THE UNIVERSITY of EDINBURGH

DEGREE REGULATIONS & PROGRAMMES OF STUDY 2020/2021

Information in the Degree Programme Tables may still be subject to change in response to Covid-19

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DRPS : Course Catalogue : Moray House School of Education and Sport : Education

Postgraduate Course: Preparing for Teaching2: Level 2 Education (Middle Primary Years) (EDUA11286)

Course Outline
SchoolMoray House School of Education and Sport CollegeCollege of Arts, Humanities and Social Sciences
Credit level (Normal year taken)SCQF Level 11 (Postgraduate) AvailabilityNot available to visiting students
SCQF Credits20 ECTS Credits10
SummaryMeeting Children┐s Needs: Curriculum, Teaching and Assessment. In this course you will prepare for the complex role of teaching in the primary school. You will analyse Scottish educational policy and the interrelatedness of assessment, learning and teaching.
Course description This course is the second on-campus course studied by students on the PGDE Primary Education Programme. It aims to help students extend their academic and professional development as primary school teachers through analysis of curriculum, policy, pedagogy and assessment. Students are encouraged to engage in analysis of the role of a teacher in contemporary Scotland, considering contextual professional and political influences.

1) Central to the course is the development of students┐ understanding of current Scottish educational policy and professional guidelines associated to the role of a Scottish teacher. These contextual factors are critically examined and contrasted with the students developing professional stance towards pedagogy and assessment. Through workshops and guided peer learning opportunities we develop students┐ abilities to act as pedagogical thinkers, reflective practitioners and practitioner enquirers within the system of Scottish education.

2) Studies include Social Justice, Curriculum, Assessment and Active Professional. Within Professional Studies child development is considered in a holistic way by drawing on psychological, philosophical and sociological perspectives. The course acknowledges the impact of political and pedagogical influences on the role of the teacher and children┐s learning. Assessment and Curriculum models are introduced to develop understanding of contemporary educational policy. Curricular studies explore pedagogy and curricular knowledge (related to Scottish CfE Curricular Guidelines).

3) The course is timetabled in half-day blocks. Student learning time allocated to both Professional Studies and Curriculum classes will include a variety of learning opportunities including lectures, workshops, independent study, collaborative study, formative presentations and e-learning. Some Wednesday afternoons are set-aside for Professional Development Consultations, RME study time or Professional Studies classes. Some Fridays are designated as flexible study time or the time available is directed towards particular learning experiences. These experiences include introductory visits to placement schools, time set aside for formative presentations and collaborative learning experiences.



Entry Requirements (not applicable to Visiting Students)
Pre-requisites Co-requisites
Prohibited Combinations Other requirements None
Course Delivery Information
Academic year 2020/21, Not available to visiting students (SS1) Quota:  None
Course Start Full Year
Course Start Date 21/09/2020
Timetable Timetable
Learning and Teaching activities (Further Info) Total Hours: 200 ( Lecture Hours 25, Seminar/Tutorial Hours 50, Online Activities 3, Formative Assessment Hours 10, Programme Level Learning and Teaching Hours 4, Directed Learning and Independent Learning Hours 108 )
Assessment (Further Info) Written Exam 0 %, Coursework 100 %, Practical Exam 0 %
Additional Information (Assessment) Summative Assignment
4000 word essay analysis of Scottish educational policy and the interrelatedness of assessment, learning and teaching.

(All other info about maths presentations, Professional Development Portfolio etc. should be removed)
Feedback Students will be given the opportunity to present and discuss their developing understandings of Scottish educational policy and the interrelatedness of assessment, learning and teaching as it relates to the role of a teacher. Within Professional Studies a feed-forward /formative assessment opportunity will be given by way of a student-run poster session. This session will be timed in order to build on student┐s early explorations of the course and allow time for further exploration and development prior to submitting their course assignment.


No Exam Information
Learning Outcomes
On completion of this course, the student will be able to:
  1. Knowledge and Understanding: 1. Demonstrate extensive, detailed and critical knowledge and understanding of primary curriculum planning, teaching, assessment and evaluation of learning.
  2. Practice Applied Knowledge and Understanding: 2. Demonstrate a critical understanding of a range of specialised curricular approaches, concepts and lines of development in primary curriculum.
  3. Generic Cognitive Skills: 3. Apply critical analysis and synthesize the relationships between primary curriculum, teaching and assessment
  4. Communication, ICT and Numeracy Skills: 4. Consolidate and extend skills in educational academic writing and thinking
  5. Autonomy, accountability and working with others: 5. Exercise autonomy and initiative for professional learning within a community of enquiry
Reading List
Core Course Reading
Students are expected to be familiar with the following policy texts and academic readings. Additionally, current articles from academic and professional journals will be recommended during the course. More extended reading lists for individual stands are provided on the Programme website.

Generic Reading
Arthur, J., Grainger, T. & Wray, D. (2006) Learning to Teach in the Primary School, Abingdon, Routledge
Barnes, J. (2007) Cross ┐ Curricular Learning 3-14, London, Paul Chapman
Bell, S., Harkness, S. & White, G. (eds) (2007) Storyline: Past , Present and Future, Glasgow, Enterprising Careers
Pollard, A. (2008) Reflective Teaching (3rd edition) Evidence Informed Practice,
London, Continuum
Rogers. B. Classroom Behaviour (2002) London, Sage
Pollard, A. (ed) (2005) Readings for Reflective Teaching, London, Continuum
Wyse, D. (2006) The good writing guide for education students. London, Sage
Additional Information
Graduate Attributes and Skills The following skills and attributes will be developed over this course:
Research and Enquiry skills.
Personal and Intellectual Autonomy.
Communication.
Personal Effectiveness.
Additional Class Delivery Information Total hours: 200
Lectures 37 hours
Workshops: 94 hours
Formative Assessment: 6 hours
Directed Study/Independent learning: 63 hours
KeywordsPedagogy,Curriculum,Teaching,Assessment,Additional Support Needs,Interdisciplinary learning mod
Contacts
Course organiserDr Kevin Wright
Tel: (0131 6)51 6676
Email: kevin.wright@ed.ac.uk
Course secretaryMr Nadir Junco
Tel: (0131 6)51 6436
Email: Nadir.Junco@ed.ac.uk
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