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

Session: 2022/23

Last modified: 17/06/2022 12:18:00

Title of Module: PGDE (S) Subject Studies (Dual)

Code: EDUC10030	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:	E Wotherspoon

Summary of Module
This module will enable students to develop knowledge and understanding and skills and abilities in relation to the curriculum, pedagogy and assessment of two subject areas within the secondary curriculum. It will enable the contextualising within specific curricular areas of some of the broader principles explored in the PGDE (S) School Experience module. Curriculum Students will explore the principles of curriculum design, contexts for learning, and the processes of change and development in the curriculum. Pedagogy Students will understand the methods and underlying theories for effective teaching and learning and learn how to plan appropriately in order to meet the needs of all learners, across different contexts and experiences. Assessment Students will develop knowledge and understanding of the principles of assessment and how to use a range of approaches for formative and summative assessment purposes, appropriate to the needs of all learners and the requirements of the curriculum and awarding and accrediting bodies, record assessments appropriately, use assessment information to review progress, inform and enhance teaching and learning, identify strengths and development needs which lead to further learning opportunities, and produce clear, informed and sensitive reports. Professional qualities and capabilities The module will enable students to engage in professional dialogue with peers and university staff and to work collaboratively. Students will be expected to model appropriate levels of literacy and numeracy in learning activities; to reflect on the impact of their personal communication on others and to demonstrate appropriate levels of health and wellbeing relevant to the teaching profession.

Summary of Module

This module will enable students to develop knowledge and understanding and skills and abilities in relation to the curriculum, pedagogy and assessment of two subject areas within the secondary curriculum. It will enable the contextualising within specific curricular areas of some of the broader principles explored in the PGDE (S) School Experience module.

Curriculum

Students will explore the principles of curriculum design, contexts for learning, and the processes of change and development in the curriculum.

Pedagogy

Students will understand the methods and underlying theories for effective teaching and learning and learn how to plan appropriately in order to meet the needs of all learners, across different contexts and experiences.

Assessment

Students will develop knowledge and understanding of the principles of assessment and how to use a range of approaches for formative and summative assessment purposes, appropriate to the needs of all learners and the requirements of the curriculum and awarding and accrediting bodies, record assessments appropriately, use assessment information to review progress, inform and enhance teaching and learning, identify strengths and development needs which lead to further learning opportunities, and produce clear, informed and sensitive reports.

Professional qualities and capabilities

The module will enable students to engage in professional dialogue with peers and university staff and to work collaboratively. Students will be expected to model appropriate levels of literacy and numeracy in learning activities; to reflect on the impact of their personal communication on others and to demonstrate appropriate levels of health and wellbeing relevant to the teaching profession.

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

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Learning Outcomes: (maximum of 5 statements)
On successful completion of this module the student will be able to: L1. Demonstrate knowledge that covers and integrates most of the principal areas, features, boundaries, terminology and conventions of the curriculum, pedagogy and assessment of two subject areas within the secondary curriculum and a critical understanding of the principal theories, concepts and principles. L2. Use a wide range of the principal skills, techniques, practices and materials associated with two subject areas of secondary education, some of which are specialised, advanced or at the forefront of classroom practice, in a variety of settings, environments and circumstances. L3. Adopt an enquiring approach to professional practice, demonstrating some originality and creativity in planning teaching, learning and assessment. L4. Construct and sustain reasoned and coherent arguments about the curriculum, pedagogy and assessment of two subject areas of secondary education. L5. Exercise autonomy and initiative in planning and reporting on a defined project of action research related to teaching and learning in a chosen subject area of secondary education.

Learning Outcomes: (maximum of 5 statements)

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

L1. Demonstrate knowledge that covers and integrates most of the principal areas, features, boundaries, terminology and conventions of the curriculum, pedagogy and assessment of two subject areas within the secondary curriculum and a critical understanding of the principal theories, concepts and principles.

L2. Use a wide range of the principal skills, techniques, practices and materials associated with two subject areas of secondary education, some of which are specialised, advanced or at the forefront of classroom practice, in a variety of settings, environments and circumstances.

L3. Adopt an enquiring approach to professional practice, demonstrating some originality and creativity in planning teaching, learning and assessment.

L4. Construct and sustain reasoned and coherent arguments about the curriculum, pedagogy and assessment of two subject areas of secondary education.

L5. Exercise autonomy and initiative in planning and reporting on a defined project of action research related to teaching and learning in a chosen subject area of secondary education.

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 the curriculum, pedagogy and assessment of two subject areas within the secondary curriculum. Understanding critically the principles and evolving theories of curriculum design, contexts for learning and cross-curricular links. Understanding in detail 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 effective, appropriate and stimulating programmes of work, in 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. Planning and reporting on a defined project of action research related to teaching and learning in a chosen subject area of secondary education.
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. 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, with peers and university staff. 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 with others and, at times, taking a leading role in bringing about change, development and new thinking relating to curriculum, pedagogy or assessment of two subject areas within the secondary curriculum.

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.

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Learning and Teaching
Tutorials, workshops and use of the Moodle VLE, employing a range of learning and teaching methodologies including group work, problem-based learning, concept visualisation (eg using drawing and collage), walking, student presentations, online tutor/student-led discussions, and resources such as subject-specific equipment, interactive whiteboards, laptops and the outdoors, will be used, as appropriate, to develop student learning. Dual subject students are required to attend subject studies sessions for both subjects that they are studying. It should be noted that subjects which have a practical skills requirement (e.g. Art, Science, PE, Languages) are entitled to additional hours for laboratory-based workshops; in the other subject areas these hours will be allocated to additional directed study tasks which students will undertake independently. Student handbooks and other material made available to students will give more detailed 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. Students will be expected to establish links between theory from this module and practice expereinced on school experience placements. The research project which forms the assessment for this module will be undertaken during placement. As such dual subject students will complete their research project in the first subject.
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	144
Laboratory/Practical Demonstration/Workshop	48
Work Based Learning/Placement	70
Asynchronous Class Activity	48
Independent Study	90
	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: The following materials form essential underpinning for the module content and ultimately for the learning outcomes: All Subjects: Curriculum for Excellence documentation, including the Building the Curriculum series, and support materials at www.educationscotland.gov.uk National Qualifications documentation and support materials at www.sqa.gov.uk Pears, R. and Shields, G. (2019) Cite them right: the essential referencing guide. 11th edn. London: Red Globe Press / Macmillan International Higher Education. Bryce, T.G.K., Humes, W.M., Gillies, D. and Kennedy, A. (2018) Scottish Education. 5th ed. Edinburgh: Edinburgh University Press. ART and DESIGN: Addison, N and Burgess, L (2015) Learning to teach art and design in the secondary school (3rd ed). London: Routledge. Addison, N. (2010) Understanding Art Education: engaging reflexively with practice. London: Routledge Beattie, D K (1997) Assessment in Art Education. Worcester, Mass: Davis Publications. Hickman, R (ed) (2004) Art education 11-18 (2nd ed). London: Continuum. Matthews, J (1998) The art of childhood and adolescence: the construction of meaning. London: Falmer Press. International Journal of Art and Design Education, the journal of the National Society for Education in Art and Design www.nsead.org BIOLOGY WITH SCIENCE: Furtak, E M (2009) Formative assessment for secondary science teachers. Thousand Oaks, CA: Corwin Press. Keeley, P (2008) Science formative assessment: 75 strategies for linking assessment, instruction and learning. Thousand Oaks, CA: Corwin Press. Kyriacou, C (2018) Essential Teaching Skills (Fifth Edition). Oxford: Oxford University Press Reiss, M (2011) Teaching secondary biology (2nd ed). Abingdon: Hodder Education. Ross, K, Lakin, L and Callaghan, P (2010) Teaching secondary science. London: David Fulton. School Science Review, the journal of the Association of Science Education www.ase.org.uk CHEMISTRY WITH SCIENCE: Furtak, E M (2009) Formative assessment for secondary science teachers. Thousand Oaks, CA: Corwin Press. Keeley, P (2016) Science formative assessment: 75 strategies for linking assessment, instruction and learning (2nd Ed). Thousand Oaks, CA: Corwin Press. Kyriacou, C (2018) Essential Teaching Skills (Fifth Edition). Oxford: Oxford University Press. Ross, K, Lakin, L and Callaghan, P (2015) Teaching secondary science: constructing meaning and developing understanding (4th Ed). Abingdon: Routledge. Naylor S & Keogh B (2007). Active Assessment: thinking, learning and assessment in science. School Science Review, 88 (325) 73-79. Taber, K (2012) Teaching secondary chemistry (2nd ed). Abingdon: Hodder Education. School Science Review, the journal of the Association of Science Education www.ase.org.uk ENGLISH: Brindley, S and Marshall, B (eds) (2015) MasterClass in English education: transforming teaching and learning. London: Bloomsbury. Clarke, S, Dickinson, P and Westbrook, J (eds) (2010) The complete guide to becoming an English teacher (2nd ed). London: Sage. Davison, J and Daly, C (eds) (2020) Debates in English teaching. Abingdon: Routledge. Davison, J and Daly, C (2019) Learning to teach English in the secondary school: a companion to school experience (5th ed). Abingdon: Routledge. Fleming, M and Stevens, D (2014) English teaching in the secondary school: linking theory and practice (4th ed). Abingdon: Routledge. Stevens, D (ed) (2012) A guided reader for secondary English. Abingdon: Routledge. English in Education, the journal of the National Association for the Teaching of English Literacy, the journal of the United Kingdom Literacy Association www.nate.org.uk www.ukla.org MATHEMATICS: Chambers, P and Timlin, R (2019) Teaching mathematics in the secondary school (3rd ed). London: Sage. Rock, D and Brumbaugh, D K (2013) Teaching secondary mathematics (4th ed). Abingdon: Routledge. Johnston-Wilder, S, Johnston-Wilder, P, Pimm, D and Lee, C (2016) Learning to teach mathematics in the secondary school (4th ed). Abingdon: Routledge. Journal of Mathematics Teacher Education National Centre for Excellence in Teaching Mathematics at www.ncetm.org.uk Centre for Innovation in Mathematics Teaching at www.cimt.plymouth.ac.uk MODERN LANGUAGES: Barton, A. (2006) Getting the Buggers into Languages (2nd ed), Continuum International Publishing Group.MODERN LANGUAGES: Barton, A. (2006) Getting the Buggers into Languages (2nd ed), Continuum International Publishing Group. Jones, J., Wiliam, D. (2018) Modern Foreign Languages Inside the Black Box. King’s College. London Pachler, N, Evans, M, Redondo, A and Fisher, L (eds) (2014) Learning to teach modern foreign languages in the secondary school: a companion to school experience (4th ed). Abingdon: Routledge. Scottish Association for Language Teachers (SALT) www.salt.or.uk Scottish Languages Review, the journal of SCILT, Scotland’s National Centre for Languages www.scilt.org.uk PHYSICAL EDUCATION: Association for Physical Education (2020) Safe Practice: in Physical Education, School Sport and Physical Activity. AfPE Capel, S., Cliffe, J. & Lawrence, J. (eds) (2021) Learning to teach physical education in the secondary school (5th ed). Abingdon: Routledge. Lawson, H.A. (ed) (2018) Redesigning Physical Education - An Equity Agenda in Which Every Child Matters (1st Ed). Abingdon: Routledge Mosston, M and Ashworth, S (2008) Teaching Physical Education (6th Ed / 1st Online Ed) https://spectrumofteachingstyles.org/index.php?id=16 Physical Education and Sports Pedagogy The journal of the Association for Physical Education European PE Review PHYSICS WITH SCIENCE: Furtak, E M (2009) Formative assessment for secondary science teachers. Thousand Oaks, CA: Corwin Press. Gibbs, K (2011) The new resourceful physics teacher. Frome: Schoolphysics Publications. Keeley, P (2016) Science formative assessment: 75 strategies for linking assessment, instruction and learning (2nd ed). Thousand Oaks, CA: Corwin Press. Knight, R. D. (2002) Five Easy Lessons: Strategies for Successful Physics Teaching. Pearson. Kyriacou, C (2018) Essential Teaching Skills (Fifth Edition). Oxford: Oxford University Press. Ross, K, Lakin, L and McKechnie, J and Baker, J (2015) Teaching secondary science: constructing meaning and developing understanding (4th ed). Abingdon: Routledge. Sang, D (2011) Teaching secondary physics (2nd ed). Abingdon: Hodder Education. Institute of Physics reports on gender balance at www.iop.org/education/teacher/ support/girls_physics/reports-and-research/page_63816.html School Science Review, the journal of the Association of Science Education www.ase.org.uk
(*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:

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

Curriculum for Excellence documentation, including the Building the Curriculum series, and support materials at www.educationscotland.gov.uk

National Qualifications documentation and support materials at www.sqa.gov.uk

Pears, R. and Shields, G. (2019) Cite them right: the essential referencing guide. 11th edn. London: Red Globe Press / Macmillan International Higher Education.

Bryce, T.G.K., Humes, W.M., Gillies, D. and Kennedy, A. (2018) Scottish Education. 5th ed. Edinburgh: Edinburgh University Press.

ART and DESIGN:

Addison, N and Burgess, L (2015) Learning to teach art and design in the secondary school (3rd ed). London: Routledge.

Addison, N. (2010) Understanding Art Education: engaging reflexively with practice. London: Routledge

Beattie, D K (1997) Assessment in Art Education. Worcester, Mass: Davis Publications.

*Hickman, R (ed) (2004) Art education 11-18 (2nd ed). London: Continuum.

Matthews, J (1998) The art of childhood and adolescence: the construction of meaning. London: Falmer Press.

International Journal of Art and Design Education, the journal of the National Society for Education in Art and Design

www.nsead.org

BIOLOGY WITH SCIENCE:

Furtak, E M (2009) Formative assessment for secondary science teachers. Thousand Oaks, CA: Corwin Press.

Keeley, P (2008) Science formative assessment: 75 strategies for linking assessment, instruction and learning. Thousand Oaks, CA: Corwin Press.

Kyriacou, C (2018) Essential Teaching Skills (Fifth Edition). Oxford: Oxford University Press

Reiss, M (2011) Teaching secondary biology (2nd ed). Abingdon: Hodder Education.

*Ross, K, Lakin, L and Callaghan, P (2010) Teaching secondary science. London: David Fulton.

School Science Review, the journal of the Association of Science Education

www.ase.org.uk

CHEMISTRY WITH SCIENCE:

Furtak, E M (2009) Formative assessment for secondary science teachers. Thousand Oaks, CA: Corwin Press.

Keeley, P (2016) Science formative assessment: 75 strategies for linking assessment, instruction and learning (2nd Ed). Thousand Oaks, CA: Corwin Press.

Kyriacou, C (2018) Essential Teaching Skills (Fifth Edition). Oxford: Oxford University Press.

*Ross, K, Lakin, L and Callaghan, P (2015) Teaching secondary science: constructing meaning and developing understanding (4th Ed). Abingdon: Routledge.

Naylor S & Keogh B (2007). Active Assessment: thinking, learning and assessment in science. School Science Review, 88 (325) 73-79.

Taber, K (2012) Teaching secondary chemistry (2nd ed). Abingdon: Hodder Education.

School Science Review, the journal of the Association of Science Education

www.ase.org.uk

ENGLISH:

Brindley, S and Marshall, B (eds) (2015) MasterClass in English education: transforming teaching and learning. London: Bloomsbury.

Clarke, S, Dickinson, P and Westbrook, J (eds) (2010) The complete guide to becoming an English teacher (2nd ed). London: Sage.

*Davison, J and Daly, C (eds) (2020) Debates in English teaching. Abingdon: Routledge.

*Davison, J and Daly, C (2019) Learning to teach English in the secondary school: a companion to school experience (5th ed). Abingdon: Routledge.

Fleming, M and Stevens, D (2014) English teaching in the secondary school: linking theory and practice (4th ed). Abingdon: Routledge.

*Stevens, D (ed) (2012) A guided reader for secondary English. Abingdon: Routledge.

English in Education, the journal of the National Association for the Teaching of English

Literacy, the journal of the United Kingdom Literacy Association

www.nate.org.uk

www.ukla.org

MATHEMATICS:

*Chambers, P and Timlin, R (2019) Teaching mathematics in the secondary school (3rd ed). London: Sage.

Rock, D and Brumbaugh, D K (2013) Teaching secondary mathematics (4th ed). Abingdon: Routledge.

Johnston-Wilder, S, Johnston-Wilder, P, Pimm, D and Lee, C (2016) Learning to teach mathematics in the secondary school (4th ed). Abingdon: Routledge.

Journal of Mathematics Teacher Education

National Centre for Excellence in Teaching Mathematics at www.ncetm.org.uk

Centre for Innovation in Mathematics Teaching at www.cimt.plymouth.ac.uk

MODERN LANGUAGES:

Barton, A. (2006) Getting the Buggers into Languages (2nd ed), Continuum International Publishing Group.MODERN LANGUAGES:

Barton, A. (2006) Getting the Buggers into Languages (2nd ed), Continuum International Publishing Group.

*Jones, J., Wiliam, D. (2018) Modern Foreign Languages Inside the Black Box. King’s College. London

*Pachler, N, Evans, M, Redondo, A and Fisher, L (eds) (2014) Learning to teach modern foreign languages in the secondary school: a companion to school experience (4th ed). Abingdon: Routledge.

Scottish Association for Language Teachers (SALT) www.salt.or.uk
Scottish Languages Review, the journal of SCILT, Scotland’s National Centre for Languages
www.scilt.org.uk

PHYSICAL EDUCATION:

Association for Physical Education (2020) Safe Practice: in Physical Education, School Sport and Physical Activity. AfPE

*Capel, S., Cliffe, J. & Lawrence, J. (eds) (2021) Learning to teach physical education in the secondary school (5th ed). Abingdon: Routledge.

Lawson, H.A. (ed) (2018) Redesigning Physical Education - An Equity Agenda in Which Every Child Matters (1st Ed). Abingdon: Routledge

*Mosston, M and Ashworth, S (2008) Teaching Physical Education (6th Ed / 1st Online Ed) https://spectrumofteachingstyles.org/index.php?id=16

Physical Education and Sports Pedagogy
The journal of the Association for Physical Education
European PE Review

PHYSICS WITH SCIENCE:

Furtak, E M (2009) Formative assessment for secondary science teachers. Thousand Oaks, CA: Corwin Press.

Gibbs, K (2011) The new resourceful physics teacher. Frome: Schoolphysics Publications.

Keeley, P (2016) Science formative assessment: 75 strategies for linking assessment, instruction and learning (2nd ed). Thousand Oaks, CA: Corwin Press.

Knight, R. D. (2002) Five Easy Lessons: Strategies for Successful Physics Teaching. Pearson.

Kyriacou, C (2018) Essential Teaching Skills (Fifth Edition). Oxford: Oxford University Press.

*Ross, K, Lakin, L and McKechnie, J and Baker, J (2015) Teaching secondary science: constructing meaning and developing understanding (4th ed). Abingdon: Routledge.

Sang, D (2011) Teaching secondary physics (2nd ed). Abingdon: Hodder Education.

Institute of Physics reports on gender balance at www.iop.org/education/teacher/ support/girls_physics/reports-and-research/page_63816.html

School Science Review, the journal of the Association of Science Education

www.ase.org.uk

(**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.

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.

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Supplemental Information

Programme Board	Education
Assessment Results (Pass/Fail)	No
Subject Panel	PGDE
Moderator	R Fotheringham
External Examiner	P McMillan
Accreditation Details	General Teaching Council for Scotland
Version Number	1.07

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Assessment: (also refer to Assessment Outcomes Grids below)
Summative assessment will be based on an essay of 6,000 words in three parts: critical discussion of assessment theory in relation to national summative assessment in a subject area of the secondary curriculum; a report of an action research project evaluating the impact of particular teaching and learning or assessment strategies; and reflection on development of professional knowledge and understanding and skills and abilities as a result of completing the action research project. Students will be required to submit an assignment proposal in preparation for undertaking reserach on placement. 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: (also refer to Assessment Outcomes Grids below)

Summative assessment will be based on an essay of 6,000 words in three parts: critical discussion of assessment theory in relation to national summative assessment in a subject area of the secondary curriculum; a report of an action research project evaluating the impact of particular teaching and learning or assessment strategies; and reflection on development of professional knowledge and understanding and skills and abilities as a result of completing the action research project.

Students will be required to submit an assignment proposal in preparation for undertaking reserach on placement.

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 Element	Timetabled Contact Hours
Essay						100	1
Combined Total For All Components						100%	1 hours

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

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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. 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
(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. 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

(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.