Module EDUM063 for 2021/2
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EDUM063: Primary Subject and Curriculum Studies (School Direct)
This module descriptor refers to the 2021/2 academic year.
Module Aims
The principal aims of the module are to:
- enable you to gain a comprehensive understanding of the background theory, issues and practice relating to current teaching of your chosen phase;
- support your development as a reflective and autonomous professional practitioner who is able to identify strengths and areas for development in your subject and curriculum knowledge;
- enable you to evaluate current professional practice in the context of developments in research and curriculum theory; and
- support you to meet the standards for Qualified Teacher Status as required by the National College for Teaching and Learning.
On successfully completing the programme you will be able to: | |
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Module-Specific Skills | 1. identify and evaluate educational concepts and issues related to the teaching of your chosen phase; 2. engage in critical debate about current educational issues drawing on evidence from theory, research and practice; 3. recognise pupils learning needs and interpret these learning needs in order to plan, teach, assess and evaluate lessons and schemes of work; 4. demonstrate confident academic and pedagogic subject knowledge to teach your chosen phase; 5. demonstrate secure understanding of the statutory requirements for teaching in schools in England; |
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. 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, 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 Subject and Curriculum Studies in the context of teaching in your chosen Primary phase in a school in England. Whilst the module’s precise content may vary from year to year, it is envisaged that key elements of the module will include:
- A subject knowledge audit at the start of the course linked to action planning for development of your subject and curriculum knowledge;
- Online learning resources including recorded lectures that will introduce you to topics relevant to your developing practice in the classroom, for example: behaviour management; pedagogy for teaching English as an Additional Language; working with Teaching Assistants; out of school learning; and working with other agencies.
- Directed tasks related to the content of the module and linked to your professional practice in school; and
- Seminars which create opportunities for you to explore, consolidate and deepen your understanding of these topics.
On the PGCE School Direct, 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 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 |
---|---|---|
78 | 222 | 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 | 10 | Completion of subject knowledge audits and writing action plans for development of subject and curriculum knowledge |
Scheduled Learning & Teaching activities | 48 | Interaction with online resources posted for the module in ELE that will include reading selected literature, accessing video clips and listening to recorded lectures |
Scheduled Learning & Teaching activities | 30 | Online seminars and follow up seminar activities |
Guided Independent Study | 40 | Completion of directed tasks related to module content |
Guided Independent Study | 172 | Independent reading and reflection, classroom observation and teaching experience while on placement in school |
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 |
---|---|---|---|
Written subject knowledge audits and action plans | 10 hours | 4,10,14 | Verbal and online feedback |
Completion of directed tasks | 36 weeks | 1-14 | Verbal and online feedback |
Written assignment related to literature | 1,500 words | 6-8, 12 | 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 |
---|---|---|---|---|
Essay | 100 | 6,000 words | 1, 2, 6-9, 12, 14 | Written |
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 |
---|---|---|---|
Essay | Resubmission of essay (6,000 words) | 1, 2, 6-9, 12, 14 | See reassessment notes below |
Re-assessment notes
If an assignment is deemed to be a Fail by the Exam Board, the mark obtained on resubmission will be capped at 50%. 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 Examination 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 Examination 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 University Link Tutor.
Note: if you choose the second option, the award of PGCE will be delayed until the Examination Board following any successful resubmission (this is normally held in December).
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.
Allen J, et al (2012) Primary ICT: Knowledge, Understanding and Practice. 5th edition. Exeter, Learning Matters/Sage.
Arthur J, Grainger T. & Wray D (2010) Learning to Teach in the Primary School. 2nd edition. London, Routledge.
Capel, Leask and Turner (2016) Learning to Teach in the Secondary School. 7th edition. London, Routledge.
Dymoke, S. (ed) (2013) Reflective Teaching and Learning in the Secondary School. 2nd Edition. London. Sage.
Ellis, V. (ed) (2013) Learning and Teaching in Secondary Schools. 5th edition. London. Sage/Learning Matters.
Fautley, M. and Savage, J. (2007) Creativity in Secondary Education. Exeter. Learning Matters.
Hayes D (2009) Learning and Teaching in Primary Schools. Exeter, Learning Matters/Sage.
Littledyke M, Ross K and Lakin L (2013) Science Knowledge and Environment. 2nd edition. London, David Fulton/Routledge.
Medwell J, et al (2012) Primary English: Knowledge and Understanding (6th Edition). Exeter, Learning Matters/Sage.
Mooney C, et al (2012) Primary Mathematics: Teaching Theory and Practice. 6th edition. Exeter, Learning Matters/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.
Proctor A, et al (2012) Learning to Teach in the Primary Classroom. London, Routledge.
Skinner, D. (2010) Effective Teaching and Learning in Practice. London. Continuum
Wallace B (2012) Teaching Thinking Skills across the Primary Curriculum. London, Routledge.
Wilson A (2009) Creativity in Primary Education. 2nd edition. Exeter, Learning Matters/Sage.