MODULE SPECIFICATION TEMPLATE
MODULE DETAILS
Module title
Module code
Credit value
Level
Mark the box to the right of the
appropriate level with an ‘X’
Understanding the Curriculum
EP506
20
Level 4
Level 5 X Level 6
Level 0 (for modules at foundation level)
Level 7
Level 8
Entry criteria for registration on this module
Pre-requisites
None
Specify in terms of module codes or
equivalent
Co-requisite modules
None
Specify in terms of module codes or
equivalent
Module delivery
Mode of delivery
Pattern of delivery
When module is delivered
Brief description of module
content and/ or aims
Overview (max 80 words)
Taught
Distance
Placement
Online
Employment-based
Other
X
Weekly
Block
Other
X
X
Semester 1
Semester 2
Throughout year
Other
This module equips students to plan, teach, evaluate and assess English
and Mathematics across the Primary Curriculum. They will develop
pedagogic subject knowledge and gain an understanding of theories of
learning that will inform their teaching and ensure that children make
progress.
Module team/ author/
coordinator(s)
School
Martin Torjussen and Tim Rose
Site/ campus where
delivered
Regional hubs / individual employment / school settings
Education
Course(s) for which module is appropriate and status on that course
Course
BA (Hons) Primary Education Studies with QTS (5-11 Years)
1
Status (mandatory/ compulsory/
optional)
Compulsory
MODULE AIMS, ASSESSMENT AND SUPPORT
Aims
The aims for this module are set into the context of the QAA Framework for
Higher Education Qualifications and they relate to the SEEC level descriptors
for level 5 study. This module aims to provide opportunities for students to
gain specific experiences and evidence towards the Department for
Education’s Teacher Standards (2012).
This module is designed to enable students to:
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
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Learning outcomes
1.
2.
3.
Content
Develop their pedagogical subject knowledge of English and
Mathematics together with the capacity to reflect on their own and
children’s learning.
Develop their understanding of the teaching and assessment of English
and Mathematics.
Use their deepening subject knowledge and engagement with relevant
theory and underpinning principles for effective teaching and learning in
English and Mathematics to inform pedagogic choices.
Demonstrate pedagogical knowledge and understanding of English and
Mathematics.
Recognise pedagogy that underpins learning in English and
Mathematics.
Apply the ability to teach English and Mathematics effectively to ensure
that pupils make good or better progress.
The module content will include:
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
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Development of professional subject knowledge in English and
Mathematics.
Exploration of the distinctive nature of each subject and the associated
skills, vocabulary, attitudes and values.
Reflection on the relevant statutory requirements.
Development of a wider repertoire of teaching and learning methods.
Planning for teaching English and Mathematics during the school
experience.
Mathematics specific
 Initiatives in teaching early mathematics in primary schools.
 Effective pedagogies and relevant theory that underpin primary
mathematics learning.
 Approaches to teaching mathematics with an emphasis on number and
calculation.
 Teaching sorting and classifying; problem solving; shape and space;
counting; and patterns.
 Developing an understanding of Subject Knowledge Frameworks.
English specific
 Current initiatives in primary English and their impact on teaching and
learning.
 Effective and creative approaches and the relevant theory that underpins
primary English teaching.
 Approaches to teaching and assessing English with an emphasis on the
writing process.
 Continuing to develop subject knowledge including phonics for reading
and writing; grammar; children’s literature.
2
Learning support
English
Books:
Barrs, M. & Cork, V. ( 2001) The Reader in the Writer, London: CLPE
Bearne, E. (2002) Making Progress in Writing, London: Routledge
Browne, A. (2001) Developing Language and Literacy 3 – 8, London: Paul
Chapman
Goodwin, P. (ed.) (2005) The Literate Classroom London: Fulton
Lewis, M. & Ellis, S. (2006) Phonics, Practice, Research and Policy,
London: Sage
Medwell, J., Griffiths, V., Moore, G. & Wray, D. (2012) Achieving QTS
Primary English: Knowledge and Understanding (6th edition), London: Sage
Wray, D. (2004) Teaching Literacy: Using Texts to Enhance Learning,
London: Fulton
Journals:
Language Matters, CLPE
Literacy and Learning Questions Pub Co.
Literacy Today, National Literacy Trust
Literacy, UKLA
Classroom, NATE
Books for Keeps, School Bookshop Ass.
Electronic resources: (accessed December 2013)
DfE Standards (Primary Strategy):
http://webarchive.nationalarchives.gov.uk/20110202093118/http://nationalstr
ategies.standards.dcsf.gov.uk/
ITE English: http://www.ite.org.uk/
National Literacy Trust: http://www.literacytrust.org.uk/
Mathematics
Books:
Barmby, P., Bilsborough, L., Harries, T.& Higgins, S. (2009) Primary
Mathematics: Teaching for Understanding, Maidenhead: Open University
Press
Briggs, M. & Davis, S. (2008) Creative Teaching: Mathematics in the early
years and primary classroom, New York: Routledge
Delaney, K. (2001) ‘Teaching maths resourcefully’, in Gates, P. Issues in
mathematics teaching, Abingdon: Routledge
Hansen, A. (2011) Children’s Errors in Mathematics (2nd edition), Learning
Matters Ltd
Haylock, D. (2010) Mathematics Explained for Primary Teachers (4th
edition), London: Sage
Haylock, D. & Cockburn, A. (2013) Understanding Mathematics for Young
Children (4th edition), London: Sage
Montague-Smith, A. & Price, A. (2012) Mathematics in Nursery Education,
London: David Fulton
Skemp, R. (1989) Mathematics in the Primary School, London:
http://math.coe.uga.edu/olive/EMAT3500f08/instrumental-relational.pdf
[Access date 30/12/13]
Shropshire Education Advisory Service, Investigating Number
Turner, S & McCulloch, J. (2004) Making Connections in Primary
Mathematics: A Practical Guide, London: David Fulton.
Journals:
MT incorporating Micromath
Primary Mathematics
Electronic resources: (accessed December 2013)
Enriching Mathematics: http://www.nrich.maths.org.uk/public/index.php
Other resources provided during the module by tutors
3
Teaching and learning activities
Details of teaching and
learning activities
In contact time tutors will provide: Lectures, webinars, online
facilitated group discussions of key issues and preparation for
assessment.
In non-contact time trainees will engage with: directed and nondirected digital media, reading, collection and review of information,
completion of tasks arising from practical sessions, preparation for
assessment and the on-going development of an online collaborative
blog.
Trainees will experience the following combination of teaching and
learning activities:
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Keynote sessions, during conferences/intensive study weeks comprising whole cohort inputs followed up with cross phase
and/or subject seminar groups.
Scheduled activities, during dedicated study days - comprising
small group activities undertaken either on-line (e.g. webinars) or
in regional locations/HEIs (e.g. learning sets).
Self-study activities, during dedicated self-study days - comprising
individual activities undertaken to meet the requirements of
summative assessment tasks.
On-going activities, integrated within the employment-based
setting – comprising either individual, self-directed tasks (e.g.
access to on-line resources) or school-facilitated tasks (e.g.
negotiation of specific activities).
Allocation of study hours (indicative)
Study hours
Where 10 credits = 100 learning hours
SCHEDULED
This is an indication of the number of hours students can expect to
spend in scheduled teaching activities including lectures, seminars,
tutorials, project supervision, demonstrations, practical classes and
workshops, supervised time in workshops/ studios, fieldwork, and
external visits.
40
GUIDED INDEPENDENT
STUDY
All students are expected to undertake guided independent study
which includes wider reading/ practice, follow-up work, the
completion of assessment tasks, and revisions.
30
PLACEMENT
The placement is a specific type of learning away from the
University. It includes work-based learning and study that occurs
overseas.
130
TOTAL STUDY HOURS
4
200
Assessment tasks
Details of assessment on
this module
Students will submit a critical discussion which reflects on effective
teaching and learning in primary English and Mathematics.
2500 words (% marked)
Referral task: a re-working of those inadequate aspects of the original
submission
Types of assessment task1
% weighting
Indicative list of summative assessment tasks which lead to the award of credit or which are required for
progression.
(or indicate if
component is
pass/fail)
WRITTEN
Written exam
COURSEWORK
Written assignment/ essay, report, dissertation, portfolio, project
output, set exercise
PRACTICAL
Oral assessment and presentation, practical skills assessment, set
exercise
100%
EXAMINATION INFORMATION
Area examination board
Combined Area Examination Board (Primary Area)
Refer to Faculty Office for guidance in completing the following sections
External examiners
Name
Position and institution
Date appointed
Ms Branwen Bingle
Senior Lecturer: University of
Worchester
Senior Lecturer: Canterbury
Christ Church University
01/10/2013
Date tenure
ends
30/09/2017
01/10/2013
30/09/2017
Yes
No
Mr Michael Green
QUALITY ASSURANCE
Date of first approval
November 2013
Only complete where this is not the
first version
Date of last revision
N/A
Only complete where this is not the
first version
Date of approval for this
version
Date this version first
taught (implementation)
Version number
Modules replaced
November 2013
January 2014
1
N/A
Specify codes of modules for which
this is a replacement
Available as free-standing module?
1
Set exercises, which assess the application of knowledge or analytical, problem-solving or evaluative skills, are included
under the type of assessment most appropriate to the particular task.
5
X