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DRPS : Course Catalogue : Moray House School of Education : Education

Postgraduate Course: Course 3 - Chartered Teachers As Critical Thinkers: social justice, inclusion and the schooling context (EDUA11223)

Course Outline
SchoolMoray House School of Education CollegeCollege of Humanities and Social Science
Course typeStandard AvailabilityNot available to visiting students
Credit level (Normal year taken)SCQF Level 11 (Postgraduate) Credits30
Home subject areaEducation Other subject areaNone
Course website Taught in Gaelic?No
Course descriptionThis course builds on the understanding gained from study in Course 1 and 2 and allows participants to look beyond their own practice to consider wider school practice and the impact of inclusion and issues of social justice on curriculum and its implementation. Participants will critically consider their own and others' educational and social values.

This course will enable participants to locate curriculum change and related policy development within the social context, and to evaluate curriculum and related policy development in light of theories about society, knowledge, learning and social justice.

While much of the focus of the course will be on the school and the classroom it will also explore wider issues in research and policy which promote teachers' capacity to understand and engage in the key policy debates at national and local levels and to apply these in their daily practice. Participants will be encouraged to reflect on their own school and classroom context, increase their understanding of those processes which can be inclusive or exclusive for pupils and investigate the ways in which curriculum content and methodology, ethos of school and classroom, as well as structures of pastoral care, can be both sources of difficulty and of support.

Building on previous learning in research methods, participants will develop an understanding of approaches to situational analysis. Using their situational analysis as baseline data, participants will devise a plan to undertake a development project that is intended to promote effective responses to diversity.

Entry Requirements (not applicable to Visiting Students)
Pre-requisites Co-requisites
Prohibited Combinations Other requirements None
Additional Costs None
Course Delivery Information
Delivery period: 2013/14 Semester 2, Not available to visiting students (SS1) Learn enabled:  Yes Quota:  None
Web Timetable Web Timetable
Class Delivery Information The taught component of the course will consist of 36 hours contact time, normally delivered over 5 x 6 hour sessions and 2 x 3 hours sessions.
Course Start Date 13/01/2014
Breakdown of Learning and Teaching activities (Further Info) Total Hours: 300 ( Seminar/Tutorial Hours 24, Online Activities 6, Feedback/Feedforward Hours 2, Formative Assessment Hours 2, Summative Assessment Hours 2, Programme Level Learning and Teaching Hours 6, Directed Learning and Independent Learning Hours 258 )
Additional Notes
Breakdown of Assessment Methods (Further Info) Written Exam 0 %, Coursework 100 %, Practical Exam 0 %
No Exam Information
Summary of Intended Learning Outcomes
Successful completion of the course will allow participants to:

critically reflect on the design and core principles and purposes of the Scottish curriculum, in relation Social Justice.

critically discuss different theoretical perspectives of 'Social Justice & Inclusion'

understand the impact on education of the inequalities in Scottish society, including the impact of povety

be aware of the needs of individuals and the range of diversities within the population of Scottish schools and the implications of these for teaching and learning.

explore ways to listen effectively to the voices of pupils and parents and make appropriate changes to their pedagogical approaches and the curriculum in light of these experiences.

identify and consider how to address key legal and policy requirements, obligations and entitlements relating to challenging discriminatory practice and strategies for implementing these.

critically review policy into practice within their own contexts, in relation to an aspect of successful provision for diversity;

carry out a situational analysis of their work context to inform the planning of a development project.
Assessment Information
Participants will maintain a reflective learning journal, using analysis of this data to inform presentations/written submissions.

Participants will make an Oral Presentation outlining the approaches to, and rationale for, a situational analysis of their chosen area of study. Peers and tutors will offer formative assessment.

Participants will submit 6000 word written assignment in which the participants will consider some of the key issues with regard to social justice and curriculum with regard to their own practice and as implemented in their school. Participants will plan and carry out analysis of current policy into practice in their work context. The analysis will be considered, in relation to relevant literature and used to identify and provide an informed rationale and plan for possible next steps. An open choice of title will be offered (to be agreed with course tutor).
Special Arrangements
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
KeywordsNot entered
Course organiserMs Gillian Robinson
Tel: (0131 6)51 6426
Course secretaryMs Denise Watson
Tel: (0131 6)51 6265
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