Module EDUC1541: The Evidence Informed Primary Teacher: Developing the Practice

Department: Education

EDUC1541: The Evidence Informed Primary Teacher: Developing the Practice

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• To develop an understanding of the Primary National Curriculum Framework and the key concepts underpinning primary pedagogical approaches.
• To review relevant education policy and legal requirements.
• To enable students to develop a critical appreciation of Foundation subject delivery in the primary context.

Content

• Theories and evidence relating to the teaching, learning and curriculum design.
• Models of teaching and learning.
• Detailed study of specialism specific areas: exploring work across the Foundation subjects.
• Linking theory to practice; weaving experiential opportunities and research literature.

Learning Outcomes

• An understanding of the Primary National Curriculum Framework and the key concepts underpinning primary pedagogical approaches.
• The effects of cultural, social, political and philosophical contexts of Education, including education policies, philosophical underpinnings and issues of social justice.
• Methods and approaches suited to the effective planning, organisation and management of the primary curriculum, teaching and learning.

• Construct and sustain a reasoned argument and provision of well-argued conclusions relating to education issues.
• Apply ideas relating to research to educational practice.
• Observe, record and triangulate educational practice to theory in primary schools and classrooms.

• Communicate ideas, principles and theories effectively in a variety of ways;
• Work effectively on given tasks and activities;
• Work collaboratively with peers;
• Engage in peer - and self - assessment;
• Manage time and work to deadlines;
• Construct and sustain a reasoned argument;
• Evaluate and make use of information from a variety of primary and secondary sources.

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

• Lectures and seminars will be used as appropriate to support students in developing their critical understanding of the role of the teacher in the primary classroom.
• All learning outcomes can be assessed appropriately via the assessment.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Written formative feedback for a section of the portfolio will be provided.

■ 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