Undergraduate Course: Primary Studies 2 (EDUA08095)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Course type | Standard |
Availability | Available to all students |
| Credit level (Normal year taken) | SCQF Level 8 (Year 2 Undergraduate) |
Credits | 20 |
| Home subject area | Education |
Other subject area | None |
| Course website |
None |
Taught in Gaelic? | No |
| Course description | The focus of Primary Studies 2 is on the learner, and learning within disciplinary and interdisciplinary contexts. The course seeks to consider progression in learning for the learner within each curricular area, by introducing students to the concepts of interdisciplinarity (including multidisciplinary and transdisciplinary knowledge) and the associated practices in learning and teaching. It will encourage students to understand and critique theories of interdisciplinarity and, in particular, the manifestation of this in A Curriculum for Excellence. Students are then given the opportunity to develop a learning 'scenario' or learning context using a interdisciplinary approach, with its particular focus being on the experience for the learner.
Course Content:
The course will be divided into 3 main components.
1. Students will build on learning on the nature of knowledge and curriculum to look at progression of learning in each curricular area from Early Phase through to Second Phase (CfE). Students will examine learners and learning in action. These will be used to promote and support evidence-informed, analytical approaches to planning for progression.
2. Course input will draw on concepts of disciplinarity, to lead students to consider what is meant by multi-disciplinary, interdisciplinary and transdisciplinary approaches to teaching and learning in the primary context. Students will work towards an understanding of the ways in which multi, inter and trans disciplinarity can be used to support learners.
3. Curriculum specialists will explore with students the ways in which their subjects lend themselves to each approach in the classroom and the limitations and complexities of this. Curriculum tutors will demonstrate the processes involved in planning, teaching assessing and evaluating stimulating, meaningful and appropriate multi/inter/trans disciplinary learning. In the final section, students will present scenarios demonstrating a context for teaching and learning using a multi, inter, or transdisciplinary approach.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
| Additional Costs | None |
Information for Visiting Students
| Pre-requisites | None |
| Displayed in Visiting Students Prospectus? | No |
Course Delivery Information
| Not being delivered |
Summary of Intended Learning Outcomes
On completion of Primary Studies 2, and at a level appropriate to the second year of an undergraduate programme, students will be able to:
-Demonstrate a critical understanding of the ways in which knowledge is constructed in and through different disciplines.
-Demonstrate a critical understanding of how such knowledge production relates to learning and teaching in the primary context within each curricular area.
-Demonstrate a critical understanding of theoretical underpinnings of models of multi disciplinary, interdisciplinary and transdisciplinary learning.
-Critically analyse and evaluate national policy and its relationship to educational practice in the areas of multi disciplinary, interdisciplinary and transdisciplinary learning.
-Create a context for learning which draw on differing approaches as outlined above.
-Justify and evaluate teaching/learning approaches adopted in terms of coherence and progression for the learner.
-Demonstrate an understanding of the uses of assessment for, of and in learning to inform planning for teaching and learning.
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Assessment Information
Written Assignment 2000 words (mid semester):
Drawing on the input from ONE curricular area, write an analytical summary of a learner's learning, evidenced through talking, thinking and actions, and outline how to plan to progress learning for that learner in that curricular area. (CforE)
25% of course assessment.
Written Assignment 2000 words (examination diet):
Outline a context for inter, multi or trans disciplinary learning in the early, first or second phase. Your context should be developed around an appropriate 'concept' and include more than one curricular area.
Your context should be accompanied by a theoretical 'narrative' drawing on learning in both Primary Studies 1 and Primary Studies 2, and providing both a rationale for and critique of your chosen approach.
65% of course assessment
Reflective journal (examination diet)
Students will complete a reflective journal entry in the form of analysed evidence outlining the courses impact on learning and practice. Students should include this in their Professional Learning Portfolio.
10% of course assessment
Students should achieve an average of 40% over the three assessment components to achieve a pass.
Formative Assessment and Opportunities for Feedback:
Students will have opportunities to discuss their proposed learning contexts with curriculum staff in order to scaffold planning. The first assessment offers feed forward to assist the student in developing their IDL proposal.
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Special Arrangements
| None |
Additional Information
| Academic description |
Not entered |
| Syllabus |
Not entered |
| Transferable skills |
Not entered |
| Reading list |
Indicative Reading List:
Generic Reading List:
Barnes, J. (2007) Cross-Curricular Learning 3-14, London, Sage.
Carr, D. (2007) 'Towards an educationally meaningful curriculum: epistemic holism and knowledge integration, British Journal of Educational Studies', 55 (1), pp. 2-20.
Drake, S. M. & Burns, R. C. (2004) Meeting Standards Through Integrated Curriculum. Virginia, USA: Association for Supervision & Curriculum Development.
Hickey, I. And Robson, D. (2012) The Leonardo Effect: Motivating Children To Achieve Through Interdisciplinary Learning. London: Routledge/David Fulton.
Curriculum Reading List:.
De Vries , M., Custer, R., Dakers, J. & Martin G. ( 2007) Analysing Best Practices in Technology Education. Rotterdam: Sense Publishers
Firth, R. (2012) 'Disordering the coalition government's 'new' approach to curriculum design and knowledge: the matter of the discipline'. Geography, 97 (2), pp. 86-94.
Hope G. (2008) Thinking and Learning Through Drawing in Primary Classrooms. London: Sage.
Pickup, I. & Price, L. (2007), Teaching physical education in the primary school. A developmental approach. London: Continuum.
Swanwick, K. (2000) Music, Mind and Education. Routledge, London.
Taylor, P. (2000) The Drama Classroom; Action, Reflection, Transformation. London: Falmer.
Thompson, I. (Ed) (2010) Issues in Teaching Numeracy in Primary Schools Maidenhead: OUP
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| Study Abroad |
Not entered |
| Study Pattern |
Not entered |
| Keywords | interdisciplinarity, learner |
Contacts
| Course organiser | Ms Ann Macdonald
Tel: (0131 6)51 6430
Email: Ann.A.M.MacDonald@ed.ac.uk |
Course secretary | Miss Marzia Ballardin
Tel: (0131 6)51 6381
Email: Marzia.Ballardin@ed.ac.uk |
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