Construct and sustain reasoned and coherent arguments about the curriculum, pedagogy and assessment of a subject area of secondary education.
Exercise autonomy and initiative in planning and reporting on a defined project of action research related to teaching and learning in a subject area of secondary education. Demonstrating knowledge that covers and integrates most of the principal areas, features, boundaries, terminology and conventions of the curriculum, pedagogy and assessment of a subject area within the secondary curriculum.
The Degree of Openness of Undergraduate Education to Contemporary Art
Understanding critically the principles and evolving theories of curriculum design, contexts for learning and cross-curricular links. Understanding in detail a subject area within the secondary curriculum, current educational issues and effective approaches to teaching and learning. Understanding the ways in which teaching and learning are developed, including a range of established techniques of professional enquiry. Demonstrating knowledge of how to access and apply relevant findings from educational research.
Designing effective, appropriate and stimulating programmes of work, in a subject area within the secondary curriculum, which are suitable for children at different stages of secondary education. Using skills, practices and materials which are specialised, advanced or at the forefront of classroom practice. Planning and reporting on a defined project of action research related to teaching and learning in a chosen subject area of secondary education. Undertaking critical analysis, evaluation and synthesis of ideas, concepts, information and issues in educational contexts.
Justifying a personal stance on educational issues by referring to appropriate evidence from a range of sources. Reflecting on and acting to improve the effectiveness of their own practice. Adopting an enquiring approach to professional practice, demonstrating some originality and creativity in finding solutions to professional issues.
Maintaining a record of personal professional learning and development.
Learning to Teach ICT in the Secondary School: A Companion to School Experience
Communicating effectively, using a variety of media including digital technologies, with peers and university staff. Communicating and reporting effectively, both orally and in writing. Engaging in professional dialogue with peers, university staff and school colleagues. Constructing and sustaining reasoned and coherent arguments about educational matters and professional practices.
LEARNING TO TEACH ART AND DESIGN IN THE SECONDARY SCHOOL: A COMPANION TO SCHOOL EXPERIENCE(NEW)
Exercising autonomy and initiative in professional activities. Working with others and, at times, taking a leading role in bringing about change, development and new thinking relating to curriculum, pedagogy or assessment of a subject area within the secondary curriculum. The following materials form essential underpinning for the module content and ultimately for the learning outcomes:. Footnotes A.
Referred to within Assessment Section above B. Identified in the Learning Outcome Section above. Curriculum The module will explore the principles of curriculum design, contexts for learning, and the processes of change and development in the curriculum.
Pedagogy Students will understand the methods and underlying theories for effective teaching and learning and learn how to plan appropriately in order to meet the needs of all learners, across different contexts and experiences. Assessment Students will develop knowledge and understanding of the principles of assessment and how to use a range of approaches for formative and summative assessment purposes, appropriate to the needs of all learners and the requirements of the curriculum and awarding and accrediting bodies, record assessments appropriately, use assessment information to review progress, inform and enhance teaching and learning, identify strengths and development needs which lead to further learning opportunities, and produce clear, informed and sensitive reports.
Professional qualities and capabilities The module will enable students to engage in professional dialogue with peers and university staff and to work collaboratively. Module Delivery Method Face-To-Face Blended Fully Online Face-To-Face Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
It should be noted that the Sciences are entitled to additional hours for laboratory-based workshops; in the other subject areas these hours will be allocated to additional directed study tasks which students will undertake independently. Student handbooks and other material made available to students will give more detailed information on the particular learning and teaching methodologies, and combinations of these methodologies, to be used for timetabled student sessions.
This will clarify for students both their expectations for timetabled sessions, and their expectations for the overall balance of learning and teaching methodologies to be used during the module. At an early stage of the module, students will undertake a two-week observation placement in order to establish links between theory and practice. Virtual Campus : Provided viable student numbers permit. At the end of this module the student will be able to: L1. During completion of this module, there will be an opportunity to achieve core skills in:.
- Ernesto Che Guevara (The Great Hispanic Heritage).
- Additional topics;
- Universal or Diverse Paths to English Phonology.
- Medicine and the Market in England and its colonies, c. 1450- c. 1850.
SCQF Level Before undertaking this module the student should have undertaken the following:. Learning Activities During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below:. Student Learning Hours Normally totalling hours : Note: Learning hours include both contact hours and hours spent on other learning activities. The following materials form essential underpinning for the module content and ultimately for the learning outcomes: Curriculum for Excellence documentation, including the Building the Curriculum series, and support materials at www.
London: Routledge. Addison, N.
London: RoutledgeFalmer. Worcester, Mass: Davis Publications. London: Continuum. Matthews, J The art of childhood and adolescence: the construction of meaning.
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London: Falmer Press. Addison, N and Burgess, L Learning to teach art and design in the secondary school. Friend Reviews. To see what your friends thought of this book, please sign up.
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