Education 3 (ED0980)

? Credit Points : 20 ? SCQF Level : 10 ? Acronym : EDU-3-Educ

The course seeks to develop themes covered in Education One and Education Two and will focus on the professional responsibility of educators to meet the full continuum of educational needs at all stages of the education process. It will further develop understanding of research and research methodology through analysis of research findings appropriate to the context of the course with critical appraisal of selected methodology. The key underlying themes of the course are social inclusion, social justice, cultural diversity, and personal and social well-being, underpinning full achievement for all. The approach to the exploration of these themes will be under three broad headings:

- Inclusive Education;
- The Social Agenda of the School;
- Health Promotion.

The course is underpinned by the five National Priorities in Education and there will be critical analysis of current legislation and a broad range of initiatives affecting education in Scotland.

Entry Requirements

? Pre-requisites : Successful completion of Education 1A U00331 and Education 1B U00332 or Education 2A U00333 and Education 2B U00334. As part of a Joint Honours programme, criteria for admission to Honours must be met.

Subject Areas

Home subject area

Education, (The Moray House School of Education, Schedule C)

Delivery Information

? Normal year taken : 3rd year

? Delivery Period : Semester 2 (Blocks 3-4)

? Contact Teaching Time : 3 hour(s) per week for 11 weeks

First Class Information

Date	Start	End	Room	Area	Additional Information
08/01/2008	10:00	12:00

All of the following classes

Type	Day	Start	End	Area
Lecture	Tuesday	10:00	12:00	Central
Lecture	Thursday	15:00	15:50	Central

Summary of Intended Learning Outcomes

The student will have:
- a critical awareness of the meaning of inclusive education and the school's contribution to social inclusion;
- a critical understanding of the social agenda of the school and their part in addressing that agenda;
- an understanding of how the principles of curriculum differentiation should be applied to take account of individual learners' needs, cultural and linguistic diversity;
and will be able to:
- analyse the role of the school in promoting pupils' physical, emotional and social well-being;
- analyse and discuss the relevance for policy and practice of a number of recent and relevant research studies in education;
- develop an understanding of a range of qualitative and quantitative approaches to research and the concept of a teacher as a researcher.

Assessment Information

Students will be encouraged to engage in self-assessment & move towards supportive peer assessment as an integral part of the course. There will be 2 components of assessment:
1. Collaborative Workshop Presentation (formative). In the interests of fostering collaboration & self-assessment, students will share in leading a workshop task in groups of no more than four. On completion of the workshop each student will submit 800-1000 words within 7 days, taking into account the following. a)Summary of key ideas including outline of any conflict/controversy. b)Personal reflections on issues inc. relevance to future teaching. c)Reference to key texts/resources with explanation.Feedback will be provided by peers & tutor. This piece of formative assessment is a requirement of the course.
2. Case Study Examination (summative) at the end of Semester 2: developing an action plan for the inclusion of a child/young person in a mainstream school together with critical analysis of steps taken.