Postgraduate Course: PGDE Secondary Curriculum and Pedagogy (EDUA11289)
|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||This course introduces and develops the understanding and skills that are required by teachers in the secondary school to effectively teach individuals and groups in such a way that they can progress in their learning of a particular subject or use that subject knowledge in an inter-disciplinary or cross-curricular way. The secondary school curriculum, the specific subject curricular arrangements and pedagogy are central to this course.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
|Additional Costs|| None
Course Delivery Information
|Delivery period: 2013/14 Flexible, Not available to visiting students (SS1)
||Learn enabled: Yes
|Course Start Date
|Breakdown of Learning and Teaching activities (Further Info)
Lecture Hours 36,
Seminar/Tutorial Hours 103,
Feedback/Feedforward Hours 8,
Formative Assessment Hours 20,
Other Study Hours 29,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
Directed learning, micro teaching, learning outdoors, interdisciplinary learning.
|Breakdown of Assessment Methods (Further Info)
|No Exam Information
|On completion of this course, the student will be able to:
1. The overall learning outcomes for this programme are adapted from the SCQF Framework at level 11 for university based course. They are tailored to the needs of students studying for this professional qualification. They are supplemented by the requirements of the SITE benchmarks created by the general teaching council for Scotland, the recognised gatekeeper for the profession. These include standards for Professional Knowledge and Understanding, outcomes for Professional Skills and Abilities and outcomes for Professional Values and Personal Commitment. The learning outcomes listed below are the learning outcomes for the programme as a whole and are met across all three courses. The learning outcomes relate to the underpinning themes of the programme: curriculum; learning and teaching; research; equalities; diversity and values. Learning outcomes also relate to the objective of the programme which is to educate and prepare teachers for the 21st century who are reflective, reflexive and effective professional. Overall students will: demonstrate a critical and analytical understanding of the ways in which curricular arrangements, theories of learning and teaching, research and equalities, diversity and values are used by effective, reflective and reflexive practitioners in planning to teach and in their role in the wider live of the school.
2. Teaching, learning and assessment. Students will:
1. Critically appraise and evaluate theories of learning and teaching.
2. Demonstrate the ability to incorporate these into their planning and preparation for practice.
3. Demonstrate creativity and imagination in developing curricular materials which draw on a range of sources.
4. Have a critical understanding of a range of assessment practices including formative and summative, self and peer assessment.
3. Curriculum. Students will:
1. Critically appraise and evaluate curricular arrangements for the different stages of secondary school education.
2. Use the curricular arrangements critically, creatively and reflectively in order to plan teaching individual and series of lessons which take account of theories of learning and teaching and the needs of individuals and groups of learners.
4. Equalities, diversity and values. Students will:
1. Critically appraise and evaluate the values explicit in documents and legislation relevant to and/or about Scottish education which relate to inclusion, additional support needs, fairness and social justice.
2. Demonstrate that they take account of these values in their analytical and critical personal reflection on their own development as a teacher.
3. Demonstrate that they take account of these values analytically and critically in their planning for practice.
4. Demonstrate an analytical and reflective understanding of aspects of social justice which can be embedded in teaching (for example, this may be focused on literacies and empowerment, numeracy and health and wellbeing and including those at risk of marginalisation).
5. Research. Students will:
1. Read and respond critically and analytically to research in education (academic texts and articles from a wide range of sources).
2. Use research reflectively in planning teaching and practice and to inform development as teachers.
3. Critically appraise and evaluate the relationship between educational research, government initiatives and national curricular documents.
4. Demonstrate 'enquiry as stance' in their approach to research and its relationship to practice; and in their own professional development.
|The assessment for this course is summarised below:|
1. Students are given a number of opportunities for formative assessments throughout the course related to their ability to lesson plan, to give short presentations on aspects of education, such as assessment in their curricular area, to critique appropriate articles and so forth. Feedback maybe verbal or written. It may be given by the tutor or peers. All students are expected to keep a weekly reflective journal online.
2. Summative assessment takes the form of a 4000 word assignment handed in in two parts on lesson planning, the rationale for the lesson planning and a reflective and critical engagement with how teaching has been delivered in practice.
|Keywords||Curriculum pedagogy subject discipline school and classroom learning
|Course organiser||Mrs Lynne Pratt
Tel: (0131 6)51 6425
|Course secretary||Mr Adam Nunez
Tel: (0131 6)51 6449
© Copyright 2013 The University of Edinburgh - 13 January 2014 3:59 am