Undergraduate Course: Educational Studies 1b: Teaching, learning and the Curriculum for Excellence (EDUA08100)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 8 (Year 1 Undergraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This course takes Scotland's Curriculum for Excellence (CfE) as an overarching theme. It includes a critical exploration of some of the ideas underpinning the construction of CfE and associated ideas about teaching by considering their historical, theoretical and practical development. The course aims to equip students with a critical and informed understanding of the role of teachers in realising the curriculum, and the factors that can influence this. A strong theme is an appreciation of the relationship between theory and practice in teaching and learning.
Four half-days in schools will enable teacher education students to contextualise their learning. Other students will require to organise the relevant practical activities independently (and in consultation with the course organiser). |
| Course description |
The course begins with an introduction to major and current theories of learning, before exploring the current context of teaching within Scotland, including reforms associated with CfE. The course is divided into three equal units, at the end of which students will be able to develop their own critique of teaching and learning as constructed by CfE and consider the implications for their own teaching practice. A strong focus running through the whole course is consideration of the role of the teacher. What does it mean to be a teacher? What influences our practice? How can we shape our own role as a teacher? These questions permeate the three units, providing a unifying focus throughout the course. The course is underpinned by a commitment to research-informed teaching practices, emphasising the importance of critical engagement with academic literature and policy texts, and also providing students with opportunities to develop research skills with a specific focus on interviews as a research method.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | **PLEASE CONTACT THE COURSE SECRETARY BEFORE ENROLLING STUDENTS ON THIS COURSE**
Students from programmes other than teacher education will require to organise 4 directed, practical activities independently. They should discuss the management and organisation of these with the course organiser before enrolling on the course.
Prior to beginning the course, students may require to apply to join (and cover the cost of joining) the 'Protecting Vulnerable Groups (PVG) Scheme'. Advice on how to do this can be obtained by contacting the Moray House School of Education Student Support Office. This process can take several weeks and should be completed prior to the start of the course. |
| Additional Costs | Membership of Protecting of Vulnerable Groups Scheme (PVG) |
Course Delivery Information
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| Academic year 2017/18, Available to all students (SV1)
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Quota: 0 |
| Course Start |
Semester 2 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 21,
Seminar/Tutorial Hours 20,
Online Activities 4,
Formative Assessment Hours 2,
Programme Level Learning and Teaching Hours 4,
Placement Study Abroad Hours 12,
Directed Learning and Independent Learning Hours
137 )
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| Additional Information (Learning and Teaching) |
For teacher education students only, placement will consist of 4 half days in a school setting.
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Assessment for this course consists of two activities, equally weighted.
Assessed activity 1
Students are required to (1) conduct two interviews (structured conversations) with practising teachers, discussing their philosophies and approaches to teaching, (2) analyse the data with reference to theories of learning in the literature, and (3) write a short report on their findings. The interviews will provide an opportunity for student-led professional dialogue: students will be shown how to construct prompts for a semi-structured interview derived from prior classroom observations. An alternative format will be available should it not be possible to interview teachers in a school setting.
Assessed activity 2
Essay based on critical analysis of some of the underlying principles of CfE. This is to be informed by relevant literature and scholarship, including critiques of CfE and its underlying theories of learning and teaching.
Each assessed activity is equally weighted towards the final mark. To successfully complete this course, students must complete both Assessed activities 1 and 2, and achieve an aggregate mark of at least 40%. |
| Feedback |
Throughout the course, students are expected to maintain a professionally reflective learning log which allows them to investigate and make links between what they are studying in university and the experience of teachers working in practice in schools or other educational contexts. Tutors will provide formative feedback comments on these reflections at 2 points in the course: midway and towards the end. Workshops in Weeks 5 and 11 are designed to provide formative support for students' assignments. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Identify some of the theories of learning that influence teaching in practice, including their own approaches to teaching and be able to explain and contrast these.
- Examine and evaluate claims about learning, teaching and assessment in both the academic literature and the popular media
- Relate theories of learning to the construction and realisation of the curriculum
- Evaluate the Approaches to Learning recommended within the Curriculum for Excellence in terms of the theoretical foundations and assumptions of each principle, and their practical implications, including the diverse roles of students and teachers in realising the curriculum in this context
- Critically evaluate research evidence in relation to curriculum development
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Learning Resources
| Resource list available at https://eu01.alma.exlibrisgroup.com/leganto/readinglist/searchlists/12749599550002466 |
Additional Information
| Graduate Attributes and Skills |
Some aspects of graduate attributes which students will have the opportunity to develop through this course include:
Research and enquiry: be ready to ask key questions and engage in professional enquiry. Recognise the importance of reflecting on their own learning experiences.
Personal and intellectual autonomy: be intellectually curious and able to sustain intellectual interest.
Communication: make effective use of oral, written and visual means to critique, negotiate, create and communicate understanding. Use communication as a tool for collaborating and relating to others.
Personal effectiveness: be able to work effectively with others, capitalising on their different thinking, experience and skills. |
| Special Arrangements |
Students from programmes other than teacher education will require to organise 4 directed, practical activities independently. They should discuss the management and organisation of these with the course organiser before enrolling on the course.
Prior to beginning the course, students may require to apply to join (and cover the cost of joining) the 'Protecting Vulnerable Groups (PVG) Scheme'. Advice on how to do this can be obtained by contacting the Moray House School of Education Student Support Office. Please be aware that the PVG Scheme membership can take several weeks to arrange. |
| Study Abroad |
None |
| Additional Class Delivery Information |
The course is delivered through a blend of lectures, workshops, and directed activities.
All students attend 2 lectures per week and one workshop, with 4 practical activities spread throughout the course.
Students on teacher education programmes will be allocated to a school in which to complete the activities. These will be carried out on 4 half-day school (or similar setting) visits spread across the course.
Students who are not studying on teacher education programmes will require to organise these activities independently. This should be discussed with the course organiser before enrolling on the course.
All students will be expected to maintain a professional reflective log relating to their experience of the activities. |
| Keywords | education,teaching,curriculum,learning theory |
Contacts
| Course organiser | Mrs Susan Mclarty
Tel: (0131 6)51 6044
Email: |
Course secretary | Mrs Lyndsey Black
Tel: (0131 6)51 4191
Email: |
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