Page Navigation

Module Descriptors

This page displays the selected Module Descriptor.

Printer friendly version Printer friendly version

Session: 2022/23

Last modified: 17/06/2022 07:53:23

Title of Module: Professional English and Maths

Code: UGED08008 SCQF Level: 8
(Scottish Credit and Qualifications Framework)
Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Education & Social Sciences
Module Co-ordinator:Y  White

Summary of Module
  • This module is a core element of level 8 of the B.A. Education Programme.  The module will help to prepare students for their school experience placement by exploring generic aspects of curriculum, pedagogy and assessment, as well as facilitating understanding of the schools and learning communities in which students will teach and their professional responsibilities within them.
  • Students will undertake a block placement in school.
  • Students will know and understand the content of the curriculum in relation to literacy, numeracy and health and wellbeing, and the methods and underlying theories for effective teaching of these cross curricular priorities.  There will also be a focus on learning out-with the classroom.
  • A variety of strategies to support productive communication, encourage effective questioning, build relationships with learners, promote positive behaviour and celebrate success will be explored and the importance of applying the school’s specific policies will be emphasised.
  • Students will develop knowledge and understanding of the principles of assessment.


  • Students will be directed to read and analyse a range of appropriate educational and research literature. They will be encouraged to engage with wider reading independently. Students will be supported to use what they have learned to examine their personal attitudes, beliefs and professional practice.

  • 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); Curriculum and Pedagogy (2.1); Professional Responsibilities (2.2); Curriculum and Pedagogy (3.1); The Learning Context (3.2); 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. Placement opportunities will help students to develop action competence.

  • Through participating in this placement module, students will develop UWS Graduate Attributes and will demonstrate, in particular, that they are critical thinkers, emotionally intelligent, incisive, ambitious and research-minded. At level 8, students should also demonstrate that they are creative.

Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
check mark

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:


check mark






Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1


Term 2check markTerm 3


[Top of Page]

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 of Literacy/English and Numeracy/Mathematics.

L2. Exercise autonomy and initiative by planning, implementing and assessing individual lessons in the context of Literacy/English, Numeracy/Mathematics and IDL.

L3. Demonstrate awareness of own role, responsibilities and effectiveness when critically reflecting on teaching and learning.

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

L5. Apply knowledge, skills and understanding in the main concepts and pedagogies underpinning effective teaching of Health & Wellbeing and Arts.

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 8.

Demonstrating knowledge of the defining features underpinning effective teaching and learning of Literacy/English and Numeracy/Mathematics within the primary curriculum.

Understanding a range of core theories, concepts and principles.

Understanding research and academic processes.

Practice: Applied Knowledge and Understanding SCQF Level 8.

Using professional skills, techniques, practices and materials associated with effective teaching and learning of Literacy/English and Numeracy/Mathematics within the primary curriculum.

Adapting routine practices within accepted standards.

Generic Cognitive skills SCQF Level 8.

Undertaking critical analysis, evaluation and synthesis of ideas, concepts, information and issues within the primary curriculum.
Using a range of approaches to critically evaluate educational issues.

Communication, ICT and Numeracy Skills SCQF Level 8.

Using a wide range of specialist skills associated with effective teaching and learning of Literacy/English and Numeracy/Mathematics within the primary curriculum.
Communicating effectively, using a variety of media including digital technologies, to promote positive relationships, and to support pupils and achieve the objectives of lessons.
Communicating effectively with peers, children, staff and others in school.
Engaging in professional dialogue with peers, university staff and school colleagues.

Autonomy, Accountability and Working with others SCQF Level 8.

Exercising autonomy and initiative in professional activities, including planning and managing resources.
Working effectively under guidance of qualified practitioners to understand current professional practice.
Demonstrating an awareness of own and others’ roles, responsibilities and contributions.
Dealing with complex ethical and professional issues in accordance with the needs of schools and wider communities.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Situated Communication
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

[Top of Page]

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, real-world tasks, placement based learning, micro teaching, student presentations, tutor/student-led discussions and play/games. 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, and critical thinking. Learning activities, assessment and feedback, where appropriate, provide students with choice, such as selecting themes for planning and microteaching, membership of collaborative groups and selecting various products to evidence learning.
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 Activity48
Independent Study27
Asynchronous Class Activity25
Practice Based Learning100
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:

Arthur, J., Cremin, T. (2014) Learning to Teach in the Primary School (3rd edition). London: Routledge.

Browne, A. (2007). Teaching and Learning Communication, Language and Literacy. London: Paul Chapman.

Cremin, T. (2009) Teaching English creatively. London: Routledge.

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

Haylock, D. and Manning, R. (2019) Mathematics Explained for Primary Teachers 6th Edition. London: Sage Publications

Haylock, D. (2019) Student Workbook for Mathematics Explained for Primary Teachers. London: Sage Publications

Kyriacou, C. (2009). Effective Teaching in Schools: Theory and Practice (3rd edition). Cheltenham: Stanley Thornes.

Scottish Government (2009) Curriculum for Excellence; Outcomes and Experiences. Available at

Scottish Government (2009) Curriculum for Excellence; Mathematics: Principles and Practice. Available at

Brookfield, S. (2017) Becoming a Critically Reflective Teachetr. San Francisco: Jossey-Bass

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

(**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.

[Top of Page]

Supplemental Information

Programme BoardEducation
Assessment Results (Pass/Fail) Yes
Subject PanelEducation
ModeratorR Fotheringham
External ExaminerL Waddell
Accreditation DetailsGeneral Teaching Council Scotland. Contact School for current details.
Version Number


[Top of Page]

Assessment: (also refer to Assessment Outcomes Grids below)
Assessment of the module is on a pass/fail basis, dependent upon satisfactory or unsatisfactory performance in school. In addition to written feedback, students will receive Satisfactory or Unsatisfactory grades for benchmark areas of the Standard for Provisional Registration, as appropriate to the experiences of placement or professional learning.
(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
Performance/ Studio work/ Placement/ WBL/ WRL assessmentcheck 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

[Top of Page]

  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

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.