Postgraduate Course: Curriculum Plus 1 (Primary Specialisms) (EDUA11292)
|Moray House School of Education
|College of Humanities and Social Science
|Not available to visiting students
|Credit level (Normal year taken)
|SCQF Level 11 (Postgraduate)
|Home subject area
|Other subject area
|Taught in Gaelic?
|This course builds on the former SCQF Level 10 course which prepared student teachers in pedagogical and curricular learning and professional development necessary for delivery of specialist Expressive Arts and Physical Education disciplines in Scottish primary schools, in line with SITE benchmarks.
This curriculum extension runs in tandem with the Curriculum Studies main subject strang, i.e. Music, Art, Drama or Physical Education and provides students with a further 2 hours per week instruction and preparation specifically related to teaching as a subject specialist in one of the identified disciplines within the curriculum area of Expressive Arts and Physical Education, within the primary sector.
Pedagogy, strategies and techniques, as explored through the secondary teaching practical workshops, are refined and adapted, preparing students for working within the primary sector, recognising specific nuances in relation to learning and teaching at this level. Students' professional development involves applying the same methodologies to both primary and secondary teaching practice, whilst recognising differences in curriculum content, pupils' age, stage of development and levels of ability.
The course includes a primary school placement. This experience takes the form of a short teaching practice experiences over 5 serial days in term 1. Experience of working within the primary sector introduces students to the potential of becoming a full or part-time peripatetic, specialist teacher working within the primary sector.
Entry Requirements (not applicable to Visiting Students)
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)
Seminar/Tutorial Hours 36,
Feedback/Feedforward Hours 2,
Formative Assessment Hours 2,
Other Study Hours 156,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
Directed Learning, Independent Learning, Collaborative Learning, Reading Groups, Micro Teaching
|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.
|Summative assessment for this course is equivalent of a 4000 word assignment. Formative assessment is embedded into the programme and consists of workshop activities, postering, presentations and lesson planning.
|Peripatetic primary subject specialist expressive arts physical education
|Mr Greig Vickers
Tel: (0131 6)51 6506
|Mr Adam Nunez
Tel: (0131 6)51 6449
© Copyright 2013 The University of Edinburgh - 13 January 2014 3:59 am