Course description
The programme comprises two units of 30 credits and sits within the Masters-level framework.
You will take one core unit entitled Reflective Practice in the Classroom, which aims to develop your theoretical and conceptual understanding of reflection in relation to learning, particularly that learning gained through experience. It will also enable you to recognise the range of developing constructs that constitute reflection, and identify and develop ways of enhancing reflective abilities for staff and others.
Topics covered in the unit include:
-an overview and historical perspective on the development of reflective practice
-professional knowledge
-barriers to learning
-strategies for developing reflective practice
-critical incident analysis
You will also take one optional unit from the following:
Teaching English as an Additional Language (TEAL)
Within this unit you will learn how to:
-apply your specialist knowledge to support and raise achievement of pupils with EAL
-communicate and disseminate your knowledge of EAL to build capacity in your school
-evaluate EAL research and methodology and apply to your school’s practice and policy
This unit will help you to develop inclusive assessment practices, which take account of prior knowledge and first language skills. You will also build a detailed knowledge of curriculum support strategies to enable pupils to access the curriculum and develop analytical skills in relation to language demands across the curriculum, including an ability to devise strategies to maximise the achievement of pupils with EAL and communicate specialist knowledge to others in order to build capacity in schools.
In order to complete this you will need access to pupils for whom English is an additional language and you will be asked to complete a pre-course task (sent out on acceptance on to course).
Practice and Pedagogy in Mathematics Education
This unit is designed to meet the needs of practising mathematics teachers of all levels and at all stages of their career. It provides both taught sessions and tutor supported personal investigation to consider the relationships between theory and practice in teaching and learning mathematics and develops techniques of reflection and critical evaluation in order to improve practice and promote pupils' achievement.
You will explore the following topics:
-overcoming misconceptions and muddles
-improving learning with an interactive whiteboard
-special educational needs and maths
-challenging the more able mathematician in the classroom
-assessment for learning and collaborative learning
Developing Inclusive Practice in the Classroom
This unit aims to enable you to reflect and critically consider perspectives on inclusion. You will learn how to interpret and assess research on inclusion and its impact on classroom practice, as well as reflect and critically evaluate current practices in your own school and local authority. You will also identify facilitators and barriers to inclusive practice in order to develop professional awareness and inclusive approaches in the classroom.
Topics studied will include:
-overview and historical perspective
-barriers to learning
-strategies for developing inclusive classrooms
-evaluating inclusive practice
Practice and Theory in Working with Dyslexic Learners
This unit will enable you to reflect in depth on the concept of dyslexia within the wider agenda of diversity and learning needs in the classroom. You will interpret and assess current ideas and research relating to dyslexia and the potential relationship with support strategies. You will also critically reflect on current practices in student's own school in order to develop practice within the wider school community.
Topics in this unit include:
-current theories in relation to dyslexia
-how to identify the dyslexic learner
-specific strategies for supporting literacy
-creating a dyslexia friendly classroom
-dyslexia - inside out - the perspectives of dyslexic learners
Practice and Pedagogy in Education KS2 MFL
The Government released the National Languages Strategy: Languages for All, Languages for Life in 2002. As part of this strategy, it set a target for languages teaching and learning to become compulsory in Key Stage 2 by 2010. For this to be effective, schools need to introduce languages study in Year 3 in 2006. This unit responds to the need for education and leadership in implementing foreign languages in the primary sector and will cover:
-language teaching methodology and its place in the curriculum
-language acquisition and young learners
-language education focusing on its intercultural dimension
-language course and syllabus design, focusing on frameworks, specifications, activities and resources
-assessment in language teaching and learnin
