Cookies

We use cookies to ensure that we give you the best experience on our website. You can change your cookie settings at any time. Otherwise, we'll assume you're OK to continue.

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

EDUC3372: Beyond the Three Cs

Type Tied Level 3 Credits 40 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 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.

Content

  • Theories and evidence relating to the teaching and learning of 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 - professional literature on children's mathematical and scientific thinking.
  • Analysis of situations in terms of underlying conceptual structures and meanings.

Learning Outcomes

Subject-specific Knowledge:
  • Key ideas related to core curriculum in the primary school
  • Curriculum design and the tensions that exist between delivering core content and facilitating the development of understanding.
  • The nature of assessment across the primary core.
  • An understanding of the way in which theory informs practice (vice versa) and 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;
  • Observe, record accurately and relate educational practice to theory in primary schools and classrooms;
  • Critically analyse literature on a variety of contemporary educational issues relevant to the primary context.
Key Skills:
  • Communicate ideas, principles and theories effectively in written form;
  • 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.

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

  • Lectures, workshops and seminars 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.

Teaching Methods and Learning Hours

Activity Number Frequency Duration Total/Hours
Lectures 15 Weekly 3 hour 45
Tutorials / Seminars / Practicals 15 Fortnightly 3 hour 45
Preparation and Reading 310
Total 400

Summative Assessment

Component: Assignment Component Weighting: 100%
Element Length / duration Element Weighting Resit Opportunity
Written Assignment A 2000 words 50% No
Written Assignment B 2000 words 50% No

Formative Assessment:

Formative feedback will be provided through written, peer or group 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



If you have a query about a specific module or degree programme, please contact the appropriate department.

If you have a question about Durham's modular degree programmes, please visit our FAQ webpage. If you have a question about modular programmes that is not covered by the FAQ, or a query about the on-line Faculty Handbook, please contact us using the Comments and Questions form below.