Undergraduate Course: Secondary Education 1(b) (EDUA10134)
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 10 (Year 1 Undergraduate) |
Credits | 20 |
| Home subject area | Education |
Other subject area | None |
| Course website |
None |
Taught in Gaelic? | No |
| Course description | The Secondary Education 1(b) Course begins by encouraging students to reflect upon their prior learning and to use it to feed forward into the learning ahead of them in their PGDE year. The initial weeks of the course also encourage students to form support networks by engaging them in collaborative, problem based learning tasks that form the foundation for their future professional development. The course therefore helps the students begin the process of constructing their professional identities as teachers.
This course also begins the development of student understanding of learning theory. The main topics covered are:
! Theories of learning
! Diversity
! Barriers to learning
! Communication, Curricular literacies, cross-curricular literacies, critical literacy, critical thinking and numeracy
! Organisation of learning, behaviour management
! Curriculum planning, implementation and evaluation
! Social constructivism, cognitive apprenticeship, metacognition
! Assessment & formative, summative and national arrangements
! Reflective Practice
! Additional support needs
! Observation and reflection
! Accessing and using research literature
The course takes account of recent policy changes that present the curriculum for the secondary school sector. While acknowledging the importance of continuity, coherence and progression in learning for all children across the diversity of settings that exist in secondary education provision in Scotland, it also embraces the new curriculum principles, that underpin a Curriculum for Excellence.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
| Additional Costs | None |
Course Delivery Information
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| Delivery period: 2013/14 Block 1 (Sem 1), Not available to visiting students (SS1)
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Learn enabled: Yes |
Quota: None |
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Web Timetable |
Web Timetable |
| Course Start Date |
16/09/2013 |
| Breakdown of Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 23,
Seminar/Tutorial Hours 66,
Formative Assessment Hours 5,
Summative Assessment Hours 200,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
0 )
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| Additional Notes |
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| Breakdown of Assessment Methods (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| No Exam Information |
Summary of Intended Learning Outcomes
After successful completion of this course, students will:
gain a critical understanding of theories related to learning
gain a critical understanding of diversity in learners
gain a critical understanding of theories underpinning classroom communication including curricular literacies, cross curricular literacies, critical literacy, critical thinking and numeracy
gain a critical understanding classroom management and organization
gain a critical understanding of social constructivism including cognitive apprenticeship, scaffolding and metacognition
gain a critical understanding of assessment
gain a critical understanding of reflective practice: reflecting to learn; self and peer evaluation and using professional feedback effectively to improve learning and teaching
gain a critical understanding of the principles of Curriculum Design and Development
gain knowledge of the depth and breadth of their subject curriculum
gain a critical understanding of their cross-curricular, formal and informal roles and responsibilities
demonstrate their professional roles and responsibilities within Curriculum Design in relation to social justice and environmental stewardship
be able to reflect critically on education and teacher professionalism
show that they respect and value young people in their diversity
recognise that concepts of ability and need are problematic and susceptible to social prejudice
understand that educational research is complex and often value-laden
have an understanding of Scottish & international legislation
be able to frame and report reflection and observation as systematic enquiry
be able to access and use research literature
be able to read and report research literature
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Assessment Information
For the Professional Studies Strand, students will complete a Classroom Observation Task (COT) of appoximately 2000 words, which will be summatively assessed.
Students will complete a Curriculum Studies assignment for both Curriculum Studies Strands. For each Curriculum Studies Strand, students will complete an assignment of approximately 2500 words, designed to assess students understanding of selected theoretical issues within Curriculum for Excellence in the context of their subject. Each Curriculum Studies task will be summatively assessed.
The Professional Studies task is weighted at one third and each Curriculum Studies task is weighted at one third. |
Special Arrangements
| None |
Additional Information
| Academic description |
Not entered |
| Syllabus |
Not entered |
| Transferable skills |
Not entered |
| Reading list |
Not entered |
| Study Abroad |
Not entered |
| Study Pattern |
Not entered |
| Keywords | Secondary Education |
Contacts
| Course organiser | Mrs Lynne Pratt
Tel: (0131 6)51 6425
Email: lynne.pratt@ed.ac.uk |
Course secretary | Mr Andrew Knox
Tel: (0131 6)51 6449
Email: aknox23@exseed.ed.ac.uk |
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© Copyright 2013 The University of Edinburgh - 13 January 2014 3:57 am
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