TE5508 - Curriculum Studies 2 (3-7 years)

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What will I learn on this module?

In the second year of your degree you will be building upon the work covered through this strand (in Curriculum Studies 1) during the first year of the programme within the early primary and primary curriculum. The focus in Year 2 is on developing your emerging subject knowledge for planning, teaching and assessment techniques across core and non-core curriculum subjects, as set out in key Stage One of the National Curriculum and the Areas of Learning in the Early Years Foundation Stage.

Effective planning forms the basis for your study across the core subjects; concentrating upon considering the necessary subject knowledge and creative skills related specifically to the planning and teaching of these subject areas for children in Foundation Stage or Key Stage One. In addition to this you will also be able to consider and apply your knowledge and skills to a range of non-core curriculum subjects. You will be introduced to the curriculum across the 3-7 age phases via subject specific and transferable approaches to teaching and learning in core and non-core subjects in order to consider how to plan to meet children’s individual needs in each distinct subject area. You will continue to be audited in each subject area (including early reading and early mathematics) to ensure that your individual needs are catered for.

You will be required to engage with the use of e-based and other learning resources to independently support your subject knowledge development throughout the module which aims to enable you to begin to apply your knowledge, skills, experiences and training, to apply in partnership schools via the Educational Placements 2 module and in the University via a written planning task which offers you the opportunity to practise your emerging knowledge and skills to plan a differentiated sequence of lessons demonstrating clear routes to children’s learning. This is inclusive of subject specific learning opportunities and theoretical underpinning, and acts as the final summative assessment for this module. All of which in turn will help to provide you with a framework of experiences and training, which will help your development along your journey to becoming a confident, enthusiastic and successful teacher.

How will I learn on this module?

The teaching and learning approaches for this module provide you with a mix of lectures, workshops and technologically enhanced learning reflecting the Notional Student Workload (NSW) contained in the descriptor for this module. You will find this approach similar to that of Curriculum Studies 1, with the added raised expectations surrounding independent application and assessment.

Your lectures will critically examine key sources of policy, evaluation and theoretical literature and will encourage you to connect with your own independent reading, which will be key to your success here. You will experience a diverse range of input from University-based tutors and Partnership teachers, who have relevant practical experience and theoretical knowledge in teaching and learning the core and non-core subjects across the Early Years Foundation Stage, Key Stage 1 and Key Stage 2. Subsequently, you can be assured that lecture content is relevant, up-to-date and takes account of recent practice and policy changes surrounding planning, teaching and assessment approaches in schools.

Your workshops are a practical, challenging element of this module and will demand your full participation. Workshops are not an optional extra for this module and we have found that students who have done well previously have prepared, attended and participated in the workshop work and independent supporting tasks. We are mindful that you will have a range of preferences for small group work, but we do expect you all to thoroughly prepare for and participate in these sessions. Practical workshop sessions will also be led by a mixture of University-based tutors and Partnership teachers who will ensure that the key elements of each subject are explored in further depth to allow you to consider how to apply ideas to your own planning during your Educational Placements.

You will be expected to make active use of the eLP (Blackboard), using it as a starting point for your own reading. All lecture and workshop presentations will make reference back to the Teachers’ Standards (2012) to allow you to join up your learning across the programme and begin to compile evidence towards the completion of your Teachers’ Standards file. The module team are committed to ensuring material is placed on the eLP in a timely manner (wherever possible) so you are able to use this to complement your face-to-face learning and reading.

How will I be supported academically on this module?

As with all other modules on your programme, successful academic achievement requires a system of robust support and guidance to help you focus on your learning needs. In addition to the pastoral support you will receive, the tutors involved in delivering this module will provide guidance and academic counselling to ensure that you are able to confidently engage with the academic rigour of this module. This dialogue will be face-to-face in lectures, workshops or individual tutorials and is an essential aspect of the programme’s assessment for learning strategy. Extensive support is also accessible online as part of the University’s commitment to technology enhanced learning. This employs the use of the e-learning portal (Blackboard; including Pebble+) and social networking and collaborative tools.

A central feature of the academic support available to you is the service provided by the University Library. This 24/7 service caters for all your learning needs, has extensive access to electronic texts and tutorials that will directly support the development of academic skills aimed at improving your critical thinking and analytical writing.

What will I be expected to read on this module?

All modules at Northumbria include a range of reading materials that students are expected to engage with. The reading list for this module can be found at: http://readinglists.northumbria.ac.uk
(Reading List service online guide for academic staff this containing contact details for the Reading List team – http://library.northumbria.ac.uk/readinglists)

What will I be expected to achieve?

Knowledge & Understanding:
1. Identify and analyse appropriate learning opportunities, linked to the curriculum across core and non-core subjects, drawn from and/or inspired by children’s literature;
2. Investigate and practise the subject-specific knowledge and skills necessary across core and non-core subjects in order to plan, teach and differentiate effectively and impact upon children’s learning

Intellectual / Professional skills & abilities:
3. Critically consider the relationship between pedagogical approaches within the core and non-core subjects and individual children’s learning needs across the 3-7 and/or 5-11 age phases
4. Evaluate the contribution of transferring knowledge, skills and understanding in a subject through integrating learning across the curriculum

Personal Values Attributes:
5. Analyse recent and relevant pedagogy, literature and practice in the core and non-core subjects to justify ideas and approaches.

How will I be assessed?

Summative Assessment:

Written Planning Task: During sessions you will collaborate with colleagues to formulate ideas and lesson sequences for a variety of core and non-core subjects. These will be formatively peer assessed in small groups in tutor-led sessions.

The summative task will be developed from your assessed placement lesson planning. Your choice of two subject sequences of annotated lesson plans will be uploaded to supplement the written summative assessment task.

The assignment is a 5,000 word written task. You will explain the rationale behind the two sequences of lessons detailing your chosen pedagogical approaches and your curricular aims. You also need to include your critical reflections of the teaching of these lessons, as well as the consideration of lesson objectives and success criteria, approaches and overall pitch. You should demonstrate your use of the reflective cycle.

Assignment title: Planning for Progress: A critical reflection of two lesson sequences.

Summative grades, alongside formative written feedback regarding your planning will be provided via ESAF.

(KU 1; iPSA 3, 4; PVA 5)

Pre-requisite(s)

Educational Research and Enquiry 1
Educational Placements 1
Professional Studies 1
Curriculum Studies 1
Enhanced Curriculum Studies 1

Co-requisite(s)

Educational Research and Enquiry 2
Educational Placements 2
Professional Studies 2

Module abstract

In this module you will focus upon your developing acquisition of the requisite subject knowledge for successful planning, teaching and differentiating children’s learning in the core and non-core subjects across the Early Years Foundation Stage and Key Stage. You will investigate creative and innovative learning opportunities, as you continue to develop a variety of teaching skills, approaches and expertise. The development of your subject knowledge of the Early Years Foundation Stage and National Curriculum core and non-core subjects for children across the 3-7 age phases and beyond is continued. Additionally you will be able to explore both the discrete subject specific differences between subjects and their similarities across curriculum to allow for integrated learning to evolve; all of which is underpinned by theoeretical foundations.

You will have the opportunity to apply and practise your emerging understanding and skills developed here; across the non-assessed and assessed elements of your placements in the Educational Placements 2 module in semesters 1 and 2. This approach and continued acquisition and development of subject knowledge and skills across the core and non-core subjects of the curriculum, allows you to consider your chosen age phase, and will begin to lead towards your success both; during not only your assessed placement this year, but also as the foundations of success for your final assessed placement and eventually in your first post as an Newly Qualified Teacher (NQT).

Course info

UCAS Code X120

Credits 40

Level of Study Undergraduate

Mode of Study 3 years full-time

Department Social Work, Education & Community Wellbeing

Location Coach Lane Campus

City Newcastle

Start September 2019 or September 2020

Current, Relevant and Inspiring

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