Course Catalogue

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This course provides students with an opportunity to extend, or deepen, their learning across a sector of the technologies curriculum. The course aims to allow students the opportunity to develop both confidence and depth of knowledge within a chosen area of the curriculum; embracing both subject knowledge and pedagogy.

2 hours per week

Mandatory Entry Requirements

Entry into year four of the BTechEd programme

Recommended Entry Requirements

None

None

Assessment

Within any of the three specialism strands there will be assessed learning tasks within the course work and a course project. The assessment design will reflect the area of specialism, for example the course project could involve the production or a computer model, a design prototype or an electronic circuit.

Reassessment

In accordance with the University's Code of Assessment reassessments are normally set for all courses which do not contribute to the honours classifications. For non honours courses, students are offered reassessment in all or any of the components of assessment if the satisfactory (threshold) grade for the overall course is not achieved at the first attempt. This is normally grade D3 for undergraduate students, and grade C3 for postgraduate students. Exceptionally it may not be possible to offer reassessment of some coursework items, in which case the mark achieved at the first attempt will be counted towards the final course grade. Any such exceptions are listed below in this box.

 This course aims to allow final year students a range of options to extend their knowledge, understanding and confidence in teaching an identified area of the technologies curriculum. The course provides a degree of specialism that will extend and enhance both subject knowledge and it related pedagogy.

The course also supports students to develop the knowledge and skills needed to enable them to meet the following elements of the Standard for Provisional Registration:

1 Professional values and personal commitment, specifically: Embracing locally and globally the educational and social values of sustainability, equality and justice and recognising the rights and responsibilities of future as well as current generations; Demonstrating a commitment to engaging learners in real world issues to enhance learning experiences and outcomes, and to encourage learning our way to a better future; Demonstrating a commitment to motivating and inspiring learners, acknowledging their social and economic context, individuality and specific learning needs and taking into consideration barriers to learning. 

2.1.1 Have knowledge and understanding of the nature of the curriculum and its development

2.1.2 Have knowledge and understanding of the relevant area(s) of pre-school, primary or secondary curriculum

2.1.3 Have knowledge and understanding of planning coherent and progressive teaching programmes

2.1.4 Have knowledge and understanding of contexts for learning to fulfil their responsibilities in literacy, numeracy, health and wellbeing and interdisciplinary learning

2.3.1 Have knowledge and understanding of relevant educational principles and pedagogical theories to inform professional practices

3.1.1 Plan coherent, progressive and stimulating teaching programmes which match learners' needs and abilities

3.1.2 Communicate effectively and interact productively with learners, individually and collectively.

3.1.3 Employ a range of teaching strategies and resources to meet the needs and abilities of learners

3.1.4 Have high expectations of all learners

3.4.1 Read and critically engage with professional literature, educational research and policy

The course will also develop the following graduate attributes: Subject Specialists; Investigative; Resourceful and Responsible; Confident; Adaptable; Reflective learners.

By the end of this course students will be able to:

1. Demonstrate understanding of technological concepts, processes, systems and interactions.

2. Evidence appropriate technological reasoning and iterative decision-making through testing, analysis and evaluation of technological concepts, processes, systems and interactions.

3. Functionally model an integrated technological system in response to a problem or brief.

4. Create evidence-informed subject pedagogy by applying the ASPM to a chosen aspect of technology.

Students must submit at least 75% by weight of the components (including examinations) of the course's summative assessment. Students must submit a project and attend for the oral examination.