| CODE | EDU5954 | |||||||||
| TITLE | Curriculum Planning, Delivery and Assessment of the Ethics Programme | |||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | |||||||||
| MQF LEVEL | Not Applicable | |||||||||
| ECTS CREDITS | 10 | |||||||||
| DEPARTMENT | Faculty of Education | |||||||||
| DESCRIPTION | This study-unit is divided into three phases. The first part of the study-unit deals with the planning of the Ethics curriculum. The study-unit identifies a number of moral issues such as truth, honesty, respect for life and so on and delves into ways of how to teach these issues in an age-appropriate way. It discusses a number of theories of curriculum planning and explores how strategic curriculum planning can lead to the best outcomes. The second part of the unit focuses on the delivery of the Ethics programme. The methodology that is utilised is that of Philosophy for Children, which relies heavily on the idea of the classroom as a Community of Inquiry. A Community of Inquiry approach encourages students to engage in the process of thinking together in order to discuss particular issues in a collaborative and reflective manner. This enables the children to discuss the moral issues identified by the curriculum in a safe and respectful environment and encourages a sense of inquiry through a search for deeper understanding, meaning, truth and values supported by reason. This component also includes a number of practical sessions which are held in both primary and secondary schools. This gives the teachers some experience in teaching this programme and sensitises them to some issues and challenges that they might encounter in the future. The third part of the programme focuses on methods of assessment in order to evaluate the success or otherwise of such a programme. It discusses alternative forms of assessment, such as formative assessment, in order to assess the knowledge and understanding of the content, as well as the children’s attitudes. Such assessment may include an oral component, project work and so on. Study-unit Aims: The study-unit aims to: - Familiarise teachers with a number of theories of curriculum planning and development and identify a number of moral issues that can be developed; - Introduce teachers to the Philosophy for Children approach and to help them identify good strategies for teaching this subject; - Give teachers the opportunity to put into practice the methodologies that will have been discussed during the study-unit; - Discuss different forms of assessment in order to assess knowledge, skills and dispositions related to Ethics. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Demonstrate awareness of the main theories of curriculum development and the key issues in the teaching of Ethics; - Describe the Philosophy for Children approach and the methodologies associated with it; - Compare the different types of assessment and identify the best methods for assessing the knowledge, skills and dispositions related to the subject. 2. Skills: By the end of the study-unit the student will be able to: - Apply their knowledge of teaching methodologies to classroom practice during the practical sessions; - Devise different methods of assessment; - Plan curricular material and resources for the teaching of Ethics. Main Text/s and any supplementary readings: - Wiles J.W. & Bondi J.C (2010) Curriculum Development: A Guide to Practice Pearson - Tyler R.W. (2003) Basic Principles of Curriculum and Instruction University of Chicago Press - Ornstein A.C. (2012) Curriculum: Foundations, Principles and Issues Pearson - Clarke S. (2008) Active Learning through Formative Assessment Hodder Education - Blanchard J. (2009) Teaching Learning and Assessment Open University Press - Butler S.M & McMunn M.D. (2006) Teacher’s Guide to Classroom Assessment: Understanding and Using Assessment to Improve Student Learning Jossey-Bass - Goering S., Shudak N.J & Wartenberg T.E. (Eds.) (2013) Philosophy in Schools: An introduction for Philosophers and Teachers Routledge - Haynes J.(2008) Children as Philosophers: Learning through Enquiry and Dialogue in the Primary Classroom Routledge - Fisher R. (2001) Values for Thinking Nash Pollock Publishing - Sutcliff R. & Williams S. (2000) The Philosophy Club: An Adventure in Thinking Dialogue Works. |
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| ADDITIONAL NOTES | Pre-requisite Qualifications: B.Ed./PGCE | |||||||||
| STUDY-UNIT TYPE | Lecture, Fieldwork and Independent Study | |||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Joseph Giordmaina Lucianne Zammit |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
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