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1 MODULE TITLE Primary Curriculum Studies CREDIT VALUE None MODULE CODE EDUM033 MODULE CONVENER Dinah Warren DURATION TERM Number Students Taking WEEKS Module (anticipated) DESCRIPTION summary of the module content (100 words) The Curriculum Studies is a non credit bearing module and links with the Professional Learning module (EDUM034). The lectures and seminars take place over 10 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 and Music. 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 and cover other curricular areas such as Modern Languages. 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) in primary school and Foundation Stage 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; and 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) (see assessment section below for how ILOs will be assessed) On successful completion of this module you should be able to: Module Specific Skills and Knowledge: 1 identify and evaluate educational concepts and issues related to the areas of English, Mathematics, Science, the Arts, PE, Humanities, Music, ML 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 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 and ML; Discipline Specific Skills and Knowledge: 5 critically evaluate the relevance of educational theory to practice; 6 synthesise relevant educational literature to support understanding of children s development in the 212 1

2 primary curriculum; 7 appreciate the potential for cross curricular, integrated and themed approaches; Personal and Key Transferable/ Employment Skills and Knowledge: 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 summary of the structure and academic content of the module 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. The module is structured as follows: Autumn Term English, Maths and Science: 9 weeks of 1 hour lectures and 2 hour seminars for each of the 3 subject areas Humanities: 8 weeks of 2 hour seminars Music, PE, Art: 4 weeks of 2 hour seminars for each of the 3 subject areas 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 and English, Mathematics and Science for the Early Years Foundation Stage for Early Years specialists; The National Primary Strategy and its relation to English and Mathematics; The principles of teaching ML in primary schools; Effective formative and summative assessment, including Assessing Pupil Performance (APP); The role of Information Communication and Technology; 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; Short courses in Humanities, Art, Music and PE. Preparation for school-based work. On the Primary PGCE, you will learn and reflect on the skills and knowledge required by the programme s creditbearing 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 AND TEACHING LEARNING ACTIVITIES AND TEACHING METHODS (given in hours of study time) Scheduled Learning & Teaching activities 121 Guided independent study 179 Placement/ study abroad 0 DETAILS OF LEARNING ACTIVITIES AND TEACHING METHODS Category Hours of study time Description Scheduled Learning & Teaching activities x 1 hr lectures: English, Mathematics, Science Scheduled Learning & Teaching activities x 2 hr seminars: English, Mathematics, 2

3 Science Scheduled Learning & Teaching activities x 2 hr seminars: Humanities, Art, Music, PE. Guided independent study 179 Framework Tasks for PE (20 hrs) and ML (20 hrs) within School Based placements, as well as peer support and personal study time. ASSESSMENT FORMATIVE ASSESSMENT - for feedback and development purposes; does not count towards module grade Form of Assessment Size of the ILOs assessed Feedback method assessment e.g. duration/length 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 question audit (Sharp & Bryne (2007) English - four sections: Textual Analysis (fiction and poetry); Non-fiction; Phonics; Grammar. Mathematics: Selfassessment questions in Haylock (2010) 3,4,5,6,8,9,11 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 1,2,4,5,6,8,9,10 11 Framework Task: ML 20 hours 1,2,3,4,5,6,7,8,9 Personalised action plan developed in,10,11. collaboration with the school mentor Framework Task: PE Personalised action plan developed in collaboration with the school mentor 20 hours 1,2,3,4,5,6,7,8,9,10,11. Peer seminar discussion UVT moderation UVT moderation SUMMATIVE ASSESSMENT (% of credit) Coursework 100 Written exams Practical exams DETAILS OF SUMMATIVE ASSESSMENT Form of Assessment % of credit Size of the assessment e.g. duration/length Portfolio of evidence with 100 Portfolio to be critical reflection on developed during the professional learning and 36 weeks of the development programme to provide evidence of achievement of the professional standards required by the NCTL for QTS. There is no stipulated length. ILOs Feedback method assessed 1-11 Pass/Fail indicated by Final Summative Report DETAILS OF RE-ASSESSMENT (where required by referral or deferral) Original form of Form of re-assessment ILOs reassessed Time scale for re-assessment assessment Portfolio of evidence with Portfolio of evidence with critical 1-11 See note below. 3

4 critical reflection on professional learning and development RE-ASSESSMENT NOTES reflection on professional learning and development 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 Examination Board for the PGCE Primary programme. The resubmission would normally be made at the end of the additional placement. RESOURCES INDICATIVE LEARNING RESOURCES - The following list is offered as an indication of the type & level of information that you are expected to consult. Further guidance will be provided by the Module Convener. Basic reading: English texts Bearne, E. and Wolstencroft, H. (2007), Visual Approaches to Teaching Writing: Multimodal Literacy London: Sage. Fisher, R., Jones, S., Larkin, S., Myhill, D. (2010) Using Talk to Support Writing. London: Sage. Johnston, R. and Watson, J. (2007), Teaching Synthetic Phonics. Exeter: Learning Matters. Medwell, J., Moore, G., Wray, D. and Griffiths, V. (2012), Primary English Knowledge and Understanding (Achieving QTS Series) 6 th Edition. Exeter: Learning Matters. Medwell, J., Wray, D., Minns, H., Griffiths, V., Coates, E., (2012) Primary English: Teaching Theory and Practice (Achieving QTS Series) 6 th Edition. Exeter: Learning Matters. Riley, J. (2006), Language & Literacy 3-7: Creative Approaches to Teaching. London: Sage Science texts Hollins, M. & Whitby, V. (2001) Progression in Primary Science (Second Edition). London: David Fulton Publishers Harlen, W. & Qualter, A. (2004) The Teaching of Science in Primary Schools (Fifthourth Edition). London: David Fulton Publishers. Dunne, M. & Peacock, A. (Eds.2012) Primary Science: A Guide to Teaching Practice. London: Sage Publications Ltd. Sharp, J. et al. (ed. 2004) Developing Primary Science. Exeter: Learning Matters Ltd. Sharp, J. & Bryne (2007)Primary Science Audit and Test, Exeter: Learning Matters Ltd Mathematics texts Haylock, D. (2010) Mathematics Explained for Primary Teachers, 4 th Edition. London: Sage Publications Thompson, I. (ed) (2010) Issues in teaching numeracy in primary schools. Maidenhead: Open University Press Haylock, D. & Cockburn, A.D. (2009) Understanding Mathematics for Young Children A Guide for Foundation Stage and Lower Primary Teachers, Third Edition. London: Sage Tucker, K. (2010) Mathematics Through Play in the Early Years, Second Edition. London: Sage Hansen, A. (ed) (2011) Children s Errors in Mathematics (2 nd edition) Understanding Common Misconceptions in Primary School. Exeter: Learning Matters. Humanities texts Ashley, M. (ed) (1999) Improving Teaching and Learning in the Humanities. London: Fulton Brown, A. and Seaman, A (2001) Feeding Minds and Touching Hearts: Spiritual Development in the Primary School. The National Society 4

5 Catling, S. & Willy, T. (2009) Teaching Primary geography. Exeter: Learning Matters Cooper, H. (2007) History 3-11: a guide for teachers. London: David Fulton Art texts: Blake, Q. & Cassidy, J. (1999) Drawing for the Artistically Undiscovered. Palo Alto: CA: Klutz. Cox, S. & Watts, R. (eds.) (2007) Teaching Art and Design London: Continuum. Key, P. & Stillman, J. (2009) Teaching Primary Art and Design. Exeter: Learning Matters. Watt, F. (2009) The Usborne Complete Book of Art Ideas. London: Usborne. Music texts Hennessy S. (1995) Music 7-11: Developing Primary Teaching Skills. London: Routledge Young. S. & Glover. J. (1998) Music in the Early Years. London: Falmer Press MFL texts Martin, C. (2008) Primary Languages: Effective Learning and Teaching. Exeter: Learning Matters Ltd. Jones, J. and Coffey, S. (2006) Modern Foreign Languages 5-11: a guide for teachers. Exeter: David Fulton Sharpe, K. (2001) Modern Foreign Languages in the primary school. London: Kogan Page PE texts Pickup. I. & Price, L. (2007) Teaching Physical Education in the Primary School: a Developmental Approach. London: Continuum Gerald Griggs ( 2012) An Introduction to Primary Physical Education. London: Routledge Web based and electronic resources: see PGCE Primary Core Curriculum Studies page on ELE ( CREDIT VALUE None ECTS VALUE 0 PRE-REQUISITE MODULES None CO-REQUISITE MODULES Educational & Professional Studies module (EPSM000) Primary Professional Learning (EDUM034) + one of the Specialist Subject modules (EMUM003; EEDM009; EMAM009; EHUM009; ESCM004; ESYM001; EMLM008; EARM002) NQF LEVEL (FHEQ) 6 AVAILABLE AS DISTANCE LEARNING NO ORIGIN DATE 01 May 2013 LAST REVISION DATE - KEY WORDS SEARCH PGCE, Core, Curriculum, Primary Module Descriptor Template Revised October