Undergraduate Course: Thematic Teaching through Storyline: an interdisciplinary Approach to Curriculum Planning and Teaching (EDUA10109)
Course Outline
| School |
Moray House School of Education |
College |
College of Humanities and Social Science |
| Course type |
Standard |
Availability |
Available to all students |
| Credit level (Normal year taken) |
SCQF Level 10 (Year 4 Undergraduate) |
Credits |
20 |
| Home subject area |
Education |
Other subject area |
None |
| Course website |
None |
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| Course description |
The new Curriculum for Excellence acknowledges the need for subject-based and interdisciplinary learning. It recognises that each curriculum area makes unique contributions to the development of the 'four capacities' within its own disciplinary context and through connections with other areas of learning. The consensus is that both approaches, subject-based and inter-disciplinary, are necessary. (Barnes, J. 2007:231; Akins & Akerson, 2002 in Curriculum Architecture - A Literature Review, February 2007)
Storyline is one approach to interdisciplinary work which values, teaches and develops these connections. Connectedness is also a key aspect in developing creativity. This Option Course teaches student teachers to take a proactive approach to helping children think creatively and critically in meaningful contexts. The vast majority of primary schools organise the curriculum in terms of subject and interdisciplinary teaching. Few primary schools use either form of curriculum organisation to the exclusion of the other. Student teachers need to be confident in their management of the curriculum. Studying this option will help give this confidence, as well as the ability to design and teach using 'Storyline'. |
Entry Requirements
| Pre-requisites |
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Co-requisites |
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| Prohibited Combinations |
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Other requirements |
None
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| Additional Costs |
None |
Course Delivery Information
Summary of Intended Learning Outcomes
By the end of the course students will be able to demonstrate:
- ability to analyse systematically the educational concepts, theories and issues relating to Storyline teaching in order to justify its inclusion in planning at school level, and more broadly.
- ability to integrate critically the knowledge and understanding of subject knowledge and pedagogical knowledge necessary for planning, implementing, evaluating and justifying the teaching of Storyline
- understanding of the complex, interactive nature of enquiry and collaborative story-making, which are the key processes that underpin Storyline
- critical insight into, and understanding of, the significance and limitations of theory and research about effective learning and teaching underpinning an interdisciplinary approach
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Assessment Information
The assessment for this course is in two parts. Part one is a portfolio and Part two is an essay. The portfolio will show evidence of 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 an essay in which the students will justify Storyline 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. The Portfolio is worth 40 percent and the essay 60 percent. A student's final mark, and associated grade, will be a percentage based on the sum of the two marks, there being no detriment if the mark for any single part is less than a pass mark. Grade descriptors are provided to outline the characteristics sought for the grading bands.
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| Please see Visiting Student Prospectus website for Visiting Student Assessment information |
Special Arrangements
| Not entered |
Contacts
| Course organiser |
Mrs Barbara Frame
Tel: (0131 6)51 6423
Email: Barbara.Frame@ed.ac.uk |
Course secretary |
Ms Elena Novo Cabana
Tel: (0131 6)51 6012
Email: elena.novocabana@ed.ac.uk |
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copyright 2010 The University of Edinburgh -
1 September 2010 5:52 am
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