Undergraduate Course: Primary Studies 3 (EDUA10166)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 10 (Year 3 Undergraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This course builds upon students' learning across all the primary education and Educational Studies courses. To build upon the theoretical and practical understandings developed in Primary Studies 1 and 2, Primary Studies 3 places a strong emphasis on supporting students to make sense of their learning through practice and for practice. The Primary Studies 3 course and the Professional Experience and Practice Placement necessarily, both complement and synergise with each other. The year-long placement in schools combined with outreach and recall sessions offer rich opportunities to ensure that students can and do establish the meaningful, productive linkages across theory, research and practice, that are essential to critically informed teaching. To enable student teachers to make sense both of and for practice and to begin to embed the necessary enquiring disposition, this course focuses on developing understandings and practising the skills required for evidence-informed, analytical approaches to planning, teaching and assessing for progression.
Course Content:
Throughout this course, students will build on both their understandings of the need to adopt and develop an evidence-informed, analytical approach to planning for progression and their understandings of different teaching and learning approaches to promote progression within and across curriculum subjects. As an integral complement to the placement experience, this course will support the students to develop and begin to apply an enquiring approach to their planning, teaching, assessment of impact and evaluation of teaching.
Course input will therefore comprises two main interrelated components:
1. The emphasis is on understanding the purpose and processes involved in practice-based data collection and analysis to ascertain and evaluate the strategies learners employ; their metacognitive awareness of these strategies and the nature and extent of engagement and learning in learning interactions.
2. Specific input from curriculum specialists with a focus on both subject and pedagogical content knowledge will be designed to support students with their own learning and application in their practice. Where relevant, curriculum specialists will support student teachers' learning and practice through the exploration of how to teach a particular concept at CfE Level 2 (e.g forces in science)
|
| Course description |
Not entered
|
Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
|
Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
| Not being delivered |
Learning Outcomes
On completion of Primary Studies 3, and at a level appropriate to the third year of an undergraduate course, students will be able to:
-interrogate their own practice in ways that allow them to critically reflect on a) their practice and b) the impact it achieves on learners and learning;
-demonstrate that they have begun to explore effective ways to both identify and analyse the nature and extent of a) participation b) interaction and c) learning that actually occurs in the classroom within and across curricular areas;
-ascertain and systematically track the learning/application processes and strategies children employ and their metacognitive awareness of these, within and across curricular areas;
-use assessment for, of and in learning to inform planning for teaching and learning within and across curricular areas.
|
Reading List
Indicative Reading List:
Generic Reading List:
Hattie, J (2011) Visible Learning for Teachers: Maximizing Impact on Learning. London: Routledge.
Galton, M. (2007) Learning and Teaching in the Primary Classroom. London: Sage.
Gibbs, G. (2008) Analysing Qualitative Data. London: Sage
Thomson, P. (Ed) (2008) Doing Visual Research with Children and Young People. Oxon: Routledge
Curricular Reading List:
Baldwin, P (2009) School Improvement Through Drama. London: Continuum.
Cox, S. & Watts, R. (2007) Teaching Art and Design 3 ¿ 11: Reaching the Standards. London: Continuum International Publishing Group.
Erricker, C., Lowndes, J. & Bellchambers, E. (2010) Primary Religious Education - A New Approach: Conceptual Enquiry in Primary RE. London: Routledge.
Graham, G., Holt/Hale, S. & Parker, M. (2007) Children Moving: A Reflective Approach to Teaching Physical Education. New York, NY: McGraw Hill.
Hansen, A. (Ed) (2011) Children¿s Errors in Mathematics (2nd Edition) Exeter: Learning Matters
Moreland, J., Jones, A. and Barlex, B., (2008) Design and Technology Inside the Black Box: Assessment for Learning in the Design and Technology Classroom, London: GL Assessment.
Shehan-Campbell, P. (2008) Musician and Teacher. An orientation to music education. London: Norton.
Wright, R.J., Ellemor-Collins, D. and Tabor, P.D. (2012) Developing Number Knowledge London: Sage
|
Additional Information
| Graduate Attributes and Skills |
Not entered |
| Keywords | Not entered |
Contacts
| Course organiser | Dr Gillian Robinson
Tel: (0131 6)51 6426
Email: |
Course secretary | Miss Marzia Ballardin
Tel: (0131 6)51 6381
Email: |
|
|
University Homepage