MA (Hons) Primary Education with Gaelic/ MA (Urram ... · PEP is an integral aspect of the preparation to teach strand of the University of Edinburgh teacher education programmes

MA (Hons) Primary Education with Gaelic/

MA (Urram) Bunsgoile le Gàidhlig

Professional Experience and Practice handbook

Year 1 2018-2019

Name:

M.A. Primary Education with Gaelic Year 1 PEP Guidelines 2018-19

To request this document in an alternative format, such as large print or

on coloured paper, please contact Stephanie Scullion - Teaching

Secretary

Tel: 0131 651 6381

E-mail: [email protected]

mailto:[email protected]

M.A. Primary Education with Gaelic Year 1 PEP Guidelines 2018-19

CONTENTS SECTION 1 ................................................................................................................................. i General Information .................................................................................................................... i Key university contacts for Year 1 Professional Experience and Practice (PEP) ..................... ii M.A. in Primary Education with … programmes .................................................................... iii M.A. in Primary Education with …: Professional Experience and Practice ............................ iv

PEP arrangements ...................................................................................................................... v

Mentoring students................................................................................................................... vii SECTION 2 ................................................................................................................................ 1

PEP activities ............................................................................................................................. 1

Activity 1 The classroom ........................................................................................................... 2

Activity 2 The school ................................................................................................................. 4

Activity 3 The local community ................................................................................................ 6

Activity 4 Observing children learning ...................................................................................... 8

Activities 5 & 6 Observing teaching and learning in the classroom ........................................ 10

Activity 7 Investigating teaching, learning and assessment .................................................... 12

Activity 8 Connecting teaching, learning and assessment over time ....................................... 14

Activity 9 Understanding school policy on learning and teaching .......................................... 16

Activity 10 Researching teachers' perspectives on learning and teaching ............................... 18

Activity 11 Understanding how children’s literacy development is supported within a school community ............................................................................................................................... 20

Activity 12 Investigating children as readers and writers ........................................................ 22

Activity 13 Appreciating the child's perspective of the curriculum ........................................ 24

Activity 14 Investigation: supporting learning in literacy ....................................................... 26

Activity 15 Observing the experience of learning with Curriculum for Excellence ............... 28

Activity 16 Teaching a speaking and listening activity ........................................................... 30

Appendices ............................................................................................................................... 32

Appendix 1 Year 1 Professional experience and practice record of attendance ...................... 34

Appendix 2 Sample overview table for M.A. in Primary Education with Gaelic (Fluent).................................................................................................. Error! Bookmark not defined. Appendix 3 Overview of Year 1 Professional Experience and Practice (PEP) activities ....... 37

Appendix 4 Examples of observation techniques .................................................................... 38

Appendix 5 Standard for Provisional Registration (GTCS, 2012) (Abridged) ....................... 39

M.A. Primary Ed. with … Year 1 PEP guidelines 2017-18 1

M.A. Primary Ed. with … Year 1 PEP guidelines 2017-18 i

SECTION 1

General Information

M.A. Primary Ed. with … Year 1 PEP guidelines 2017-18 ii

Key university contacts for Year 1 Professional Experience and Practice (PEP) Moray House School of Education, Holyrood Road, Edinburgh, EH8 8AQ Programme Director Fiona O’Hanlon, 0131 651 4839, fiona.o’[email protected] Professional Experience and Practice Strand Organiser Deborah Holt, 0131 651 6609, [email protected] Teaching Secretary Stephanie Scullion, 0131 651 6381, [email protected] Student Placement Service Jo Laing, 0131 651 4189, [email protected] Professional Experience and Practice (PEP) dates Semester 1 (17th September 2018 – 21st December 2018): 4 days, which can be arranged as a combination of half days and whole days in order to accommodate the needs of students and schools. Visits to be arranged between, but not before, 1st October 2018 – 30th November 2018 Semester 2 (14th January 2019 – 24th May 2019): 4 days, which can be arranged as a combination of half days and whole days in order to accommodate the needs of students and schools. Visits to be arranged between, but not later than, 14th January 2019 – 05th April 2019. NB The first meeting in January should be scheduled before the end of the Semester 1 visits. School closures In the event of a school closure, students should negotiate an alternative date with the named school contact Absence from Professional Experience and Practice If students are absent from Professional Experience and Practice, they must contact the school each day of their absence and negotiate an alternative date for the missed visit(s) with the named school contact. If students are absent for more than two half days, the school should inform the Teaching Secretary. Progress concern Should there be concern in relation to a student’s professional conduct, the named school contact should contact the Teaching Secretary as soon as possible so that a university mentor can work together with the school mentor to determine the student’s support needs and contribute to the development of an action plan. Return of the PEP Record of Attendance Students should upload a copy of the completed Semester 1 Record of attendance (Please see Appendix 1) to the Dropbox in Learn by 1400 on Friday 14th December 2018. The Semester 2 Record of Attendance should be uploaded to the Semester 2 Dropbox in Learn by 1400 on Friday 3rd May 2019. Students should retain a copy for their records. A Declaration of Own Work is not required.

mailto:[email protected]

M.A. Primary Ed. with … Year 1 PEP guidelines 2017-18 iii

M.A. in Primary Education with Gaelic programmes Rationale The MA Primary Education with Gaelic programmes were developed in response to the Scottish Government’s endorsement of the Teaching Scotland’s Future: Report of a review of teacher education in Scotland (Donaldson, 2011) report. The programmes are a partnership between the university departments of the Moray House School of Education, Celtic Studies and Linguistics, and our school partners, who support invaluable professional experiences for our students. Students who come to university with Gaelic study on a four-year programme (MA Primary Education with Gaelic, fluent speakers), whilst students who wish to build fluency in Gaelic over the course of their university experience undertake a five-year programme (MA Primary Education with Gaelic, learners). At the end of the degree, students are able to teach either in Gaelic-medium or English-medium education. In order to facilitate this, students work with English-medium schools in Years 1 and 2 of their degree, and with Gaelic-medium schools for the last two years of their degree. The programmes are designed to facilitate more meaningful and theoretically-grounded experiences of professional teaching in practice and to provide a sound foundation in the nature and purpose of education on which aspiring teachers can build careers enriched by life-long learning. Notably, Donaldson (2011) drew attention to the importance of strong partnerships in Teacher education. East Lothian, City of Edinburgh, Fife, Midlothian, Scottish Borders and West Lothian authorities have enhanced their partnership with the University of Edinburgh and have agreed key principles to enhance the quality of student learning. Representatives from each of the authorities and the university have worked collaboratively to design the materials for the Professional Experience and Practice strand of our Primary education degrees. Educational aims of the programmes The overall aim is to offer degrees which support students to become educators who:

• have an enquiring and critical disposition and who will develop professional values of trust, respect, integrity, along with a commitment to the principles of social justice;

• have a deep knowledge and understanding of learning, of children as individual learners and the pedagogies associated with the Primary curriculum;

• have an in-depth understanding and expertise in Gaelic and linguistics, which is crucial to leading learning in the Gaelic-medium immersion context;

• participate productively in learning communities and professional communities across the university and schools

• through extended and sustained professional practice, develop professional expertise and a deep knowledge of the complexities of school and community

• have the capacity and disposition to engage in career-long professional learning. The programmes comprise four strands of study over four years, namely Primary studies (which includes courses in Primary literacies and Mathematics in Primary education), Educational studies, Professional Experience and Practice (PEP) and Gaelic. (A sample overview timetable can be found in Appendix 2.)

M.A. Primary Ed. with … Year 1 PEP guidelines 2017-18 iv

M.A. in Primary Education with Gaelic: Professional Experience and Practice Rationale A key feature of the MA Primary Education with Gaelic programme is the one-year long school placement (in Year 3 of the fluent speakers’ programme, and Year 4 of the learners’ programme). In order to begin to prepare for the year-long placement, students engage in learning during Professional Experience and Practice (PEP) in Years 1 and 2 which, supported by school and university mentors, provides valuable preparatory experiences and opportunities to make early, meaningful connections between practice and theory. PEP is an integral aspect of the preparation to teach strand of the University of Edinburgh teacher education programmes. The General Teaching Council for Scotland (GTCS) approved the arrangements for all the PEP experiences, including the structure and learning outcomes for each year. In June 2012, the GTCS also assumed responsibility for the system used to allocate places to Initial Teacher Education students. The M.A. Primary Education with Gaelic programmes align with the Standard for Provisional Registration (SPR) (GTCS, 2012). Students must attain the SPR before embarking on the Standard for Full Registration (SFR) (GTCS, 2012), which must be achieved by probationary teachers by the end of the induction year in order to be able to apply for full registration. YEAR 1 PEP summary The Year 1 of the M.A. in Primary Education with Gaelic PEP brings together a range of activities (Please see table below and Appendix 3) which are informed by the Year 1 Educational studies, Primary studies and Primary literacies courses. In order to develop a wider awareness of the structure of a Primary school, to be introduced to the wider responsibilities of being a teacher and to begin to reflect on and engage with pedagogy, the Year 1 PEP provides early opportunities for students to begin to understand:

• how a school system operates; • the impact of social contexts on children as learners; • the role of a teacher; • the nature of the curriculum; • through a focus on literacy, children as learners and • how to communicate effectively, purposefully and professionally with adults and children.

During the Year 1 PEP it is important that students are immersed in, and engage with, the wider school context in order to begin to:

• understand that teaching is a complex and challenging activity which is progressively

developed over time and • develop some of the skills required to interrogate and link practice to theory.

A central feature of the Year 1 PEP is the development of observation skills (Please see Appendix 4): achieving competence in observation skills is particularly important in gathering data appropriate for later analysis. Engaging in professional reflection to view teaching from the perspective of a beginning teacher, rather than, for example, the perspective of a pupil or a parent, is also key during Year 1 in order to enable students to begin to move from an autobiographical perspective to understanding teaching as a theoretically-informed, enquiring, professional endeavour.

M.A. Primary Ed. with … Year 1 PEP guidelines 2017-18 v

PEP arrangements Activity overview The main focus of the Year 1 PEP is to offer students, as becoming teachers, the opportunity:

• to familiarise themselves with Primary schools as educational establishments and • to begin to develop knowledge about teaching and learning.

Making contact Having identified when their time-table allows time to be spent in school, the student will phone the school to make an appointment with the named school contact. Students will identify the dates and times that they are available to be present at the school then, in collaboration with the named school contact, will identify dates also suitable for the school. The agreed dates will then be recorded on the Record of attendance sheet (Please see Appendix 1). Activities Students will carry out planned activities during each PEP experience. This will include engaging in observations of teaching and of learning, talking to members of teaching and support staff, interviewing teachers and, towards the end of the Year 1 experience, interacting with a small group of children. In order that students are able to identify areas of similarity and difference, some of the activities should be carried out in varied stages and year groups: the named school contact will decide how best to enable students to carry out the activities. It is important to note that the main focus of Activities 11, 12, 14 and 16 lies in developing knowledge and understanding of early literacy development.

Period Overall focus

Period Overall focus

Semester 1 Monday 1st October - Friday 30th November 2018

Understanding the school as an organisation and as a learning community

Semester 2 Monday 14th January - Friday 05th April 2019

Pedagogy: analysing approaches to teaching and learning

Curriculum: the nature of knowledge

Developing pedagogical knowledge with a focus on literacy

Completion dates Students are required to complete some activities by set dates in order to fully participate in university workshop activities: these dates are included in the activity description and in the table below.

Semester Activity Completion required for: 2 9 Tuesday 05th February 2019 2 10 Tuesday 12th February 2019 2 13 Tuesday 12th March 2019 2 15 Tuesday 02nd April 2019

M.A. Primary Ed. with … Year 1 PEP guidelines 2017-18 vi

Engaging in dialogue As part of each activity, it is important that students engage in dialogue: this can be with the named school contact and/or with different teachers. Schools will identify the most appropriate person to engage in follow-up dialogue for each activity. A notes page follows each activity and a teacher comment box is provided for school mentors (Please see page 4). However, as student progress is not summatively assessed during the Year 1 PEP it may be that some schools will not make use of the comment boxes.

M.A. Primary Ed. with … Year 1 PEP guidelines 2017-18 vii

Mentoring students Professional context All students must show competence in the Standard for Provisional Registration (SPR) (GTCS, 2012) at the end of the Primary education with Gaelic programmes. Following all PEP activities students, supported by mentors, should reflect on their progress against the appropriate teaching standards:

1. Professional Values and Personal Commitment: • Social Justice • Integrity • Trust and Respect • Professional Commitment

2. Professional Knowledge and Understanding: • Curriculum • Education Systems and Professional Responsibilities • Pedagogical Theories and Practice

3. Professional Skills and Abilities: • Teaching and Learning • Classroom Organisation and Management • Pupil Assessment • Professional Reflection and Communication

The SPR (GTCS, 2012) provides full detail for each of the categories (A copy of the SPR can be downloaded from the GTCS website) (Please see Appendix 5 for an abridged version). Reflecting on learning: moving from surface knowledge to deep understanding University mentors During workshops in Semesters 1 and 2 students, guided by university staff and input from peers, will discuss and analyse data collected during the PEP activities. Towards the end of Semester 2, students will attend an individual and/or a group meeting with their Personal Tutor. During the meeting, students will lead the discussions, through guided reflection, with reference to their academic and professional attainment. School-based mentors During the Year 1 PEP, school-based mentors (this may be the named school contact or class teachers depending on the activity carried out) will engage students in analytical, reflective dialogue after each activity in order to progress students from listening, noticing, watching, note-taking etc. to making meaning by prompting them to make deeper sense of practice by drawing on theory: please see activities in Section 2. During their personal learning time, students will draw together their reflections and record their thinking in their online reflective journal (Pebblepad). Peer learning Due to the increasing expectation that teachers will work more closely with a range of professionals, it is important that students begin to build their ability to work collaboratively in a range of settings. Engaging in peer dialogue enhances students’ ability to:

• develop interpersonal skills; • become aware of their own learning and • apply their understandings to support other students.

Some peer learning will take place during planned workshop sessions. Students should also use some of their independent study time to engage in focussed dialogue with other students.

M.A. Primary Education with Gaelic Year 1 PEP Guidelines 2018-19 1

SECTION 2

PEP activities


SEMESTER 1 October – December 2018 Activity 1 The classroom My understanding of the classroom Students should spend most of this key activity generally observing the classroom and the activities taking place. The aim of the observations is to develop an overview of the key features of the Primary classroom. Some questions to consider: The space How is the classroom structured? Where are desks? Where is the teacher’s desk? Where are resources? What resources are most readily available? What is on the walls of the classroom? Are there any designated areas? Where are the classrooms and the learning areas situated? Where are the toilets, the cloakrooms, the outdoor areas used by the children in this classroom? The adults What are the roles and responsibilities of different adults in the classroom? What rules and regulations are apparent in the classroom? How is the learning community created? How are the learning activities organised? How does the teacher group the children? How is children’s behaviour managed? The children Consider the diversity of learners in the classroom (i.e. gender, languages spoken, ethnicity, additional support needs, etc.) How many boys and girls are in the class? How many languages are spoken by the children in the class? How do the children react in their group settings? What are your overall impressions of how the children respond in the classroom setting? Reflection: Me in the classroom setting Some questions to consider:

• What are my first impressions? Are they what I expected? If not, how are they different? • What are my personal feelings about the experience of being a student teacher in the

classroom setting? Am I confident or anxious? Is being in a Primary school enjoyable? • How am I behaving in my professional role?

During the workshop sessions students will share their experiences of their PEP in groups. Workshops will focus on observations of classrooms (the space, the adults and the children) at different stages and also on initial impressions of being a student teacher in the classroom setting.

Potential links to the Standard for Provisional Registration (GTCS, 2012)

2. Professional Knowledge and Understanding Education Systems and Professional Responsibilities 2.2.2 Have knowledge and understanding of the schools and learning communities in which they teach and their own professional responsibilities within them 3. Professional Skills and Abilities Professional Reflection and Communication 3.4.2 Engage in reflective practice to develop and enhance career-long learning and expertise


Use this page to record notes which can be used to inform discussions during workshops; completion of a reflection in your online journal and discussion with your Personal Tutor. Notes Informed by your notes, discuss your observations with either the named school contact or the class teacher. Notes from dialogue with teacher Teacher comment Notes from peer dialogue Reflective analysis In what ways do you think the classroom influences teaching and learning: reference your analysis to academic reading and to the SPR?


Activity 2 The school My understanding of the school Before this activity, students will undertake an online search for information about the school, particularly by exploring the school’s website. Students will prepare some questions in advance and discuss the questions with a class teacher or with a member of the management team. The aim of this activity is to develop an overview of the school. Some questions to consider: The children How many pupils attend the school? How many classes are there in the school? How many children attend the nursery (if the school has one)? How many composite classes are there in the school? What is the free school meal entitlement? The space What is the lay-out of the school? What buildings are there? What are the outdoor facilities? Where is the school hall, the Physical Education facilities, the Expressive Arts facilities and any other facilities or designated learning areas? The adults What are the roles and responsibilities of the different adults in the school? Think about: the involvement of parents and carers; outside staff involvement, and afterschool activities? When do parent/teacher consultations take place? Take note of the school ethos; school policies; schemes of work; the impact of national policies on the school and safety regulations? Reflection: Me in the school setting Some questions to consider:

• How are my impressions developing? What is changing? What is staying the same? • What are my personal feelings about the prospect of working with the children in the

classroom setting? Am I confident or anxious? • How am I behaving in my professional role?

During workshop sessions students will continue to share their experiences of their PEP in their groups. Workshops will focus on students’ observations and impressions about different school contexts and on personal feelings about the activities undertaken in school settings.

Potential links to the Standard for Provisional Registration (GTCS, 2012) 1. Professional Values and Personal Commitment Integrity 2. Professional Knowledge and Understanding Education Systems and Professional Responsibilities 2.2.2 Have knowledge and understanding of the schools and learning communities in which they teach and their own professional responsibilities within them 3. Professional Skills and Abilities Professional Reflection and Communication 3.4.2 Engage in reflective practice to develop and enhance career-long learning and expertise


Use this page to record notes which can be used to inform discussions during workshops; completion of a reflection in your online journal and discussion with your Personal Tutor. Notes Informed by your notes, discuss your observations with either the named school contact or the class teacher. Notes from dialogue with teacher Teacher comment Notes from peer dialogue Reflective analysis In what ways do you think a school’s context influences teaching and learning: reference your analysis to academic reading and to the SPR?


Activity 3 The local community My understanding of the local community Before this activity, students will undertake an online search to find some information about the local area and will create a list of the key findings, particularly information from the most recent National Census. Students will spend the first part of the PEP activity exploring the local community. The aim of this activity is to develop an overview of the main features of the local community and to consider how they influence teachers and children. Some questions to consider: As you walk around the community, write down all the words that come to mind. Predominantly, what type of housing is there in the local community? How would you describe the streets, the cars and the amenities that you see in the local community? What facilities are available in the local community for children’s out-of-school learning activities? What facilities are available in the local community for children’s leisure activities? Reflection: Me in the school setting Some questions to consider:

• How are my impressions developing? What aspects do I particularly like about the PEP visits? What aspects am I finding more difficult during the PEP visits?

• What are my personal feelings about the experience of working with the adults in the school setting? Am I confident or anxious?

• What are my main thoughts about my current professional role? During workshop sessions students will continue to share their experiences of their PEP visits in their groups. Workshops will focus on students’ observations and impressions about differing local communities and on personal feelings about the activities undertaken in the varied school settings.

Potential links to the Standard for Provisional Registration (GTCS, 2012) 1. Professional Values and Personal Commitment Integrity 2. Professional Knowledge and Understanding Education Systems and Professional Responsibilities 2.2.2 Have knowledge and understanding of the schools and learning communities in which they teach and their own professional responsibilities within them 3. Professional Skills and Abilities Professional Reflection and Communication 3.4.2 Engage in reflective practice to develop and enhance career-long learning and expertise


Use this page to record notes which can be used to inform discussions during workshops; completion of a reflection in your online journal and discussion with your Personal Tutor. Notes Informed by your notes, discuss your observations with either the named school contact or the class teacher. Notes from dialogue with teacher Teacher comment Notes from peer dialogue Reflective analysis In what ways do you think the wider community influences teaching and learning: reference your analysis to academic reading and to the SPR?


Activity 4 Observing children learning My observations of children learning During this activity, students will undertake an observation of children learning. Students will observe as many children as possible. For this activity, it will be important for students to consider where best to position themselves in relation to the learning activities being undertaken by the children. Guidance will be sought from the class teacher. Some questions to consider while you record your observations (Please see Appendix 4). Are all children engaging in the learning activities in the same way? What are the similarities and what are the differences in the children’s engagement? What types of learning activity seems to be more engaging to the children? How long are the children able to remain engaged in the learning activities? What events, if any, seem to lead to ‘off-task’ behaviour? Can you observe any techniques that children use to stay focussed on learning activities? When the children are talking do they remain ‘on-task’? How effectively do the children work together on activities? What are your overall impressions of the children cognitive, social and emotional engagement in the learning activities across the session observed? If time allows, students may wish to observe the children during the interval/play time. What are your main observations? Reflection: Locating myself in the school setting Some questions to consider after the first four PEP activities:

• How are my overall impressions developing in relation to the children, adults, school and community? What aspects have I particularly liked about the PEP experiences? What aspects have I found more difficult?

• What are my personal feelings about the whole experience of being in a school as a developing professional? Overall, what has been my main emotional response to this experience?

• To date, what would you identify as your strengths and aspects for development when working with the children and adults?

• How do you perceive your professional role? During workshop sessions, students will continue to share their experiences of the PEP activities with different groups. Workshops will focus on further analysis of their observations of children learning. Students will also consider their personal feelings about their developing role as a student teacher in a professional setting.

Potential links to the Standard for Provisional Registration (GTCS, 2012) 1. Professional Values and Personal Commitment Integrity 2. Professional Knowledge and Understanding Education Systems and Professional Responsibilities 2.2.2 Have knowledge and understanding of the schools and learning communities in which they teach and their own professional responsibilities within them 3. Professional Skills and Abilities Professional Reflection and Communication 3.4.1 Read and critically engage with professional literature, educational research and policy 3.4.2 Engage in reflective practice to develop and enhance career-long learning and expertise


Use this page to record notes which can be used to inform discussions during workshops; completion of a reflection in your online journal and discussion with your Personal Tutor. Notes Informed by your notes, discuss your observations with either the named school contact or the class teacher. Notes from dialogue with teacher Teacher comment Notes from peer dialogue Reflective analysis In what ways is your knowledge and understanding of teaching and learning developing: reference your analysis to academic reading and to the SPR?


Activities 5 & 6 Observing teaching and learning in the classroom To be discussed in Primary Studies 1: The Nature of Knowledge Activities 5 and 6 have been combined to enable students to develop a deeper understanding of the connection between teaching and learning: to begin to highlight the relationship between the organisation of learning space and planning. The aim of these activities is to consider how space and the curriculum are combined to bring about effective teaching and learning. Students should also consider their findings from Activity 1 and reflect on the importance of each element. This activity should take place in a different year group to that of Activity 1 and in an area other than literacy to support students in beginning to identify similarities and differences. What can you find out about learning in the classroom?

1. How is the physical space in this classroom organised? Look at the display: engage in professional discussion with the class teacher to develop your understanding of how the physical space in the class room is used to support/promote learning.

2. How are the children organised? Observe practice and engage in dialogue to find out

how the children are organised for learning. Does this vary during a day? How is this related to assessment? Are there Individual Education Plans for some children, why?

3. Engage in discussion with your mentor teacher on planning for learning across the

school and how the plans are put into place. How is a learning intention achieved? What is the connection to assessment? Look out for modes of teaching:

• direct teaching; • facilitation, (what does facilitation look like?); • collaborative learning, peer support and • use of dialogue.

4. How are learning plans informed by assessment? Is there a written assessment policy, if

so what does the assessment policy say? If not, find out why a written policy might not exist. What does assessment mean in practice?

5. What policies are in place that relate to learning? How are these policies being put into

practice (include the behaviour policy and class rules here)? How do you think they relate to learning?

Guide for reflective dialogue What did you expect? What did you find? Compare your notes for PEP activities 1 & 2. In what ways has your thinking developed? What has remained constant and what changed? Do you know why?

Potential links to the Standard for Provisional Registration (GTCS, 2012) 1. Professional Values and Personal Commitment Integrity 2. Professional Knowledge and Understanding Curriculum 2.1.5 Have knowledge and understanding of the principles of assessment recording and reporting Education Systems and Professional Responsibilities 2.2.1 Have knowledge and understanding of the principle features of the education system, educational policy and practice 2.3.2 Have knowledge and understanding of the importance of research and engagement in professional enquiry 3. Professional Skills and Abilities Professional Reflection and Communication 3.4.1 Read and critically engage with professional literature, educational research and policy 3.4.2 Engage in reflective practice to develop and enhance career-long learning and expertise


Use this page to record notes which can be used to inform discussions during workshops; completion of a reflection in your online journal and discussion with your Personal Tutor. Notes Informed by your notes, discuss your observations with either the named school contact or the class teacher. Notes from dialogue with teacher Teacher comment Notes from peer dialogue Reflective analysis In what ways is your knowledge and understanding of the connection between teaching and learning developing: reference your analysis to academic reading and to the SPR?


Activity 7 Investigating teaching, learning and assessment To be discussed in Primary Studies 1: The Nature of Knowledge The aim of this activity is to develop knowledge of how planning informs teaching and learning. What can you find out about learning in the classroom?

1. Observe the learning and teaching. Look at the class teacher's plans for the lesson. Look at the plans for the lesson that preceded it. Look out for signs that assessment informed planning. Are there any indications that the class teacher responded to something in the first lesson in the planning of the current lesson? Engage in professional dialogue with the class teacher about what might come next? How might the learning be continued in a further lesson?

2. Keep looking out for the various modes of teaching identified in activities 5 & 6.

Consider when and how the different modes are used to support learning.

3. Investigate and discuss: Is there a class timetable? What determines the timetable? How are different curriculum areas addressed in the timetable? How does this fit in with any long or medium term plans? Is there flexibility? What happens if the children are engrossed in learning when the timetable says it is time for a different lesson? How is any tension between learning and practical issues addressed?

4. What is the display like in the classroom? How does it promote learning? Are

there any notice boards? Whose voice is heard in displays and/or on notice boards?

5. How are text books, jotters, teacher handbooks, electronic resources used? How

does this vary from lesson to lesson? Is use determined by learning intention? Guide for reflective dialogue What did you expect? What did you find? How does this your new knowledge build on that acquired during previous activities? In what ways is your awareness of the complexity of teaching growing?


1. Professional Values and Personal Commitment Integrity 2. Professional Knowledge and Understanding Curriculum 2.1.1 Have knowledge and understanding of the nature of the curriculum and its development 2.1.2 Have knowledge and understanding of the relevant area(s) of pre-school, primary or secondary curriculum 2.1.3 Have knowledge and understanding of planning coherent and progressive teaching programmes 2.1.5 Have knowledge and understanding of the principles of assessment recording and reporting 3. Professional Skills and Abilities Professional Reflection and Communication 3.4.1 Read and critically engage with professional literature, educational research and policy 3.4.2 Engage in reflective practice to develop and enhance career-long learning and expertise


Use this page to record notes which can be used to inform discussions during workshops; completion of a reflection in your online journal and discussion with your Personal Tutor. Notes Informed by your notes, discuss your observations with either the named school contact or the class teacher. Notes from dialogue with teacher Teacher comment Notes from peer dialogue Reflective analysis In what ways is your knowledge of teaching, learning and assessment developing: reference your analysis to academic reading and to the SPR?


Activity 8 Connecting teaching, learning and assessment over time To be discussed in Primary Studies 1: The Nature of Knowledge The aim of this activity is to highlight the place of assessment in planning. If possible, students should observe a follow-up lesson from activity 7. What else can you find out about learning and assessment in the classroom?

1. Continue to observe learning and teaching. Look at the class teacher's plans for the lesson and at the plans for the lesson that preceded it. How does learning in one lesson build on learning from the previous lesson? Combine this awareness with observations of how children achieve the learning in the lesson: discuss and consider what the next steps for learning might be for a group of children. How might this differ from the next steps for a different group of children?

2. How does the class teacher record observations and assessments on a

daily/weekly basis? Compare this to end of year assessments and reports.

3. Review your notes from the previous activities. How has your understanding of how teachers support learning developed? What questions do you have? Note your questions and use them to inform about what you have learned about the organisation of the classroom, the school and the connections between teaching and learning, ask for clarification on any areas in which you are confused.

4. What modes of teaching have you not yet observed? Engage in discussion about

these so you know when and how they might be employed.

5. Which curriculum areas have you observed? Which should you note to observe at a later date?

Guide for reflective dialogue What have you learned about teaching and learning? How did you learn it? How does this new knowledge build on that acquired during previous activities? In what ways is your awareness of the complexity of teaching growing?

Potential links to the Standard for Provisional Registration (GTCS, 2012) 1. Professional Values and Personal Commitment Integrity 2. Professional Knowledge and Understanding Curriculum 2.1.1 Have knowledge and understanding of the nature of the curriculum and its development 2.1.2 Have knowledge and understanding of the relevant area(s) of pre-school, primary or secondary curriculum 2.1.3 Have knowledge and understanding of planning coherent and progressive teaching programmes Pedagogical Theories and Practice 2.3.2 Have knowledge and understanding of the importance of research and engagement in professional enquiry 3. Professional Skills and Abilities Professional Reflection and Communication 3.4.1 Read and critically engage with professional literature, educational research and policy 3.4.2 Engage in reflective practice to develop and enhance career-long learning and expertise


Use this page to record notes which can be used to inform discussions during workshops; completion of a reflection in your online journal and discussion with your Personal Tutor. Notes Informed by your notes, discuss your observations with either the named school contact or the class teacher. Notes from dialogue with teacher Teacher comment Notes from peer dialogue Reflective analysis In what ways is your knowledge and understanding of teaching, learning and assessment developing: reference your analysis to academic reading and to the SPR?


SEMESTER 2 January – April 2019 Activity 9 Understanding school policy on learning and teaching Timing: To be undertaken during weeks 1 - 3 To be discussed in Educational studies 1B workshop: Week 4 In this activity, students are asked to find about the school’s policy on learning and teaching, and to relate it to what they know about learning theory from their university studies. Students will benefit from discussion which sets the policy within the school’s own context, but they are expected to study the policy in their own time after the school day. Students are also asked to observe one lesson closely, with the focus on how they perceive the teaching and learning to relate to known theory. School approaches to learning and teaching Part 1: Schools create policy documents for their specific school context. Ask for the school policy on teaching and learning. After this PEP activity, read it and find out: what are the main features of the school's policy? How do they relate to what you have learned or expect to learn about on Educational Studies 1b? As you carry out the activities this Semester, relate what you are observing and discussing to the school policy, as well as to Educational Studies’ readings and classes. Part 2: Observe and make notes about one lesson today. Observe closely the teacher's role in the lesson, and the role of the children. You are going to reflect on how this lesson fits into the theories of learning that you are studying. Make notes on the role of instruction, discussion, questions, activities, whether children work alone or together. Some questions for reflection: What theories of learning did you observe in action today? How do you know? What were the characteristics of teaching and learning that led you to that conclusion? How did they influence the role of the teacher? How did they impact on what the children did and felt? How do you feel about using these in your role as the teacher?

Potential links to the Standard for Provisional Registration (GTCS, 2012) 1. Professional Values and Personal Commitment Integrity Trust and Respect Professional Commitment 2. Professional Knowledge and Understanding Pedagogical Theories and Practice 2.3.1 Have knowledge and understanding of relevant educational principles and pedagogical theories to inform professional practice 2.3.2 have knowledge and understanding of the importance of research and engagement in professional enquiry 3. Professional Skills and Abilities Professional Reflection and Communication 3.4.2 Engage in reflective practice to develop and advance career-long professional learning and expertise


Use this page to record notes which can be used to inform discussions during workshops; completion of a reflection in your online journal and discussion with your Personal Tutor. Notes Informed by your notes, discuss your observations with either the named school contact or the class teacher. Notes from dialogue with teacher Teacher comment Notes from peer dialogue Reflective analysis Use the questions for reflection to help you understand more about learning and teaching in the school context. Relate your developing understanding to professional reading, to university study and to the SPR.


Activity 10 Researching teachers' perspectives on learning and teaching Timing: To be undertaken during weeks 3 - 4 To be discussed in Educational studies 1B workshop: Week 5 The aim of this activity is to begin to develop students’ skills in research through the use of structured conversation, or interviews. Students will have been given guidance on constructing questions to lead conversations with teachers about their own philosophies of learning and teaching. Each conversation / interview should last no longer than 10 –15 minutes. As students will be asked to reflect on these in a formal assessment, it would be helpful if they were allowed to record these conversations for later review and analysis. Researching teachers' perspectives on learning and teaching You are going to conduct interviews with 2 teachers to find out about the learning theories which they use in their teaching. By now you will have structured the questions which will allow you to lead the conversations. Ask permission to take notes or to record your conversations, so that you can look back at them later for your assessment task. As soon as possible after you have completed your interviews, make notes so that you will remember important details that you could not write down while you were having your conversation. Some questions for reflection: In what ways was this experience (or these experiences) different from an everyday conversation or discussion? Did you take the lead effectively? What would you do differently in future? What have you learned about yourself as an interviewer and as a researcher?

Potential links to the Standard for Provisional Registration (GTCS, 2012) 1. Professional Values and Personal Commitment Integrity Trust and Respect Professional Commitment 2. Professional Knowledge and Understanding Pedagogical Theories and Practice 2.3.1 Have knowledge and understanding of relevant educational principles and pedagogical theories to inform professional practice 2.3.2 Have knowledge and understanding of the importance of research and engagement in professional enquiry 3. Professional Skills and Abilities Professional Reflection and Communication 3.4.2 Engage in reflective practice to develop and advance career-long professional learning and expertise


Use this page to record notes which can be used to inform discussions during workshops; completion of a reflection in your online journal and discussion with your Personal Tutor. Notes Informed by your notes, discuss your observations with either the named school contact or the class teacher. Notes from dialogue with teacher Teacher comment Notes from peer dialogue Reflective analysis Use the questions for reflection to help you understand more about learning and teaching in the school context. Relate your developing understanding to professional reading, to university study and to the SPR.


Activity 11 Understanding how children’s literacy development is supported within a school community During Activity 11, students will explore the school’s approach to supporting children’s literacy development. The aim of this activity is to develop knowledge and some understanding of how teaching and learning supports children’s development in literacy. Students can do this by having conversations with a range of staff, including the literacy co-ordinator and the class teacher. Students will review relevant school policy documents and investigate literacy resources and literacy in the school environment. Students will also gather information from observations of children involved in planned and spontaneous literacy activities and discuss these with the class teacher. Students should gain some insight into how parents/carers, inter-agency professionals and the wider community are involved with the school in supporting children’s literacy development.


1. Professional Values and Personal Commitment Personal Commitment 2. Professional Knowledge and Understanding Curriculum 2.1.4 Have knowledge and understanding of contexts for learning to fulfil their responsibilities in literacy, numeracy, health and wellbeing and interdisciplinary learning 2.3.2 Have knowledge and understanding of the importance of research and engagement in professional enquiry 3. Professional Skills and Abilities Teaching and Learning 3.1.2 Communicate effectively and interact productively with learners, individually and collectively


Use this page to record notes which can be used to inform discussions during workshops; completion of a reflection in your online journal and discussion with your Personal Tutor. Notes Informed by your notes, discuss your observations with either the named school contact or the class teacher. Notes from dialogue with teacher Teacher comment Notes from peer dialogue Reflective analysis In what ways is your understanding of how to support children’s development in early literacy progressing: reference your analysis to academic reading and to the SPR??


Activity 12 Investigating children as readers and writers During this activity, students will create a profile of two children as readers and writers. The aim of this activity is to develop students’ knowledge of the interconnectedness of reading and writing and how this influences children’s literacy development. The children will be selected with the help of the class teacher or a senior member of staff. The activity will include observations of the range of reading and writing activities the two children engage in, discussion with the class teacher about their perceived achievements and needs, and conversations with the children themselves about their interests and goals. If appropriate, students should also arrange to hear each child read, and conduct a conversation with them about a recent piece of their writing. Proformas will be provided to help students structure these direct interactions.


1. Professional Values and Personal Commitment Personal Commitment 2. Professional Knowledge and Understanding Curriculum 2.1.4 Have knowledge and understanding of contexts for learning to fulfil their responsibilities in literacy, numeracy, health and wellbeing and interdisciplinary learning Pedagogical Theories and Practice 2.3.2 Have knowledge and understanding of the importance of research and engagement in professional enquiry 3. Professional Skills and Abilities Teaching and Learning 3.1.2 Communicate effectively and interact productively with learners, individually and collectively


Use this page to record notes which can be used to inform discussions during workshops; completion of a reflection in your online journal and discussion with your Personal Tutor. Notes Informed by your notes, discuss your observations with either the named school contact or the class teacher. Notes from dialogue with teacher Teacher comment Notes from peer dialogue Reflective analysis In what ways is your understanding of how to support children’s development in early literacy progressing: reference your analysis to academic reading and to the SPR?


Activity 13 Appreciating the child's perspective of the curriculum Timing: To be undertaken during weeks 6 - 7 To be discussed in Educational studies 1B workshop: Week 8 Students’ focus on the role of the teacher in school (in Activities 9 and 10), now moves to understanding children’s views of learning and teaching in this activity. It will also help students understand how Curriculum for Excellence (Education Scotland, 2009) principles are realised in practice. Students are asked to talk to small groups of children (groups of 3 or 4 at a time would be ideal) for about 10 minutes, to help them understand how children experience challenge & enjoyment, personalisation & choice in their learning. If possible, it would be beneficial for students to talk to children in 2 or 3 different groups, perhaps at different stages of the school. The child's perspective of the curriculum Curriculum for Excellence is founded on 7 principles: coherence, breadth, depth, progression, relevance, challenge & enjoyment, and personalisation & choice. All of these influence the way teachers plan learning, but some will be more evident to children than others. Talk to some children about their experiences of learning. How much choice do they have about what or how they learn? How much personalisation is there in their experience of the curriculum? Do they like having choices about learning in school? In which areas of learning do they experience most challenge and which areas do they most enjoy? What factors lead to enjoyment and to challenge? Some questions for reflection: In what ways was your experience of school learning the same as these children's, and in what ways was it different? Perhaps your experience of primary school was different from your experience in Secondary school. Should it be? Consider the reasons for your answer. How does what you have found out make you feel about planning for teaching? How does it make you feel about your role as a teacher in Primary school?

Potential links to the Standard for Provisional Registration (GTCS, 2012) 1. Professional Values and Personal Commitment Integrity Trust and Respect Professional Commitment 2. Professional Knowledge and Understanding Curriculum 2.1.1 Have knowledge and understanding of the nature of the curriculum and its development Education Systems and Professional Responsibilities 2.3.1 Have knowledge and understanding of relevant educational principles and pedagogical theories to inform professional practice 2.3.2 have knowledge and understanding of the importance of research and engagement in professional enquiry 3. Professional Skills and Abilities Professional Reflection and Communication 3.4.2 Engage in reflective practice to develop and advance career-long professional learning and expertise


Use this page to record notes which can be used to inform discussions during workshops; completion of a reflection in your online journal and discussion with your Personal Tutor. Notes Informed by your notes, discuss your observations with either the named school contact or the class teacher. Notes from dialogue with teacher Teacher comment Notes from peer dialogue Reflective analysis Use the questions for reflection to help you understand more about children’s experience of learning in the Primary school. Relate your developing understanding to professional reading, to university study and to the SPR.


Activity 14 Investigation: supporting learning in literacy During this activity, students will explore the school’s policy and practice in relation to supporting children who have difficulties with literacy development. The aim of this activity is to focus students’ attention on the wide range of circumstances that can influence children’s development in literacy. Students will do this by having conversations with a variety of support staff about their roles and responsibilities. The support staff, who could be visitors to the school, may include the additional support for learning teacher, classroom assistants, English as an additional language (EAL) teacher, bilingual support assistant and speech and language therapist. Students should find out if the children have an Individual Education Plan (IEP) and what is indicated about their strengths and development needs. Students should consider how the support staff work in collaboration with class teachers and the type of models of support (in-class support, working in groups withdrawn from class and individual tuition). Students will gather information from observations of children and record the type of assessment and intervention strategies used to develop children’s literacy skills.


1. Professional Values and Personal Commitment Personal Commitment 2. Professional Knowledge and Understanding Curriculum 2.1.4 Have knowledge and understanding of contexts for learning to fulfil their responsibilities in literacy, numeracy, health and wellbeing and interdisciplinary learning Pedagogical Theories and Practice 2.3.2 Have knowledge and understanding of the importance of research and engagement in professional enquiry 3. Professional Skills and Abilities Teaching and Learning 3.1.2 Communicate effectively and interact productively with learners, individually and collectively




Activity 15 Observing the experience of learning with Curriculum for Excellence Timing: To be undertaken during weeks 8 - 10 To be discussed in Educational studies 1B workshop: Week 11 In university classes, students will relate the teaching approaches recommended by Curriculum for Excellence (CfE) to the theories of learning which they have already studied. This activity asks them to closely observe a lesson and focus on how the features of the teaching and learning which they observe relate to the CfE approaches. Since literacy has a separate focus in the PEP activities, it would be beneficial if the lesson students observe could be different. The experience of learning with Curriculum for Excellence In Activity 9, you observed a lesson and thought about relating it to theories of learning. In this activity, you are going to observe how teachers use any of the approaches to learning recommended by Curriculum for Excellence: active learning, peer education, ICT in education, co-operative and collaborative learning, outdoor learning, creativity, the Reggio Emilia approach. You can make notes on these either while you observe lessons, or after lessons if you are expected to become involved in what is happening in the class. Which of the approaches did the teacher use? Did s/he use more than one? Were there different approaches to different subjects? How did the approach impact on the role of the teacher? How did it impact on children's learning? How did it impact on how children felt about their learning? How do think it impacted on how the teacher felt about teaching? Some questions for reflection: What challenges do you think you will meet in implementing the approaches you observed? How do you feel about them? (perhaps excited, apprehensive, ready for the challenge....?) Have you led any activities with children in this way in the past? How is your understanding of the teacher's role developing? How do you see yourself in the role of the teacher?

Potential links to the Standard for Provisional Registration (GTCS, 2012) 1. Professional Values and Personal Commitment Integrity Trust and Respect Professional Commitment 2. Professional Knowledge and Understanding Curriculum 2.1.1 Have knowledge and understanding of the nature of the curriculum and its development Pedagogical Theories and Practice 2.3.1 Have knowledge and understanding of relevant educational principles and pedagogical theories to inform professional practice 2.3.2 have knowledge and understanding of the importance of research and engagement in professional enquiry 3. Professional Skills and Abilities Professional Reflection and Communication 3.4.2 Engage in reflective practice to develop and advance career-long professional learning and expertise


Use this page to record notes which can be used to inform discussions during workshops; completion of a reflection in your online journal and discussion with your Personal Tutor. Notes Informed by your notes, discuss your observations with either the named school contact or the class teacher. Notes from dialogue with teacher Teacher comment Notes from peer dialogue Reflective analysis Use the questions for reflection to help you understand more about approaches to teaching in the Primary school. Relate your developing understanding to professional reading, to university study and to the SPR.


Activity 16 Teaching a speaking and listening activity During the final Year 1 activity, students will implement a small group collaborative speaking and listening activity planned on the basis of the oracy elements of the taught course. The aim of this activity is to develop some understanding of variation in the nature and purpose of talk. The activity can be in any area of the curriculum. It should be designed to optimise opportunities for social interaction between learners. Students will obtain permission to record the activity. Students will be provided with a framework to analyse the discourse generated by the activity and their own role in its implementation.


1. Professional Values and Personal Commitment Personal Commitment 2. Professional Knowledge and Understanding Curriculum 2.1.4 Have knowledge and understanding of contexts for learning to fulfil their responsibilities in literacy, numeracy, health and wellbeing and interdisciplinary learning Pedagogical Theories and Practice 2.3.2 Have knowledge and understanding of the importance of research and engagement in professional enquiry 3. Professional Skills and Abilities Teaching and Learning 3.1.1 Plan coherent, progressive and stimulating teaching programmes which match learners’ needs and abilities 3.1.2 Communicate effectively and interact productively with learners, individually and collectively




Appendices



Appendix 1 Year 1 Professional experience and practice record of attendance Students should upload a copy of the completed Semester 1 Record of attendance) to the Dropbox in Learn by 1400 on Friday 14th December 2018. The Semester 2 Record of Attendance should be uploaded to the Semester 2 Dropbox in Learn by 1400 on Friday 3rd May 2019.

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Students must notify the school, in advance, if they unexpectedly find that they are unable to attend on the arranged date and/or the arranged time. An alternative date must be arranged.



Appendix 2 Sample overview timetable for M.A. in Primary Education with Gaelic

Semester 1 and 2

20 credits 20 credits 40 credits 20 credits 20 credits Year 1 Educational

Studies 1a Primary Studies 1 Gaelic 1B Educational

Studies 1b Primary Literacies 1

Professional Experience & Practice: 8 Serial Days in English-medium Primary School Context Opportunity to transfer to ‘with’ School Year 2 Linguistics

and English Language 1A

Mathematics in Primary Education

Gaelic 2B Linguistics and t h e Gaelic Language

Primary Studies 2

Professional Experience & Practice: 8 Serial Days in English-medium Primary School Context Year 3 Professional Experience & Practice (Gaelic): Year-long Placement in Gaelic-medium education (August to June) (80 credits)

Primary Studies 3 (Gaelic) – constructed as a blend of university recall and outreach sessions (20 credits – assessed across Semester 1 & 2) Education and Gaelic in Scotland - constructed as university recall sessions (20 credits – assessed across Semester 1 & 2)

Year 4 Primary Literacies 2

Theory and Pedagogy of Immersion and Bilingual Education

Educational Studies 4 Child Bilingualism: Language and Cognition

Option Courses

Professional Experience & Practice: 8 Serial Days in Gaelic-medium School Year 5 Induction (arrangements to be agreed in partnership with Local Authorities)


Appendix 3 Overview of Year 1 Professional Experience and Practice (PEP) activities

Period Focus Informed by content of Educational Studies, Primary Studies and Primary Literacies courses

Semester 1 Monday 01st October - Friday 30th November 2018

Understanding the school as an organisation and as a learning community

To develop an overview of the key features of a Primary school classroom To develop an understanding of the school To develop an understanding of the wider community and the school To observe children learning

Curriculum: the nature of knowledge

To consider how space and the curriculum are combined to bring about effective teaching and learning. To develop knowledge of how planning informs teaching and learning. To highlight the place of assessment in planning

Period Focus Informed by content of Educational studies, Primary studies and Primary literacies courses

Semester 2 Monday 14th January - Friday 05th April 2019

Pedagogy: analysing approaches to teaching and learning

To develop an understanding of school approaches to learning and teaching To investigate relevant school policies To gain insight into teachers’ perspectives on learning and teaching To develop an understanding of the child’s perspective of the curriculum To develop an understanding of features of Curriculum for Excellence

Developing pedagogical knowledge with a focus on literacy

To explore the school’s approach to supporting children’s literacy development To create a profile of two children as readers and writers To explore the school’s policy and practice in relation to supporting children who have difficulties with literacy development To implement a small group collaborative speaking and listening activity planned on the basis of the oracy elements of the taught course


Appendix 4 Examples of observation techniques

General Advice When you observe, try to describe accurately what you see and hear. Only later should you try to analyse and interpret your observations. At this later stage you should also try to make reference to professional reading, for example, about child development. Time sampling Select an individual, group or activity and take notes of what is happening at intervals for 10 or 15 minutes. As previously indicated, analysis will come later. Frequency sampling Select an aspect of behaviour or an example of learning and make notes every time it occurs. Be accurate and detailed. Analyse later. Duration observing Make notes of how long a child or group spends at an activity, or ‘cruising’, or with an adult. Analyse later. Focussed observation This involves making notes or a narrative record of everything that happens at an activity or when observing an individual child. It can be formal or participative. You may be able to take notes on the spot or very quickly afterwards. This kind of observation record, where you have not pre-decided what you wish to observe, can be particularly useful if analysed later by yourself or with a team. It is detailed and intensive, although it does not have to be long. Audio or videotaping may be possible. Suggested reading Wragg, E. C., 2012. An introduction to classroom observation, Classic ed. Abingdon: Routledge.


Appendix 5 Standard for Provisional Registration (GTCS, 2012) (Abridged)

1 Professional Values and Personal Commitment Social Justice Integrity Trust and Respect Professional Commitment 2 Professional Knowledge and Understanding 2.1 Curriculum 2.1.1 Have knowledge and understanding of the nature of the curriculum and its development 2.1.2 Have knowledge and understanding of the relevant area(s) of pre-school, primary or secondary curriculum 2.1.3 Have knowledge and understanding of planning coherent and progressive teaching programmes 2.1.4 Have knowledge and understanding of contexts for learning to fulfil their responsibilities in literacy, numeracy, health and wellbeing and interdisciplinary learning 2.1.5 Have knowledge and understanding of the principles of assessment, recording and reporting 2.2 Education Systems and Professional Responsibilities 2.2.1 Have knowledge and understanding of the principal features of the education system, educational policy and practice 2.2.2 Have knowledge and understanding of the schools and learning communities in which they teach and their own professional responsibilities within them 2.3 Pedagogical Theories and Practice 2.3.1 Have knowledge and understanding of relevant educational principles and pedagogical theories to inform professional practices 2.3.2 Have knowledge and understanding of the importance of research and engagement in professional enquiry 3 Professional Skills and Abilities 3.1 Teaching and Learning 3.1.1 Plan coherent, progressive and stimulating teaching programmes which match learners’ needs and abilities 3.1.2 Communicate effectively and interact productively with learners, individually and collectively 3.1.3 Employ a range of teaching strategies and resources to meet the needs and abilities of learners 3.1.4 Have high expectations of all learners 3.1.5 Work effectively in partnership in order to promote learning and wellbeing 3.2 Classroom Organisation and Management 3.2.1 Create a safe, caring and purposeful learning environment 3.2.2 Develop positive relationships and positive behaviour strategies 3.3 Pupil Assessment 3.3.1 Use assessment, recording and reporting as an integral part of the teaching process to support and enhance learning 3.4 Professional Reflection and Communication 3.4.1 Read and critically engage with professional literature, educational research and policy 3.4.2 Engage in reflective practice to develop and advance career-long professional learning and expertise


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MA (Hons) Primary Education with Gaelic/ MA (Urram ... · PEP is an integral aspect of the preparation to teach strand of the University of Edinburgh teacher education programmes