2021/22 Taught Postgraduate Module Catalogue

EDUC5089M Teaching and Learning - Primary English and Mathematics

30 creditsClass Size: 150

Module manager: Dr Judy Sayers
Email: J.M.Sayers@leeds.ac.uk

Taught: Semesters 1 & 2 (Sep to Jun) View Timetable

Year running 2021/22

Co-requisites

EDUC5092M

Evidence-based Teacher Education

Module replaces

EDUC5086M and EDUC5087M

This module is not approved as an Elective

Module summary

This module addresses key contemporary issues in relation to best professional practice in teaching and learning in primary English and primary mathematics. Taught sessions will be closely linked to student' teaching in schools through school-based tasks and the module assignments. The module is also designed to develop students’ research skills, these will be applied through the school-based tasks and the module assignment. The content of the module is set in the context of an ‘evidence-based’ approach to teacher education and professional development.

Objectives

This module is designed to explore a number of important areas of teaching and learning in primary English and Mathematics through the examination of a range of evidence, including academic literature and first hand data collected in the classrooms and schools. The objectives of this module are to develop students':
- understanding of the nature and philosophy of English and mathematics and their significance in primary education;
- knowledge and understanding of how primary school children learn English and Mathematics and potential barriers to learning they might encounter
- knowledge of primary English and Mathematics, pedagogical approaches to primary English and Mathematics and relevant curriculum requirements
- knowledge, understanding and skills in teaching and assessment of primary English and Mathematics
- ability to evaluate critically information from a variety of sources to extend and deepen their knowledge and understanding of teaching and learning primary English and Mathematics;
- skills in methods of educational enquiry and research, e.g., using pupil data, case study approaches, etc.
- skills of scholarship – academic writing and the presentation of findings
- understanding of evidence-based teacher education as an approach to professional development and how it can be applied in their context of their own specific context

Learning outcomes
On completion of this module, students will be able to:
- critically understand key contemporary research and theories on how primary school children learn English and Mathematics;
- critically understand how children's different life experiences can affect their learning of English and Mathematics;
- critically and systematically understand key concepts in the teaching and assessment of primary English and Mathematics;
- understand and evaluate critically current national priorities and their impact on teaching, learning and assessment of primary English and Mathematics;
- evaluate critically research evidence (personal and published) in relation to developments in teaching, learning and assessment of primary English and Mathematics;
- apply data collection instruments systematically and appropriately in the context of researching aspects of primary English and Mathematics teaching, learning and assessment;
- articulate and apply the principles of best practice to the teaching and learning of primary English and Mathematics;
- communicate research findings effectively to their peers and other professionals;
- critically understand how classroom research can support professional development.

Syllabus

Evidence-based teacher education related to the teaching and learning of English in primary schools.

Approaches to the teaching of reading: the phonics debate, learning to read and reading for pleasure - students will read and discuss curriculum documents, government publications and journal articles to inform understanding of contexts for learning to read.

Writing: technical subject knowledge and contexts for learning. Students will develop subject and curriculum knowledge, with emphasis on grammar and punctuation, and will discuss approaches to writing which include direct instruction and situated practice.

Spoken language and difficulties in language and literacy development. Students will explore the role of talk in learning, including key learning theories, and different forms of classroom talk. Barriers to literacy learning will be examined, with a focus on communication and language difficulties.

Assessment, feedback and curriculum development. Students will discuss and analyse approaches to assessment of children's work in English, including focus on specific school contexts and wider national initiatives.

Evidence-based teacher education related to the teaching and learning of Mathematics in primary schools.

Theoretical perspectives on teaching, learning and assessment, and how these relate to practical experience and research evidence. Contemporary inspection evidence on teaching and learning of primary Mathematics.

Effective pedagogical approaches and best practice related to Mathematics teaching and learning, supported by research and key reports.

Subject knowledge of Mathematics: mathematical competence and content knowledge; curriculum knowledge including progression, progress, challenge and support.

Addressing barriers to learning such as anxiety, language and misconceptions.

The role of self-evaluation and research in professional development.

Research skills: data collection and analysis through case studies, classroom observations, and interviewing skills; reading, analysing and critiquing research papers and reports.

Teaching methods

Delivery type	Number	Length hours	Student hours
On-line Learning	8	1.50	12.00
Lecture	4	1.00	4.00
Seminar	4	2.00	8.00
Tutorial	4	1.00	4.00
Independent online learning hours			12.00
Private study hours			260.00
Total Contact hours			28.00
Total hours (100hr per 10 credits)			300.00

Private study

Students will be expected to undertake seminar readings prior to each session and prepare to contribute to discussions about these. Specific tasks will be set for students to make observations and collect data in their school settings and to prepare to disseminate their findings in seminars.

The reading, research and writing associated with the module assignment will account for a significant proportion of the private study time.

Opportunities for Formative Feedback

Formative feedback is provided during seminars and tutorials in response to tutors' questioning and class discussions. Assignments are discussed at regular intervals in seminars and tutorials and students have the opportunity to ask questions about their assignments. For both assignments students are asked to review assignment submitted in the past alongside the assignment title and guidelines and the School of Education's PGT general assessment criteria. Tutor's then lead discussions on what constitutes a good quality response in relation to the assessment criteria. Students are encouraged to contact their Personal Tutor if they require support in assignment preparation.

For the English assignment students receive formative feedback including specific guidance on how to make improvements in subsequent assignment. Students are encouraged to seek further guidance and support from their Personal Tutor.

Mathematics assignments are returned with the script annotated and with full formative feedback including specific guidance on how to make improvements in subsequent assignment. Students are encouraged to seek further guidance and support from their Personal Tutor.

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Online Assessment	SWAY blog/portfolio child profile	50.00
Essay	3000 words	50.00
Total percentage (Assessment Coursework)		100.00

Essay (Primary mathematics assignment) Online SWAY/blog portfolio child profile.

Reading list

The reading list is available from the Library website

Last updated: 13/09/2021

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