Postgraduate Course: Curriculum Plus 1 (Primary Specialisms) (EDUA11292)
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 course prepares student teachers in pedagogical and curricular learning and professional development necessary for delivery of specialist Expressive Arts and Physical Education disciplines in Scottish primary schools, in line with the GTCS Standards for Provisional Registration.
This curriculum extension runs in tandem with the Curriculum Studies main subject strand, i.e. Music, Art, Drama or Physical Education and provides students with a further 2 hours per week instruction and preparation specifically related to teaching as a subject specialist in one of the identified disciplines within the curriculum area of Expressive Arts and Physical Education, within the primary sector.
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| Course description |
Pedagogy, strategies and techniques, as explored through the secondary teaching practical workshops, are refined and adapted, preparing students for working within the primary sector, recognising specific nuances in relation to learning and teaching at this level. Students' professional development involves applying the same methodologies to both primary and secondary teaching practice, whilst recognising differences in curriculum content, pupils' age, stage of development and levels of ability.
The course includes a primary school placement. This two day experience takes place during Block Placement 2. Experience of working within the primary sector introduces students to the potential of becoming a full or part-time peripatetic, specialist teacher working within the primary sector.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
| Additional Costs | 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 |
Flexible |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Seminar/Tutorial Hours 36,
Feedback/Feedforward Hours 2,
Formative Assessment Hours 2,
Other Study Hours 156,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
0 )
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| Additional Information (Learning and Teaching) |
Directed Learning, Independent Learning, Collaborative Learning, Reading Groups, Micro Teaching
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Summative assessment for this course is equivalent of a 4000 word assignment. Formative assessment is embedded into the programme and consists of workshop activities, postering, presentations and lesson planning.
Various formatively assessed workshop tasks set throughout the year, involving teaching, presentation, critical reflection and evaluation of self and peers¿ professional practice.
Key Formative Tasks: Curriculum Plus Tasks, designed to support students in their planning and preparation for teaching within their specific subject discipline, and encourage skills in critical reflection of professional practice.
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| Feedback |
Constructive guidance and feedback is afforded to students throughout the course, and comes in many forms. Feedback on achievement, progress and development is provided by tutors to students in relation to course work and assignments, as well as on performance during workshop tasks. Student will also regularly receive constructive, critical evaluation from their peers relating to negotiated performance standards and expectations. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- 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 effective, reflective and reflexive practitioners in planning to teach and in their role in the wider life of the school.
- Teaching, learning and assessment: Critically appraise and evaluate theories of learning and teaching.
- Curriculum: Critically appraise and evaluate curricular arrangements for the different stages of secondary school education.
- Equalities, diversity and values: 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. They will also examine their own professional behaviours and values.
- Research: Read, respond and act critically and analytically in response to research in education (academic texts and articles from a wide range of sources).
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Reading List
Reading May Include the Following Titles:
Bloomfield, A. (2000) Teaching Integrated Arts in the Primary School: Dance, Drama, Music and the Visual Arts. London: David Fulton.
Hayes, D. (2003) Planning, Teaching and Classroom Management in Primary School. London: David Fulton.
Meggitt, C. (2006) Child Development: An Illustrated Guide ¿ Birth to 16 Years (2nd Ed). London: Heinemann.
http://www.educationscotland.gov.uk/myexperiencesandoutcomes/expressivearts/index.asp
http://www.educationscotland.gov.uk/ |
Additional Information
| Graduate Attributes and Skills |
1.This course prepares students to engage critically and analytically with current areas of development in learning and teaching in primary schools and with broader issues and problematised areas in education.
2.Students on this course work collaboratively to design creative and effective approaches to meet the challenges of working with children and young people in the 21st Century classroom.
3.Students are taught to reflect, using appropriate theoretical models of reflective practice on their own practice and their own situated thinking; and to respond reflexively in order to improve learning and teaching. This often means making in-practice decisions in complex situations
4.Student teachers on this course develop the necessary skills to communicate effectively with a range of audiences from children to their professional colleagues, parents and other adults with professional responsibilities for children and young people, adapting communication appropriately to context and purpose.
5. Students must demonstrate their ability to use research papers which include graphical or numerical data to support their understanding of educational issues, and to interpret and use this data accurately and critically.
6.Student teachers on this course work collaboratively with peers and tutors. They learn to take the initiative, to demonstrate leadership and to take responsibility for their professional development as a teacher. Through a blend of tutorial tasks and their practice experience, students develop the ability to think their way critically through complex , diverse perspectives and make ethically sound and well informed decisions which stem from their developing understanding of intra and inter personal skills as well as their sound professional knowledge of learning and teaching. .
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| Additional Class Delivery Information |
Two hours per week for each of the 18 University weeks. A mixture of workshop approaches are employed throughout the course, including direct teaching, individual tutorials, and student and tutor lead practical workshop sessions, involving activity based learning and teaching, critical reflection and evaluation, and discussion and inquiry. |
| Keywords | Peripatetic primary subject specialist expressive arts physical education |
Contacts
| Course organiser | Mr Greig Vickers
Tel: (0131 6)51 6506
Email: |
Course secretary | Miss Ifigeneia Kyriakoglou
Tel: (0131 6)51 6436
Email: |
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