Postgraduate Course: Preparing for Teaching2: Level 2 Education (Middle Primary Years) (EDUA11286)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | With a chronological focus on the Middle Primary Years, the Professional Studies strands of this course introduce socialisation theory by exploring the emergence of social identity in childhood. Social Justice issues are highlighted in the consideration given to gender, race, disability and potential associated stereotyping concerns. Students¿ understanding of social inclusion and additional support for learning policies and practices are therefore fostered in order to enable them to address individual learning needs and teacher planning for differentiation in the middle school placement. They are also strengthened through strong connections with pedagogical studies about group work in the related Middle Years placement course. |
| Course description |
This course builds on the understandings developed in Preparing for Teaching: Early and First Level Education in the Early Years unit. It helps students understand the process of curriculum development by providing a historical overview of that process in Scotland over the past 50 years and acknowledging the curricular transition currently taking place in the adoption of a Curriculum for Excellence.
The focus in this course is on the first and second levels of the new curriculum as experienced by pupils in the middle years of the primary school. Students are expected to familiarise themselves with the research reviews commissioned by the Scottish Government that formed the theoretical basis of the Experiences and Outcomes for all curriculum areas.
The course aims to extend students¿ understanding of the relationships between curriculum, teaching, learning and assessment by focusing developments in the assessment of learning aspects of the Assessment is for Learning Programme. This complements the emphasis on formative assessment and learning in the Preparing for Teaching: Early and First Level Education course.
Within the Curriculum strands of the course, students understanding of subject epistemologies and subject appropriate pedagogies is developed. Their understanding of interdisciplinary learning is extended through a unit of work that brings together learning in Languages and Social Studies. A Storyline approach is modeled in the context of education in the middle primary years. This helps students resolve some of the dilemmas that arise from the conflicting demands of child centred and centrally prescribed curricular models. It contributes to their emerging view of themselves as ¿pedagogical thinkers¿ and reflective practitioners.
Students¿ understanding of social inclusion and additional support for learning policies and practices are fostered in order to enable them to address individual learning needs in the middle school placement.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
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| Academic year 2017/18, Not available to visiting students (SS1)
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Quota: None |
| Course Start |
Full Year |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 25,
Seminar/Tutorial Hours 50,
Online Activities 3,
Formative Assessment Hours 10,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
108 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Formative Assessment Tasks
The following formative assessment tasks are undertaken during study on this course:
Mathematics Presentations
During the Early Years Placement B, students undertake research into the teaching of an area of the Mathematics curriculum. On return to faculty, the data gathered forms the basis of a group presentation to peers and tutors.
Interdisciplinary Learning Day (Languages and Social Studies)
Students take part in full day Problem Based Learning activity that progresses their understanding of planning, teaching and assessing interdisciplinary learning for pupils.
RME
Students choose one Christian Teaching Sign-Post and show how it could be explored with children as a cross curricular theme and in a manner which encourages questioning, reflection and which enables effective assessment of children¿s knowledge understanding and developing skills. They will be asked to demonstrate this by bringing along a Story, Poem, Picture, Video-Clip or Drama Activity and formally presenting their ideas to groups of other students. These presentations will (where possible) be displayed electronically.
Professional Development Portfolio
Students are expected to update and maintain a record of their progress towards achieving the Standard for Initial Teacher Education through the mechanism of the Professional Development Portfolio. This record will be shared with placement tutors prior to placement during individual Professional Development Consultations.
Assessment
These learning outcomes are achieved through study in all the Curriculum Professional Studies strands that feed into the Middle Primary Pedagogy Course. The learning outcomes are assessed both formatively and summatively as detailed below. Students are expected to use all forms of assessment to develop metacognitive capacity in relation to the learning outcomes for the course.
Formative Assessment Strategies
Individual presentations in Curriculum Areas.
Summative Assignment
4000 word essay on Curriculum, Teaching and Assessment.
In this assignment students reflect on literature studied on curriculum theory and architecture.
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| Feedback |
Informal Feedback
Informal, formative feedback takes place at various points and in various ways during coursework. Your tutors will comment on your understanding of the ideas covered in the course, and may give you specific advice regarding your progress. Such feedback is intended to help you understand what your strengths and development points are, and to enable you to take informed responsibility for your learning and progression. In addition all PGDE course have formal formative assessment opportunities built into course design. These are detailed in individual course booklets.
Feed Forward
Increasingly, opportunities are being created within courses for feed forward advice. This will provide you with the opportunity to reflect on your work and to consider ways of improving your work. Your Personal Tutor and Subject Tutors will provide guidance on this strategy. Further information is available at:
Students receive feedback on summative placement assessment from both classroom teachers and professional tutors during placement. Students will be informed of a final grade for the placement within 10 working days of placement completion.
The Programme team undertake to return assignment feedback for the written summative assignments within 20 days of submission. This feedback will be posted electronically during placement.
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| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Knowledge and Understanding: 1. Demonstrate extensive, detailed and critical knowledge and understanding of primary curriculum planning, teaching, assessment and evaluation of learning.
- Practice Applied Knowledge and Understanding: 2. Demonstrate a critical understanding of a range of specialised curricular approaches, concepts and lines of development in primary curriculum.
- Generic Cognitive Skills: 3. Apply critical analysis and synthesize the relationships between primary curriculum, teaching and assessment
- Communication, ICT and Numeracy Skills: 4. Consolidate and extend skills in educational academic writing and thinking
- Autonomy, accountability and working with others: 5. Exercise autonomy and initiative for professional learning within a community of enquiry
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Reading List
Core Course Reading
Students are expected to be familiar with the following policy texts and academic readings. Additionally, current articles from academic and professional journals will be recommended during the course. More extended reading lists for individual stands are provided on the Programme website.
Generic Reading
Arthur, J., Grainger, T. & Wray, D. (2006) Learning to Teach in the Primary School, Abingdon, Routledge
Barnes, J. (2007) Cross ¿ Curricular Learning 3-14, London, Paul Chapman
Bell, S., Harkness, S. & White, G. (eds) (2007) Storyline: Past , Present and Future, Glasgow, Enterprising Careers
Pollard, A. (2008) Reflective Teaching (3rd edition) Evidence Informed Practice,
London, Continuum
Rogers. B. Classroom Behaviour (2002) London, Sage
Pollard, A. (ed) (2005) Readings for Reflective Teaching, London, Continuum
Wyse, D. (2006) The good writing guide for education students. London, Sage
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Additional Information
| Graduate Attributes and Skills |
The following skills and attributes will be developed over this course:
Research and Enquiry skills.
Personal and Intellectual Autonomy.
Communication.
Personal Effectiveness. |
| Additional Class Delivery Information |
Total hours: 200
Lectures 37 hours
Workshops: 94 hours
Formative Assessment: 6 hours
Directed Study/Independent learning: 63 hours |
| Keywords | Pedagogy,Curriculum,Teaching,Assessment,Additional Support Needs,Interdisciplinary learning mod |
Contacts
| Course organiser | Mr Peter Tarrant
Tel: (0131 6)51 6143
Email: |
Course secretary | Ms Megan Pearson
Tel: (0131 6)51 6436
Email: |
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