From teaching physics to teaching children : beginning teachers learning from pupils

This paper discusses the development of beginning physics teachers' pedagogical content knowledge (PCK) in the context of teaching basic electricity during a one-year Professional Graduate Diploma in Education course (PGDE) and beyond. This longitudinal study used repeated semi-structured interviews over a period of four-and-a-half years. The interview schedule followed a line of development through the secondary school electrical syllabus in Scotland. Fifteen student teachers were interviewed during the PGDE year. Six of them were followed up at the end of the Induction Year (their first year as a newly qualified teacher), and again two-and-a-half years later. Thematic analysis of the interviews showed that before the beginning teachers had taught any classes, their initial focus was on how to transform their own subject matter knowledge (SMK) about electricity into forms that were accessible to pupils. As the beginning teachers gained experience working with classes, they gave vivid descriptions of interacting with particular pupils when teaching electricity which showed the development of their pedagogical knowledge. This played a significant role in the teachers' change of focus from teaching physics to teaching children as they transformed their SMK into forms that were accessible to pupils and developed their general pedagogical knowledge

Articulating a Merleau-Pontian phenomenology of physical education: The quest for active student engagement and authentic assessment in high-stakes examination awards

In an earlier paper some of the conceptual and curriculum coherence challenges of linking practically based experiential learning with authentic attainment in high-stakes examination awards in physical education were analysed (Thorburn, 2007). Problems often existed for students in deriving subject knowledge understanding from tasks where there was a lack of personalized engagement in learning. Due to weaknesses in previous cognitive attempts to adequately describe intentional activity, this paper argues in preliminary fashion that articulating a Merleau-Pontian phenomenology of physical education could improve the methodological basis for linking students' lived-body experiences with the acquisition of an increasingly detailed subject knowledge, provided that learning intentions are clearly identified and achievable. The situation in Higher Still Physical Education (HSPE) in Scotland is reviewed as one curriculum example where teachers could, despite current problems, more authentically deploy phenomenology-informed methodologies in order to improve the authenticity of students' learning experiences and assessment results.</p

Exploring alternative assessments for signing deaf candidates

Attitudes to sign languages, or language policies, are often not overtly discussed or recorded but they influence deaf young people’s educational opportunities and outcomes. Two qualitative studies from Scotland investigate the provision of British Sign Language (BSL) as an accommodation in public examinations. The first explores the views of deaf pupils and staff about the official system for face-to-face interpretation of exam papers. The second investigates a centrally translated digital paper with embedded video questions. Discussion focuses on contrasts between the USA and UK approaches to accommodations, raising issues of standardised technical terms in signed languages, the right to respond in sign, and candidate choice

DG6T34 Marketing Research Theory

This unit is designed to enable candidates to demonstrate an understanding of the key theoretical concepts and ideas underpinning marketing research. It is intended that the emphasis will be on understanding rather than application. The candidate is not required to undertake marketing research as part of this unit. This unit is intended as an introduction to marketing research theory or as a precursor to more specialised marketing research units such as marketing research applications.

DE3R34 Personal Development Planning

This unit helps you take responsibility for your own learning and development. In particular it provides a framework for the development of the personal and general skills and qualities which employers seek in the workforce and which are increasingly recognised as underpinning success in personal life, in citizenship and in lifelong learning. Different contexts, ie progression to employment or progression to university from college can be used. There are three outcomes. On completion of the unit you should be able to complete the following (as per requirements for each section): • create and maintain a personal development portfolio and a personal development plan • implement your personal action plan • monitor and evaluate the plan and its implementation.

DE1N34 IT in Business - Databases

This unit is designed to develop an understanding of database management software and application of databases to decision making. It would be relevant to you if you are interested in positions with a focus on information management.

DF4D33 Developing Skills for Personal Effectiveness

This unit will outline the group of skills and attributes that underpin personal effectiveness. The need to understand these skills and attributes is more important because of many forces. The more competitive job market, for example, should be making you see the need to work harder at developing and marketing yourself. Overall, for today and in the future you will need to be more flexible, adaptable and personally skilled than you were previously.

DE3934 Business Accounting

This Unit is designed to provide you with an understanding of the use of accounting information within a business organisation. This is achieved in the first instance by providing you with the skills required to prepare basic financial and management accounting reports. In addition, the Unit will also provide you with the skills, knowledge and understanding to enable you to interpret and use financial information for decisionmaking. Access to this Unit is at the discretion of your centre, but it would be beneficial if you had competence in numeracy and communications. You will be required to complete the learning materials to achieve the Unit. There are five Outcomes in this Unit: 1. Prepare basic financial accounting information. 2. Prepare basic management accounting information. 3. Identify the users of financial information and the decisions for which they require this information. 4. Describe the various sources of finance available to an organisation. 5. Assess the performance and financial position of a business.

DH3J34 SQL: Introduction

This unit is designed to help you develop a broad knowledge of the concepts, principles, boundaries and scope of relational databases using a query language. This will be reinforced by helping you to develop the practical skills required in using the structures and features of a query language in order to maintain and interrogate a relational database management system. The structured query language (SQL) constructs used adhere to the current standards and so will be applicable in all SQLbased platforms. The unit forms part of an HN group award programme, although it can also be used as a stand-alone unit by candidates wishing to acquire and develop skills using a query language. Outcomes There are three outcomes in this unit: • Create and maintain a data storage system • Manipulate data stored within a table structure • Produce formatted reports.

DE3N34 Communication: Analysing and Presenting Complex Communication

This unit is about responding to and presenting complex business communication. On completion of the unit candidates should be able to analyse complex written business communication, produce complex written business documents and organise and participate in a formal meeting.