Undergraduate Course: Curriculum and Pedagogy in Design and Technology (EDUA08088)
Course Outline
| School |
Moray House School of Education |
College |
College of Humanities and Social Science |
| Course type |
Standard |
Availability |
Not available to visiting students |
| Credit level (Normal year taken) |
SCQF Level 08 (Year 2 Undergraduate) |
Credits |
20 |
| Home subject area |
Education |
Other subject area |
None |
| Course website |
None |
|
|
| Course description |
This Curriculum and Pedagogy course has been designed to develop curricular knowledge and pedagogical skills for those who aim to become secondary school teachers with the specialism of Design and Technology Education. It contributes to the overarching principles and objectives for the B.Ed (Hons) Design and Technology programme and enables students to prepare for placement in secondary schools. This course complements and reinforces Education 2 Philosophical and Sociological Perspectives on Curriculum, Assessment, Pedagogy and Social Justice. The primary function of the Curriculum and Pedagogy course is to enable the student to make direct links between the content knowledge, competences and capabilities they have been, and are developing in first year and second year in Design and Technology related courses and in Education 1 and 2. It is expected that students function as reflective, self-monitoring, self-evaluating professionals who will be able to operate in a variety of complex and changing situations. Creativity, problem solving, dealing with uncertainty and trans-disciplinary approaches will also permeate their preparation for and practice in teaching. This course aims to help student identify how design and technology can create appropriate challenging and stimulating learning environments, contexts and conditions for effective learning to occur. |
Entry Requirements
| Pre-requisites |
|
Co-requisites |
|
| Prohibited Combinations |
|
Other requirements |
None
|
| Additional Costs |
None |
Course Delivery Information
|
| Delivery period: 2010/11 Semester 1, Not available to visiting students (SS1)
|
WebCT enabled: Yes |
Quota: 15 |
| Location |
Activity |
Description |
Weeks |
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
| No Classes have been defined for this Course |
| First Class |
Week 1, Thursday, 10:00 - 13:00, Zone: Moray House. Charteris Land G14 (class starts at 10.30 am - 15.30 pm) |
Summary of Intended Learning Outcomes
1. recognise the unique contribution of Technology Education within the whole school curriculum, and the inter-relationships with other disciplines, literacy and numeracy ;
2. have a broad working knowledge of their subject construct and secondary school curriculum ;
3. be able to identify approaches for effective practice, and barriers to effective practice, and incorporate this understanding into planning and classroom implementation;
4. develop personal confidence in planning for authentic learning and teaching experiences in Technology Education that contribute and connect with overarching themes of enterprise, creativity, sustainability and citizenship, appropriate to various stages of schooling;
5. have a working knowledge of the principles and purposes of assessment and appropriate assessment approaches and instruments for Design and Technology;
6. display understanding of, and engagement with, research literature relevant to teaching and learning in Design and Technology and wider issues of education ;
7. enable students to devise teaching strategies which develop creativity, critical thinking skills, explore topical issues, value judgements and consequences of design activity as it impacts on and influences society; |
Assessment Information
Format of submission (2,500 words max equivalent)
1. A fully argued and referenced rationale for a series of coherent lessons which creates an authentic learning and teaching programme and argues the value of the teaching and learning programme / unit. 25%
2. An outline of a context based teaching and learning programme / unit. This will comprise a sequential programme of lesson summaries, accompanied by two comprehensive samples of lesson plans (taken from the sequence in the programme). The programme of work should identify clear learning purposes and reference these to selected experiences and outcomes. An outline of AifL assessment approaches strategies, evidence and $ùcriteria&© for feedback and judgments. 55%
3. Additional materials to support the learning experience is also submitted, e.g. digital and / or physical learning and teaching aids, visuals references, resources, etc. These should be cross referenced to relevant to the lessons in the outline programme. 20% |
Special Arrangements
| Not entered |
Contacts
| Course organiser |
Ms Susan Mclaren
Tel: (0131 6)50 2262
Email: Susan.McLaren@ed.ac.uk |
Course secretary |
Miss Julie Urquhart
Tel: (0131 6)51 6606
Email: julie.urquhart@ed.ac.uk |
|
copyright 2010 The University of Edinburgh -
1 September 2010 5:51 am
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