Module Descriptors

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.

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.

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.

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.

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

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.

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.

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

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.

1.02

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.