, environments and circumstances.

Executing a defined project of action research related to teaching and learning in a chosen subject area of secondary education.

Practising in a range of professional contexts, which include a degree of unpredictability and specialism, and maintaining a safe, caring and purposeful learning environment within these contexts.

Understanding and applying the principles of assessment, recording and reporting and using the results of assessment to evaluate and improve teaching, and to improve standards of attainment in one or two subject areas within the secondary curriculum.

Generic Cognitive skills SCQF Level 10.

Undertaking critical analysis, evaluation and synthesis of ideas, concepts, information and issues in educational contexts.

Justifying a personal stance on educational issues by referring to appropriate evidence from a range of sources.

Reflecting on and acting to improve the effectiveness of their own practice and contributing to the processes of curriculum development, school development planning and meeting the educational needs of school communities.

Adopting an enquiring approach to professional practice, demonstrating some originality and creativity in finding solutions to professional issues.

Maintaining a record of personal professional learning and development.

Communication, ICT and Numeracy Skills SCQF Level 10.

Communicating effectively, using a variety of media including digital technologies, to promote and develop positive relationships, and to stimulate pupils and achieve the objectives of lessons.

Communicating effectively with peers, children, staff and others in school.

Communicating and reporting effectively, both orally and in writing.

Engaging in professional dialogue with peers, university staff and school colleagues.

Constructing and sustaining reasoned and coherent arguments about educational matters and professional practices.

Autonomy, Accountability and Working with others SCQF Level 10.

Exercising autonomy and initiative in professional activities.

Working effectively under guidance in a peer relationship with qualified practitioners and other agencies and individuals.

Working with others and, at times, taking a leading role in bringing about change, development and new thinking relating to an aspect of primary education.

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.

Demonstrating achievement of all aspects of the Standard for Provisional Registration.

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

* Indicates that module descriptor is not published.

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Learning and Teaching
In all modules on the PGDE (Secondary) 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 problem-based learning, collaborative working, research based learning, placement based learning and real-world tasks. 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, digital skills, creativity and critical thinking. Learning activities, assessment and feedback, where appropriate, provide students with choice, such as increasing independence in planning teaching and learning and in the target areas of focus for professional development on school experience placement.
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 Delivery54
Tutorial/Synchronous Support Activity18
Personal Development Plan12
Asynchronous Class Activity16
Work Based Learning/Placement 300
400 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:

Curriculum for Excellence documentation and support materials (including National Qualifications) at

National Qualifications documentation at

Brooks, V, Abbott, I and Huddleston, P (eds) (2019) Preparing to teach in secondary schools: a student teacher’s guide to professional issues in secondary education. London: Open University Press.

*Capel, S, Leask, M and Younie, S (2019) Learning to teach in the secondary school: a companion to school experience (8th ed). Abingdon: Routledge.

Cohen, L, Manion, L, Morrison K and Wyse, D (2010) A guide to teaching practice (5th ed). Abingdon: Routledge.

Pollard, A (2018) Reflective teaching in schools (5th ed). London: Bloomsbury.

Pollard, A (2014) (ed) Readings for reflective teaching in schools. London: Bloomsbury.

Zwozdiak-Myers, P (2012) The teacher’s reflective practice handbook: becoming an extended professional through capturing evidence-informed practice. Abingdon: 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:
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 the VLE, 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

All full-time students (all students on the programme) 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:

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.

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 the autumn term of the following 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 PanelPGDE
ModeratorE Wotherspoon
External ExaminerP McMillan
Accreditation DetailsGeneral Teaching Council for Scotland
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. The overall grade is agreed by the partner school and the University tutor and accounts for 100% of the assessment of the module.

Placement One will be assessed formatively. Students will receive written formative feedback from the partner school and the visiting University tutor.

Placements Two and Three will be assessed summatively. In addition to written feedback, students will receive Satisfactory or Unsatisfactory grades for each of the benchmark areas of the Standard for Registration.

For students taking dual subjects, the first subject will be assessed formatively on Placement One. The second subject will be assessed summatively on Placement Two and the first subject summatively on Placement Three.

Subject-specific planning, assessment and evaluation will be taught and practised within the Subject Studies modules and formative feedback provided. Throughout this module, students will participate in discussions with teaching staff and peers and will receive formative feedback in relation to their developing thinking on issues relating to school experience.

Student handbooks, and other detailed material made available to students, will clarify the relationship between formative assessment and the specific learning outcomes for the module. This will ensure that students can relate feedback from formative assessment to their individual progress on the learning outcomes for the module. On summative assessments, students will receive detailed information indicating the ways in which summative assessments will assess individual learning outcomes for the module. As appropriate, students will also receive detailed information on how feedback will be provided for assessments.
(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) Learning Outcome (5) Weighting (%) of Assessment ElementTimetabled Contact Hours
Performance/ Studio work/ Placement/ WBL/ WRL assessmentcheck markcheck 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 Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content. 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.