Module EDUM053 for 2017/8
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EDUM053: Primary Teaching and Learning Contextual Studies (School Direct)
This module descriptor refers to the 2017/8 academic year.
Module Aims
The module will focus on extending the breadth and depth of your understanding of education in several directions, in order that you can develop children’s learning in a number of ways. These include:
- gaining a deeper understanding of new initiatives and policy in primary education;
- nurturing your development as a reflective and autonomous professional practitioner who is able to identify strengths and areas for development in subject knowledge and pedagogy, through evaluating current professional practice in relationship to developments in research and curriculum theory;
- enabling you to reflect critically on children’s learning and development, pedagogy and teachers’ roles and responsibilities in multi-professional contexts; and
- helping you to meet the ‘The Teachers’ Standards’ (2012) at a level acceptable for Qualified Teacher Status, and thus be in a very good position to gain employment as a primary teacher.
Each of these strands is developed throughout the module by practicing teachers and by a University academic.
| On successfully completing the programme you will be able to: | |
|---|---|
| Module-Specific Skills | 1. identify and evaluate educational concepts and issues related to the teaching of primary education; 2. recognise pupils learning needs in the Primary phase and interpret these learning needs in order to plan, teach, assess and evaluate lessons and schemes of work; 3. demonstrate confident academic and pedagogic subject knowledge to teach in Key Stage 1 and 2; 4. demonstrate secure understanding of the statutory requirements of the National Curriculum; 5. engage in critical debate about current educational issues about teaching drawing on evidence from theory, research and practice; |
| Discipline-Specific Skills | 6. critically evaluate the relevance of educational theory to practice; 7. synthesise relevant educational literature in support of an argument; 8. use appropriate technologies for data handling and writing in education; 9. present data and findings in a form appropriate in educational studies; 10. use research data in support of an argument in education; |
| Personal and Key Skills | 11. manage your own learning development; 12. learn effectively and be aware of your own learning strategies; 13. express ideas and opinions, with confidence and clarity, to a variety of audiences for a variety of purposes; 14. work productively in different kinds of teams (formal, informal, project based, committee based etc); and 15. think creatively about the main features of a given problem and develop strategies for its resolution. |
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 |
|---|---|---|---|
| Reading task: Research paper critique | 750 words | 1,11,13 | Verbal (groups tutorial) |
| Written assignment: Literature review Using research, policy & theory to explore a question. | 1,750 words | 1,3,4,5,7,11 | Written feedback |
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 |
|---|---|---|---|---|
| Written assignment: Research Based Enquiry | 100 | 5,000 | 1-15 | Written feedback |
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 |
|---|---|---|---|
| Written assignment: Research Based Enquiry | Written assignment: Research Based Enquiry | 1-15 | See notes below. |
Re-assessment notes
If a submitted assignment is deemed to be a Fail, you will be given feedback outlining what needs to be done to bring the assignment to a pass standard and one opportunity for resubmission will be allowed.
You can choose to resubmit a failed assignment ‘in year’ (i.e. before the final Exam Board in July). The resubmission would normally be made 4 weeks after receiving feedback on the first submission. Alternatively, you may opt to go to the Exam Board with the fail mark. You will then be referred to the Consequences Board who will confirm the conditions for resubmission of the work. Normally the resubmission should be by 1st September. You should discuss these options with your tutor.
Note: if you choose the second option, the award of PGCE will be delayed until the Exam Board following any successful resubmission (normally held in December).
If a written assignment is deemed to be a Fail by the Exam Board, the mark obtained on resubmission will be capped at 50%.
