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Education Scotland offering CPD on Gaelic Education

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Education Scotland offering CPD on Gaelic Education

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Welcome to the Gaelic Education homepage of the Learning, Teaching and Assessment Team at Education Scotland. Gaelic Education is made up of three distinct components; Gaelic Medium Education, Gaelic Learner Education and Learning about Gaelic Language and Culture.

Gaelic Medium Education (GME) is an intrinsic part of Scottish education that enables children and young people to achieve fluency in Gaelic. The entire curriculum is delivered through the medium of Gaelic with children and young people progressing from early years through primary education and into secondary education, a 3-18 entitlement.

Gaelic Learner Education (GLE) is distinct from GME in that it is delivered to children and young people in English Medium Education as part of a 1+2 approach to languages.

Learning about Gaelic Language and Culture (LAGC) is a central feature of learning about Scotland and helps children and young people connect Gaelic to their knowledge and understanding of Scotland.

An important document to reference is our national advice called the Advice on Gaelic Education. Produced since 2015, and revised on an ongoing basis, most recently March 2022, the Advice on Gaelic Education provides important information on the national context, and describes best practice to support senior leaders, practitioners and education authorities in evaluating and planning for improvement in Gaelic Education. It is based on evidence from inspections, reviews and other statutory functions, covering all sectors of Gaelic Education; and other engagements with a wide range of stakeholders. HM Inspectors use the Advice to support scrutiny activities.

To discuss your requirements please contact Maeve.MacKinnon@educationscotland.gov.scot

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Curriculum, Learning, Teaching and Assessment

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Welcome to the Gaelic Education homepage of the Learning, Teaching and Assessment Team at Education Scotland. Gaelic Education is made up of three distinct components; Gaelic Medium Education, Gaelic Learner Education and Learning about Gaelic Language and Culture. Gaelic Medium Education (GME) is an intrinsic part of Scottish education that enables children and young people to achieve fluency in Gaelic.

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FICE – Frèam Iomraidh Cumanta Eòrpach offers a series of general proficiency assessments and qualifications for adult learners as well as fluent or semi-fluent speakers of Gaelic. FICE assessments allow candidates to evaluate their language skills in the four main ability areas: speaking, listening, reading and writing, from beginner to advanced levels. These assessments will also be of use to employers looking to ascertain the language skills of current or prospective employees.

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The Student Awards Agency Scotland Guidance  provides that SAAS will waive previous study rules on Cert HE Gaelic Immersion courses. Students who have received funding for a degree or Higher National level qualification already are still eligible to receive funding for this course. If the Cert HE Gaelic Immersion is studied prior to another programme of study (e.g. an HNC or degree), it will not be taken into account for previous study.

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The Teaching Bursary is a £20,000 incentive to ease your transition into Initial Teacher Education.

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The Teaching Bursary Scheme provides £20,000 for career-switch teacher training in the hardsest-to-fill teaching subjects at nine Scottish universities.

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SCILT aims to provide high quality professional learning opportunities to support the teaching and learning of languages across all sectors and all parts of the country.

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'An excellent range of interactive approaches and resources to provide stimulating and simple lessons' 'This was a very useful workshop - full of great conversation ideas and well-focused in activities which I know I can immediately use in the classroom' 'It was so refreshing to attend a course which was entirely relevant and where the speaker was so knowledgeable' 'It was a very well informed, well-delivered session' - Testimonials from SCILT professional learning attendees

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BA Gàidhlig le foghlam - latha fosgailte SMO 

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BA Gàidhlig le foghlam - latha fosgailte SMO 

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Open Day Webinar – BA (Hons) Gaelic and Education

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Latha fosgailte SMO - slighe gu Gàidhlig PGDE 

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Latha fosgailte SMO - slighe gu Gàidhlig PGDE 

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Open Day Webinar – PGDE (Gaelic Pathway)

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Med Foghlam Gàidhlig latha fosgailte air loidhne 

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Med Foghlam Gàidhlig latha fosgailte air loidhne 

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Thigibh beò sa Ghàidhlig | Sabhal Mòr Ostaig

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Education Grants Scheme – Bòrd na Gàidhlig

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Education Grants Scheme – Bòrd na Gàidhlig

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Tabhartasan Foghlaim 2024/25 - Bòrd na Gàidhlig

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Dhùn an sgeama aig 3f air Dimàirt 10 Sultain 2024, le fios air a chur ri na tagraidhean air co-dhùnaidhean.

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Teagasg cuspairean àrd-sgoile tron Ghàidhlig / Teaching secondary subjects through Gaelic Medium

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SpeakGaelic is the most comprehensive way to learn Scottish Gaelic created in a generation. BBC content backs the Sàbhal Mòr Ostaig course.

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SpeakGaelic is the most comprehensive way to learn Scottish Gaelic created in a generation. BBC content backs the Sàbhal Mòr Ostaig course.

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University of Edinburgh offers an MA GME primary for both Gaelic learners and fluent speakers.

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Foghlam Bunsgoil le Gàidhlig (MA le Urram): This degree in Primary Education with Gaelic, with routes for Gaelic Fluent speakers and for Learners, qualifies all graduates to work as primary teachers in the Gaelic-medium or English-medium sector. **APPLICATIONS OPEN for September 2021 start for both Fluent and Learner programmes. Apply through UCAS ASAP.**

Tha Sgoil an Fhoghlaim Taigh Mhoireibh a' tabhann dà cheum ùr, airson teagasg, ann an Urram Foghlam Bunsgoil le Gàidhlig, aon dhiubh airson Fileantaich.
Programme delivery 2021/22
Visit UCAS for detailed entry requirements, fees, and to apply.
Apply now on UCAS: Primary Education with Gaelic: Fluent (MA Hons) - 3T59 Apply now on UCAS: Primary Education with Gaelic: Learners (MA Hons) - 3R67

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Foghlam Bunsgoil le Gàidhlig (MA le Urram): This degree in Primary Education with Gaelic, with routes for Gaelic Fluent speakers and for Learners, qualifies all graduates to work as primary teachers in the Gaelic-medium or English-medium sector. **APPLICATIONS OPEN for September 2021 start for both Fluent and Learner programmes.

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4 bliadhna

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Foghlam Bunsgoil le Gàidhlig (MA le Urram): This degree in Primary Education with Gaelic, with routes for Gaelic Fluent speakers and for Learners, qualifies all graduates to work as primary teachers in the Gaelic-medium or English-medium sector. **APPLICATIONS OPEN for September 2021 start for both Fluent and Learner programmes. Apply through UCAS ASAP.**

Tha Sgoil an Fhoghlaim Taigh Mhoireibh a' tabhann dà cheum ùr, airson teagasg, ann an Urram Foghlam Bunsgoil le Gàidhlig, aon dhiubh airson Fileantaich.
Programme delivery 2021/22
Visit UCAS for detailed entry requirements, fees, and to apply.
Apply now on UCAS: Primary Education with Gaelic: Fluent (MA Hons) - 3T59 Apply now on UCAS: Primary Education with Gaelic: Learners (MA Hons) - 3R67

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Foghlam Bunsgoil le Gàidhlig (MA le Urram): This degree in Primary Education with Gaelic, with routes for Gaelic Fluent speakers and for Learners, qualifies all graduates to work as primary teachers in the Gaelic-medium or English-medium sector. **APPLICATIONS OPEN for September 2021 start for both Fluent and Learner programmes.

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Fees

For students normally domiciled in Scotland, with a term-time address in Scotland, the following fees apply:

This includes

EU nationals with settled or pre-settled status in the UK,

EEA/Swiss nationals with settled status in the UK

EEA/Swiss nationals with pre-settled status who are self-employed or migrant workers in the UK.

Rest of UK students

For students normally domiciled in the rest of the UK (England, Wales and N. Ireland, including Channel Islands and the Isle of Man) and with a term time address in Scotland studying this course full time, the following fees apply:

4th year free only for students studying full-time, on continuous study, who have paid for the previous three years at the University of the Highlands and Islands.

Part-time (per 20 credit module) - £1,500.

Fees are payable in advance each academic year unless otherwise agreed.

There are a number of funding options available to UK students to help you pay for your studies and your cost of living while studying.

EU/EEA and Swiss nationals without settled or pre-settled status in the UK

Following the UK's departure from the European Union, the Scottish Government has confirmed that EU/EEA and Swiss nationals starting their study in Scotland from academic year 2021-22, who do not have settled or pre-settled status, will be considered as international for fee purposes. For 2021-22, students will get an automatic scholarship of £3,000 per annum and the 4 th year of study will be free for those studying full-time, on continuous study, who have paid for the previous three years at the University of the Highlands and Islands.

This includes EEA/Swiss nationals with pre-settled status who are not self-employed or migrant workers in the UK.

Students will need Student Route visa sponsorship to study on the UK.

International students

For students who do not normally reside in the UK or European Union and with a term-time address in Scotland, the following fees apply:

Part-time study is not open to international student requiring Student Route visa sponsorship to study in the UK.

Further information on international course fees.

A no fee increase guarantee is available for self-funding full-time and structured part-time rest of the UK, EU and international undergraduate students for continuous study for the same award, up to the permitted standard time limit for the relevant award.

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For students normally domiciled in Scotland, with a term-time address in Scotland, the following fees apply: This includes EU nationals with settled or pre-settled status in the UK, EEA/Swiss nationals with settled status in the UK EEA/Swiss nationals with pre-settled status who are self-employed or migrant workers in the UK.

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Sabhal Mòr Ostaig offers a 4-year specific BA (Hons) Gaelic and Education for fluent and learners with a focus on immersion and bilingual teaching practices in schools. Year 3 and 4 of the degree are available at other UHI colleges by distance learning. • At Sabhal Mòr Ostaig a PGDE Gaelic pathway is also on offer at primary and secondary and available by means of distance learning at other UHI colleges • Both Sabhal Mòr Ostaig and Glasgow University offer one year Gaelic immersion courses to support teachers who wish to transfer to GME teaching.

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AWARD: Undergraduate
STUDY MODE: Full-time,On Campus
DURATION: 4 years for BA Hons
CODE: XQ10
COURSE LEADER: Shona Cormack
COURSE CONTACT: Eilidh Grant ( *protected email* )
Note: The BA Gaelic and Education course is currently undergoing changes and it is intended to offer the new course outlined here in 2022-23, subject to successful re-approval.
The BA (Hons) Gaelic and Education is delivered through the medium of Scottish Gaelic and has a focus on immersion and bilingual teaching practices in schools. The Programme provides fluent speakers and learners with the opportunity to gain an honours award and teaching qualification in four years. This allows you a direct route into teacher education, in a field where there is a skills shortage. You will study both language and education components in an immersion situation and the programme is designed for Secondary Teaching (Gaelic as a subject) or Gaelic-medium and bilingual Primary Teaching and includes 25 weeks of school experience over Years 1 to 4.

The BA (Hons) Gaelic and Education is a Gaelic-medium Initial Teacher Education programme delivered within the UHI Gaelic and Related Studies Scheme (GRSS). Students undertake Years 1 and 2 of the GRSS, with education seminars and 7 weeks of school placement. In Years 3 and 4, students undertake a combined programme of education and GRSS Modules including a further 18 weeks of school placements. The programme is designed for onsite delivery but distance learning may be possible in Years 3 and 4 with permission from the Head of Studies. In order to access school placements, distance learners in Years 3 and 4 must live within reach of schools offering Gaelic-medium education.

Students undertake Years 1 and 2 of the Gaelic and Related Studies Scheme, in addition to education seminars and 7 weeks of school placement. In years 3 and 4, a combined programme of education/professional studies and GRSS modules, including 18 further weeks of placement.

Year 1 of the GRSS is primarily a language foundation year and depending on your linguistic ability on entry, you can study either An Cùrsa Comais or Gaelic and Communication on campus. An education seminar and 3 weeks of school placement will also form part of Year 1.

In Year 2 you will study GRSS core modules in Gaelic language and in Gaelic-related subjects, including a module on Gaelic education. An education seminar and 4 weeks of school placement will also form part of Year 2.

The education/professional studies modules in Years 3 and 4 include Children and their Learning and The Critical and Enquiring Professional. The professional practice modules include a total of 18 weeks school experience.

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AWARD: UndergraduateSTUDY MODE: Full-time,On CampusDURATION: 4 years for BA HonsCODE: XQ10COURSE LEADER: Shona Cormack COURSE CONTACT: Eilidh Grant ( *protected email* ) Note: The BA Gaelic and Education course is currently undergoing changes and it is intended to offer the new course outlined here in 2022-23, subject to successful re-approval.

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4 bliadhna - Le greisean sa Ghàidhlig

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Accreditation: General Teaching Council Scotland

Ranked: 4th in the UK for Education (The Complete University Guide 2021)

Study abroad: international exchange opportunities include China, Malawi, The Gambia, Switzerland, Sweden, Spain, Belgium & The Netherlands

Work placement: school & nursery placements

Study with us

undertake work placements with children and young people from 0 to 14 years

study on a programme designed to meet the recommendations of the 2010 Donaldson report, Teaching Scotland's Future

take advantage of Gaelic-medium placement options

Back to course

Why this course?

At Strathclyde, we're very proud of our long tradition of initial teacher education.

Our staff, who work closely with education authorities, are here to help you make a difference in the schools and communities in which you'll go on to work.

Primary Education is an exciting degree programme designed to meet the recommendations of the 2010 Donaldson Report, Teaching Scotland's Future. This course will allow students to study Primary Education along with other subjects in the Faculty of Humanities and Social Sciences, and to work with a wide variety of students throughout their four-year programme.

A career in Primary Education is challenging and very rewarding. Primary teachers are faced each day with complex and demanding tasks. Teachers develop, plan, implement and evaluate programmes of study in all curricular areas (Expressive Arts, Health and Wellbeing, Languages, Literacy and English, Mathematics, Religious and Moral Education, Physical Education, Sciences, Social Studies and Technologies). They promote the social and personal development of all children, working with parents and fellow professionals both within and outwith the school.

We work in accordance with the Guidelines for Initial Teacher Education Courses and the Benchmark Statements issued by the General Teaching Council (Scotland) on behalf of the Scottish Government.

Gemma's story

Watch Primary Education student Gemma explain how our scholarships programme is helping her achieve her dream of becoming a teacher.

The Times / The Sunday Times Good University Guide 2021. University of the Year shortlisted.

Our primary education students develop world class skills in leadership and innovation in teaching and learning. The course is recognised as sector leading in preparing students to become global educators and at the same time address the pressing needs of education in Scotland today.

Monica Porciani
Programme Leader, BA Primary Education

Understanding Education in the 21st Century

This class is designed to be stimulating with a key aim of introducing Education as a discipline; one that goes beyond schools and children.

For example, you consider adults' learning and begin to explore the different contexts in which Education is situated. Furthermore, you'll examine Education from different perspectives including: history; politics; philosophy; psychology and sociology.

By undertaking this class , you're able to discuss relevant topics and ideas; explain why the idea of the curriculum is a difficult one; develop their skills in managing their own learning; develop their skills in working effectively in group and class situations and show that they are beginning to read and write critically. This class provides a good introduction to the study of Education that will support students in their potential future roles, whether that is as a teacher, parent, community educator, lawyer, psychologist, journalist, civil servant or human resources manager.

Placement & Curriculum

Placement learning is one of the most powerful learning experiences for you on initial teacher education programmes at the University of Strathclyde. The seventy-hour first year placement allows you to work with children 0 - 14 years in a setting out-with a mainstream primary classroom. This class allows for real diversity and student choice in selecting a placement. In the past students have worked in prisons, with families, in community projects and in a whole range of settings that have helped them understand more about the development of children.

The on-campus programme for this class offers students from across disciplines the opportunity to work together to learn about children and the communities in which they live; children's health and wellbeing; child protection; children's voice; children's play and play places. The notion that the health and wellbeing of children and young people is central to the advancement of society is a seminal theme in this class .

Children's Language, Literature & Literacy

In this class we introduce you to the key knowledge and key understandings that you will need to become a successful teacher of language, literacy and literature in the primary school. It will help you to understand the role of the teacher of language in three ways:

What you need to know yourself about language, literacy and literature to teach it effectively ( ie CURRICULUM knowledge)

What you need to know about how children learn and develop as learners of language and how to use this knowledge to teach well ( ie PEDAGOGIC knowledge)

What you need to know about how communities and social practice, including the school and the home, support learning ( ie ECOLOGICAL knowledge)

The class is taught by means of lectures and tutorials. You will be expected to attend all of these, to read in order to extend your thinking and to take part in study groups.

You will be asked to complete a number of tasks in school to help consolidate your understanding of the complexities of teaching language, literature and literacy.

Learners & Learning

This class is designed to provide students taking the BA Hons Education degree with an essential understanding of human learning processes and the needs of learners.

Learning involves fundamental psychological processes, such as cognitive, emotional, interpersonal and linguistic processes. Learning starts before birth and is continuous as learners develop and experience the world. Contextual influences also impact on learners, learning processes, and learning outcomes. In any educational setting, it's essential that fundamental human learning processes are understood and supported, and that learners can grow in conceptual understanding and experience emotional wellbeing.

This module will examine the processes involved in human learning, individual learners' needs, and contextual influences upon learners and learning.

The following key themes will build the class content:

Fundamentals of learning

Making meaning together

Theories of learning & learning processes

Memory

Language & learning

Emotion in learning

Motivation

Self-regulation

Development of scientific & mathematical knowledge

Collaborative learning

Year 2 Pedagogy Placement

You'll look at developing rationales for planning and sequence planning format. You'll also be expected to relate your learning to Curriculum for Excellence and to discuss the issues arising from each lecture.

Lectures and tutorials will involve preparing reading, undertaking independent and collaborative study and leading tutorial discussions and activities. You'll be expected to work both independently and collaboratively with peers. Comments and questions in addition to dialogue will be encouraged during tutorial sessions.

This class will encourage you to self-regulate your learning. This is an active process where knowledge about topics is researched by individuals or in groups. You'll monitor and self regulate your ability to use this knowledge. The class views learning as a proactive activity rather than something that happens in response to teaching by the tutor.

In addition to the overarching theme of effective learning and teaching, the following key themes will build the class content:

interaction and presentation

classroom organisation

task design

developing positive classroom relationships

inclusion and differentiation

assessment and evaluation

principles of planning

issues of professionalism

Mathematics in the Primary School

This class will provide opportunities for student teachers to consider how children learn about mathematics and numeracy as well as helping student teachers to develop their own understanding of key mathematical processes.

You'll explore a variety of approaches to teaching and learning in mathematics and numeracy, and consider the implications of these approaches for classroom practice. You'll consider how to develop children's skills in numeracy and mathematics and will study the progression of specific aspects as described in Curriculum for Excellence mathematics outcomes. You'll identify and make effective use of appropriate selected contexts and resources to stimulate children's interest in, and enthusiasm for, mathematics.

Furthermore, student teachers will use their school placement experience as a context through which to further develop their knowledge and skills, and to consolidate their understanding of curriculum content and teaching methodologies, in mathematics and numeracy in the primary school.

Interdisciplinary Learning

A wide range of interdisciplinary classes are offered in Year 2 and students can choose to continue with either their Year 1 subject or an IDL. Course options include: Learning for Sustainability, Child Protection, Exploring Moral Ethical Issues, Digital Learning, and Creative Contexts for Music.

Year 3

In this year of the degree programme, you'll choose to study three areas in greater depth. The choice should be based on the your personal and professional development needs.

International study in the second semester is also an option in Year 3. You'll be required to undertake a placement during an international study block.

Year 3 Pedagogy and Placement: Nursery, including a 5 week placement

Year 3 Pedagogy and Placement including a 6 week placement

History and Philosophy of Education

Curriculum: Science, Technology and Information Communication Technologies

Curriculum: The Arts (Music, Art and Design & Drama)

Curriculum: Exploring Global Citizenship through Social Studies, Religious and Moral Education & Physical Education

Year 4

You'll undertake a number of Education classes. For your final school placement, you'll be able to choose the stage at which you are placed. You'll have a choice of dissertation topic and will be able to select one option to allow you to study one aspect of the profession in greater depth. The choices should be based on the students' personal and professional development needs:

Year 4 Pedagogy and Placement, including an 11 week placement

Policy & Politics in Education

Social Issues in Education

Social Research Methods

Option class

Inclusive Practice in Literacy and Numeracy

Dissertation

We're ranked top 10 in the UK for Education.

Back to course

Entry requirements

Required subjects are shown in brackets.

Highers

1st sitting: AAAB

2nd sitting: AAAAB

(Higher English B, and Maths/ Applications of Mathematics National 5 B, or equivalent).

**In addition to Higher English, at least one Higher should come from the following list below.

1st sitting: AABB

2nd sitting: AAABB

(including English B and Maths/ Applications of Mathematics National 5 B)

A Levels

ABB-BBB

(GCSE English language 6/B and English literature 6/B, GCSE maths 6/B)

International Baccalaureate

36

(Maths SL5)

HNC

Early Education & Childcare/Childhood Practice:

Year 1 entry: A in Graded Unit, plus two Highers at B (including English) and Mathematics National 5 B, or equivalent

Social Sciences:

Year 1 entry: A in Graded Unit; two Highers at B (including English); Mathematics National 5 B, or equivalent

Other HNC or HND qualifications will be considered in accordance with the strength of the overall application.

International students

Find out entry requirements for your country by visiting our country pages.

Deferred Entry

Not normally accepted

Additional Information

Students are required to register with the Scottish Government's Protecting Vulnerable Groups scheme (PVG)

**Higher subject list

Art

Classical Studies

Drama

Economics

French

Gaelic

Geography

History

Modern Studies

Modern Foreign Language

Music

Philosophy

Politics

Psychology

Religious Moral & Philosophical Studies

Sociology

Foundation Apprenticeship: Social Services Children and Young People (award is equivalent to a Higher at B grade)

*Standard entry requirements

Offers are made in accordance with specified entry requirements although admission to undergraduate programmes is considered on a competitive basis and entry requirements stated are normally the minimum level required for entry.

Whilst offers are made primarily on the basis of an applicant meeting or exceeding the stated entry criteria, admission to the University is granted on the basis of merit, and the potential to succeed. As such, a range of information is considered in determining suitability.

In exceptional cases, where an applicant does not meet the competitive entry standard, evidence may be sought in the personal statement or reference to account for performance which was affected by exceptional circumstances, and which in the view of the judgement of the selector would give confidence that the applicant is capable of completing the programme of study successfully.

***Minimum entry requirements

Find out if you can benefit from this type of offer.

Widening access

We want to increase opportunities for people from every background. Strathclyde selects our students based on merit, potential and the ability to benefit from the education we offer. We look for more than just your grades. We consider the circumstances of your education and will make lower offers to certain applicants as a result.

Find out if you can benefit from this type of offer.

Back to course

Fees & funding

All fees quoted are for full-time courses and per academic year unless stated otherwise.

Go back

Scotland

£1,820

Fees for students who meet the relevant residence requirements in Scotland are subject to confirmation by the Scottish Funding Council. Scottish undergraduate students undertaking an exchange for a semester/year will continue to pay their normal tuition fees at Strathclyde and will not be charged fees by the overseas institution.

England, Wales & Northern Ireland

£9,250*

*Assuming no change in fees policy over the period, the total amount payable by undergraduate students will be capped. For students commencing study in 2021/22, this is capped at £27,750 (with the exception of the MPharm and integrated Masters programmes), MPharm students pay £9,250 for each of the four years. Students studying on integrated Masters degree programmes pay an additional £9,250 for the Masters year with the exception of those undertaking a full-year industrial placement where a separate placement fee will apply.

International

£16,000

University preparation programme fees

International students can find out more about the costs and payments of studying a university preparation programme at the University of Strathclyde International Study Centre.

Additional costs

Course materials & costs

travel costs to school placement

core books recommended available form library

some minor additional costs on some optional modules (e.g. consumables) usually not exceeding £20

placement & field trips

Placements & field trips

Field trips required on some optional modules. Costs vary but are never excessive. Option classes are by student choice only. Travel costs for placement.

Study abroad

International study is a voluntary component of the course for students. These can vary from a week to an entire term. Students require to fund some travel and subsistence.

PVG scheme (Protection of Vulnerable Groups)

Membership scheme costs £59.

Available scholarships

Take a look at our scholarships search for funding opportunities.

Please note: All fees shown are annual and may be subject to an increase each year. Find out more about fees.

How can I fund my studies?

Having started my career as a student at Strathclyde, I have done a full 360° by returning here to work. What drew me to the University then is what still attracts me now - an ambitious vision and a sense of dedication to improving society. I'm a true Strathclyder at heart!

Angela de Britos
Teaching Fellow in Primary Education

Back to course

Careers

Most of our graduates go on to work as primary school teachers, working for the social and personal development of their pupils. A primary school teacher develops, plans, implements and evaluates teaching programmes in all areas of the curriculum. The role also involves working with parents and fellow professionals within and outwith the school.

Many graduates from Strathclyde also enjoy the benefits of the Scottish Government's Teacher Induction Scheme, where they have a guaranteed one-year induction period in a Scottish primary school. While the BA (Hons) Primary Education course is directed mainly to the Scottish education system, the qualification is widely recognised in the rest of the UK, Ireland and in schools across the globe.

Teachers who work in Scotland are required to register with the General Teaching Council for Scotland (GTCS).

With experience, teachers in Scotland can apply for posts as Principal Teacher, Deputy Head or Head Teacher. A number of graduates will become lecturers on initial teacher education courses, HM Inspectors or take on other development roles at Education Scotland or with the General Teaching Council for Scotland.

Have you considered?

We've a range of courses similar to this one which may also be of interest.

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BA Primary Education | Teacher Training Degree | University of Strathclyde

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Accreditation: General Teaching Council Scotland Ranked: 4th in the UK for Education (The Complete University Guide 2021) Study abroad: international exchange opportunities include China, Malawi, The Gambia, Switzerland, Sweden, Spain, Belgium & The Netherlands Work placement: school & nursery placements undertake work placements with children and young people from 0 to 14 years study on a programme designed to meet the recommendations of the 2010 Donaldson report, Teaching Scotland's Future take advantage of Gaelic-medium placement options Back to course At Strathclyde, we're very proud of our long tradition of initial teacher education.

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AWARD: Postgraduate
STUDY MODE: Distance Learning,Full-time,On Campus
DURATION: 1 Year
CODE: X130
COURSE LEADER: Shona Cormack
COURSE CONTACT: Eilidh Grant ( *protected email* )

PGDE: Professional Graduate Diploma in Education
(Primary - Gaelic-medium pathway)

With the expansion of Gaelic-medium (GM) primary education, it is important that there are opportunities for students to access suitable teaching programmes. Sabhal Mòr Ostaig is part of the UHI network offering PGDE, a 1 year full-time post-graduate teaching qualification in primary education (Gaelic pathway). The course is offered in several colleges across the UHI network but Sabhal Mòr Ostaig is able to provide an additional opportunity to study in a supportive and immersive Gaelic environment. As well as college learning, students will undertake 19 weeks of professional practice placement in different GM primary settings. Applicants must have a relevant degree and must have a National 5 (or equivalent) qualification in Maths and a Higher (or equivalent) qualification in English. Gaelic will also be assessed as part of the selection process.

Professional Practice sessions in college will be delivered by experienced Sabhal Mòr Ostaig Teacher Education staff. There is an additional opportunity during college weeks to attend a language class to consolidate skills in preparation for GM teaching. Additional funding may be available for GM student teachers. There is further information about the structure of the course on the UHI website:
https://www.uhi.ac.uk/en/courses/pgde-primary-gaelic-medium/
Further information about the Gaelic-medium pathway is available from Shona Cormack at Sabhal Mòr Ostaig: *protected email*

PGDE: Professional Graduate Diploma in Education
(Secondary - Gaelic-medium pathway)

In order to facilitate and further extend Gaelic-medium (GM) secondary education, it is important that there are opportunities for students to access suitable teaching programmes. Sabhal Mòr Ostaig is part of the UHI network offering PGDE, a 1 year full-time post-graduate teaching qualification in secondary education (Gaelic pathway). Although the course is offered in several colleges across the UHI network, Sabhal Mòr Ostaig is able to provide an additional opportunity to study in a supportive and immersive Gaelic environment. As well as college learning, students will undertake 19 weeks of professional practice placements in different GM secondary settings. Applicants must have a relevant degree and must have a National 5 (or equivalent) qualification in Maths and a Higher (or equivalent) qualification in English. Gaelic will also be assessed as part of the selection process.

Professional Practice sessions in Gaelic teaching will be delivered by experienced Sabhal Mòr Ostaig Teacher Education staff. Gaelic-medium subject students will also be provided with Professional Practice sessions in their specific subjects through the medium of Gaelic. There is an additional opportunity during college weeks to attend a language class to consolidate skills in preparation for GM teaching. Additional funding may be available for GM student teachers. There is further information about the structure of the course on the UHI website:
https://www.uhi.ac.uk/en/courses/pgde-secondary-gaelic-medium/#
Further information about the Gaelic-medium pathway is available from Shona Cormack at Sabhal Mòr Ostaig: *protected email*

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PGDE: Professional Graduate Diploma in Education

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AWARD: PostgraduateSTUDY MODE: Distance Learning,Full-time,On CampusDURATION: 1 YearCODE: X130COURSE LEADER: Shona Cormack COURSE CONTACT: Eilidh Grant ( *protected email* ) With the expansion of Gaelic-medium (GM) primary education, it is important that there are opportunities for students to access suitable teaching programmes.

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What is special about this course?

The Professional Graduate Diploma in Education (PGDE) consists of 18 weeks study at the university, plus 19 weeks in professional practice in schools. The placements in schools are arranged nationally and you will be placed in schools within travelling distance of your home or term-time address.

You must be a fluent Gaelic speaker at the start of this course and your language proficiency will be assessed at interview. Parts of the course are delivered through the medium of Gaelic and you will complete the majority of your school practice in classes that provide Gaelic Medium Education.

The Gaelic medium pathway is offered in partnership with Argyll and Bute, Comhairle nan Eilean Siar, Highland, and Perth and Kinross Councils, each working with the university through the relevant local campus at:

Argyll College UHI

Inverness College UHI

Lews Castle College UHI

Perth College UHI

Sabhal Mòr Ostaig UHI

West Highland College UHI

You will be required to have a home or term-time address in the local authority area of your chosen campus. Graduates of the course will hold provisional registration as a primary teacher with the General Teaching Council for Scotland.

You will benefit from studying in small, locally based groups while collaborating remotely with other student teachers and tutors across the university's network of colleges. The course is taught with the PGDE Primary (English medium) and overlaps significantly with the PGDE Secondary to offer a cross-sector perspective.

A mandatory three-day residential induction is held at the start of the course with a further one in March which focuses on outdoor learning. Each local cohort will also organise a showcase event at the end of the course, as part of developing leadership.

Special features

The course will prepare you for life as a reflective professional, supporting high quality learning for the children you teach

The course also offers the option of gaining up to 40 masters level credits by submission of assignments at SCQF level 11

Where possible, professional practice will take place in primary schools offering Gaelic-medium education

Entry requirements
Important: please read our FAQ sheet for further information about this programme and applications during the COVID-19 pandemic.

Applicants should hold a degree at undergraduate level. An honours degree at 2:2 or above is preferred, as the teaching on the course sits at honours and masters level

Applications will be considered from those not holding honours who are able to evidence sufficient academic capacity to undertake the course, by providing a transcript of the degree

In addition to the above, applicants must hold:
English:

Scottish Higher (C or above), OR

A level (D or above), OR

GCSE English Language (C/4 or above) and English Literature (C/4 or above) or equivalent, PLUS

Mathematics or Applications for Mathematics:

National 5 (C or above), OR

SQA Intermediate 2 (C or above) or Standard grade Credit OR

GCSE Mathematics (Grade C/4 or above) or equivalent

We recognise the current difficulties in gaining direct work or voluntary experience with primary-aged children. We expect your personal statement and supporting reference to clearly demonstrate what has informed your sense of readiness to apply now to become a primary teacher.

Virtual selection events will take place at the end of February/early March 2021.

Please note:

Applicants who have lived outside the UK for a period of six or more consecutive months in the past five years will also be required to provide criminal records checks from all relevant countries prior to enrolment on the course.

Applications for the PGDE in Primary Education must be made through the main UCAS scheme in the same way as undergraduate courses, and not through UCAS Teacher Training. This applies to all institutions in Scotland delivering the PGDE. Please note that this course does not accept applications for deferred entry. Applicants must provide details of their degree, English and Mathematics qualifications within the application, as failure to do so will lead to automatic rejection. Application deadlines include submission of references. It is the applicant's responsibility to ensure that referees are aware of the deadlines and that the application is submitted fully prior to the relevant deadline.

PGDE
PDGE Taught Modules Collaborative Practice (20 credits)
This module will develop teachers who are critically reflective, accomplished and enquiring professionals, able to fully engage with the complexities of education and become key people in shaping educational change. It will enable an understanding of the nature of curriculum and its development, the relevance to the modern world and a changing society. The module will examine how Curriculum for Excellence aims to achieve a transformation in education by providing a more enriched, coherent and flexible curriculum. Students will be equipped with the skills to plan, teach and assess within a curriculum framework where the focus is on themes across learning and working with their class and teaching colleagues as part of the whole school.
Enquiry and Practice (20 credits)
This module is aimed at establishing children and young people's learning, and their classroom experiences as learners, as the central focus for students' enquiry into their own practice, as the key driver for all planning, teaching and assessment decisions made. The module is closely linked to the four blocks of Placement experience in Gaelic medium settings, to enhance understanding of learning as a continuum.
Reflective Practice (20 credits)
The module will equip students with the necessary tools to develop an enquiring and critical approach to their teaching, as part of their own personal and professional resources to ensure continuing growth and development. It aims to ensure that the aspirant teacher will become a reflective professional, embodying the necessary skills to think seriously about the quality of children and young people's learning and the ways in which their own practice impacts on learning. The module will also give students a critical appreciation of how the key concepts of language understanding and development are integrated into teaching and how they impact on each other.
Professional Practice (Primary) (60 credits)
For this module students will develop their teaching practice and professional identity as a teacher in four blocks of school placements in three different schools. These are allocated nationally via the Student Placement System to afford experience of the progressive levels of Curriculum for Excellence:

4 weeks in Primary 2, 3 or 4

4 weeks in Primary 1

5 weeks in Primary 5, 6 or 7

6 weeks in a Primary class not yet experienced

Students will gradually increase the duration and scope of their responsibility for learning, teaching and assessment in their school placement class, culminating in classroom leadership for ten consecutive days during the final 6-week placement.

Fees

For students normally domiciled in Scotland, with a term-time address in Scotland, the following fees apply:

This includes

EU nationals with settled or pre-settled status in the UK,

EEA/Swiss nationals with settled status in the UK

EEA/Swiss nationals with pre-settled status who are self-employed or migrant workers in the UK.

Rest of UK students

For students normally domiciled in the rest of the UK (England, Wales and N. Ireland, including Channel Islands and the Isle of Man) and with a term-time address in Scotland, the following fees apply:

There are a number of funding options available to UK students to help you pay for your studies and your cost of living while studying. Students who are resident and studying in Scotland can apply for their fees to be paid by the Student Awards Agency for Scotland (SAAS). SAAS will determine eligibility.
EU/EEA and Swiss nationals without settled or pre-settled status in the UK.
Following the UK's departure from the European Union, the Scottish Government has confirmed that EU/EEA and Swiss nationals starting their study in Scotland from academic year 2021-22, who do not have settled or pre-settled status, will be considered as international for fee purposes. For 2021-22, students will get an automatic scholarship of £3,000.

This includes EEA/Swiss nationals with pre-settled status who are not self-employed or migrant workers in the UK.

Students will need Student Route visa sponsorship to study on the UK.
International students
For students who do not normally reside in the UK or European Union and with a term-time address in Scotland, the following fees apply:

Funding

External scholarships and financial support may be available. Contact the relevant university partner college for more information.

Teaching students who are preparing for a career in Gaelic education can apply for a Gaelic Education Grant from Bòrd na Gàidhlig. Successful applicants will receive further information about how to apply.

Additional costs

PVG disclosure check

Travel to the residential inductions - meals and accommodation are provided

Travel to school placements - these are arranged through the GTCS national system to be within 90 minutes travel time from your term-time address

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professional graduate diploma of education

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The Professional Graduate Diploma in Education (PGDE) consists of 18 weeks study at the university, plus 19 weeks in professional practice in schools. The placements in schools are arranged nationally and you will be placed in schools within travelling distance of your home or term-time address.

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Comasan Labhairt ann an Gàidhlig (CLAG) / Gaelic Speaking Abilities

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Comasan Labhairt ann an Gàidhlig (CLAG) / Gaelic Speaking Abilities

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This self assessment grid will enable you to assess your level of spoken Gaelic and therefore equip you with the ability to choose a Gaelic language course suitable to your needs.

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LearnGaelic follows the Comasan Labhairt ann an Gàidhlig (CLAG) [Gaelic Speaking Abilities] scale for structured learning. If you're unsure of what level you are, this self-assessment tool will help. Tha LearnGaelic a' leantainn Siostam Comasan Labhairt ann an Gàidhlig (CLAG) [Gaelic Speaking Abilities] airson ionnsachadh structarail. Mura h-eil thu cinnteach dè an ìre aig a bheil thu, feuch an t-inneal aca gus d' ìre a dhearbhadh.

Introduction to Gaelic RLDs for learners

The Reference Level Descriptions (RLDs) are scales which aim to support adults who are learning Gaelic and their tutors. There are two parts:

They simplify the wide range of spoken fluency into six bands which provide a common frame of reference when describing spoken ability in Gaelic. You will already know how complete beginners differ from very advanced learners but there can be a lot of variety in what is meant by terms like 'beginner', 'intermediate' or 'advanced'.

The six bands

By reviewing the grid and the checklist, you will find out which band best describes your spoken ability. These scales cover speaking ability only. They do not describe skills in reading and writing.

There are six bands on a continuum from the beginner level at A1 to the most proficient level of C2. Although these bands are a simplification of the wide variety of language ability, they are useful to help track your progress so far and identify what your next goals might be.

Each level is a band of ability. Within each band there is a breadth of knowledge, covering things like vocabulary, fluency and pronunciation. Therefore, two learners at B1 might not have exactly the same proficiency, although their skills will be similar.

NEXT: About the self-assessment grid

About the self-assessment grid

The self-assessment grid is based on and expands for Gaelic the 'Self-assessment grid (Table 2)' in the CEFR. You can read a bit more about the CEFR in the FAQs, About the Common European Framework of Reference for Languages, and access the full text here. You can see self-assessment grids for other languages here.

What does it do?

The self-assessment grid is intended to help you get a general idea of your skills when speaking (remember it does not include reading and writing skills). The bands are a simplification; they provide a general overview.

What does it cover?

There are six bands of ability in the grid, grouped under three broader levels: Basic User (A levels), Independent User (B levels), and Proficient User (C levels). Each level builds on the previous one so if you self-assess at C1, the statements in A1 to B2 also apply to you.

A1 is not the lowest possible level. Rather, it is the lowest level at which you can use your language in a simple way, instead of relying on set phrases you have memorised. If you are a beginner, you may be at pre-A1 level when you are using set phrases to communicate.

Similarly, C2 does not describe an 'ideal' native speaker, although some native speakers might be at C2 for certain skills. Rather, C2 is intended to describe the level of ability that is typical for very successful learners.

What the grid does not do

Each learner has their own set of interests and goals, and the grid is not intended to tell you everything you have to aim for or what you have to learn. The grid is not a prescribed ticklist of everything you have to do to be a 'good speaker'. Many learners want to get to a level where they can feel comforatable in conversation and this might be B1 or B2.

If you have further questions, there is more information in the FAQs - the grid section.

How to use the grid

Read over the grid and decide which band best describes how you are able to speak Gaelic. Which one is most appropriate to describe your ability?

It is not necessary for you to be 100% confident that you can do everything that is in a box. Think of them as bands of ability and the band for you is the one that describes your ability better than the other bands. If there is one bit that doesn't seem quite right, that's okay. That band can still be the best one for you.

You can interpret elements like 'topics I'm familiar with' appropriate to your situation, e.g. you might be able to talk confidently about your hobbies but not know a lot of language about nature.

Next: Self-assessment grid

The self-assessment grid

Basic User A1
I can use simple phrases and sentences to describe where I live, my family, people I know, what I like doing, my job, and the weather. I can interact, provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I'm trying to say. I can answer simple questions on very familiar topics. When it's my turn in a conversation, I usually say one short sentence (3-4 words) before it goes back to the other person. I can ask the other person to repeat what they've said using 'can sin arithist'.

A2
I can use a series of phrases and sentences to describe in simple terms my family and other people, where I live, my work, and likes and dislikes. I can describe a situation or tell a story, as long as I pause after every couple of words to help me plan. I can communicate in simple and routine tasks requiring direct exchange of information on familiar topics and activities. I can handle short social exchanges, even though I can't usually keep the conversation going myself.

Independent User B1
I can enter unprepared into conversation on topics that are familiar, of personal interest or relevant to everyday life, e.g. family, hobbies, work, and current events. I can link my thoughts into longer sentences to describe experiences, events, and possibilities such as hopes and ambitions. I can briefly give reasons and explanations for opinions and plans. I can tell a story about myself or something that happened or relate the plot of a book or film. In conversation I generally contribute as much as the other person. I can indicate that I agree or am following what the other person is saying, using phrases like 'cinnteach', 'seadh', and 'tha f(h)ios agam'.

B2
I can talk about a wide range of subjects and do so in some detail if I am quite familiar with them. I can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. I can interact with a degree of fluency and spontaneity that makes regular interaction with very fluent/proficient speakers quite possible. I can take an active part in discussion in familiar contexts, giving and explaining my views. I can use phrases like 'tha mi a' tuigsinn' and 'dìreach' to indicate when I am following what other people are saying. When it's my turn in a conversation, I can give longer responses, up to three sentences at a time.

Proficient User C1
I can give clear, detailed descriptions of complex subjects integrating sub-themes, developing particular points and rounding off with an appropriate conclusion. I can talk fluidly about things that are conceptually difficult even though I may pause sometimes to help me plan. I can express myself fluently and spontaneously although I do still sometimes hesitate when talking about something complex. I can use colloquial and professional styles of language in appropriate contexts. I can use longer, more complex sentences to discuss ideas with nuance and precision. I can relate what I am saying skilfully to what other people are saying. I can lead a conversation if other speakers are speaking less than me.

C2
I can present a clear, smooth-flowing description or argument in a style appropriate to the context and with a structure which helps those listening to notice and remember significant points. I can take part effortlessly in any conversation and have a good familiarity with idioms and colloquialisms. I can express myself fluently even in complex sentences, and convey finer shades of meaning precisely. If I do have a problem I can backtrack and restructure around the difficulty without disrupting the flow of conversation. I rarely need to pause mid-sentence in order to formulate my ideas.

About the self-assessment checklist

The self-assessment checklist is based on and expands for Gaelic the 'Checklists of Descriptors' developed by Eaquals. Why not read other languages' checklists?

The self-assessment checklist has a section for each of the six bands. Each section breaks down speaking ability into a series of statements about things you can say or do.

You don't have to think that you could do that task perfectly with perfect grammar, pronunciation, etc. Rather, consider whether you could successfully complete it by communicating effectively.

How to use the checklist

The checklist contains a list of statements and next to each one the option of two boxes to tick:

I can do this - Tick this if you can do this

My goals - Tick this if it is a current learning goal or could be ashort-term goal for you (maybe for your current course or over the next six months).

If neither box applies, continue with the next statement until the end of the section. You don't have to place a tick for every statement. When you have finished a section, have a look over your answers.

Have you ticked 'I can do this' for most of the statements? If yes, continue with the next level.

Where do I start?

Complete the self-assessment checklist.

When do I stop?

When you get to a level where you can't tick mostly 'I can do this', you can stop.

If you can tick 80% of the statements, you have achieved this level.

If you have other questions as you complete the checklist, you can check our FAQs - checklist section.

Next: Self-assessment checklist

FAQs

About CLAG

CLAG, or Comasan Labhairt ann an Gàidhlig, was a project researching Gaelic ability in adult learners. It interviewed 150 adult learners and 16 native speakers, and worked with Gaelic tutors to get a detailed understanding of the Gaelic skills people have at different levels of proficiency. It measured various factors including the vocabulary and grammar structures speakers know, people's ability to communicate in different contexts, and how quickly or slowly people at different levels are able to speak.

This evidence-based description of the Gaelic that learners know and use was then aligned with the Common European Framework of Reference for Languages (CEFR). The recorded interviews provided authentic learner language to illustrate language points at a particular CEFR level. The results are these Reference Level Descriptions (RLDs) for Gaelic which are intended to support adults who are learning the language.

The CLAG proficiency scales, self-assessment grid, and self-assessment checklist draw on resources developed by the Council of Europe and Eaquals. The proficiency scales and self-assessment grid build on similar scales in the Common European Framework of Reference (see About the Common European Framework of Reference for Languages). The self-assessment checklist builds on 'Checklists of Descriptors' developed by Eaquals.

The project was funded by Bòrd na Gàidhlig and the Scottish Funding Council under the auspices of Soillse, the National Research Network for the Maintenance and Revitalisation of Gaelic Language and Culture. It was led by Professor Roibeard Ó Maolalaigh and Dr Nicola Carty at the University of Glasgow, where the scales were researched and created with Dr Susan Ross. Dr Michelle Macleod from the University of Aberdeen compiled the native speaker section of the corpus, and analysed the relationship between the CLAG proficiency scales and other Scottish accreditation frameworks, including the SCQF. The project assistants involved in transcribing and coding the data were Dr Stuart Dunmore and Ms Catrìona Nic A' Phì.

Recordings and transcripts of the corpus are available form the Digital Archive of Scottish Gaelic.

The proficiency scales developed for tutors provide more detail about different language skills.

About the Common European Framework of Reference for Languages

The Common European Framework of Reference for Languages (CEFR) was created by the Council of Europe as a standard frame of reference for describing language ability. The CEFR provides a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe.

The Council of Europe's general CEFR is not tied to any specific language and does not itemise the vocabulary and grammar in the language that is being learned. These Reference Level Descriptions (RLDs) for Gaelic produced by CLAG localise the CEFR by providing an evidencebased description of the Gaelic that learners know and use at each CEFR level.

For more information, visit the CEFR's website.

FAQs - the grid

What if I think I'm between two levels?

As the creators of the CEFR note, language proficiency is a continuum, like the colours of the rainbow. When you look at a rainbow, there is some fuzziness at the boundaries between colours, but the main bands of colour are still clear, so you can distinguish red from orange, orange from yellow, etc. In the grid, you might be on the boundary between A2 and B1, but overall more firmly in A2.

In the checklist, you can answer more specific questions that will help clarify what you can do. The grid is designed to be concise but the checklist provides more detail.

What if I think, 'I can do this but to what extent'?

You will find that in the checklist, you can answer more specific questions in greater detail. This will help guide you further. It's okay to be unsure at this stage. Remember that each level is unlikely to a perfect fit for every individual. Choose the band that suits you better than the others.

What if I think, I can do this on some days but not on others?

Sometimes, we know we can do things but can't do them all the time. This checklist covers your linguistic ability, not things that might interfere sometimes on bad days or at the end of a long day, like fatigue, anxiety or a neuro-atypical condition. If on the 'good days', you can do these things, then that's the accurate measure of your linguistic ability; you still have the skills, it's just that sometimes you don't have access to them.

What if I don't want to aim for all the things mentioned here?

The aim of the self-assessment grid is to be a common reference guide that gives an overall picture. It is not a prescribed list of everything that everyone should try to do. Each learner has their own set of interests and goals, so the grid is not intended to tell you everything you have to aim for or what you have to learn.

Even if you are not trying to progress to another level, the grid can be a useful way to reflect on what you can do at the moment and to clarify how far you've already come.

What if I'm better at reading and writing than speaking?

The self-assessment grid and checklist relate only to speaking skills, not all kinds of knowledge of Gaelic. Therefore, they do not rate your overall knowledge of Gaelic. Think of them as only applying to your proficiency in speaking the language.

What if I don't always speak 'fluently' and 'smoothly'?

Remember that as you progress, you are likely to begin talking about more complex things. This might mean that you pause more often as you try to formulate your ideas about something, just as you do in your native language. Pauses at higher levels don't necessarily indicate less proficiency, as we all need to pause in every language to get our thoughts out, especially when thinking out loud.

FAQs - the checklist

What does 'most' of the statements mean?

There are a different number of statements in each section so 'most' isn't a fixed number. However, if there's only two to three statements that you haven't ticked, that means you probably have ticked 'most' of them.

What if I think I can do the task better than it is described?

You can consider the description to be a minimum. If there is a limiting condition that doesn't apply to you, you can still tick 'I can do' and continue.

Consider the following example: "I can keep a conversation going comprehensibly, but have to pause to plan."

If you can do this without having to pause to plan, tick 'I can do' anyway and continue with the checklist to the more advanced statements.

What if I can do these things sometimes, but not all the time?

Sometimes, we know we can do things but can't do them all the time. This checklist covers your linguistic ability, not things that might interfere sometimes on bad days or at the end of a long day, like fatigue, anxiety or a neuro-atypical condition. If on the 'good days', you can do these things, then that's the accurate measure of your linguistic ability; you still have the skills, it's just that sometimes you don't have access to them.

What if I can do these things to some extent but it depends on the situation or if I've had time to prepare?

Unless specified in the statement, consider that these are things that you can do spontaneously or at least with minimal preparation (a minute's thought without researching dictionaries or preparing a written text).

What if it asks about something I don't do, such as interviews or storytelling?

Consider whether there is a similar context that is appropriate to you. You might not tell children bedtime stories but you might often tell friends or colleagues a story about something that happened to you.

Or imagine that you were going to interview someone about their life. Consider whether you are confident that you could do this without a lot of linguistic preparation (researching dictionaries, asking someone else how to form a particular question)?

Remember: the checklist is not asking if you could do that task perfectly with perfect grammar, pronunciation, etc. Rather, consider whether you could successfully complete it by communicating effectively with other people.

I don't think I have any particular goals right now. What should I do?

You don't have to use this column if it is not appropriate for you. However, you might want to consider it as asking if you would like this to be a next step. You can use this exercise to reflect on whether you would like to set some goals or next steps.

Even if you are not trying to progress to a particular level right now, you might find the exercise useful to reflect on what you can do at the moment and to clarify how far you've already come. If you are completing the checklist for a particular course, ask the tutor or course organiser to clarify what information they would like to know about your priorities and goals.

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LearnGaelic follows the Comasan Labhairt ann an Gàidhlig (CLAG) [Gaelic Speaking Abilities] scale for structured learning. If you're unsure of what level you are, this self-assessment tool will help. Tha LearnGaelic a' leantainn Siostam Comasan Labhairt ann an Gàidhlig (CLAG) [Gaelic Speaking Abilities] airson ionnsachadh structarail.

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Urras Brosnachaidh na Gàidhlig / The Gaelic Language Promotion Trust was established to encourage and promote the teaching, learning and use of the Gaelic language throughout Scotland.

We have historically provided grants to students of Gaelic at diploma, undergraduate and postgraduate levels, particularly those who are aiming to work in Gaelic Medium Education.

The Trust has also provided funding for Gaelic-language publications and youth drama projects. The expansion of the Trust's funding portfolio provides an opportunity to extend the range and nature of grant funding that is available to support and promote the use of the Gaelic language.

More information on our funding guidelines and details on applying for grants can be found here.

Donation of funds to GLPT

At the AGM on 18th April 2017, Mary Sandeman stepped down as the Chair of the Gaelic Language Promotion Trust following a 25-year tenure. Bill Innes stepped down from the position of Vice-Chair at the same meeting. The Trust is delighted that they have both agreed to maintain their roles as Trustees. Following the AGM,... Continue reading New Chair and Vice-Chair

'S e cuspair mo chuid rannsachaidh ùrnaighean beul-aithriseach nan Gàidheal ann an Uibhist agus Barraigh san 19mh linn agus san 20mh linn. Saoilidh mi gu bheil an rannsachadh seo gu math feumail dhan choimhearsnachd Ghàidhlig agus sinn a' dèanamh oidhirp gus ar fèin-aithne a ghabhail os làimh ann an iomadach seadh, agus spioradalachd na phàirt... Continue reading Teisteanas - Kathleen Reddy

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Urras Brosnachaidh na Gàidhlig / The Gaelic Language Promotion Trust was established to encourage and promote the teaching, learning and use of the Gaelic language throughout Scotland. We have historically provided grants to students of Gaelic at diploma, undergraduate and postgraduate levels, particularly those who are aiming to work in Gaelic Medium Education.

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Tha tidsearan sàr-mhath aig cridhe foghlam na Gàidhlig, agus ann an Alba, feumaidh teisteanas freagarrach aig ìre Oilthigh a bhith aig tidsear sam bith airson clàradh profeiseanta fhaighinn le Comhairle Choitcheann Teagaisg na h-Alba.

Tha an cothrom ann fo-cheum a dhèanamh ann am Foghlam Gàidhlig, ach cuideachd tha cùrsaichean iar-cheumnach ri fhaotainn ann an Alba cuideachd. Tha an cothrom ann a bhith a' teagasg sa Ghàidhlig sa bhun-sgoil, a' teagasg Gàidhlig mar chuspair san àrd-sgoil no a bhith a' teagasg chuspairean eile tro mheadhan na Gàidhlig san àrd-sgoil.

Tha barrachd fiosrachaidh ri fhaotainn san leabhran "A bheil thu airson teagasg sa Ghàidhlig?" leis an GTCS.

Tha taic-airgid airson oileanaich teagaisg ri faotainn tron sgeama thabhartasan foghlaim aig Bòrd na Gàidhlig. Tha barrachd fiosrachaidh ri fhaotainn an seo.

Teagasg sa Ghàidhlig aig Ìre Bun-sgoile

Tha sàr thidsearan aig cridhe ath-bheòthachadh is leasachadh na Gàidhlig, agus tha e na phrìomhachas aig Bòrd na Gàidhlig is a chom-pàirtichean a bhith a' cumail taic ri seo.

Ma tha thu airson a bhith nad thidsear sa Ghàidhlig aig ìre bun-sgoile, feumaidh tu na riatanasan àbhaisteach a choileanadh airson teagasg ann an Alba fo sgeama clàraidh Chomhairle Choitcheann Teagaisg na h-Alba. Tha làn fhiosrachadh an seo.

Tha taic-airgid airson oileanaich teagaisg ri faotainn tron sgeama thabhartasan foghlaim aig Bòrd na Gàidhlig. Tha barrachd fiosrachaidh ri fhaotainn an seo.

Bidh Bòrd na Gàidhlig a' cumail co-labhairt do thidsearan ùra gach bliadhna airson taic a chumail riutha aig toiseach an cuairt-obrach. Cuir fios thugainn airson an fhios as ùire mu dheidhinn seo. Tha sinn cuideachd a' cumail taic ri Stòrlann a bhios a' ruith chothroman CLPL do thidsearan air feadh na bliadhna.

Ma tha thu mu thràth nad thidsear, agus ìre de sgilean Gàidhlig agad an-dràsta (co-dhiù B1 air CEFR), ma dh'fhaodte gum bi ùidh agad anns an Sgeama Bogaidh do Thidsearan sa Ghàidhlig. Feumaidh tu bruidhinn ris an ùghdarras ionadail agad anns a' chiad dol a-mach. Gheibear stiùireadh an seo.

Ma tha thu nas fhileanta, agus ma tha thu airson na sgilean cànain agus eòlas air foghlam dà-chànanach a leasachadh, ma dh'fhaodte gum biodh an cùrsa STREAP freagarrach dhut.

Teagasg sa Ghàidhlig aig Ìre Àrd-sgoile

Tha sàr thidsearan aig cridhe ath-bheòthachadh is leasachadh na Gàidhlig, agus tha e na phrìomhachas aig Bòrd na Gàidhlig is a chom-pàirtichean a bhith a' cumail taic ri seo.

Ma tha thu airson a bhith nad thidsear sa Ghàidhlig aig ìre àrd-sgoile, a' teagasg Gàidhlig mar chuspair do dh'fhileantaich no do luchd-ionnsachaidh, no a' lìbhrigeadh chuspairean eile tro mheadhan na Gàidhlig, feumaidh tu na riatanasan àbhaisteach a choileanadh airson teagasg ann an Alba fo sgeama clàraidh Chomhairle Choitcheann Teagaisg na h-Alba. Tha làn fhiosrachadh an seo.

Tha taic-airgid airson oileanaich teagaisg ri faotainn tron sgeama thabhartasan foghlaim aig Bòrd na Gàidhlig. Tha barrachd fiosrachaidh ri fhaotainn an seo.

Bidh Bòrd na Gàidhlig a' cumail co-labhairt do thidsearan ùra gach bliadhna airson taic a chumail riutha aig toiseach an cuairt-obrach. Cuir fios thugainn airson an fhios as ùire mu dheidhinn seo. Tha sinn cuideachd a' cumail taic ri Stòrlann a bhios a' ruith chothroman CLPL do thidsearan air feadh na bliadhna.

Ma tha thu mu thràth nad thidsear, agus ìre de sgilean Gàidhlig agad an-dràsta (co-dhiù B1 air CEFR), ma dh'fhaodte gum bi ùidh agad anns an Sgeama Bogaidh do Thidsearan sa Ghàidhlig. Feumaidh tu bruidhinn ris an ùghdarras ionadail agad anns a' chiad dol a-mach. Gheibhear stiùireadh an seo.

Ma tha thu nas fhileanta, agus ma tha thu airson na sgilean cànain agus eòlas agad air foghlam dà-chànanach a leasachadh, ma dh'fhaodte gum biodh an cùrsa STREAP freagarrach dhut.

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Teagaisg sa Ghàidhlig - Bòrd na Gàidhlig

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Tha tidsearan sàr-mhath aig cridhe foghlam na Gàidhlig, agus ann an Alba, feumaidh teisteanas freagarrach aig ìre Oilthigh a bhith aig tidsear sam bith airson clàradh profeiseanta fhaighinn le Comhairle Choitcheann Teagaisg na h-Alba. Tha an cothrom ann fo-cheum a dhèanamh ann am Foghlam Gàidhlig, ach cuideachd tha cùrsaichean iar-cheumnach ri fhaotainn ann an Alba cuideachd.

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BA and PGDE, primary and secondary for Gaelic medium teaching.

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Strathclyde University, BA and PGDE, primary and secondary for Gaelic medium teaching.

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Accreditation: General Teaching Council Scotland

Ranked: 4th in the UK for Education (The Complete University Guide 2021)

Study abroad: international exchange opportunities include China, Malawi, The Gambia, Switzerland, Sweden, Spain, Belgium & The Netherlands

Work placement: school & nursery placements

Study with us

undertake work placements with children and young people from 0 to 14 years

study on a programme designed to meet the recommendations of the 2010 Donaldson report, Teaching Scotland's Future

take advantage of Gaelic-medium placement options

Back to course

Why this course?

At Strathclyde, we're very proud of our long tradition of initial teacher education.

Our staff, who work closely with education authorities, are here to help you make a difference in the schools and communities in which you'll go on to work.

Primary Education is an exciting degree programme designed to meet the recommendations of the 2010 Donaldson Report, Teaching Scotland's Future. This course will allow students to study Primary Education along with other subjects in the Faculty of Humanities and Social Sciences, and to work with a wide variety of students throughout their four-year programme.

A career in Primary Education is challenging and very rewarding. Primary teachers are faced each day with complex and demanding tasks. Teachers develop, plan, implement and evaluate programmes of study in all curricular areas (Expressive Arts, Health and Wellbeing, Languages, Literacy and English, Mathematics, Religious and Moral Education, Physical Education, Sciences, Social Studies and Technologies). They promote the social and personal development of all children, working with parents and fellow professionals both within and outwith the school.

We work in accordance with the Guidelines for Initial Teacher Education Courses and the Benchmark Statements issued by the General Teaching Council (Scotland) on behalf of the Scottish Government.

Gemma's story

Watch Primary Education student Gemma explain how our scholarships programme is helping her achieve her dream of becoming a teacher.

The Times / The Sunday Times Good University Guide 2021. University of the Year shortlisted.

Our primary education students develop world class skills in leadership and innovation in teaching and learning. The course is recognised as sector leading in preparing students to become global educators and at the same time address the pressing needs of education in Scotland today.

Monica Porciani
Programme Leader, BA Primary Education

Understanding Education in the 21st Century

This class is designed to be stimulating with a key aim of introducing Education as a discipline; one that goes beyond schools and children.

For example, you consider adults' learning and begin to explore the different contexts in which Education is situated. Furthermore, you'll examine Education from different perspectives including: history; politics; philosophy; psychology and sociology.

By undertaking this class , you're able to discuss relevant topics and ideas; explain why the idea of the curriculum is a difficult one; develop their skills in managing their own learning; develop their skills in working effectively in group and class situations and show that they are beginning to read and write critically. This class provides a good introduction to the study of Education that will support students in their potential future roles, whether that is as a teacher, parent, community educator, lawyer, psychologist, journalist, civil servant or human resources manager.

Placement & Curriculum

Placement learning is one of the most powerful learning experiences for you on initial teacher education programmes at the University of Strathclyde. The seventy-hour first year placement allows you to work with children 0 - 14 years in a setting out-with a mainstream primary classroom. This class allows for real diversity and student choice in selecting a placement. In the past students have worked in prisons, with families, in community projects and in a whole range of settings that have helped them understand more about the development of children.

The on-campus programme for this class offers students from across disciplines the opportunity to work together to learn about children and the communities in which they live; children's health and wellbeing; child protection; children's voice; children's play and play places. The notion that the health and wellbeing of children and young people is central to the advancement of society is a seminal theme in this class .

Children's Language, Literature & Literacy

In this class we introduce you to the key knowledge and key understandings that you will need to become a successful teacher of language, literacy and literature in the primary school. It will help you to understand the role of the teacher of language in three ways:

What you need to know yourself about language, literacy and literature to teach it effectively ( ie CURRICULUM knowledge)

What you need to know about how children learn and develop as learners of language and how to use this knowledge to teach well ( ie PEDAGOGIC knowledge)

What you need to know about how communities and social practice, including the school and the home, support learning ( ie ECOLOGICAL knowledge)

The class is taught by means of lectures and tutorials. You will be expected to attend all of these, to read in order to extend your thinking and to take part in study groups.

You will be asked to complete a number of tasks in school to help consolidate your understanding of the complexities of teaching language, literature and literacy.

Learners & Learning

This class is designed to provide students taking the BA Hons Education degree with an essential understanding of human learning processes and the needs of learners.

Learning involves fundamental psychological processes, such as cognitive, emotional, interpersonal and linguistic processes. Learning starts before birth and is continuous as learners develop and experience the world. Contextual influences also impact on learners, learning processes, and learning outcomes. In any educational setting, it's essential that fundamental human learning processes are understood and supported, and that learners can grow in conceptual understanding and experience emotional wellbeing.

This module will examine the processes involved in human learning, individual learners' needs, and contextual influences upon learners and learning.

The following key themes will build the class content:

Fundamentals of learning

Making meaning together

Theories of learning & learning processes

Memory

Language & learning

Emotion in learning

Motivation

Self-regulation

Development of scientific & mathematical knowledge

Collaborative learning

Year 2 Pedagogy Placement

You'll look at developing rationales for planning and sequence planning format. You'll also be expected to relate your learning to Curriculum for Excellence and to discuss the issues arising from each lecture.

Lectures and tutorials will involve preparing reading, undertaking independent and collaborative study and leading tutorial discussions and activities. You'll be expected to work both independently and collaboratively with peers. Comments and questions in addition to dialogue will be encouraged during tutorial sessions.

This class will encourage you to self-regulate your learning. This is an active process where knowledge about topics is researched by individuals or in groups. You'll monitor and self regulate your ability to use this knowledge. The class views learning as a proactive activity rather than something that happens in response to teaching by the tutor.

In addition to the overarching theme of effective learning and teaching, the following key themes will build the class content:

interaction and presentation

classroom organisation

task design

developing positive classroom relationships

inclusion and differentiation

assessment and evaluation

principles of planning

issues of professionalism

Mathematics in the Primary School

This class will provide opportunities for student teachers to consider how children learn about mathematics and numeracy as well as helping student teachers to develop their own understanding of key mathematical processes.

You'll explore a variety of approaches to teaching and learning in mathematics and numeracy, and consider the implications of these approaches for classroom practice. You'll consider how to develop children's skills in numeracy and mathematics and will study the progression of specific aspects as described in Curriculum for Excellence mathematics outcomes. You'll identify and make effective use of appropriate selected contexts and resources to stimulate children's interest in, and enthusiasm for, mathematics.

Furthermore, student teachers will use their school placement experience as a context through which to further develop their knowledge and skills, and to consolidate their understanding of curriculum content and teaching methodologies, in mathematics and numeracy in the primary school.

Interdisciplinary Learning

A wide range of interdisciplinary classes are offered in Year 2 and students can choose to continue with either their Year 1 subject or an IDL. Course options include: Learning for Sustainability, Child Protection, Exploring Moral Ethical Issues, Digital Learning, and Creative Contexts for Music.

Year 3

In this year of the degree programme, you'll choose to study three areas in greater depth. The choice should be based on the your personal and professional development needs.

International study in the second semester is also an option in Year 3. You'll be required to undertake a placement during an international study block.

Year 3 Pedagogy and Placement: Nursery, including a 5 week placement

Year 3 Pedagogy and Placement including a 6 week placement

History and Philosophy of Education

Curriculum: Science, Technology and Information Communication Technologies

Curriculum: The Arts (Music, Art and Design & Drama)

Curriculum: Exploring Global Citizenship through Social Studies, Religious and Moral Education & Physical Education

Year 4

You'll undertake a number of Education classes. For your final school placement, you'll be able to choose the stage at which you are placed. You'll have a choice of dissertation topic and will be able to select one option to allow you to study one aspect of the profession in greater depth. The choices should be based on the students' personal and professional development needs:

Year 4 Pedagogy and Placement, including an 11 week placement

Policy & Politics in Education

Social Issues in Education

Social Research Methods

Option class

Inclusive Practice in Literacy and Numeracy

Dissertation

We're ranked top 10 in the UK for Education.

Back to course

Entry requirements

Required subjects are shown in brackets.

Highers

1st sitting: AAAB

2nd sitting: AAAAB

(Higher English B, and Maths/ Applications of Mathematics National 5 B, or equivalent).

**In addition to Higher English, at least one Higher should come from the following list below.

1st sitting: AABB

2nd sitting: AAABB

(including English B and Maths/ Applications of Mathematics National 5 B)

A Levels

ABB-BBB

(GCSE English language 6/B and English literature 6/B, GCSE maths 6/B)

International Baccalaureate

36

(Maths SL5)

HNC

Early Education & Childcare/Childhood Practice:

Year 1 entry: A in Graded Unit, plus two Highers at B (including English) and Mathematics National 5 B, or equivalent

Social Sciences:

Year 1 entry: A in Graded Unit; two Highers at B (including English); Mathematics National 5 B, or equivalent

Other HNC or HND qualifications will be considered in accordance with the strength of the overall application.

International students

Find out entry requirements for your country by visiting our country pages.

Deferred Entry

Not normally accepted

Additional Information

Students are required to register with the Scottish Government's Protecting Vulnerable Groups scheme (PVG)

**Higher subject list

Art

Classical Studies

Drama

Economics

French

Gaelic

Geography

History

Modern Studies

Modern Foreign Language

Music

Philosophy

Politics

Psychology

Religious Moral & Philosophical Studies

Sociology

Foundation Apprenticeship: Social Services Children and Young People (award is equivalent to a Higher at B grade)

*Standard entry requirements

Offers are made in accordance with specified entry requirements although admission to undergraduate programmes is considered on a competitive basis and entry requirements stated are normally the minimum level required for entry.

Whilst offers are made primarily on the basis of an applicant meeting or exceeding the stated entry criteria, admission to the University is granted on the basis of merit, and the potential to succeed. As such, a range of information is considered in determining suitability.

In exceptional cases, where an applicant does not meet the competitive entry standard, evidence may be sought in the personal statement or reference to account for performance which was affected by exceptional circumstances, and which in the view of the judgement of the selector would give confidence that the applicant is capable of completing the programme of study successfully.

***Minimum entry requirements

Find out if you can benefit from this type of offer.

Widening access

We want to increase opportunities for people from every background. Strathclyde selects our students based on merit, potential and the ability to benefit from the education we offer. We look for more than just your grades. We consider the circumstances of your education and will make lower offers to certain applicants as a result.

Find out if you can benefit from this type of offer.

Back to course

Fees & funding

All fees quoted are for full-time courses and per academic year unless stated otherwise.

Go back

Scotland

£1,820

Fees for students who meet the relevant residence requirements in Scotland are subject to confirmation by the Scottish Funding Council. Scottish undergraduate students undertaking an exchange for a semester/year will continue to pay their normal tuition fees at Strathclyde and will not be charged fees by the overseas institution.

England, Wales & Northern Ireland

£9,250*

*Assuming no change in fees policy over the period, the total amount payable by undergraduate students will be capped. For students commencing study in 2021/22, this is capped at £27,750 (with the exception of the MPharm and integrated Masters programmes), MPharm students pay £9,250 for each of the four years. Students studying on integrated Masters degree programmes pay an additional £9,250 for the Masters year with the exception of those undertaking a full-year industrial placement where a separate placement fee will apply.

International

£16,000

University preparation programme fees

International students can find out more about the costs and payments of studying a university preparation programme at the University of Strathclyde International Study Centre.

Additional costs

Course materials & costs

travel costs to school placement

core books recommended available form library

some minor additional costs on some optional modules (e.g. consumables) usually not exceeding £20

placement & field trips

Placements & field trips

Field trips required on some optional modules. Costs vary but are never excessive. Option classes are by student choice only. Travel costs for placement.

Study abroad

International study is a voluntary component of the course for students. These can vary from a week to an entire term. Students require to fund some travel and subsistence.

PVG scheme (Protection of Vulnerable Groups)

Membership scheme costs £59.

Available scholarships

Take a look at our scholarships search for funding opportunities.

Please note: All fees shown are annual and may be subject to an increase each year. Find out more about fees.

How can I fund my studies?

Having started my career as a student at Strathclyde, I have done a full 360° by returning here to work. What drew me to the University then is what still attracts me now - an ambitious vision and a sense of dedication to improving society. I'm a true Strathclyder at heart!

Angela de Britos
Teaching Fellow in Primary Education

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Careers

Most of our graduates go on to work as primary school teachers, working for the social and personal development of their pupils. A primary school teacher develops, plans, implements and evaluates teaching programmes in all areas of the curriculum. The role also involves working with parents and fellow professionals within and outwith the school.

Many graduates from Strathclyde also enjoy the benefits of the Scottish Government's Teacher Induction Scheme, where they have a guaranteed one-year induction period in a Scottish primary school. While the BA (Hons) Primary Education course is directed mainly to the Scottish education system, the qualification is widely recognised in the rest of the UK, Ireland and in schools across the globe.

Teachers who work in Scotland are required to register with the General Teaching Council for Scotland (GTCS).

With experience, teachers in Scotland can apply for posts as Principal Teacher, Deputy Head or Head Teacher. A number of graduates will become lecturers on initial teacher education courses, HM Inspectors or take on other development roles at Education Scotland or with the General Teaching Council for Scotland.

Have you considered?

We've a range of courses similar to this one which may also be of interest.

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BA Primary Education | Teacher Training Degree | University of Strathclyde

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Accreditation: General Teaching Council Scotland Ranked: 4th in the UK for Education (The Complete University Guide 2021) Study abroad: international exchange opportunities include China, Malawi, The Gambia, Switzerland, Sweden, Spain, Belgium & The Netherlands Work placement: school & nursery placements undertake work placements with children and young people from 0 to 14 years study on a programme designed to meet the recommendations of the 2010 Donaldson report, Teaching Scotland's Future take advantage of Gaelic-medium placement options Back to course At Strathclyde, we're very proud of our long tradition of initial teacher education.

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University of Edinburgh offers an MA GME primary for both Gaelic learners and fluent speakers.

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Foghlam Bunsgoil le Gàidhlig (MA le Urram): This degree in Primary Education with Gaelic, with routes for Gaelic Fluent speakers and for Learners, qualifies all graduates to work as primary teachers in the Gaelic-medium or English-medium sector. **APPLICATIONS OPEN for September 2021 start for both Fluent and Learner programmes. Apply through UCAS ASAP.**

Tha Sgoil an Fhoghlaim Taigh Mhoireibh a' tabhann dà cheum ùr, airson teagasg, ann an Urram Foghlam Bunsgoil le Gàidhlig, aon dhiubh airson Fileantaich.
Programme delivery 2021/22
Visit UCAS for detailed entry requirements, fees, and to apply.
Apply now on UCAS: Primary Education with Gaelic: Fluent (MA Hons) - 3T59 Apply now on UCAS: Primary Education with Gaelic: Learners (MA Hons) - 3R67

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Foghlam Bunsgoil le Gàidhlig (MA le Urram): This degree in Primary Education with Gaelic, with routes for Gaelic Fluent speakers and for Learners, qualifies all graduates to work as primary teachers in the Gaelic-medium or English-medium sector. **APPLICATIONS OPEN for September 2021 start for both Fluent and Learner programmes.

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Fees

For students normally domiciled in Scotland, with a term-time address in Scotland, the following fees apply:

This includes

EU nationals with settled or pre-settled status in the UK,

EEA/Swiss nationals with settled status in the UK

EEA/Swiss nationals with pre-settled status who are self-employed or migrant workers in the UK.

Rest of UK students

For students normally domiciled in the rest of the UK (England, Wales and N. Ireland, including Channel Islands and the Isle of Man) and with a term time address in Scotland studying this course full time, the following fees apply:

4th year free only for students studying full-time, on continuous study, who have paid for the previous three years at the University of the Highlands and Islands.

Part-time (per 20 credit module) - £1,500.

Fees are payable in advance each academic year unless otherwise agreed.

There are a number of funding options available to UK students to help you pay for your studies and your cost of living while studying.

EU/EEA and Swiss nationals without settled or pre-settled status in the UK

Following the UK's departure from the European Union, the Scottish Government has confirmed that EU/EEA and Swiss nationals starting their study in Scotland from academic year 2021-22, who do not have settled or pre-settled status, will be considered as international for fee purposes. For 2021-22, students will get an automatic scholarship of £3,000 per annum and the 4 th year of study will be free for those studying full-time, on continuous study, who have paid for the previous three years at the University of the Highlands and Islands.

This includes EEA/Swiss nationals with pre-settled status who are not self-employed or migrant workers in the UK.

Students will need Student Route visa sponsorship to study on the UK.

International students

For students who do not normally reside in the UK or European Union and with a term-time address in Scotland, the following fees apply:

Part-time study is not open to international student requiring Student Route visa sponsorship to study in the UK.

Further information on international course fees.

A no fee increase guarantee is available for self-funding full-time and structured part-time rest of the UK, EU and international undergraduate students for continuous study for the same award, up to the permitted standard time limit for the relevant award.

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For students normally domiciled in Scotland, with a term-time address in Scotland, the following fees apply: This includes EU nationals with settled or pre-settled status in the UK, EEA/Swiss nationals with settled status in the UK EEA/Swiss nationals with pre-settled status who are self-employed or migrant workers in the UK.

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Sabhal Mòr Ostaig offers a 4-year specific BA (Hons) Gaelic and Education for fluent and learners with a focus on immersion and bilingual teaching practices in schools. Year 3 and 4 of the degree are available at other UHI colleges by distance learning. • At Sabhal Mòr Ostaig a PGDE Gaelic pathway is also on offer at primary and secondary and available by means of distance learning at other UHI colleges • Both Sabhal Mòr Ostaig and Glasgow University offer one year Gaelic immersion courses to support teachers who wish to transfer to GME teaching.

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AWARD: Undergraduate
STUDY MODE: Full-time,On Campus
DURATION: 4 years for BA Hons
CODE: XQ10
COURSE LEADER: Shona Cormack
COURSE CONTACT: Eilidh Grant ( *protected email* )
Note: The BA Gaelic and Education course is currently undergoing changes and it is intended to offer the new course outlined here in 2022-23, subject to successful re-approval.
The BA (Hons) Gaelic and Education is delivered through the medium of Scottish Gaelic and has a focus on immersion and bilingual teaching practices in schools. The Programme provides fluent speakers and learners with the opportunity to gain an honours award and teaching qualification in four years. This allows you a direct route into teacher education, in a field where there is a skills shortage. You will study both language and education components in an immersion situation and the programme is designed for Secondary Teaching (Gaelic as a subject) or Gaelic-medium and bilingual Primary Teaching and includes 25 weeks of school experience over Years 1 to 4.

The BA (Hons) Gaelic and Education is a Gaelic-medium Initial Teacher Education programme delivered within the UHI Gaelic and Related Studies Scheme (GRSS). Students undertake Years 1 and 2 of the GRSS, with education seminars and 7 weeks of school placement. In Years 3 and 4, students undertake a combined programme of education and GRSS Modules including a further 18 weeks of school placements. The programme is designed for onsite delivery but distance learning may be possible in Years 3 and 4 with permission from the Head of Studies. In order to access school placements, distance learners in Years 3 and 4 must live within reach of schools offering Gaelic-medium education.

Students undertake Years 1 and 2 of the Gaelic and Related Studies Scheme, in addition to education seminars and 7 weeks of school placement. In years 3 and 4, a combined programme of education/professional studies and GRSS modules, including 18 further weeks of placement.

Year 1 of the GRSS is primarily a language foundation year and depending on your linguistic ability on entry, you can study either An Cùrsa Comais or Gaelic and Communication on campus. An education seminar and 3 weeks of school placement will also form part of Year 1.

In Year 2 you will study GRSS core modules in Gaelic language and in Gaelic-related subjects, including a module on Gaelic education. An education seminar and 4 weeks of school placement will also form part of Year 2.

The education/professional studies modules in Years 3 and 4 include Children and their Learning and The Critical and Enquiring Professional. The professional practice modules include a total of 18 weeks school experience.

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AWARD: UndergraduateSTUDY MODE: Full-time,On CampusDURATION: 4 years for BA HonsCODE: XQ10COURSE LEADER: Shona Cormack COURSE CONTACT: Eilidh Grant ( *protected email* ) Note: The BA Gaelic and Education course is currently undergoing changes and it is intended to offer the new course outlined here in 2022-23, subject to successful re-approval.

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What is special about this course?

The course is offered in partnership with Argyll and Bute, Comhairle na Eilean Siar, Highland Council and Perth and Kinross Council, each working with the university through their local campus. The PGDE (Secondary) consists of 18 weeks' study at the university plus 19 weeks in professional practice in schools. You must be a fluent Gaelic speaker prior to the start of the course and your language proficiency will be assessed at interview. On this course you will complete the majority of your school practice in a Gaelic medium education (GME) setting, subject to Local Authority availability.

The subjects listed below can be studied at the following campuses: Argyll College UHI (Oban); Inverness College UHI; Lews Castle College UHI (Stornoway); Perth College UHI; Sabhal Mòr Ostaig UHI (Isle of Skye); or West Highland College UHI (Fort William):

Biology and Science

Business Education

Chemistry and Science

Computing Science

English

Gaelic

Home Economics

Mathematics

Physics and Science

Technological Education

The course is sometimes available at Lochgilphead (through Argyll College UHI) and at Benbecula (through Lews Castle College UHI). This decision is made annually and is dependent on the number of applicants in those areas.

Special features

Opportunity to undertake secondary education programme in a Gaelic medium setting

Linked Local Authorities offer the majority of our graduates an induction year within their schools, following successful completion of the course.

Entry requirements
Important: Please read our FAQ sheet before applying to this programme
Applicants should hold a relevant degree at undergraduate level; preference will be given to those possessing a degree at honours level, though consideration will also be given to those holding ordinary degrees.

In addition to the above, applicants must hold:
English:

Scottish Higher level grade C or above, OR

A level at grade D, OR

GCSE English Language (C) and English Literature (C) or equivalent, PLUS

Mathematics or Applications of Mathematics:

National 5 at grade C or above, OR

SQA Intermediate 2 or Standard grade Credit OR

GCSE Mathematics (Grade C or above) or equivalent

Please note: There are subject specific entry guidelines for secondary teaching stipulated by GTC Scotland. These are available from the GTC Scotland website: Memorandum on Entry Requirements to Programmes of Initial Teacher Education in Scotland, 2019: details of these are available in our Frequently Asked Questions document - see link above

You must be a fluent Gaelic speaker and able to read and write in Gaelic

This is a Category 1 PVG course: PVG Scheme membership is required to successfully achieve target qualification, where there is guaranteed contact with vulnerable groups in key elements of the course. For further information visit our PVG scheme webpage.

Applicants who have lived outside the UK for a period of six or more consecutive months in the past ten years will also be required to provide a criminal record check from all relevant countries prior to enrolment on the programme

Applications for the PGDE in Secondary (Gaelic Medium) Education must be made through the main UCAS scheme in the same way as undergraduate programmes, and not through UCAS Teacher Training. This applies to all institutions in Scotland delivering the PGDE. Please note that this course does not accept applications for deferred entry. Applicants must provide details of their degree, English and Mathematics qualifications within the application, as failure to do so will lead to automatic rejection. Application deadlines include submission of references. It is the applicant's responsibility to ensure that referees are aware of the deadlines and that the application is submitted fully prior to the relevant deadline.

PGDE
PDGE Taught Modules Collaborative Practice (20 credits)
This module will develop teachers who are critically reflective, accomplished and enquiring professionals, able to fully engage with the complexities of education and become key people in shaping educational change. It will enable an understanding of the nature of curriculum and its development, the relevance to the modern world and a changing society. The module will examine how Curriculum for Excellence aims to achieve a transformation in education by providing a more enriched, coherent and flexible curriculum. Students will be equipped with the skills to plan, teach and assess within a curriculum framework where the focus is on themes across learning and working with their class and teaching colleagues as part of the whole school.
Enquiry and Practice (20 credits)
This module is aimed at establishing children and young people's learning, and their classroom experiences as learners, as the central focus for students' enquiry into their own practice, as the key driver for all planning, teaching and assessment decisions made. The module is closely linked to the four blocks of Placement experience in Gaelic Medium settings, to enhance understanding of learning as a continuum.
Reflective Practice (20 credits)
The module will equip students with the necessary tools to develop an enquiring and critical approach to their teaching, as part of their own personal and professional resources to ensure continuing growth and development. It aims to ensure that the aspirant teacher will become a reflective professional, embodying the necessary skills to think seriously about the quality of children and young people's learning and the ways in which their own practice impacts on learning. The module will also give students a critical appreciation of how the key concepts of language understanding and development are integrated into teaching and how they impact on each other.
Professional Practice (Secondary) (60 credits)
For this module students will develop their teaching practice and professional identity as a teacher in four blocks of school placements. These are allocated nationally via the Student Placement System to afford experience of:

Broad General Education in S1 to S3

Senior Phase Education in S4 to S6

Students will gradually increase the duration and scope of their responsibility for learning, teaching and assessment in their school placement class, culminating in classroom leadership for 0.8FTE during the final 6-week placement.

Fees

For students normally domiciled in Scotland, with a term-time address in Scotland, the following fees apply:

This includes

EU nationals with settled or pre-settled status in the UK,

EEA/Swiss nationals with settled status in the UK

EEA/Swiss nationals with pre-settled status who are self-employed or migrant workers in the UK.

Rest of UK students

For students normally domiciled in the rest of the UK (England, Wales and N. Ireland, including Channel Islands and the Isle of Man) and with a term-time address in Scotland, the following fees apply:

There are a number of funding options available to UK students to help you pay for your studies and your cost of living while studying. Students who are resident and studying in Scotland can apply for their fees to be paid by the Student Awards Agency for Scotland (SAAS). SAAS will determine eligibility.
EU/EEA and Swiss nationals without settled or pre-settled status in the UK.
Following the UK's departure from the European Union, the Scottish Government has confirmed that EU/EEA and Swiss nationals starting their study in Scotland from academic year 2021-22, who do not have settled or pre-settled status, will be considered as international for fee purposes. For 2021-22, students will get an automatic scholarship of £3,000.

This includes EEA/Swiss nationals with pre-settled status who are not self-employed or migrant workers in the UK.

Students will need Student Route visa sponsorship to study on the UK.
International students
For students who do not normally reside in the UK or European Union and with a term-time address in Scotland, the following fees apply:

Additional costs

PVG disclosure check

Travel to the residential inductions - meals and accommodation are provided

Travel to school placements - these are arranged through the GTCS national system to be within 90 minutes travel time from your term-time address

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The course is offered in partnership with Argyll and Bute, Comhairle na Eilean Siar, Highland Council and Perth and Kinross Council, each working with the university through their local campus. The PGDE (Secondary) consists of 18 weeks' study at the university plus 19 weeks in professional practice in schools.

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Apply

Full-time application

Closing date for all international applicants is Friday 16 July 2021.

Scotland/EU/Rest of UK students

Please ensure that all parts of the application are completed including details of qualifications which meet the minimum entry requirements. We may be unable to consider incomplete applications. On submitting your application please ensure that you have the following documents to hand. When we require these documents, we will request these from you. Please don't send documents to us without being asked.

Your degree certificate (if completed)

Your academic transcript listing all the modules you have completed (this also applies if your degree is in progress)

Evidence of Higher English (or equivalent) with a grade between A-C

Evidence of National 5 Maths (or equivalent) with a grade between A-C

Please note the maximum file size for sending documents is 5.00MB.

Interview selection

We select those candidates who best meet the following criteria:

Does the candidate have:

evidence that they are suitably qualified?

evidence of a suitable breadth of knowledge in their degree to cover the Secondary Curriculum?

sufficient interest in teaching?

experience of working with young people?

evidence of good written communication skills?

a good statement by their referee?

Interview process

If selected you'll be asked to an interview with a number of other candidates who have applied for places either in your own subject or that are taught in the same division as your chosen subject.

If selected for interview, applicants will be notified after the UCAS deadline.

Interview result

After the interview, a panel will collate the grades from your presentation and the individual interview.

They will then make a decision as to your suitability for the course.

The possible results of the interview are:

Unconditional offer

Conditional offer (you still need to satisfy the entry qualifications in some way)

A rejection of your application

The subject coordinator will send the results to Registry who will, in turn, communicate the results to the UCAS.

UCAS will then communicate the result to you.

Should you wish feedback on the selection process please contact the appropriate subject coordinator.
How to apply for the PGDE (video)

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PGDE Gaelic | Teacher Training Degree | University of Strathclyde

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Closing date for all international applicants is Friday 16 July 2021. Scotland/EU/Rest of UK students Please ensure that all parts of the application are completed including details of qualifications which meet the minimum entry requirements. We may be unable to consider incomplete applications. On submitting your application please ensure that you have the following documents to hand.

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Ruairidh Graham, BA (Hons) Gaelic and Development

Since graduating in 2014 from the BA (Hons) Gaelic and Development at Sabhal Mòr Ostaig UHI Ruairidh Graham has been working as a Graduate Development Officer for Sleat Community Trust as part of the ScotGrad Programme.

"Sabhal Mòr Ostaig UHI is the only university campus of its kind that offers you both the academic and social tools to create your own Gaelic environment to live, learn and be social in. This is what makes it so different from anywhere else and add Comann nan Oileanach, the vibrant student association on campus, into the mix and you've got the perfect ingredients for realising your potential within a Gaelic environment."

One of the highlights of the course for Ruairidh included work experience in first year where he had the opportunity to spend three weeks at Bun-sgoil Ghàidhlig Ghlaschu (Glasgow Gaelic Primary School) working closely with the teaching staff.

Megan MacLellan, BA (Hons) Gaelic and Media Studies

Megan MacLellan graduated in 2013 from the BA (Hons) Gaelic and Media Studies. Megan now works as a presenter and researcher on the Gaelic children's programme Dè a-nis? based at BBC Scotland in Glasgow. Despite originally wanting to move to a city for her studies Megan soon realised the benefits of the campus on the Isle of Skye:

"In terms of learning or improving your Gaelic, I'd say it is the best place to do it. You're totally immersed in the language and culture. For me, it was the best learning environment."

Laura Maclennan, BA (Hons) Gaelic and Media Studies

Laura Maclennan graduated in 2012 from the BA (Hons) Gaelic and Media Studies. Talking about her time studying at Sabhal Mòr Ostaig UHI:

"I thoroughly enjoyed my four years in Skye and was very lucky to have had the best lecturers for both Gaelic and media studies."

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Since graduating in 2014 from the BA (Hons) Gaelic and Development at Sabhal Mòr Ostaig UHI Ruairidh Graham has been working as a Graduate Development Officer for Sleat Community Trust as part of the ScotGrad Programme.

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Gaelic Studies | Undergraduate Degrees | Study Here | The University of Aberdeen

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Gaelic at Aberdeen explores the culture and literature of the language and its people in both historical and modern contexts. The courses on offer will give you the opportunity to develop your knowledge and understanding of topics that particularly interest you.

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Introducing Celtic
Leugh an duilleag seo sa Gàidhlig
Celtic civilisations produced the earliest vernacular literature in Europe after Latin and Greek. Today, Celtic languages and cultures continue to flourish in writing, song, theatre, the media and more, with a broad international reach and growing numbers of new speakers and audiences.

Based in a city with a long-established Gaelic community - and with strong links to Bòrd na Gàidhlig, the National Library of Scotland and National Museum of Scotland - Celtic at Edinburgh is at the heart of this lively contemporary scene and leads the way for future language planning and maintenance, particularly for Scottish Gaelic. We work at the cutting edge of linguistic and sociolinguistic research.

As a student here, you will engage with a broad range of subjects in your first two years, and specialise in Years 3 and 4, developing your expertise in the periods and disciplines that interest you most. At all levels, we have an extensive range of courses to choose from, covering extraordinarily rich literary and oral traditions from the Middle Ages to the present day.

Scottish Gaelic

It doesn't matter if you're a complete beginner or have studied Scottish Gaelic before, you can take Celtic as a single honours degree programme, or jointly with one of a number of other subjects.

You will gain an interdisciplinary insight into Celtic's wider historical and contemporary context and, although Scottish Gaelic language, literature and culture are at the heart of our programmes, you can also study the medieval Celtic languages and literatures at honours level.

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Leugh an duilleag seo sa Gàidhlig Celtic civilisations produced the earliest vernacular literature in Europe after Latin and Greek. Today, Celtic languages and cultures continue to flourish in writing, song, theatre, the media and more, with a broad international reach and growing numbers of new speakers and audiences.

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University of Glasgow - Subjects A-Z - Celtic & Gaelic

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Necessary cookies enable core functionality. The website cannot function properly without these cookies, and can only be disabled by changing your browser preferences. Analytical cookies help us improve our website. We use Google Analytics. All data is anonymised. Hotjar helps us to understand and improve our users' behaviour by visually representing their clicks, taps and scrolling.