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Module Descriptors

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Session: 2022/23

Last modified: 21/06/2022 17:36:55

Title of Module: PGDE School & Professional Studies (L11)

Code: EDUC11090 SCQF Level: 11
(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
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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:

 

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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. Demonstrate knowledge that covers and integrates most, if not all, of the main areas, features, boundaries, terminology and conventions of teacher leadership and key educational issues and a critical understanding of a range of specialist theories, concepts and principles.

L2. Apply critical analysis, evaluation and synthesis to issues that are informed by forefront developments in educational contexts.

L3. Justify a personal stance on complex educational issues by referring to appropriate evidence from a range of sources, including policy documentation and academic research publications.

L4. Adopt an enquiring approach to professional practice and develop original and creative responses in relation to teacher leadership in educational contexts.

L5. Construct and sustain reasoned and coherent arguments about teacher leadership and complex educational issues informed by forefront developments.

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 11.

Demonstrating knowledge that covers and integrates most, if not all, of the main areas, features, boundaries, terminology and conventions of education.

Understanding critically a range of specialised theories, concepts and principles of teacher leadership, curriculum design, contexts for learning and cross-curricular links.

Demonstrating extensive, detailed and critical understanding of developments at the forefront of teacher leadership of learning.

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

Demonstrating critical understanding of the requirements of the Standard for Provisional Registration.

Practice: Applied Knowledge and Understanding SCQF Level 11.

Using a range of specialised skills, techniques, practices and materials that are informed by forefront developments in classroom practice in a variety of settings, environments and circumstances.

Practising in a wide and often unpredictable variety of professional level contexts.

Applying a range of standard and specialised techniques of professional enquiry.

Generic Cognitive skills SCQF Level 11.

Applying critical analysis, evaluation and synthesis to issues that are informed by forefront developments in educational contexts.

Justifying a personal stance on complex educational issues by referring to appropriate evidence from a range of sources, including policy documentation and academic research publications.

Critically reviewing, consolidating and extending knowledge, skills, practices and thinking, and recording personal professional learning and development.

Adopting an enquiring approach to professional practice and developing original and creative responses to teacher leadership in educational contexts.

Communication, ICT and Numeracy Skills SCQF Level 11.

Communicating effectively, using advanced and specialised skills in a wide variety of media including digital technologies, with peers and univeristy staff.

Communicating and reporting effectively, both orally and in writing, to a range of audiences including peers and university staff.

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

Constructing and sustaining reasoned and coherent arguments about complex educational issues and professional practices informed by forefront developments.

Autonomy, Accountability and Working with others SCQF Level 11.

Exercising substantial autonomy and initiative in professional activities.

Taking responsibility for own work and demonstrating initiative in making an identifiable contribution to 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.

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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 topics for the assignment. Choosing to undertake this module rather than the L10 version is a choice which is open to students.
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.

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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

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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, discussing critically and in depth teacher leadership in relation to key educational issues at the forefront of developments in Scottish education. Students will be expected to demonstrate thorough understanding of the complexity of teacher leadership of educational issues and the underpinning theories and concepts; justify a personal stance by referring to appropriate evidence from a range of sources, including policy documentation and academic research publications; and present original and creative responses 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

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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 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.

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