EDU8326 : Curriculum development through enquiry in practice (Primary)
EDU8326 : Curriculum development through enquiry in practice (Primary)
- Offered for Year: 2024/25
- Module Leader(s): Mr Fred Clark
- Lecturer: Professor Heather Smith, Mr Jon Haines, Mrs Susan O'Hagan
- Owning School: Education, Communication & Language Sci
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
Semester 2 Credit Value: | 20 |
ECTS Credits: | 10.0 |
European Credit Transfer System | |
Pre-requisite
Modules you must have done previously to study this module
Pre Requisite Comment
N/A
Co-Requisite
Modules you need to take at the same time
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 adaptive teaching
- Assessment and feedback for learning
- Digital technologies in teaching and learning
- Group work and classroom talk
- Independent learning and homework
- Literacy across the curriculum
- Numeracy across the curriculum
- 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
Learning Outcomes
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 Methods
Teaching Activities
Category | Activity | Number | Length | Student Hours | Comment |
---|---|---|---|---|---|
Guided Independent Study | Assessment preparation and completion | 1 | 25:00 | 25:00 | N/A |
Placement/Study Abroad | Employer-based learning | 12 | 8:00 | 96:00 | N/A |
Scheduled Learning And Teaching Activities | Lecture | 11 | 1:00 | 11:00 | N/A |
Guided Independent Study | Directed research and reading | 1 | 20:00 | 20:00 | N/A |
Scheduled Learning And Teaching Activities | Small group teaching | 31 | 1:00 | 31:00 | N/A |
Guided Independent Study | Reflective learning activity | 1 | 10:00 | 10:00 | N/A |
Guided Independent Study | Independent study | 1 | 7:00 | 7:00 | N/A |
Total | 200:00 |
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 leading to Qualified Teacher Status.
Reading Lists
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
Description | Semester | When Set | Percentage | Comment |
---|---|---|---|---|
Portfolio | 2 | M | 100 | Word count 4,000 |
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 class context.
Section 2 will allow the student to demonstrate the application of theoretical and research-based knowledge to a practice context through a reflective commentary and analysis of evidence.
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- EDU8326's Timetable
Past Exam Papers
- Exam Papers Online : www.ncl.ac.uk/exam.papers/
- EDU8326's past Exam Papers
General Notes
N/A
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