PED6524 - Enhancing the Curriculum

Objectives:

On successful completion of the module, students will be able to:
Analyse current developments in the relevant subjects and the factors related to how pupils learn and how this can be inhibited;
Critically engage with current research and development initiatives around a range of pedagogical approaches used to develop and assess early writing, mathematics, science and foundation subjects;
Analyse the concepts underpinning the development and progression of early writing, and mathematical and scientific knowledge for a range of learners;
Evaluate the role of language, talk and thinking in promoting knowledge and understanding across relevant subject areas;
Identify opportunities for their own professional development in relation to developing a curriculum in EYFS and Key Stage 1.

Content:

This module is underpinned by knowledge and understanding gained in Level 4 and 5 study, particularly the modules that introduce and develop the core curriculum, PED 4434 and PED 5732 and also modules of school-based training. Student enquiry will be informed by current practice, scholarship and research, and will critically evaluate contemporary issues in English, mathematics and science, and in the teaching profession. In preparation for the final block of School-based Training (PED 6242), models of planning, teaching and assessment for formative purposes are demonstrated.

In the core subjects of English, mathematics and science the module focuses on children's development and progress from EYFS to KS1. Pupil progress in each subject area will be analysed, alongside interrogation of current educational policy for assessment processes in core subject areas. Attainment differences for key groups as indicated by the most recent and regional Ofsted data and reports will also be explored.

Children's thinking skills and the role of language within the context of all curriculum subject areas will be explored and evaluated. Particular attention will be paid to the use of metalanguage and grammar constructs in English; problem-solving processes, skills and language in mathematics; and shared, sustained thinking and dialogic talk in science.

In relation to the wider curriculum, students will have the opportunity to engage with, critically examine and evaluate theory and research (e.g. in relation to planning, teaching and assessment) and consider to what extent it underpins EYFS and KS1 classroom practice including that related to formative and summative assessment. Students will explore a range of learning approaches for particular groups of learners, e.g. by gender, socio-economic status, EAL. They will extend their knowledge and understanding of current national priorities in primary education, and reflect on their own professional practice. This work will support students in preparation for future employment and their NQT year.

Learning and Teaching Information:

Teaching methods will include lectures, practical workshops and tutorials. A range of directed independent tasks will be set during the module.

English: Lectures, Workshops, Tutorials
Hours: 20
Intended Group Size: Up to 40

Mathematics: Lectures, Workshops, Tutorials
Hours: 20
Intended Group Size: Up to 40

Science: Lectures, Workshops, Tutorials
Hours: 20
Intended Group Size: Up to 40

Foundation Subjects: subject specific and thematic workshops
Hours: 40
Intended Group Size: Up to 40

Guided independent study
Hours: 300

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. Formative assessment is ongoing throughout the module, including peer-review.

Assessment for this module is closely related to the scope of the Teachers' Standards (2012) - and in particular; to promote good progress and outcomes by pupils (TS2), demonstrating good subject and curriculum knowledge (TS3), plan and teach well-structured lessons (TS4), adapting teaching in response to the needs of pupils (TS5) and fulfilling wider professional responsibilities (TS8).

This module is exempt from condonement of marginal failure as a pass is required in order to demonstrate subject knowledge and understanding of key concepts and ideas around professional practice and pedagogy that are essential in order to demonstrate preparedness for School Based Training and in line with the requirement to meet the Teachers' Standards.

Assessment:

001 Project (including 1000 word rationale) 4000 words 50%
002 Reflective Report 4000 words equivalent 50%

Fact File

Module Coordinator - Vanessa Sawyer
Level - 6
Credit Value - 40
Pre-Requisites - NONE
Semester(s) Offered - 6YLQ6YLQ

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