Module EDUC2462: The Three Cs

Department: Education

EDUC2462: 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 explore pedagogical issues related to teaching of the core curriculum.

Content

• To continue to develop an understanding of the core subjects:; English, mathematics and science
• To to continue to develop an understanding of the implications for the teaching and learning of English, mathematics and science in the classroom
• To continue to explore pedagogical issues related to the teaching of English, mathematics and science
• To continue to develop knowledge of the National Curriculum (DfE, 2013) and the values and assumptions which underpin it.

Learning Outcomes

• To continue to develop an understanding of the core subjects: English, mathematics and science;
• To continue to develop an understanding of the implications for the teaching and learning of English, mathematics and science in the classroom;
• To continue to explore pedagogical issues related to the teaching of English, mathematics and science including in relation to adaptive teaching;
• To continue to develop knowledge of the National Curriculum (DfE, 2013) and the values and assumptions which underpin it.

• 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 education issues relating to the primary context.
• Observe, record accurately and relate educational practice to theory in primary schools and classrooms.

• 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

Summative Assessment

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