Module EDUC2453: The Three Cs

Department: Education

EDUC2453: 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 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 English, Maths and Science.

Content

• An understanding of key educational themes 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, for example systematic synthetic phonics, mastery in mathematics and working scientifically.

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 and identify key misconceptions 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 oral and written form.
• Work effectively as part of a team, on given tasks and activities.
• Work collaboratively with peers.
• Engage in peer - and self - assessment.
• Manage time and work to deadlines.

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

• Lectures, workshops 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 two assignments.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Formative feedback for a section of the written assignments will be provided through written feedback and formative feedback for the poster will be provided by peer feedback during a 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