Issues in Primary Teaching (PGCE)
| Code | School | Level | Credits | Semesters |
| EDUC4284 | Education | 4 | 30 | Full Year UK |
- Code
- EDUC4284
- School
- Education
- Level
- 4
- Credits
- 30
- Semesters
- Full Year UK
Summary
The module examines and develops theoretical and professional understanding of schools in both classroom and whole school contexts. This encompasses both the socio-cultural contexts that frame and are shaped by a school and which help to create its ethos and whole-curriculum issues, also often shaped by school culture and ethos, and as exemplified in the teaching of a specialist subject. Such issues might include the role of new technologies, the role of transferable skills such as thinking skills and the processes inherent in inductive and investigative learning and the impact of learning styles.
Target Students
Only available for students studying on the PGCE (primary route) in the School of Education.
Classes
This module consists of 300 hours of study that will include at least 30 hours of directed teaching engaging participants in various ways: whole group interaction; individual presentations; small group, pair and individual work; group presentations; lectures; distance learning materials and work-based case work.
Assessment
- 100% Coursework: 5,000-6,000 word portfolio.
Assessed by end of designated period
Educational Aims
The module provides an opportunity for participants to:• Examine, both in theory and through practical inquiry, the social and cultural context of education in two placement schools;• Examine in theory and practice the potential role in a specialist subject of whole-curricular elements such as new technologies, thinking skills and inductive and investigative learning and learning styles;• Develop professional skills, knowledge and understanding for teaching;• Find intellectual challenge and stimulation;• Reflect on personal and professional goals and targets;• Improve the quality of teaching and of student learning.Learning Outcomes
A. Knowledge and understanding
By the end of this module students should have:
A1: A broad understanding of the social-cultural nature of primary education including: the legal framework of teaching, the teacher’s duty of care (e.g., child protection, pastoral care, anti-bullying), pupil voice, social factors and education achievement.
A2: A broad understanding of the way in which whole-curricular issues, often shaped by school culture and ethos, can impact on specialist subjects.
B. Intellectual skills
By the end of this module students should have:
B1: A critical appreciation of the social context of education.
B2: A critical appreciation of the potential impact of whole-curricular issues on discrete subjects.
B3: Improved critical reading and synthesis of academic and professional literatures.
B4: The ability to inquire and critique school practices.
C. Professional practical skills
By the end of this module students should have:
C1: Increased expertise in the use of knowledge of the socio-cultural context of schooling to increase equity and entitlement for all.
C2: Increased expertise in the potential enrichment of discrete subjects by the use of whole-curriculum learning approaches.
C3: Capacities to apply literatures and research evidence to professional practice.
D. Transferable (key) skills
By the end of this module students should have:
D1: Critical reflection on their own philosophy and practice, and their development as teachers in primary schools.
D2: Reading, analysing and synthesising literature.
D3: Inquiry based skills including the production and analysis of data.