Primary Curriculum Studies
| Module title | Primary Curriculum Studies |
|---|---|
| Module code | EDUM033 |
| Academic year | 2019/0 |
| Credits | |
| Module staff | Dr Rob Bowker (Lecturer) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 12 | 12 | 12 |
| Number students taking module (anticipated) | 130 |
|---|
Module description
The Curriculum Studies is a non–credit bearing module and links with the Professional Learning module (EDUM034). The lectures and seminars take place over 12 weeks during the Autumn term. Each week you will cover the core subjects of English, Mathematics and Science. You will also cover foundation subjects of Humanities, Art, PE, Music, ML and Computing. The module is designed to help to enable you to meet the Teachers’ Standards for QTS (2012) as specified by the National Council for Teaching and Learning (NCTL). The lectures and seminars will give you an introduction to the underlying theories, knowledge and practice of each subject within professional contexts. Diagnostic subject knowledge audits are given in the core subjects and you are expected to address areas of weakness. Peer specialist support is encouraged both in and outside the seminar sessions.
You will undertake a limited period of school based work during the Autumn term and an extended period of school based work during the Spring and Summer terms, in which you will have opportunities to put into practice and extend those elements of the taught course.
Module aims - intentions of the module
The principal aims of the module are to:
- enable you to gain a comprehensive understanding of theory and practice in the key areas of English, Communication and Languages, Mathematical understanding and Scientific understanding;
- enable you to gain an introduction to the teaching of the Arts, Physical Education (PE), Humanities, Music and Modern Languages (ML), Computing in primary school settings;
- help you meet the Standards required for the award of Qualified Teacher Status and thus be in a very good position to gain employment as a primary school teacher;
to nurture your development as a reflective and autonomous professional practitioner who is able to identify strengths and areas for development in your subject knowledge and pedagogy, through evaluating current professional practice in relationship to developments in research and curriculum theory.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. identify and evaluate educational concepts and issues related to the areas of English, Mathematics, Science, the Arts, PE, Humanities, Music, ML, Computing and engage in critical debate about current educational issues, drawing on evidence from theory, research and practice;
- 2. recognise pupils learning needs in the areas of English, Mathematics, Science, the Arts, PE, Humanities, Music, ML, Computing and interpret these learning needs in order to plan, teach, assess and evaluate lessons and schemes of work;
- 3. demonstrate confident academic and pedagogic subject knowledge to teach in the primary phase of education;
- 4. demonstrate secure understanding of the statutory requirements of the National Curriculum for English, Mathematics, Science, the Arts, PE, Humanities, Music, Computing and ML;
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 5. critically evaluate the relevance of educational theory to practice;
- 6. synthesise relevant educational literature to support understanding of childrens development in the primary curriculum;
- 7. appreciate the potential for cross curricular, integrated and themed approaches;
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 8. manage your own learning;
- 9. be aware of your own effective learning strategies;
- 10. express ideas and opinions, with confidence and clarity, to a variety of audiences for a variety of purposes; and
- 11. work productively in different kinds of teams (formal, informal, project based, committee based, etc.).
Syllabus plan
The module introduces students to current thinking in the teaching of Primary education and develops students’ pedagogic and academic subject knowledge in the field of Primary education. Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following topics:
Autumn Term
English, Maths and Science: 9 weeks of 1 hour lectures and 3 hour seminars
Science: 9 weeks of 1 hour lectures and 2-3 hour seminars
Humanities: 8 weeks of 2 hour seminars
Music, PE, Art, ML: 4 weeks of 2 hour seminars for each of the 4 subject areas
Computing: 1 week of 2 hours
Spring / Summer Term
PE: one week equivalent of 20 hours during School Based Work experience
ML: one week equivalent of 20 hours during School Based Work experience.
The module will address the following key elements:
- English, Mathematics and Science within the National Curriculum for Key Stage 1 and 2;
- Humanities, Art, Music, ML and PE. within the National Curriculum for Key Stage 1 and 2;
- Effective formative and summative assessment;
- The role of Computing;
- The principles of lesson planning, including recommended structures for Literacy and Mathematics lessons;
- Critical reflection, through the use of lesson evaluations, agenda evaluations, assignments, directed tasks, and peer and tutor discussions.
On the Primary PGCE, you will learn and reflect on the skills and knowledge required by the programme’s credit-bearing and non-credit bearing modules throughout the year. You will need to think about the modules in relation to each other. To facilitate this, the learning and teaching activities and guided independent study described below are scheduled to occur across all three terms both in the context of your university taught course and in the context of your 24 weeks of applied professional experience in schools.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 164 | 136 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning & Teaching activities | 27 | 27 x 1 hr lectures: English, Mathematics, Science |
| Scheduled Learning & Teaching activities | 81 | 27 x 2-3 hr seminars: English, Mathematics, Science |
| Scheduled Learning & Teaching activities | 56 | 20 x 2 hr seminars: Humanities, Art, Music, PE, ML, Computing |
| Guided independent study | 20 | Framework Tasks for PE within School Based placements |
| Guided independent study | 20 | Framework Tasks for ML within School Based placements |
| Guided independent study | 96 | Peer support and personal study time. |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Three Subject Knowledge Diagnostic Audits (English, Mathematics & Science) Personal action plans produced to address areas of weakness. The action plans are monitored by academic and school based mentors. | Science - 120 question audit (Sharp & Bryne (2007) English - four sections: Textual Analysis (fiction and poetry); Non-fiction; Phonics; Grammar. Mathematics: Self-assessment questions in Haylock (2010) | 3-6,8-9,11 | The first audits for English, Mathematics and Science are in September and scores recorded and action plans produced and signed by an academic tutors. The second audits are at the end of the Autumn term which is put into your Individual Development Portfolio together with an action plan if necessary. |
| Formative subject directed tasks | 1,000 words | 1-2,4-6,8-11 | Peer seminar discussion |
| Framework Task: ML Personalised action plan developed in collaboration with the school mentor | 20 hours | 1-11 | UVT moderation |
| Framework Task: PE Personalised action plan developed in collaboration with the school mentor | 20 hours | 1-11 | UVT moderation |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Portfolio of evidence with critical reflection on professional learning and development | 100 | Portfolio to be developed during the 36 weeks of the programme to provide evidence of achievement of the professional standards required by the NCTL for QTS. There is no stipulated length. | 1-11 | Pass/Fail indicated by Final Summative Report |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Portfolio of evidence with critical reflection on professional learning and development | Portfolio of evidence with critical reflection on professional learning and development | 1-11 | See note below. |
Re-assessment notes
The Professional Learning and Curriculum Studies modules are designed to allow you to manifest attainment of the teachers’ standards. As these modules are assessed concurrently, in the same work placement context, and with regard to some shared intended learning outcomes, a referral or deferral in either module will necessitate a referral or deferral in both.
If a submitted portfolio is deemed to be a Fail, you will be given feedback outlining what needs to be done to bring the portfolio to a pass standard and one opportunity for resubmission will be allowed, based on an additional school placement if this is confirmed by the Consequences Board following the Assessment, Progression and Awarding Committee for the PGCE Primary programme.
The resubmission would normally be made at the end of the additional placement.
Indicative learning resources - Basic reading
Basic reading:
English texts
Bearne, E. & Wolstencroft, H. (2007), Visual Approaches to Teaching Writing: Multimodal Literacy 5-11. London: Sage.
Carrington, V. & Robinson, M. (2010), Digital Literacies. London: Sage.
Fisher, R., Jones, S., Larkin, S. & Myhill, D., (2010) Using Talk to Support Writing. London: Sage.
Medwell, J., Moore, G., Wray, D. & Griffiths, V. (2017), Primary English Knowledge and Understanding (8th Edition). London: Learning Matters.
Medwell, J., Wray, D., Coates, L., Moore, G. & Griffiths, V. (2017), Primary English: Teaching Theory and Practice (8th Edition). London: Learning Matters.
Myhill, D. Jones, S. & Lines, H. (2016), Essential Primary Grammar. Maidenhead: Open University Press.
Waugh, D. &Jolliffe, W., (2012), Teaching Systematic Synthetic Phonics in Primary Schools (Transforming Primary QTS). London: Sage.
Waugh, D., Warner, C. & Waugh, R., (2013) Teaching Grammar, Punctuation and Spelling in Primary Schools. London, Sage.
Science texts
Byrne, J., Christodoulou, A. & Sharp, J. (2014) Primary Science Audit and Test (Fourth Edition), Exeter: Learning Matters Ltd.
Cutting, R. and Kelly, O. (2015) Creative Teaching in Primary Science: London: Sage
Dunn, M. & Peacock, A. (eds. 2012) Primary Science: A Guide to Teaching Practice, London: Sage Publishers.
Harlen, W. & Qualter, A. (2014) The Teaching of Science in Primary Schools (Sixth Edition), London: David Fulton Publishers.
Hollins, M. & Whitby, V. (2001) Progression in Primary Science (Second Edition), London: David Fulton Publishers.
Lakin, L. (2013) Developing Independent Learning in Science, Maidenhead: Open University Press
Mathematics texts
Hansen, A. (ed) (2011) Children’s Errors in Mathematics (2nd edition) Understanding Common Misconceptions in Primary School. Exeter: Learning Matters.
Haylock, D. (2014) Mathematics Explained for Primary Teachers, 5th Edition. London: Sage Publications
Haylock, D. & Cockburn, A.D. (2009) Understanding Mathematics for Young Children
A Guide for Foundation Stage and Lower Primary Teachers, Third Edition. London: Sage
Thompson, I. (ed) (2010) Issues in teaching numeracy in primary schools. Maidenhead: Open University Press
Tucker, K. (2010) Mathematics Through Play in the Early Years, Second Edition. London: Sage
Humanities texts
Cooper, H. (2017) Teaching History Creatively. Abingdon: Routledge
Howarth, M. (2015) Teaching Primary History. London: Bloomsbury Education
Pike, S. (2016) Learning Primary Geography. Abingdon: Routledge
Music texts
Atkinson, R. (2018) Mastering Primary Music. London: Bloomsbury Academic
Daubney, A (2017) Teaching Primary Music. London: Sage
Art texts
Cox, S. & Watts, R. (eds) (2007) Teaching Art and Design 3-11. London: Continuum.
Edwards, J. (2013) Teaching Primary Art. Harlow: Pearson.
Ogier, S. (2017) Teaching Primary Art and Design. Exeter: Learning Matters.
Key, P. & Stillman, J. (2009) Teaching Primary Art and Design. Exeter: Learning Matters.
MFL texts
Hood, P and Tobutt, K (2015) Teaching Languages in the Primary School. London:Sage
Jones, J. and Coffey, S. (2006) Modern Foreign Languages 5-11: a guide for teachers. Exeter: David Fulton
Martin, C. (2008) Primary Languages: Effective Learning and Teaching. Exeter: Learning Matters Ltd.
Maynard, S (2011) Teaching Foreign Languages in the Primary School. Publisher: Taylor & Francis (e-book)
Sharpe, K. (2001) Modern Foreign Languages in the primary school. London: Kogan Page
PE texts
Bailey, R. (2001) Teaching Physical Education: A Handbook for Primary & Secondary School Teachers. London: Kogan Page
Griggs, G. (2012) An Introduction to Primary Physical Education. London: Routledge
Lawrence, J. (2012) Teaching Primary Physical Education. London: Sage
Raymond, C. (1998) Coordinating Physical Education across the Primary School. London: Falmer
Web based and electronic resources: see PGCE Primary Core Curriculum Studies page on ELE (http://vle.exeter.ac.uk/)
| Credit value | |
|---|---|
| Module ECTS | 0 |
| Module pre-requisites | None |
| Module co-requisites | Educational & Professional Studies module (EPSM000) Primary Professional Learning (EDUM034) + one of the Primary Pathway modules (ESCM004, EHUM009, EEDM009, EMAM009, ESYM001, EMLM008, EARM002, EDUM061) |
| NQF level (module) | 6 |
| Available as distance learning? | No |
| Origin date | 02/05/2013 |
| Last revision date | 09/07/2018 |
