Module EDUC2453: The Three Cs: Criticality, Concepts and Curriculum

Department: Education

EDUC2453: The Three Cs: Criticality, Concepts and Curriculum

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 consider the issues involved in ensuring the effective provision of the National Curriculum for all children.
• To consider contemporary influences and initiatives.
• To introduce primary children's understanding of concepts, in Maths and Science.

Content

• Analysis of situations in terms of underlying conceptual structures and meanings.
• 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: systematic synthetic phonics, mastery in mathematics, working scientifically and the collection of valid and reliable evidence.

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 – identify key misconceptions and explore threshold concepts in the core subjects.
• Construct and sustain a reasoned argument and provision of well argued conclusions relating to education issues
• Apply ideas relating to research on a variety of contemporary education issues relating to the primary context.
• An ability to collect, present and judge the quality of their own scientific data.
• Observe, record accurately and relate educational practice to theory in primary schools and classrooms

• 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
• Apply basic numerical and statistical skills to the consideration and analysis of educational data
• 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 (synchronous and asynchronous) 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:

Peer and group 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