Undergraduate Programme and Module Handbook 2024-2025
Module EDUC1562: Shifting the Focus
Department: Education
EDUC1562: Shifting the Focus
| Type | Tied | Level | 1 | Credits | 40 | Availability | Available in 2024/2025 | Module Cap | Location | Durham |
|---|
| Tied to | X101 |
|---|---|
| Tied to | X102 |
| Tied to | X103 |
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
- To develop an understanding of the core subjects; English, mathematics and science.
- To consider how children think about English, mathematics and science in the primary curriculum, through critical analysis of published materials, including journals, books and other academic literature.
- To develop an understanding of the implications for the teaching and learning of English, mathematics and science in the classroom.
- To explore pedagogical issues related to the teaching of English, mathematics and science.
- To develop knowledge of the National Curriculum (DfE, 2013) and the values and assumptions which underpin it.
Learning Outcomes
Subject-specific Knowledge:
- 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.
Subject-specific Skills:
- 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.
- Apply ideas relating to research on a variety of contemporary education issues relating to the primary context.
Key Skills:
- 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 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
| Activity | Number | Frequency | Duration | Total/Hours | |
|---|---|---|---|---|---|
| Lectures | 40 | 2 per week | 1 hour | 40 | ■ |
| Seminars | 20 | 2 per fortnight | 1 hour | 20 | ■ |
| Preparation and reading | 340 | ||||
| Total | 400 |
Summative Assessment
| Component: Academic Poster | Component Weighting: 40% | ||
|---|---|---|---|
| Element | Length / duration | Element Weighting | Resit Opportunity |
| Academic Poster | 1500 words or equivalent | 100% | Yes |
| Component: Assignment | Component Weighting: 60% | ||
| Element | Length / duration | Element Weighting | Resit Opportunity |
| Written Assignment | 2500 words | 100% | Yes |
Formative Assessment:
Formative feedback for a section/plan (up to 300 words) of the written assignment will be provided through written feedback. Formative feedback for the poster will be provided via peer-review.
■ 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