Core Module Information
Module title: Learning & Teaching 1

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

Module code: TED11102
Module leader: Colin McGill
School School of Applied Sciences
Subject area group: Teacher Education


Description of module content:

Learning and Teaching 1 is designed to explore the professional values, personal commitment, complex pedagogical approaches and subject knowledge required in curricular specialisms. There will be a focus on the Senior Phase of secondary school to allow you to develop your confidence in working with pupils who are working towards external qualifications. You will develop your skills in planning and delivering lessons, or portions of lessons, that are relevant, challenging and engaging.
This module will help you better understand the complex environment in which you will be working and develop your professional skills and abilities. The content will dovetail with that in the Contexts of Learning module, to help you understand how theory and policy inform practice.

You will develop your knowledge, understanding, skills and abilities in relation to the curriculum, pedagogy and assessment of your curricular area within the secondary curriculum, with a specific focus on the Senior Phase (S4-6). This is the phase where young people undertake National Qualifications. You will develop your understanding of the different curricula available to students within your subject area, and the standards expected by awarding bodies.

Literacy, and Numeracy, and Health & Wellbeing across the Curriculum are key features in all of these activities as you not just model the language and numeracy skills but seek opportunities for innovative and supportive practice to develop these aspects of the curriculum that are the responsibility of all teachers.

You will understand the methods and underlying theories for effective teaching and learning and learn how to plan lessons appropriately in order to meet the needs of all learners across different contexts.

In developing professional skills and abilities there will be many opportunities offered to develop your skills in the delivery of portions of lessons. In the sciences, laboratory skills, including health & safety, will be a key feature.

Lesson planning and all of its complexities is a key skill to be developed and will be introduced early in this module. This will also allow you to explore your curricular specific knowledge, develop your pedagogical content knowledge and use inclusive pedagogies. It will also allow you to demonstrate a new understanding of assessment. Concept development as pupils progress through your subject area will also be explored.

Practical behaviour management approaches will be explored and you will be given the opportunity to put these approaches into practice in simulated classroom environments.

The assessment for this module allows you to demonstrate your learning of how to plan research-informed inclusive lessons for your subject area, demonstrate your knowledge and understanding of the content and structure of your subject area, and justify your choices of learning activities within lessons

Professional qualities and capabilities
The module will enable you to engage in professional dialogue with peers and university staff and to work collaboratively. We will also explore professional values and what they mean to your developing role as a teacher.

Throughout the module, you will be expected to model appropriate levels of literacy and numeracy in learning activities and to reflect on the impact of your personal communication on others.

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 the attributes of Being a Teacher in Scotland aligned to the Standards for Provisional Registration of the General Teaching Council for Scotland.

LO2. Demonstrate knowledge & understanding of the curricular content of your subject in the secondary school curriculum.

LO3. Demonstrate knowledge and understanding of the curriculum structure of your subject in the secondary school curriculum.

LO4. Demonstrate a developing critical understanding of inclusive teaching and assessment strategies and resources for your subject area of the secondary curriculum.

LO5. Reflect and engage in self evaluation of classroom practice, using feedback from colleagues and professional reading, relating to the Standards for Provisional Registration.

Full Details of Teaching and Assessment
2022/3, Trimester 1, FACE-TO-FACE, Edinburgh Napier University
Occurrence: 001
Primary mode of delivery: FACE-TO-FACE
Location of delivery: SIGHTHILL
Partner: Edinburgh Napier University
Member of staff responsible for delivering module: Colin McGill
Module Organiser:

Learning, Teaching and Assessment (LTA) Approach:
A range of delivery methods will be used in this module including tutorials, workshops and use of the University’s VLE. You will also employ a range of learning and teaching methods including individual learning and group work. LOs1, 2, 3, 4 & 5.

Student presentations, online tutor/student-led discussions, and resources such as subject-specific equipment, technology and the outdoors, will be used, as appropriate, to develop student learning. LOs 1, 2, 3, 4 & 5.

It should be noted that the sciences are entitled to additional hours for laboratory-based workshops on health and safety; in the other curricular areas these hours will be allocated to additional directed study tasks which students will undertake independently. LOs 2,3.

You will also be undertaking serial day visits to Secondary schools to explore key themes from the associated module Contexts of Learning. It is expected that you will be able to explore these themes within your curricular areas as part of these non-teaching visits and so enhance knowledge of effective pedagogies and curricular knowledge. LOs 1, 2, 3, 4, & 5.

Formative Assessment:
Throughout the module, you will complete various tasks for which you will receive feedback. These tasks will focus on preparing you for school experience and will relate to lesson planning, and selecting appropriate teaching and learning methods and assessment strategies.

Indicative formative tasks:
- Developing presentation and communication skills by using board writing to explain calculations or formulaic approach
-Presentation of a curricular concept and development to model effective learning and teaching
-Demonstration of the use of strategies and skills to model classroom organisation and management
-Using peer feedback to develop lesson planning
- Create resources to model formative assessment strategies such as lesson starters, plenaries and show-me-boards
- Comparison of national standards of national qualification level marking techniques in conjunction with university lecturers and representatives from the national authority.

Formative assessment will also involve the use of video technology. You will have the opportunity to be filmed carrying out tasks such as board writing, explaining calculations or undertaking practical experiments. Curricular lecturers will also be available by appointment to offer feedback on parts of this filming process so as to improve your teaching practice. Focus groups of teachers, consulted prior to establishing this course, indicated that a very high priority for them was skill development and this video technique will allow self-improvement as well as feedback from your peers and/or experienced lecturers.

Summative Assessment:
Summative assessment consists of two components. The first of these will involve you writing an essay of 2,000 words (LOs 1-4) and be equivalent to sixty percent of the grade for this module. This will be submitted after the first school placement and before the Christmas break (Tri 1 Wk 15) and will be a reflection on development of your professional knowledge and understanding, skills and abilities, as result of this practice.

During the associated first school placement you will reflect upon your teaching practice, using a weekly format style of a reflective journal. This journal writing (LO5) will then form forty percent of the overall assessment for this module and be submitted together with the first component (Tri 1 Wk15).

The assessment brief will clarify the relationship between summative assessment and the specific learning outcomes for the module.

Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activityLearning & Teaching ActivityNESH (Study Hours)
Face To Face Tutorial 16
Face To Face Seminar 24
Online Guided independent study 30
Independent Learning Guided independent study 98
Independent Learning External visits 16
Face To Face Practical classes and workshops 16
Total Study Hours200
Expected Total Study Hours for Module200

Type of Assessment Weighting % LOs covered Week due Length in Hours/Words
Essay 60 1, 2, 3, 4 14/15 , WORDS= 2000
Reflective Log 40 5 14/15 , WORDS= 1000
Component 1 subtotal: 60
Component 2 subtotal: 40
Module subtotal: 100

Indicative References and Reading List - URL:
TED11102 Learning and Teaching 1