Undergraduate Course: Curriculum and Pedagogy 3c: Health and Well-Being and Sciences (EDUA10115)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Course type | Standard |
Availability | Not available to visiting students |
| Credit level (Normal year taken) | SCQF Level 10 (Year 3 Undergraduate) |
Credits | 20 |
| Home subject area | Education |
Other subject area | None |
| Course website |
None |
Taught in Gaelic? | No |
| Course description | This Honours level course builds on previous work covered in Curriculum and Pedagogy courses from years 1 and 2 of the programme. It aims to promote deeper understanding of both the content and knowledge associated with Sciences and Health and Well-Being but also considers the interplay between these curriculum areas. A key element in the course is the consideration of he individual needs of the learner from a health and well-being perspective.In linking Sciences and Health and Well-Being this course will engage learners in measurement, experimentation and investigation of human activity and use such exploratory work to illustrate the effect and influence of diet and physical activity on well being. |
Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
| Additional Costs | None |
Course Delivery Information
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| Delivery period: 2014/15 Semester 2, Not available to visiting students (SS1)
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Learn enabled: Yes |
Quota: None |
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Web Timetable |
Web Timetable |
| Course Start Date |
12/01/2015 |
| Breakdown of Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 12,
Supervised Practical/Workshop/Studio Hours 32,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
152 )
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| Additional Notes |
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| Breakdown of Assessment Methods (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| No Exam Information |
Summary of Intended Learning Outcomes
By the end of this course students are able to:
- Evaluate the role of the primary school in Scotland's drive towards a healthier population, in particular through attitudes towards diet and physical activity.
- Reflect on how national initiatives on Sciences and health translate to school policies and influence classroom practice.
- Plan a range of appropriate indoor and outdoor activities for learners or all ages, justifying their construction and value from supportive reading.
- Develop the knowledge, understanding and skills to involve children in safe exploration of personal physical activities and health-related experiments.
- Consider ways of integrating an appreciation of active lifestyles with an investigative approach to finding out about our bodies.
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Assessment Information
The assessment for C and P 3c will be via an extended assignment.
The assignment will allow students to demonstrate their understanding of the place of science in the primary school as well as what might constitute good science teaching and learning.
The assignment is in two parts.
Part 1.
Students are asked to write a response within about 500 words to the following statement: ¿Middle years primary learners can¿t be expected to do real science. That¿s for research teams in universities.¿
Part 2.
For this part students are invited to watch a video recording of a science lesson, actually part of a full lesson. The recording lasts for about 30 mins. Documentation relating to the lesson appears in the ¿assessment folder¿ on LEARN. Students will make use of the documentation and the video to respond to the following questions.
a. Think about the opening 7 minutes of the video. The teacher introduces the activity in this time. Comment critically on the teaching and learning evident during this phase of the lesson. In particular find elements which contributed positively to learning and others which could have been improved.
b. Consider the closing phase of the activity. Once again comment critically on the teaching and learning evident during this phase of the lesson. In particular find elements which contributed positively to learning and others which could have been improved.
c. A university tutor offered this teacher feedback on their lesson and mentioned the need to move learners further towards ¿active learning¿ and referred to engagement of ideas and thinking. Select any feature of the lesson that you wish and explain how you might have changed what happened so that the lecturer¿s aspirations were met.
Word length for Part 2 ¿ 2000 words.
For all parts of this assignment it is desirable to support your answer with reference to your reading both from academic writing (texts, articles etc) and from curriculum documents. |
Special Arrangements
| None |
Additional Information
| Academic description |
Not entered |
| Syllabus |
Not entered |
| Transferable skills |
Not entered |
| Reading list |
Not entered |
| Study Abroad |
Not entered |
| Study Pattern |
Not entered |
| Keywords | Science Health Well-Being Primary Education |
Contacts
| Course organiser | Mrs Amanda Allsopp
Tel: (0131 6)51 6334
Email: |
Course secretary | Mrs Lyndsey Black
Tel:
Email: |
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