Undergraduate Course: PGDE Secondary Curriculum & Pedagogy (second subject) (EDUA11290)
|School||Moray House School of Education and Sport
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 11 (Year 5 Undergraduate)
||Availability||Not available to visiting students
|Summary||This Second Subject course is identical in nature to a single subject Curriculum and Pedagogy course (EDUA11289), the learning outcomes are the same. The difference lies in the time allocated to each individual subject area.
The overall objective of this course is to develop critically informed and confident teachers to meet the needs of our children and young people in the 21st Century professionals. This is achieved through core themes related to: curriculum; learning and teaching; research; equalities; diversity, values, sustainability and teacher identity. As this course is also nuanced by subject discipline so students will learn using a diverse range of pedagogical approaches appropriate to both of their subject disciplines to further develop their knowledge for their particular professional context.
This course is only for students undertaking a second subject (such as those students in Languages Education who are undertaking preparation to teach two languages), those in Design Technology whose subject is recognised nationally as having a double subject status, or for those students who opt for qualified teacher status in two teachable subjects. This course is a 36 hour course and taught alongside the PGDE Secondary Curriculum and Pedagogy Course. The extra time is an acknowledgement of an extra component - such as a second language. Thus, the learning and teaching and the learning outcomes are the same as for PGDE Secondary Curriculum and Pedagogy (EDUA11289). The students on this course are organised in subject discipline strands within this course and undertake most of their learning within these groups, although there are opportunities for interdisciplinary learning built into the schedule. The Learning Outcomes are generic for the course and are met within the subject discipline strands. The assessment for the course is a generic non-subject specific assessment undertaken by students on this course.
This course is informed by a core lecture programme. Concepts introduced within the lecture programme are developed further within discipline specific tutorial groups. A range of pedagogical approaches are employed within the tutorial groups including: direct teaching; individual tutorials; task based collaborative group work; learning in the outdoors; student presentations and student led teaching; micro teaching and whole group and small group discussion.
The core aim of this course is to prepares student teachers for placement and professional practice, therefore it engages students in subject teaching in the Scottish secondary school from S1 to S6. This course is structured to encourage all students to explore core contemporary themes through the lecture programme series and to critically and analytically engage with theories of teaching, learning and assessment. Students are expected to apply these theories to practice and critically reflect on the outcomes. In particular and building on that broad academic and theoretically applied basis, the course is designed to provoke students to critically consider their teaching practice as a way to reflect upon their own professional identity and values as a teacher in Scotland today.
Like all Level 11 courses within the School of Education, students are expected to engage extensively with, and make meaningful and purposeful use of a range of literature for both their subject disciplines., some of which they will source for themselves.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Course Delivery Information
|Academic year 2022/23, 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)
Directed Learning, Collaborative Working, Preparation of Presentations, Micro Teaching
|Assessment (Further Info)
|Additional Information (Assessment)
||The assessment for this course is summarised below:
1. Formative and feedforward assessment is set by subject discipline tutors and is related to lesson planning and delivery for example through micro teaching.
2. The summative assessment takes the form of a 4000 word assignment submitted as two parts;
Part 1 (2,000 words 50%) is a rationale for lesson planning and
Part 2 (2,000 words 50%) is a discussion of reflective and reflexive praxis.
||There are many formative assessment elements embedded in this course. These include for example, micro teaching, lesson and unit planning exercises and demonstration and analysis. Feedback comes in written and verbal commentary from the tutor and peers. The focus on lesson planning and justification of strategies which might be chosen in relation to teaching gives students opportunities to practice and to reflect critically on planning to teach. This is embedded progress towards the summative assessment task. Another, important element of formative assessment for the programme as a whole is the weekly online journal kept by students. This journal gives students the opportunity to reflect deeply and critically on elements of their learning, their reading and their placement experiences. Tutors comment on these journals, providing encouragement, information and formative feedback.
|No Exam Information
On completion of this course, the student will be able to:
- Demonstrate a critical understanding of the ways in which concepts of curriculum, pedagogical theories and approaches impact on learning and teaching.
- Critically consider and engage in the process of planning for teaching and learning across secondary school education taking account of subject disciplines and local and global educational contexts.
- Critically interrogate theories of learning, teaching and assessment within their subject disciplines and in the wider educational, social, cultural and political contexts of the secondary school community.
- Examine the values and ideologies explicit and implicit in academic research and policy literature and/or about Scottish education and beyond which relate to central contemporary educational issues such as inclusion, additional support needs, fairness, diversity, social justice and sustainability.
- Engage in reflective and reflexive praxis to ensure how, why and what we teach aligns with our individual and collective professional values and actions.
|Indicative Reading |
Arshad, R., Wrigley, T., & Pratt, L. (2019) Social Justice Re-Examined: Dilemmas and Solutions for the Classroom Teacher. Stoke-on-Trent: Trentham Books Ltd.
Bryce, T.G.K. et al. (2018) Scottish Education. 5th ed. Edinburgh: Edinburgh University Press.
Capel, S., Leask, M. and Younie, S. (2019) Learning to Teach in the Secondary School: a companion to school experience. London; New York: Routledge, Taylor & Francis Group.
Higgins, P. & Christie, B. (2018). Learning for Sustainability.. In Bryce, T.G., Humes, W.M., Gillies, D. & Kennedy, A. eds. Scottish Education (5th edition.) Edinburgh: Edinburgh University Press
Olsen, B. (2016) Teaching for success developing your teacher identity in today's classroom. New York, N.Y. : Routledge
Pritchard, A. (2008) Ways of Learning: Learning theories and Learning styles in the Classroom. David Fulton Books: Routledge.
Stibbe, A. (2015). Ecolinguistics : language, ecology and the stories we live by. London: Routledge, Taylor & Francis Group
Meyer, Oliver, Coyle, Do. (2017) ¿Pluriliteracies Teaching for Learning: Conceptualizing Progression for Deeper Learning in Literacies Development¿, European Journal of Applied Linguistics, 2017, Vol.5(2), pp.199-222.
|Graduate Attributes and Skills
|Course organiser||Ms Andrina Inglis
Tel: (0131 6)51 6446
|Course secretary||Mrs Kaiza Barbour
Tel: (0131 6)51 6571