Postgraduate Course: Subject specialism: Nursery and Primary Curricular Areas (2) (EDUA11380)
|School||Moray House School of Education and Sport
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
||Availability||Not available to visiting students
|Summary||Across the span of a teaching career, teachers are required to develop, progress and deepen their knowledge of the learning process along with their knowledge of the curriculum. Building on knowledge and understanding developed in previous courses, particularly Subject specialism: Nursery and Primary Curricular Areas (1), Understanding the Nature of Knowledge and the Curriculum and complementing Assessing What Matters, this course further examines a range of pedagogies and continues to discuss the matter of subject knowledge relevant to teaching within and across the nursery and primary stages, and in the broad general education phase in early secondary.
Informed by understanding developed during site based learning in Year 1, the relationships and tensions between subject knowledge and pedagogic content knowledge will be further explored as will the relationship between disciplinarity and interdisciplinarity. The pedagogical focus will be contextualised within curricular areas such as PE, Science and Computer Science but, as the programme will reflect priority subjects in Scotland, the curricular focus will change in response to national demands and institutional expertise.
This course builds on Subject Specialism: Nursery and Primary Curricular Areas (1), providing an opportunity for students to further enhance their ability to make theory-practice connections, acknowledging that learning to teach is an iterative process requiring deep and progressive intellectual and practical engagement.
The conceptual underpinnings of this course align closely with those of the 'Developing Teacher Professionalism' course: self and others; teacher as inquirer; teacher as pedagogical expert and teacher as learner. As part of this course, students will be encouraged to continue to develop and engage in subject specialism professional learning networks and relevant, professional learning opportunities provided by schools and local authorities from the earliest opportunity, to enhance the learning introduced in this course as research highlights that the knowledge and skills required to teach are extensive (Smith, 1997; Darling-Hammond, 2006; Burn, Hagger and Mutton, 2015). It is unlikely, and arguably undesirable, to assume that any initial teacher education programme will be able to equip becoming teachers with every aspect of subject knowledge and pedagogy required to teach every aspect of a curriculum. Developing understanding of subject content in context and, importantly, developing an understanding of the learning process along with how to apply a range of pedagogies will, however, enable the confident enactment of teaching within and across curricular, subject areas. It will also prepare students to become lifelong professional learners.
Drawing on a constructivist model of teaching and learning throughout the sessions, this course will ask students to:
- continue to interrogate the place of teachers' subject knowledge in the learning process;
- investigate the concept of interdisciplinarity across the curriculum;
- adopt the role as leaders of learning by engaging in peer teaching (topic to be negotiated with the course tutor)
This course will be taught principally through seminar activities, likely organised as 2 whole group and 4 small group sessions, and school/community based activities. In preparation for each session, students will be required to engage in a critical reading of academic, policy and/or professional texts.
Learning in the site of the school/community will be interwoven with learning in the university site, enabling students to actively and confidently consider how curriculum and pedagogy shapes the lives and outcomes of children and young people.
This course follows on from Subject specialism: Nursery and Primary Curricular Areas (1).
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 10,
Programme Level Learning and Teaching Hours 2,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||This course will be assessed by a reflective commentary, based on the Subject specialism: Nursery and Primary Curricular Areas (1) project, in which the students will identify their strengths and weaknesses as becoming teachers.
This commentary may be written or presented in an alternative medium, as negotiated with the course organiser (Summative assessment, 100% of grade).
||Students will be required to actively engage in formative feedback conversations with peers, school and university tutors throughout the duration of the course and school site learning.
|No Exam Information
On completion of this course, the student will be able to:
- Informed by policy, theory and practice, demonstrate enhanced knowledge and critical understanding of the content of nursery and primary curricula
- Apply a widening range of nursery and primary pedagogies and evaluate their success systematically, in relation to the intended aims
- Develop and demonstrate original and creative responses to planning, teaching, assessing and evaluating
- Take increasing responsibility for own work and the sourcing of materials for themselves and for peer/school colleagues
- Analyse their learning on this course in relation to relevant core concepts of social justice, sustainability, global perspectives, digital and statistical literacies and professional inquiry skills.
|General Topics in Scottish Education|
Scottish education: beyond devolution (Bryce and Hume)
Scottish education: post-devolution (Bryce and Hume)
Education studies: essential issues (Bartlett and Burton)
Introduction to Education Studies (Bartlett and Burton)
Professional issues for primary teachers (A Browne, D Haylock ¿ 2004)
Reports on Scottish Education
Improving Scottish education
Success for all: target setting within individualised educational programmes : a handbook for schools and education authorities
Teaching Scotland's Future - Report of a review of teacher education in Scotland
Fifty modern thinkers on education: from Piaget to the present day - Liora Bresler, David Cooper, Joy Palmer, 2001
Darder, A., Mayo, P. and Paraskeva, J. eds., 2017. International critical pedagogy reader. Routledge.
Darder, A., Baltodano, M. and Torres, R.D. eds., 2003. The critical pedagogy reader (p. 1). New York: RoutledgeFalmer.
Ladson-Billings, G., 2021. Culturally relevant pedagogy: Asking a different question. Teachers College Press.
Hooks, B. Teaching to Trangress
Promoting children's learning from birth to five: developing the new early years professional (A Anning, A Edwards ¿ 2006)
Educating the whole child: cross-curricular skills, themes, and dimensions (Siraj-Blatchford)
Reflective teaching in schools (Pollard)
Grigg, R., 2016. Big Ideas in Education: What every teacher should know. Crown House Publishing Ltd.
Teaching Today (Petty)
Learning to teach in the primary school (Burnet and Cremin)
Resolving behaviour problems in your school: a practical guide for teachers and support staff (Lee, 2007)
Getting the buggers to behave (Cowley, 2020)
How to manage children's challenging behaviour (Rogers, 2009)
Effective behaviour management in the primary classroom (Shelton and Brownhill, 2008)
Better learning, better behaviour (Head, 2005)
Behaviour for Learning: Promoting Positive Relationships (Ellis and Tod, 2018)
Hacking School Discipline: 9 Ways to Create a Culture of Empathy and Responsibility Using Restorative Justice: 22 (Maynard and Weinstein, 2019)
|Graduate Attributes and Skills
||Upon completion of this course, students will have the opportunity to make progress in developing the ability to:
Knowledge and understanding
1. have substantive pedagogical breadth of subject knowledge in nursery/primary education, together with the ability to teach across the P5 / S3 transition phase;
Skills and abilities in Research and Enquiry
2. analyse facts and situations and apply creative thinking to develop the appropriate solutions;
Skills and abilities in Personal and Intellectual Autonomy
3. think independently, exercise personal judgment and take initiative;
Skills and abilities in Communication
4. persuade, negotiate and influence others and
Skills and abilities in Personal Effectiveness
5. formulate, evaluate and apply evidence-based solutions and arguments
|Keywords||curriculum,pedagogy,nursery,primary,broad general education
|Course organiser||Dr Geetha Marcus
|Course secretary||Miss Annabelle MacInnes
Tel: (0131 6)51 7761