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Session: 2022/23

Last modified: 17/06/2022 08:53:58

Title of Module: Upper Primary Work Based Learning

Code: UGED10005 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:Yvonne  White

Summary of Module

This module is designed to extend the knowledge and experience gained from all other placement modules and periods of school experience.  Students will undertake the School Experience – Upper core module and will spend some time in an upper primary classroom.  

This module will help to further prepare students for their school experience placement through in-depth exploration of aspects of curriculum, pedagogy and assessment within the upper stages, as well as facilitating understanding of the schools and learning communities in which students will teach.  There is significant focus on professional responsibilities and transferrable skills.

A variety of strategies to support reduced planning, pupil assessment, recording and reporting, enhanced critical reflection, digital literacy,  learner engagement, differentiation / SfL, partnership working and adult literacy will be explored and the importance of applying the school’s specific policies will be emphasised. To enhance critical reflection, students will be introduced to the concepts of data literacy and data handling in order to make evidence-based professional judgements.

Students will be directed to read and analyse a range of appropriate educational and research literature and be encouraged to engage with wider reading independently. Students will be supported to use what they have learned to critically examine their personal and professional attitudes and beliefs, to challenge, justify, evaluate and inform practice, and to ask critical questions of educational policies.

A written assessment, considering transferable skills, will replace a pass in the practical school based assessment.  Students will be encouraged to liaise directly with library and academic skills staff.

  • • The module will support students towards meeting the GTCS Standard for Provisional Registration. Module inputs will link on-campus learning to specific professional actions. During placement, students will be expected to evidence impact of their professional knowledge, skills and attributes through focused observation and in-depth self-reflection. They will maintain a record of their professional learning and development within the Placement Observation of the Standards (POTS) and Reflection and Evaluation of the Standards (RETS) documentation. The module will support students towards meeting the GTCS Standard for Provisional Registration by working towards the following standards: Being a Teacher in Scotland (1); Professional Responsibilities (2.2); Professional Learning (3.3).

  • In relation to learning for sustainability, students will engage in critical reflection and use enquiring/critical approaches. They will also explore inclusion and social justice.

  • • Through participating in this placement module, students will develop UWS Graduate Attributes and will demonstrate, in particular, that they are critical thinkers, emotionally intelligent, and research-minded. At Level 10, students should also demonstrate that they are autonomous and motivated.

Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

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.

Online with mandatory face-to-face learning on Campus

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. Apply knowledge, skills and understanding in the main concepts and pedagogies underpinning effective teaching in an upper primary setting.

L2. Exercise increased autonomy and initiative by planning, implementing and assessing programmes of learning and progression within First and Second Level, across all areas of the curriculum.

L3. Demonstrate increased awareness of own role, responsibilities and effectiveness when critically reflecting (through the 4 lenses) on teaching and learning.

L4. Work with a wide variety of professionals to further progress understanding of current professional practice in teaching and learning.

L5. Recognise and critically assess the personal development and application of essential employability skills and attributes within the primary school and their transferability to other real work situations.

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 of the defining features and conventions underpinning effective teaching across the primary curriculum.
Understanding a range of core theories, concepts and principles.
Demonstrating detailed knowledge and understanding within an identified specialism.

Practice: Applied Knowledge and Understanding SCQF Level 10.

Using professional skills, techniques, practices and materials associated with effective teaching and learning across the primary curriculum.
Using professional skills, techniques, practices and materials associated with effective teaching and learning within an identified specialism.
Undertaking practitioner research and identifying relevant outcomes.
Adapting routine practices within unpredictable contexts.

Generic Cognitive skills SCQF Level 10.

Identifying, defining, conceptualising, analysing and finding original or creative solutions to professional issues.

Communication, ICT and Numeracy Skills SCQF Level 10.

Using a wide range of skills associated with effective teaching and learning across the primary curriculum.
Handling data in order to make evidence-based professional judgements.
Communicating with peers, colleagues and partners on a professional level.
Using a range of ICT applications to support and enhance teaching and learning.

Autonomy, Accountability and Working with others SCQF Level 10.

Exercising autonomy and initiative in a wide range of professional activities.
Demonstrating managerial responsibilities in relation to staff and resources.
Working effectively under guidance of qualified practitioners to understand current professional practice and bring about change.
Dealing with complex ethical and professional issues in accordance with current professional and/or ethical codes of practice and in accordance with the needs of schools and wider communities.
Critically assessing personal development and application of essential employability skills and their transferability to other real work situations.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Other:All BA (Hons) Education modules
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
In all modules on the BA Education programme, 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 collaborative working, problem-based learning, real-world tasks, research based learning, placement based learning, enquiry-based learning, micro teaching, student presentations, online tutor/student-led discussions and play/games. All learning activities are aligned to relevant aspects of the professional standards. Additional activities support reflection on transferrable skills and career planning/progression. 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 flexibility with planned activities and reading materials based on consideration of career planning.
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 Delivery0
Tutorial/Synchronous Support Activity40
Independent Study60
Work Based Learning/Placement 300
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:

Burnett, C. and Cremin, T. (2018) Learning to teach in the primary school (4th ed). London: Routledge.

Brookfield, S (2017) Becoming a critically reflective teacher (2nd ed). San Francisco: Jossey Bass.

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

Dearybury, J. and Jones, J. (2020) The Playful Classroom. San Francisco: Jossey Bass.

Medwell, J and Simpson, F (2008) Successful teaching placement in Scotland. Exeter: Learning Matters.

Pollard, A (2008) Reflective teaching: evidence-informed professional practice. London: Continuum.

Scottish Government (2008) Curriculum for Excellence: building the curriculum 3: a framework for learning and teaching. Edinburgh: Scottish Government.

Scottish Government (2008) Curriculum for Excellence: building the curriculum 4: skills for learning, skills for life and skills for work. Edinburgh: Scottish Government.

Scottish Government (2011) Curriculum for Excellence: building the curriculum 5: a framework for assessment. Edinburgh: Scottish Government.

Students are expected to select reading material liked to employment skills and opportunities. This will be supported by central university staff.

(**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.

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Supplemental Information

Programme BoardEducation
Assessment Results (Pass/Fail) Yes
Subject PanelEducation
ModeratorL Nisbet
External ExaminerL Craig
Accreditation DetailsGeneral Teaching Council for Scotland
Version Number


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Assessment: (also refer to Assessment Outcomes Grids below)
Summative Assessment: An essay of 3000 words, in which the student will critically assess the personal development and application of essential employability skills and attributes within the primary school and their transferability to other real work situations.
(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

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

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  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:

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.