Module EDUM033 for 2016/7
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EDUM033: Primary Curriculum Studies
This module descriptor refers to the 2016/7 academic year.
How this Module is Assessed
In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.
Formative Assessment
A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Three Subject Knowledge Diagnostic Audits (English, Mathematics & Science) Personal action plans produced to address areas of weakness. The action plans are monitored by academic and school based mentors. | Science - 120 question audit (Sharp & Bryne (2007) English - four sections: Textual Analysis (fiction and poetry); Non-fiction; Phonics; Grammar. Mathematics: Self-assessment questions in Haylock (2010) | 3,4,5,6,8,9,11 | The first audits for English, Mathematics and Science are in September and scores recorded and action plans produced and signed by an academic tutors. The second audits are at the end of the Autumn term which is put into your Individual Development Portfolio together with an action plan if necessary. |
| Formative subject directed tasks | 1,000 words | 1,2,4,5,6,8,9,1011 | Peer seminar discussion |
| Framework Task: ML Personalised action plan developed in collaboration with the school mentor | 20 hours | 1,2,3,4,5,6,7,8,9,10,11 | UVT moderation |
| Framework Task: PE Personalised action plan developed in collaboration with the school mentor | 20 hours | 1,2,3,4,5,6,7,8,9,10,11 | UVT moderation |
Summative Assessment
A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
...and this table provides further details on the summative assessments for this module.
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Portfolio of evidence with critical reflection on professional learning and development | 100 | Portfolio to be developed during the 36 weeks of the programme to provide evidence of achievement of the professional standards required by the NCTL for QTS. There is no stipulated length. | 1-11 | Pass/Fail indicated by Final Summative Report |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
Re-assessment
Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Portfolio of evidence with critical reflection on professional learning and development | Portfolio of evidence with critical reflection on professional learning and development | 1-11 | See note below. |
Re-assessment notes
The Professional Learning and Curriculum Studies modules are designed to allow you to manifest attainment of the teachers’ standards. As these modules are assessed concurrently, in the same work placement context, and with regard to some shared intended learning outcomes, a referral or deferral in either module will necessitate a referral or deferral in both.
If a submitted portfolio is deemed to be a Fail, you will be given feedback outlining what needs to be done to bring the portfolio to a pass standard and one opportunity for resubmission will be allowed, based on an additional school placement if this is confirmed by the Consequences Board following the Examination Board for the PGCE Primary programme.
The resubmission would normally be made at the end of the additional placement.
Indicative Reading List
This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.
Basic reading:
English texts
Bearne, E. and Wolstencroft, H. (2007), Visual Approaches to Teaching Writing: Multimodal Literacy 5-11. London: Sage.
Fisher, R., Jones, S., Larkin, S., Myhill, D. (2010) Using Talk to Support Writing. London: Sage.
Johnston, R. and Watson, J. (2007), Teaching Synthetic Phonics. Exeter: Learning Matters.
Medwell, J., Moore, G., Wray, D. and Griffiths, V. (2012), Primary English Knowledge and Understanding(Achieving QTS Series)6th Edition. Exeter: Learning Matters.
Medwell, J., Wray, D., Minns, H. , Griffiths, V., Coates, E., (2012) Primary English: Teaching Theory and Practice (Achieving QTS Series) 6th Edition. Exeter: Learning Matters.
Riley, J. (2006), Language & Literacy 3-7: Creative Approaches to Teaching. London: Sage
Science texts
Hollins, M. & Whitby, V. (2001) Progression in Primary Science (Second Edition). London: David Fulton Publishers
Harlen, W. & Qualter, A. (2004) The Teaching of Science in Primary Schools (Fifthourth Edition). London: David Fulton Publishers.
Dunne, M. & Peacock, A. (Eds.2012) Primary Science: A Guide to Teaching Practice. London: Sage Publications Ltd.
Sharp, J. et al. (ed. 2004) Developing Primary Science. Exeter: Learning Matters Ltd.
Sharp, J. & Bryne (2007)Primary Science Audit and Test , Exeter: Learning Matters Ltd
Mathematics texts
Haylock, D. (2010) Mathematics Explained for Primary Teachers, 4th Edition. London: Sage Publications
Thompson, I. (ed) (2010) Issues in teaching numeracy in primary schools. Maidenhead: Open University Press
Haylock, D. & Cockburn, A.D. (2009)Understanding Mathematics for Young Children
A Guide for Foundation Stage and Lower Primary Teachers, Third Edition. London: Sage
Tucker, K. (2010) Mathematics Through Play in the Early Years, Second Edition. London: Sage
Hansen, A. (ed) (2011) Children’s Errors in Mathematics (2nd edition) Understanding Common Misconceptions in Primary School. Exeter: Learning Matters.
Humanities texts
Ashley, M. (ed) (1999) Improving Teaching and Learning in the Humanities. London: Fulton
Brown, A. and Seaman, A (2001) Feeding Minds and Touching Hearts: Spiritual Development in the Primary School. The National Society
Catling, S. & Willy, T. (2009) Teaching Primary geography. Exeter: Learning Matters
Cooper, H. (2007) History 3-11: a guide for teachers. London: David Fulton
Art texts:
Blake, Q. & Cassidy, J. (1999) Drawing for the Artistically Undiscovered. Palo Alto: CA: Klutz.
Cox, S. & Watts, R. (eds.) (2007) Teaching Art and Design 3-11. London: Continuum.
Key, P. & Stillman, J. (2009) Teaching Primary Art and Design. Exeter: Learning Matters.
Watt, F. (2009) The Usborne Complete Book of Art Ideas. London: Usborne.
Music texts
Hennessy S. (1995) Music 7-11: Developing Primary Teaching Skills. London: Routledge
Young. S. & Glover. J. (1998) Music in the Early Years. London: Falmer Press
MFL texts
Martin, C. (2008) Primary Languages: Effective Learning and Teaching. Exeter: Learning Matters Ltd.
Jones, J. and Coffey, S. (2006) Modern Foreign Languages 5-11: a guide for teachers. Exeter: David Fulton
Sharpe, K. (2001) Modern Foreign Languages in the primary school. London: Kogan Page
PE texts
Pickup. I. & Price, L. (2007) Teaching Physical Education in the PrimarySchool: a Developmental Approach. London: Continuum
Gerald Griggs ( 2012) An Introduction to Primary Physical Education. London: Routledge
Web based and electronic resources: see PGCE Primary Core Curriculum Studies page on ELE (http://vle.exeter.ac.uk/)
