Module EDUM036 for 2019/0
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EDUM036: Secondary Education and Professional Studies
This module descriptor refers to the 2019/0 academic year.
Module Aims
The principle aims of the module are to:
- enable you to gain an understanding of a range of contemporary education policies and issues, theory and practice;
- support you in reflecting critically on children’s learning and development, pedagogy and teachers’ roles and responsibilities; and
support you to meeting the Teachers’ Standards (for Qualified Teacher Status).
On successfully completing the programme you will be able to: | |
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Module-Specific Skills | 1. identify and evaluate educational theories and policies and to engage in critical debate about current issues, drawing on evidence from theory, policy, research and practice; 2. understand theories of pedagogy, learning and development, and consider how these can inform professional practice; 3. demonstrate confident academic and pedagogic knowledge to teach at Secondary level; 4. demonstrate secure understanding of the statutory requirements of the National Curriculum and other policies relevant to teaching in Secondary schools |
Discipline-Specific Skills | 5. critically evaluate the relevance of educational theories to practice; 6. synthesise relevant educational literature in support of an argument; 7. use appropriate technologies for data handling and writing in education; 8. present data and findings in a form appropriate for educational contexts; 9. use research data in support of an argument in education (including government reports). |
Personal and Key Skills | 10. manage your own learning development and evaluation of your learning; 11. learn effectively both independently and co-operatively, and be aware of your own learning strategies; 12. express ideas and opinions, with confidence and clarity, to a variety of audiences for a variety of purposes with rational argument based on relevant and reliable ; 13. work productively in different kinds of teams (formal, informal, project based, etc); and 14. think creatively about the main features of a given problem and develop strategies for its resolution. |
Module Content
Syllabus Plan
The module introduces students to current thinking in Education and Professional Studies and develops students’ curricular, pedagogic and academic subject knowledge in the field of Secondary education. Whilst the module’s precise content may vary from year to year, it is envisaged ey elements of the module will include:
• Lecture Programme: This covers the policies, theories and practice that apply to all teachers in secondary education. This is largely delivered online.
• Subject Specific Follow Up Seminars: These sessions give you an opportunity to build on the content of the lectures in a subject specific manner.
• Seminar Days: Five days when students return to the university to share school-based work experiences and develop the links between the theoretical and practical aspects of teaching.
On the Secondary PGCE, you will learn and reflect on the skills and knowledge required by the programme’s credit-bearing and non-credit bearing modules throughout the year. You will need to think about the modules in relation to each other. To facilitate this, the learning and teaching activities and guided independent study described below are scheduled to occur across all three terms both in the context of your university taught course and in the context of your 24 weeks of applied professional experience in schools.
Learning and Teaching
This table provides an overview of how your hours of study for this module are allocated:
Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
---|---|---|
99 | 201 | 0 |
...and this table provides a more detailed breakdown of the hours allocated to various study activities:
Category | Hours of study time | Description |
---|---|---|
Scheduled Learning & Teaching activities | 24 | Lecture Programme |
Scheduled Learning & Teaching activities | 18 | Subject Specific Follow Up Seminars |
Scheduled Learning & Teaching activities | 13 | Seminar Days |
Scheduled Learning & Teaching activities | 20 | Professional Studies seminars in Spring and Summer terms. |
Scheduled Learning & Teaching activities | 24 | EPS Tasks |
Guided Independent Study | 201 | Independent Study |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
See PGCE Secondary Education and Professional Studies course on ELE (http://vle.exeter.ac.uk/ )
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.
Bryan, H., Carpenter, C. and Hoult, S. (2010) Learning and Teaching at M-Level: A guide for student teachers . London, Sage.
Capel, Leask and Turner (2016) Learning to Teach in the Secondary School. 7th edition. London, Routledge.
Denby, Butroyd, Swift, et al. (2008) Masters Level Study in Education: A Guide to Success. 3rd edition. Milton Keynes. Stanley Thornes.
Dymoke, S. (ed) (2013) Reflective Teaching and Learning in the Secondary School. 2nd edition. London. Sage.
Ellis, V. (ed) (2013) L earning and Teaching in Secondary Schools. 5th edition. London. Sage/Learning Matters.
Fautley, M. and Savage, J. (2007) Creativity in Secondary Education . London. Sage/Learning Matters.
Fisher, R. (2005) Teaching Children to Learn. 2nd edition. Cheltenham. Nelson Thornes.
Fisher, R. (2005) Teaching Children to Think . Cheltenham. Nelson Thornes.
Kyriacou, C. (2007) Essential Teaching Skills. 3rd edition. Cheltenham. Nelson Thornes.
Mercier, Philpott, and Scott (2013) Professional Issues in Secondary Teaching. London. Sage.
Petty, G. (2009) Teaching Today A Practical Guide. 4th edition. Cheltenham. Nelson Thornes.
Pritchard, A. (Nov. 2013) Ways of Learning: Learning Theories and Learning Styles in the Classroom. 3rd edition London. Routledge/David Fulton.
Skinner, D. (2010) Effective Teaching and Learning in Practice. London. Continuum
Sotto, E. (2007) When teaching becomes learning. 2nd edition. London. Continuum.
Wilson, E. (2009) School-based Research: A Guide for Education Students. London, Sage.