Postgraduate Course: Preparing for Teaching 3: Level 2 Education (Upper Primary Years) (EDUA11287)
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 | This is the final course studied by students on the PGDE Primary Education Programme building on the previous Early Years and Middle Years courses. It is designed as a ¿Preparation for Teaching¿ course consisting of three integrated strands of study: the development of pedagogical knowledge, professional studies and curricular content knowledge. It progresses this knowledge and understanding in the context of the second level of the new curriculum as experienced by children in the upper years of the primary school. In particular, the course supports students to engage in a practitioner enquiry task based upon their planning and teaching of an interdisciplinary unit of learning on their final school placement. |
| Course description |
This level 11 course aims to help students consolidate their academic and professional development as primary school teachers within the context of upper primary years education. Students are encouraged to engage in a professional community of enquiry considering curricular content and professional studies. Modes of learning and teaching are investigated and critiqued alongside an exploration of the nature and purpose of schooling.
The Professional Studies strands of the course concentrate on the changing nature of childhood and pre-adolescence in an era of globalisation and consumer culture. Learning in child development focuses on physical, social and emotional issues relating to the onset of puberty. Issues of diversity, social justice and inclusion are addressed in the contexts of economic and enforced migration and intergenerational poverty. The role of the teacher is explored within inter-agency working practices, particularly with regard to transition issues for pre-adolescent children.
This course builds on student understanding of children¿s learning, curriculum, assessment and pedagogy developed earlier in the PGDE (primary) Programme. Course content across Professional Studies and Curricular strands enables students to critique theories of interdisciplinary pedagogies. It progresses this understanding in the context of the second level of A Curriculum for Excellence as experienced by pupils in the upper years of the primary school as this is the context for their final placement experience. Students learn about the important role played by metacognition and sustainabilty in children¿s learning. They also consider the role of cross cutting themes and cross cutting skills in children¿s learning. The course makes use of case study evidence of curriculum developments in Scottish schools and connections with theories of learning.
Additionally, this course offers students an opportunity to reflect in more depth on the theoretical underpinning of the learning and teaching undertaken in schools during PGDE study. Involvement with extended reading, teaching input and the written assignment enable students to develop a foundation for future professional development at Masters level. Students study in research methodology classes enable them to conduct a practitioner enquiry project based upon their planning and teaching of an interdisciplinary unit of learning on their final placement.
|
Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
|
Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
|
| Academic year 2017/18, Not available to visiting students (SS1)
|
Quota: None |
| Course Start |
Semester 2 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 28,
Seminar/Tutorial Hours 56,
Online Activities 3,
Formative Assessment Hours 10,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
99 )
|
| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
|
| Additional Information (Assessment) |
Written assignment 100% 3000 words
Oral presentation (pass required) |
| Feedback |
The following formative assessment tasks are undertaken during study on this course:
1. Individual Language Presentations (week 26)
Student presentations are based on data collected during the Middle Years placement and managed by the Languages team. These presentations progress student understanding of the teaching of reading comprehension and practitioner enquiry. They provide students with an opportunity to practise the skills of individual presentations in a supportive small group situation in preparation for the final presentations in week 35.
2. Interdisciplinary Learning Day (Week 27)
Students take part in a full day Problem Based Learning activity that progresses their understanding of planning, teaching and assessing interdisciplinary learning for pupils in Mathematics and expressive arts.
3. Professional Development Portfolio
Students update and maintain a record of their progress towards achieving the Standard for Initial Teacher Education through the Professional Development Portfolio. This record will be shared with placement tutors prior to placement and during individual professional development consultations (Week 29).
|
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- LO Demonstrate critical understanding of pedagogy as it relates to upper primary years practice
- LO2 demonstrate knowledge and understanding of theoretical underpinnings of models of interdisciplinary learning and how they are interpreted in the school and national educational policy context
- LO 3 Critically examine and analyse literature related to policy, pedagogy and practice concerned with interdisciplinary learning.
- LO4 Research and present a practitioner enquiry project on interdisciplinary learning implemented during school placement in the upper primary years.
- LO5 Demonstrate effective interactions with peers and faculty to enable a community of enquiry and professional learning.
|
Reading List
Alexander, R. (2008) Towards Dialogic Teaching. University of Cambridge: Dialogos
Barnes, J. (2011) Cross ¿ Curricular Learning 3-14, (2nd edition) London, Paul Chapman
Bell, S., Harkness, S. & White, G. (eds) (2007) Storyline: Past , Present and Future, Glasgow, Enterprising Careers
Boyd, B. (2008) The Learning Classroom, Paisley: Hodder Gibson
Bryce, T & Hume, W. (2013) (eds) Scottish Education: Referendum. Edinburgh: Edinburgh University Press.
Carr, D. (2007) Towards an educationally meaningful curriculum: epistemic holism and knowledge integration, British Journal of Educational Studies, 55 (1) 2-20.
Cochrane-Smith, M. & Lytle, S. L. (eds) (2009) Inquiry as Stance, Practitioner Research for the Next Generation, New York, Teacher College Press
Gaine, C. (2005) We're al white, thanks: the persisting myth about 'white' schools. Stoke-on-Trent: Trentham.
Gardner, H. (2006) Five Minds for the Future, Boston, Harvard Business School
Hayes, D., Mills, M. Christie, P. & Lingard, B. (2006) Teachers & Schooling, Making a Difference: Productive Pedagogies, Assessment and Performance, Crows Nest NSW, Allen & Unwin
Humes, W. (2013) Curriculum for excellence and interdisciplinary learning. Scottish Educational Review, 45(1), 82-93.
Illeris, K (2004) The Three Dimensions of Learning, Leicester, Roskilde University Press, Niace Publications
Martin, M. (2007) Building a Learning Community in the Primary Classroom. Edinburgh: Dunedin Press
Pound, L. (2008) How Children Learn, London, Step Forward Publishing
Priestley, M. (2010) Curriculum for Excellence: Transformational change or business as usual? Scottish Educational Review 42(1) 23-34
Scottish Government (2008) Building the Curriculum 3: A Framework for Learning and Teaching. Edinburgh: Scottish Government.
Scottish Government (2011) Building the Curriculum 5: A Framework for Assessment. Edinburgh: Scottish Government.
Skinner, D. (2009) Effective Teaching and Learning in Practice
Topping, K. & Maloney, S. (2005) (eds) The Routledge Falmer Reader in Inclusive Education, London, Routledge Falmer
Wragg, E.C. (2004) (ed) The Routledge Falmer Reader in Teaching and Learning, London, Routledge Falmer
|
Additional Information
| Graduate Attributes and Skills |
Research and Enquiry: Course participants will be able to search for, evaluate and critically use information to develop their knowledge and understanding
Communication: Course participants will be able to use effective communication to articulate their skills and practice through self-reflection
Personal Effectiveness: Course participants will be able to work collaboratively and effectively with others, capitalising on their different thinking, experiences and skills to further their own learning
|
| Keywords | Pedagogy,Childhood,Schooling,Upper Years,Education,Professional,Social Justice,Primary Educa |
Contacts
| Course organiser | Dr Andy Hancock
Tel: (0131 6)51 6635
Email: |
Course secretary | Ms Megan Pearson
Tel: (0131 6)51 6436
Email: |
|
© Copyright 2017 The University of Edinburgh - 6 February 2017 7:21 pm
|
University Homepage