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EDUC1541: The Evidence Informed Primary Teacher: Developing the Practice

Please ensure you check the module availability box for each module outline, as not all modules will run in each academic year. Each module description relates to the year indicated in the module availability box, and this may change from year to year, due to, for example: changing staff expertise, disciplinary developments, the requirements of external bodies and partners, and student feedback. Current modules are subject to change in light of the ongoing disruption caused by Covid-19.

Type Tied
Level 1
Credits 20
Availability Available in 2023/24
Module Cap None.
Location Durham
Department Education

Prerequisites

  • None

Corequisites

  • None

Excluded Combinations of Modules

  • None

Aims

  • To develop an understanding of the Primary National Curriculum Framework and the key concepts underpinning primary pedagogical approaches.
  • To review relevant education policy and legal requirements.
  • To enable students to develop a critical appreciation of Foundation subject delivery in the primary context.

Content

  • Theories and evidence relating to the teaching, learning and curriculum design.
  • Models of teaching and learning.
  • Detailed study of specialism specific areas: exploring work across the Foundation subjects.
  • Linking theory to practice; weaving experiential opportunities and research literature.

Learning Outcomes

Subject-specific Knowledge:

  • An understanding of the Primary National Curriculum Framework and the key concepts underpinning primary pedagogical approaches.
  • The effects of cultural, social, political and philosophical contexts of Education, including education policies, philosophical underpinnings and issues of social justice.
  • Methods and approaches suited to the effective planning, organisation and management of the primary curriculum, teaching and learning.

Subject-specific Skills:

  • Construct and sustain a reasoned argument and provision of well-argued conclusions relating to education issues.
  • Apply ideas relating to research to educational practice.
  • Observe, record and triangulate educational practice to theory in primary schools and classrooms.

Key Skills:

  • Communicate ideas, principles and theories effectively in a variety of ways;
  • Work effectively on given tasks and activities;
  • 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 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 assessment.

Teaching Methods and Learning Hours

ActivityNumberFrequencyDurationTotalMonitored
Live lecture presentations and directed tasks101 per fortnight2 hours20Yes
Workshops/Seminars/Tutorials/Practicals101 per fortnight1 hour10Yes
Preparation and reading170 
Total200 

Summative Assessment

Component: AssignmentComponent Weighting: 100%
ElementLength / DurationElement WeightingResit Opportunity
Portfolio2000 words100Yes

Formative Assessment

Written formative feedback for a section of the portfolio will be provided.

More information

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