Page Navigation

Module Descriptors

This page displays the selected Module Descriptor.

Printer friendly version Printer friendly version

Session: 2022/23

Last modified: 27/10/2022 14:55:37

Title of Module: PGDE (P) School Experience

Code: EDUC10028 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:J  Ellis

Summary of Module

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)

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


check mark




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

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.

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.

Practice: Applied Knowledge and Understanding SCQF Level 10.

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.

Generic Cognitive skills SCQF Level 10.

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.

Communication, ICT and Numeracy Skills SCQF Level 10.

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.

Autonomy, Accountability and Working with others SCQF Level 10.

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.

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

* Indicates that module descriptor is not published.

[Top of Page]

Learning and Teaching
In all modules on the PGDE Primary 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, placement based learning, enquiry-based learning, micro teaching, and student presentations. 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, digital skills, creativity and critical thinking. Learning activities, assessment and feedback, where appropriate, provide students with choice, such as curricular areas/topics on which to plan lessons; pedagogies employed during micro-teaching tasks.
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 Delivery48
Tutorial/Synchronous Support Activity48
Work Based Learning/Placement 304
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:

Curriculum for Excellence documentation and support materials at

Arthur, J. & Cremin, T. (2018) Learning to Teach in the Primary School. 4th edition. London: Routledge

Bryce, T.G.K., Humes, W.M., Gillies, D., Kennedy, A. (2018) Scottish Education 5th edition. Edinburgh: Edinburgh University Press.

Pollard, A (2018) Reflective teaching: evidence-informed professional practice 5th edition. London: Continuum.

Scottish Government. (2016) National Improvement Framework for Scottish Education. Edinburgh: Scottish Government.

(**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 PanelPGDE
ModeratorE Wotherspoon
External ExaminerL Stewart
Accreditation DetailsGeneral Teaching Council for Scotland
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, measured against the Standards for Provisional Registration (GTCS, 2021). University tutors and school-based student supporters jointly assess students. This comprises 100% of the assessment of the module.

(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
Performance/ Studio work/ Placement/ WBL/ WRL assessmentcheck markcheck markcheck markcheck mark1004
Combined Total For All Components100% 4 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.