EDUC2453: The Three Cs

• None

• None

• None

• To develop an understanding of the key elements underpinning the primary curriculum and strengthen the knowledge of the connections.
• To consider the issues involved in ensuring the effective provision of the National Curriculum for all children.
• To consider contemporary influences and initiatives.
• To introduce primary children's understanding of concepts, in English, Maths and Science.

• An understanding of key educational themes in terms of underlying conceptual structures and meanings.
• 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, for example systematic synthetic phonics, mastery in mathematics and working scientifically.

Subject-specific Knowledge:

• Key ideas related to core curriculum in the primary school.
• Knowledge of learning theories and the impact on the individual learner.
• Curriculum design and the tensions that exist between delivering core content and facilitating the development of understanding.
• An understanding of the way in which theory informs practice (vice versa) and an appreciation of the quality of evidence.

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 and identify key misconceptions in the core subjects.
• Construct and sustain a reasoned argument and provision of well argued conclusions relating to education issues.
• Apply ideas relating to research on a variety of contemporary education issues relating to the primary context.
• An ability to collect, present and judge the quality of their own scientific data.
• Observe, record accurately and relate educational practice to theory in primary schools and classrooms.

Key Skills:

• Analyse, synthesise, evaluate and identify problems.
• Communicate ideas, principles and theories effectively in oral and written form.
• Work effectively as part of a team, on given tasks and activities.
• Work collaboratively with peers.
• Engage in peer - and self - assessment.
• Manage time and work to deadlines.

• 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.

Formative feedback for a section of the written assignments will be provided through written feedback and formative feedback for the poster will be provided by peer feedback during a presentation.

If you have a question about Durham's modular degree programmes, please visit our FAQ webpages, Help page or our glossary of terms. If you have a question about modular programmes that is not covered by the FAQ, or a query about the on-line Undergraduate Module Handbook, please contact us.

Prospective Students: If you have a query about a specific module or degree programme, please Ask Us.

Current Students: Please contact your department.