Undergraduate Course: Primary Studies 2 (EDUA08095)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 8 (Year 2 Undergraduate) |
Availability | Available to all students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | 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.
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| Course description |
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 |
Students MUST have passed:
Primary Studies 1 (EDUA08094)
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Information for Visiting Students
| Pre-requisites | None |
| High Demand Course? |
Yes |
Course Delivery Information
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| Academic year 2016/17, Not available to visiting students (SS1)
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Quota: 105 |
| Course Start |
Semester 2 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
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Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
196 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Written Assignment 1000 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 interdisciplinary 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.
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| Feedback |
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. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Demonstrate understanding of how knowledge production relates to learning and teaching in the primary context within each curriculum area
- Demonstrate understanding of theoretical underpinnings of models of multi disciplinary, interdisciplinary and transdisciplinary learning.
- Create a context for learning which draws on multi disciplinary, interdisciplinary and transdisciplinary models of learning and their relationship to national policy
- 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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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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Additional Information
| Graduate Attributes and Skills |
Students on this course will have knowledge of:
* Theories of learning
* Theories of pedagogy
* Theories of interdisciplinarity and transdisciplinarity
* How to assess children¿s learning in all curriculum areas
They will be able to:
* use scholarship to access and evaluate relevant professional literature
* demonstrate some originality and creativity in dealing with professional issues * analyse and compare approaches to pedagogy
* analyse and compare single discipline and interdisciplinary approaches
* communicate effectively with professional level peers
* understand how to plan for progression in learning
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| Study Abroad |
N/A |
| Keywords | interdisciplinarity,learner,progression in learning |
Contacts
| Course organiser | Dr Nicola Carse
Tel: (0131 6)51 6614
Email: Nicola.Carse@ed.ac.uk |
Course secretary | Miss Marzia Ballardin
Tel: (0131 6)51 6381
Email: Marzia.Ballardin@ed.ac.uk |
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