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MEd.– Module Catalogue 2019-20

MEd. Module Catalogue2019-20

27th June, 2019


The following modules are offered either standalone or in pairs or groups of three. Please check details carefully as some modules have pre-requisites attached to them. Enrolment should be on a module by module basis.

Please also note that all modules are subject to change.


Semester 1 1X3971 Literacy for Subject Disciplines in School 2X9722 Health & Wellbeing: Policy Practice & Pedagogy 3X9743 Understanding Inclusive Education 5X3943 Action Research to Effect Change for Bilingual Leaners 6X3832 Conceptions of Leadership 7X9799 Supporting Professional Learning in the Workplace 8X3902 Introduction to Philosophy and Philosophical Practice 10X3900 Technology Enhanced Learning: Theory and Practice 11X9650 Widening Participation from School to Higher Education 12X3833 Research Methodologies and Reasoning 14X3815 Dissertation 16

The Independent Modules are available in Semesters 1, 2 and 3X3927 Independent Study 1 (20 credits) 18X3929 Independent Study 3 (40 credits) 19X3953 Independent Study 4 (10 credits) 20

Semester 2 21X3986 Environment for Learning Literacy, Language & Literature 22X3830 Leadership for Learning 23X9644 Child-centred and Child-Focused Approaches to Practitioner Research 25X3969 Learning for Sustainability 27X9744 Providing Effective Educational Support 29X3941 Theories and Policies in 2nd Language Acquisition and Bilingualism 31X9797 How Teachers Learn 33X3901 Philosophy with Children: Theory 34X3955 Curriculum Innovation with Technology: Designing for Context 35

Semester 3 36X3820 Leadership for Equity, Inclusion and Social Justice 37X9701 Inclusive Pedagogy 39X3992 Developing Effective Practice in Youth Health Promotion 41X3814 Policy and Practice: Early Career Development 42X3942 Practice and Policies in Supporting Bilingual Learners 43X9798 Contemporary Contexts for Teacher Learning and Teachers' Work 44X3903 Philosophy with Children: Facilitation 45

Interim Awards 46Postgraduate Certificate - Educational Leadership 47

Postgraduate Certificate - Philosophy with Children 53

Postgraduate Certificate - Supporting Teacher Learning 57

Postgraduate Certificate – Bilingual Learnings 62

Postgraduate Certificate – Inclusive Education 67

Postgraduate Certificate – Health & Wellbeing 72


Semester 1

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Semester 1

Module Code: X3971Module Title: Literacy for Subject Disciplines in School

Module Leader: Sue Ellis

Mode of Delivery: On campus

Day classes are taught: Thursday

Time classes start: Start Date: September

End Date: November

Assignment hand-in-date: November

Date marks returned to Students: January

DescriptionThis module aims to provide an opportunity for secondary subject teachers to deepen their knowledge and understanding of the literacy demands of their own particular subject discipline. You will also explore the research evidence on teaching techniques that can help pupils read, write and think in subject-appropriate ways. The module should help you to develop an explicit knowledge of the common text-types and syntax your pupils must learn.

You will explore the research on effective ways to teach these, how they help pupils recall subject content knowledge, and the research on what works in vocabulary and comprehension teaching for subject disciplines.

The module is assessed by a written assignment, in which you will reflect on the theoretical and practical implications for a particular subject in a particular school context. For anyone who is not in a position to do this, an alternative assignment will be arranged.

Assessment1,500 word reflective report plus 6 minute presentation.

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Semester 1

Module Code: X9722 Module Title: Health & Wellbeing: Policy Practice & Pedagogy

Module Leader: Monica Porciani


Day classes are taught: Time classes start: Start Date: September

End Date: December

Assignment hand-in-date: December


Note: X9722 is a standalone module. See page 46 for Interim Award.

DescriptionThis module runs from September – December and is planned over five Tuesday evenings and two Saturdays. One session is designed for student presentations, which is a requirement for assessment of this module. Assessment for the module is completed by the end of January.

In response to the policy framework and in line with the recommendations in the Donaldson Report and the McCormac Review, this class is positioned to support practitioners’ understanding on equality, diversity and health and to develop effective practice to support the wellbeing of children and young people. The overarching aim is to develop a greater understanding of the practice and principles of health improvement and develop a critical approach to health promotion theory, principles and current issues.

In this module students will be offered opportunities to:

Demonstrate a critical understanding of health concepts and health promotion theory, principles and current issues

Extend knowledge, skills, approaches and practices in relation to embedding health and wellbeing across the curriculum

Communication and presentation skills: write clearly and concisely for a range of contexts and use effective presentation and information sharing techniques

Critically reflect on the student's own practice in relation to developing, reinforcing and extending learning in health and wellbeing for children

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AssessmentThis module will be assessed in two parts:

Part One : critique of a health theme or topicWrite a critical discussion and analysis of an appropriate health theme or topic in relation to current legislation, policy or research (max 2,000 words)

Part Two: presentation of a case study/theme from your critiqueThe second stage will require course members to develop and present an individual case study based on the findings discussed in the critique.

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Semester 1

Module Code: X9743 Module Title: Understanding Inclusive Education

Module Leader: Sharon Jessop


Day classes are taught: Tuesday and Saturday

Time classes start: Tuesday night 5.30-8.30 – Saturday 10.00-3.00

Start Date: September

End Date: December

Assignment hand-in-date: Date marks returned to Students:


DescriptionThis module is designed for qualified practitioners. The module is at postgraduate masters level and so make considerable demands on those studying them. The demands are academic in nature e.g. reading, thinking and report writing, but also professional e.g. reflection on practice, professional activity and action research.

This module focuses on the changing field of inclusive education/educational support. There will be an exploration of the concepts of inclusion and of additional support needs in their entirety and in the ways in which these are exemplified in policy and practice.lio The intention is to help teachers to see the policies and practices of the field in relation to the ideas that lie behind them and in relation to some of the findings from research which have influenced their development. The wide ranging and continually changing nature of additional support will be examined so that students can reflect more critically on their own practice. Informed reflection is, we believe, an essential component of enhanced practice.

AssessmentAssessment is by written submission which should be 4000 words in length and based on reading and experience.

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Semester 1

Module Code: X3943Module Title: Action Research to Effect Change for Bilingual

Leaners

Module Leader: Joanna McPake


Day classes are taught: Saturdays

Time classes start: 10:00-4:00


End Date: December

Assignment hand-in-date: January

Date marks returned to Students: February

Note: This module is not available as a standalone module; you must have successfully completed X3941 and / or X3942. See page 46 for Interim Award.

DescriptionThis class equips teachers with the ability to plan and undertake a small piece of action research to effect change for the bilingual pupils for whom they have responsibility.

AssessmentAssessment involves completion of a reflective diary and a written report of the action research project.

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Semester 1

Module Code: X3832 Module Title: Conceptions of Leadership (20 credits)

Module Leader: Joanna Holmes

Mode of Delivery: On campus and online

Day classes are taught: 1 Saturday (all day) and 2 Monday evenings

Time classes start: Weekend 9.30am / Evening 5pm

Start Date: 28th September, 2019

End Date: 18th November, 2019

Assignment hand-in-date: January, 2020

Date marks returned to Students: February, 2020


Description

Module oneThis is the first module in the programme at the certificate stage and is part of the suite of courses constituting the MEd.

The key questions which this module addresses are set out below: Why is educational leadership important?

What does it mean to be a leader? How does one come to be seen by others as a leader?

In which arenas is leadership exercised and in which contexts? How have conceptualisations of educational leadership (as expressed within the

policy context and the literature) changed over time? Which models of leadership are currently to the fore and why?

Students will study the following aspects of leadership within an educational setting:

models of leadership in an international context, tracing ways in which understandings of leadership have changed over time and are culturally situated

examining drivers for change from both an international and national perspective and ways in which these have led to changing conceptualisations of leadership over time

The purposes that leadership serves within educational settings and the role of leadership within those settings

Exploring the concept of distributive leadership, problematising common conceptions of leaders and followers

Examining issues of power, influence, authority, autonomy and accountability within educational settings.

AssessmentWritten assignment (3000 words) in which students will be required to demonstrate that they have achieved the learning objectives of the module, drawing from the literature, the policy context and their own professional experience within an educational setting.

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Semester 1

Module Code: X9799Module Title: Supporting Professional Learning in the Workplace

Module Leader: Kate Wall

Mode of Delivery: 8 face to face sessions with preparation tasks

Day classes are taught: 2 x Saturday (10-4) and 4 x evening (6-9)


End Date: Assignment hand-in-date: Date marks returned to Students:

Note: This module is not available as a standalone module; you must have successfully completed X9797 and X9798. See page 46 for Interim Award.

DescriptionThis module aims to develop students’ awareness of the theoretical concepts underlying mentoring and related approaches, a fundamental issue being the fostering of appropriate and effective mentoring relationships. The module will provide a professional, theoretical context in which to formalise and extend existing good practice as well as to develop new, innovative practice in supporting teacher learning. The development of skills in supporting teachers’ professional learning has enormous potential benefits not only for those being supported, but also for the professional development of those involved in organising and providing the support. Benefits include increased job satisfaction, enhanced awareness of one’s own professional practice, an increased profile within the organisation/institution in addition to the potential acquisition of Masters Credits towards further professional recognition.

This is the third module of the Postgraduate Certificate in Supporting Teacher Learning will draw on contemporary literature on coaching, mentoring, learning rounds etc. to develop frameworks for deployment in schools, and will support the acquisition of the practical skills to implement such frameworks. A key focus will also be on the evaluation and development of mentoring practice in students’ own organisational contexts. To take this module you need to have taken modules 1 (X9797 How Teachers Learn) and 2 (X9798 Contemporary Contexts for Teacher Learning and Teachers' Work).

The Postgraduate Certificate in Supporting Teacher Learning has been accredited by GTCS as enabling registered teachers who gain the PG Certificate award to also be awarded automatic Professional Recognition from GTCS. A key condition of the award of Professional Recognition is that participants must ensure that their engagement with the course forms an integral part of their PRD process. This will be checked formally though submission of a written statement from the line manager as part of the assessment of module 3 (which is a work-based project). Only when this statement has been received, and the participant has passed all three modules, will their name be forward to GTCS for recommendation of the award of Professional Recognition in Supporting Teacher Learning.

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Learning objectives Critical understanding of key approaches such as mentoring, coaching, action

learning sets, learning rounds, action research, observation & feedback and professional learning communities.

Critical awareness and detailed knowledge of the underpinning concepts and principles of supporting workplace learning.

Review critically the crucial elements of an effective mentoring relationship and be able to make informed judgements about their application in a range of different mentoring contexts

Reflect critically on own and others’ roles and responsibilities in supporting teacher learning and demonstrate initiative in identifying appropriate development opportunities

AssessmentSummative assessment will be through a 4000 word written assignment which outlines students’ own teacher learning project and evaluates its success. Within the report students will be required to demonstrate systematic evaluation of their own practice in relation to the support of teacher learning, and based on this evidence, will be required to identify appropriate future developments.

Students will give and receive ongoing formative feedback on their own teacher learning projects through discussion with peers and tutors.

Students wishing the award of Professional Recognition from GTCS will also need to submit a statement from their line manager confirming that their engagement in this course has been an integral part of their PRD process.

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Semester 1

Module Code: X3902Module Title: Introduction to Philosophy and Philosophical

Practice

Module Leader: Claire Cassidy


Day classes are taught: Tuesday evening

Time classes start: 6.00 – 8.30pm


End Date: 10th December, 2019

Assignment hand-in-date: 17th December, 2019

Date marks returned to Students: January, 2020

Note: This is not a standalone module. See page 46 for Interim Award.

Description

Module oneThis is the first module in a suite of three that trains people to facilitate Philosophy with Children and adults. This module will provide you with an introduction to philosophy and the philosophical themes you are likely to encounter while facilitating philosophical dialogue. The facilitator must also be able to make and follow logical argumentation. The logic element of the module will provide you with the tools for this aspect of facilitation. In addition, in order to understand the nature and structure of philosophical dialogue it is important that you have engaged in philosophical dialogue. This module provides you with the opportunity to participate in philosophical dialogue, through Community of Philosophical Inquiry, at your own level.

This module runs for twelve weeks, with classes being held on Tuesday evenings between 6pm and 8.30pm.

AssessmentThere are three parts to the assessment for this module.

1. Reflective journal relating to participation in philosophical dialogue.

2. Logic test.

3. Portfolio-type essay which requires you to identify and discuss philosophical themes within newspaper articles.

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Semester 1

Module Code: X3900Module Title: Technology Enhanced Learning: Theory and Practise Module Leader: Stavros Nikou

Mode of Delivery: on campus and online

Day classes are taught: 2 Saturdays 10.00-13.00,Wednesdays 17.00-19.00 and on-line


End Date: December



DescriptionTechnology-enhanced learning is a rapidly progressing field. Educational technologies promise to facilitate the delivery of more engaging and effective learning. Teachers’ role in the successful integration of digital technologies in education is of catalytic importance.

This class is about exploring existing and emerging teaching and learning technologies. The aim is to engage learners with the current debates on the use of digital technologies in teaching and learning, to investigate contemporary academic literature in the area and explore different learning technologies.

Students are expected to critically review technology-enhanced learning related literature, explore different learning technologies, create digital artefacts as part of their own learning and reflect on how digital technologies can be used for teaching, learning and assessment. Only basic IT skills are required.

Indicative topics are overview of digital resources for learning, technology acceptance models, learning theories and educational technologies, technology integration models and frameworks, digital competency frameworks, web-based learning, mobile and ubiquitous learning, social and open learning, virtual worlds and other emerging educational technologies (learning analytics, etc.).

AssessmentThe class comprises the following two summative assessment tasks. Students are required to submit eight (8) personal reflective blogposts (300 words each) and comments on peers’ posts as well. In addition, students will produce a digital artefact of their choice summarising their learning experiences in the class. The artefact could be a presentation/slide show, audio/video or other equivalent digital medium, and should be rooted in reflection.

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Semesters 1

Module Code: X9650

Module Title: Widening Participation from School to Higher Education

Module Leader: Amanda Baldwin

Mode of Delivery: Taught and Online

Day classes are taught: TBC

Time classes start: face to face evening sessions and online


End Date: April

Assignment hand-in-date: Monday 29th April 2020

Date marks returned to Students: May

Description

Widening access/participation to higher education is a priority of the Scottish Government and must be supported at all points at which barriers to access can manifest. This module offers practitioners, who are working to support access for school pupils of all ages, with an opportunity to gain a solid grounding in policy and practice and to be better positioned to ensure their own institutional approach to access is effective.

Participants will have the opportunity to develop an understanding of theory, debate, policy and social inequality. With a focus on children and young people, learners will examine a range of barriers, including socio-economic disadvantage, care-experience, gender and LGBT and will gain an understanding of the way in which access might be supported throughout the learner journey, both within school and beyond, into the HE sector. They will look closely at practitioner enquiry techniques and critically evaluate an existing access programme or activity, presenting their own work for scrutiny and recognition.

Please note that the taught part of this module will be delivered in Semester 1. During Semester 2 students will have an opportunity to conduct the research project, which forms the basis for the assignment.

Assessment

This module will be assessed as follows:

Critical evaluation of Widening Access policy Write a critical discussion and analysis of an appropriate aspect of Widening Access within the school or schools outreach context, developing and presenting an individual case study based on an analysis of policy in relation to your practitioner experience (max 4,000 words)

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A formative session will take place during the final seminar in April, when students will have an opportunity to present their case study. Please note that this is not part of the formal assessment.

Assessment for the module is completed by the end of April.

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Semester 1

Module Code: X3833Module Title: Research Methodologies and Reasoning

Module Leader: Allan Blake

Mode of Delivery: Online

Day classes are taught: Time classes start: Start Date: October

End Date: January

Assignment hand-in-date: February

Date marks returned to Students: March

DescriptionEducational research addresses a wide variety of issues including education systems, processes and practices. It covers lifelong learning; it is often policy related and political. It is generally identified with the research approaches of the social sciences and its methodological influences are many, including psychology, sociology and anthropology. This module will offer professionals working in education and related fields the opportunity to develop an understanding of the main research traditions or ‘paradigms’; the related methodological assumptions and approaches to research design; the literature review as a research tool; and the use of research to inform practice and policy. It is designed to provide support in developing a critical and informed understanding of research design in relation to the MEd dissertation project.

The content of the module is as follows:

Conceptualising Research: This topic will equip participants to identify and conceptualise problems and tensions in education and related fields, to map their social and cultural location and establish the role of research in informing these. The topic will further explore the main reasons for reviewing research literature, including the role of literature in developing a conceptual framework for research and as a basis for designing an effective study.

Research Paradigms. This topic will introduce the main types of educational research and their underlying philosophical positions: positivist, interpretivist and critical perspectives. These different traditions or paradigms imply different methodological assumptions about the social world and thus influence how research is undertaken and what constitutes knowledge.

Design Strategies in Research. This topic will offer guidance towards identifying an area of inquiry relevant to the academic or professional context. It will develop the place of curiosity in research planning, and explicate the role of research methodologies in making decisions about the evidence required to address research questions. The menace of ‘methodolatry’ for question-led, problem-focused research will be aired.

Reviewing Research Literature. What is the use of your research? What is the point of doing your research? Is your research worth doing? These are important questions that every researcher should ask. It is important for research to be non-trivial, relevant and interesting

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to a wider audience, and perhaps even to contribute to what is known. This topic will address the role of literature reviewing in establishing that research is original, that it is significant and that it is achievable in practical terms. The aim is to help beginning or early-stage researchers to learn about the intellectual tasks and craft skills involved in searching for and critically reviewing literature in the context of conducting educational research.

The Role of Theory in the Research Process. This topic will consider the purpose and contribution of theory to research. The challenges of theory testing and theory generation will be explored, and the usefulness of linking research to theoretical concepts examined. The opportunistic application of theory in an uncritical fashion will be exorcised; the emphasis instead will be on engaging critically with theory and engaging with evidence in an effort to test or modify theory.

The Ethics of Educational Research. This topic will develop an understanding of, and competence with, appropriate ethical procedures for research conducted in a diversity of settings. It will emphasize the importance of self-awareness about the ethical issues which might be entailed in the process of research, such that a chosen research design is defensible within an articulated ethical framework and displays ethical standards of behaviour that comply with the University’s Code of Practice. It will consider the theoretical and conceptual underpinnings of research ethics and look at practical issues related to ethical conduct in the gathering, management and interpretation of data and sources.

AssessmentIdentify one aspect of your professional environment that you would like to investigate. Your assignment consists of writing a 3,000 word account of the ways in which the issue is understood in research, policy and practice, showing an awareness of where the issue or area has been incompletely studied and identifying how to address the gap in knowledge.

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Semester 1

Module Code: X3815Module Title: Dissertation (60 credits)

Module Leader: Paul Adams

Mode of Delivery: homework/private study

Day classes are taught: by arrangement

Time classes start: N/A

Start Date: N/A

End Date: N/A

Assignment hand-in-date: to be decided by student and supervisor

Date marks returned to Students: to be decided by student and supervisor

Students must complete X3833 – Research Methodologies & Reasoning and gained 120 credits

DescriptionThe Dissertation is a major study demanding a high level of individual application and commitment. Drawing upon and developing knowledge, understanding and relevant experience provided through Core and Optional Modules, it offers the opportunity to engage in a small but substantive piece of research directly relevant to the participant's own context of professional and academic practice.

Building on work in the core module on Research Methodologies and Reasoning, on-line research methods training will deliver a range of educational and social science research methods teaching at postgraduate level in order to support students in the achievement of excellent quantitative and qualitative research skills in a manner that supports a research-led approach to student inquiry and practice. The proposed content is as follows:

Data Collection in Educational Research: this topic is designed to provide participants with a comprehensive and in-depth introduction to data collection procedures, across the main traditions in educational and social research. It is concerned with the full range of techniques of data collection associated with both qualitative and quantitative approaches.

Data Analysis in Educational Research: this topic will develop participants' understanding of the importance of identifying appropriate analytic techniques before data are collected. They will also be aware of the limits of the claims which can be made on the grounds of data analytic techniques.

Ethics in the Educational Research: It may be self-evident that it is good to conduct research in education but it is nevertheless worth thinking about why this should be so and whether it is always true. Important questions emerge, such as: what is research for? Who benefits from research? What risks are involved? This topic will demonstrate that researchers carry many responsibilities, and to a range of reference groups, including participants, their employer (in the case of practitioner-researchers), the academic institution (where the research is part of a course) and the research community. The topic will support students in the ethical review process.

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Writing for Publication: turning research findings into publications is a worthwhile scholarly and professional endeavour. This topic will offer students guidance and technique on publishing from the results of the dissertation. It will offer advice on initiating the writing process, drafting each section of a manuscript, choosing an appropriate journal or platform, and on how journal editors triage research papers.

AssessmentThe Dissertation is designed to make a significant contribution to fulfilling the aims of the Master of Education programme through engagement in an in-depth piece of empirical work demanding independent study and the sustained application of research skills. It is a chance to follow a professional and academic interest through to its evidence-based conclusion. To meet this objective candidates will carry out a research project which will be assessed through a dissertation of 12,000 to 15,000 words.

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Semester 1, 2 or 3

Module Code: X3927Module Title: Independent Study 1 (20 credits)



Day classes are taught: Time classes start: Start Date: End Date: Assignment hand-in-date: to be decided by student and supervisor


DescriptionThe class will consist of up to three hours of individual tutorial support. The first meeting will focus on discussing the written proposal for independent study that the student will have completed and on clarifying the scope and nature of the study. Later meetings will be to discuss ongoing work and to provide formative feedback on work in progress.

Assessment A critical understanding of a range of specialised theories, principles and concepts.

A critical awareness of current issues in a subject/discipline.

Apply critical analysis, evaluation and synthesis to issues which are at the forefront of, or informed by, developments at the forefront of a subject/discipline

Identify, conceptualise and define new and abstract problems and issues.

critically review, consolidate and extend knowledge, skills, practices and thinking in a subject/discipline.

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Semester 1, 2 or 3






DescriptionThe class will consist of up to four hours of individual tutorial support. The first meeting will focus on discussing the written proposal for independent study that the student will have completed and on clarifying the scope and nature of the study. Later meetings will be to discuss ongoing work and to provide formative feedback on work in progress.

Assessment Critical understanding of a range of specialised theories, principles and concepts critical awareness of current issues in a subject/discipline Apply critical analysis, evaluation and synthesis to issues which are at the forefront of,

or informed by, developments at the forefront of a subject/discipline Identify, conceptualise and define new and abstract problems and issues Able to critically review, consolidate and extend knowledge, skills, practices and

thinking in a subject/discipline

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Semester 1, 2 or 3






DescriptionThe M Ed programme already has independent study modules of 20 credits and 40 credits. These are used to provide flexible vehicles for professionally related learning, personalised to the particular professional or workplace needs of individual students or groups of students. These are a central design feature of the M Ed and are consistent with the expectation that career long professional learning for teachers and other professionals will increasingly be tailored to their needs and workplace rather than being provided 'off the peg'. This new class has a lower credit value than those classes and is designed for those students who need to accumulate a small amount of credit in order to arrive at the 60 or 120 credits that will allow them to progress to the next stage of a modular course. There are a number of these students as a result of recent and historical changes in the credit structure of modular courses course

Assessment Critical understanding of a range of specialised theories, principles and concepts critical awareness of current issues in a subject/discipline Apply critical analysis, evaluation and synthesis to issues which are at the forefront of,

or informed by, developments at the forefront of a subject/discipline Identify, conceptualise and define new and abstract problems and issues Able to critically review, consolidate and extend knowledge, skills, practices and

thinking in a subject/discipline

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Semester 2

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Semester 2

Module Code: X3986Module Title: Environments for Learning Literacy, Language

and Literature (20 credits)

Module Leader: Sue Ellis

Mode of Delivery: Face to Face on campus

Day classes are taught: Monday to Thursday (1st week in April)

Time classes start: 9.00-3.00

Start Date: End Date: Assignment hand-in-date: Date marks returned to Students:

DescriptionThe aim is to provide an opportunity for students from Scotland and abroad to deepen their knowledge and understanding of the research perspectives and knowledge of the social basis of children and young people’s language, literacy and literature in ways that generate useful pedagogical and policy knowledge that leads to improved decisions related to practice, curriculum design/intervention, and policy implementation.

AssessmentA 2,500 word written assignment that reflects on how research insights from social, cultural and political perspectives can provide a different kind of lens to examine language and literacy teaching, curriculum design, or policy specification (choose whichever is most interesting or appropriate to you) in relation to the children’s wider lives.

A 500-word blog that addresses one issue or question (with evidence of engagement in academic thought) raised in the course of your thinking for this module that you can discuss in way that is relevant, accessible and interesting for teachers, managers, politicians and the general public.

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Semester 2

Module Code: X3830 Module Title: Leadership for Learning (Year 1)

Module Leader: Iain Moore




Start Date: 25th January, 2020

End Date: 16th March, 2020

Assignment hand-in-date: April, 2020

Date marks returned to Students: May, 2020

Note: This module is not available as a standalone module; you must have successfully completed X3832 See page 46 for Interim Award.

DescriptionThe key questions which this module sets out to address are set out below:

What are common understandings of leadership and what are the origins of those ideas?

In what ways are ‘leadership’ and ‘being a leader’ conceived and misconceived? How do these differ in a range of cultural and linguistic contexts?

How is leadership expressed in differing institutional and informal contexts?

What has been the influence of business models of leadership and to what extent do these transfer to educational settings?

What are common perceptions and misperceptions of ‘learning’ and its relationship to teaching? What are essential differences between ‘learning in captivity’ and ‘learning in the wild’?

How do we commonly make the connections between leadership and learning and the connective preposition/proposition ‘for’?


Conceptions of leadership and leading, and how they play out in formal and informal educational contexts nationally and internationally

Historical and cultural understandings of ‘learning’ and their relationship to being taught

The essential purposes of leadership for learning as contained in the joining preposition/proposition ‘for’

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Revisiting issues of power, influence, authority, autonomy and accountability within schools and other organisational settings

AssessmentWritten assignment (3000 words) in which students will examine the relationship between leadership and learning, building on work from the previous module. This will draw from the literature, the policy context and their own professional experience within an educational setting. This is followed by a reflective writing piece (1000 words) in which students reflect upon their own professional learning and their developing understanding of themselves as leaders. 3820

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Semester 2

Module Code: X9644Module Title: Child-centred and Child-Focused Approaches to Practitioner Research

Module Leader: Eleni Karagiannidou

Mode of Delivery: On Line (with one evening face-to-face Induction to the module)

Day classes are taught: Weekly online tutor-led seminar: Wednesday evening

Weekly online peer-led discussion – to be negotiated with your peers.

Please note that active participation in these learning activities on a weekly basis is not optional as they form an integral part of the module. There is an assumption that

students will use these activities on a weekly basis to aid developing of their thinking and

progression.

Time classes start: This depends on the type of activity. For online tutor-led seminars

start times are normally between 18:00 and 19:15. For peer-led

discussions: this is negotiated on a group basis, but it is normally in

the evening.

Start Date: March

End Date: June

Assignment hand-in-date: June

Date marks returned to Students: July

DescriptionThis module aims to strengthen the Early Years teachers’ and practitioners’ investigations of theory through practice in order to support evidence-based changes to their pedagogies and analyse this in a supportive environment.

In order to support children effectively, practitioners must understand children’s views. Based on policy, like the UN Convention on the Rights of the Child, a movement away from practitioners’ perspectives towards listening to children is central to Early Years education. In conjunction, there is need for Early Years practice to be underpinned by evidence derived from research, professional enquiry and personal experience. This module provides the opportunity to explore these concepts by enabling students to investigate a topic of their own choosing in areas related to Early Years learning and teaching. With a central focus on understanding children’s perspectives, they will learn how critically-evaluated research evidence can support, inform and/or improve their practice.

This module offers the opportunity for students to pursue relevant and specific interests through a detailed proposal which will allow them to plan for a small-scale independent action research project and to work with child-centred and child-focused methodologies. In doing so, it develops several specific and transferable skills including: critically analysing and synthesising relevant information; considering ethical implications for listening to children;

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problem solving; planning and making decisions; and effectively communicating, articulating meaning and sharing good practice.

The Early Years practitioner must be able to apply these skills and consider, evaluate and weigh various pieces of data and information to make informed judgement about changes in their practice. This module aims to develop the student’s inquiring mind in order to support effective child-centred and child-focused practitioner research.

AssessmentThe assignment for this module has a text-equivalent of 4,000 words and takes the form of a fully developed Research Proposal, which utilises child-centred and child-focused approaches, to address a question relevant to the student's own interest/practice in the field. Students work on their research proposal throughout the module and are supported in this task step-by-step via online lectures, online chats, associated reading, individual and group tasks, peer support and online blogs.

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Semester 2

Module Code: X3969 Module Title: Learning for Sustainability

Module Leader: Clare McAlister

Mode of Delivery: On campus / online / Balmaha

Day classes are taught: Saturday sessions and Wednesday online sessions

Time classes start: Saturday’s on campus 9-4 and at Balmaha 10-3**. Wednesday

online sessions 4-7. ** Please note the Balmaha session takes place outdoors and

involves walking on uneven and steep ground and requires appropriate clothing.

Start Date: Saturday 11th January, 2020

End Date: Saturday 21st March, 2020

Assignment hand-in-date: Online submission by 20th April 2020

Date marks returned to Students: By Friday 15th May, 2020

Note: X3969 is a standalone module and part of the Health & Wellbeing pathway. See page 46 for Interim Award.

There is a maximum 25 places available

DescriptionThis class is designed to help teachers understand the principles of sustainable development, global citizenship and learning in the outdoors. This will develop ways of addressing the requirement in Curriculum for Excellence that Learning for Sustainability should be integrated across all areas of the curriculum and is a right for all learners and the responsibility of all teachers. This class will be of interest to teachers across all stages and to students outside the formal education sector, for example, those working for NGOs, who would like to develop their expertise in Sustainable Development Education (SDE).

This module includes an outdoor session at Balmaha that is a key element of the course.


Develop key concepts in sustainability and sustainable development; Examine a range of activities and strategies to enable the planning of teaching and

learning experiences to develop awareness, knowledge and understanding of the environment, positive attitudes and personal lifestyle decisions relating to the environment and action for a better environment;

Consider different subject areas and how these might be explored in the outdoors.

This module will help students to develop potential Learning for Sustainability experiences for use within their chosen contexts (formal or informal) that will help to foster the following areas:

Awareness of the range of factors which determine the nature and quality of our environment;

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Knowledge and understanding of the nature of the environment and interrelationship of these factors (environmental literacy);

Responsibility for guiding the process of change towards an improved relationship between humankind and its environment;

Competence to take effective action individually or in a group, to put good intentions into effect.

AssessmentThis module will be assessed in two parts;

An individual 10 minute presentation on the student’s experience of engaging with Learning for Sustainability (equivalent 2,000 words – 50%). Students should demonstrate understanding of Learning for Sustainability and SDE and assess the impact the experience has had on their setting and the pupils.

The second part of the assessment is a 2,000 word critical reflection on Learning for Sustainability and on their implementation of it in their own context – 50%.

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Semester 2

Module Code: X9744 Module Title: Providing Effective Educational Support

Module Leader: John Davis




Start Date: January

End Date: February

Assignment hand-in-date: March,

Date marks returned to Students:

Students must be GTCs registered in order to undertake this class


DescriptionThe content of this class focuses on the following topics:

• Topic 1: Concepts underpinning barriers to learning: Structural, attitudinal and environmental barriers to learning. The construct of barriers to learning will be introduced within the perspective of critical theory (Tomlinson, 1982) and within current literature and policy documentation.

• Topic 2: Learning Theories: Cognitive constructivism, social constructivism and behaviourism. The relevance of psychological theories of learning and their application within the teaching are learning process will be explored.

• Topic 3: What is effective learning? This will build on topic 2 and will explore the significance of learning with understanding in the context of the contemporary classroom.

• Topic 4: Contexts for learning. This session will consider learning environments and classroom contexts, including the curriculum and classroom ethos.

• Topic 5: Barriers to learning in the classroom. This session will consider classroom contexts in more depth with a focus on pedagogy and assessment.

• Topic 6: Inclusive pedagogy. This session will explore the Curriculum for Excellence as an inclusive curriculum.

• Topic 7: Learners characteristics: individuality or difference? This will consider difference from a dilemmatic perspective within the thesis of ‘dilemmas of difference’ (Dyson, 2001). The relevance of this to practice will be emphasised. Consideration will be given issues of social and emotional development and growth, disability and impairment, environmental factors.

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• Topic 8: Identifying barriers and determining support needs. This will focus on the analytical process and the importance of a dynamic response (Stringer, 2005) to supporting children.

AssessmentAssessment is by written submission which should be around 4000 words in length and based on reading and experience. The assignment involves a critical analysis of a practice-based investigation related to relevant theory, policy and procedures.

PLEASE NOTE THAT DUE TO CHANGES IN STAFFING THE CONTENT OF THIS MODULE MAY BE ALTERED.

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Semester 2

Module Code: X3941Module Title: Theories and Policies in 2nd Language

Acquisition and Bilingualism





Start Date: January

End Date: March

Assignment hand-in-date: April



DescriptionThe module will develop your understanding of significant theory and research and the application of these to areas of second language acquisition and bilingual education. The module will consider the international, national and local legislation reports and policies which impact on the education of bilingual pupils in Scotland, including Curriculum for Excellence and the Additional Support for Learning legislation which emphasises the need to match educational provision to the needs of each individual learner, including bilingual learners.

By taking a critical approach to the analysis of theory, research, policy and application, you will be better informed to address the needs of your own bilingual learners.

On completion of this module you will be able to: reflect on your own and your pupils’ language acquisition and apply theories of

language acquisition to yourself and to bilingual learners

identify, analyse, and discuss research and theory which have had an impact on the provision of education for bilingual learners

plan teaching and learning programmes for bilingual learners based on understanding of relevance of theory and research

offer informed opinions on contemporary concepts and issues relating to the education of bilingual learners

analyse critically policy and legislation for bilingual learners in Scottish education.

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Assessment peer assessment of a seminar presentation analysing the content of one recent

relevant report, policy or legislative measure concerned with Supporting Bilingual Learners.

a 4000 word essay, including an extensive profile of one or a group of bilingual pupils with suggestions for development of English language and maintenance of the home language of the pupil(s), drawing on recent relevant theory and research findings and in the context of a range of curriculum areas appropriate to the students’ role.

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Semester 2

Module Code: X9797 Module Title: How Teachers Learn



Day classes are taught: 2 x Saturday (10.00-4.00) and 4 x evening (6.00-9.00)

Time classes start: Start Date: January



DescriptionThe developing policy context in Scottish teacher education is putting increasing emphasis on the professional learning of teachers as part of a wider strategy to improve pupil outcomes. Teachers will be increasingly expected to take responsibility for supporting the learning of their peers and it is argued that in order to do this successfully, teachers and others involved in supporting teacher professional learning will need to have a secure and critical understanding of how teachers learn. This module is designed to support the development of such knowledge through engagement with both cutting edge empirical and conceptual research on teacher learning and the development of skills in critical reading, thinking and writing at Masters level. Central to this learning experience will be an ongoing focus on relating such learning to the students’ individual work context.

This is module 1 of the PG Certificate in Supporting Teacher Learning with GTCS Recognition. However it can be taken as a stand-alone module.

Learning Objectives: Identify and critique contemporary literature on teacher learning Assess the extent to which current policy on teacher learning, at both school and

national levels, is supported by the most recent research in the area. Reflect critically on their own professional learning, identifying ways in which it might

develop in the future. Outline and justify proposed developments in their own professional context which

will allow them to support the professional learning of others.

AssessmentStudents are required to prepare critical reviews of identified reading for most sessions and these will be presented and discussed in class, providing formative feedback from both tutors and fellow students. The reviews will be included in a portfolio from which students will draw three for submission for summative assessment together with a 1500 word reflective commentary summarising what has been learned from the reading and reflecting on how this learning has been mobilised in the students’ own work contexts.

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Semester 2

Module Code: X3901 Module Title: Philosophy with Children: Theory Module Leader: Claire Cassidy



Time classes start: 6.00-8.30pm


End Date: 25th February, 2020

Assignment hand-in-date: 17th March, 2020

Date marks returned to Students: April, 2020

Note: This module is not available as a standalone module; in order to undertake the training in facilitating practical Philosophy with Children and Adults you must undertake all

three modules (X3902, X3901, X3903) in sequence. See page 46 for Interim Award.

Description

Module twoThis is the second module in the sequence of three modules that train students to facilitate Philosophy with Children and adults.

In this module you learn about the theory behind Philosophy with Children, with a principle focus on Community of Philosophical Inquiry. This module will focus on what you, as a facilitator, need to consider: selecting stimulus materials; choosing questions; the dynamics of the dialogue; and the background and underpinning assumptions behind PwC practices. You will also consider policy documents to aid you in justifying and planning PwC in your workplace. This module will set the context for the third module when you will be expected to facilitate your student group.

This module runs for eight weeks, with classes being held on Tuesday evenings between 6pm and 8.30pm.

AssessmentThere are two parts to the assessment for this module.

1. Identification and analysis of stimuli materials for use in Community of Philosophical Inquiry.

2. A written rationale for the inclusion of Philosophy with Children in your specific context.

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Semester 2

Module Code: X3955Module Title: Curriculum Innovation with Technology:

Designing for Context

Module Leader: Stavros Nikou

Mode of Delivery: on campus and online

Day classes are taught: 2 Saturdays 10.00-13.00,

Wednesdays 17.00-19.00 and on-line

Start Date: January, 2020

End Date: March, 2020



DescriptionInstructional design is a developing field with changing needs that are driving by the rapidly progressing field of educational technologies.

This class will provide students with the main theoretical principles underpinning instructional, curriculum and learning design with the support of the digital technologies. The goals of the class are to provide a foundation of knowledge and skills in the field of instructional design, to introduce a wide range of related academic literature and to facilitate the development of different instructional design practices with the support of digital technologies in a variety of learning contexts.

Indicative subjects are: fundamental principles of instructional design, overview of instructional and curriculum design models and approaches, technology-enhanced learning frameworks and technology integration models, instructional design supported by digital technologies, curriculum and learning design principles, the role of motivation in learning and competencies frameworks for teachers’ CPD.

AssessmentThe class comprises the following two summative assessment tasks. Students are required to submit eight (8) personal reflective blogposts (300 words each) and comments on peers’ posts as well. In addition, students will develop and present instructional design related activities supported by digital technologies of their choice, summarising their learning experiences in the class and rooted in reflection.

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Semester 3

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Semester 3

Module Code: X3820Module Title: Leadership for Equity, Inclusion and Social Justice (Year 1)





Start Date: 20th April, 2020

End Date: 25th May, 2020

Assignment hand-in-date: June, 2020

Date marks returned to Students: July, 2020

Note: This module is not available as a standalone module; you must have successfully completed X3832, X3830 See page 46 for Interim Award.


Why are equity, inclusion and social justice central to the core purpose of educational settings? How can equity, inclusion and social justice (as they pertain to educational settings) be understood within global and national contexts?

How can equity, inclusion and social justice be furthered within educational settings and what is the role of leadership within this quest?

What are the tensions and competing pressures within the system as they relate to equity, inclusion and social justice?

What is the role of leadership in mediating these tensions and pressures?


the concepts of equity, inclusion and social justice as represented within the international and national policy context and within the literature, including, within the Scottish context, the National Attainment Challenge. This will encompass study of race, gender, social class and the impact of poverty on children and young people’s lives.

evidence as to the need for equity, inclusion and social justice if inequalities in educational outcomes are to be addressed

models of social justice leadership as expressed within the literature together with a focus on inclusive pedagogy

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examination of the role of leadership in furthering equity, inclusion and social justice, including inter-professional and multi-agency working

examining tensions and competing pressures in the system in achieving equity, inclusion and social justice and ways in which leadership can act as a mediating force

AssessmentWritten assignment (3000 words) in which students will examine the importance of the themes of equity, inclusion and social justice as they pertain to educational leadership. Students will draw from the literature, the policy context and their own professional experience within an educational setting. This is followed by a reflective writing piece (1000 words) in which students reflect upon their own professional learning and their developing understanding of themselves as leaders.

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Semester 3

Module Code: X9701 Module Title: Inclusive Pedagogy

Module Leader: Jane Catlin



Time classes start: Tuesday night 6:00-8.30 – Saturday 9:30-3.00

Start Date: April

End Date: May

Assignment hand-in-date: June,




DescriptionThis is the third of three modules on the MEd Inclusive Education Pathway. It builds on students’ learning from preceding modules, which focussed on developing an understanding of inclusive education and providing effective educational support to all children. The focus of this module is on the practical application of a theoretical and conceptual understanding of inclusive pedagogy and practice. The learning outcomes will be achieved through an exploration of the following themes and topics:

Inclusion of Intersectional Identities Inclusion through Curriculum Inclusion as a Professional Duty Inclusion as Children’s Rights in Practice Inclusion of all Voices: Working with “hard-to-reach” groups

The module is intended to inform critical enquiry and the generation of argument and synthesis of thinking. It will facilitate students in their engagement with literature in such a way as to support the interrogation of their own standpoint.

AssessmentThe required summative assessment task will take the form of a 4000 word practitioner enquiry into an area of professional interest around inclusion (e.g. Autism, Hearing Impairment, LGBT+). The submission for this task must:

Identify and describe a diverse range of barriers to learning and participation experienced by your identified group, their likely source and discuss the implications for learning and teaching in the classroom.

Outline, explain and critically discuss the general principles underlying effective curriculum provision for your identified group with reference to national legislation,

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national guidelines and findings from significant writers and researchers in this field.

Evaluate the effectiveness of current provision for your identified group in any given context and recommend improvements for practice, informed by relevant literature.

PLEASE NOTE THAT DUE TO CHANGES IN STAFFING THE CONTENT OF THIS MODULE MAY BE ALTERED.

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Semester 3

Module Code: X3992Module Title: Developing Effective Practice in Youth Health Promotion


Mode of Delivery: Day classes are taught: Tuesday

Time classes start: 5.30

Start Date: April

End Date: June




DescriptionThe course is aimed at addressing the Strategic Objective for Health (national document) which has 16 National Outcomes, a number of which are particularly relevant to children and young people’s health and wellbeing:

- our children have the best start in life and are ready to succeed - we have improved life chances for children, young people and families at risk- we have tackled significant inequalities in Scottish society

The class will focus on the key priority areas identified by the Chief Medical Officer in his Annual report of 2011: Addictions, Mental Health and Sexual Health. The course will explore interventions, national campaigns and initiatives as well as looking at holistic approaches to promoting positive lifestyles and examine the evidence base and efficacy of different approaches.

Approaches will consider both formal and informal approaches to working with young people, including youth work and participatory methods of engagement.

The course is suitable for teachers qualified to teach at all levels in Scottish schools. However, given the focus on health priorities there will be greater emphasis placed on teenage and youth health. Therefore, it is positioned to support teachers with a role or responsibility for health and wellbeing, pupil support or PSE to develop expertise as practitioners.

AssessmentThe course assessment will involve an element of practitioner reflection on a workplace initiative /intervention.

The task will involve planned and structured engagement with an aspect of their workplace practice and will provide an opportunity for students/professionals to engage with evidence based practice and their agency as a professional in this area.

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Semester 3

Module Code: X3814 Module Title: Policy and Practice: Early Career Development

Module Leader: Lee Coutts

Mode of Delivery: Online

Day classes are taught: Time classes start: Start Date: April

End Date: June

Assignment hand-in-date: July


DescriptionThis module is intended for early career teachers (within their first 5 years of teaching). It enables them to build upon the education they received during their PGDE and their early career experiences.

This module will enable students to further hone their capacities for critical reading and writing, helping to prepare them for the rigorous demands of undertaking a Masters level qualification whilst teaching. The module encourages early career teachers to identify areas for development, within current policy imperatives, and to devise an action plan to remedy this. Such action might well be undertaken during the dissertation phase of the masters degree.

This module forms a bridge between academic study during the PGDE year and early career activities. It provides early career teachers with a reasoned way in which they can identify areas for professional growth and an agenda for change. Masters level study is currently seen by the Scottish Government as a means to improve the quality of educational outcomes. This is borne out in the international literature with countries such as Finland, which has an all masters level teaching workforce, regularly coming towards the top of international league tables for student outcomes. The need for masters level study was also highlighted by the Donaldson report which signalled that study at level 11 carries with it benefits for both teachers and pupils.

The module will have two prime foci. The first will be upon developing critical reading and writing skills which the students will achieve through engagement with the literature and policy context and through the formulation of their rationale for their project., Electronic study guides, tasks and activities, drawing upon key texts, will reinforce further students’ understanding of what critical reading and writing entail. The second will be upon helping them to understand the development planning process such that they can formulate an action plan through which they can operationalise their intended project.

Assessment4000 word essay and action plan as an appendix.

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Semester 3

Module Code: X3942Module Title: Practice and Policies in Supporting Bilingual

Learners





Start Date: April, 2020

End Date: June, 2020



Note: X3942 this is a standalone module. See page 46 for Interim Award.

DescriptionThe module considers the language and learning needs of bilingual pupils in Scotland and effective support strategies. It builds on knowledge and understanding of theory, research and policy developed in Module X3941 to plan effective support for a wide range of bilingual learners, with a focus on collaborative groupwork, development of English language, use of the first language for learning, parental involvement and assessment practices.

On completion of this module you will be able to:

identify bilingual pupils’ English language needs and plan for their English language development across the curriculum;

consider the role of pupils’ first language in the acquisition of learning in English and involve the first language in pupil support where appropriate;

plan teaching and learning programmes to support bilingual learners;

create, trial and evaluate collaborative learning materials for support of bilingual learners in curricular areas as appropriate to the student’s role.

Assessment production and evaluation of materials for bilingual learners with whom you work,

accompanied by a 1500 word rationale and evaluation of the effectiveness of the materials

a 1500 word assignment consisting of rationale and outline content for new school/local authority policy on Supporting Bilingual Learners

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Semester 3

Module Code: X9798Module Title: Contemporary Contexts for Teacher Learning and Teachers' Work




Time classes start: Start Date: April,


Note: X9798 is a standalone module. See page 46 for Interim Award. DescriptionThis module focuses on the developing policy context in Scottish teacher education. It is putting increasing emphasis on the professional learning of teachers as part of a wider strategy to improve pupil outcomes. Teachers will be increasingly expected to take responsibility for supporting the learning of their peers and therefore, in addition to requiring an understanding of how teachers learn (the focus of module 1), it is also essential that those involved in supporting teachers’ learning have a critical awareness of the context in which that learning takes place. This module therefore focuses on the context of teacher learning and teachers’ work at local, national and global levels.


Learning objectives:1. Demonstrate a critical understanding of current issues of debate in Scottish

education (curriculum, pedagogy, assessment, governance) in the light of wider, international professional and political contexts and influences.

2. Critically analyse current policy developments in Scotland relating to the teaching profession and the educational system

3. Produce a conference poster and summary paper (c.2000 - 3000 words) on a current issue or policy development, demonstrating engagement with its practical implications for schools/establishments and teacher’s work. The poster will be presented at a small poster conference and the summary paper should expand on the information contained within the poster.

AssessmentStudents are required to engage with identified reading for each session which will be discussed in class. The reading will contribute to final assessment where students will focus on one issue/policy development, create a poster and provide a 2000 to 3000 word written summary of the poster to explain the issue/policy development.

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Semester 3

Module Code: X3903 Module Title: Philosophy with Children: Facilitation Module Leader: Claire Cassidy




Start Date: 21st April, 2020

End Date: 9th June, 2020

Assignment hand-in-date: 23rd June, 2020




Description

Module threeThis is the third and final module in your training to facilitate Community of Philosophical Inquiry (CoPI) with children and adults. In this module you will begin facilitating CoPI.

With your background in philosophy and logic, your experience of participating in CoPI and in considering the theory of Philosophy with Children, in this module you will again have the opportunity to participate in CoPI. You will also facilitate CoPI with your fellow students. In order to facilitate successfully, you will have to draw upon everything you have learned in the previous modules and put this into practice.


1. Two facilitation sessions with your student peers.

2. Face-to-face and written analysis of the facilitated sessions.

Note: On successful completion of these three modules you will have gained a Postgraduate Certificate in Philosophy with Children. You can opt to exit the course at this stage or may choose to progress through the remainder of the MEd or onto the EdD, both of which allowing you to continue your studies in Philosophy with Children.

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Interim Awards

There is an exit award from the MEd Education Studies programme when the following modules are taken as a suite of three. Please note that students must enrol module by module, and not for the whole award. As indicated above, all modules are subject to change.

Postgraduate Certificate - Educational LeadershipX3832 Conceptions of LeadershipX3830 Leadership for LearningX3820 Leadership for Equity, Inclusion and Social Justice

Postgraduate Certificate - Philosophy with ChildrenX3902 Introduction to Philosophy and Philosophical PracticeX3901 Philosophy with Children: TheoryX3903 Philosophy with Children: Facilitation

Postgraduate Certificate - Supporting Teacher LearningX9797 How Teachers LearnX9798 Contemporary Contexts for Teacher Learning and Teachers’ WorkX9799 Supporting Professional Learning in the Workplace

Postgraduate Certificate – Bilingual LearningsX3943 Action Research to Effect Change for Bilingual LearnersX3941 Theories & Policies in 2nd Language Acquisition and BilingualismX3942 Practice & Policies in Supporting Bilingual Learners

Postgraduate Certificate – Inclusive EducationX9743 Understanding Inclusive EducationX9744 Providing Effective Educational SupportX9701 Inclusive Pedagogy

Postgraduate Certificate – Health & WellbeingX9722 Health & Wellbeing: Policy Practice & PedagogyX3969 Learning for SustainabilityX3992 Developing Effective Practice in Youth Health Promotion

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Postgraduate Certificate - Educational Leadership

X3832 Conceptions of Leadership (Year 1)X3830 Leadership for Learning (Year 1)

X3820 Leadership for Equity, Inclusion and Social Justice (Year 1)

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Semester 1

Module Code: X3832 Module Title: Conceptions of Leadership (20 credits)

Module Leader: Joanna Holmes





End Date: 18th November, 2019

Assignment hand-in-date: January, 2020

Date marks returned to Students: February, 2020


Description

Module oneThis is the first module in the programme at the certificate stage and is part of the suite of courses constituting the MEd.

The key questions which this module addresses are set out below: Why is educational leadership important?

What does it mean to be a leader? How does one come to be seen by others as a leader?

In which arenas is leadership exercised and in which contexts? How have conceptualisations of educational leadership (as expressed within the

policy context and the literature) changed over time? Which models of leadership are currently to the fore and why?


models of leadership in an international context, tracing ways in which understandings of leadership have changed over time and are culturally situated

examining drivers for change from both an international and national perspective and ways in which these have led to changing conceptualisations of leadership over time

The purposes that leadership serves within educational settings and the role of leadership within those settings

Exploring the concept of distributive leadership, problematising common conceptions of leaders and followers

Examining issues of power, influence, authority, autonomy and accountability within educational settings.

AssessmentWritten assignment (3000 words) in which students will be required to demonstrate that they have achieved the learning objectives of the module, drawing from the literature, the policy context and their own professional experience within an educational setting.

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Semester 2

Module Code: X3830 Module Title: Leadership for Learning (Year 1)






End Date: 16th March, 2020



Note: This module is not available as a standalone module; you must have successfully completed X3832 See page 46 for Interim Award.


What are common understandings of leadership and what are the origins of those ideas?

In what ways are ‘leadership’ and ‘being a leader’ conceived and misconceived? How do these differ in a range of cultural and linguistic contexts?

How is leadership expressed in differing institutional and informal contexts?

What has been the influence of business models of leadership and to what extent do these transfer to educational settings?

What are common perceptions and misperceptions of ‘learning’ and its relationship to teaching? What are essential differences between ‘learning in captivity’ and ‘learning in the wild’?

How do we commonly make the connections between leadership and learning and the connective preposition/proposition ‘for’?


Conceptions of leadership and leading, and how they play out in formal and informal educational contexts nationally and internationally

Historical and cultural understandings of ‘learning’ and their relationship to being taught

The essential purposes of leadership for learning as contained in the joining preposition/proposition ‘for’

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Revisiting issues of power, influence, authority, autonomy and accountability within schools and other organisational settings

AssessmentWritten assignment (3000 words) in which students will examine the relationship between leadership and learning, building on work from the previous module. This will draw from the literature, the policy context and their own professional experience within an educational setting. This is followed by a reflective writing piece (1000 words) in which students reflect upon their own professional learning and their developing understanding of themselves as leaders.

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Semester 3

Module Code: X3820Module Title: Leadership for Equity, Inclusion and Social Justice (Year 1)





Start Date: 20th April, 2020

End Date: 25th May, 2020



Note: This module is not available as a standalone module; you must have successfully completed X3832. See page 46 for Interim Award.


Why are equity, inclusion and social justice central to the core purpose of educational settings? How can equity, inclusion and social justice (as they pertain to educational settings) be understood within global and national contexts?

How can equity, inclusion and social justice be furthered within educational settings and what is the role of leadership within this quest?

What are the tensions and competing pressures within the system as they relate to equity, inclusion and social justice?

What is the role of leadership in mediating these tensions and pressures?


the concepts of equity, inclusion and social justice as represented within the international and national policy context and within the literature, including, within the Scottish context, the National Attainment Challenge. This will encompass study of race, gender, social class and the impact of poverty on children and young people’s lives.

evidence as to the need for equity, inclusion and social justice if inequalities in educational outcomes are to be addressed

models of social justice leadership as expressed within the literature together with a focus on inclusive pedagogy

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examination of the role of leadership in furthering equity, inclusion and social justice, including inter-professional and multi-agency working

examining tensions and competing pressures in the system in achieving equity, inclusion and social justice and ways in which leadership can act as a mediating force

AssessmentWritten assignment (3000 words) in which students will examine the importance of the themes of equity, inclusion and social justice as they pertain to educational leadership. Students will draw from the literature, the policy context and their own professional experience within an educational setting. This is followed by a reflective writing piece (1000 words) in which students reflect upon their own professional learning and their developing understanding of themselves as leaders.

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Postgraduate Certificate - Philosophy with Children

X3902 Introduction to Philosophy and Philosophical PracticeX3901 Philosophy with Children: Theory

X3903 Philosophy with Children: Facilitation

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Semester 1

Module Code: X3902Module Title: Introduction to Philosophy and Philosophical PracticeModule Leader: Claire Cassidy



Time classes start: 6.00 – 8.30pm


End Date: December



Note: This is a standalone module. See page 46 for Interim Award.

Description

Module oneThis is the first module in a suite of three that trains people to facilitate Philosophy with Children and adults. This module will provide you with an introduction to philosophy and the philosophical themes you are likely to encounter while facilitating philosophical dialogue. The facilitator must also be able to make and follow logical argumentation. The logic element of the module will provide you with the tools for this aspect of facilitation. In addition, in order to understand the nature and structure of philosophical dialogue it is important that you have engaged in philosophical dialogue. This module provides you with the opportunity to engage in philosophical dialogue, through Community of Philosophical Inquiry, at your own level.


AssessmentThere are three parts to the assessment for this module.

1. Reflective journal relating to participation in philosophical dialogue.

2. Logic test.

3. Portfolio-type essay which requires you to identify and discuss philosophical themes within newspaper articles.

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Semester 2

Module Code: X3901 Module Title: Philosophy with Children: Theory Module Leader: Claire Cassidy




Start Date: January, 2020

End Date: March, 2020

Assignment hand-in-date: March, 2020

Date marks returned to Students: April, 2020



Description

Module twoThis is the second module in the sequence of three modules that train students to facilitate Philosophy with Children and adults.

In this module you learn about the theory behind Philosophy with Children, with a principle focus on Community of Philosophical Inquiry. This module will focus on what you, as a facilitator, need to consider: selecting stimulus materials; choosing questions; the dynamics of the dialogue; and the background and underpinning assumptions behind PwC practices. You will also consider policy documents to aid you in justifying and planning PwC in your workplace. This module will set the context for the third module when you will be expected to facilitate your student group.



3. Identification and analysis of stimuli materials for use in Community of Philosophical Inquiry.

4. A written rationale for the inclusion of Philosophy with Children in your specific context.

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Semester 3

Module Code: X3903 Module Title: Philosophy with Children: Facilitation Module Leader: Claire Cassidy




Start Date: April, 2020

End Date: June, 2020





Description

Module threeThis is the third and final module in your training to facilitate Community of Philosophical Inquiry (CoPI) with children and adults. In this module you will begin facilitating CoPI.

With your background in philosophy and logic, your experience of participating in CoPI and in considering the theory of Philosophy with Children, in this module you will again have the opportunity to participate in CoPI. You will also facilitate CoPI with your fellow students. In order to facilitate successfully, you will have to draw upon everything you have learned in the previous modules and put this into practice.


3. Two facilitation sessions with your student peers.

4. Face-to-face and written analysis of the facilitated sessions.

Note: On successful completion of these three modules you will have gained a Postgraduate Certificate in Philosophy with Children. You can opt to exit the course at this stage or may choose to progress through the remainder of the MEd or onto the EdD, both of which allowing you to continue your studies in Philosophy with Children.

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Postgraduate Certificate - Supporting Teacher Learning

X9799 Supporting Professional Learning in the WorkplaceX9797 How Teachers Learn

X9798 Contemporary Contexts for Teacher Learning and Teachers’ Work

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Semester 1

Module Code: X9799Module Title: Supporting Professional Learning in the Workplace






Note: This module is not available as a standalone module; you must have successfully completed X9797 and X9798. See page 46 for Interim Award.

DescriptionThis module aims to develop students’ awareness of the theoretical concepts underlying mentoring and related approaches, a fundamental issue being the fostering of appropriate and effective mentoring relationships. The module will provide a professional, theoretical context in which to formalise and extend existing good practice as well as to develop new, innovative practice in supporting teacher learning. The development of skills in supporting teachers’ professional learning has enormous potential benefits not only for those being supported, but also for the professional development of those involved in organising and providing the support. Benefits include increased job satisfaction, enhanced awareness of one’s own professional practice, an increased profile within the organisation/institution in addition to the potential acquisition of Masters Credits towards further professional recognition.

This is the third module of the Postgraduate Certificate in Supporting Teacher Learning will draw on contemporary literature on coaching, mentoring, learning rounds etc. to develop frameworks for deployment in schools, and will support the acquisition of the practical skills to implement such frameworks. A key focus will also be on the evaluation and development of mentoring practice in students’ own organisational contexts. To take this module you need to have taken modules 1 (X9797 How Teachers Learn) and 2 (X9798 Contemporary Contexts for Teacher Learning and Teachers' Work).

The Postgraduate Certificate in Supporting Teacher Learning has been accredited by GTCS as enabling registered teachers who gain the PG Certificate award to also be awarded automatic Professional Recognition from GTCS. A key condition of the award of Professional Recognition is that participants must ensure that their engagement with the course forms an integral part of their PRD process. This will be checked formally though submission of a written statement from the line manager as part of the assessment of module 3 (which is a work-based project). Only when this statement has been received, and the participant has passed all three modules, will their name be forward to GTCS for recommendation of the award of Professional Recognition in Supporting Teacher Learning.

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Semester 2

Module Code: X9797 Module Title: How Teachers Learn



Day classes are taught: 2 x Saturday (10.00-4.00) and 4 x evening (6.00-9.00)

Time classes start: Start Date: January



DescriptionThe developing policy context in Scottish teacher education is putting increasing emphasis on the professional learning of teachers as part of a wider strategy to improve pupil outcomes. Teachers will be increasingly expected to take responsibility for supporting the learning of their peers and it is argued that in order to do this successfully, teachers and others involved in supporting teacher professional learning will need to have a secure and critical understanding of how teachers learn. This module is designed to support the development of such knowledge through engagement with both cutting edge empirical and conceptual research on teacher learning and the development of skills in critical reading, thinking and writing at Masters level. Central to this learning experience will be an ongoing focus on relating such learning to the students’ individual work context.


Learning Objectives: Identify and critique contemporary literature on teacher learning Assess the extent to which current policy on teacher learning, at both school and

national levels, is supported by the most recent research in the area. Reflect critically on their own professional learning, identifying ways in which it might

develop in the future. Outline and justify proposed developments in their own professional context which

will allow them to support the professional learning of others.

AssessmentStudents are required to prepare critical reviews of identified reading for most sessions and these will be presented and discussed in class, providing formative feedback from both tutors and fellow students. The reviews will be included in a portfolio from which students will draw three for submission for summative assessment together with a 1500 word reflective commentary summarising what has been learned from the reading and reflecting on how this learning has been mobilised in the students’ own work contexts.

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Semester 3

Module Code: X9798Module Title: Contemporary Contexts for Teacher Learning and Teachers' Work




Time classes start: Start Date: April



DescriptionThis module focuses on the developing policy context in Scottish teacher education. It is putting increasing emphasis on the professional learning of teachers as part of a wider strategy to improve pupil outcomes. Teachers will be increasingly expected to take responsibility for supporting the learning of their peers and therefore, in addition to requiring an understanding of how teachers learn (the focus of module 1), it is also essential that those involved in supporting teachers’ learning have a critical awareness of the context in which that learning takes place. This module therefore focuses on the context of teacher learning and teachers’ work at local, national and global levels.


Learning objectives:4. Demonstrate a critical understanding of current issues of debate in Scottish

education (curriculum, pedagogy, assessment, governance) in the light of wider, international professional and political contexts and influences.

5. Critically analyse current policy developments in Scotland relating to the teaching profession and the educational system

6. Produce a conference poster and summary paper (c.2000 - 3000 words) on a current issue or policy development, demonstrating engagement with its practical implications for schools/establishments and teacher’s work. The poster will be presented at a small poster conference and the summary paper should expand on the information contained within the poster.

AssessmentStudents are required to engage with identified reading for each session which will be discussed in class. The reading will contribute to final assessment where students will focus on one issue/policy development, create a poster and provide a 2000 to 3000 word written summary of the poster to explain the issue/policy development.

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Learning objectives Critical understanding of key approaches such as mentoring, coaching, action

learning sets, learning rounds, action research, observation & feedback and professional learning communities.

Critical awareness and detailed knowledge of the underpinning concepts and principles of supporting workplace learning.

Review critically the crucial elements of an effective mentoring relationship and be able to make informed judgements about their application in a range of different mentoring contexts

Reflect critically on own and others’ roles and responsibilities in supporting teacher learning and demonstrate initiative in identifying appropriate development opportunities

AssessmentSummative assessment will be through a 4000 word written assignment which outlines students’ own teacher learning project and evaluates its success. Within the report students will be required to demonstrate systematic evaluation of their own practice in relation to the support of teacher learning, and based on this evidence, will be required to identify appropriate future developments.

Students will give and receive ongoing formative feedback on their own teacher learning projects through discussion with peers and tutors.

Students wishing the award of Professional Recognition from GTCS will also need to submit a statement from their line manager confirming that their engagement in this course has been an integral part of their PRD process.

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Postgraduate Certificate – Bilingual Learnings

X3943 Action Research to Effect Change for Bilingual LearnersX3941 Theories & Policies in 2nd Language Acquisition and Bilingualism

X3942 Practice & Policies in Supporting Bilingual Learners

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Semester 1

Module Code: X3943Module Title: Action Research to Effect Change for Bilingual

Leaners






End Date: December


Date marks returned to Students: February

Note: This module is not available as a standalone module; you must have successfully completed X3941 and / or X3942. See page 46 for Interim Award.

DescriptionThis class equips teachers with the ability to plan and undertake a small piece of action research to effect change for the bilingual pupils for whom they have responsibility.

AssessmentAssessment involves completion of a reflective diary and a written report of the action research project.

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Semester 2

Module Code: X3941Module Title: Theories and Policies in 2nd Language

Acquisition and Bilingualism





Start Date: January

End Date: March

Assignment hand-in-date: April



DescriptionThe module will develop your understanding of significant theory and research and the application of these to areas of second language acquisition and bilingual education. The module will consider the international, national and local legislation reports and policies which impact on the education of bilingual pupils in Scotland, including Curriculum for Excellence and the Additional Support for Learning legislation which emphasises the need to match educational provision to the needs of each individual learner, including bilingual learners.

By taking a critical approach to the analysis of theory, research, policy and application, you will be better informed to address the needs of your own bilingual learners.

On completion of this module you will be able to: reflect on your own and your pupils’ language acquisition and apply theories of

language acquisition to yourself and to bilingual learners

identify, analyse, and discuss research and theory which have had an impact on the provision of education for bilingual learners

plan teaching and learning programmes for bilingual learners based on understanding of relevance of theory and research

offer informed opinions on contemporary concepts and issues relating to the education of bilingual learners

analyse critically policy and legislation for bilingual learners in Scottish education.

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Assessment peer assessment of a seminar presentation analysing the content of one recent

relevant report, policy or legislative measure concerned with Supporting Bilingual Learners.

a 4000 word essay, including an extensive profile of one or a group of bilingual pupils with suggestions for development of English language and maintenance of the home language of the pupil(s), drawing on recent relevant theory and research findings and in the context of a range of curriculum areas appropriate to the students’ role.

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Semester 3

Module Code: X3942Module Title: Practice and Policies in Supporting Bilingual

Learners





Start Date: April

End Date: June

Assignment hand-in-date: July

Date marks returned to Students: August

Note: X3942 this is a standalone module. See page 46 for Interim Award.

DescriptionThe module considers the language and learning needs of bilingual pupils in Scotland and effective support strategies. It builds on knowledge and understanding of theory, research and policy developed in Module X3941 to plan effective support for a wide range of bilingual learners, with a focus on collaborative groupwork, development of English language, use of the first language for learning, parental involvement and assessment practices.

On completion of this module you will be able to:

identify bilingual pupils’ English language needs and plan for their English language development across the curriculum;

consider the role of pupils’ first language in the acquisition of learning in English and involve the first language in pupil support where appropriate;

plan teaching and learning programmes to support bilingual learners;

create, trial and evaluate collaborative learning materials for support of bilingual learners in curricular areas as appropriate to the student’s role.

Assessment production and evaluation of materials for bilingual learners with whom you work,

accompanied by a 1500 word rationale and evaluation of the effectiveness of the materials

a 1500 word assignment consisting of rationale and outline content for new school/local authority policy on Supporting Bilingual Learners

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Postgraduate Certificate – Inclusive Education

X9743 Understanding Inclusive EducationX9744 Providing Effective Educational Support

X9701 Inclusive Pedagogy

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Semester 1

Module Code: X9743 Module Title: Understanding Inclusive Education

Module Leader: Sharon Jessop





End Date: December




DescriptionThis module is designed for qualified practitioners. The module is at postgraduate masters level and so make considerable demands on those studying them. The demands are academic in nature e.g. reading, thinking and report writing, but also professional e.g. reflection on practice, professional activity and action research.

This module focuses on the changing field of inclusive education/educational support. There will be an exploration of the concepts of inclusion and of additional support needs in their entirety and in the ways in which these are exemplified in policy and practice.lio The intention is to help teachers to see the policies and practices of the field in relation to the ideas that lie behind them and in relation to some of the findings from research which have influenced their development. The wide ranging and continually changing nature of additional support will be examined so that students can reflect more critically on their own practice. Informed reflection is, we believe, an essential component of enhanced practice.

AssessmentAssessment is by written submission which should be 4000 words in length and based on reading and experience.

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Semester 2

Module Code: X9744 Module Title: Providing Effective Educational Support

Module Leader: John Davis




Start Date: January

End Date: February

Assignment hand-in-date: March




DescriptionThe content of this class focuses on the following topics:

• Topic 1: Concepts underpinning barriers to learning: Structural, attitudinal and environmental barriers to learning. The construct of barriers to learning will be introduced within the perspective of critical theory (Tomlinson, 1982) and within current literature and policy documentation.

• Topic 2: Learning Theories: Cognitive constructivism, social constructivism and behaviourism. The relevance of psychological theories of learning and their application within the teaching are learning process will be explored.

• Topic 3: What is effective learning? This will build on topic 2 and will explore the significance of learning with understanding in the context of the contemporary classroom.

• Topic 4: Contexts for learning. This session will consider learning environments and classroom contexts, including the curriculum and classroom ethos.

• Topic 5: Barriers to learning in the classroom. This session will consider classroom contexts in more depth with a focus on pedagogy and assessment.

• Topic 6: Inclusive pedagogy. This session will explore the Curriculum for Excellence as an inclusive curriculum.

• Topic 7: Learners characteristics: individuality or difference? This will consider difference from a dilemmatic perspective within the thesis of ‘dilemmas of difference’ (Dyson, 2001). The relevance of this to practice will be emphasised. Consideration will be given issues of social and emotional development and growth, disability and impairment, environmental factors.

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• Topic 8: Identifying barriers and determining support needs. This will focus on the analytical process and the importance of a dynamic response (Stringer, 2005) to supporting children.

AssessmentAssessment is by written submission which should be around 4000 words in length and based on reading and experience. The assignment involves a critical analysis of a practice-based investigation related to relevant theory, policy and procedures.

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Semester 3

Module Code: X9701 Module Title: Inclusive Pedagogy

Module Leader: Justin Beck




Start Date: April

End Date: May





DescriptionThis module builds on students’ learning from preceding modules which focussed on developing an understanding of inclusive education. The focus of this module is on the practical application of a theoretical and conceptual understanding of inclusive pedagogy and practice. The learning outcomes will be achieved through an exploration of the following themes and topics:

Topic 1: Inclusive pedagogy - understanding pedagogy, the curriculum and pedagogies of inclusion.

Topic 2: Issues of labelling and identification and the role of the teacher.

Topic 3: Understanding what constitutes the largest group of learners with additional support needs. Topic 4: Learning theories – learning and understanding, curriculum and practice

Topic 5: Building a profile of the learner – responding to identified needs

Topic 6: Literacy, oral language and comprehension issues

Topic 7: Supporting numeracy

Topic 8: Pro-social behaviour and children’s emotional well-being

Topic 9: Auditing current practice- policies and procedures

AssessmentAssessment is by written submission which should be around 4000 words in length and based on reading and experience. The assignment involves a theoretically informed and critical analysis of a practice-based investigation.

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Postgraduate Certificate – Health & WellbeingX9722 Health & Wellbeing: Policy Practice & Pedagogy

X3969 Learning for SustainabilityX3992 Developing Effective Practice in Youth Health Promotion

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Semester 1

Module Code: X9722 Module Title: Health & Wellbeing: Policy Practice & Pedagogy



Day classes are taught: Time classes start: Start Date: September

End Date: December




DescriptionThis module runs from September – December and is planned over five Tuesday evenings and two Saturdays. One session is designed for student presentations, which is a requirement for assessment of this module. Assessment for the module is completed by the end of January.

In response to the policy framework and in line with the recommendations in the Donaldson Report and the McCormac Review, this class is positioned to support practitioners’ understanding on equality, diversity and health and to develop effective practice to support the wellbeing of children and young people. The overarching aim is to develop a greater understanding of the practice and principles of health improvement and develop a critical approach to health promotion theory, principles and current issues.


Demonstrate a critical understanding of health concepts and health promotion theory, principles and current issues

Extend knowledge, skills, approaches and practices in relation to embedding health and wellbeing across the curriculum

Communication and presentation skills: write clearly and concisely for a range of contexts and use effective presentation and information sharing techniques

Critically reflect on the student's own practice in relation to developing, reinforcing and extending learning in health and wellbeing for children

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AssessmentThis module will be assessed in two parts:

Part One : critique of a health theme or topicWrite a critical discussion and analysis of an appropriate health theme or topic in relation to current legislation, policy or research (max 2,000 words)

Part Two: presentation of a case study/theme from your critiqueThe second stage will require course members to develop and present an individual case study based on the findings discussed in the critique.

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Semester 2

Module Code: X3969 Module Title: Learning for Sustainability

Module Leader: Clare McAlister

Mode of Delivery: On campus / online / Balmaha

Day classes are taught: Time classes start: Start Date: January



There is a maximum 25 places available

DescriptionThis class is designed to help teachers understand the principles of sustainable development, global citizenship and learning in the outdoors. This will develop ways of addressing the requirement in Curriculum for Excellence that Learning for Sustainability should be integrated across all areas of the curriculum and is a right for all learners and the responsibility of all teachers. This class will be of interest to teachers across all stages and to students outside the formal education sector, for example, those working for NGOs, who would like to develop their expertise in Sustainable Development Education (SDE).


Develop key concepts in sustainability and sustainable development; Examine a range of activities and strategies to enable the planning of teaching and

learning experiences to develop awareness, knowledge and understanding of the environment, positive attitudes and personal lifestyle decisions relating to the environment and action for a better environment;

Consider different subject areas and how these might be explored in the outdoors.

This module will help students to develop potential Learning for Sustainability experiences for use within their chosen contexts (formal or informal) that will help to foster the following areas:

Awareness of the range of factors which determine the nature and quality of our environment;

Knowledge and understanding of the nature of the environment and interrelationship of these factors (environmental literacy);

Responsibility for guiding the process of change towards an improved relationship between humankind and its environment;

Competence to take effective action individually or in a group, to put good intentions into effect.

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AssessmentThis module will be assessed in two parts;

An individual 10 minute presentation on the student’s experience of engaging with Learning for Sustainability (equivalent 2,000 words – 50%). Students should demonstrate understanding of Learning for Sustainability and SDE and assess the impact the experience has had on their setting and the pupils.

The second part of the assessment is a 2,000 word critical reflection on Learning for Sustainability and on their implementation of it in their own context – 50%.

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Semester 3

Module Code: X3992Module Title: Developing Effective Practice in Youth Health Promotion


Mode of Delivery: Day classes are taught: Tuesday

Time classes start: 5.30

Start Date: April

End Date: June




DescriptionThe course is aimed at addressing the Strategic Objective for Health (national document) which has 16 National Outcomes, a number of which are particularly relevant to children and young people’s health and wellbeing:

- our children have the best start in life and are ready to succeed - we have improved life chances for children, young people and families at risk- we have tackled significant inequalities in Scottish society

The class will focus on the key priority areas identified by the Chief Medical Officer in his Annual report of 2011: Addictions, Mental Health and Sexual Health. The course will explore interventions, national campaigns and initiatives as well as looking at holistic approaches to promoting positive lifestyles and examine the evidence base and efficacy of different approaches.

Approaches will consider both formal and informal approaches to working with young people, including youth work and participatory methods of engagement.

The course is suitable for teachers qualified to teach at all levels in Scottish schools. However, given the focus on health priorities there will be greater emphasis placed on teenage and youth health. Therefore, it is positioned to support teachers with a role or responsibility for health and wellbeing, pupil support or PSE to develop expertise as practitioners.

AssessmentThe course assessment will involve an element of practitioner reflection on a workplace initiative /intervention.

The task will involve planned and structured engagement with an aspect of their workplace practice and will provide an opportunity for students/professionals to engage with evidence based practice and their agency as a professional in this area.

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