Undergraduate Course: Primay Studies 3 (EDUA10166)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Course type | Standard |
Availability | Not available to visiting students |
| Credit level (Normal year taken) | SCQF Level 10 (Year 3 Undergraduate) |
Credits | 20 |
| Home subject area | Education |
Other subject area | None |
| Course website |
None |
Taught in Gaelic? | No |
| Course description | This course builds upon students' learning across all the primary education and Educational Studies courses. To build upon the theoretical and practical understandings developed in Primary Studies 1 and 2, Primary Studies 3 places a strong emphasis on supporting students to make sense of their learning through practice and for practice. The Primary Studies 3 course and the Professional Experience and Practice Placement necessarily, both complement and synergise with each other. The year-long placement in schools combined with outreach and recall sessions offer rich opportunities to ensure that students can and do establish the meaningful, productive linkages across theory, research and practice, that are essential to critically informed teaching. To enable student teachers to make sense both of and for practice and to begin to embed the necessary enquiring disposition, this course focuses on developing understandings and practising the skills required for evidence-informed, analytical approaches to planning, teaching and assessing for progression.
Course Content:
Throughout this course, students will build on both their understandings of the need to adopt and develop an evidence-informed, analytical approach to planning for progression and their understandings of different teaching and learning approaches to promote progression within and across curriculum subjects. As an integral complement to the placement experience, this course will support the students to develop and begin to apply an enquiring approach to their planning, teaching, assessment of impact and evaluation of teaching.
Course input will therefore comprises two main interrelated components:
1. The emphasis is on understanding the purpose and processes involved in practice-based data collection and analysis to ascertain and evaluate the strategies learners employ; their metacognitive awareness of these strategies and the nature and extent of engagement and learning in learning interactions.
2. Specific input from curriculum specialists with a focus on both subject and pedagogical content knowledge will be designed to support students with their own learning and application in their practice. Where relevant, curriculum specialists will support student teachers' learning and practice through the exploration of how to teach a particular concept at CfE Level 2 (e.g forces in science)
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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 |
Course Delivery Information
| Not being delivered |
Summary of Intended Learning Outcomes
On completion of Primary Studies 3, and at a level appropriate to the third year of an undergraduate course, students will be able to:
-interrogate their own practice in ways that allow them to critically reflect on a) their practice and b) the impact it achieves on learners and learning;
-demonstrate that they have begun to explore effective ways to both identify and analyse the nature and extent of a) participation b) interaction and c) learning that actually occurs in the classroom within and across curricular areas;
-ascertain and systematically track the learning/application processes and strategies children employ and their metacognitive awareness of these, within and across curricular areas;
-use assessment for, of and in learning to inform planning for teaching and learning within and across curricular areas.
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Assessment Information
Assessment for Primary Studies Course 3 will be in two main parts, each comprising two components.
Part One will be completed in Semester 1.
Part Two will be completed in Semester 2.
Students must achieve 40% in both part 1 and part 2 of the assessment to achieve a pass.
Part One: Learning Profile of One Child (50% weighting, 1500 word equivalent)
Successful completion of Part One of the Primary Studies Course 3 assignment will involve engaging with, and applying to practice, the processes involved in systematic practitioner enquiry (e.g. data planning, collection and analyses that are fit for the purposes of deeply informing and evaluating practice and its impact on learners and learning).
Summative assessment (early December): Learning Profile of One Child
Students are required to gather and analyse a range of relevant data to enable them to construct a learning profile for one child. Students will gather and analyse data to ascertain, document, evidence and critically reflect upon the child's engagement with and progress within numeracy and mathematics. The profile will, in each of the curricular areas experienced within the period, include evidence and analysis of the strategies the children each have and use to engage in the learning experiences provided and their metacognitive awareness of these.
The submitted Learning Profile should include:
-a clear, informed rationale for the chosen data collection and analyses methods employed;
-a detailed summary of what the students have learned about the child's learning in numeracy and/or mathematics with direct links made to the data they have collected and analysed, to date;
-written, detailed proposals for next steps in
a) their own subject and pedagogical content knowledge of numeracy and mathematics
b) their own teaching to progress the child¿s learning in numeracy and/or mathematics.
-Using the information gained form the enquiry process into the child's numeracy and mathematical development and attainment, student will provide a written proposal of the key mathematical strategies/concepts they intend to teach, track and assess in the ensuing teaching block.
Part Two: Enquiry into the impact of an IDL project (50 % weighting, 2500 word equivalence)
Part Two of the assessment combines a poster and oral presentation. These are assessed as a single unit. A final grade will be given after the oral presentation and will take account of the poster submission and the content of the presentation.
Students will create and submit, at least 14 days in advance of the Oral Presentation, a poster to document their enquiry into the nature and extent of impact achieved, in at least 2 curricular areas within an IDL project.
The poster will include:
- a rationale, which will provide a critically informed exposition to justify and explain why the particular teaching & learning approach (i.e. multidisciplinary /transdisciplinary /interdisciplinary) adopted was considered to be the most effective way to progress learning in two curricular areas;
- an explanation of the enquiry processes undertaken and critical reflections on these;
- discussion of the nature and extent of impact achieved on learners and learning and the implications arising, drawing explicitly on analysis of the data
- a critically informed rationale for next steps.
Oral Presentation
Students will present their poster and engage in a professional discussion about both the enquiry process and the outcomes of the IDL project.
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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:
Hattie, J (2011) Visible Learning for Teachers: Maximizing Impact on Learning. London: Routledge.
Galton, M. (2007) Learning and Teaching in the Primary Classroom. London: Sage.
Gibbs, G. (2008) Analysing Qualitative Data. London: Sage
Thomson, P. (Ed) (2008) Doing Visual Research with Children and Young People. Oxon: Routledge
Curricular Reading List:
Baldwin, P (2009) School Improvement Through Drama. London: Continuum.
Cox, S. & Watts, R. (2007) Teaching Art and Design 3 ¿ 11: Reaching the Standards. London: Continuum International Publishing Group.
Erricker, C., Lowndes, J. & Bellchambers, E. (2010) Primary Religious Education - A New Approach: Conceptual Enquiry in Primary RE. London: Routledge.
Graham, G., Holt/Hale, S. & Parker, M. (2007) Children Moving: A Reflective Approach to Teaching Physical Education. New York, NY: McGraw Hill.
Hansen, A. (Ed) (2011) Children¿s Errors in Mathematics (2nd Edition) Exeter: Learning Matters
Moreland, J., Jones, A. and Barlex, B., (2008) Design and Technology Inside the Black Box: Assessment for Learning in the Design and Technology Classroom, London: GL Assessment.
Shehan-Campbell, P. (2008) Musician and Teacher. An orientation to music education. London: Norton.
Wright, R.J., Ellemor-Collins, D. and Tabor, P.D. (2012) Developing Number Knowledge London: Sage
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| Study Abroad |
Not entered |
| Study Pattern |
Not entered |
| Keywords | Not entered |
Contacts
| Course organiser | Ms Gillian Robinson
Tel: (0131 6)51 6426
Email: gillian.robinson@ed.ac.uk |
Course secretary | |
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