Module Descriptors

This module complements The Primary Curriculum module in preparing students for their school experience placements and for a career in teaching.

Students develop an understanding of the sector and schools in which they work, and acquire knowledge of the teacher’s contractual, pastoral and legal responsibilities in relation to learners. The module develops students' understanding of connections between different curricular areas, stages and sectors, and enables them to consider how to plan for effective teaching and learning across different contexts and experiences.

Students learn how to work co-operatively with school colleagues, parents and partner agencies to promote learning and wellbeing and remove barriers to learning from classroom practice.

Students consider how to provide a safe and secure, well organised learning environment and explore a variety of strategies to build relationships with learners, promote positive behaviour and celebrate success.

Students develop understanding of the principles of assessment (formative and summative), how to record assessments appropriately, use assessment information to review progress, inform and enhance teaching and learning, identify strengths and development needs, and produce clear, informed and sensitive reports of assessment.

Through participating in this placement module, students work towards attaining all professional standards as outlined by GTCS in the Standards for Provisional Registration (2021). They also develop UWS Graduate Attributes and demonstrate, in particular, that they are critical thinkers, emotionally intelligent, incisive, ambitious, and research-minded.  

The module supports students towards meeting the GTCs Standard for Provisional Registtration (2021)

On successful completion of this module the student will be able to:

L1. Demonstrate the values, knowledge and understanding, and skills and abilities in the Standards for Provisional Registration.

L2. Collaborate with fellow professionals.

L3. Exercise autonomy and initiative in professional activities.

L4. Reflect on professional learning and development, culminating in a clear indication of intended future action.

Understanding critically the principles and evolving theories of curriculum design, contexts for learning and cross-curricular links.

Understanding in detail the primary curriculum, current educational issues and effective approaches to teaching and learning.

Understanding the ways in which teaching and learning are developed, including a range of established techniques of professional enquiry.

Demonstrating knowledge of how to access and apply relevant findings from educational research.

Designing, delivering and assessing effective, appropriate and stimulating programmes of work across all areas encompassed by Curriculum for Excellence and suitable for children at all stages of pre-school and primary education.

Using skills, practices and materials which are specialised, advanced or at the forefront of classroom practice in a variety of settings, environments and circumstances.

Executing a defined project of action research related to teaching and learning in a chosen subject area of primary education.

Practising in a range of professional contexts, which include a degree of unpredictability and specialism, and maintaining a safe, caring and purposeful learning environment within these contexts.

Understanding and applying the principles of assessment, recording and reporting and using the results of assessment to evaluate and improve teaching, and to improve standards of attainment across the curriculum.

Undertaking critical analysis, evaluation and synthesis of ideas, concepts, information and issues in educational contexts.

Justifying a personal stance on educational issues by referring to appropriate evidence from a range of sources.

Reflecting on and acting to improve the effectiveness of their own practice and contributing to the processes of curriculum development, school development planning and meeting the educational needs of school communities.

Adopting an enquiring approach to professional practice, demonstrating some originality and creativity in finding solutions to professional issues.

Maintaining a record of personal professional learning and development.

Communicating effectively, using a variety of media including digital technologies, to promote and develop positive relationships, and to stimulate pupils and achieve the objectives of lessons.

Communicating effectively with peers, children, staff and others in school.

Communicating and reporting effectively, both orally and in writing.

Engaging in professional dialogue with peers, university staff and school colleagues.

Constructing and sustaining reasoned and coherent arguments about educational matters and professional practices.

Exercising autonomy and initiative in professional activities.

Working effectively under guidance in a peer relationship with qualified practitioners and other agencies and individuals.

Working with others and, at times, taking a leading role in bringing about change, development and new thinking relating to an aspect of primary education.

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.

Demonstrating achievement of all aspects of the Standard for Provisional Registration.

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.

1.08

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.