THE UNIVERSITY of EDINBURGH

DEGREE REGULATIONS & PROGRAMMES OF STUDY 2022/2023

Timetable information in the Course Catalogue may be subject to change.

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

Undergraduate Course: Primary Studies 3: Learning Through and For Practice (Gaelic) (EDUA10189)

Course Outline
SchoolMoray House School of Education and Sport CollegeCollege of Arts, Humanities and Social Sciences
Credit level (Normal year taken)SCQF Level 10 (Year 3 Undergraduate) AvailabilityNot available to visiting students
SCQF Credits20 ECTS Credits10
SummaryTo 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. 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 description 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, and assessment of impact and evaluation of teaching.

Course input 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)
Entry Requirements (not applicable to Visiting Students)
Pre-requisites Co-requisites
Prohibited Combinations Other requirements None
Additional Costs Costs incurred for travel to and from Edinburgh, and accommodation in Edinburgh for the duration of the three recall weeks.
Course Delivery Information
Academic year 2022/23, Not available to visiting students (SS1) Quota:  10
Course Start Full Year
Timetable Timetable
Learning and Teaching activities (Further Info) Total Hours: 200 ( Lecture Hours 10, Seminar/Tutorial Hours 40, Feedback/Feedforward Hours 1, Programme Level Learning and Teaching Hours 4, Directed Learning and Independent Learning Hours 145 )
Assessment (Further Info) Written Exam 0 %, Coursework 100 %, Practical Exam 0 %
Additional Information (Assessment) Formative Assessment
Evidence based learning profile for 2 children 65% + professional discussion based on the profile 35%

Summative Assessment
Written Assignment (2000 words) 55%
Oral Presentation 45%
Feedback There are two scheduled opportunities for students to be offered formative feedback/feedforward.
1. Students will plan, gather and analyse evidence of learning and learning-in-action to create a learning profile for each of two children. Formative feedback and feedforward will be offered as an integral part of at least two the meetings involving the student, a university tutor and classteacher and/or school mentor. These meetings are scheduled to take place regularly during the Yr 3 Professional Experience in Practice experience in a primary school.
2. Based upon the summative Written Assignment received and marked prior to the summative Oral Presentation, Formative Feedforward will be offered to students to support their preparation for the summative Oral Presentation assessment.
No Exam Information
Learning Outcomes
On completion of this course, the student will be able to:
  1. Interrogate their own practice in ways that allows them to critically reflect on a) their practice and b) the impact it achieves on learners and learning
  2. 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
  3. Ascertain and systematically track the learning/application processes and strategies children employ and their metacognitive awareness of these, within and across curricular areas
  4. Use assessment for, of and in learning to inform planning for teaching and learning within and across curricular areas
  5. Demonstrate an understanding of the impact for planning teaching, learning and assessment of teaching curricular areas through the medium of Gaelic.
Reading List
REQUIRED READING
The following units from the core text for PEP3 and PS3 :
Cremin, T. and Arthur, J. (2014) Learning to Teach in in the Primary School. Oxon:Routledge
Unit.2.2 + Unit 2.3 + Unit 3.6 + Unit 4.4 + Unit 5.1
Hayward, L. and Spencer, E. (2014) Assessment for Learning from Mike Carroll and Margaret McCulloch (eds) Understanding teaching and learning in primary education. London:Sage
Serafini, F. (2000) Three paradigms of assessment : Measurement, procedure, and inquiry. The Reading Teacher Vol. 54 No4 pp384-393

REQUIRED READING Numeracy and Mathematics Texts (particularly for Assignment 1) :
Hunt, Jessica (2015) 'How to better understand the diverse mathematical thinking of learners' Australian Primary Mathematics Classroom Vol.20(2), p.15(7)
Robert J. Wright, David Ellemor-Collins, Pamela D. Tabor. (2012) Developing number knowledge : assessment, teaching & intervention with 7-11 year olds London: Sage (core reading pp 5-23, rest of the book for reference)

REQUIRED READING for other areas of curriculum : to be issued on Learn

RECOMMENDED READING
Carroll, M. and McCulloch, M. (eds) (2014)Understanding teaching and learning in primary education. London:Sage
Tarrant, P and Holt, D. (2016) Metacognition in the Primary Classroom. Oxon:Routledge
Specific Numeracy and Mathematics Texts :
Robert J. Wright, Jim Martland, Ann K. Stafford (2006) Early numeracy: assessment for teaching and intervention (2nd edition) London: Paul Chapman (recommended for reference)
Robert J. Wright, Garry Stanger, Ann K. Stafford, Jim Martland (2014) Teaching number in the classroom with 4-8 year olds (2nd edition) London: Paul Chapman (recommended for reference)

RECOMMENDED READING for for other areas of curriculum : to be issued on Learn
Additional Information
Graduate Attributes and Skills Exercise autonomy and initiative in professional activities.
Communicate effectively with professional level peers, colleagues and parents.
Enquiring Disposition: professionally engage in and actively develop critically informed, evidence-informed, reflective practice.
KeywordsMetacognitive awareness,assessment for learning,identifying and tracking progress
Contacts
Course organiserMiss Fiona Bowie
Tel: (0131 6)51 6429
Email: fiona.bowie@ed.ac.uk
Course secretaryMiss Lorraine Nolan
Tel: (0131 6)51 6571
Email: Lorraine.Nolan@ed.ac.uk
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