Undergraduate Course: PGDE Secondary Curriculum & Pedagogy (second subject) (EDUA11290)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 11 (Year 5 Undergraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | Short description
Course content is designed to engage and fully familiarise students, critically and analytically, with national guidelines and current curriculum and assessment arrangements for subject teaching in the Scottish secondary school in relation to their second subject status. Students engage critically and analytically with theories of teaching, learning and assessment. They are expected to apply these theories to practice and critically reflect on the outcomes. Like all Level 11 courses within the School of Education, students are expected to engage extensively with, and make meaningful and purposeful use of a range of literature. |
| Course description |
Not entered
|
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 |
Flexible |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Seminar/Tutorial Hours 36,
Other Study Hours 160,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
0 )
|
| Additional Information (Learning and Teaching) |
Directed Learning, Collaborative Working, Preparation of Presentations, Micro Teaching
|
| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
|
| Additional Information (Assessment) |
Assessment for PGDE Secondary Curriculum and Pedagogy (second subject)
Formative Assessment
There are many formative assessment elements embedded in this course. These include postering; micro teaching; lesson planning exercises and unit planning exercises and demonstration and analysis. Feedback comes in written and verbal commentary from the tutor and verbal and written feedback from peers. The focus on lesson planning and justification of strategies which might be chosen in relation to teaching gives students opportunities to practice and to reflect critically on planning to teach. This is embedded progress towards the summative assessment task. Another, important element of formative assessment for the programme as a whole is the weekly online journal kept by students. This journal gives students the opportunity to reflect deeply and critically on elements of their learning, their reading and their placement experiences. Tutors comment on these journals, providing encouragement, information and formative feedback.
Summative Assessment
Rationale for the Assignment
At the heart of becoming an effective teacher is planning. Learning how to plan and justify planning in relation to theory; learning how to critically reflect on what has been taught and the multiplicity of lived events and incidents which inform the delivery of teaching; reflecting in and after practice on what needs to be changed in a systematic way and then taking action as a result of reflection is key to the development of effective practitioners. Therefore the summative assessment for this course is focused on these aspects of teacher development.
Overall, this 4000 word assignment asks students to draw on their critical understanding of theory to present a detailed rationale for a short series of lessons they have planned and delivered in school. The second part of the assignment is to reflect critically on the teaching, again in relation to their reading. The summative assignment for this course is divided into two shorter assessments.
Part 1 (submitted in week 19 of the Programme)
The first Curriculum and Pedagogy Assignment is a 2000 word assessment submitted before Block Placement 1, which demands that students produce an outline of teaching across a unit of work and then a justification for this based on their reading on teaching, learning and assessment. Guidance is given as to which area(s) they may focus on. Students submit a series of three fully developed lesson plans from their outline as an appendix. The lesson plans inform the discussion in the assignment.
Part 2 (submitted in week 28 of the Programme)
The second Curriculum and Pedagogy Assignment is a 2000 word task submitted after Block Placement one. The purpose of this task is for students to consider theory into practice and the sometimes elusive nature of praxis. Students must select a series of three linked lessons which they taught on placement. They must give a rationale for the lesson planning based on their reading and understanding of theory and then critically reflect on the effectiveness or otherwise of their teaching and where theory informed teaching - or otherwise. Students submit the lesson plans which are the planning for the teaching they are discussing as an appendix. Lesson plans inform the discussion in the assignment.
Submission dates recognize the need to stagger assessment points for students across the year. |
| Feedback |
Not entered |
| No Exam Information |
|
| Academic year 2017/18, Not available to visiting students (SS1)
|
Quota: None |
| Course Start |
Full Year |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 36,
Seminar/Tutorial Hours 103,
Feedback/Feedforward Hours 8,
Formative Assessment Hours 9,
Summative Assessment Hours 40,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
0 )
|
| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
|
| Additional Information (Assessment) |
Assessment for PGDE Secondary Curriculum and Pedagogy (second subject)
Formative Assessment
There are many formative assessment elements embedded in this course. These include postering; micro teaching; lesson planning exercises and unit planning exercises and demonstration and analysis. Feedback comes in written and verbal commentary from the tutor and verbal and written feedback from peers. The focus on lesson planning and justification of strategies which might be chosen in relation to teaching gives students opportunities to practice and to reflect critically on planning to teach. This is embedded progress towards the summative assessment task. Another, important element of formative assessment for the programme as a whole is the weekly online journal kept by students. This journal gives students the opportunity to reflect deeply and critically on elements of their learning, their reading and their placement experiences. Tutors comment on these journals, providing encouragement, information and formative feedback.
Summative Assessment
Rationale for the Assignment
At the heart of becoming an effective teacher is planning. Learning how to plan and justify planning in relation to theory; learning how to critically reflect on what has been taught and the multiplicity of lived events and incidents which inform the delivery of teaching; reflecting in and after practice on what needs to be changed in a systematic way and then taking action as a result of reflection is key to the development of effective practitioners. Therefore the summative assessment for this course is focused on these aspects of teacher development.
Overall, this 4000 word assignment asks students to draw on their critical understanding of theory to present a detailed rationale for a short series of lessons they have planned and delivered in school. The second part of the assignment is to reflect critically on the teaching, again in relation to their reading. The summative assignment for this course is divided into two shorter assessments.
Part 1 (submitted in week 19 of the Programme)
The first Curriculum and Pedagogy Assignment is a 2000 word assessment submitted before Block Placement 1, which demands that students produce an outline of teaching across a unit of work and then a justification for this based on their reading on teaching, learning and assessment. Guidance is given as to which area(s) they may focus on. Students submit a series of three fully developed lesson plans from their outline as an appendix. The lesson plans inform the discussion in the assignment.
Part 2 (submitted in week 28 of the Programme)
The second Curriculum and Pedagogy Assignment is a 2000 word task submitted after Block Placement one. The purpose of this task is for students to consider theory into practice and the sometimes elusive nature of praxis. Students must select a series of three linked lessons which they taught on placement. They must give a rationale for the lesson planning based on their reading and understanding of theory and then critically reflect on the effectiveness or otherwise of their teaching and where theory informed teaching - or otherwise. Students submit the lesson plans which are the planning for the teaching they are discussing as an appendix. Lesson plans inform the discussion in the assignment.
Submission dates recognize the need to stagger assessment points for students across the year. |
| Feedback |
Not entered |
| No Exam Information |
|
| Academic year 2017/18, Not available to visiting students (SS2)
|
Quota: None |
| Course Start |
Full Year |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 36,
Seminar/Tutorial Hours 103,
Feedback/Feedforward Hours 8,
Formative Assessment Hours 9,
Summative Assessment Hours 40,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
0 )
|
| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
|
| Additional Information (Assessment) |
Assessment for PGDE Secondary Curriculum and Pedagogy (second subject)
Formative Assessment
There are many formative assessment elements embedded in this course. These include postering; micro teaching; lesson planning exercises and unit planning exercises and demonstration and analysis. Feedback comes in written and verbal commentary from the tutor and verbal and written feedback from peers. The focus on lesson planning and justification of strategies which might be chosen in relation to teaching gives students opportunities to practice and to reflect critically on planning to teach. This is embedded progress towards the summative assessment task. Another, important element of formative assessment for the programme as a whole is the weekly online journal kept by students. This journal gives students the opportunity to reflect deeply and critically on elements of their learning, their reading and their placement experiences. Tutors comment on these journals, providing encouragement, information and formative feedback.
Summative Assessment
Rationale for the Assignment
At the heart of becoming an effective teacher is planning. Learning how to plan and justify planning in relation to theory; learning how to critically reflect on what has been taught and the multiplicity of lived events and incidents which inform the delivery of teaching; reflecting in and after practice on what needs to be changed in a systematic way and then taking action as a result of reflection is key to the development of effective practitioners. Therefore the summative assessment for this course is focused on these aspects of teacher development.
Overall, this 4000 word assignment asks students to draw on their critical understanding of theory to present a detailed rationale for a short series of lessons they have planned and delivered in school. The second part of the assignment is to reflect critically on the teaching, again in relation to their reading. The summative assignment for this course is divided into two shorter assessments.
Part 1 (submitted in week 19 of the Programme)
The first Curriculum and Pedagogy Assignment is a 2000 word assessment submitted before Block Placement 1, which demands that students produce an outline of teaching across a unit of work and then a justification for this based on their reading on teaching, learning and assessment. Guidance is given as to which area(s) they may focus on. Students submit a series of three fully developed lesson plans from their outline as an appendix. The lesson plans inform the discussion in the assignment.
Part 2 (submitted in week 28 of the Programme)
The second Curriculum and Pedagogy Assignment is a 2000 word task submitted after Block Placement one. The purpose of this task is for students to consider theory into practice and the sometimes elusive nature of praxis. Students must select a series of three linked lessons which they taught on placement. They must give a rationale for the lesson planning based on their reading and understanding of theory and then critically reflect on the effectiveness or otherwise of their teaching and where theory informed teaching - or otherwise. Students submit the lesson plans which are the planning for the teaching they are discussing as an appendix. Lesson plans inform the discussion in the assignment.
Submission dates recognize the need to stagger assessment points for students across the year. |
| Feedback |
Not entered |
| No Exam Information |
Learning Outcomes
Learning Outcomes
These relate to the underpinning themes of the programme: Understanding learning, teaching and assessment; using research and the nature of enquiry; understanding and attending to equality, diversity and values and understanding curriculum. Learning outcomes also relate to the objective of the programme which is to educate and prepare teachers for the 21st century who are reflective, reflexive and effective professionals.
Overall
Students will:
- demonstrate a critical and analytical understanding of the ways in which curricular arrangements, theories of learning and teaching, research and equalities, diversity and values are used by an effective, reflective and reflexive practitioners in planning to teach and in their role in the wider life of the school
Teaching, learning and assessment
Students will
- critically appraise and evaluate theories of learning and teaching
- demonstrate the ability to incorporate these into their planning and preparation for practice
- demonstrate creativity and imagination in developing curricular materials which draw on a range of sources
- have a critical understanding of a range of assessment practices including formative and summative, self and peer assessment
Curriculum
Students will:
- critically appraise and evaluate curricular arrangements for the different stages of secondary school education
- use the curricular arrangements critically, creatively and reflectively in order to plan teaching individual and series of lessons which take account of theories of learning and teaching and the needs of individuals and groups of learners
Equalities, diversity and values
Students will:
- critically appraise and evaluate the values explicit in documents and legislation relevant to and /or about Scottish education which
relate to inclusion, additional support needs, fairness and social justice
- demonstrate that they take account of these values in their analytical and critical personal reflection on their own development as a teacher
- demonstrate that they take account of these values analytically and critically in their planning for practice
- demonstrate an analytical and reflective understanding of aspects of social justice which can be embedded in teaching (for example, this may be focused on literacies and empowerment, numeracy and health and well and including those at risk of marginalization )
Research
Students will:
- read and respond critically and analytically to research in education (academic texts and articles from a wide range of sources)
- use research reflectively in planning teaching and practice and to inform development as teachers
- critically appraise and evaluate the relationship between educational research, government initiatives and national curricula documents
- demonstrate żenquiry as stanceż in their approach to research and its relationship to practice; and in their own professional development.
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Additional Information
| Graduate Attributes and Skills |
Not entered |
| Keywords | Not entered |
Contacts
| Course organiser | Mrs Lynne Pratt
Tel: (0131 6)51 6425
Email: |
Course secretary | Ms Linda Craig
Tel: (0131 6)51 6449
Email: |
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