ED2MS1-Enabling Progress In Mathematics and Science
Module Provider: Institute of Education
Number of credits: 20 [10 ECTS credits]
Level:5
Terms in which taught: Spring term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2019/0
Email: james.davies@reading.ac.uk
Type of module:
Summary module description:
This module is designed to develop trainees understanding of the pedagogy and practice of teaching of science, mathematics and ICT/CS education and digital literacy.
The module builds on the content of related modules undertaken in the first year of the BA Ed programme. It teaches the principles of how children learn in science and mathematics as well as in ICT/CS by developing an understanding of the value of providing children with opportunities for practical experiences, problem solving, reasoning and enquiry in order to enable progression. The focus will be on how to construct child-centred, meaningful contexts that engage childrens interest and curiosity.
Students will be given an overview of progression from Key Stage 1 to Key Stage 2 in both concept development and scientific enquiry skills. In mathematics the data handling cycle will be explored in depth and extended to consider measures of spread and probability. The role of ICT within the teaching and learning of mathematics will be developed, along with the use of childrens fiction as a source to stimulate engagement and learning. In ICT/CS trainees programming skills will develop further as well as their understanding and skills of the role of data handling in the revised ICT/CS curriculum.
The module will develop students planning, teaching and assessment skills in mathematics, science, ICT/CS and cross-curricular work.
Aims:
To deepen understanding of how children learn in science, mathematics and ICT/CS and the importance of practical experiences, problem solving, reasoning and enquiry
To develop students pedagogical, curricular and subject knowledge in mathematics, science, ICT/CS and digital literacy
To enable students to develop strategies for planning teaching within and across sessions and subjects that engage all children and foster learning
To provide students with opportunities to develop professional and interpersonal skills to prepare them for working collaboratively in a school setting
Assessable learning outcomes:
On successful completion of this module students should be able to:
Design and plan a cross-curricular enquiry appropriate for Key Stage 1 or 2 children, focusing upon mathematics and science
Demonstrate your understanding of how to address the revised ICT/CS curriculum by planning a single ICT/CS lesson
Recognise the integral role of formative assessment within planning for progression
Plan effective practice, taking into account theories about how children learn in science, mathematics and ICT/CS
Demonstrate knowledge and understanding of the science, mathematics and ICT/CS curricula
Reflect critically on their experiences in the school setting and identify ways to improve practice, drawing on reasoned arguments and an understanding of evidence-based research
Additional outcomes:
Students will build on their understanding of teaching and learning primary mathematics, science ICT/CS and digital literacy from previous modules. They will undertake focused research and achieve greater critical awareness through the use of literature, e-learning, peer collaborations and observations of practice. They will be able to study independently and collaboratively in order to assimilate and communicate knowledge and ideas about childrens learning.
Outline content:
Introduction to using problem solving and discovery learning to build progression.
Using childrens fiction to set up problems and provide a context for enquiry
Planning extended and cross-curricular investigations
Science:
How theories of learning, particularly constructivism and social constructivism have influenced the science teachers to encourage pupils to progress their understanding of the natural world
Common misconceptions and the challenge for teachers of persuading pupils to move from everyday ideas to more scientific ways of thinking
Problem solving in the contexts of life and living (ourselves, plants, growth, life cycles), materials (rocks and soils, chemical change), Forces (friction and magnetism).
Setting learners appropriate challenges to develop their enquiry skills
Mathematics:
The data-handling cycle: progression, representing and interpreting data, ranges and averages
Probability
Using ICT to support teaching and learning
Developing the environment to foster learning and enquiry
Managing mathematics lessons guided group work
ICT/CS
Developing a further understanding of the ICT/CS curriculum
Enriching programming skills through the use of a range of different applications and programming languages relevant to primary children
Extending the lesson planning skills to address ICT/CS capability
Use of ICT for collecting, analysing and presenting data using spreadsheet modelling
Global context:
Global trends in data such as implication of the overuse of antibiotics, climate change will be explored from a scientific and mathematical perspective. The way data is analysed to inform future scientific developments will be evaluated.
Brief description of teaching and learning methods:
Teaching and learning methods will mirror those used in the classroom. Sessions will be interactive in nature, building on prior knowledge and developing understanding through enquiry. Students will be expected to contribute actively to discussions and activities, and to give feedback on their own placement-based experiences.
| Autumn | Spring | Summer | |
| Lectures | 32 | ||
| Guided independent study: | 168 | ||
| Total hours by term | 200 | ||
| Total hours for module | 200 |
| Method | Percentage |
| Written assignment including essay | 100 |
Summative assessment- Examinations:
Summative assessment- Coursework and in-class tests:
Written assignment (2,500 words)
Formative assessment methods:
Formative assessment will be made through ongoing observation of the students engagement with issues and positive contributions to sessions.
In ICT/CS students are asked to update their electronic ICT portfolios (files) to demonstrate their skills, knowledge and understanding on the topics covered in the module through a series of structured learning tasks set by the tutor.
Penalties for late submission:
The Module Convener will apply the following penalties for work submitted late:
The University policy statement on penalties for late submission can be found at: http://www.reading.ac.uk/web/FILES/qualitysupport/penaltiesforlatesubmission.pdf
You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.
Assessment requirements for a pass:
40%
Reassessment arrangements:
Resit essay title based on module content to be submitted during the summer resit period by dates to be agreed by the appropriate assessment boards.
Additional Costs (specified where applicable):
1) Required text books: Required text books Haylock, D., &Manning, R. (2014). Mathematics Explained for Primary School Teachers. London: Sage. Cost of this book is £25:00
ISBN: 9781446285862 (hbk.)
2) Specialist equipment or materials:
3) Specialist clothing, footwear or headgear:
4) Printing and binding: Occasional printing of materials, although photocopies of materials will be provided in the teaching sessions.
Students will need to provide a printed copy of their assessment. Library printing costs are 5p for B/W page and 15p for colour page
5) Computers and devices with a particular specification:
6) Travel, accommodation and subsistence:
Last updated: 8 April 2019
THE INFORMATION CONTAINED IN THIS MODULE DESCRIPTION DOES NOT FORM ANY PART OF A STUDENT'S CONTRACT.