Postgraduate Course: Curriculum Plus 2 (Cross-cutting themes in secondary school classrooms) (EDUA11291)
|Moray House School of Education
|College of Humanities and Social Science
|Credit level (Normal year taken)
|SCQF Level 11 (Postgraduate)
|Not available to visiting students
|There are five strands to this course (four of which run each year) and students choose one of them. The five options are; EAL for classroom teachers; learning in the Outdoors; understanding adolescent behaviours; Critical Literacies; and Philosophy for Children
The detail of what will be studied is outlined in the different course strand course booklets. The focus of the teaching is application of theory to classroom practice - whether the classroom has walls or not.
The five 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
Entry Requirements (not applicable to Visiting Students)
Course Delivery Information
|Academic year 2017/18, 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)
Collaborative Learning, Reading Groups, Planning Presentations, Micro Teaching
|Assessment (Further Info)
|Additional Information (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 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 on this course is given through a feedforward task and through other classroom based activities. Feedback will come from tutor and peers, some written and some verbal.
|No Exam Information
On completion of this course, the student will be able to:
- Teaching, learning and assessment. Students will: 1. Critically appraise and evaluate theories of learning and teaching.
- Curriculum. Students will: 1. Critically appraise and evaluate curricular arrangements for the different stages of secondary school education.
- 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.
- Research. Students will: 1. Read and respond critically and analytically to research in education (academic texts and articles from a wide range of sources).
|Beames, S., Higgins, P., & Nicol, R. (2011). Learning outside the classroom. New York: Routledge.
Janks, H. (2009). Literacy and Power. New York: Routledge-Taylor and Francis, New York.
Leung, C. (2007a). Integrating school-aged ESL learners into the mainstream
curriculum. In J. Cummins & C. Davison (Eds.), The international handbook of
English Language Teaching (pp. 249-269). New York: Springer
|Graduate Attributes and Skills
|1.This course prepares students to engage critically and analytically with current areas of development in learning and teaching in secondary schools and with broader issues and problematised areas in education.
2.Students on this course work collaboratively to design creative and effective approaches to meet the challenges of working with children and young people in the 21st Century classroom.
3.Students are taught to reflect, using appropriate theoretical models of reflective practice on their own practice and their own situated thinking; and to respond reflexively in order to improve learning and teaching. This often means making in-practice decisions in complex situations
4.Student teachers on this course develop the necessary skills to communicate effectively with a range of audiences from children to their professional colleagues, parents and other adults with professional responsibilities for children and young people, adapting communication appropriately to context and purpose.
5. Students must demonstrate their ability to use research papers which include graphical or numerical data to support their understanding of educational issues and to interpret and uses this data accurately and critically.
6.Student teachers on this course work collaboratively with peers and tutors. They learn to take the initiative, to demonstrate leadership and to take responsibility for their professional development as a teacher. Through a blend of tutorial tasks and their practice experience students develop the ability to think their way critically through complex , diverse perspectives and make ethically sound and well informed decisions which stem from their developing understanding of intra and inter personal skills as well as their sound professional knowledge of learning and teaching. .
|PGDE secondary behaviour literacies outdoor learning EAL Philosophy for Children
|Mrs Lynne Pratt
Tel: (0131 6)51 6425
|Miss Ifigeneia Kyriakoglou
Tel: (0131 6)51 6436