TE6694 - Curriculum Studies 3 (7-11)

What will I learn on this module?

In the third year of your degree you will be building upon the work covered during the previous two years of the programme within the Early Primary and Primary curriculum. The focus in Year 3 is on pupil progress and assessment across the across the Key Stage Two so as to consider progression across the age ranges. In Curriculum Studies 3 you will build upon the study of the specific subject knowledge for planning, teaching and assessment of the core subjects covered within the National Curriculum at Key Stages 2, developed throughout the Curriculum Studies 2 and Curriculum Studies 1 modules. Here you will focus primarily upon teaching strategies to inform the cyclical planning and teaching process of children’s learning in the curriculum across the Key Stage 2.

This module aims to enable you to consolidate your knowledge and provide you with a framework of skills, experiences and training, to apply in Partnership schools via the Educational Placements 3 module and in the University via a written 2500 word assignment, which acts as the final summative assessment for this module. All of which in turn will help you enhance and refine your developing skills to become 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 and workshops 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 and 2, with further 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 subjects across 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.

In addition, you are invited to participate in Twitter ‘conversations’ around relevant topics related to the curriculum with module tutors. Follow Chris Warnock (@chrisjames_78) on Twitter if you are interested in this aspect.

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. Systematically discuss how teaching strategies can be used to develop children’s learning and progress;

2. Investigate and practice the application of teaching strategies throughout your educational placement-based experience;

Intellectual / Professional skills & abilities:
3. Analyse how teaching strategies can support children’s learning within the core subjects of the curriculum;

4. Evaluate teaching strategies, within the context of your own relevant educational placement-based experiences, to consider the next steps in your own learning through the effective use of Standard English.

Personal Values Attributes (Global / Cultural awareness, Ethics, Curiosity) (PVA):
5. Critically consider teaching strategies with reference to recent and relevant literature to justify your arguments.

How will I be assessed?

Summative Assessment:
The 2500 word written assignment will form 100% of your summative assessment for this module.

The assignment is designed to enable you to critically think about the similarities and differences in the core curriculum and how this can be applied to children’s learning needs. You will focus your assignment on your chosen age phase (7-11) to support and develop your learning and understanding. You will be asked to discuss across Three curriculum subjects considering how you will utilise teaching strategies to enable access to learning for all pupils.

Proposed (Draft) Assignment Title:
Critically reflect upon your knowledge, understanding, experience and/or application of teaching strategies are used to support children’s learning and progress within three curriculum subjects.

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

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

Pre-requisite(s)

Educational Research and Enquiry 2
Educational Placements 2
Professional Studies 2

Co-requisite(s)

Educational Research and Enquiry 3
Educational Placements 3
Professional Studies 3

Module abstract

In this module you will focus primarily upon the application of teaching strategies to inform the cyclical planning and teaching, process that drives children’s learning and progress in the curriculum subjects across Key Stage 2. You will consider how the learning cycle is joined up through the careful integration of planning, teaching and assessment approaches. This will enable you to develop and consolidate your understanding of all children’s learning across the 7-11 age range and in each core subject.

Your emerging understanding and application of teaching strategies will be a key focus; as you develop further the necessary skills and expertise to ensure that you are prepared to teach for a sustained period during your assessed placement in the Educational Placements 3 module in Semester 2. The cumulative acquisition of the appropriate range and depth of subject knowledge and skills across both the core subjects and your chosen age phase at your disposal from this module strand (Curriculum Studies), will inform your success both; during your final assessed placement and in your first post as an Early Career Teacher.

In addition to this you will be able to consider further your own abilities to provide innovative learning opportunities through your planning and teaching for each subject, alongside your emerging philosophy for children’s learning and how this impacts on your ability to provide an enriching learning environment in each subject for all the children you will teach.

Course info

UCAS Code X120

Credits 20

Level of Study Undergraduate

Mode of Study 3 years full-time

Department Social Work, Education and Community Wellbeing

Location Coach Lane Campus, Northumbria University

City Newcastle

Start September 2024 or September 2025

Fee Information

Module Information

All information is accurate at the time of sharing.

Full time Courses starting in 2023 are primarily delivered via on-campus face to face learning but may include elements of online learning. We continue to monitor government and local authority guidance in relation to Covid-19 and we are ready and able to flex accordingly to ensure the health and safety of our students and staff.

Contact time is subject to increase or decrease in line with additional restrictions imposed by the government or the University in the interest of maintaining the health and safety and wellbeing of students, staff, and visitors, potentially to a full online offer, should further restrictions be deemed necessary in future. Our online activity will be delivered through Blackboard Ultra, enabling collaboration, connection and engagement with materials and people.

 

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