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EDUC1553: Shifting the Focus

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Type	Tied
Level	1
Credits	60
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 core subjects; English, mathematics and science.
To consider how children think about English, mathematics and science in the primary curriculum, through critical analysis of published materials, including journals, books and other academic literature.
To develop an understanding of the implications for the teaching and learning of English, mathematics and science in the classroom.
To explore pedagogical issues related to the teaching of English, mathematics and science.
To develop knowledge of the National Curriculum (DfE, 2013) and the values and assumptions which underpin it.

Content

Theories and evidence relating to the teaching and learning of English, Maths and Science.
Models of teaching and learning- exploring pupil work across English, Maths and Science.
Detailed study of specialism specific areas: e.g. systematic synthetic phonics, mastery in mathematics, concept of number, working scientifically and the collection of valid and reliable evidence.
Linking theory to practice; weaving experiential opportunities and research literature.

Learning Outcomes

Subject-specific Knowledge:

An informed and critical awareness of research in primary education which can enhance the effectiveness of the primary teacher.
Apply subject knowledge to the primary context.
Construct and sustain a reasoned argument.
Apply ideas relating to research on a variety of contemporary education issues relating to the primary context.

Subject-specific Skills:

An informed and critical awareness of research in primary education which can enhance the effectiveness of the primary teacher.
Apply subject knowledge to the primary context.
Apply ideas relating to research on a variety of contemporary education issues relating to the primary context.

Key Skills:

Communicate ideas, principles and theories effectively in written and oral form;
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, workshops 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 two assignments.

Teaching Methods and Learning Hours

Activity	Number	Frequency	Duration	Total	Monitored
Lectures	60	3 per week	1 hour	60	Yes
Seminars	30	3 per fortnight	1 hour	30	Yes
Preparation and reading				510
Total				600

Summative Assessment

Component: Assignment		Component Weighting: 40%
Element	Length / Duration	Element Weighting	Resit Opportunity
Written Assignment	2500 words	100	Yes

Component: Assignment		Component Weighting: 60%
Element	Length / Duration	Element Weighting	Resit Opportunity
Academic Poster	1000 words or equivalent	40	Yes
Written Assignment	2500 words	60	Yes

Formative Assessment

Formative feedback will be provided through written, peer or group presentation.

More information

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