Postgraduate Course: Curriculum Plus 3 (General Science) (EDUA11293)
|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
|Summary||The content of this course will help students gain in confidence to plan and deliver and assess teaching in sciences out with their specialist discipline. The course will support students in their analysis and evaluation and practice in the following dimensions of study:
1. The engagement with policy directions, both in Scotland and beyond, which are determining change in science education. The movement towards science for all, science literacy and scientific capability will be analysed and explored critically.
2. There will be an expectation that students will become confident to plan lessons, lessons sequences, organise learning within subject areas out with the comfort zone of their 'home' subject and justify their decisions through engagement in the literature associated with learning in these additional disciplines.
3. The critical analysis of current debate within science education surrounding the teaching of particular 'hot' topics in science, for example: genetics, energy, dissolving.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
|Additional Costs|| None
Course Delivery Information
|Academic year 2014/15, Not available to visiting students (SS1)
|Learning and Teaching activities (Further Info)
Seminar/Tutorial Hours 36,
Other Study Hours 160,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Additional Information (Learning and Teaching)
Directed Learning, Practical Preparation and Delivery, Collaborative Working, Reading Groups
|Assessment (Further Info)
|Additional Information (Assessment)
Within this course there are many points at which students teachers receive formative asssessment from tutors and peers. Activities such as presentations, micro teaching and written tasks build towards realising the objectives of the course. Formative assessment which supports progress towards the summative assessment is built in to the course.
Summative assessment on this course is a 4,000 word assignment which focuses on planning, teaching learning and assessment in General Science.
|No Exam Information
On completion of this course, the student will be able to:
- These relate to the underpinning themes of the programme: Understanding learning, teaching and assessment; using research and the nature of enquiry; understanding and attending to equality, diversity and value and understanding curriculum. 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 professionals.
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 an effective, reflective and reflexive practitioners in planning to teach and in their role in the wider life of a school.
- Teaching, learning and assessment
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.
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
1. Critically appraise and evaluate the values explicit in documents and legislation relvant 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 marginalization).
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 inform development as teachers
3. Critically appraise and evaluate the relationship between educational research, government initiatives and national curricula documents
4. Demonstrate 'enquiry as stance' in their approach to research and its relationship to practice; and in their own professional development.
|Graduate Attributes and Skills
|Keywords||PGDE secondary general science
|Course organiser||Mrs Lynne Pratt
Tel: (0131 6)51 6425
|Course secretary||Mrs Margaret Oliver
Tel: (0131 6)51 6449
© Copyright 2014 The University of Edinburgh - 12 January 2015 3:52 am