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Session: 2022/23
Last modified: 31/03/2022 16:53:26
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Title of Module: School & Professional Studies (L9) |
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Code: EDUC09048 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 40 |
ECTS: 20
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | L
Barrett |
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| Summary of Module |
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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 leaders of learning within their classrooms. 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.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-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.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate knowledge of the scope and defining features of key educational issues and a critical understanding of the associated principles, concepts and terminology.
L2.
Identify and analyse professional problems and issues.
L3.
Undertake critical analysis, evaluation and synthesis of ideas, concepts, information and issues in educational contexts.
L4.
Justify a personal stance on educational issues by drawing on a range of sources.
L5.
Construct coherent arguments about educational issues and professional practices. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 9.
Understanding the scope and defining features of current educational issues
Understanding critically the principles and principal theories, concepts and terminology of leadership of learning, curriculum design, contexts for learning and cross-curricular links.
Demonstrating knowledge of current educational issues and effective approaches to leading learning that is informed by forefront developments.
Demonstrating knowledge of how to access and apply relevant findings from educational research. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Considering how to use skills, practices and materials which are specialised or advanced in a variety of settings, environments and circumstances.
Considering how to practise in a range of professional contexts, which include a degree of unpredictability. |
| Generic Cognitive skills |
SCQF Level 9.
Undertaking critical analysis, evaluation and/or synthesis of ideas, concepts, information and issues in educational contexts.
Identifying and analysing professional problems and issues.
Drawing on a range of sources in making judgements about educational issues. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
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 and university staff.
Constructing coherent arguments about educational matters and professional practices. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Exercising autonomy and initiative in some activities at a professional level in educational contexts.
Working under guidance with specialist practitioners.
Developing awareness of own and others’ roles and responsibilities in educational contexts. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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| In order to enable students from the BSc (Hons) Chemistry with Education, BSc (Hons) Physics with Education, BSc (Hons) Mathematics with Education, PGDE (Primary) and PGDE (Secondary) programmes to benefit from working together, the module will be delivered through a blended approach using the VLE and some face-to-face lectures, tutorials and workshops. Within the VLE, students will make use of e-learning methods such as remotely accessing set and extension readings and other course materials, and online synchronous and asynchronous communication with peers, and supported by tutors, to address problem-based learning tasks. Lectures, tutorials and workshops will employ a range of learning and teaching methodologies including exposition, discussion, group work, problem-based learning and student presentations to develop student learning. Students will undertake a two-week observation placement at the end of the module in order to establish links between theory and practice before progressing to Level 10. 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. |
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 Delivery | 16 |
| Tutorial/Synchronous Support Activity | 16 |
| Asynchronous Class Activity | 40 |
| Work Based Learning/Placement | 70 |
| Independent Study | 258 |
| 400
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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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.education.gov.scot
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.
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.
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.
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(**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)
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| Engagement Requirements |
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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/
In accordance with module and programme handbooks, any student whose attendance has fallen below the 80% 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. |
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Education |
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| Moderator | E Wotherspoon |
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| External Examiner | P McMillan |
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| Accreditation Details | General Teaching Council for Scotland |
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| Version Number | 1.04 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Summative assessment will comprise two components.
A presentation, worth 30% of the final mark. |
An essay of 4,000 words, worth 70% of the final mark. Both components will require critical discussion of key educational issues featured in the module and their implications for teaching and learning. The presentation will serve a formative purpose in enabling students to receive feedback on their demonstrated understanding of a key educational issue and its implications for teaching and learning before exploring other issues and implications in the essay.
In both components, students will be expected to construct coherent arguments which demonstrate understanding of the scope and defining features of educational issues and the associated principles, concepts and terminology; identify and critically analyse problems in professional practice arising from the issues; justify a personal stance by drawing on set readings and other relevant sources.
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.)
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Assessment Outcome Grids (Footnote A.)
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.
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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.
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| Equality and Diversity |
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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 |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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