Postgraduate Course: Preparing for Teaching 3: Level 2 Education (Upper Primary Years) (EDUA11287)
|School||Moray House School of Education
||College||College of Humanities and Social Science
||Availability||Not available to visiting students
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
|Home subject area||Education
||Other subject area||None
||Taught in Gaelic?||No
|Course description||The Professional Studies strands of the course concentrate on the changing nature of childhood and pre-adolescence in an era of globalisation and consumer culture. Learning in child development focuses on physical, social and emotional issues relating to the onset of puberty. Issues of diversity, equity and inclusion are addressed in the contexts of population migration and the problems of poverty.
The role of the teacher is explored within inter-agency working practices, particularly with regard to transition issues for pre-adolescent children.
This course builds on student understanding of children┐s learning, curriculum, assessment and pedagogy developed earlier in the PGDE (primary) Programme.
Course content across Professional Studies and Curricular strands enables students to critique theories of interdisciplinary pedagogies. It progresses this understanding in the context of the second level of A Curriculum for Excellence as experienced by pupils in the upper years of the primary school as this is the context for their final placement experience. Students learn about the important role played by metacognition and creativity in children┐s learning. They also consider the role of cross cutting themes and cross cutting skills in children┐s learning. The course makes use of case study evidence of curriculum developments in Scottish schools as A Curriculum for Excellence becomes embedded into practice.
Additionally, this course offers students an opportunity to reflect in more depth on the theoretical underpinning of the learning and teaching undertaken in schools during PGDE study. Involvement with extended reading, teaching input and the written assignment enable students to develop a foundation for future professional development at Masters level.
Students study in research methodology classes during the PGDE year cumulatively enable them to conduct an practitioner enquiry project based upon their planning and teaching of an interdisciplinary unit of learning on their final placement,
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
|Additional Costs|| None
Course Delivery Information
|Delivery period: 2013/14 Semester 2, Not available to visiting students (SS1)
||Learn enabled: Yes
|Course Start Date
|Breakdown of Learning and Teaching activities (Further Info)
Lecture Hours 28,
Seminar/Tutorial Hours 56,
Online Activities 3,
Formative Assessment Hours 10,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Breakdown of Assessment Methods (Further Info)
|No Exam Information
|On completion of this course, the student will be able to:
1. Knowledge and Understanding
┐ demonstrate knowledge and understanding of theoretical underpinnings of models of interdisciplinary learning and how they are interpreted in the current national educational policy context
┐ demonstrate knowledge and understanding of practitioner enquiry research methodologies relating to academic reading. data collection, data analysis, interpretation of findings , presentation of findings and communication of findings.
2. Generic Cognitive Skills
┐ Critically conceptualise recent literature that informed consideration of issues related to planning, teaching, assessing and evaluating interdisciplinary learning. This literature review should draw upon readings from policy documents, research and practice based literature.
┐ Collect and analyse qualitative data related to pupil learning during their final placement
┐ Use data analysis to evaluate critically the impact of their teaching of an interdisciplinary unit on the learning and learners in their placement class
┐ Critically reflect on the teaching approaches adopted in the light of the evaluation of impact data and the review of literature
┐ Produce an explicit and appropriately theoretically informed rationale for interdisciplinary learning that demonstrates a creative response to issues that arose from the practitioner enquiry project and that will inform future teaching
3. Communication, ICT and Numeracy Skills
┐ Demonstrate skills in qualitative data collection and analysis
┐ Demonstrate skills in written communication consistent with SQF level 11 work
4. Autonomy, Accountability and Working with Others
┐ Interpret complex ethical and professional issues in accordance with current professional codes of conduct
┐ exercise and justify autonomy and initiative in professional activities
|written assignment 100% 3000words|
presentation (pass required)
||Course secretary||Ms Zoe Mcgonigle
Tel: (0131 6)51 6436
© Copyright 2013 The University of Edinburgh - 13 January 2014 3:59 am