Curriculum Studies 1

Year 1

Module Guide

Module coordinator

Dr David McKee –

02890 384276

Advisor of Studies

Dr Pamela Moffett–

02890 38320

Rationale

Curriculum Studies is interrelated with the other components of the BEd in its aim of ensuring that students enter the teaching profession with the knowledge, skills, attitudes and values appropriate to professional teachers. In order to respond to the demands of the Northern Ireland Curriculum, the specific purpose of the course is to enable students to gain knowledge of the ‘Areas of Learning’ within the curriculum at a level which will support effective classroom teaching in a context of understanding and awareness of the many factors – cultural, sociological and psychological as well as methodological – which may promote or inhibit learning, and of the place of assessment, testing, reporting and recording in ensuring pupils’ progress throughout primary school. While the chief objective of the course is to provide for the immediate personal and professional needs of newly qualified teachers, the course as a whole will form a sound foundation for their further professional development.

Course Content

This module will initiate the development of competence in the content planning, teaching assessment and evaluation associated with the “Areas of Learning” (World Around Us, The Arts, Physical Education, PDMU and Religious Education) in the primary school curriculum.

Learning Outcomes

Students should demonstrate:

An appreciation of the five areas of learning and the importance of these in the context of the primary school;

An awareness of the content of the areas of learning within the revised primary curriculum;

A basic ability in delivering the areas of learning to primary school children;

An understanding of the symbiotic relationship between pedagogy and classroom practice.

Students should begin the process of developing:

Creativity;

Methods of observation;

Demonstration and analysis in practical teaching;

Classroom management skills;

Planning skills;

Study skills Managing and evaluating information sources;

Transferable Skills

Teaching and Learning

Students will be taught through a variety of formats including lectures, seminars, tutorials, group work student presentations,practical sessions and peer teaching.

Student Feedback

Based on feedback received by students who completed this module.

The following features received positive feedback

Good mix of classes- practical, theoretical, professional preparation

Enjoyable sessions

Students reported increased teaching confidence and competence in the curricular areas covered

Most staff friendly, supportive and approachable

Good resources in the library

Good practical activities to support leaning

Staff will endeavour to implement the following changes:

Submission dates for assignments to be more evenly spaced- staff will examine this. However, the timing of coursework submission is problematic in that students cannot complete coursework until the assessed element has been taught.

Feedback on assignments to be clearer in identifying areas for improvement

Greater focus on lesson planning in each curricular area

Attendance

Students are required to maintain a minimum of 75% attendance in each element of Curriculum Studies One. By way of example this requires that in a six week element of the module students attend at least five sessions. Failure to achieve this will result in additional coursework. Students failing to fulfil the 75% requirement in three or more elements may be required by the board of examiners to repeat the module.

GTC(NI) Competences

Students will be introduced to, and begin to develop competence, in the following key areas during this module:

Professional Competence 2 Know and understand the contemporary social and policy context for education in Northern Ireland.

Professional Competence 3 Have a detailed knowledge and understanding of the learning area/subject(s) taught, including the centrality of strategies and initiatives to improve literacy, numeracy and thinking skills to all areas of learning. Have relevant curricular, subject and pedagogical knowledge.

Professional Competence 4 Know and understand how the learning area/subject(s) they teach contributes to the Northern Ireland curriculum. Be aware of curriculum requirements in preceding and subsequent key stages.

Professional Competence 5 Know and understand the main educational, cultural and economic influences on curriculum development. Know and understand the relationship between the planning,implementation and evaluation of the curriculum.

Professional Competence 7 Know a range of strategies to promote and maintain positive behaviour. Have an understanding of the need to take account of pupils’ views Appreciate the difference that the classroom environment, physical and social, can make to effective learning.

Professional Competence 8 Develop an insight into the cultures from which pupils may come. Examine the implications of pupils speaking a different language at home and how this may impact on their learning considering the process of language acquisition for learners whose second language is English. Develop an insight into the range of faiths that pupils may hold.

Professional Competence 10Develop an understanding of the range of strategies for communicating with pupils, including through listening, voice, body language, writing while modelling good grammar and precise vocabulary.

Professional Competence 11Examine the educational principles behind the use of technology, such as digital video, projectors, computers, graphic calculators, software, interactive whiteboards, scanners, control and sensing technology etc. Know how to use the above to aid learning in the subjects and agegroups they teach. Know how to use word-processing, databases and spreadsheet packages, e-mail and the internetas professional tools.

Professional Competence 14 Learning objectives are set that take account of what pupils know, understand and can do. Learning objectives are set to take account of what pupils need to know in relation to the requirements of the Northern Ireland Curriculum.

Professional Competence 17 Appreciate and explore the potential of out-of-school resources and environments(both physical and virtual) to enhance and personalise pupils’ learning.

Professional Competence 19Appreciate the importance of creating a safe, interactive and challenging learning environment and how others seek to create such an environment. Learn from other show to set up purposeful activities.

Professional Competence 20 Use a range of teaching strategies appropriate to the age, ability, interests and experiences of pupils. Use resources that motivate and support all pupils’ learning.

Professional Competence 22 With support and drawing on what is known about best practice, pre-empt inappropriate behaviour by setting clear expectations about responsibilities.

Professional Competence 25select from a range of assessment strategies

to evaluate pupils’ learning, and use thisinformation in their planning to help make their teaching more effective.

Professional Competence 26 Understand best practice in setting targets and itsrelationship withpupils’ learningand progression.

Assessment

Module tutors will normally have specific assessment criteria for coursework elements within a module which will be communicated to you when the assignment is set. Please see page 16 for a breakdown of the assessment within this module.

Course Requirements

Students must attend 75% of teaching sessions for each teaching component.

Students must pass each assessed element in order to pass the module.

Module Outline

Below is a diagrammatic representation of the module. Over the following pages details of the course content specific to five areas of learning are detailed.

The World Around Us - Geography

Aim

To provide a broad outline of the place of geography as an aspect of ‘The World Around Us’ in the Northern Ireland Curriculum and demonstrate exemplar lessons using a variety of classroom resources.

Learning Outcomes

By the end of the module students should be able to demonstrate:

•Knowledge of the geography-based aspects of the ‘World Around Us’ Area of Learning with a focus on Foundation Stage and Key Stage 1 within the N.I. Curriculum;

•Familiarity with a range of lesson types and relevant teaching materials, including self-made worksheet materials;

•Knowledge of the planning of lessons, and the integration of geography-based content with other curriculum areas.

Course outline

1.Introduction: Course structure; The structure and content of the geography aspects within the Northern Ireland Curriculum.

2.Exemplar topics and lessons at Foundation Stage and Key Stage 1:

(i) Homes and Buildings

(ii) The Story of <...a product...>

(iii) People Who Help Us

The use of video material and pupil worksheets will be discussed within the above exemplars.

3.Introduction to map work - children‘s acquisition of map work concepts and skills.

4.The use of stories in the teaching of WAU geography.

Aims:

To introduce students to the teaching of The World Around Us (History) in the Northern Ireland Curriculum
To foster the development of teaching competences

Learning Outcomes

On completion of this component of the module students will:

Have a sound understanding of the concepts and skills of History
Demonstrate a knowledge of the requirements of The World Around Us (History) - Foundation Stage and Key Stage 1
Have considered the methodology and procedures necessary for effective History teaching at Foundation Stage and Key Stage 1
Be able to plan appropriate History lessons for pupils in the Foundation Years and at Key Stage 1
Be familiar with a range of approaches and resources relevant to the teaching of History in Foundation Stage and Key Stage 1

Course outline

Concepts and skills in History teaching
The role of The World Around Us (History) in the Northern Ireland Curriculum
Northern Ireland Curriculum: Historical aspects of the themes of Interdependence, Place; Movement and Energy; Change over Time; Progression Framework relevant to History at Foundation Stage and Key Stage 1
Approaches to teaching The World Around Us - (History) at Foundation Stage and Key Stage 1: methodology and resources

Reports / Government publications

Department of Education (NI), Evaluating History, 2000,

Department of Education (NI), Provision in Geography and History in a Sample of Primary Schools in Northern Ireland, 2003

The World Around Us- Science and Technology

Aims:

To create a useful teaching resource for key stage 1 science and technology within World Around Us.

Learning Outcomes

Students will:

Appreciate the importance of science and technology within the NIC
Understand how to structure a science lesson at KS1
Appreciate the strategies that can be employed to engage children – with an emphasis on lesson introduction
Begin to understand the importance of planning, carrying-out, and evaluating in the context of science investigations

Skills in Science and Technology

Students will:

Understand the meaning of science skills
Apply simple technology skills
Understand how technology can support science teaching
Realise the application of ICT in science teaching

Ourselves

Students will:

Begin to understand how the topic of ourselves can be delivered in the KS 1 classroom
Apply simple technology skills
Use ICT to incorporate Numeracy within teaching

Energy and Materials

Students will:

Begin to understand how the topics of energy and materials can be delivered in the KS 1 classroom
Use an investigations approach for a science activity

Course outline

The course consists of:

An introductory and concluding lecture,
Four practical sessions, &
Private study, in which you should complete the workshop notes and other set tasks.

Practical Sessions

1.1Science and Technology in the Primary School

1.2Skills in Science and Technology

1.3Ourselves

1.4Materials and Energy

The main focus of Science and Technology in year 1 is on Foundation Stage and Key Stage 1. However sessions 1.1 and 1.2 introduce Science and Technology and therefore include elements associated with Key Stage 2.

Curriculum Studies 1

Contents:

Rationale

Course Content

Learning Outcomes

Transferable Skills

Teaching and Learning

Aim

Learning Outcomes

Course outline

Recommended Reading

Aims:

Learning Outcomes

Course outline

Recommended Reading

Reports / Government publications

Aims:

Learning Outcomes