Module EDUM061 for 2019/0
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EDUM061: Primary Teaching and Learning
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:
- acquiring a detailed understanding of research-inspired practice in primary education, largely based on the work of the Cambridge Primary Review Trust (as a springboard for further reading);
- developing skills in critically reflecting on your professional learning to deepen knowledge and understanding of theory, policy and research, and recognise the implications of this information for your own professional philosophy and for improving practice;
- understanding the roles and responsibilities of the primary school teacher, ways to support and inspire colleagues and approaches to school-based professional inquiry.
| 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 with particular reference to the work of the Cambridge Primary Review Trust 2. Deploy a range of personal and professional skills relevant to primary teaching and learning and justify solutions to various problems connected to primary education; 3. Demonstrate confident academic and pedagogic subject knowledge to teach across the curriculum 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 |
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 (group 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 words | 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 | 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%.
