Thematic Teaching in Primary Schools 4 (ED1116)

? Credit Points : 20 ? SCQF Level : 10 ? Acronym : EDU-4-TTPS

This option aims to draw on experiences from courses in years one to three in order to help students address subject integration through planning for thematic teaching. In particular, interrelationships between language, Environmental Studies and Expressive Arts are considered. A linear planning model for integration based on problem solving in narrative contexts is used. This model provides a way of addressing the issue of what constitute meaningful cross-curricular work and how such work can be best offered to young learners through authentic learning activities. The practical approaches that are suggested are underpinned by recent research into effective learning and teaching which emphasise the interactive, social, situated and metacognitive aspects of learning and teaching. By linking a theoretical base to practical approaches students undertaking the course will be able to plan, implement, evaluate and justify thematic teaching with confidence.

Entry Requirements

none

Subject Areas

Home subject area

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

Delivery Information

? Normal year taken : 4th year

? Delivery Period : Semester 1 (Blocks 1-2)

? Contact Teaching Time : 3 hour(s) per week for 9 weeks

? Additional Class Information : THU 9.00-12.00

Summary of Intended Learning Outcomes

By the end of the course students will be able to

-demonstrate a well-developed understanding of the complex interaction of the key processes, enquiry and collaborative storymaking that underpin thematic teaching

-demonstrate critical insight and understanding of the research relating to the aspects of effective learning and teaching that underpin thematic teaching

- demonstrate a high level of ability to integrate critically the knowledge and understanding in relation to subject and pedagogical knowledge as a basis for planning, implementing, evaluating and justifying thematic teaching

- demonstrate a well-developed ability to anlayse systematically the educational concepts, theories and issues relating to the role of thematic teaching in whole school planning and national guidelines

Assessment Information

The assessment for this course is in two parts. Part one is a portfolio and the second part is an essay. The portfolio will show evidence of ability to critical engagement with a small number of set tasks carried out during the workshops, as well as supplementary material researched by each student. The second part of the assessment will be a written essay in which the students will justify thematic teaching as an approach giving examples. Through the portfolio and the essay (4000 words equivalent) students will demonstrate understanding of the issues raised in the course. Both pieces of work will contribute to the overall grade.