Undergraduate Course: Primary Studies 1 (EDUA08094)
|School||Moray House School of Education
||College||College of Humanities and Social Science
|Credit level (Normal year taken)||SCQF Level 8 (Year 1 Undergraduate)
||Availability||Not available to visiting students
|Summary||This course introduces students to the fundamental questions of 'What is knowledge?', 'How do we know?', and 'Why is this important in Primary Education?' The course intentionally introduces students to the complexities of the nature of knowledge before considering approaches to teaching and learning in particular curricular areas. How we understand the nature of knowledge has an impact on how we teach, and how pupils learn. The course will have a particular focus on the nature of knowledge or 'knowledges' across the disciplines of the primary curriculum. These fundamental questions will first be considered holistically, before the course develops to recognise and investigate knowledge in the discrete areas of the curriculum, and how this influences learning and teaching within primary schools. Students will have the chance to explore how understandings of knowledge have influenced Curriculum for Excellence.
The course has two main strands.
1. In Primary Studies 1, students consider how knowledge (or 'knowledges') is constructed, produced and reproduced, and are introduced to the major subject disciplines as 'ways of knowing' within this critical framework. This course begins by introducing students to the nature of knowledge. It poses questions such as 'what do we know?', 'how do we know it?' and 'why does this matter?'. Students will be encouraged to consider alternative understandings of knowledge and knowing.
2. The course then moves on to consider the nature of knowledge within the
discrete disciplines of the curriculum (Expressive Arts, Mathematics, HWB:PE, RME, Social Subjects, Sciences, and Technologies). Students will be encouraged to consider how the nature of knowledge influences learning and teaching within primary schools and begin to question practice in terms of 'how?', 'what' and 'why?'.
These two strands will be treated as interdependent, and in each curricular area students will take firstly a more philosophical approach to the nature of knowledge and then consider its application within the primary curriculum.
Links will be made with theoretical perspectives on learning and teaching in the complementary Educational Studies 1 Course, Primary Literacies 1.
Entry Requirements (not applicable to Visiting Students)
|| Students MUST have passed:
||Other requirements|| None
Course Delivery Information
|Academic year 2014/15, Available to all students (SV1)
|Learning and Teaching activities (Further Info)
Lecture Hours 24,
Seminar/Tutorial Hours 22,
Programme Level Learning and Teaching Hours 4,
Placement Study Abroad Hours 12,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
Written Assignment 2000 words (mid semester):
Demonstrate the ability to identify, compare and contrast perspectives on the nature of knowledge within two different disciplines.
40% of course assessment
Critique of Curriculum resource 2000 words (examination diet):
A written critique drawing on students' understanding of theories of knowledge and curriculum content and structure in particular curriculum areas.
50% of final assessment
Reflective Journal (examination diet)
Students will complete a reflective journal entry in the form of analysed evidence outlining the impact of the course on their learning. This can be included as part of their Professional Learning Portfolio students
10% of final assessment
Students should achieve an average of 40% over the three assessment components to achieve a pass.
Formative Assessment and Opportunities for Feedback:
As well as formative feedback from tutors, students will be encouraged to work in groups to facilitate self and peer feedback.
|No Exam Information
| On completion of Primary 1, and at a level appropriate to the first year of an undergraduate course, students will be able to:
-Critically explain different understandings of the nature of knowledge.
-Compare and contrast how knowledge is constructed in and through different disciplines.
-Analyse the relationship between the production of knowledge and learning and teaching in different disciplines.
-Be able to critically evaluate curriculum content and structure.
-Apply understandings of knowledge to their professional learning and practice.
|Indicative Reading List:|
Generic Reading List:
Alexander, R. (2001) Culture and Pedagogy. Oxford: Blackwell.
National Research Council (2000) How People Learn: Brain, Mind, Experience and School. National Academy Press: Washington.
Kelly, V. (2009) The Curriculum: Theory and Practice. London: SAGE
Rachels, J. (2002) The Elements of Moral Philosophy. London: Mcgraw-Hill.
Van De Lagemaat, R. (2012) Theory of Knowledge. Cambridge: Cambridge University Press.
Curricular Reading List:
Griggs, G. (ed) (2012) Physical Education in the Primary School: An Introduction. London: Routledge.
Haylock, D. (2010) Mathematics Explained for Primary Teachers (4th Edition) London: Sage.
Hickman, R. (2010) Why we make Art and Why it is Taught? Chicago: The University of Chicago Press.
Neelands, J. & Goode, T. (2006) Structuring Drama Work. Cambridge: Cambridge University Press.
Rohaan, E., Taconis, R. & Jochems, W. (2012) ¿Analysing Teacher Knowledge for Technology Education in Primary Schools¿, International Journal of Technology and Design Education 22 (3), pp. 271¿280.
Sheppard. P. (2005) Music Makes your Child Smarter. New York: Schirmer G Books.
Smith, H. (1999) The World¿s Religions. San Francisco: Harper.
|Graduate Attributes and Skills
|Keywords||knowledge, curriculum, discipline
|Course organiser||Mr Kevin Wright
Tel: (0131 6)51 6676
|Course secretary||Miss Marzia Ballardin
Tel: (0131 6)51 6381
© Copyright 2014 The University of Edinburgh - 12 January 2015 3:49 am