Module title: Contexts of Learning

SCQF level: 11:
SCQF credit value: 20.00
ECTS credit value: 10

Module code: TED11100
Module leader: Eric Easton
School School of Applied Sciences
Subject area group: Teacher Education

There are no pre-requisites for this module to be added

2020/1, Trimester 1, FACE-TO-FACE,
Occurrence: 001
Primary mode of delivery: FACE-TO-FACE
Location of delivery: SIGHTHILL
Member of staff responsible for delivering module: Eric Easton
Module Organiser:

Learning, Teaching and Assessment (LTA) Approach:
This module comprises three interleaving strands of teaching and learning: weekly lectures, workshops and serial day visits to secondary schools.

The lectures and workshops will employ a partially flipped approach - you will be expected to complete the designated reading before the class to develop understanding of the often complex content and allow deeper engagement in the workshops. The workshops will be structured around tutorial groups comprised of students from different curricular specialisms to encourage a diversity of perspectives to be aired. [LOs 1, 2, 3 4]

The six serial day visits to local secondary schools will give you an opportunity to observe day-to-day practice and enacted policy within your curricular area focused around the weekly theme. It is expected that you will take detailed notes and ask questions of the teachers and students that you will be observing. These serial day visits will have an important role in developing professional values and beginning the process of creating a professional identity [LOs 3 & 4].

Throughout this module are opportunities to develop your professional skills in communication - both verbal and written. These will include group discussions, group and individual presentations, reflective writing, and more formal academic writing tasks. Your development in formal academic writing will be regularly supported through the module including input from the academic skills advisors and through written and verbal feedback from tutors [LOs 3, 4 & 5]

Formative Assessment:
The formative assessment tasks aim to support your learning throughout this module through peer, verbal and written feedback. The formative tasks will feedforward to support with your summative assignment.

“So what?” Journal - reflection on weekly learning:
Each week you will be asked to write and submit electronically a short (circa 100 words) journal entry reflecting on what you have learned and why this might be important within the context of teaching and learning. This should be done following the workshop and submitted the next day.

“TED Talk” (ENU week 2, PGDE week 5) - feedforward for summative assessment:
You will be asked to select an aspect of interest to you from one of the weekly themes that has been covered to date. It is expected that you will use lectures and workshops, wider reading and observed practice in the serial days to explore this chosen aspect.

You will develop and deliver a 5 minute ‘TED talk’ explaining your understanding and critically engaging with this aspect. This TED talk will be recorded and submitted digitally to you tutor using appropriate technology. During the workshop of ENU week 2 (PGDE week 5), the TED talks will be presented to your tutorial group. Peer feedback will be encouraged within the workshop setting and formative written feedback will be provided by your tutor.

Assignment Plan Presentation (ENU week 4, PGDE week 7): you will be asked to prepare a plan of your proposed review (see below). This will be presented verbally in turn to small groups of peers and in written form to tutors who will provide feedback on structure, content, academic style and appropriate reading.

Summative Assessment:
ENU week 6, PGDE week 9

There will be a single component of the summative assessment comprising an essay of 3,000 words contributing one hundred percent of the grade for this module.

This will be submitted prior to the first school placement.

You are asked to write a critical review of your chosen aspect from one of the weekly themes. You will have explored this aspect and received formative feedback on your “TED talk” and on your assignment plan

This writing is a literature review of your chosen aspect from one of the weekly themes of the module and it is intended to help develop the aforementioned skills and learning outcomes,(LO1 – LO6).

It should be noted that the written feedback from the assessment plan presentation should be used to inform this summative assessment.

Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activityLearning & Teaching ActivityNESH (Study Hours)
Face To Face Lecture 8
Face To Face Seminar 32
Online Guided independent study 30
Independent Learning Guided independent study 90
Independent Learning External visits 30
Independent Learning Guided independent study 10
Total Study Hours200
Expected Total Study Hours for Module200

Type of Assessment Weighting % LOs covered Week due Length in Hours/Words
Essay 100 1,2,3,4,5 6 , WORDS= 3000
Component 1 subtotal: 100
Component 2 subtotal: 0
Module subtotal: 100

Description of module content:

This modules aims to develop:
a thorough knowledge and critical understanding of contemporary Scottish educational contexts;
essential skills for successfully teaching within this context;
the professional values and personal commitment expected of student teachers set out in the GTCS’ Standards for Provisional Registration;

This module uses lectures, workshops, tasks and reflection on school experience to build a critical understanding of how children learn, the complex and sometimes challenging influences on this learning and the practical skills to successfully teach within such contexts.

Using reading, discussion and reflection, you will be encouraged and supported in developing the professional values and qualities expected of student teachers by the GTCS in their Standards for Provisional Registration. You will develop the essential knowledge and skills to teach with these values through engagement with current policy and legislation (e.g. Standard in Scotland’s Schools etc. Act (2000), Education (Additional Support for Learning) (Scotland) Act 2004 and Getting it Right for Every Child (GIRFEC, 2014)).

Each week is structured around an important theme which will be discussed in the lecture and then further explored in the workshops thereafter. The workshops will comprise a mix of group discussion of pre-reading and activities. This theme will also be a focus for the observation of day-to-day practice of teachers on the six serial school visit days within the duration of this module.

Indicative Content

The following areas have been identified as the main themes for each week of this module:-
Theories and approaches to learning and teaching
Understanding child and adolescent development
Mental health and wellbeing for learners and teachers
Understanding literacy - all teachers have a responsibility for teaching literacy through the curriculum
Understanding numeracy - all teachers also have a responsibility for teaching numeracy
Engaging challenging learners
Inclusive teaching
Learning for Sustainability

Learning Outcomes for module:

The Learning Outcomes of this module are aligned with the General Teaching Council for Scotland’s Standard for Provisional Registration (

Upon completion of this module you will be able to:

LO1 Demonstrate a critical understanding of the main features of the contemporary Scottish educational context with reference to legislation, policy and observed practice using appropriate terminology and conventions;

LO2 Critically evaluate the main theories, concepts and principles that underpin current practice in Scottish schools;

LO3 Respond critically to selected issues in the current Scottish educational context, embodying in your response the professional values and commitment within the GTCS’ Standards for Provisional Registration

LO4. Construct and sustain reasoned and coherent arguments about complex educational issues and professional practices informed by policy, research, observed practice and professional values.

LO5: Demonstrate an appropriate academic writing style which is accurate, critical, makes reference to policy, legislation and research and which cites sources using the Harvard referencing convention.

Indicative References and Reading List - URL:
TED11100 Contexts of Learning