Last modified: 27 Feb 2018 12:55
This course provides the opportunity to extend/deepen knowledge and understanding of the responsibilities of all practitioners for literacy, numeracy and health and well-being, and associated principles and practices, in relation to the experiences and outcomes of CfE. Participants will extend their knowledge, understanding, application and evaluation of cross-disciplinary learning and teaching practices; use action research based approaches, to design, implement, and reflect on, innovative cross-disciplinary classroom-based learning and teaching practices/interventions that will develop a number of the capacities of Curriculum for Excellence, at the same time gathering robust pupil learning attributes data to evidence the impact of these practices.
|Session||First Sub Session||Credit Points||30 credits (15 ECTS credits)|
Minor revisions to course content
Critical exploration of principles and perspectives on the purposes, roles and responsibilities, framework, planning considerations, role of partners, key features of learning and teaching to support the effective integration of literacy, numeracy and technology across learning with reference to contemporary educational theories.
Critical exploration of experiences and outcomes for literacy, numeracy and technology and learning and teaching strategies to support effective integration across learning
Design of effective learning, teaching and assessment activities (curriculum plans; L&T experiences; assessment approaches) to support integration of literacy, numeracy and technology for effective learning taking into account the 4 capacities of CfE
Collaborative project design, management and implementation
Advanced action research methodologies
Classroom-based evidence gathering
Discussion, evaluation, critical reflection and reporting of project nature and output
Information on contact teaching time is available from the course guide.
Formative assessment activities are embedded in the distance learning materials as well as through peer presentations to prompt and structure regular participant-tutor contacts and to scaffold the final summative assessment activity. The summative assessment instrument requires participants to plan, implement and evaluate innovative cross-disciplinary practices/interventions focussed in an area of their choice. Summative assessment will be two-part (equivalent 6000-8000 words), covering the Learning Outcomes highlighted above, and based on:
1. Formative feedback on the oral presentation of the cross curricular project/intervention (10-15 minutes) with supporting portfolio of evidence highlighting:
· the underpinning theoretical principles and concepts (with reference to reading/research) and how these link to learning and associated enhanced practice
· the action research frame used to construct a methodological approach to innovate learning and teaching
· the findings and a critical analysis of the evidence gathered in terms of pupil learning gains and implications for own practice
The presentation to be followed by a discussion with the panel to explore issues raised.
2. Submission of a Report with supporting portfolio of evidence which constitutes a relevant review of appropriate literatures, a clear methodological outline of the enquiry or action research approach adopted; a report of outcomes for pupil learning and attainment, and assessment practices; a commentary on the impact of the intervention on the teacher’s professional learning; implications for developing professional knowledge and practice in the wider education community.
Assessment will be criteria-based.
There are no assessments for this course.