Module EDUC3372: Beyond the Three Cs

Department: Education

EDUC3372: Beyond the Three Cs

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• To develop a rich and connected understanding of concepts in the primary curriculum and an understanding of the progression of these concepts beyond the primary phase.
• To study the findings from large and small-scale research on primary and early secondary children's understanding of concepts, in English, mathematics and science.
• To develop students' critical awareness of issues in ensuring the effective provision of the National Curriculum for all children.

Content

• Theories and evidence relating to the teaching and learning of English, mathematics and science.
• Requirements stipulated by the National Curriculum for English, mathematics and science.
• The nature of assessment - its use and its complexity; exploration of the effectiveness of different ways of assessing pupil work across English, mathematics and science.
• The constructivist view of knowledge and its implication for teaching and learning.
• Quality of evidence, methods in inquiry and presentation of findings in research.

Learning Outcomes

• Key ideas related to core curriculum in the primary school.
• Curriculum design across the primary core curriculum.
• The nature of assessment across the primary core curriculum.
• An understanding of the way in which theory informs practice (vice versa).
• An appreciation of the quality of evidence.

• Develop an informed and critical awareness of research in primary education which can enhance the effectiveness of the primary teacher;
• Evaluate and critique curricula;
• Relate educational theory to practice in primary education;
• Critically analyse literature on a variety of educational issues relevant to the primary context.

• Communicate ideas, principles and theories effectively in written and oral form;
• 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, workshops, seminars, practicals and directed tasks 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 written assignments.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Formative feedback for a section of the written assignment 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