EDUC3372: Beyond the Three Cs

• None

• None

• None

• To develop a rich and connected understanding of concepts in the primary curriculum and an understanding of the progression of these concepts beyond the primary phase.
• To study the findings from large and small-scale research on primary and early secondary children's understanding of concepts, in English, mathematics and science.
• To develop students' critical awareness of issues in ensuring the effective provision of the National Curriculum for all children.

• Theories and evidence relating to the teaching and learning of English, mathematics and science.
• Requirements stipulated by the National Curriculum for English, mathematics and science.
• The nature of assessment - its use and its complexity; exploration of the effectiveness of different ways of assessing pupil work across English, mathematics and science.
• The constructivist view of knowledge and its implication for teaching and learning.
• Quality of evidence, methods in inquiry and presentation of findings in research.

Subject-specific Knowledge:

• Key ideas related to core curriculum in the primary school.
• Curriculum design across the primary core curriculum.
• The nature of assessment across the primary core curriculum.
• An understanding of the way in which theory informs practice (vice versa).
• An appreciation of the quality of evidence.

Subject-specific Skills:

• Develop an informed and critical awareness of research in primary education which can enhance the effectiveness of the primary teacher;
• Evaluate and critique curricula;
• Relate educational theory to practice in primary education;
• Critically analyse literature on a variety of educational issues relevant 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.

• Lectures, workshops, seminars, practicals and directed tasks 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 written assignments.

Formative feedback for a section of the written assignment 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.