Students should demonstrate:

A well-developed ability to analyse concepts, theories and issues of policy.

Teaching/Learning Methods and Strategies

Learning outcomes are achieved through discussion with colleagues and tutors and through the submission of written assessed coursework based on each module studied.

Methods of Assessment

Summative assessment is measured against the following six major features of coursework:

- Criticality and Reflection;
- Coherence of Argument;
- Use of Literature/Research;
- Application of Professional Experience;
- Quality of Citation;
- Structure/Presentation and any other comments;

as well as the general aims of the programme and specific module learning outcomes.

A well-developed ability to identify and critically analyse aspects of subject knowledge.

Teaching/Learning Methods and Strategies

Learning outcomes are achieved through discussion with colleagues and tutors and through the submission of written assessed coursework based on each module studied.

Methods of Assessment

Summative assessment is measured against the following six major features of coursework:

- Criticality and Reflection;
- Coherence of Argument;
- Use of Literature/Research;
- Application of Professional Experience;
- Quality of Citation;
- Structure/Presentation and any other comments;

as well as the general aims of the programme and specific module learning outcomes.

A well-developed ability to accommodate new principles and understandings.

Teaching/Learning Methods and Strategies

Learning outcomes are achieved through discussion with colleagues and tutors and through the submission of written assessed coursework based on each module studied.

Methods of Assessment

Summative assessment is measured against the following six major features of coursework:

- Criticality and Reflection;
- Coherence of Argument;
- Use of Literature/Research;
- Application of Professional Experience;
- Quality of Citation;
- Structure/Presentation and any other comments;

as well as the general aims of the programme and specific module learning outcomes.

A high level of ability to reflect on their own value system.

Teaching/Learning Methods and Strategies

Learning outcomes are achieved through discussion with colleagues and tutors and through the submission of written assessed coursework based on each module studied.

Methods of Assessment

Summative assessment is measured against the following six major features of coursework:

- Criticality and Reflection;
- Coherence of Argument;
- Use of Literature/Research;
- Application of Professional Experience;
- Quality of Citation;
- Structure/Presentation and any other comments;

as well as the general aims of the programme and specific module learning outcomes.

The ability to integrate their knowledge and understanding.

Teaching/Learning Methods and Strategies

Learning outcomes are achieved through discussion with colleagues and tutors and through the submission of written assessed coursework based on each module studied.

Methods of Assessment

Summative assessment is measured against the following six major features of coursework:

- Criticality and Reflection;
- Coherence of Argument;
- Use of Literature/Research;
- Application of Professional Experience;
- Quality of Citation;
- Structure/Presentation and any other comments;

as well as the general aims of the programme and specific module learning outcomes.

A critical understanding of the theory practice relationships within professional contexts.

Teaching/Learning Methods and Strategies

Learning outcomes are achieved through discussion with colleagues and tutors and through the submission of written assessed coursework based on each module studied.

Methods of Assessment

Summative assessment is measured against the following six major features of coursework:

- Criticality and Reflection;
- Coherence of Argument;
- Use of Literature/Research;
- Application of Professional Experience;
- Quality of Citation;
- Structure/Presentation and any other comments;

Summative assessment is measured against the following six major features of coursework:

- Criticality and Reflection;
- Coherence of Argument;
- Use of Literature/Research;
- Application of Professional Experience;
- Quality of Citation;
- Structure/Presentation and any other comments;

as well as the general aims of the programme and specific module learning outcomes.

Students should:

Have a practised ability to organise and articulate opinions and arguments in speech and writing in a diverse range of relevant contexts showing confident use of specialist vocabulary.

Teaching/Learning Methods and Strategies

In the teaching methods employed in various modules, students will be involved in the processes of communication, co-operation, analysis and task management, enhancing their professional effectiveness. Course work involves the use of transferable skills such as communication, ICT skills, analysis and synthesis.

Methods of Assessment

Formative assessment of transferable skills will be principally through tutor observation during workshops. Course work assignments will require the use of transferable skills such as communication, ICT skills, analysis and synthesis.

Be competent users of ICT for personal study and in other appropriate situations and be able to judge where the use of ICT is not appropriate.

Teaching/Learning Methods and Strategies

In the teaching methods employed in various modules, students will be involved in the processes of communication, co-operation, analysis and task management, enhancing their professional effectiveness. Course work involves the use of transferable skills such as communication, ICT skills, analysis and synthesis.

Methods of Assessment

Formative assessment of transferable skills will be principally through tutor observation during workshops. Course work assignments will require the use of transferable skills such as communication, ICT skills, analysis and synthesis.

Have a well developed ability to interpret graphical and tabular presentation of data in a critical and constructive way, and to collect, use and interpret numerical data and statistics (where appropriate) similarly.

Teaching/Learning Methods and Strategies

In the teaching methods employed in various modules, students will be involved in the processes of communication, co-operation, analysis and task management, enhancing their professional effectiveness. Course work involves the use of transferable skills such as communication, ICT skills, analysis and synthesis.

Methods of Assessment

Formative assessment of transferable skills will be principally through tutor observation during workshops. Course work assignments will require the use of transferable skills such as communication, ICT skills, analysis and synthesis.

Have a well developed ability to function effectively as part of a team, including working through difficulties and conflicts.

Teaching/Learning Methods and Strategies

In the teaching methods employed in various modules, students will be involved in the processes of communication, co-operation, analysis and task management, enhancing their professional effectiveness. Course work involves the use of transferable skills such as communication, ICT skills, analysis and synthesis.

Methods of Assessment

Formative assessment of transferable skills will be principally through tutor observation during workshops. Course work assignments will require the use of transferable skills such as communication, ICT skills, analysis and synthesis.

Have a well developed ability to articulate their own preferred learning styles and strategies and actively manage their development; to reflect on their learning theories and to organise an effective work pattern including meeting deadlines.

Teaching/Learning Methods and Strategies

In the teaching methods employed in various modules, students will be involved in the processes of communication, co-operation, analysis and task management, enhancing their professional effectiveness. Course work involves the use of transferable skills such as communication, ICT skills, analysis and synthesis.

Methods of Assessment

Formative assessment of transferable skills will be principally through tutor observation during workshops. Course work assignments will require the use of transferable skills such as communication, ICT skills, analysis and synthesis.

Have a well developed ability to process and synthesise empirical and theoretical data, to create new syntheses and to present and justify a chosen position, having drawn on relevant theoretical perspectives.

Teaching/Learning Methods and Strategies

In the teaching methods employed in various modules, students will be involved in the processes of communication, co-operation, analysis and task management, enhancing their professional effectiveness. Course work involves the use of transferable skills such as communication, ICT skills, analysis and synthesis.

Methods of Assessment

Formative assessment of transferable skills will be principally through tutor observation during workshops. Course work assignments will require the use of transferable skills such as communication, ICT skills, analysis and synthesis.

Knowledge and understanding of:

Research, innovation and developments in selected areas of education.

Teaching/Learning Methods and Strategies

Learning outcomes are acquired through lectures, workshops and independent directed reading. Students are encouraged to rigorously reflect on their classroom practice and are helped to formulate new methodologies in discussion with tutors and other colleagues.

Methods of Assessment

Assessment of learning takes the form of group presentations, essays and a small scale research report (Early Years). Assessed work tests the students’ ability to present ideas cogently, to demonstrate an appropriate level of skill and analysis, to argue from authority appropriately, and to reflect critically on the lectures, the reading, and their own practice.

Assessed coursework tests ability to gather and present relevant information and data to demonstrate knowledge and understanding in relevant areas. This involves reflection upon professional practice.

Some self-assessment and peer assessment for formative purposes is practised although this does not contribute to the formal examination of modules.

A range of key concepts and modes of enquiry in educational studies.

Teaching/Learning Methods and Strategies

Learning outcomes are acquired through lectures, workshops and independent directed reading. Students are encouraged to rigorously reflect on their classroom practice and are helped to formulate new methodologies in discussion with tutors and other colleagues.

Methods of Assessment

Assessment of learning takes the form of group presentations, essays and a small scale research report (Early Years). Assessed work tests the students’ ability to present ideas cogently, to demonstrate an appropriate level of skill and analysis, to argue from authority appropriately, and to reflect critically on the lectures, the reading, and their own practice.

Assessed coursework tests ability to gather and present relevant information and data to demonstrate knowledge and understanding in relevant areas. This involves reflection upon professional practice.

Some self-assessment and peer assessment for formative purposes is practised although this does not contribute to the formal examination of modules.

Some of the major (from a N Ireland perspective) issues and developments in education and training.

Teaching/Learning Methods and Strategies

Learning outcomes are acquired through lectures, workshops and independent directed reading. Students are encouraged to rigorously reflect on their classroom practice and are helped to formulate new methodologies in discussion with tutors and other colleagues.

Methods of Assessment

Assessment of learning takes the form of group presentations, essays and a small scale research report (Early Years). Assessed work tests the students’ ability to present ideas cogently, to demonstrate an appropriate level of skill and analysis, to argue from authority appropriately, and to reflect critically on the lectures, the reading, and their own practice.

Assessed coursework tests ability to gather and present relevant information and data to demonstrate knowledge and understanding in relevant areas. This involves reflection upon professional practice.

Some self-assessment and peer assessment for formative purposes is practised although this does not contribute to the formal examination of modules.

Appropriate theoretical foundations on which to base practice.

Teaching/Learning Methods and Strategies

Learning outcomes are acquired through lectures, workshops and independent directed reading. Students are encouraged to rigorously reflect on their classroom practice and are helped to formulate new methodologies in discussion with tutors and other colleagues.

Methods of Assessment

Assessment of learning takes the form of group presentations, essays and a small scale research report (Early Years). Assessed work tests the students’ ability to present ideas cogently, to demonstrate an appropriate level of skill and analysis, to argue from authority appropriately, and to reflect critically on the lectures, the reading, and their own practice.

Assessed coursework tests ability to gather and present relevant information and data to demonstrate knowledge and understanding in relevant areas. This involves reflection upon professional practice.

Some self-assessment and peer assessment for formative purposes is practised although this does not contribute to the formal examination of modules.

The relationship between theory and practice in their professional working context.

Teaching/Learning Methods and Strategies

Learning outcomes are acquired through lectures, workshops and independent directed reading. Students are encouraged to rigorously reflect on their classroom practice and are helped to formulate new methodologies in discussion with tutors and other colleagues.

Methods of Assessment

Assessment of learning takes the form of group presentations, essays and a small scale research report (Early Years). Assessed work tests the students’ ability to present ideas cogently, to demonstrate an appropriate level of skill and analysis, to argue from authority appropriately, and to reflect critically on the lectures, the reading, and their own practice.

Assessed coursework tests ability to gather and present relevant information and data to demonstrate knowledge and understanding in relevant areas. This involves reflection upon professional practice.

Some self-assessment and peer assessment for formative purposes is practised although this does not contribute to the formal examination of modules.

Students should demonstrate through their practical teaching:

A high level of ability to plan, prepare, teach and assess across the Northern Ireland Curriculum or the pre-school curriculum, as appropriate.

Teaching/Learning Methods and Strategies

In preparation for their professional life in primary schools, an emphasis will be placed on collaborative, enquiry-based learning and problem solving. Students will be given the opportunity to engage in curriculum development in significant areas of the pre-school (Early Years), primary and special needs (Psychology) settings. The University College recognises the particular nature of knowledge and skills required in the primary school and will endeavour to manage its partnerships so as to offer a congruent set of learning experiences and to meet the requirements of the QAA Code of Practice in relation to placement learning.

Methods of Assessment

The purposes of assessment are not only to give a licence to enter the teaching profession and to classify performance, but, importantly, to improve learning and to inform students of their progress on their way to becoming primary school teachers. Assessment should also inform teaching staff of the utility and value of the programme.

The capacity to take responsibility for a class for a sustained period of time.

Teaching/Learning Methods and Strategies

In preparation for their professional life in primary schools, an emphasis will be placed on collaborative, enquiry-based learning and problem solving. Students will be given the opportunity to engage in curriculum development in significant areas of the pre-school (Early Years), primary and special needs (Psychology) settings. The University College recognises the particular nature of knowledge and skills required in the primary school and will endeavour to manage its partnerships so as to offer a congruent set of learning experiences and to meet the requirements of the QAA Code of Practice in relation to placement learning.

Methods of Assessment

The purposes of assessment are not only to give a licence to enter the teaching profession and to classify performance, but, importantly, to improve learning and to inform students of their progress on their way to becoming primary school teachers. Assessment should also inform teaching staff of the utility and value of the programme.

The capacity to inform their teaching through critical reflection.

Teaching/Learning Methods and Strategies

In preparation for their professional life in primary schools, an emphasis will be placed on collaborative, enquiry-based learning and problem solving. Students will be given the opportunity to engage in curriculum development in significant areas of the pre-school (Early Years), primary and special needs (Psychology) settings. The University College recognises the particular nature of knowledge and skills required in the primary school and will endeavour to manage its partnerships so as to offer a congruent set of learning experiences and to meet the requirements of the QAA Code of Practice in relation to placement learning.

Methods of Assessment

The purposes of assessment are not only to give a licence to enter the teaching profession and to classify performance, but, importantly, to improve learning and to inform students of their progress on their way to becoming primary school teachers. Assessment should also inform teaching staff of the utility and value of the programme.

The ability to make a contribution to the work of the school.

Teaching/Learning Methods and Strategies

In preparation for their professional life in primary schools, an emphasis will be placed on collaborative, enquiry-based learning and problem solving. Students will be given the opportunity to engage in curriculum development in significant areas of the pre-school (Early Years), primary and special needs (Psychology) settings. The University College recognises the particular nature of knowledge and skills required in the primary school and will endeavour to manage its partnerships so as to offer a congruent set of learning experiences and to meet the requirements of the QAA Code of Practice in relation to placement learning.

Methods of Assessment

The purposes of assessment are not only to give a licence to enter the teaching profession and to classify performance, but, importantly, to improve learning and to inform students of their progress on their way to becoming primary school teachers. Assessment should also inform teaching staff of the utility and value of the programme.

The capacity to form and sustain good working relationships with pupils and significant others.

Teaching/Learning Methods and Strategies

In preparation for their professional life in primary schools, an emphasis will be placed on collaborative, enquiry-based learning and problem solving. Students will be given the opportunity to engage in curriculum development in significant areas of the pre-school (Early Years), primary and special needs (Psychology) settings. The University College recognises the particular nature of knowledge and skills required in the primary school and will endeavour to manage its partnerships so as to offer a congruent set of learning experiences and to meet the requirements of the QAA Code of Practice in relation to placement learning.

Methods of Assessment

The purposes of assessment are not only to give a licence to enter the teaching profession and to classify performance, but, importantly, to improve learning and to inform students of their progress on their way to becoming primary school teachers. Assessment should also inform teaching staff of the utility and value of the programme.