Length: 2400 words
Title: Theories and Principles in Education, Teaching and Learning
Aim: To deepen knowledge and critical understanding of principles and theories relating to education, teaching and learning
To identify and apply strategies and methods which translate into effective teaching, learning and assessment practices in the educational environment
Assessment: Essay: A critical evaluation of how different learning theories and principles in teaching and learning can influence curriculum design and assessment
Thesis statement: Theories and practices which can influence and improve the syllabus used in planning and teaching a piano lesson.
Suggested Structure for Summative Assessment (Essay)
Note: Use the assignment template provided
Use following outline for guidance in writing the assignment.
Section 1 Introduction and Context (approx. 200 words)
Notification of the research/study question that the unit of work is seeking to address. Summary of
the school context and ethical considerations regarding the collection and use of data for the
Section 2 Outline of unit (approx. 150 words)
Description of the learning intentions for the unit and how the activities have been designed to
promote and evaluate learning and progress. An overview of the assessment strategies supported
by literature must be included.
Section 3 Underpinning theory (approx. 450 words)
Literature review of the underpinning educational theory/theories and how it/they inform the
curriculum design and selection of learning activities and pedagogical strategies. Where multiple
theories are identified, a cogent rationale for how they interrelate must be included.
Section 4 Methodology (approx. 300 words)
Overview of the approach to gathering and analysing data to evaluate the impact of the unit of
Section 5 Case students (approx. 300 words)
Overview of the three case students (anonymised), including the rationale for their selection (e.g.data indicating learning needs or prior attainment)
Section 6 Description of findings (approx. 300 words)
Lesson-by-lesson overview of data gathered on the impact of the unit of work on the case students from taught lessons in the study (minimum three lessons).
Section 7 Analysis and interpretation of findings (approx. 300 words)
Critical analysis and evaluation of data supported by literature, focusing on the evidence of impact
on learning, teaching and assessment during the unit of work.
Section 8 Conclusions and recommendations (approx. 300 words)
Summary of the key learning points from the study, renewed of perspectives and the implications for future practice.
Lesson plan to be used for the analysis and writing:
Appendix 6 – REVISED Piano Lesson – WEEK 4.
Class: Year 7
Subject: Piano – ABRSM grade 6
Time allocated: 1h
Number of students: 6
Douce reverie: No. 21 from Album pour enfants, Op.39
By P.I. Tchaikovsky (1840-1893)
Designed and taught by: Alexandru Oprisanu
Direction of study:
-Each student will be placed at a minimum of 4 meters distance to ensure focus.
-The students will perform their tasks individually unless otherwise directed.
– Each student should be given a minimum of 6 min 1 to 1 consultations.
Acceptable: Play the first 6 bars hand separately
Good: Play the first 3 bars hand together followed by the remaining 3 hand separately
Desired: Play the 6 bars hands together
All students should:
-Identify the time signature.
-Understand the meaning of dynamics.
-Tap the correct tempo.
-Define “con Ped”.
-Define “poco piu f”.
-Identify the tonality
Some students should:
-Play the first 6 bars with “con Ped.”
– key signature
– poco piu f
– Intervals and Rhythm by Paul Macken
– Piano grade 6 -ABRSM
– have students map the song by phrases
– mark musical events
-Introduce the topic of Logic X Pro on MacBook (general info)
Sight reading and rhythmical consideration:
– Sight read the song hands separately
– Break down the new rhythmical formulas (class group)
– Perform the new rhythmical formulas (individually)
– Upright or digital piano
– Music stand
Length: 2400 words