| Unit name | Curriculum Research (level 6) |
|---|---|
| Unit code | EDUC30045 |
| Credit points | 20 |
| Level of study | H/6 |
| Teaching block(s) |
Academic Year (weeks 1 - 52) |
| Unit director | Ms. Bailey |
| Open unit status | Not open |
| Pre-requisites |
None |
| Co-requisites |
Educational and Professional Studies and Curriculum Practice |
| School/department | School of Education |
| Faculty | Faculty of Social Sciences and Law |
This unit introduces students to the theory and practice of teaching, learning and research in their own main subject (one of ten designated secondary curriculum subjects). It supports them in developing the skills they need to become effective practitioners and to make informed decisions about their teaching. It introduces them to examples of good practice and to recent research in relevant topics. It is taught through university-based sessions with colleagues in the same subject and school-based sessions in which they work on the skills they are developing with experienced practitioners. Subject-based work models good practice and introduces students to a range of research based perspectives which enable them to make decisions about their own professional identities. It encourages them to explore various teaching styles and evaluate their possibilities through personal experience and reference to a range of literature.
Aims:
This unit aims to allow students to develop a sound research and evidence based approach to their professional practice. It offers them a range of experiences, both university and school based, from which they can consider their own personal professional development. It aims to present aspects of the basic theory which underpins secondary teaching at subject level and begin to develop their skills in planning, teaching and evaluating lessons. It aims to enable them to reconceptualise their subject knowledge so that they can use it effectively in teaching. It aims to support them in developing the full range of professional skills required of a teacher.
Students will be able to:
•Use some key research and other professional literature to inform their development as teachers;
•Use their subject knowledge effectively to reflect on their teaching;
•Present well-structured accounts of their learning within their subject.
Students will take part in subject-based sessions during university-based periods of the course (12 weeks throughout year) and work in a subject department for the school-based elements (24 weeks). During subject based sessions they will engage in a variety of activities, from lectures to seminars and practical workshops. In school they will observe practice, teach classes and take part in regular tutorial sessions with a subject based mentor.
During the year students will carry out a range of formative tasks designed to develop their teaching skills. They will base a formal assessment on one of these, as appropriate within their specific subject. Because of the different nature of school subjects this will vary but will be based on practical activities underpinned by research in the appropriate professional literature.
The formal presentation, the equivalent of 2000 words, may include:
A research seminar presented by the student and documented;
A practical task supported by documentation of the underpinning research.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. EDUC30045).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the Faculty workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. If you have self-certificated your absence from an
assessment, you will normally be required to complete it the next time it runs (this is usually in the next assessment period).
The Board of Examiners will take into account any extenuating circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
