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 Printer friendly version

Session: 2022/23

Last modified: 21/06/2022 17:36:09

Title of Module: PGDE School & Professional Studies

Code: EDUC10032 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 enable students to develop a thorough understanding of the Scottish education system and to engage critically with complex issues arising from recent national policy in relation to early learning, primary and secondary education. It will prepare students to take up roles as teacher leaders within their classrooms and within the wider school community.  In doing so, it asks students to critically engage with key leadership concepts and educational policies that are understood to inform and shape the way that leadership happens in schools.

The module will enable students to develop a critical understanding of socially just and inclusive education. An understanding of relevant legislation and guidance such as GIRFEC will be encouraged. Educational issues arising from diversity relating to disability, gender and gender identity, race, ethnicity, religion and belief and sexual orientation will be explored. The importance of learning for sustainability and engaging learners in real world issues to enhance learning experiences and outcomes will be emphasised through the exploration of sustainable development, local and global citizenship, and career education and enterprise. Students will explore how to develop realistic and coherent interdisciplinary contexts for learning and opportunities to take learning out of the classroom. Students will explore the teacher’s role as leader of learning and in leadership for school improvement.


Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
check mark

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:

 

check mark

 

check mark

 

 

 

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

 

[Top of Page]


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 teacher leadership and key educational issues and a critical understanding of the principal theories, concepts and principles.

L2. Undertake critical analysis, evaluation and synthesis of ideas, concepts, information and issues in educational contexts.

L3. Justify a personal stance on educational issues by referring to appropriate evidence from a range of sources.

L4. Adopt an enquiring approach to professional practice, demonstrating some originality and creativity in relation to teacher leadership in educational contexts.

L5. Construct and sustain reasoned and coherent arguments about teacher leadership and educational issues.

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.

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

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

Understanding current educational issues and effective approaches to leading 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.

Understanding critically the requirements of the Standard for Provisional Registration.

Practice: Applied Knowledge and Understanding SCQF Level 10.

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

Practising in a range of professional contexts, which include a degree of unpredictability and specialism.

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 relation to teacher leadership in educational contexts.

Communication, ICT and Numeracy Skills SCQF Level 10.

Communicating effectively, using a variety of media including digital technologies, with peers and univeristy 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 education.

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

* Indicates that module descriptor is not published.

[Top of Page]


Learning and Teaching

In all modules on the PGDE programmes, 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 research-based learning, real-world tasks, collaborative working and online tutor/student-led discussions. 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 optional extension tasks and topics for the assignment.
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 Delivery36
Tutorial/Synchronous Support Activity36
Asynchronous Class Activity24
Independent Study304
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 at www.educationscotland.gov.uk


Black-Hawkins, C, Florian, L and Rouse, M (2017) Achievement and inclusion in schools (2nd ed). Abingdon: Routledge.

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

Christie, B and Higgins, P (2020) The educational outcomes of learning for sustainability: a brief review of literature. Edinburgh: Scottish Government. https://www.gov.scot/publications/educational-outcomes-learning-sustainability-brief-review-literature/pages/13/

Cowan, P and Maitles, H (2012) Teaching controversial issues in the classroom. London: Continuum.

Cowan, P and Maitles, H (2016) Understanding and teaching Holocaust education. London: Sage.

Davies, B (2011) Leading the strategically focused school: success and sustainability. London: Sage. [Online]

Forde, C, McMahon, M, McPhee, A and Patrick, F (2011) Professional development, reflection and enquiry. London: Sage.

Harris, A (ed) (2009) Distributed leadership: different perspectives. Dordrecht: Springer.

Hunzicker, J (2017) From teacher to teacher leader: a conceptual model, International Journal of Teacher Leadership, vol. 8(2), pp. 20-46.

Northhouse, P G (2009) Introduction to leadership: concepts and practices. London: Sage.

Northhouse, P G (2016) Leadership: theory and practice. London: Sage.

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

British Educational Research Journal, journal of the British Educational Research Association

Educational Management Administration & Leadership

Management in Education: The Journal of Professional Practice

School Leadership and Management

Scottish Educational Review at www.ser.stir.ac.uk


National Framework for Inclusion at www.frameworkforinclusion.org

Access to internet - as module delivery is blended, students must have access to an internet-connected computer to access the VLE.

(**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: 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 BoardEducation
Assessment Results (Pass/Fail) No
Subject PanelPGDE
ModeratorJ Ellis
External ExaminerL Stewart
Accreditation DetailsGeneral Teaching Council for Scotland
Version Number

1.05

[Top of Page]


Assessment: (also refer to Assessment Outcomes Grids below)
Summative assessment will be based on an essay of 6,000 words, worth 100% of the final mark, offering critical discussion of teacher leadership in relation to key educational issues featured in the module. Students will be expected to demonstrate understanding of underpinning theories and concepts; justify a personal stance by referring to appropriate evidence from a range of set readings and other relevant sources; and demonstrate some originality and creativity in relation to teacher leadership in educational contexts.

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 educational issues.

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
Essaycheck markcheck markcheck markcheck markcheck mark1000
Combined Total For All Components100% 0 hours

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

[Top of Page]

Note(s):
  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. 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.

Copyright & Privacy | FOI | Accessibility