Module EDUM065 for 2021/2
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EDUM065: Primary Education and Professional Studies (School Direct)
This module descriptor refers to the 2021/2 academic year.
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 directed tasks | 36 weeks | 1-4, 8-10, 12 | Verbal and online |
| Research study plan | 1,500 words | 4,5,8,10,12 | Written |
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 |
|---|---|---|---|---|
| Report on research study | 100 | 6,000 words | 4-12 | 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 |
|---|---|---|---|
| Report on research study | Report on research study (6,000 words) | 4-12 | 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) if there is sufficient time left to do this. 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 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.
Aubrey, K., & Riley, A. (2018). Understanding and using educational theories. SAGE.
Bryan H, Carpenter C and Hoult S. (2010) Learning and Teaching at M-Level: A guide for student teachers. London: Sage.
Fisher, R. (2005) Teaching Children to Learn. 2nd edition. Cheltenham. Nelson Thornes.
Fisher, R. (2005) Teaching Children to Think. Cheltenham. Nelson Thornes.
Grigg, R & Lewis, H (2019) Teaching Creative and Critical Thinking in Schools. London: Sage
Kyriacou C. (2018) Essential Teaching Skills. 5th edition Cheltenham: Nelson Thornes.
Pollard A. (2014) Reflective Teaching. 4th Revised edition. Bloomsbury Publishing PLC
Pritchard A. (2017) Ways of Learning: Learning Theories for the Classroom, 4th edition. London: Routledge/David Fulton.
Sewell K (ed). (2012) Doing Your PGCE at M-Level: A Guide for Students. 2nd edition. London. Sage
Skinner, D. (2010) Effective Teaching and Learning in Practice. London. Continuum
Sotto, E. (2007) When Teaching becomes Learning. 2nd edition. London. Continuum.
Wilson E. (2017) School-based Research: A Guide for Education Students. 3rd edition. London, Sage.
