Module EDUS2401: TEACHING AND LEARNING IN THE PRIMARY SCHOOL

Department: Education [Queen's Campus, Stockton]

EDUS2401: TEACHING AND LEARNING IN THE PRIMARY SCHOOL

Prerequisites

• Development and Learning in the Very Early Years (EDUS1581).

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• This module will encourage the study of children's learning in the primary school years and a critical approach to evidence and theories of learning and teaching.

Content

• The focus of this module will be upon the development of children's learning in the primary school years and how it may best be promoted.
• Indicative content:
• Models of learning: major theories (e.g. associationist, constructivist, social learning and information processing models) and their implications for teaching.
• Individual difference: concepts of ability and intelligence; learning styles; atypical development and special educational needs (including giftedness) and how schools assess and respond; notions of inclusion.
• The whole curriculum: curricular aims and social goals (e.g. citizenship; learning in a multicultural society).
• Learning and teaching: teacher professionalism; the standards debate and evidence on effective classrooms and schools; teaching for understanding.

Learning Outcomes

• By the end of the module the students will understand: the major theoretical explanations of learning and their implications for teaching;
• models of ability, intelligence and individual difference;
• the social context of learning and curricular aims;
• significant evidence about teaching and learning in the classroom

• think critically and independently;
• analyse, synthesise and evaluate primary and/or secondary data;
• critically analyse literature on a variety of contemporary education issues;
• construct and sustain a reasoned argument.

• communicate ideas, principles and theories effectively in a variety of ways;
• work effectively, both independently and as part of a team, on given tasks and activities;
• use Information and Communications Technology in a variety of ways;
• manage time and work to deadlines.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• The module is taught using lectures, seminars and directed group work
• Students attend weekly lectures. Seminars and directed group work alternate in a fortnightly pattern for groups. Lectures and seminars last 1 hour; 2 hours are allocated to group work.
• The module is assessed by a 2,000 words essay worth 40% of the overall module mark and an exam at the end of term three worth 60% of the overall module mark.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Presentations and discussions in seminar groups

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University