Postgraduate Course: Curriculum Plus 2 (Cross-cutting themes in secondary school classrooms) (EDUA11291)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | There are four strands to this course and students choose one of them. The fours options are; EAL for classroom teachers; learning in the Outdoors; understanding adolescent behaviours; and Critical Literacies.
The four strands of this programme have been designed to engage PGDE Secondary students in aspects of learning and teaching which will enhance their efficacy and understanding of how to apply these teaching architectures to their practice. Study of these strands will give students the opportunity to reflect critically on the multi-faceted role of teachers in the secondary school in terms of effective and innovative teaching and learning. Study in these strands will support students in thinking critically about moving beyond the subject discipline to consider the other needs of learners for appropriate and interesting ways of teaching which meet the needs of learners. This course gives students and 'added value' in that it also prepares them for the kinds of masters courses which may be open to them after the ITE year. |
| Course description |
Not entered
|
Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
|
Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
| Additional Costs | None |
Course Delivery Information
|
| Academic year 2014/15, Not available to visiting students (SS1)
|
Quota: None |
| Course Start |
Flexible |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Seminar/Tutorial Hours 36,
Other Study Hours 160,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
0 )
|
| Additional Information (Learning and Teaching) |
Collaborative Learning, Reading Groups, Planning Presentations, Micro Teaching
|
| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
|
| Additional Information (Assessment) |
Formative Assessment
There are many opportunities for formative assessment embedded in this course. Students are engaged in presenting, micro teaching and leading sessions. They receive feedback in written and verbal form from tutors and peers. Formative feedback is embedded within the course in order to realise learning outcomes and to build towards summative assessment.
Summative assessment
Summative assessment on this course is a 4,000 word assignment or equivalent which focuses on the cross cutting themes of education taught in the strands and their use in planning, learning and teaching towards transformative practice. |
| Feedback |
Not entered |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- 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.
- 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. - 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. - 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. - 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.
|
Additional Information
| Graduate Attributes and Skills |
Not entered |
| Keywords | PGDE secondary behaviour literacies outdoor learning EAL |
Contacts
| Course organiser | Mrs Lynne Pratt
Tel: (0131 6)51 6425
Email: lynne.pratt@ed.ac.uk |
Course secretary | Mrs Margaret Oliver
Tel: (0131 6)51 6449
Email: Margaret.Oliver@ed.ac.uk |
|
© Copyright 2014 The University of Edinburgh - 12 January 2015 3:52 am
|
University Homepage