View Specification DocumentKnowledge of Teaching in Practice 3 EDUC3113
- Academic Session: 2026-27
- School: School of Education
- Credits: 30
- Level: Level 3 (SCQF level 9)
- Typically Offered: Runs Throughout Semesters 1 and 2
- Available to Visiting Students: No
- Collaborative Online International Learning: No
- Curriculum For Life: No
Short Description
This course supports students in developing group and whole class practical teaching skills through university experiences and a primary school placement to demonstrate competence in aspects of the GTCS Standards for Provisional Registration with a focus on inclusive pedagogies that promote active engagement and progression across the curriculum.
Timetable
7 hours of university directed input.
2 placements in schools, total of 12 weeks
Requirements of Entry
Knowledge of Teaching in Practice 2
Excluded Courses
None
Co-requisites
None
Assessment
50%: Teacher report demonstrating appropriate competence in meeting aspects of the GTCS Standards for Provisional Registration.
50% Portfolio containing observations and reflections that demonstrate an understanding of learning taking place.
Main Assessment In: December and April/May
Course Aims
This course aims to support student teachers in developing an understanding an application of planning and implementing inclusive whole-class and group learning experiences. Through university lectures, seminars, placement observations, reflection and professional dialogue, students will deepen their knowledge of inclusive pedagogies and strategies that promote active engagement and progression across the curriculum. Students will also develop a critical understanding of the current religious education curricula, policy and practice in schools, including Catholic and other faith schools.
This course enables students to demonstrate competence in aspects of the GTCS Standards for Provisional Registration.
Intended Learning Outcomes of Course
By the end of this course students will be able to:
1. Plan, implement and evaluate group and whole-class learning experiences.
2. Reflect on their engagement with and application of inclusive pedagogies and strategies to design learning experiences that promote active engagement and progression across the curriculum.
Engage in informed professional dialogue, drawing on evidence from literature to justify decisions and contribute to collaborative approaches that enhance teaching and learning.