Module Catalogue 2024/25

Pre Requisite Comment

N/A

Co Requisite Comment

N/A

Aims

Module Summary:

This module provides an opportunity to engage in practitioner enquiry linked to enhanced lesson planning within curriculum design. Students select a specific study theme and work in a supported group to explore the theme prior to planning a sequence of lessons that draws on the outcomes of their enhanced understanding. These lessons will provide a context for enquiry in practice. This is essentially a development and research project focused on the students understanding of teaching. The research and development process is one that fits into teachers’ accustomed professional practice, since the process of ‘plan, do, review’ is at the bedrock of the routines and development of curriculum, pedagogy and assessment. What distinguishes development and research is the intentional use of a range of tools that will give the teacher data that would not usually arise from an enquiry into teaching and learning or that would not be analysed in such a systematic way. This provides the vehicle for an independent study and practical action within the selected teaching and learning theme.

Aims :

a)       To provide a theoretical and practical grounding in the nature of curriculum
b)       To ensure students can demonstrate the attributes, skills, knowledge and understanding that make up the Teachers’ Standards for Qualified Teacher Status as set out by the Department of Education
c)       To enable students to develop as critical and analytical teachers through their reflective practice and engagement with research related to teaching and learning innovation in the context of curriculum design
d)       To allow students to develop as new teachers through collaborative planning and peer review
e)       To enable students to enter the teacher profession with the capacity to continue to explore and develop pedagogic practices within changing policy frameworks contexts

Outline Of Syllabus

• Understanding what is meant by curriculum
• The potential and constraints for curriculum design within current policy frameworks
• Engagement with research through supported study groups. Students select a teaching and
learning theme.
Examples of themes include:
- Inclusion and differentiation
- Assessment and feedback for learning
- Digital technologies in teaching and learning
- Use of target language in MFL classrooms (it is expected that MFL students will select this, unless they have negotiated otherwise with course leaders)
- Group work and classroom talk
- Independent learning and homework
- Literacy across the curriculum (not available for English students)
- Numeracy across the curriculum (not available for Mathematics students)
- Creativity in teaching and learning
• Applying specialist knowledge to curriculum design
• Research methods for analysing classroom practices and learning outcomes
• Research ethics for teacher researchers

Intended Knowledge Outcomes

By the end of the module, participants should be able to:
A1       Understand theoretical approaches to teaching and learning and have a critical grasp of relevant research in the field

A2       Understand the debates concerning the nature and purpose of education from a variety of disciplinary perspectives

A3       Be familiar with a range of teaching approaches relevant to their subject/curriculum area(s) and understand their potential for pedagogy

A4       Understand the potential of enquiry in practice for the development of professional practice

A5       Understand how enquiry tools can facilitate evaluation, reflection and critical enquiry to support professional development

A6       Know and engage with the wider governmental context with regard to statutory legislation and policies

A7       Have the requisite knowledge and understanding as specified in the Teachers' Standards for Qualified Teacher Status

Intended Skill Outcomes

B1       Design enquiries relevant to their own professional practice development within educational contexts

B2       Gather information and evaluate its validity and usefulness for particular enquiries

B3       Critically review and debate the relationship between policy, practice, theory and research and the implications for professional development and pedagogy

B4 Self evaluate and apply learning to the enhancement of practice

B5 Engage in an informed and critical fashion with literature in order to discuss the main themes and alternative interpretations

B6 Synthesise and apply pedagogic theory and practice      

C1       Improve professional practice through observation, reflection, evaluation, enquiry and collaboration

C2       Meet the Teachers’ Standards for Qualified Teacher Status through successful school based experience

C3       Undertake enquiry in practice to extend their understanding of pedagogy

C4 Communicate effectively with a range of colleagues and partners in a variety of settings

C5 Work alongside other colleagues in a multi or inter professional context

D1       Communicate ideas and argument in a lucid and balanced fashion both in writing and/or orally

D2       Work successfully and productively as a member of a team both in the university and whilst on placement

D3       Plan and prepare in a professional and effective fashion

D4 Exercise skills of time management and organisation

D5 Employ a range of Information and Communication Technology in their academic and professional practice

D6 Problem solve in the immediate and the longer term

D7 Act using own initiative in an independent and autonomous manner

Teaching Rationale And Relationship

It is important that students develop critical perspectives on curriculum and their role in developing enhanced learning outcomes through curriculum development. This process is achieved through a development and research process, through which students develop a specific technical and research-based knowledge of a chosen element of teaching and learning. They learn how to use practitioner enquiry tools to make sense of the consequences of this development from both their own and their pupils’ perspectives. This requires not only an awareness and capacity to engage with various theoretical ideas and concepts, but importantly the opportunity to debate and reflect on the meaning and implications of such ideas for their own situation and practice. Integrated readings introduce key issues and contexts from research, theory and practice which form the basis for taught sessions where students are able to discuss and reflect upon these questions in an informed way. The taught sessions support students in developing an integrated understanding of curriculum and pedagogy. They also introduce research ethics for teachers and relevant research methods. These are then used by the students to support the process of development and research. This model of practitioner enquiry is consistent across modules and combines professional learning with criticality and evaluative skills. It is also forms a means through which student teachers access the Teachers' Standards (QTS).

Assessment Rationale And Relationship

This work will be assessed through a portfolio.

Section 1 will be a commentary through which students explain their rationale for the sequence of lessons that they planned, including reference to the literature and school context. (3,500 words)

Section 2 will be an annotated copy of the curriculum plan, allowing the student to demonstrate the application of theoretical and research-based knowledge to a practice context. It reflects the process of development, research and reflection on an enquiry process.

General Notes

N/A