IPPk16 Course planning and realization at primary education

Faculty of Education
Spring 2025
Extent and Intensity
0/0/.7. 3 credit(s). Type of Completion: k (colloquium).
In-person direct teaching
Teacher(s)
Mgr. Tereza Češková, Ph.D. (lecturer)
Mgr. Kateřina Gorčíková, Ph.D. (lecturer)
Mgr. Miroslav Jireček, Ph.D. (lecturer)
Mgr. Petra Vystrčilová, Ph.D. (lecturer)
Guaranteed by
Mgr. Petra Vystrčilová, Ph.D.
Department of Primary Education – Faculty of Education
Contact Person: Olga Bubnová
Supplier department: Department of Primary Education – Faculty of Education
Timetable of Seminar Groups
IPPk16/KombiSem01: Fri 21. 2. 8:00–11:50 učebna 37, Fri 7. 3. 16:00–19:50 učebna 60, Fri 21. 3. 14:00–17:50 učebna 36, Fri 2. 5. 8:00–11:50 učebna 37, T. Češková, P. Vystrčilová
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives
Students acquaint with key topics from the social sciences curriculum from the didactic point of view. Students go through the specific points of geography and history topics with regard to the primary teaching. Due to the appropriate methods are students led to plan integrated (geographical and historical) content and prepare integrated based or project-based lesson, which they use during their pedagogical experiences. The subject reflect current methods and access to the new curriculum. Students try to reflect the newly acquired experience and share their knowledge with others in teaching.
Learning outcomes
At the end a student will be able to:

  • identify problem items in the social science curriculum, be aware of a contintuity and connetions to other subjects;
  • asses criticaly various didactic materials;
  • plan, prepare and reflect project-based or integrated-based education using items of the social science curriculum. Written proposal - project planning: meaning, goals, activities, methods and forms of work, output, organization, evaluation and presentation of the project;
  • use a regional and other didactic principles such as place-based learning, questing, inquiry methods etc.
    • Syllabus
    • Syllabus 1. Social science topics of the part Man and his world in the curriculum, creation of a time and thematic plan, curriculum innovation, integration of the contents of the primary curriculum with an emphasis to the educational area Man and his world.
    • 2. Didactic content transformation, lesson structure, learning tasks (goals, cognitive demands, differentiation in teaching) with using the examples of social science topics of educational area of Man and his world, map skills and their connection to Bloom's taxonomy.
    • 3.The use of the nearest region and place-based education, the specifics of the geography curriculum at the 1st grade, the creation of treasure games (questing) and other activation methods in teaching, the integration of the contents of the educational area Man and his world with other subjects.
    • 4. Project-based learning and integrated thematic teaching used as an exmaple focused on the global development education; preparation of project-basd learning lesson or integrated thematic teaching lessons connected with continuous pedagogical practice at the 1st level of students.
    • 5. Reflection of pedagogical practice with an emphasis on reflection of the project-based learning / integrated thematic teaching, the core of which is the curriculum of the educational field Man and his world, work with a portfolio with regard to the competence framework of a graduate teacher.
    • 6. Implementation of teaching - analyse teaching situations using video recordings from the lessons of the subjects Man and his world, didactic formalisms in teaching, differentiation of work with content, key competences and their systematic development in teaching.
    • 7. Inquiry-based learning of social science topics Man and his world, other methods, problematic areas and specifics of the history curriculum in the first stage of primary school.
    • 8. Fieldwork education in the city Brno, work with historical and current maps and photographs, specifics of teaching outside the classroom and possibilities of connection with research or project teaching.
    • 9. Work with preparations for lessons and their mutual evaluation reflecting the didactic transformation of the curriculum (thought-out structure of the lesson including well-thought-out goals, inclusion of tasks of higher cognitive demand and their differentiated support, integration of topics in the educational field Man and his world, use of activating teaching methods, reflection in  and after class.).
    Literature
    • Larmer, J., Mergendoller, J., & Boss, S. (20015). Setting the Standard for Project Based Learning: A Proven Approach to Rigorous Classroom Instruction. Alexandria: ASCD.
    • Sobel, D. (2004). Place-Based Education: Connecting Classrooms and Communities.
    • Slavík, J., Janík, T., Najvar, P., & Knecht, P. (2017). Transdidaktika: o učitelském sdílení znalostí a zvyšování kvality výuky napříč obory. Brno: MU.
    • Hušková, B. (2014). Questing. Tvoříme hledačky pro lidi a s lidmi. Actea.
    • Pete, B., & Robin Fogarty, R. (02017). Everyday Problem-Based Learning: Quick Projects to Build Problem-Solving Fluency. Alexandria: ASCD.
    • HÁJKOVÁ, Eliška and Jiří KULICH. Učíme (se) místem. Edited by Blažena Hušková. [Horní Maršov]: Středisko ekologické výchovy SEVER Horní Maršov, o.p.s., 2022, 436 stran. ISBN 9788086838595. info
    • KRATOCHVÍLOVÁ, Jana. Teorie a praxe projektové výuky (The Theory and Practise of Project Teaching). 2nd ed. Brno: Masarykova univerzita, 2016, 160 pp. Spisy pedagogické fakuty Masarykovy univerzity svazek č. 100. ISBN 978-80-210-8163-5. info
    • KRATOCHVÍLOVÁ, Jana. Systém hodnocení a sebehodnocení žáků, Zkušenosti z České republiky i Evropských škol (System of the pupils evaluation and self-evaluation, Experiences from the Czech Republic and the European Schools). 1st ed. Brno: MSD, 2011, 153 pp. ISBN 978-80-7392-169-9. info
    • TOMKOVÁ, Anna, Jitka KAŠOVÁ and Markéta DVOŘÁKOVÁ. Učíme v projektech. Vyd. 1. Praha: Portál, 2009, 173 s. ISBN 9788073675271. info
    • KOVALIK, Susan and Karen D. OLSEN. Integrovaná tematická výuka : model : [výuka, která vychází z poznání, jak učit lidský mozek]. 2. opr. vyd. Kroměříž: Spirála, 1995, 304 s. ISBN 8090187315. info
    • KAŠOVÁ, Jitka. Škola trochu jinak : projektové vyučování v teorii i praxi. Vyd. 1. Kroměříž: IUVENTA, 1995, 81 s. info
    Teaching methods
    class discussion, inquiry based learning, pair teaching, thematic designed teaching, project-based teaching, place-based learning, student presentations, outdoor education, field education, peer review
    Assessment methods
    Students design, realize and reflect a lesson based on the social sciences curriculum which is professional, well designed, uses various teaching methods and forms. Students design: written project, its self-reflection and presentation; in view of the meaning of the project, it will choose the appropriate output of the project;
    Language of instruction
    Czech
    Further comments (probably available only in Czech)
    The course is taught annually.
    Information on the extent and intensity of the course: 8 konzultací.
    Teacher's information
    Requirements for ending: active participation; preparation of integrated lessons + peer review; portfolio-based task; 1 group preparation according to individual needs (to be specified at the seminar), project-based learnig or integrated-based learning - preparation, teaching and reflection.
    The course is also listed under the following terms Spring 2021, Spring 2022, Spring 2023, Spring 2024.
    • Enrolment Statistics (recent)
    • Permalink: https://is.muni.cz/course/ped/spring2025/IPPk16