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Durham University

Faculty Handbook 2022-2023

Module Description

Please ensure you check the module availability box for each module outline, as not all modules will run each academic year.

Department: Education

EDUC1553: Shifting the Focus: From the "Three Rs" to the "Three Cs"

Type Tied Level 1 Credits 60 Availability Available in 2022/23 Module Cap None. Location Durham
Tied to X101 Primary Education
Tied to X103 Primary Education (with Placement Year)
Tied to X102 Primary Education (with Year Abroad)

Prerequisites

  • None

Corequisites

  • None

Excluded Combination of Modules

  • None

Aims

  • To develop an understanding of the key elements underpinning the primary curriculum and strengthen the knowledge of the connections.
  • To explore pedagogical issues related to teaching the core curriculum.
  • To consider the issues involved in ensuring the effective provision of the National Curriculum for all children.

Content

  • 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: e.g. systematic synthetic phonics, mastery in mathematics, concept of number, working scientifically and the collection of valid and reliable evidence.
  • Linking theory to practice; weaving experiential opportunities and research literature.

Learning Outcomes

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.
  • Construct and sustain a reasoned argument
  • Apply ideas relating to research on a variety of contemporary education issues relating to the primary context
  • Observe, record accurately and relate educational practice to theory in primary schools and classrooms
Key Skills:
  • Think critically and independently
  • Analyse, synthesise, evaluate and identify problems
  • Communicate ideas, principles and theories effectively in written form
  • Work effectively as part of a team, on given tasks and activities
  • Use ICT in a variety of ways
  • Manage time and work to deadlines

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

  • Blended learning with lecture presentations, workshops and seminars used as appropriate to support students in developing their critical understanding of the role of the teacher in the primary English. Mathematics, and Science classrooms.
  • Each component of summative assessment will focus on a particular subject. Students may only focus on each subject once.
  • Individual and group projects will be undertaken.

Teaching Methods and Learning Hours

Activity Number Frequency Duration Total/Hours
Lectures 20 Weekly 3 hours 60
Seminars 10 Fortnightly 3 hours 30
Preparation and reading 510
Total 600

Summative Assessment

Component: Assignment Component Weighting: 33.334%
Element Length / duration Element Weighting Resit Opportunity
Written Assignment 2500 words 100% Yes
Component: Assignment Component Weighting: 33.333%
Element Length / duration Element Weighting Resit Opportunity
Presentation 1,000 words or equivalent 40% Yes
Written Rationale & Reflection 1,500 words 60% Yes
Component: Assignment Component Weighting: 33.333%
Element Length / duration Element Weighting Resit Opportunity
Presentation 1000 words or equivalent 40% Yes
Written Rationale & Reflection 1,500 words 60% Yes

Formative Assessment:

A variety of formative opportunities, including written submission and peer feedback presentation.


Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University



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