SDQ018 - Professionalism and Inclusive Practice (2017/18)
| Module specification | Module approved to run in 2017/18 | ||||||||||
| Module title | Professionalism and Inclusive Practice | ||||||||||
| Module level | Level 4/5/6 (99) | ||||||||||
| Credit rating for module | 30 | ||||||||||
| School | School of Social Professions | ||||||||||
| Total study hours | 300 | ||||||||||
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| Assessment components |
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| Running in 2017/18(Please note that module timeslots are subject to change) |
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Module summary
This module introduces students to some of the key contemporary issues in education and schooling through the lens of children’s rights. The UNCRC introduces three key themes, provision (inclusion and access), protection (child protection, pastoral system, health and safety) and participation (student voice). Students are also supported to undertake a research project of their own in a school or alternative educational setting to investigate issues related to these themes.
Prior learning requirements
Graduate (and must be enrolled on PGCE)
Module aims
To support the trainee to:
• Critically engage with the debate about teacher professionalism in the context of the UN Convention on the Rights of the Child.
• Understand how teachers can use / undertake research to critically engage with complex educational issues.
Syllabus
• The curriculum – the national curriculum and the taught curriculum
• Planning learning – lesson planning; medium term planning; constructive alignment
• Assessment – formative and summative; formal and informal; examinations
• Pedagogy – teaching approaches, health and safety, pedagogic research
Learning and teaching
• Student teachers will complete subject knowledge audits throughout the training programme and devise individual action plans to plan to make progress in areas where this is required.
• Individual and group tutorials will be provided to help guide students through this process.
• Optional peer teaching may be arranged to help share areas of subject knowledge strength.
• Compulsory university based workshops will address the curriculum, assessment and subject related pedagogy in the following areas:
o Primary and Early Years (i) English and language development; (ii) Maths and numeracy; (iii) Science; (iv) the foundation subjects
o Secondary subject specialism
• Optional university based workshops will provide students with top-up workshops to help address areas of subject knowledge
Learning outcomes
On successful completion of the module, trainees will be able to:
• Understand the key principles in the UN Convention on the Rights of the Child and how these relate to teaching and learning.
• Demonstrate a critical understanding of the challenges and opportunities of implementing the UNCRC in schools.
• Reflect critically on school practice in relation to personal and professional values.
• Critically analyse educational research and wider literature in relation to the themes covered in this module.
• Devise and implement a research project which demonstrates:
o Alignment between a clear question and research strategy
o Critical analysis of data
o Critical evaluation of research strategy
Assessment strategy
6000 word (equiv.) research paper.
Bibliography
Reading will reflect the route and will be detailed in course handbooks and in the VLE. An indicative list includes the following key texts:
General reading
• Bryan, H., Carpenter, C., & Hoult, S. (2010) Learning and Teaching at M level: A Guide for Student Teachers, Sage Publications Ltd.
• Pritchard, Alan (2005) Ways of Learning: Learning Theories and Learning Styles in the Classroom, London: David Fulton
• Stobbart, Gordon (2008) Testing Times: The uses and abuses of assessment, London: Routledge
Primary and Early Years Maths
• Haylock, D. (2010) Mathematics Explained to Primary Teachers. Sage
• Nickson, M. (2004) Teaching and Learning Mathematics: A teachers Guide to Recent Research and its application (2nd Ed.). Continuum
• Rowland, T., Turner, F.,Thwaites, E. A., & Huckstep, P. (2009) Developing Primary Mathematics Teaching: Reflecting on Practice with the Knowledge Quartet. Sage
• Ryan, J. & Williams, J. (2007) Children’s Mathematics 4-15: Learning from Errors and Misconceptions. Open University Press
Primary and Early Years English
• Browne, A. (2009) Developing Language and Literacy 3-8 (3rd ed.) Sage
• Goouch, K. & Lambirth, A. (2010) Teaching Early Reading and Phonics: Creative Approaches to Early Literacy. Sage
• Johnston, R.& Watson, J. (2007) Teaching Synthetic Phonics. Learning Matters
• Wyse, D. & Jones, R. (2008) Teaching English, Language and Literacy (2nd Ed.). Routledge
Primary and Early Years Science
• Howe,A.,Davies,D.,McMahon, & Towler,L. (2009) Science 5-11 A Guide for Teachers. David Fulton.
• Peacock,G.,Sharp,J., Johnsey,R., & Wright,D. (2012) Primary Science-Knowledge and Understanding. Sage - Learning Matters.
• Wenham, M., & Ovens,P. (2009) Understanding Primary Science. Sage
Secondary
• Capel S (2004) Learning to Teach Physical Education in Secondary Schools: A Student Teacher’s Guide to Professional Issues in Secondary Education, Maidenhead: Open University Press
• Gearon, Liam (Ed) (2007) A Practical Guide to Teaching Citizenship in the Secondary School, London: Routledge
• Tanner, H. & Jones, S. (2000) Becoming a Successful Teacher of Mathematics London: RoutledgeFalmer
• Pachler N & Field K (2001) Learning to Teach Modern Foreign Languages in the Secondary School (2nded.) Routledge Falmer
• Wood-Robinson (Ed) (2006) ASE Guide to Secondary Science Education, Hatfield ASE