Module title: Learning & Teaching 2

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

Module code: TED11103
Module leader: Colin McGill
School School of Applied Sciences
Subject area group: Teacher Education


2020/1, Trimester 2, FACE-TO-FACE,
Occurrence: 001
Primary mode of delivery: FACE-TO-FACE
Location of delivery: SIGHTHILL
Member of staff responsible for delivering module: Colin McGill
Module Organiser:

Learning, Teaching and Assessment (LTA) Approach:
Tutorials, workshops and use of the University’s VLE, employing a range of learning and teaching methodologies including group work, problem-based learning, concept visualisation, that are appropriate to the age range 8-14 LOs 1, 2, 3, 4, 5, & 6.

Student presentations, online tutor/student-led discussions, and resources such as subject-specific equipment, interactive whiteboards, digital visualisers, iPads and the outdoors, will be used, as appropriate, to develop student learning. Students will use STEM resources to help model Interdisciplinary Learning (IDL) and combine to produce solutions to several extended problems set by the course tutors. This will also help model group learning for students to better understand the associated difficulties that can occur when working in groups, and on extended tasks. LOs 1, 2, 3, 4, 5, & 6.
You will also undertake 5 serial day visits to Secondary schools to explore an interdisciplinary learning project from both this module and the concurrent module of Professional Enquiry. This may be in the school that the student will attend for both remaining placements of 6 weeks followed by 4 weeks. It is expected that you will explore the interdisciplinary themes within your selected school as part of these non-teaching visits and so enhance your knowledge of effective pedagogies. This planning and consultation will also help determine a mutually beneficial project with each schools to the nature and content of the project. LOs 1, 2, 3, 4, 5, & 6.

Formative Assessment:
You will receive be ongoing formative tasks throughout this module to which you will receive regular feedback from curricular specialist tutors. An opportunity to further explore this feedback and development will be available through weekly consultation times that students can individually or collectively book into.
The tasks used in the module will focus on preparing students for their second school experience and will relate to planning for diverse ability groupings of pupils, selecting appropriate teaching and learning methods together with developing effective assessment strategies.

Indicative formative tasks:

- Planning of lessons
- Designing a lesson plan template
- Preparation of formative and summative assessment tasks
- Delivering planned learning experiences

In the process of developing partnerships, it is planned to engage with partner schools to gain pupil feedback on several of these tasks. This can be accommodated on the serial day visits taking place in the same weeks as this module is delivered, thus enhancing the validity of the feedback.

Formative assessment will also involve the use of self-filming using the technology within the university. Students will be able to view themselves, or within small groups undertake self-selected tasks such as undertaking those they are developing for the interdisciplinary school-based project. More importantly there will be curricular feedback given on the problem solving tasks that form part of the assessment of the Practitioner Enquiry module.

Curricular lecturers will also be available by appointment to offer feedback on parts of this filming process, as selected by the student(s), so as to improve 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 would allow self-improvement as well as feedback from peers and/or experienced lecturers.

Summative Assessment:
Summative assessment contains two elements that are inter-related.

The first task is to design two different modes of pupil assessment, one formative and the other summative, for use with the interdisciplinary learning project. These assessments will be designed prior to commencing the placement where they will be used. Written feedback will also be given by tutors before the school placement starts to allow time to make adaptations or specific changes.

Each of the two components will be combined with a lesson plan so that any professional teacher could use the materials effectively. This component will contribute twenty percent each to the assessment grade for Learning and Teaching 2.

During the six week school placement students will use their two modes of pupil assessment. You will collect evidence as to the effectiveness of the two different approaches during this time, and then develop a report on a critical and evaluative comparison between them. This 2 000 word essay will contribute to sixty percent of the final grade.

Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activityLearning & Teaching ActivityNESH (Study Hours)
Face To Face Tutorial 14
Face To Face Seminar 14
Online Guided independent study 30
Independent Learning Guided independent study 92
Independent Learning External visits 40
Independent Learning Groupwork (Scheduled) 10
Total Study Hours200
Expected Total Study Hours for Module200

Type of Assessment Weighting % LOs covered Week due Length in Hours/Words
Project - Written 40 6 23 , WORDS= 1000
Essay 60 1,2,3,4,5 30 , WORDS= 2000
Component 1 subtotal: 40
Component 2 subtotal: 60
Module subtotal: 100

Description of module content:

This module will enable you to further explore your professional values and personal commitment. You will deepen your knowledge and understanding and further develop skills and abilities in relation to the curriculum, pedagogy and assessment of your subject area within the secondary curriculum, with a specific focus on Broad General Education (S1-3). You will also start to develop extended knowledge of your particular curricular specialism from within the primary curriculum levels. This will enable the contextualising within specific curricular areas of some of the broader principles explored in the PGDE School Experience module.

The module will develop your knowledge of the S1-3 curriculum. This will include the stages of Broad General Education relating to upper Primary School as well as that normally studied in the first three years of Secondary. You will also examine the points of transition from Primary to Secondary education, and from the BGE to the Senior Phase of Secondary education.

You will cover three main areas whilst studying this module

You will further develop your understanding of the methods and underlying theories for effective teaching and learning and learn how to plan appropriately in order to meet the needs of all learners, across different contexts and experiences. There will also be a focus on differentiated learning and inclusion.

You will further develop your knowledge and understanding of the principles of assessment and how to use a range of approaches for formative and summative assessment purposes. Practical activities will help model these principles and give relevant experience that will work towards the interdisciplinary related tasks that are required as part of the module assessment. These will be appropriate to the needs of all learners and the requirements of the curriculum and awarding and accrediting bodies such as the Scottish Qualifications Agency (SQA).

As well as developing assessment materials you will explore and analyse the outcomes to help determine positive learning opportunities for all pupils. Again, working with partner schools and teachers to help develop your own assessments will enhance the practice as it is based upon real experiences, not just theoretical approaches.

Professional qualities and capabilities
After studying this module you have the confidence to engage in professional dialogue with peers and university staff and work collaboratively in a variety of settings that will include primary and secondary transition.

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. With increasing confidence, you will be able to explore more fully your own personal development in professional qualities and skills by exploring further opportunities when out on school placement. Five school serial visits will support this development.

Indicative Content
This content will all have a focus on the Broad General Education (BGE) phase of the Secondary school for this module.

The transition from primary school has a strong influence on pupil confidence and attainment so you will also study the different pedagogies and curriculum related to P4-7, and how this relates to the BGE. It must also be remembered that some of your pupils will be working at levels normally expected in this lower age range and it important in terms of GIRFEC and inclusion that all learner needs are met. Other important features we will be exploring are conceptual development and STEM.

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. Further demonstrate the professional values and personal commitment aligned to the Standards for Provisional Registration of the General Teaching Council for Scotland.

LO2. Demonstrate knowledge and understanding of the curriculum in your subject across the Broad General Education phase of the secondary curriculum (including primary transition).

LO3. Demonstrate a critical understanding of the Broad General Education phase curriculum structure.

LO4.Demonstrate a critical understanding of inclusive teaching and assessment strategies and resources, for your curricular area in the Broad General Education Phase of the secondary curriculum.

LO5. Demonstrate the development of an interdisciplinary learning activity that integrates curricular learning, and enables the transfer and application of knowledge to new problems and to other areas of learning.

LO6. Plan a coherent, progressive and stimulating teaching programme which matches learners’ needs and abilities.

Indicative References and Reading List - URL:
TED11103 Learning and Teaching 2