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Session: 2022/23
Last modified: 27/10/2022 14:53:49
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Title of Module: PGDE (P) Primary Curriculum |
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Code: EDUC10027 |
SCQF Level: 10
(Scottish Credit and Qualifications Framework) |
Credit Points: 40 |
ECTS: 20
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | J
Ellis |
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| Summary of Module |
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This module enables students to develop knowledge, understanding, skills and abilities in relation to the curriculum, pedagogy, and assessment of the primary curriculum. It enables the contextualising within specific curricular areas of some of the broader principles explored in the School Experience module.
Students are encouraged and supported to develop the professional qualities and capabilities teachers are expected to attain. Consideration is given to the development of literacy, numeracy, and health and wellbeing across learning and to all other areas of the curriculum. Students develop an awareness of connections across different curricular areas, stages and sectors. Students explain the methods and underlying theories for effective learning and teaching and learn how to plan appropriately in order to meet the needs of all learners, across different contexts and experiences, and skills for learning, life and work.
The module enables students to engage in professional dialogue with peers and university tutors and to work collaboratively, at times taking a leading role. Learning activities encourage students to adopt an enquiring approach to their professional practice and to reflect and engage in self-reflection using the Standard for Provisional Registration (GTCS, 2021). Students are supported to use what they have learned from reading and research to critically examine their personal and professional attitudes and beliefs, to challenge, justify, evaluate and inform practice.
Students become digitally literate; knowledgeable; effective communicators; potential leaders; ambitious; and influential.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate knowledge that covers and integrates most of the principal areas, features, boundaries, terminology and conventions of primary curriculum, pedagogy and assessment and a critical understanding of the principal theories, concepts and principles.
L2.
Use a wide range of the principal skills, techniques, practices and materials associated with primary education, some of which are specialised, advanced or at the forefront of classroom practice, in a variety of settings, environments and circumstances.
L3.
Adopt an enquiring approach to professional practice, demonstrating some originality and creativity in planning teaching, learning and assessment.
L4.
Construct and sustain reasoned and coherent arguments about primary curriculum, pedagogy and assessment. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 10.
Demonstrating knowledge that covers and integrates most of the principal areas, features, boundaries, terminology and conventions of education.
Demonstrating knowledge that covers and integrates most of the principal areas, features, boundaries, terminology and conventions of primary curriculum, pedagogy and assessment.
Understanding critically the principles and evolving theories of curriculum design, contexts for learning and cross-curricular links.
Understanding in detail the primary curriculum, current educational issues and effective approaches to teaching and learning.
Understanding the ways in which teaching and learning are developed, including a range of established techniques of professional enquiry.
Demonstrating knowledge of how to access and apply relevant findings from educational research. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Designing effective, appropriate and stimulating programmes of work across all areas encompassed by Curriculum for Excellence and suitable for children at all stages of ELC and primary education.
Using skills, practices and materials that are specialised, advanced or at the forefront of classroom practice.
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| Generic Cognitive skills |
SCQF Level 10.
Undertaking critical analysis, evaluation and synthesis of ideas, concepts, information and issues in educational contexts.
Justifying a personal stance on educational issues by referring to appropriate evidence from a range of sources.
Reflecting on and acting to improve the effectiveness of their own practice.
Adopting an enquiring approach to professional practice, demonstrating some originality and creativity in finding solutions to professional issues.
Maintaining a record of personal professional learning and development. |
| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Communicating effectively, using a variety of media including digital technologies, with peers and university staff.
Communicating and reporting effectively, both orally and in writing.
Engaging in professional dialogue with peers, university staff and school colleagues.
Constructing and sustaining reasoned and coherent arguments about educational matters and professional practices. |
| Autonomy, Accountability and Working with others |
SCQF Level 10.
Exercising autonomy and initiative in professional activities.
Working with others and, at times, taking a leading role in bringing about change, development and new thinking relating to primary curriculum, pedagogy or assessment. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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| In all modules on the PGDE Primary programme, we take an authentic, best-practice and forward-looking approach to learning activities and assessment. There is a strong emphasis on situated learning and real professional scenarios. We are committed to interactive learning and the small number of learning activities that are purely transmission of information are normally pre-recorded. In workshops, which utilise classrooms, and other facilities as appropriate, the outdoors and the Aula VLE, main methodologies include collaborative working, problem-based learning, real-world tasks, micro teaching, student presentations, online tutor/student-led discussions, and play/games. All learning activities are aligned to relevant aspects of the professional standards. Individual, group or tutor-led reflection is required throughout. Learning activities develop 21st century skills such as communication, collaboration, digital skills, creativity and critical thinking. Learning activities, assessment and feedback, provide students with choice, such as selecting a particular novel on which to focus; choosing which particular religion to study in depth; planning a sequence of lessons in a chosen curricular area. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 15 |
| Laboratory/Practical Demonstration/Workshop | 81 |
| Work Based Learning/Placement | 0 |
| Independent Study | 208 |
| Asynchronous Class Activity | 96 |
| 400
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Curriculum for Excellence documentation, including the Building the Curriculum series, and support materials at www.educationscotland.gov.uk
Haylock, D. & Manning, R. (2019) Mathematics Explained for Primary Teachers. 6th ed. London: Sage.
Haylock, D. (2019) Student Workbook Mathematics Explained for Primary Teachers. 3rd ed. London: Sage.
Medwell, J., Wray, D., Coates, E., Minns. H., & Griffiths, V. (2021) Primary English: Teaching Theory and Practice. 9th ed. London: Learning Matters.
Scottish Government. (2013) UNCRC: The Foundation of Getting it Right for Every Child. Edinburgh: Scottish Government.
Scottish Government. (2016) Getting it Right for Every Child. Edinburgh: Scottish Government.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
Given the professional nature of the programme, 100% attendance and engagement is expected. The module co-ordinator maintains an overview of attendance and engagement. Should there be concerns, there will be liaison between module co-ordinator, personal tutor and the student to identify steps to support engagement and success. |
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | PGDE |
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| Moderator | S Day |
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| External Examiner | L Stewart |
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| Accreditation Details | General Teaching Council for Scotland |
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| Version Number | 1.11 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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One Literacy test comprising two sections, both of which must be passed, and one Numeracy test comprising two sections, both of which must be passed.
(50% of the total module mark.)
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A 4000-word assignment on Health and Wellbeing (50% of the total module mark.)
In order for students to pass the module, both components must be passed.
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(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using the VLE, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distant learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
UWS Equality and Diversity Policy
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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