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 8 (Year 2 Undergraduate) |
Credits |
20 |
| Home subject area |
Education |
Other subject area |
None |
| Course website |
None
|
Taught in Gaelic? |
No |
| 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) |
| No Exam Information |
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
| None |
Additional Information
| Academic description |
Not entered |
| Syllabus |
Not entered |
| Transferable skills |
Not entered |
| Reading list |
Curriculum for Excellence CfE - various principles and practice, experiences and outcomes
Including: Technologies, Science, Heath and Wellbeing, Numeracy, literacy, sustainability, citizenship, enterprise related guidance.
curriculum for excellence
http://www.curriculumforexcellencescotland.gov.uk/index.asp
enterprise in education
http://www.ltscotland.org.uk/enterpriseineducation/index.asp
sustainable education
http://www.ltscotland.org.uk/sustainabledevelopment/index.asp
CfE Building the Curriculum Series
HMIE Improving Education series and annual reviews etc e.g.
Portraits of Practice Technical Education Technical Education: a report of current practice in Scottish schools (HMIE 2008)
http://www.hmie.gov.uk/documents/publication/Technologies.pdf
Developing Successful Learners in the Technologies in Primary Schools
http://www.hmie.gov.uk/Publications.aspx.
HMIe, (2000) Effective Learning and Teaching in Scottish Schools: Technical Education www.hmie.gov.uk/documents/publication/elte.htm
http://www.ltscotland.org.uk/curriculumforexcellence/index.asp
http://www.ltscotland.org.uk/curriculumforexcellence/outcomes/technologies/index.ap
A students Guide to Health and Safety in the Design and Technology Workshop http://www.tep.org.uk/Frames/_f_publications.html
Barlex, D. (ed) (2007) Design and Technology for the next Generation Cliffeco
Barnes,B., Morley, J. and Su Sayers, S. (2002) Issues in design and technology teaching: London : RoutledgeFalmer
Dakers, J. (ed) (2006) Defining Technological Literacy Towards An Epistemological Framework Palgrave Macmillan
Davies, L. (2005) 101 Red Hot D&T Starters Letts Folens
Kimbell, R. Stables, K., Green, R., (1996) Understanding Practice in Design and Technology Open University Press
Kimbell, R. and Stables, K. (2007) Researching Design Learning Springer
McLean, A. (2003) The Motivated School Paul Chapman
Owen-Jackson G. Editor (2001) Teaching Design and Technology in Secondary Schools : A Reader Routledge Falmer
Owen-Jackson G. Editor (2002) Aspects of teaching secondary Design and Technology: Perspectives on Practice Routledge Falmer
Owen-Jackson G. Editor (2007) A Practical Guide to Teaching Design and Technology in the Secondary School Curriculum: A Companion to School Experience Taylor Francis
SQA Arrangements for courses and assessment for Senior Stage as related to Design and Technology and Skills for Work courses within the DT umberalla.
Scottish Qualifications Authority (SQA) www.sqa.org.uk
Various school Design and Technology specific support texts books
Planning & assessment
Black, P et al (2003) Assessment for Learning, Open University, Berkshire
Barlex, D, Jones, A. & Moreland,J. (2008) Design & Technology Inside The Black Box GL Assessment
Broadfoot, P. (2007) An Introduction to Assessment, Continuum, Norfolk
Clarke, Shirley (2001) Unlocking Formative Assessment, London: Hodder and Stoughton
Clarke, Shirley (2006) Formative Assessment in Action, Hodder Murray, Londo
Nuffield Design and Technology Project www.secondarydandt.org
www.primarydandt.org
AifL @ www.ltscotland.org.uk/assess/
Journals & Magazines $ú Past and Current Articles e.g.
International Journal of Technology and Design Education, Springer Publications (hard copy and e-journal)
Journal of Technology Education http://scholar.lib.vt.edu/ejournals/JTE/
Journal of Sustainable Product Design www.cfsd.org.uk/journal/index.html
Design and Technology Education: an International Journal (previously Journal of Design and Technology Education) www.dater.org.uk/
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| Study Abroad |
Not entered |
| Study Pattern |
Semester 1 = 32 hours
Semester 2 = 12 hours |
| Keywords |
Design Technology Education Teaching |
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 |
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copyright 2011 The University of Edinburgh -
13 January 2011 5:53 am
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