Undergraduate Course: Primary Studies Course 3 : Learning Through and For Practice (EDUA10194)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 10 (Year 3 Undergraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | To build upon the theoretical and practical understandings developed in Primary Studies 1 and 2, Primary Studies 3 places a strong emphasis on supporting students to make sense of their learning through practice and for practice. The Primary Studies 3 course and the Professional Experience and Practice Placement necessarily, both complement and synergise with each other. The year-long placement in schools combined with 'Learning for Practice' sessions on campus, offer rich opportunities to ensure that students can and do establish the meaningful, productive linkages across theory, research and practice, that are essential to critically informed teaching. |
| Course description |
As an integral complement to the Professional Experience and Practice course, this Primary Studies 3: Learning Through and For Practice Course is designed to support students to:
1. develop their own pedagogical content knowledge within areas of the primary school curriculum and to consider how this knowledge might be effectively taught. This will form a key component of the 'Learning for Practice' sessions, scheduled to take place on campus.
2. begin to develop and apply an enquiring approach to their planning, teaching, and assessment of impact and evaluation of teaching.
Key emphases are therefore placed on encouraging and supporting students, across a range of curricular areas, to:
- plan, teach, assess and evaluate for progression in learning
- develop understanding of and practice in assessment for, as and of learning
- use a range of data collection methods to enable them to identify, analyse and evaluate the strategies that learners employ, including the learners' metacognitive awareness of these strategies
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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 2019/20, 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 10,
Seminar/Tutorial Hours 40,
Feedback/Feedforward Hours 1,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
145 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Formative Assessment
Evidence Based Learning Profile for 2 children + related professional discussion
Summative Assessment
Final result will be calculated on the combined weighted average of 2 summative assessments i.e.
Written Assignment (2500 words) 55% weighting
Oral Presentation 45% weighting |
| Feedback |
There are two scheduled opportunities for students to be offered formative feedback/feedforward.
1. Students will plan, gather and analyse evidence of learning and learning-in-action to create a learning profile for each of two children. Formative feedback and feedforward will be offered as an integral part of at least two the meetings involving the student, a university tutor and classteacher and/or school mentor. These meetings are scheduled to take place regularly during the Yr 3 Professional Experience in Practice experience in a primary school.
2. Based upon the summative Written Assignment received and marked prior to the summative Oral Presentation, Formative Feedforward will be offered to students to support their preparation for the summative Oral Presentation assessment.
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| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- interrogate own practice in ways that allow the student to critically reflect on a) own practice and b) the impact it achieves on learners and learning
- demonstrate that the student has begun to explore effective ways to both identify and analyse the nature and extent of a) participation b) interaction and c) learning that actually occurs in the classroom within and across curricular areas
- ascertain and systematically track the learning/application processes and strategies children employ and their metacognitive awareness of these, within and across curricular areas
- use assessment for, of and in learning to inform planning for teaching and learning within and across curricular areas.
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Reading List
REQUIRED READING
The following units from the core text for PEP3 and PS3 :
Cremin, T. and Arthur, J. (2014) Learning to Teach in in the Primary School. Oxon:Routledge
Unit.2.2 + Unit 2.3 + Unit 3.6 + Unit 4.4 + Unit 5.1
Hayward, L. and Spencer, E. (2014) Assessment for Learning from Mike Carroll and Margaret McCulloch (eds) Understanding teaching and learning in primary education. London:Sage
Serafini, F. (2000) Three paradigms of assessment : Measurement, procedure, and inquiry. The Reading Teacher Vol. 54 No4 pp384-393
REQUIRED READING Numeracy and Mathematics Texts (particularly for Assignment 1) :
Hunt, Jessica (2015) 'How to better understand the diverse mathematical thinking of learners' Australian Primary Mathematics Classroom Vol.20(2), p.15(7)
Robert J. Wright, David Ellemor-Collins, Pamela D. Tabor. (2012) Developing number knowledge : assessment, teaching & intervention with 7-11 year olds London: Sage (core reading pp 5-23, rest of the book for reference)
REQUIRED READING for other areas of curriculum : to be issued on Learn
RECOMMENDED READING
Carroll, M. and McCulloch, M. (eds) (2014)Understanding teaching and learning in primary education. London:Sage
Tarrant, P and Holt, D. (2016) Metacognition in the Primary Classroom. Oxon:Routledge
Specific Numeracy and Mathematics Texts :
Robert J. Wright, Jim Martland, Ann K. Stafford (2006) Early numeracy: assessment for teaching and intervention (2nd edition) London: Paul Chapman (recommended for reference)
Robert J. Wright, Garry Stanger, Ann K. Stafford, Jim Martland (2014) Teaching number in the classroom with 4-8 year olds (2nd edition) London: Paul Chapman (recommended for reference)
RECOMMENDED READING for for other areas of curriculum : to be issued on Learn |
Additional Information
| Graduate Attributes and Skills |
Exercise autonomy and initiative in professional activities.
Communicate effectively with professional level peers, colleagues and parents.
Enquiring Disposition: professionally engage in and actively develop critically informed, evidence-informed, reflective practice.
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| Keywords | pedagogical content knowledge; assessment for learning; metacognition; metacognitive awareness |
Contacts
| Course organiser | Dr Gillian Robinson
Tel: (0131 6)51 6426
Email: |
Course secretary | Mrs Stephanie Scullion
Tel: (0131 6)651 6381
Email: |
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