This course explores health, wellbeing and sustainability in the context of Scottish education. The course is suitable for teachers qualified to teach at all levels in Scottish schools and offering both these strands as a cohesive approach will provide greater flexibility for career development. Teachers with a role or responsibility for health and wellbeing, pupil support or PSE can develop their expertise as practitioners; or staff from key agencies who have a role or responsibility for health improvement.

Health and Wellbeing: Policy Practice and Pedagogy

20 credits

The module aims to develop a greater understanding of the practice and principles of health improvement and develop a critical approach to health promotion theory, principles and current issues.

September to December: Tuesday evenings, assessment is in January.

Learning For Sustainability

20 credits

This module is designed to help practitioners understand the principles of sustainable development, global citizenship and learning in the outdoors. Through this module you will develop ways of implementing Learning for Sustainability across your setting while engaging with the UN Sustainable Development Goals. This class will be of interest to practitioners across all stages and to students outside the formal education sector, for example, those working for NGOs, who would like to develop 
their knowledge and expertise in sustainable development.

This module includes an outdoor session at Beecraigs Country Park that is a key element of the course. 

The module runs from January to March on Saturdays on campus and Tuesdays online. Assessment will be completed by April.

Developing Effective Practice in Youth Health Promotion

20 credits

The class will focus on the key priorities of addictions, mental health and sexual health. April to June; Tuesdays and Saturdays; assessment is in June.

Contact Dr Angela De Britos for more details.

The Postgraduate Certificate Inclusive Education is gained through study in the following modules at Masters level:

• Understanding Inclusive Education
• Providing Effective Educational Support
• Inclusive Pedagogy

Completion of this certificate leads to the GTCS professional recognition certificate: Additional Support Needs 3-18.

This course is suitable for practitioners working in education settings. It is particularly relevant for those working in support and leadership roles in schools who want to gain a better understanding of the legislation and policy frameworks for ASN. This course aims to give students an understanding of the historical background to anti-discriminatory practices, learn about how pupil can be effectively supported through child centred and interagency working, and consider how to adapt and reflect on teaching methodologies and pedagogies that suit all learners.

The wide ranging and continually changing nature of additional support will be examined so that students can reflect more critically on their own practice. Informed reflection is, we believe, an essential component of enhanced practice to ensure we adopt socially just practices.

Understanding Inclusive Education

20 credits

This module is designed for anyone working in an education content or as part of multi-agency servuces for children and young people. You will learn about educational history, research, policies and practices of inclusion and diversity, and will consider how these concepts fit into the broader educational landscape.

The focus will be on the changing field of inclusive education/educational support from national, UK, and international perspectives. You will explore the concepts of inclusion and of additional support needs in their entirety, unpacking the ways in which these are exemplified in policy and practice. The intention is to help those working in education contexts to see the policies and practices of the field in relation to the ideas that lie behind them, and, in relation to some of the findings from research which have influenced their development. The wide ranging and continually changing nature of concepts such as ‘additional support’ and learner diversity will be examined allowing you to critically reflect on your own practice and contexts. Informed reflection is, we believe, an essential component of enhanced practice.

This module is taught September and November on Wednesday evenings online and Saturdays in person. Assessment is completed in November.

Providing Effective Educational Support

20 credits

This module will focus on the question of how education practitioners can best work with children and families to ensure an 
inclusive education for every child. We take a particular interest in the concept of, and approaches to additional support needs as a significant policy and legislative area nationally and internationally. You will learn the principles of person-centred planning, family-centred practice, and use UN Convention of the Rights of the Child and UN Conventions of the Rights of Persons with 
Disabilities to ensure children’s right to inclusive education. There is an emphasis on collaborative and multi-agency working and examination of educator’s role in relation to wider children’s services. This module will be of particular interest to those working in pastoral care, support for learning, additional support needs and GIRFEC Child’s Planning.

This module runs in January and February on Wednesday evenings online and Saturdays on campus. Assessment will be completed by April.

Inclusive Pedagogy

20 credits

This module aims to help you develop a deeper understanding of the importance of the educator’s role in celebrating learner diversity as a natural and positive aspect of our common humanity and therefore classroom communities. Furthermore, study on this module support you to gain a better understanding of how educator’s pedagogical stance and relationship with learners 
carry significant capacity in creating inclusive, equitable learning environments.

This module runs April to June on Wednesday evenings online & Saturdays on campus.

Contact Jane Caitlin for more details.

This is the only course of its kind in the UK. It is for anyone who wants to facilitate practical philosophy with children and adults. No prior knowledge or experience of education or philosophy is required.

To be trained to facilitate Community of Philosophical Inquiry, you’ll study three modules. Each should be undertaken in the sequence shown below. Classes are on campus on Tuesdays from 6pm to 8.30pm.

Introduction to Philosophy and Philosophical Practice

20 credits. Starts mid-September and runs for 12 weeks.

This module offers an introduction to the philosophy and logic that you’ll need to facilitate practical philosophy. You will also participate in philosophical dialogue with your peers in class.

Philosophy with Children: Theory

20 credits. Starts early January and runs for 8 weeks.

This module introduces different approaches to practical philosophy. You will also learn how to choose stimulus materials, select appropriate questions to generate philosophical dialogue, reflect on the role of the facilitator and analyse dialogue.

Philosophy with Children: Facilitation

20 credits. Starts mid-April and runs for 8 weeks.

Bringing together your learning from the previous modules, you will participate in Community of Philosophical Inquiry (CoPI) and you will facilitate CoPI with your peers.

Following the three modules you can progress in your study of PwC to the dissertation stage or you may opt for the EdD (PwC).

Contact Claire Cassidy for more details.

The course is aimed at those involved in the support of teaching professional learning at all stages of a teacher’s career including:

• student and probation mentors
• continuing professional development (CPD) coordinators
• professional review and development (PRD) reviewers
• school leaders
• local authority officers with responsibility for CPD and/or probationer and leadership development

It recognises a widening conception that the role of the teacher includes not only a central role in supporting pupil learning, but also recognises the important role that teachers can play in supporting each other’s learning. Previously, it was assumed that by virtue of knowing how to teach children teachers had also been equipped to support their colleagues’ learning. However, there is growing recognition (Donaldson, 2011; Kennedy et al., 2008) that this important role requires additional specific knowledge, understanding and skills, which form the basis of this Postgraduate Certificate.

You'll take three modules:

How Teachers Learn

20 credits

Teachers engage their own professional learning across the entire professional lifespan. Additionally, teachers in Scotland and worldwide are increasingly expected to take responsibility for supporting the learning of their peers and it is argued that in order to do this successfully, teachers and others involved in supporting teacher professional learning will need to have a secure and 
critical understanding of how teachers learn. Teachers often facilitate the learning of others through mentorship and supervision, also covered in this module. This module is designed to support teachers as learners, and facilitators of professional learning, through engagement with cutting edge empirical and conceptual research on teacher learning and the development of skills in 
critical reading, thinking and writing at Masters level. Central to this learning experience will be an ongoing focus on relating such learning to your individual work contexts.

This module runs in February and March and involves 6 blended delivery sessions with preparation tasks in advance. The module runs on Saturdays and Tuesday evenings, with assessment completed by April.

Contemporary Contexts for Teacher Learning and Teachers' Work

20 credits

This module focuses on the developing policy context in Scottish teacher education, which places increasing emphasis on the professional learning of teachers as part of a wider strategy to improve pupil outcomes. Teachers will be increasingly expected to take responsibility for supporting the learning of their peers and therefore, in addition to requiring an understanding of how teachers learn (the focus of module 1), it is also essential that those involved in supporting teachers’ learning have a critical awareness of the context in which that learning takes place. This module therefore focuses on the context of teacher learning and teachers’ work at local, national and global levels.

This is module 2 of the PG Certificate in Supporting Teacher Learning with GTCS Recognition. It can be also be taken as a stand-alone module.

Delivered April to June on Saturdays and Tuesday evenings. Assessment completed by June.

Supporting Professional Learning in the Workplace

20 credits

This module aims to develop your awareness of the theoretical concepts underlying mentoring and related approaches, a fundamental issue being the fostering of appropriate and effective mentoring relationships. The module will provide a professional, theoretical context in which to formalise and extend existing good practice as well as to develop new, innovative practice in supporting teacher learning. The development of skills in supporting teachers’ professional learning has enormous potential benefits not only for those being supported, but also for the professional development of those involved in organising and providing the support. Benefits include increased job satisfaction, enhanced awareness of your own professional practice, an increased profile within the organisation/institution in addition to the potential acquisition of Masters Credits towards further 
professional recognition.

This module runs from September to December on Saturday and Tuesday evenings. Assessment takes place in January.

Successful completion of all three modules gives GTCS Professional Recognition. 

Contact Kate Wall for more details.

Leadership in your Educational Context

Topics in this module include:

• approaches to situational analysis
• analysing your context
• developing vision as an educational leader
• creating a culture for change and improvement
• leadership for Social Justice 

Throughout, students are expected to consider their learning in context.

This module runs from April to June on Saturday mornings and Monday or Tuesday evenings. Assignment hand-in is in June.

Conceptions of Leadership

20 credits

Through study of this module, students will gain insight into the different ways in which leadership is understood and why this is the case.

Leadership for Learning

20 credits

This module will enable you to focus upon the relationship between leadership and learning and the role of leadership in furthering learning.

Leadership for Equity, Inclusion and Social

20 credits

This module will focus upon education for all, inclusive pedagogy, children’s rights and issues of equity and social justice as they pertain to education and the role of leadership in furthering these important ends.

Contact Iain Moore for more details.

Educational Leadership for the 21st Century

20 credits

In this module topics will include:

• Historical approaches to leadership
• Theories and models
• Introduction to policy
• Critical policy analysis
• Professional development for leaders
• An introduction to data
• Reflecting on your learning

Throughout this module students are expected to consider their learning in context.

Assessment involves a written assignment (3000 words) in which you will be required to demonstrate that you have achieved the learning objectives of the module, drawing from the literature, the policy context and your own professional experience within an educational setting. This is followed by a reflective writing piece (1000 words) in which you reflect upon your own professional learning and your developing understanding of yourself as leader.

This module is taught September to December on Saturday mornings and Monday or Tuesday evenings. Assessment takes place in January.

You can also choose to study for a full Masters degree in Educational Leadership.

Developing as a leader of Change

20 credits

This is one of three first year modules in the MEd Educational leadership but can also be taken as a standalone option in the MEd Education Studies. All three of these modules are complementary and students may wish to consider taking all three.

In this module topics will include:

• The role of the leader in leading change
• Understanding capital
• Power, Influence and Authority
• The social process of change
• Theories and models of change
• Applying theory of change to your context

Throughout, students are expected to consider their learning in context.

This module runs January to March on Saturdays and Monday or Tuesday evenings. Assessment takes place in April.

This Postgraduate Certificate in Technology Enhanced Teaching and Learning (Digital Education) harnesses the latest innovations in the field of Educational Technologies aiming at engaging students with instructional design practices using digital technologies.

Students will study three modules:

Technology Enhanced Learning: Theory & Practice

20 credits

This module provides an introduction to technology-enhanced learning environments across classroom, online, and outdoor settings—designed specifically for teachers and university or college lecturers. Participants will explore established and emerging educational technologies, including immersive learning (for example, virtual and augmented reality) and artificial intelligence (AI), with a focus on practical applications for teaching, learning, and assessment. Indicative topics are: linking learning educational theories and technologies, on-line learning, mobile and ubiquitous learning, virtual worlds, digital games, artificial intelligence and learning analytics.

This module runs October to November on Wednesday evenings online and one Saturday on campus. Assessment takes place in December.

Technology Enhanced Learning: Theory & Practice is also available as an online module.

Instructional Design and Technology

20 credits.

This module explores the evolving field of Instructional Design and Technology. It focuses on identifying learning and performance challenges and developing effective, evidence-based solutions through the strategic use of instructional models and digital media. Special emphasis is placed on systematic design approaches and the thoughtful integration of educational technologies to enhance teaching effectiveness across diverse educational contexts.

Designed mainly for teachers and university or college lecturers, the course introduces key theoretical principles and contemporary practices in instructional and learning design. You will gain both foundational knowledge and hands-on experience with a variety of design models and frameworks, learning how to implement them in real-world teaching scenarios to support meaningful, inclusive, and engaging learning.

This module runs from January to March on Wednesday evenings online and one Saturday on campus. 

Instructional Design and Technology is also available as an online module.

Contact Stavros Nikou (stavros.nikou@strath.ac.uk) for more details.

Digital Media for Learning

20 credits.

This module explores the creative and pedagogical potential of digital media in contemporary teaching and learning environments. Designed for teachers and university/college lecturers, it equips you with the knowledge and skills to design and apply a wide range of multimedia tools and strategies—blending theory, technology, and pedagogy to enhance student engagement and learning outcomes.

You will examine the fundamental principles of multimedia design and explore frameworks and hardware/software solutions for integrating digital technologies into various educational settings. The course covers educational media that support a range of teaching and learning strategies—from direct instruction and inquiry-based learning to collaborative projects, gamified learning, and digital storytelling. Special attention is given to emerging technologies such as augmented reality (AR), immersive environments, and artificial intelligence (AI) in educational media.

This module runs from April to June on Wednesday evenings online and Saturday on campus. Assessment takes place in June.

Digital Media for Learning is also available as an online module.

Contact Stavros Nikou (stavros.nikou@strath.ac.uk) for more details.

This course will be informed by theoretical and methodological advances in imagining social justice, as a queer-feminist practice both inside and outside formal classroom contexts, and across social spheres. We will consider what might make research 'queer', and if 'queer social justice’ might achieve purchase across a range of academic-activist topics and spaces (e.g. climate 
change, educational reform, cost-of-living-crisis, global north-south epistemologies and hierarchies, abolitionist thinking). We will engage with reformist, radical and abolitionist work inside and outside of the academy, in order to reflect on questions about epistemology, use and knowledge exchange in creating social justice. We will also approach interdisciplinary conversations about queer-ness in the research process, including research failures and labours and utilise a range of intellectual and practical resources to explore these topics (for example, manifestos, zines, archives, social media, blogs). In challenging crisis times, what does it mean to desire, do, and deal with ‘social justice’? How might we queer the institutions where social justice is (un)made? Is social justice something we do as social agents, activists, students, teachers? How is social justice relational and institutional, and how can it be scaled to questions of time and place? Is social justice universal, or might queer-feminist approaches pose more ‘provincial’ or local solutions? 

Assessment

Assessment consists of several components, to challenge and develop students’ skills: you will be supported in these tasks. 

These include: 

• a blog on a classroom topic, with commentary on at least one other blog posting to fulfil this component (15% of mark)
• a group assignment and presentation on a topic introduced in the class (for example, why is social justice a queer issue?, What constitutes queer social justice?) Is LGBT social justice different from queer social justice?, Is queer social justice just for queers?) (15% of mark)
• a 2000 word essay (70% of mark)

This module runs October and November on Thursday evenings on campus. Assessment is completed by November.

20 credits

The course is aimed at addressing the Strategic Objective for Health (national document) which has 16 National Outcomes, a number of which are particularly relevant to children and young people’s health and wellbeing:

• our children have the best start in life and are ready to succeed 
• we have improved life chances for children, young people and families at risk
• we have tackled significant inequalities in Scottish society 

The class will focus on the key priority areas identified by the Chief Medical Officer in his Annualreport of 2011: Addictions, Mental Health and Sexual Health. The course will explore interventions, national campaigns and initiatives as well as looking at holistic approaches to promoting positive lifestyles and examine the evidence base and efficacy of different approaches.

Approaches will consider both formal and informal approaches to working with young people, including youth work and participatory methods of engagement.

The course is suitable for teachers qualified to teach at all levels in Scottish schools. However, given the focus on health priorities there will be greater emphasis placed on teenage and youth health. Therefore, it is positioned to support teachers with a role or responsibility for health and wellbeing, pupil support or PSE to develop expertise and leadership skills as practitioners.

Delivered between April to June on Tuesday evenings, with assessment completed in June.

20 credits

This module explores the evolving field of Instructional Design and Technology. It focuses on identifying learning and performance challenges and developing effective, evidence-based solutions through the strategic use of instructional models and digital media. Special emphasis is placed on systematic design approaches and the thoughtful integration of educational technologies to enhance teaching effectiveness across diverse educational contexts.

Designed mainly for teachers and university or college lecturers, the course introduces key theoretical principles and contemporary practices in instructional and learning design. You will gain both foundational knowledge and hands-on experience with a variety of design models and frameworks, learning how to implement them in real-world teaching scenarios to support meaningful, inclusive, and engaging learning.

Indicative topics include:

• Instructional design models 
• Technology integration frameworks 
• Learning design and curriculum alignment
• Universal Design for Learning 
• Online, blended, and hybrid teaching strategies
• AI-enhanced learning tools and adaptive systems
• Immersive learning through AR/VR applications
• Designing for accessibility, engagement, and learner autonomy

Through interactive tasks, case studies, and collaborative design work, you will develop the skills to design, implement, and evaluate technology-supported instruction that meets the needs of today’s diverse learners. This course lays the groundwork for innovative and reflective educational practice in a technology-rich world.

Assessment

The class is practical, oriented and comprises the following two summative assessment tasks. You will work on teaching episodes to design and develop instructional design interventions incorporating digital technologies. In addition, you will write an essay reflecting on your understanding on recent trends and issues on instructional design and technology.

This module runs from January to March on Wednesday evenings online and one Saturday on campus. 

Contact Stavros Nikou for more details.

20 credits

This module explores the creative and pedagogical potential of digital media in contemporary teaching and learning environments. Designed for teachers and university/college lecturers, it equips you with the knowledge and skills to design and apply a wide range of multimedia tools and strategies—blending theory, technology, and pedagogy to enhance student engagement and learning outcomes.

You will examine the fundamental principles of multimedia design and explore frameworks and hardware/software solutions for integrating digital technologies into various educational settings. The course covers educational media that support a range of teaching and learning strategies—from direct instruction and inquiry-based learning to collaborative projects, gamified learning, and digital storytelling. Special attention is given to emerging technologies such as augmented reality (AR), immersive environments, and artificial intelligence (AI) in educational media.

Indicative topics include:

• principles of multimedia design and development
• classroom technology integration: frameworks and tools
• pedagogical strategies supported by digital media
• educational games and interactive storytelling
• collaborative and inquiry-based digital learning
• online, blended, and face-to-face media applications
• introduction to augmented and virtual reality development
• artificial intelligence in education
• teaching as a design science

This module runs from April to June on Wednesday evenings online and Saturday on campus. Assessment takes place in June.

This module is also available online.

Contact Stavros Nikou for more details.

20 credits

The class will consist of up to three hours of individual tutorial support. The first meeting will focus on discussing the written proposal for independent study that the student will have completed and on clarifying the scope and nature of the study. Later meetings will be to discuss ongoing work and to provide formative feedback on work in progress.

Assessment

• a critical understanding of a range of specialised theories, principles and concepts
• a critical awareness of current issues in a subject/discipline
• apply critical analysis, evaluation and synthesis to issues which are at the forefront of, or informed by, developments at the forefront of a subject/discipline
• identify, conceptualise and define new and abstract problems and issues
• critically review, consolidate and extend knowledge, skills, practices and thinking in a subject/discipline

40 credits

The class will consist of up to four hours of individual tutorial support. The first meeting will focus on discussing the written proposal for independent study that the student will have completed and on clarifying the scope and nature of the study. Later meetings will be to discuss ongoing work and to provide formative feedback on work in progress.

Assessment

• critical understanding of a range of specialised theories, principles and concepts
• critical awareness of current issues in a subject/discipline
• apply critical analysis, evaluation and synthesis to issues which are at the forefront of, or informed by, developments at the forefront of a subject/discipline
• identify, conceptualise and define new and abstract problems and issues
• able to critically review, consolidate and extend knowledge, skills, practices and thinking in a subject/discipline

Contact Paul Adams for more details.

10 credits

This 20 credit module offers students the opportunity to undertake a small scale piece of work to produce a maximum 4000-word report, usually in the form of a literature review. The module is entirely driven by the student, with support from a member of the School of Education teaching staff. The equivalent of 4 hours of supervision is permitted, which can take any communication form (for example, email, phone call, face to face) and includes time spent by the supervisor in reading plans (not drafts). Usually, the report produced is taken forward as the basis for the student’s dissertation, but the module can be taken as a standalone option.

Contact Paul Adams for more details.

20 credits

This module is designed to help practitioners understand the principles of sustainable development, global citizenship and learning in the outdoors. Through this module you will develop ways of implementing Learning for Sustainability across your setting while engaging with the UN Sustainable Development Goals. This class will be of interest to practitioners across all stages and to students outside the formal education sector, for example, those working for NGOs, who would like to develop 
their knowledge and expertise in sustainable development.

This module includes an outdoor session at Beecraigs Country Park that is a key element of the course. 

In this module you will be offered opportunities to:

• develop your knowledge of key concepts in sustainability and sustainable development
• examine a range of activities and strategies to enable teaching and learning experiences that 
  develop awareness, knowledge and understanding of sustainability issues
• consider different subject areas and how these might be explored in the outdoors with 
  different age groups
• identify which UN Sustainable Development Goals might be an appropriate area of focus in 
  your setting

This module will help you to develop Learning for Sustainability experiences for use within your 
chosen contexts (formal or informal) that will help to foster the following areas:

• awareness of the range of factors which determine the nature and quality of our physical, 
  human and social environment
• knowledge and understanding of the nature of the environment and the interrelationship of 
  these factors (environmental literacy)
• responsibility for guiding the process of change towards an improved relationship between 
  humankind and its environment;
• competence to take effective action individually or in a group, to put good intentions into 
  effect

Assessment

This module will be assessed in two parts:

• an individual 10-minute presentation on the your experience of engaging with Learning for Sustainability in your setting (equivalent 2,000-words, worth 50%). You should demonstrate understanding of Learning for Sustainability, the UN Sustainable Development Goals, SDE and assess the impact the experience has had on your setting and the pupils. 
• the second part of the assessment is a 2,000-word critical reflection on Learning for Sustainability and on your implementation of it in your own context (worth 50%)

The module runs from January to March on Saturdays on campus and Tuesdays online. Assessment will be completed by April.

Contact William Quirke (w.quirke@strath.ac.uk) for more details.

20 credits

The class explores existing and emerging educational technologies. The aim is to engage students with digital technologies in teaching and learning, exploring contemporary academic literature and experiencing different technologies. Students are expected to: critically review technology-enhanced learning related literature, explore different learning technologies, create digital artefacts as part of their own learning and reflect on how digital technologies can be used for teaching, learning and assessment. Indicative topics are:

• linking learning educational theories and technologies
• on-line learning
• mobile and ubiquitous learning
• social and open learning
• virtual worlds
• digital games
• learning analytics

(Blended delivery)

Contact Stavros Nikou for more details.

20 credits

Through study of this module, students will gain insight into the different ways in which leadership is understood and why this is the case.

Contact Joanna Holmes for more details.

20 credits

This module will enable you to focus upon the relationship between leadership and learning and the role of leadership in furthering learning.

This module is not available unless you have successfully completed Conceptions of Leadership.

Contact Joanna Holmes for more details.

20 credits

This module will focus upon education for all, inclusive pedagogy, children’s rights and issues of equity and social justice as they pertain to education and the role of leadership in furthering these important ends.

This module is not available unless you have successfully completed Conceptions of Leadership.

Contact Joanna Holmes for more details.

20 credits

In response to the policy framework and in line with the recommendations in the Donaldson Report and the McCormac Review, this class is positioned to support practitioners’ understanding on equality, diversity and health and to develop effective practice to support the wellbeing of children and young people. The overarching aim is to develop a greater understanding of the practice and principles of health improvement and develop a critical approach to health promotion theory, principles and current issues.

In this module you will be offered opportunities to:

• demonstrate a critical understanding of health concepts and health promotion theory, principles and current issues
• extend knowledge, skills, approaches and practices in relation to embedding health and wellbeing across the curriculum
• communication and presentation skills: write clearly and concisely for a range of contexts and use effective presentation and information sharing techniques
• critically reflect on the student's own practice in relation to developing, reinforcing and extending learning in health and wellbeing for children

Assessment

This module will be assessed in two parts:

• critique of a health theme or topic
  
  • write a critical discussion and analysis of an appropriate health theme or topic in relation to current legislation, policy or research (max 2,000 words)
• presentation of theme from your critique
  
  • the second stage will require you to develop and present an individual case study or
    aspect of the findings discussed in the critique.

This module runs April to June on Wednesdays on campus. Assessment completed in June.

Contact Stephanie Hardley for more details.

20 credits

This module, co-taught with Prof Yvette Taylor, offers an in-depth introduction to contemporary issues of gender and sexuality across different educational settings. Gender and sexuality in education have long been subject to critical attention from education studies researchers, interdisciplinary social scientists, feminists and LGBTQ+ activists. Meanwhile, diversity and inclusion have become central concerns of government policy and educational practice. In contemporary policy-practice in Scotland, gender inequalities, diversity and LGBTQ+ inclusion are under the spotlight as priorities for schools, teachers, and a variety of educational practitioners.

The module introduces key concepts and we will critically consider a full range of theoretical, research-based, policy, and practice approaches to understanding core questions and debates about gender and sexuality in education. In taking this module, you will engage with current policy directives and learn to situate these in relation to a broader landscape of equalities legislation, as well as to synthesise research evidence and complex ideas in order to explore the practical possibilities and limitations for putting such policy into practice. The module will facilitate students’ development of skills with which to critically evaluate different approaches to gender and sexuality in education.

Delivered between October and December, with assessment completed in January.

Contact Maddie Breeze, maddie.breeze@strath.ac.uk, for more details. 

Widening access/participation to higher education is a priority of the Scottish Government and must be supported at all points at which barriers to access can manifest. This module offers practitioners, who are working to support access for school pupils of all ages either in-school or as a substantive part of their role in the wider education sector, with an opportunity to gain a solid grounding in policy context and practice and to be better positioned to ensure their own school/institutional approach to access is effective. 

You will have the opportunity to develop an understanding of theory, debate, policy and social inequality. With a focus on children and young people, you will examine a range of barriers, including socio-economic disadvantage, care-experience, forced migration, sex/gender and LGBT and will gain an understanding of the way in which access might be supported throughout the learner journey, both within school and into HN and Undergraduate courses. You will look closely at practitioner enquiry techniques and critically evaluate an existing access programme or activity, presenting your own work for scrutiny and recognition.

Assessment

• write a critical discussion and analysis of an appropriate aspect of Widening Access within the school or schools outreach context, developing and presenting an individual case study based on an analysis of policy in relation to your practitioner experience (max 4,000 words).
• a formative session will take place during the final seminar in March, when students will have an opportunity to present their case study. Please note that this is not part of the formal 
  assessment.

This module runs from January to March on Saturdays on campus and Tuesday or Thursday evenings online. Assessment is completed by the end of April.

Contact Amanda Baldwin for more details.

20 credits

As languages educators (modern foreign langauges, English as an additional language and community languages), how can we achieve the goal of prioritising equity, diversity, and inclusion in the language’s classroom? Using theory, research and examples of innovative approaches for promoting social justice, this module is aimed at language educators in all sectors and is designed to develop your knowledge of a range of contemporary issues in language education. This module aims to develop critical thinking and reflection and consider how these impact on social justice pedagogy and agency for social change.

You will study the following contemporary issues in language learning and teaching in an educational setting:

• identifying key principles of social justice education, considering how to integrate social 
  justice practices into language education
• building collaborative partnerships with the wider community, families and business in 
  language learning
• fostering diversity and inclusive practice in language learning and teaching
• defining anti-racism and the need for anti-racist practices in language education; developing 
  your own decolonial practice and identifying biases 
• exploring how language learning can be in incorporated into a Learning for Sustainability 
  (LfS) context
• critically reflecting on your own professional practice; how you understand and enact social 
  justice in language education and how this connects to teacher identity

Assessment

There are two parts to the assessment for this module, comprising 4000 words in total:

• an academic poster on an aspect of enacting social justice in language education which 
  considers the implications for your context
• a written submission linking theory, research and your professional practice within an 
  educational setting

This module runs from April to June on Saturday on campus and Wednesday evenings online. Assessment is completed in June.

This module is designed to develop your knowledge of multilingual and multicultural contexts within education and wider society. This module will equip you with core skills for language learning and teaching and consider the role of intercultural education. You will extend your confidence in language teaching approaches within and across the curriculum. This class will encourage you to be reflective and adaptive in your practice.

You will study the following aspects of language and culture within an educational setting:

• developing critical perspectives of language learning and teaching in multilingual contexts 
• engaging with policy, theory and current research on approaches to the teaching and learning of all languages and the role of culture
• exploring the benefits of multilingualism and multiculturalism in contemporary society
• recognising the interrelationship between languages and cultures, including diversity and identity
• connecting language learning with wider literacy practices
• reflecting on their own professional practice, and the linguistic and cultural capital of their context.

Assessment

There are two parts to the assessment for this module, comprising 4000 words in total:

• a reflective portfolio documenting the linguistic and cultural capital of your context
• an essay which links policy, theory and current research on approaches to language learning and teaching, multilingualism, plurliteracy and culture.

This module runs from January to March on Saturdays and Wednesdays. Assessment will be completed by April.

Child-centred and Child-Focused Approaches to Practitioner Research (X9644 – 20 credits)

Contact Eleni Karagiannidou for more details.

Contemporary Contexts for Teacher Learning and Teachers' Work (X9798 – 20 credits)

Contact Peter Mtika for more details.

How Teachers Learn (X9797 – 20 credits)

Contact Kate Wall for more details.

Inclusive Pedagogy (X9701 – 20 credits)

Contact Jane Catlin for more details

Introduction to Philosophy and Philosophical Practice (X3902 – 20 credits)

Contact Claire Cassidy for more details.

Philosophy with Children: Facilitation (X3903 – 20 credits)

Contact Claire Cassidy for more details. 

Philosophy with Children: Theory (X3901 – 20 credits)

Contact Claire Cassidy for more details.

Policy and Practice: Early Career Development (X3814 – 20 credits)

Contact Lee Coutts for more details.

Providing Effective Educational Support (X9744 – 20 credits)

Contact Jane Catlin for more details.

Supporting Professional Learning in the Workplace (X9799 – 20 credits)

Contact Kate Wall for more details.

Understanding Inclusive Education (X9743 – 20 credits)

Contact Zinnia Mevawalla for more details. 

20 credits

This module is taught online from October to January on Monday, Tuesday or Thursday evenings. Assessment takes place in February.

Educational research addresses a wide variety of issues including education systems, processes and practices. It covers lifelong learning; it is often policy related and political. It is generally identified with the research approaches of the social sciences and its methodological influences are many, including psychology, sociology and anthropology. This module will offer professionals working in education and related fields the opportunity to develop an understanding of the main research traditions or ‘paradigms’; the related methodological assumptions and approaches to research design; the literature review as a research tool; and the use of research to inform practice and policy. It is designed to provide support in developing a critical and informed understanding of research design in relation to the MEd dissertation project.

Module content 

• What is research?
• Research paradigms
• Reviewing research literature 
• Design Strategies in research 
• Data collection
• Data analysis
• The ethics of educational research

Assessment 

The assignment consists of writing an informed 3,000-word (+/-10%) research proposal in the area of social and/or educational concern that you plan to investigate for the MSc Dissertation, showing an awareness of where the issue or area has been incompletely studied and identifying how to address the gap in knowledge. Your proposal should start with a broad overview of the state of theory and research in the area identified, critically analyse the existing knowledge in the area proposed and justify the significance of the proposed area of investigation for practice. It should then clearly identify the proposed research questions, outline the methodology for data collection and analysis and give a reflective account of the ethical issues anticipated. Finally, it should outline anticipated findings and identify how the study will contribute to improving practice and knowledge.

60 credits

The Dissertation is a major study demanding a high level of individual application and commitment. Drawing upon and developing knowledge, understanding and relevant experience provided through core and optional modules, it offers the opportunity to engage in a small but substantive piece of research directly relevant to your own context of professional and academic practice.

Building on work in the core module on Research Methodologies and Reasoning, online research methods training will deliver a range of educational and social science research methods teaching at postgraduate level in order to support students in the achievement of excellent quantitative and qualitative research skills in a manner that supports a research-led approach to student inquiry and practice. 

The dissertation provides you with an opportunity to develop their interests through independent and in-depth research within an area appropriate to the broad focus of the PGT programme they have followed and to demonstrate the ability to write in a scholarly manner appropriate to Level 11 work. It is the final, large-scale piece of work, which builds on skills and understanding gained from previous modules.

The dissertation is based on wide reading and research undertaken by the student into an issue of personal interest that relates to the focus of the programme they have studied. You may choose to satisfy dissertation requirements in a variety of approved ways, so demonstrating at Level 11 appropriate skills of literature search and selection, critical analysis, evaluation and usually some 
primary or secondary research in a sustained piece of writing which shows coherent discussion leading to conclusions and recommendations.

The dissertation is a valuable learning experience in its own right but should also contribute to the progression of the your personal growth and career. It should provide an opportunity to show others the benefits derived from the programme in terms of knowledge, skills and perspectives you have gained.

Assessment

The Dissertation is designed to make a significant contribution to fulfilling the aims of the Master of Education programme through engagement in an in-depth piece of work demanding independent study and the sustained application of research skills. It is a chance to follow a professional and academic interest through to its evidence-based conclusion. To meet this objective candidates will carry out a research project which will be assessed through a dissertation of 12,000 to 15,000 words