Module EDUC1553: Shifting the Focus: From the "Three Rs" to the "Three Cs"

Department: Education

EDUC1553: Shifting the Focus: From the "Three Rs" to the "Three Cs"

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• To develop an understanding of the key elements underpinning the primary curriculum and strengthen the knowledge of the connections.
• To explore pedagogical issues related to teaching the core curriculum.
• To consider the issues involved in ensuring the effective provision of the National Curriculum for all children.

Content

• Theories and evidence relating to the teaching and learning of English, Maths and Science.
• Models of teaching and learning- exploring pupil work across English, Maths and Science.
• Detailed study of specialism specific areas: e.g. systematic synthetic phonics, mastery in mathematics, concept of number, working scientifically and the collection of valid and reliable evidence.
• Linking theory to practice; weaving experiential opportunities and research literature.

Learning Outcomes

• Key ideas related to core curriculum in the primary school
• Knowledge of learning theories and the impact on the individual learner.
• Curriculum design and the tensions that exist between delivering core content and facilitating the development of understanding.
• An understanding of the way in which theory informs practice (vice versa) and an appreciation of the quality of evidence.

• An informed and critical awareness of research in primary education which can enhance the effectiveness of the primary teacher
• Apply subject knowledge to the primary context.
• Construct and sustain a reasoned argument
• Apply ideas relating to research on a variety of contemporary education issues relating to the primary context
• Observe, record accurately and relate educational practice to theory in primary schools and classrooms

• Think critically and independently
• Analyse, synthesise, evaluate and identify problems
• Communicate ideas, principles and theories effectively in written form
• Work effectively as part of a team, on given tasks and activities
• Use ICT 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

• Blended learning with lecture presentations, workshops and seminars used as appropriate to support students in developing their critical understanding of the role of the teacher in the primary English. Mathematics, and Science classrooms.
• Each component of summative assessment will focus on a particular subject. Students may only focus on each subject once.
• Individual and group projects will be undertaken.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

A variety of formative opportunities, including written submission and peer feedback presentation.

■ 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