Module EDUC41120: Developing Pedagogy and Curriculum

Department: Education

EDUC41120: Developing Pedagogy and Curriculum

Prerequisites

• Module 1 and 2.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To offer a genuine challenge to students to enhance their existing pedagogical content knowledge, for example by trying new teaching strategies and approaches; or teaching outside their most “comfortable” specialist subject
• To foster a sense of increasing security in pedagogic practices
• To develop a knowledge and understanding of the role and place of curricula in pedagogy

Content

• This module relates to phase 2 of the MTL programme as one of the four 20 credit modules comprising phase 2 as described in the National Framework. The overall aim of this phase is ‘to broaden and progressively embed the participant’s professional attributes, knowledge, skills and understanding through expert input, enquiry and the use of evidence within their own context’ (National Framework).
• The emphasis here is on subject knowledge for teaching and curriculum development, such that students will further develop their pedagogical content knowledge.
• The module builds on achievements in phase 1. As well as core provision for all participants, phase 2 provides personalised learning opportunities in relation to each of the four content areas: teaching and learning, assessment for learning; subject knowledge for teaching, curriculum and curriculum development; inclusion, how children and young people develop and learn and the management of their behaviour; leadership and management working with others.
• Pedagogical content knowledge (PCK) will be introduced as a way of understanding teacher activity. Students will be encouraged to perceive PCK as comprising knowledge of curriculum, knowledge of assessment, knowledge of students’ understandings of a subject, knowledge of instructional strategies and a teacher’s orientations / attitudes towards his/her subject. To help students apply this model to practice, they will be asked to collect information through lesson plans, schemes of work, curriculum documents and lesson observations to enable completion of a “CoRe” – a Content Representation

Learning Outcomes

• a command of their subject, specialism or curriculum area in professional practice (LO2)
• A systematic understanding of research, national frameworks and practical knowledge in relation to the four content areas (see MTL Framework) drawn on appropriately to develop their practice (LO3)

• An ability to critically reflect on and analyse the impact of this understanding on outcomes for children and young people through their developing practice as classroom teachers and in their other professional roles (LO4)

• An open and questioning mindset in developing professional practice (LO12)

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

• There will be HEI input from tutors through lectures, seminars and workshops. Lectures will be used to launch the module and introduce the students to new material relevant to the module topic. They will provide input on research and national frameworks relevant to the four content areas... The associated seminars and workshops will help students to reflect on and analyse the impact of their understanding on outcomes for children and young people through their developing practice. They will be introduced to the idea of a “CoRe” – a Content Representation.
• Students will also receive one-to-one in-school support from coaches. HEI tutors will visit schools to provide extra support in the work context. Participants will also engage in directed and independent study and school-based tasks.
• Assessment is by written work of 3,500 words.
• The requirement to produce a ‘Content Representation’ analysing the teaching of a specific subject specialist topic will demonstrate both subject specific knowledge (LO2), critical reflection (LO4) and understanding of research (LO3) . The accompanying supporting commentary and appendices will require an open and questioning mindset (LO12)
• Role of school-based coach
• To aid the student in collecting material that can be used to complete the CoRe
• To discuss the CoRe with the student as s/he requires
• To help the student reflect on his/her practice as a subject specialist teacher
• Role of HEIs
• To provide direct input about PCK and CoRes
• To offer feedback on the CoRe as this is developed
• To help students consider the latest developments in their subjects and how these can be brought into their PCK
• Students will prepare a CoRe analysing teaching of a specific subject specialist topic and accompany this with a supporting commentary and appendices

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

This will be provided on the CoRe as it is developed by each individual student.

■ 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