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Module Descriptors

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Session: 2022/23

Last modified: 21/06/2022 10:15:36

Title of Module: Pedagogy and Practice 2

Code: UGED09011 SCQF Level: 9
(Scottish Credit and Qualifications Framework)		 Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Education & Social Sciences
Module Co-ordinator:S  Wylie

Summary of Module

This module is a core element of Level 9 of the BA (Hons) Education and is designed to enable participants to develop personal and applied knowledge and understanding. 

The module will further develop students’ personal knowledge, understanding, practice and skills in the expressive arts, languages, and religious and moral education curriculum.  There will be reference to current curricular guidelines, with particular emphasis on pedagogical approaches including group teaching and differentiation. There are five educational themes that will permeate the module, and these are: Innovation; Creativity and Enterprise; Global Citizenship; Affective Learning; Critical Pedagogy, Visible Learning and Collaborative Learning.

The development of skills in planning for teaching and learning will demonstrate an ability to synthesise the key elements of the module.

 

  • The module will support students towards meeting the GTCS Standard for Provisional Registration by working towards the following standards: Integrity (1.2); Trust and Respect (1.3); Have knowledge and understanding of the nature of the curriculum and its development (2.1.1); Have knowledge and understanding of the relevant area(s) of pre-school, primary or secondary curriculum (2.1.2); Have knowledge and understanding of planning coherent and progressive teaching programmes (2.1.3); Have knowledge and understanding of contexts for learning to fulfil their responsibilities in literacy, numeracy, health and wellbeing and interdisciplinary learning (2.1.4); Have knowledge and understanding of relevant educational principles and pedagogical theories to inform professional practices (2.3.1); Have knowledge and understanding of the importance of research and engagement in professional enquiry (2.3.2); Communicate effectively and interact productively with learners, individually and collectively (3.1.2); Employ a range of teaching strategies and resources to meet the needs and abilities of learners (3.1.3); Have high expectations of all learners (3.1.4); Develop positive relationships and positive behaviour strategies (3.2.2); Use assessment, recording and reporting as an integral part of the teaching process to support and enhance learning (3.3.1); Read and critically engage with professional literature, educational research and policy (3.4.1); Engage in reflective practice to develop and advance career-long professional learning and expertise.

  • In relation to learning for sustainability, students will develop the concept of what makes a good life, capacity to deal with uncertainty or incomplete information, connections to other disciplines, critical reflection, inclusion and social justice and global citizenship.

  • Through participating in the module, students will develop UWS Graduate Attributes and will demonstrate, in particular, that they are inquiring, transformational, culturally aware, daring, innovative, enterprising, resilient, collaborative, socially responsible and imaginative. They will also explore elements of leadership and have opportunities to solve problems.


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 1

 

Term 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 a broad knowledge and critical understanding of the scope, defining features and main areas of the curriculum in expressive arts, languages, and religious and moral education.

L2. Reflect critically on the theoretical and pedagogical components of the course.

L3. Construct integrated learning activities linking these curriculum areas with consideration of the pedagogical issues and to evaluate the value of such learning experiences.

L4. Apply the knowledge, understanding and skills to a suitable standard for accreditation at an advanced level by an appropriate body.

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 9.

Demonstrate specialist knowledge of languages, expressive arts, and religious and moral education relevant to the primary curriculum.
Develop a critical understanding and knowledge of its main areas and boundaries.

Practice: Applied Knowledge and Understanding SCQF Level 9.

Apply knowledge, skills and understanding to planning for teaching and learning in the primary classroom. To practise in a range of professional level contexts that includes a degree of unpredictability.

Generic Cognitive skills SCQF Level 9.

Critically analyse, evaluate and synthesise the key ideas, concepts and theories addressed in the module. Identify and analyse routine professional problems and issues.

Communication, ICT and Numeracy Skills SCQF Level 9.

Present planned teaching and learning in a suitable format that conveys all the required information appropriately. Present or convey, formally and informally, information on standard/mainstream topics in the subject/discipline/sector to a range of audiences.

Autonomy, Accountability and Working with others SCQF Level 9.

Exercise autonomy and initiative in the planning process. Work, under guidance, with specialist practitioners. Seeking guidance where appropriate, manage ethical and professional issues in accordance with current professional and/or ethical codes or practices.

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
Lectures, tutorials, workshops and use of the Moodle VLE, employing a range of learning and teaching methodologies including exposition, whole-class discussion, paired and group work, problem-based learning, science experiments, student presentations, and resources such as subject-specific equipment, interactive whiteboards, laptops and the outdoors, will be used, as appropriate, to develop student learning and prepare them for periods of school experience.
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)
Laboratory/Practical Demonstration/Workshop40
Independent Study160
200 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:

Expressive Arts

Burnard, P (2017) Building interdisciplinary and intercultural bridges: where practice meets research and theory. https://www.repository.cam.ac.uk/handle/1810/266165

Ingold, T (2016) Lines. London: Routledge.

Hickey, I and Robson, D (2013) The Leonardo effect: motivating children to achieve through interdisciplinary learning. London: Routledge.

The International Society for Education Through Art (InSEA) http://insea.org/

The Rhode Island School of Design STEAM initiative http://stemtosteam.org


Religious and Moral Education

Boyett, J (2017) 12 Major World Religions: The Beliefs, Rituals, and Traditions of Humanity's Most Influential Faiths
Boweker, D (2006) World religions: the great faiths explored and explained. London: Dorling Kindersley.

Webster, M (2010) Creative approaches to teaching primary RE. Essex: Pearson.


Languages
Driscoll, P (2013) Debates in modern languages education. London: Routledge.

Hunton, J (2015) Fun learning activities for modern foreign languages: a complete toolkit for ensuring engagement, progress and achievement. Carmarthen: Crown House Publishing.


Kirsch, C (2008) Teaching foreign languages in the primary school. London: Bloomsbury.

Maynard, S (2011) Teaching foreign languages in the primary school. London: Routledge.

Smith, S and Conti, G (2016) The language teacher toolkit. CreateSpace Independent Publishing Platform.

Smith, S (2017) Becoming an outstanding languages teacher. London: Routledge.

National Framework for Languages (Initial Teacher Education) [Online] Available at http://www.nffl.education.ed.ac.uk/

Tobutt, K (2017) Teaching Languages in the Primary School,

(**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.


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

For the purposes of this module, academic engagement equates to the following:
All fulltime students (part-time and distant learning students should check with their programme leader for any queries) 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 75% 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 BoardEducation
Assessment Results (Pass/Fail) No
Subject PanelEducation
ModeratorAndrew Killen
External ExaminerL Waddell
Accreditation DetailsGeneral Teaching Council for Scotland
Version Number

1.01

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Assessment: (also refer to Assessment Outcomes Grids below)
Written assignment –
3000-word essay covering each area of the curriculum (expressive arts, languages, and religious and moral education).

Module handbook, 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) Weighting (%) of Assessment ElementTimetabled Contact Hours
Essaycheck 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 the VLE, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distant learning students should check with their programme leader for any queries). 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)

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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