Undergraduate Course: Student-Led, Individually-Created Course (SLICC; Summer Year 1) (EDUA08113)
Course Outline
| School | Moray House School of Education and Sport |
College | College of Arts, Humanities and Social Sciences |
| Credit level (Normal year taken) | SCQF Level 8 (Year 1 Undergraduate) |
| Course type | Student-Led Individually Created Course |
Availability | Available to all students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This course forms part of the Student-Led Individually Created Course (SLICC) university-wide framework for self-designed experiential learning, where students reflect throughout their chosen extra-curricular experience they undertake during the summer vacation, by the development of an e-portofolio to provide evidence of their learning. As a participating student, undertaking a SLICC will enable you to create a learning experience which is unique to you, while demonstrating your learning and academic achievement against defined learning outcomes.
This level 8 course will require you to demonstrate the development of your skills and understanding in terms of critical analysis, application, reflection, recognising and developing your skills and mindsets, and evaluation within a defined context of your learning experience. This course will also enable you to demonstrate your ability to exercise autonomy and initiative at a professional level in practice and/or in a subject/discipline (or other approved) area.
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| Course description |
A SLICC requires you to propose, develop and manage a unique learning experience that will enable you to evidence how you have achieved the learning outcomes of the course.
Your self-designed learning experience is required to adhere to a defined structure that supports and enables you to self-direct and manage your own learning experience. Within this structure however, you have limitless possibilities regarding the topic or theme, content of study and nature of your experience, provided your proposal is academically feasible and is approved by your tutor.
A SLICC, for example, may be based upon a particular extra-curricular learning opportunity such as an internship, work experience, pro-bono activity, community engagement, volunteering, or study-abroad and may also focus on a theme of personal and/or professional interest such as sustainability, social responsibility, equality and cultural diversity, or a disciplinary or interdisciplinary-based research theme.
The steps in undertaking a SLICC are as follows:
1) Identify a suitable opportunity within which to undertake your learning experience, and attend an introductory SLICC workshop
2) Write your draft proposal and submit to your tutor/advisor for approval
3) Self-direct and manage your own learning experience
4) Actively and regularly reflect upon and document your experience with evidence and use that as a basis for writing your self-critical 'Interim Reflective Report', then your 'Final Reflective Report'
5) Formatively self-assess and submit your 'Final Reflective Report' for summative assessment by your tutor.
The steps identified above each require a significant amount of thought and input and will ultimately form part of a 'time-based' e-portfolio of evidence which will be used in the assessment of your SLICC.
Undertaking a SLICC you will not only develop the content of your learning experience but also produce an agreed portfolio of outputs where you must evidence what you have learned and, importantly, where you demonstrate how you met the learning outcomes for the course.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
Students MUST have passed:
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Information for Visiting Students
| Pre-requisites | None |
| High Demand Course? |
Yes |
Course Delivery Information
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| Academic year 2026/27, Not available to visiting students (SS1)
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Quota: 0 |
| Course Start |
Flexible |
| Course Start Date |
03/08/2026 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
196 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
A SLICC is assessed via three key components, a self-reflective report, an agreed portfolio of outputs and a formative self-assessment.
Self-critical 'Final Reflective Report' (100% weighting) - The reflective report is the key component of your assessment. You are expected to document and demonstrate active self-critical reflection and responses to your learning throughout your experience. It is essential that your report is linked to and draws upon your e-portfolio of evidence of your learning. Maximum word limit is 3000 words.
E-portfolio of evidence - At the proposal approval stage for your SLICC, your tutor/advisor will discuss and agree with you what outputs and information need to be created, collated and submitted in your portfolio. This e-portfolio will support and provide evidence for your learning and development of skills throughout your SLICC. Your portfolio should be constructed throughout the duration of your learning experience, demonstrating evolution, iteration and progress over-time. It must include a regular reflective blog diary. It may contain other evidence, which may take many forms including photographs, documents, reports, feedback, video, podcasts, etc.
Formative Self-Assessment - An important component of your final submission, in addition to your ability to self-critically reflect on your experience, is to demonstrate your understanding of your achievements through graded self-assessment. In your self-assessment you are required to demonstrate the alignment of the grades given by you for each learning outcome to the justification for them, and where this is evidenced within your portfolio. |
| Feedback |
You will be given detailed formative feedback at:
(a) the stage of reflecting on what you wish to do for and achieve during your project, whilst defining your own learning outcomes in your 'Proposal', setting these effectively at the start is a key element to the SLICC;
(b) on your 'Interim Reflective Report'. This permits you to reflect and act on this feedback before submission of the 'Final Reflective Report', but will also be at a time to gain deep insight into and beneficially influence the progress of your project.
The 'Interim Reflective Report' is in the same format as the 'Final Reflective Report', so formative feedback is directly aligned with the final summative assessment.
You will receive summative feedback on their 'Final Reflective Report'. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- (analysis) I am able to demonstrate how I have actively developed my understanding of the context/setting of my SLICC.
- (application) I am able to draw on and apply a range of relevant skills and attributes (academic, professional and/or personal) in order to engage effectively with my SLICC, identifying where I need to improve these and/or develop new ones.
- (recognising and developing skills) I am able to demonstrate how I have used experiences during my SLICC to actively develop my skills in... [Student must select one of the ten skills contained in the University's 'Skills for Success' Framework: [https://graduate-attributes.ed.ac.uk/what-is-the-skills-for-success-framework] ...curiosity ...critical thinking ...problem solving ...collaboration ...reflection ...communication ...inclusivity ...adaptivity ...data and digital literacy ...individuality
- (careers and employability) I am able to use learning from my SLICC to actively increase my employability.
- (evaluation) I am able to evaluate and critically reflect upon my approach, my learning and my development throughout my SLICC.
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Learning Resources
Learning resources are provided online. These resources include guidance to students on: reflective learning and reflective models; generating their own specific focused learning outcomes from the generic learning outcomes; collecting and curating evidence of their learning using an e-portfolio; writing reflective reports on their learning; using the PebblePad workbook, reflective blog and webfolio
Bassot, B. The Reflective Journal, Palgrave. 2nd Ed. |
Additional Information
| Graduate Attributes and Skills |
Through planning, carrying out, and reflecting on your chosen experience, you will strengthen your abilities in multiple skills, including:
(a) self reflection;
(b) organisation and time management;
(c) self assessment and evaluating your progress;
(d) applying your existing learning in a real context; and
(e) critical and analytical thinking, and communicating your ideas clearly.
The SLICC learning outcomes are based on the University¿s Skills for Success Framework, but they are intentionally flexible. This means you have the autonomy to choose the skills that are most relevant to your goals and the experience you want to create.
With support from your assigned academic tutor, you will identify the skills you want to focus on and develop. You will also reflect on how these skills connect to your current studies, your personal development, and your future professional or academic aspirations. |
| Keywords | SLICC,experiential,student-led,research-led,reflection,portfolio,skills for success |
Contacts
| Course organiser | Prof Simon Riley
Tel: (0131) 242 6423
Email: Simon.C.Riley@ed.ac.uk |
Course secretary | Ms Tia Affleck
Tel: (01316) 504670
Email: taffleck@ed.ac.uk |
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