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

Lifelong Learning as a Professional in a Digital Age

EP404 20 Level 4 x Level 5 Level 6 Level 0 (for modules at foundation level)

Level 7

Level 8

Entry criteria for registration on this module Pre-requisites

Specify in terms of module codes or equivalent

None

Co-requisite modules
Specify in terms of module codes or equivalent

None

Module delivery Mode of delivery Pattern of delivery When module is delivered Taught Other Weekly x x Distance Block Placement Other Online

Semester 1 x Semester 2 Throughout year Other Brief description of module This module aims to help students to make the most of their studies in content and/ or aims Higher Education, to develop skills associated with being lifelong Overview (max 80 words) learners and improve their self-confidence as learners. Students will develop their reflective practice and gain a practical understanding of curriculum developments, especially in relation to computing and Primary Languages. Module team/ author/ Pippa Totraku and Lis Bundock coordinator(s) School Education Site/ campus where delivered Falmer

Course(s) for which module is appropriate and status on that course Course BA (Hons) Primary Education with QTS (3-7) BA (Hons) Primary Education with QTS (5-11) BA (Hons) Primary Education with Advanced Studies and QTS (3-7) BA (Hons) Primary Education with Advanced Studies and QTS (5-11) Status (mandatory/ compulsory/ optional) Compulsory Compulsory Compulsory 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 4 study. This module aims to provide opportunities for students to gain specific experiences and evidence towards the Department for Educations Teachers Standards (2012). This module aims to help students to make the most of their studies in Higher Education, to develop skills associated with being lifelong learners and improve their self-confidence as learners. Students will develop their reflective practice and gain a practical understanding of curriculum developments, especially in relation to computing and Primary Languages. Learning outcomes 1. develop autonomy in and take responsibility for their own learning including reflecting upon strengths and areas for development; 2. demonstrate an applied understanding of a contemporary curriculum development 3. demonstrate computational thinking through processes including: decomposition; logical reasoning; and developing algorithms 4. Make discerning use of digital content to achieve specific goals Reflecting upon and evaluating learning progress; Developing a professional e-portfolio; Development of independent and social learning skills; Development of skills such as academic reading and writing conventions and expectations. Content to reflect contemporary issues in teaching, learning and curriculum development e.g. Primary Languages, Implications of e-safety, social networking and digital literacy Developing an understanding of good practice and relevant subject knowledge in relation to teaching computing in KS1 and 2 and technology within the EYFS

Content

Learning support

Boo

Books: Potter, J. Turvey, K. Allen, J. Sharp, J. (Expected 2014) Primary ICT Knowledge Understanding and Practice: A Practical Guide to Teaching Computing in Primary Schools, London: Sage/Learning Matters. Becta & CiLT, 2009. Primary Modern Foreign Languages with ICT: A pupils entitlement to ICT in primary MFL, London: Becta Copus, J. (2009) Brilliant Writing Tips for Students, Basingstoke: Palgrave Macmillan Cottrell, S. (2009) The Study Skills Handbook, Basingstoke: Palgrave Macmillan Facer, K. (2011) Learning Futures: Education, Technology and Social Change, London: Routledge Judge, B. (2009) Critical Thinking Skills for Education Students, Exeter: Learning Matters Richardson, L. (2009) Information Skills for Education Students, Exeter: Learning Matters Smale, B. (2009) How to Succeed at University: An Essential Guide to Academic Skills and Personal Development, London: SAGE Selwyn, N. (2010) Schools and Schooling in the Digital Age: A Critical Analysis, London: Routledge Selwyn, N., Potter, J. & Cranmer, S. (2010) Primary Schools and ICT: Learning from Learner Perspectives, London: Continuum

Electronic Sources: (accessed September 2013) ThinkUKnow, available at http://www.thinkuknow.co.uk/teachers/ Childnet International available at http://www.childnet-int.org/ Computing at School CAS http://www.computingatschool.org.uk/ DfE website: The Primary National Curriculum http://www.education.gov.uk/schools/teachingandlearning/curriculu m/primary Know IT All, available at http://www.childnet-int.org/kia/ Vital CPD http://www.vital.ac.uk/portals

Teaching and learning activities Details of teaching and learning activities Lectures, seminars, workshops, independent and guided practical activities. Reflection and evaluation of own learning. Study and discussion of relevant policy and theory. Formative Task Submit through e-portfolio an academic action plan (Word equivalence: 500) All students will receive formative feedback. In the event of a student being unable to demonstrate their knowledge and understanding through the task, additional work, based on the formative feedback, will be required. Allocation of study hours (indicative)
Where 10 credits = 100 learning hours

Study hours 50

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, external visits, and work-based learning. All students are expected to undertake guided independent study which includes wider reading/ practice, follow-up work, the completion of assessment tasks, and revisions. The placement is a specific type of learning away from the University that is not work-based learning or a year abroad.

GUIDED INDEPENDENT STUDY PLACEMENT

150

TOTAL STUDY HOURS Assessment tasks Details of assessment on this module

200

Assessment will be in the context of the University of Brighton Assessment Policy and the Faculty Code of Practice in Assessment, and students will be required to complete the following task: Task 1 (0% weighting) Students will submit evidence of their ability to engage with academic action planning module, arising from the formative task. (Word equivalence: 500) The task will be marked on a pass/fail basis. Task 2 (weighting 100%) Design and write an educational program that accomplishes a specific goal within the curriculum of the relevant age phase (Word equivalence: 2000)

The task will be marked on a percentage basis. Referral tasks: Reworking of original tasks Types of assessment task1 % weighting
(or indicate if component is pass/fail) Indicative list of summative assessment tasks which lead to the award of credit or which are required for progression.

WRITTEN COURSEWORK PRACTICAL

Written exam

Written assignment/ essay, report, dissertation, portfolio, project output, set exercise 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 Date tenure ends

QUALITY ASSURANCE
Date of first approval
Only complete where this is not the first version

June 2012

Date of last revision

Only complete where this is not the first version

NA

Date of approval for this version Version number Modules replaced

Specify codes of modules for which this is a replacement

September 2013 2

Available as free-standing module?

Yes

No

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.