Course Catalogue

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This course sits within the curriculum enquiry strand of the MEduc programme. The curriculum enquiry strand develops students understanding of and ability to critically enquire into both pedagogical content knowledge and their practice in general. In this strand Shulman's pedagogical content knowledge (PCK) represents the blending of content and pedagogy (approaches to teaching, assessment and feedback) into an understanding of how particular topics, problems, or issues are organized, represented and adapted to the diverse interest and abilities of leaners and presented for teaching. It encompasses the 'what' and 'how' of teaching particular curricular subject areas as well as the 'why'. As such the emphasis placed on these different aspects will differ between curricular subject areas. The students enquiry skills are developed in the context of curriculum in years 1 - 4 and develop the foundations for enquiry into their practice throughout their careers. For students continuing to year 5, the enquiry skills developed through years 1 - 4 are both broadened and deepened through an application to other areas of practice and other forms of professional enquiry cumulating in an enquiry into their practice in the form of a major dissertation.

Curriculum Enquiry 1 A comprises a series of lectures which introduce students to the different curricular subject areas within the Scottish curriculum model and to the curriculum enquiry strand. Subject specific lectures will introduce students to an overview of key aspects of pedagogical content knowledge (PCK) for curricular subject areas and explore in more depth at least one distinctive feature of PCK for the curricular subject area.

Example: The science lectures could explore the reasons for inclusion of science in the primary curriculum in relation to four arguments - scientific literacy, saving the world, big ideas and transferable skills. This would link to the distinctive feature of PCK for primary science of teachers orientation (including motivation) to teach science.

Within the series of lectures there is an introduction to an overview of the Scottish curriculum and the role of teachers as curriculum makers rather than deliverers as well as introducing students to the key terminology of pedagogical content knowledge (PCK). PCK is developed throughout the curriculum enquiry strand and the concept of curriculum is revisited in more depth in EIP2. The remaining enquiry lectures introduce students to the concept of professional enquiry (which is developed throughout this strand) and introduces reflection as the basis for enquiry.

A blend of tutorials, seminars and lectures. Flexible timetable to cover curricular areas.

M Educ MANDATORY ENTRY REQUIREMENTS: AAAB- First sitting; AAABB- Second sitting.

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1500 word essay in which students enquire into one curricular subject area in order to illustrate their understanding of distinctive features of pedagogical content knowledge and curriculum design.

Students will be offered the opportunity to indicate the areas in which feedback would most benefit them (within the existing framework of marking criteria).

This course aims to introduce students to the Scottish Curriculum and the role of teachers as curriculum makers as well as to professional enquiry and reflection as the basis for enquiry. The course also aims to support students in developing their understanding of pedagogical content knowledge in a range of curriculum subject areas.

By the end of this course students will be able to:

1. Describe key distinctive features of PCK and discuss associated professional reading and policy.

2. Identify and discuss key features of current Scottish curriculum design and how these will impact on teaching and learning.

Students must submit at least 75% by weight of the components (including examinations) of the course's summative assessment.