The Scottish Curriculum And The Learning Society EDUC2059

  • Academic Session: 2019-20
  • School: School of Education
  • Credits: 20
  • Level: Level 2 (SCQF level 8)
  • Typically Offered: Runs Throughout Semesters 1 and 2
  • Available to Visiting Students: No

Short Description

This module is intended further to underpin the developing professionalism of prospective teachers. It offers the opportunity to deepen understanding of an insight into theoretical issues. It is also an important vehicle for supporting skills in course design and development, and for thinking about and practising strategies to support pupil learning and personal development. Of particular importance is self-examination and self-confrontation in relation to those beliefs and values relating to cross curricular issues such as gender, disability, race, social inclusion and sustainablility.

Requirements of Entry

Level 1 Module.

Course Aims

This module is intended further to underpin the developing professionalism of prospective teachers. It offers the opportunity to deepen understanding of an insight into theoretical issues. It is also an important vehicle for supporting skills in course design and development, and for thinking about and practising strategies to support pupil learning and personal development. Of particular importance is self-examination and self-confrontation in relation to those beliefs and values relating to cross curricular issues such as gender, disability, race, social inclusion and sustainablility.

Intended Learning Outcomes of Course

On completion of this module students will: have a grasp of basic issues in curriculum theory; have a thorough knowledge and understanding of Scottish curricular frameworks, their rationale and justification; have an understanding of the challenges posed to traditional subject based notions of curriculum by, eg arguments for competence led or thinking led curricula; appreciate and be able to implement a variety of assessment practice to support effective learning and teaching, recording and reporting; have developed their professional judgment and expertise sufficiently to support appropriate differentiation; be aware of the range of pupil support necessary in schools, including support for learning, guidance and personal and social development, and have developed initial competence in this area; have developed further classroom strategies and skills to support pupil thinking, eg in questioning, explanation, discussion and argument; be able to deploy a range of ICT skills in promoting and supporting pupil learning; preparation for school experience focusing on year 2 competences.