PGCE Primary

Contemporary Issues in Teaching and Learning

EV682

2014 - 2015
University of Brighton:
PGCE Primary Education with QTS
EV682: Contemporary Issues in Teaching and Learning 2014/15

2


Tutors
Dr Mike Hayler mh101@brighton.ac.uk
Dr Keith Turvey k.turvey@brighton.ac.uk
Rosie Moore R.Moore2@brighton.ac.uk
Pamela Lewis P.A.Lewis@brighton.ac.uk
Lis Bundock E.Bundock@brighton.ac.uk
Jeremy Burton J.P.Burton@brighton.ac.uk
Jane Cawdell J.L.Cawdell@brighton.ac.uk
Martin Torjussen mt180@brighton.ac.uk

Module Co-ordinators
Dr Mike Hayler
Dr Keith Turvey

Aims of the Module
This module is designed to support the development of students knowledge and understanding
of contemporary issues in teaching and learning through an informed and critical awareness of
the pertinent issues of making education effective and inclusive for all learners. Student
teachers will work collaboratively to develop independence, and responsibility for their own and
others professional learning. The module aims to provide opportunities for students to gain
specific experiences and evidence towards the Department for Educations Teachers
Standards (2012).

To develop student teachers knowledge and understanding of contemporary issues in
teaching and learning;
To critically examine the nature of learning;
To develop the skills of teamwork and collaboration in the context of professional
learning;
To use a range of technological tools in support of student teachers professional
learning.
What to expect in the module
In contact time tutors will lead and facilitate: Lectures, seminars, practical activities, discussion
of key issues and preparation for assessment.

In non-contact time, students will engage with directed and non-directed 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.

Learning outcomes
Students will be able to:

1. Interrogate how pupils learn and how learning and attainment can be influenced by a
range of factors;
2. demonstrate understanding of the principles in making provision effective for all learners;
3. explain in depth a range of teaching and learning strategies and know how to use and
adapt them to meet the varying needs of learners;
4. develop a knowledge and critical understanding of the use of a range of technological
tools to support their own and others' professional learning
University of Brighton:
PGCE Primary Education with QTS
EV682: Contemporary Issues in Teaching and Learning 2014/15

3

Assessment Task
Task 1 (Collaborative)
Students will identify an essential issue for effective teaching and learning in Primary Education
today. They will collaborate to design and develop an informative web-based resource (3 web
pages in addition to their blog posts) for fellow student teachers that explores the identified
issue (2000 word equivalent).

Task 2 (Individual)
Students will submit an individual evaluation, which will highlight, their own contribution to the
development of the resource and an aspect of their own pedagogical understanding for further
development (500 words).

Both tasks will be marked on a pass/fail basis
Referral task 1: a reworking of the original failed component
Referral task 2: If a student fails through non-contribution to the group
task they will complete an alternative essay (2500 words) at the discretion of tutors.

Assessment criteria:
Through your online resource you will need to:

1. Demonstrate knowledge of how pupils learn and how pupil progress can be influenced
by a range of factors;
2. Show understanding of the principles in making provision effective for all learners;
3. Explain and analyse a range of teaching and learning strategies and how these can be
adapted to meet the varying needs of learners;
4. Make appropriate use of a range of technological tools to support their own and others'
professional learning

Module Matters
Throughout this module you will be working in groups and individually. The module has both
face-to-face and online elements as you will see from the module programme. You will work
collaboratively to maintain and develop a group blog using WordPress.com. Tutors will also be
using a group blog to introduce the sessions and provide support materials throughout the
module at the following link http://ev682.wordpress.com.

The professional blogs you create are intended to help share experiences of effective practice
in a similar way to practising teachers. However, it should be remembered at all times that these
are professional blogs and as such students are required to adhere to the following code of
conduct when updating and posting.

Code of Conduct

In relation to school-based experience, students should share general school-based
experiences and ideas focusing on pedagogy and practice. The professional blog is not
a space for personal grievances or concerns.
Anonymised photographs of, childrens work, displays, planning ideas and resources
can be posted as long as relevant permissions have been obtained and any sources
appropriately acknowledged.
Photographs of children are not permitted.
University of Brighton:
PGCE Primary Education with QTS
EV682: Contemporary Issues in Teaching and Learning 2014/15

4
In any discussions or blog posts relating to professional practice, specific schools,
children or colleagues should not be identified by name or inference.
At all times students should use professional language and note that the use of
derogatory language or comments is unacceptable.
Assignment guidance
Using your group WordPress blog you should create three additional web pages focusing on
different aspects of a chosen theme. The themes (below) are intentionally broad and intended
as starting points. There will be cross-over and links between the aspects that you focus upon.
For example, observations and analysis of approaches towards the management of classroom
behaviour, special educational needs and English as an additional language will appear within a
number of the area themes below. Although your tutors will be marking your resource, the
audience for you to consider for your web-pages will be other student teachers. The web-based
resources should be engaging (draw upon a range of digital media as appropriate) and properly
referenced using the guidance in the handbook (references can be listed on a separate page).

It is expected that as well as authoring your own content, that you will also curate content from
other professional blogs, making links to articles (theory, research, blog reflections), videos,
podcasts or any other form of media you think gives a useful insight into the theme you have
chosen. However you need to go beyond merely collating content and ensure that there is
appropriate critical reflection and comment on the resources you create and curate.

The assignment will be submitted electronically via Turnitin. Each student will submit task 2
individually via Turnitin indicating the address of their group blog within their individual
submission.

Themes

Teaching and Learning
Child Development
Assessment for Learning
Including all learners
Partnerships for teaching and learning

Developing your Subject Knowledge

Pebblepad/ Eportfolio
Tutor feedback should be uploaded to PebblePad and used where appropriate as evidence against
the standards. You should also link to your group blog and use aspects of this as evidence against
the standards.

Teaching Standards 2012
Through this module students will develop their knowledge and understanding of the Teaching
Standards 2012.
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/208682/Teachers__
Standards_2013.pdf

T1. Set high expectations which inspire, motivate and challenge pupils
T2. Promote good progress and outcomes by pupils
T3. Demonstrate good subject and curriculum knowledge
University of Brighton:
PGCE Primary Education with QTS
EV682: Contemporary Issues in Teaching and Learning 2014/15

5
T4. Plan and teach well-structured lessons
T5. Adapt teaching to respond to the strengths and needs of all pupils
T6. Make accurate and productive use of assessment
T7. Manage behaviour effectively to ensure a good and safe learning environment
T8. Fulfil wider professional responsibilities

Session outlines


Tuesday
9/9/14
Whole cohort

11am
C122
Introduction to the module - The focus of this session will be on explaining
the process of the module and sharing guidance for the follow-up tasks,
programme and assignment. To accompany this induction there will be an
online tutorial that takes the students through how to set up their online blog
and the expectations with regard to how this will be used throughout the
module. The students will also be guided to any accompanying reading
material in support of the module.
Follow up from today:
Watch video introduction to Module
and WordPress blog tool

Before the next EV682 session:
Set up your group WordPress blog.
You will be sent an email with a link to
register your group blog by Keith
Turvey

Tuesday
16/9/14
2 hour whole
cohort

11am
C122
First thoughts on learning and teaching -
A. A number of perspectives of learning and teaching and some of the
ways in which the development of learning in children can be
understood will be considered in this session.
B. Plugged in and unplugged - Students will be introduced to the
importance of developing their professional learning networks through
ICT. They will also be introduced to the new primary curriculum for
computing.
Follow up from today:
Alexander, R. (2010) Childhood
today, Ch 4 in Children, their World,
their education: final report from
Cambridge primary Review. London:
Routledge.
Before the next EV682 session:
Blog post 1* and responses to first
thoughts on teaching and learning

WB 22/9/14
6 X 2-hour
seminars
Programming and Computational Thinking at KS1 - This will be a hands-on
workshop session in which students will explore a range of approaches to
programming and computational thinking at KS1.
Follow up from today:
Berry, M (2014) Computing in the
national curriculum: A guide for
primary teachers. Available
http://www.computingatschool.org.uk/
data/uploads/CASPrimaryComputing.
pdf
Before the next EV682 session:
Read Pollard, A. (2008) How can we
understand childrens development?
Ch 7 in Reflective Teaching. 3
rd
ed.
London: Continuum.


Wednesday
24/9/14
Whole cohort
session

3pm
W100


Behaviour Management and Behaviour Change
Paul Dix http://www.pivotaleducation.com/keynotes-2/


Before the next EV682 session:
Blog post 2* and responses to session on Behaviour management
University of Brighton:
PGCE Primary Education with QTS
EV682: Contemporary Issues in Teaching and Learning 2014/15

6

WB 29/9/14
6 X 2 hour
seminars

Planning to teach and facilitate learning

Follow up from today:
Moore, A. (2000) Models of teaching
and Learning Ch 1 in Teaching and
Learning: pedagogy, curriculum and
culture. London: Routledge
Before the next EV682 session:
Task: Consider the ways in which
teachers establish and maintain
positive learning behaviours through
planning.

WB 6/10/14
6 X 2 hour
seminars
Learning to code - This will be a hands-on workshop session in which
students will be introduced to graphical blocks based approaches to
programming in order to develop an understanding of the theoretical
knowledge and understanding underpinning computational thinking in KS2.
Follow up from today:
Turvey K. et al. (2014) Programming
and computational thinking in Primary
Computing and ICT, Knowledge,
Understanding and Practice, London:
Sage.
Before the next EV682 session:
Task: Research the systems and
procedures for safeguarding and
wellbeing in your school context.


Thursday
23/10/14
2 hour whole
cohort

11am
C122
A. Whole cohort: Safeguarding and wellbeing. This session will offer an
introduction to issues surrounding the protection and wellbeing of children,
including
B. E-Safety.
Follow up from today:
Turvey, K et al (2014) eSafety in
Primary Computing and ICT:
Knowledge, Understanding and
Practice (6
th
Ed.), London: Sage.
Before the next EV682 session:
Blog post 3* and responses to
Safeguarding, Wellbeing and e-Safety


Thursday
23/10/14
90 minute
whole cohort

1.30pm
W100


Supporting Children with English as an Additional Language
Christine Booth from Ethnic Minority Achievement Service

WB 3/11/14
6 X 2 hour
seminars

Physical Computing. In a hands-on workshop students will explore a range of
approaches to developing childrens understanding of how computing is
embedded in the physical environment, systems and devices.
Follow up from today:
Resnick, M. (2013) Mothers Day,
Warrior Cats, and Digital Fluency:
Stories from the Scratch Community,
Keynote paper available at
http://web.media.mit.edu/~mres/paper
s/mothers-day-warrior-cats.pdf
Before the next EV682 session:
Read: Clarke, S. (2005) Defining
formative assessment, Ch 1 in
Formative Assessment in Action;
Weaving the elements together.
London: Routledge

WB 10/11/14
6 X 2 hour
seminars
Assessment for Learning; Learning and Development. Considering
approaches that make provision effective for all learners.
Follow up from today:
Hargreaves, E. (2005) Assessment
for Learning? Thinking outside the
black box. Cambridge Journal of
Education. Vol. 35, No 2, June 2005,
pp. 213-224
Before the next EV682 session:
Burn, A. & Durran, J. (2007)
Animation, Moving Image Literacy
and Creativity in Media Literacy in
Schools: Practice Production and
Progression, London: Paul Chapman
University of Brighton:
PGCE Primary Education with QTS
EV682: Contemporary Issues in Teaching and Learning 2014/15

7

WB 17/11/14
6 X 2 hour
seminars
Digital Literacy from KS1 to KS2. This will be a hands-on workshop in which
students will work with various digital media and consider the potential for
creativity offered by digital video/audio editing tools. Students will also consider
further aspects of E-safety.
Follow up from today:
Assignment preparation: Evaluate
how your own and your groups digital
literacy is reflected through the web
resource you are developing
Before the next EV682 session:
Task: Consider the ways in which
teachers support a diversity of
learners in your school context.


WB 24/11/14
6 X 2 hour
seminars
Developing a positive Learning Environment: Diversity and Inclusion.
Understanding the learning needs of pupils and the significance of social,
cultural, linguistic and ethnic background.
Follow up from today:
Armstrong, F. (2011) Inclusive
education, Ch 1 in Richards, G. &
Armstrong, F. (eds) Teaching and
Learning in Diverse and Inclusive
Classrooms. London: Routledge.


*NB When instructed to carry out a blog post and responses, one person from your group blog
should post an initial response to the session or given theme and the others should respond to
the post via the comment tool on WordPress.

Reading List and Learning Support

Key Texts
Alexander, R (2010) Children, their World, their Education; final report from the Cambridge
Primary Review London: Routledge.
Hayes, D. (2011) the guided Reader to Teaching and Learning, London: Routledge.
Knowles, G and Lander V (2011) Diversity, Equality and Achievement in Education London:
Sage.
Loveless, A (2003) (2nd Ed) The Role of ICT London: Continuum.
Selwyn, N., Potter, J. and Cranmer, S. (2010) Primary schools and ICT: Learning from Learner
Perspectives London: Continuum.
Turvey, K. Potter, J. Allen, J. Sharp, J. (eds) (2014) (6th ed) Primary Computing and ICT:
Knowledge Understanding and Practice London: Sage.

Journal Articles
Florian, L. (2008) Special or inclusive education: future trends in British Journal of Special
Education, 35:4 NASEN.
John Visser (2005): Key factors that enable the successful management of difficult behaviour in
schools and classrooms, Education 3-13: International Journal of Primary, Elementary and Early
Years Education, 33:1, 26-31.

Electronic/Video (Accessed April 2014)
Childnet International, available at http://www.childnet-int.org/
ThinkUKnow, available at http://www.thinkuknow.co.uk/teachers/
University of Brighton National Priorities website available at
http://www.brighton.ac.uk/education/environment/resources/sen.php?PageId=312