The University of Edinburgh M.A. in PRIMARY EDUCATION WITH

The University of Edinburgh

M.A. IN PRIMARY EDUCATION WITH… PROPOSAL FOR A SUITE OF SIX PROGRAMMES

Moray House School of Education March 2013

Address for Correspondence Dr Ann MacDonald, Dr Zoè Williamson, Dr Andy Hancock & Dr Gillian Robinson Moray House School of Education Charteris Land Edinburgh EH8 8AQ

Telephone: 0131 651 6430 Email: [email protected]

MA in Primary Education with…

SUMMARY INFORMATION

Awarding Institution: The University of Edinburgh

Schools: The Moray House School of Education, in partnership with The School of Mathematics The School of Geosciences The School of Literatures, Languages and Cultures The School of History, Classics and Archeology The School of Divinity

Final Award: Master of Arts in Primary Education with Mathematics Earth Sciences Modern Language (German) Scottish Studies History Religious Studies

Programme Titles: Master of Arts in Primary Education with Mathematics Earth Sciences Modern Language (German) Scottish Studies History Religious Studies

Programme Director(s): Dr Ann MacDonald, Dr Zoè Williamson, Dr Andy Hancock

Duration of Study: 4 years

Proposed Start Date: September 2014

MA in Primary Education with…

CONTENTS

1. Rationale and Educational aims of the Programmes 4 2. Background to the proposal 5 Historical Context 5 Policy Context 6 The Scottish Master of Arts 6 The Proposal for MA in Primary Education with… 7 1.Wider University Strand 8 2.Educational Studies Strand 9 3.Primary Education Strand 10 4.Professional Experience and Practice Strand 11 5.Induction Year and beyond 13 4. Entrance Qualifications 14 5. Widening Access, Flexible Entry and Flexible Routes 15 within Programmes 6. Distribution of Students Between Programmes 15 7. Relevance of the proposed programmes to the school plan 16 and university strategic plans 8. Resources 18 9. Timetabling 19 10. Fees issues 20

MA in Primary Education with…

RATIONALE

The following proposal for a suite of programmes is offered as a replacement for the current B.Ed in Primary Education (Hons), in response to the Scottish Government’s recent endorsement of Teaching Scotland’s Future: Report of a review of teacher education in Scotland (Donaldson: 2010). It aims to build on the strengths of previous undergraduate provision for Initial Teacher Education in developing professional expertise, whilst aiming for greater academic aspiration and rigour, transforming Donaldson’s vision for reform into reality.

1. EDUCATIONAL AIMS OF THE PROGRAMMES

The overall aim is to offer degrees in education which support students to become educators who: • Have an enquiring and critical disposition and who will develop professional values of trust, respect, integrity, and a commitment to the principles of social justice. • Have an in-depth understanding and expertise in a discipline other than education, promoting the value of knowledge for its own sake and for its relevance in professional contexts. • Have the capacity and disposition to engage in career-long professional learning. • Have a deep knowledge and understanding of learning, and of children as individual learners, and the pedagogies associated with the primary curriculum. • Participate productively in learning communities and professional communities across University and schools. • Through extended and sustained professional practice, develop professional expertise and a deep knowledge of the complexities of school and community.

MA in Primary Education with…

2. BACKGROUND TO THE PROPOSAL

Historical Context Teachers have been educated at Moray House since its establishment by the Free Church of Scotland in 1848, with the first Diplomas being awarded by Moray House Normal School in 1850. The first radical turning point was as a result of the 1872 Education (Scotland) Act, when primary education was made compulsory for all children aged between 5-13 years and the existing church schools were gradually assimilated into the system of state education. This resulted in an upsurge in the need for teachers which the church-owned training colleges could no longer meet, and by 1907 teacher-training responsibility was also handed over to the Government. By 1908, Moray House Training College had 770 student teachers studying for certificates or diplomas in education and it continued to grow and develop over the first half of the 20C. The Moray House College of Education was thus named in 1959 and became an integral part of the Scottish Higher Education System offering separate diplomas for Primary and Secondary Teachers (secondary teachers being post-graduate and primary teachers undergraduate).

Primary Teaching in Scotland became a graduate-only profession in 1984, with the introduction of (externally awarded) College of Education based 4-year degrees which replaced the previous 3-year Diploma in Primary Education. At Moray House, the newly accredited Bachelor of Education (Primary) was an ordinary degree encompassing all areas of the primary curriculum and incorporating the study of the theory and practice of teaching, and a series of school placements from nursery to upper primary. In the intervening three decades, while the degree status was raised from ordinary to honours, and the awarding body changed from the Council for National Academic Awards, to Herriot Watt University, and then to the University of Edinburgh, the degree has evolved into something with greater depth, breadth and rigour. However, it has remained a fairly traditional teacher-education programme and has not afforded students the opportunity for study of the wider University curriculum, nor for

MA in Primary Education with… significant choice or flexibility within or across programmes. And it has continued to attract students with relatively low academic qualifications.

What is proposed in this paper, therefore, represents the biggest change in teacher-education in Scotland, certainly since 1984, but arguably since the adoption of teacher-education by the state in 1907, or perhaps even since the first award of Diploma in Education at Moray House Normal school in 1850.

Policy Context In 2010, Graham Donaldson, former HM Senior Chief Inspector of Education, published a Government-Commissioned Review of Teacher Education in Scotland. In it he argued for a more coherent career-long teacher education based on a rationale of life-long learning, and for more effective partnership between schools and universities. Further he called for flexible programmes of ITE in which students are afforded the opportunity to study outwith the discipline of Education and outwith schools/faculties of Education. In addition, he recommended that there be flexibility to allow students to change direction of study during degree programmes.

In 2012, the GTC Scotland produced draft revised Standards for teachers in Scotland. This included the Standards for Registration which comprises the Standard for Provisional Registration (SPR) and the Standard for Full Registration (SFR). A Standard for Career-Long Professional Learning was introduced and the Standard for Leadership and Management was revised. These are promoted as central and crucial to teacher development at every stage.

The Scottish Master of Arts (Magister Artium) Traditionally, the four ancient Scottish universities (St Andrews, Glasgow, Aberdeen and Edinburgh) have offered the MA degree for those entering Faculties of Arts as undergraduates. This degree programme could be either 3 years (Ordinary) or 4 years (Honours). In the early years, this Masters degree qualified graduates to become regents or teachers at university (the Latin magister, from which Master is derived, means teacher).

MA in Primary Education with…

In the 15th to 17th centuries, the MA was designed as the foundation course for those studying for the priesthood/ministry (which accounted for the bulk of undergraduates), but it was also taken by those studying law and medicine. Until comparatively recently an MA was a prerequisite for admission to both the BD (Bachelor of Divinity) and LlB (Bachelor of Laws) programmes. These clearly viewed it as a first degree. The 1858 Universities (Scotland) Act envisaged General Councils as consisting of all the Professors, Masters of Arts and Doctors of Medicine (graduates in law and medicine already enjoyed membership as MAs).

The newer Scottish Universities, with the exception of Dundee which was originally affiliated to St Andrews, adopted the English practice of referring to the first degree as a Bachelor’s degree (BA), but generally refrained from using the MA for second or higher degrees.

Given that this proposed suite of programmes combines the traditions of a distinctly Scottish teacher-education established at Moray House in the mid 19C, with the historic tradition of the 4-year honours programmes in this ancient Scottish University in which Moray House School of Education now sits, it seems fitting to adopt Master of Arts as its title. It also sets the proposed programmes apart from the BA in Education Studies which is, and will continue to be, an exit degree (Ordinary) available to students who do not achieve the honours requirements.

3. THE PROPOSAL FOR M.A. IN PRIMARY EDUCATION WITH…

The proposed suite of M.A. in Primary Education programmes is presented as an entire replacement of the current B.Ed in Primary Education (hons), rather than as a review of this programme. The proposed programmes comprise four strands of study over four years, followed by an induction year, as described below.

MA in Primary Education with…

Wider University Strand The proposed suite offers a set of areas of study in the wider University, to include, for the 2014 intake, Mathematics, Earth Sciences, Modern Language, Scottish Studies, Religious Studies and History. The suite of programmes, therefore, draws on some of the world-leading expertise within the University, thus exposing students of Education to research-led teaching of the highest quality. The School of History, Classics & Archaeology, for example, is one of the great world centres for the study of the human past, rated top in Scotland and third in the UK for the number of ‘world-leading’ and ‘internationally excellent’ researchers (RAE 2008). Similarly, ‘Earth Systems and Environmental Science’ (within the School of Geosciences) was ranked first in the UK in terms of the volume of international and world leading research. The programmes also exploit distinctive features of the University of Edinburgh. For example, the Scottish Studies archive is a rich resource unique to this University.

The subjects offered for 2014 entry are intended to provide students with the opportunity for in-depth study in a subject discipline outwith Education, and in a context outwith the School of Education. This is in line with Donaldson’s recommendation (2) that students acquire ‘deep knowledge’ in a particular discipline, and that ITE provision enables specialism. The nature of learning within the School of Education based courses should ensure that a student who has attained a degree in Education ‘with’ another discipline will have developed skills and knowledges sufficient to make links between their two areas of expertise, and the scholarly disposition required to pursue appropriate pedagogical knowledge in their chosen discipline. With this in mind, we have pursued subjects in areas of direct relevance to the primary curriculum, and have endeavoured to privilege areas in which Donaldson suggested primary teachers lack deep knowledge, namely Mathematics, Sciences and Modern Languages.

The suite of programmes offered is the outcome of successful negotiations with colleagues in the selected disciplines, and in the case of Mathematics and Earth Sciences, builds on established working relationships across Schools. This is not

MA in Primary Education with… intended to be definitive for future years, but rather it is anticipated that once the infrastructure is in place, the subjects offered will be flexible and fluid and responsive to student demand. In particular, it is hoped that a Programme of Primary Education with Art or Music might be viable for 2015 or later, as a discipline in the ‘aesthetics’ is noticeably absent from the suite. Discussions are in progress, therefore, with colleagues in these areas. Other key disciplines, such as Linguistics and English Literature will also be pursued. As the decision was made to select disciplines which are areas of the Primary School Curriculum, subjects such as psychology, philosophy and sociology, whilst equally relevant to the broader endeavour of primary education, were not pursued at this time as they were understood to be embedded within the Educational Studies Strand. However, this judgement is not binding on the future development of the MA programmes, and such subjects could well be included in subsequent years.

A detailed introduction to each subject, and the course outlines for all subject courses, are included in the relevant Programme descriptor.

Educational Studies Strand This suite of courses aims to introduce students to the disciplined study of education, drawing on a number of fields of study to help students think productively about teaching and learning in school and wider societal contexts.

The Educational Studies courses aim to give students access to the intellectual network and vibrant critical tradition of the literature of education: a network central to which are enquiry, deliberation and a willingness to interrogate practice and adopt a research stance towards its development. Moreover, the courses recognise the importance of students developing a justified personal perspective within a public context open to critique and to a broad perspective on educational and related issues.

The Educational Studies courses seek to embed skills, knowledge, habits and dispositions associated with research from the outset. In addition, they engage with a range of disciplines linked to Education, including inter alia sociology,

MA in Primary Education with… psychology, philosophy, history, politics, applied policy studies, critical policy studies, childhood studies and cultural studies. The values and dispositions we want to nurture in educators are foregrounded, as well as the content knowledge with which we want students to engage if they are to meet the aspirations articulated in the Donaldson report. Embedded within the Educational Studies courses is a focus on academic literacies.

Primary Education Strand Courses within the Primary Education strand are designed to support student teachers to begin to develop the required curricular and pedagogical expertise in, through and for practice.

Expertise in teaching demands deep intellectual and practical engagement with a wide range of aspects, including curriculum and pedagogy. As such the new programme includes a suite of three Primary Studies courses in Years 1 to 3. The Primary Studies Courses take a new approach to the teaching of curriculum and pedagogy. Instead of dividing course ‘space’ between curricular areas from the outset, these courses introduce notions of curricula by contextualising the study of subject disciplines within a philosophical interrogation of the nature of knowledge. Students consider how knowledge is constructed, produced and reproduced, and are introduced to the major subject disciplines as ‘ways of knowing’ within this critical framework.

The nature and scope of the Primary Curriculum is both extensive and constantly evolving, in practice. It is recognised that the Initial Teacher Education programme lays the foundation for each of the curriculum subjects and that the subject knowledge and understanding, essential to effective teaching and learning, will continue to develop into the induction year and beyond. Professional learning is a career-long commitment and broadening and deepening subject and related pedagogical knowledge is ongoing. Promoting and supporting the student teachers’ disposition to learn will, therefore, be a key focus. Supporting the student teachers to make meaningful, productive connections across policy, theory, research and practice across the curricular

MA in Primary Education with… disciplines so that they can to engage learners and teach to ensure progression in learning, will be another.

Literacy and numeracy are fundamental to all areas of learning. As children develop, being literate helps them to communicate effectively, to access the wider curriculum and to engage fully in everyday life. Being numerate helps children process information and function effectively in society. Therefore discrete courses in Primary Literacies (Year 1 and 4) and Primary Mathematics (Year 2) are provided across the programme. Students will undertake a personal audit of their literacy and mathematics knowledge and skills relevant to teaching in the primary school sector using online resources.

Professional Experience and Practice Strand Professional experience and practice developed through school placement is an integral part of any Initial Teacher Education programme. Students should be provided with opportunities to experience and understand a range of educational contexts and experience appropriate coverage of the range of stages in the primary school. Critical to all placements is the opportunity to develop the professional knowledge, understandings, skills, abilities and actions in practice, making meaningful connections between theory, research, policy and practice. This should not be limited to just developing the skills and practice of ‘teaching’ but also develop one’s professional identitiy(ies) and begin to understand what it means to be a teacher in Scotland in the 21st Century, through sustained and continuous engagement within the professional community. Traditionally school experience for the BEd was organised into short placement ‘blocks’, typically 5-weeks in duration, with a final extended placement of 10 weeks offered in Year 4. The traditional model, whilst it had its merits, also had a number of significant limitations. With each new 5 week block students were required to ‘get to know’ a new class, usually a new school, a new teacher and mentor and become familiar with a completely different professional context. This is hugely demanding task and does not allow for students and their supporting teachers to develop, build and sustain strong professional relationships and nurture positive pedagogical relationships. Students are

MA in Primary Education with… limited in the extent to which they can know and understand the needs of the individual learners with whom they work. Therefore, students can only ever gain a ‘snapshot’ view of the learners, their progression in learning, and the complexities and demands of planning for learning and teaching. This model does not provide students with meaningful opportunities to become an active and engaged member of the school community and therefore the understandings and experiences they can develop are necessarily limited and often rather superficial.

The MA in Primary Education Programmes offer a significant departure from the traditional model. The proposal is for a single year-long placement in Year 3, following a ‘sandwich’ model adopted in other professional UG degrees (for example Chemistry and Architecture). The year-long placement model proposed for the new MA provides a context for learning and opportunities and experiences not possible in the traditional structure. It allows students the opportunity to experience the lived reality of teaching and understand the messy and complex contexts of schools. Students will gain insight and experience of not just the day-to-day realities but the medium and longer-term pressures and dynamics of the work culture, this model, according to Wallace, Murray & Overton (2009:6) represents the best practice in work experience that can be offered to students.

In addition to the one-year year placement, opportunities for professional experience and practice are embedded across all four years of the MA in Primary Education Programmes. In years 1, 2 & 4 this is achieved through serial day placements within schools and other relevant educational settings. The focus of the placement programme is directly informed by the relevant courses across the Primary Education and Education strands. It is expected that students will bring their knowledge and expertise gained through their ‘with’ subject route and transfer this into their professional practice as appropriate.

In Year 3 students will engage in the year-long school placement. This is a key feature of the MA in Primary Education Programmes. This single, continuous

MA in Primary Education with… placement within one school for the duration of an entire school year will provide a unique experience for students. The growth, development and personal maturity possible through this sustained, in-depth and extended placement cannot be underestimated. This placement model moves beyond ‘practising teaching’. Students will be able to make more meaningful and deeper connections between theory and practice; develop their professional skills and abilities in a greater breadth and depth; become genuine members of the professional community and understand fully what it means to be part of that community; be supported as they engage in academic challenge alongside the professional experience, bringing the academic and professional domains together in integral ways. The learning and professional gains possible through this model will provide significant benefit for their future employability. Whilst this year-long placement is a radical move and significant departure from the more traditional models of school placement within Initial Teacher Education programmes, it is common practice in other undergraduate degree programmes with an industrial placement leading to a vocational/professional qualification.

The proposed model also serves to contribute towards a culture shift and facilitate changes in the way we develop partnerships with schools and local authorities. Schools will be genuine partners in the design and development of the teaching programme for the placement year, maximising the knowledge and skills of school and university staff and understanding better what a student can best learn and experience in a professional context.

Induction Year and beyond Following graduation, all home, EU and RUK students are currently entitled to a paid year of employment in a supported induction year with a Scottish local education authority under the Teacher Induction Scheme. Although it is outwith our current remit in proposing replacement programmes, following Donaldson’s proposals it is anticipated that the nature of this induction will change and develop in partnership between ITE providers and Local Authorities. It is further anticipated that post-graduate Masters Programmes, and CPD provision

MA in Primary Education with…

at post-graduate level will be developed in order to support developing teachers in the career-long professional learning for which Donaldson called.

4. ENTRANCE QUALIFICATIONS Programme Basic Entry Typical Offer Cap on intake …with Maths SQA Highers AAAA- Advanced Higher 30 ABBB at one sitting or Maths recommended students more at two sittings (including AAAA at one sitting, Mathematics at A and or AABB at one English) sitting if Advanced Higher predicted at A …with Earth Sciences SQA Highers AAAA- SQA Highers: AAAB- No cap ABBB at one sitting or AABB more at two sittings (including English, Mathematics and one science) …with Religious Studies SQA Highers BBBB at As basic entry No cap one sitting or BBBBB/ABBB at two sittings (including English) …with German SQA Highers BBBB at 30 one sitting or students BBBBB/ABBB at two sittings (including English and a Modern Language) …with Scottish Studies SQA Highers BBBB at As basic entry No cap one sitting or BBBBB/ABBB at two sittings (including English) …with History SQA Highers BBBB at SQA Highers: AAAA No cap one sitting or in one sitting. BBBBB/ABBB at two sittings (including English)

MA in Primary Education with…

5. WIDENING ACCESS, FLEXIBLE ENTRY AND FLEXIBLE ROUTES WITHIN PROGRAMMES

It is anticipated that this suite of programmes will continue to seek to widen access to University. For example, our relationship with the Scottish Widening Access Programme will continue, and College admissions procedures will continue to give concession to students from areas of social under privilege.

It is not anticipated that year 2 entry will be permitted for RUK students, due to the professional nature of the Degree programmes and the requirements of the General Teaching Council for Scotland. Further, due to the dialectic nature of many of the courses within the proposed programmes there is no intention to offer these in ‘distance learning’ mode in the short term.

In accordance with Donaldson’s recommendations, this suite of programmes offers students flexibility within degree programmes. Students combining Primary Education with Modern Languages, Religious Studies, History or Scottish Studies will gain sufficient pre-honours credits in their chosen discipline to apply for a transfer to a degree programme within that School at the end of year 2, allowing them to pursue an honours degree in their chosen discipline rather than in Primary Education. Students combining Primary Education with Mathematics or Earth Sciences will also have the opportunity to apply for transfer, but would need to do so at the end of year 1 in order to gain sufficient pre-honours credits to proceed.

6. DISTRIBUTION OF STUDENTS BETWEEN PROGRAMMES

This proposal is presented as six separate programmes rather than one programme with six routes. This is due to differing entrance requirements for subjects in the wider University strand, and also ensures there is no ambiguity regarding the possibility of switching routes. Any application to change from one programme to another would be subject to the usual procedures for such a transfer. It is anticipated that there will be considerable flexibility in the 15

MA in Primary Education with… distribution of students between the programmes. Two of the programmes (Primary Education with Mathematics, and Primary Education with Modern Languages) will, initially, be ‘capped’ at 30 students on the request of colleagues in the respective Schools. There will be no ‘cap’ on the other programmes, and, as Education students will take up existing courses in the ‘with’ subject, none of the programmes requires a minimum number of students to make it viable.

7. RELEVANCE OF THE PROPOSED NEW PROGRAMMES TO THE SCHOOL, COLLEGE AND UNIVERSITY STRATEGIC PLANS

The University of Edinburgh Strategic Plan (2012-2016) cites ‘excellence in innovation’ as one of the key strategic goals. The proposed suite of programmes represents the biggest innovation in undergraduate teacher education for a considerable historical period (see above). While other Universities in Scotland have led the way in improved engagement across faculties, none has facilitated sustained engagement with another discipline to honours level. And, to date, none has broken with the traditional placement model to introduce a sustained experience in one context, despite the fact that this model is tried and tested in other degree programmes (Architecture, Industry, Modern Languages etc.).

The proposed suite of MA Programmes is aligned with the Moray House School of Education Strategic Plan (2011-12 to 2013-14), the HSS College Teaching and Learning Strategy (2010) and the University of Edinburgh Strategic Plan (2012- 2016) in the following additional ways: • The proposed Programme complies with the School’s target to remodel the existing B.Ed. Primary Programme in the light of the Donaldson Review of Teacher Education which recommends that the traditional B.Ed. degree should be replaced with degrees which combine in-depth academic study in areas beyond education and involve staff and departments beyond those in schools of education. • The innovative model, involving students taking courses in other Schools and Colleges, supports the School’s vision that Moray House School of

MA in Primary Education with…

Education should be a fully integrated part of the University of Edinburgh. • The new Programme supports the objectives within the University Strategic Plan by improving connectivity and liaison between Schools and Colleges and facilitating flexible learner journeys. This includes students gaining experience abroad as part of their degree and recognising the benefits this brings to their educational, personal and career development. • The proposed revised partnership arrangements with schools and local authorities, outlined by the Teaching Scotland’s Future National Partnership Group, will support the School’s strategic aims to engage with the wider community and build strategic collaborations. • The partnership arrangements with schools and the teaching profession build on the University’s strategic aims to enhance research opportunities and develop knowledge exchange. • The proposed programme is aligned long term with the University’s strategy to increase taught postgraduate provision as the MA provides a starting point for future teacher Continuing Professional Development (CPD) within an Early Career Masters Programme. • The new Programme addresses the College Learning and Teaching Strategy to continue the evolution of assessment practices, increasing assessment repertoires and developing innovative assessment methods which are relevant to students. Examples include feedforward assessment for written assignments, formative peer and self-assessment during schools experiences and the implementation of students’ reflective portfolios associated with the self-evaluation online tools for Numeracy and Literacy. • The University Strategic Plan also aims to ‘stimulate in our students a lifelong thirst for knowledge and learning’, which accords directly with one of the educational aims of the suite of programmes.

MA in Primary Education with…

8. RESOURCES

Student numbers for the Initial Teacher Education Programmes are controlled by Scottish government. Demand for places on the 4-year undergraduate primary programme annually far exceeds the number of places available; selection is therefore competitive. Typically there are around 1100 applications for the places available on the current B.Ed. (Primary) which this suite of programmes replaces.

Cohort numbers for the past 6 years are listed in the table below. YEAR COHORT SIZE 2012-2013 120 2011-12 127 2010-11 129 2009-10 185 2008-09 182 2007-08 156

The cohort size is agreed with government annually and that for 2014-13 is not yet known, but is usually approximately 120 students for the 4-year undergraduate route into primary teaching. Current Government forecasts suggest student intake numbers will remain constant over the next 3 years. RUK students are currently included in the government regulated intake number but are usually less than 10% of the cohort.

Initial Teacher Education courses need to combine the academic content which enables students to develop and demonstrate attainment of Honours degree level work, and provide the conditions for significant professional learning and development. Learning to be a teacher is a dialogic process, involving extended conversations between students, teachers and academic staff. It is difficult to achieve that balance, and such dialogic opportunities, with group sizes of 25-30 students (as we have on the current B.Ed. (Primary)), and the aims of this 18

MA in Primary Education with… programme would be best realised were a lower tutor/student ratio to be introduced. The CHSS norm of 12-15 students, therefore, per group is proposed for those courses which sit within the School of Education.

Increased assessment on proposed programmes (to bring assessment levels into line with current practice across the College) also has implications for staffing resources if School and College policies on feedback and turnaround times for student assessment are to be adhered to. The School and Institute strategic plans should take into consideration the staffing requirements of the suite of programmes so that all strands of the programmes have suitably qualified and experienced staff to lead, develop and teach on courses.

9. TIMETABLING

The proposed programmes will, for the first time, bring undergraduate provision in the School of Education into the standard Edinburgh University timetabling system. This will be of significant advantage to the School enabling students from across the University to opt into our courses with ease. All courses within the proposed programmes (with the exception of placement related courses, and Education 3 and 4) will be open to outside students.

In order to accommodate as many as six programmes, timetabling will operate flexibly insofar as workshops and seminars are concerned. Lectures in each strand will run at times when the whole cohort is free from commitment to ‘with’ subjects, but workshops and seminars will differ in timing according to student availability. The University Timetable assumes that students can move between venues in what it calls the ‘central’ area within the 10 minute gap between timetable blocks. This is challenging for students at the Moray House Campus, and representation has been made to College for transport provision such as is afforded students at Kings Buildings.

MA in Primary Education with…

10. FEES

ITE programmes for home and EU students are currently funded by SAAS at undergraduate fee level. The current proposals assume the continuation of the Student Awards Agency for Scotland funding stream and the continuation of current fee levels. It should be noted that fee income will divert from the School of Education to the various participating Schools in respect of 6x20 credit courses per student (only 4x20 credits for students studying Primary Education with Mathematics). However, we do also anticipate that these significant partnerships across the University will result in increased participation of other students as described above.