PED6512 - Teachers for the 21st Century

Objectives:

On successful completion of the module, students will be able to:
Demonstrate secure knowledge of Primary and Early Years education and evaluate and appraise developments in the subjects and curriculum areas;
Communicate a personal and critical professional perspective on educational practices;
Demonstrate critical reasoning, analysis and synthesis and evaluate how this might inform their practice.

Content:

This module is designed against a fast changing educational landscape in which teachers of the future need to be aware of global issues in Early Years and Primary education as well as those at local and national levels (e.g. academisation, schools-led teacher education; high stakes testing and teacher accountability). There are 4 themes dominant in the module:

Schools of and for the future. Students will consider what makes schools effective using evidence of educational performance in international contexts (e.g. Programme for International Student Assessment (PISA) outcomes) and nationally, including Free Schools, Academies, Multi-Academy Trusts (MATs) etc. They will examine in depth the success ingredients of school effectiveness and school improvement.

High quality teaching and learning With a high priority placed on high quality teaching, students will examine excellence in pedagogy drawing upon new models of learning - Claxton's Learning Power, personalised and co-operative learning models as in Kagan structures, social and emotional aspects of learning and metacognition. They will investigate a range of instructional strategies such as high-order questioning, modelling which embrace the principles and techniques of outstanding teaching using the Ofsted framework for outstanding teaching as one example of excellence.

Pupil Progress data. They will gain skills in interrogating relevant data sets as measures of attainment and progress. They will know how to use formative assessment as keys to student learning and understand how to use diagnostic and summative assessment effectively.

Professionalism. They will understand how teachers act as learners who co-construct knowledge. The module examines theories of professional learning and the specific Pedagogical Content Knowledge (PCT) required to be expert teachers. It considers 'mastery learning' and how to become masters of learning. Finally it addresses future professional learning needs auditing into their NQT year.

Learning and Teaching Information:

A variety of delivery methods appropriate to the subject content will be utilised. Sessions will involve students in collaborative, enquiry based interactive discussion and analysis of sources and key concepts. Workshop sessions will involve students in practical activities and tutorials will involve students in small group and individual discussion focusing on analysis and synthesis, and reflection on the impact of learning on professional development as they move towards their NQT year.

Scheduled learning and teaching activities
Hours: 40
Intended Group Size: Up to 40

Guided independent study
Hours: 160

Further details relating to assessment
Assessments will reflect as much as possible, the attributes and characteristics necessary in the fulfilment of the professional role of the teacher.

Assessment for this module is closely related to the scope of the Teachers' Standards (2012) - and in particular; to promote good progress and outcomes for pupils (TS2), demonstrating good subject and curriculum knowledge (T3), adapting teaching in response to the needs of pupils (TS5), making accurate and productive use of assessment (T6) managing behaviour effectively to ensure a good and safe learning environment (TS7), and fulfilling wider professional responsibilities (TS8).

Assessment:

001 Portfolio 4000 words equivalent end Sem 2 100%

Fact File

Module Coordinator - Diana Mann
Level - 6
Credit Value - 20
Pre-Requisites - NONE
Semester(s) Offered - 6YLQ6YLQ

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