Module EDUM053 for 2019/0
- 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 2019/0 academic year.
Module Aims
The module will focus on extending the breadth and depth of your understanding of primary education in several directions, in order that you can develop children’s learning and your own teaching 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
On successfully completing the programme you will be able to: | |
---|---|
Module-Specific Skills | 1. identify and evaluate educational concepts and issues related to primary teaching and learning; and engage in critical debate about current educational issues in primary schools drawing on evidence from theory, research and practice 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; |
Discipline-Specific Skills | 5. critically evaluate the relevance of educational theory 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 in educational studies; 9. use research data in support of an argument in education; |
Personal and Key Skills | 10. manage your own learning development; 11. learn effectively 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; 13. work productively in different kinds of teams (formal, informal, project based, committee 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 you to current thinking in primary education and develops your pedagogic and academic subject
knowledge in the wider field of primary education.
Key elements of the module include a seminar programme covering:
- Planning, teaching and assessment
- Behaviour management,
- Working with Teaching Assistants
- Transitions
- Creativity
- Art in the Curriculum
- Curriculum design
- Computers in Primary Education
- Safeguarding
- Working with Parents
- Being a Subject Leader and Performance Management
- Outdoor Education
- Writing at a Masters level
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 |
---|---|---|
51 | 249 | 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 | 33 | Practical classes and workshops: Pedagogy & theory workshops, Peer Teaching and Subject Support Groups |
Scheduled Learning & Teaching activities | 8 | Seminar Days |
Scheduled Learning & Teaching activities | 9 | Pathway activities |
Scheduled Learning & Teaching activities | 1 | Tutorials with academic tutor |
Guided Independent study | 40 | Reading set texts |
Guided Independent Study | 50 | Wider reading |
Guided Independent Study | 22 | Web based activities |
Guided Independent Study | 35 | Seminar/workshop prep/ follow-up |
Guided Independent Study | 12 | Peer-teaching activity preparation |
Guided Independent Study | 30 | Learning support group preparation |
Guided Independent Study | 60 | Coursework assignment preparation |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
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 | 1,000 words | 1, 10, 12-13 | Verbal (groups tutorial) |
Written assignment: Literature review Using research, policy & theory to explore a question. | 1,500 words | 1-2, 6-12,14 | 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 | 1-12, 14 | 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 (5,000 words) | 1-12, 14 | 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 PGCE Assessment, Progression and Awarding Committee (APAC) 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 PGCE Assessment, Progression and Awarding Committee with the fail mark. You will then be referred to the College level Assessment, Progression and Awarding Committee 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 Assessment, Progression and Awarding
Committee meeting following any successful resubmission (normally held in December).
If an assignment is deemed to be a Fail, the mark obtained on resubmission will be capped at 50%.
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.
Alexander, R. (ed) (2010) Children, their World, their Education: Final Report and Recommendations of the Cambridge
Primary Review. London: Routledge.
Arthur, J. & Cremin, T. (2014) Learning to Teach in the Primary School (Third Edition). London: Routledge.
Ashley, M. (ed) (1999) Improving Teaching and Learning in the Humanities. London: Fulton
Bates, J. (2011) Education Policy, Practice and the Professional. London: Continuum
Cooper, H. (ed) (2011) Professional Studies in Primary Education. London: Sage.
Cox, S. (2011) New Perspectives in Primary Education: Meaning and Purpose in Learning and Teaching. Maidenhead:
Open University Press.
Cox, S. & Watts, R. (eds.) (2007) Teaching Art and Design 3-11. London: Continuum.
Fisher, R. (2005) Teaching Children to Learn (2nd edition). London: Nelson Thornes.
Galton, M. (2007) Learning and Teaching in the Primary Classroom. London: Sage.
Harlen, W. & Qualter, A. (2014) The Teaching of Science in Primary Schools (Sixth Edition). London: David Fulton
Publishers.
Haylock, D. (2010) Mathematics Explained for Primary Teachers, 4th Edition. London: Sage Publications
Hennessy S. (1995) Music 7-11: Developing Primary Teaching Skills. London: Routledge
Martin, C. (2008) Primary Languages: Effective Learning and Teaching. Exeter: Learning Matters Ltd.
Fisher, R., Jones, S., Larkin, S., Myhill, D. (2010) Using Talk to Support Writing. London: Sage.
Hansen, A. (ed) (2010) Primary Professional Studies. Exeter: Learning Matters.
Pickup. I. & Price, L. (2007) Teaching Physical Education in the Primary School: a Developmental Approach. London:
Continuum