ED3EM1-Refining Pedagogy in English and Mathematics

Module Provider: Institute of Education
Number of credits: 20 [10 ECTS credits]
Level:6
Terms in which taught: Autumn / Summer term module
Pre-requisites: ED1MP1 Mathematics in the Primary School and ED2MS1 Enabling Progress in Mathematics and Science
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2021/2

Module Convenor: Dr Nasreen Majid
Email: n.majid@reading.ac.uk

Type of module:

Summary module description:

This module builds upon previous modules and is designed to enhance and consolidate students’ understanding of English and mathematics and their core role within the primary curriculum. The themes of inclusion and intervention underpin this module, setting children’s particular needs in the context of English and mathematics teaching. Within English, the module extends students’ understanding of what it means to be a reader and writer in the 21st century and implications for the classroom. The module also builds on previous work on systematic synthetic phonics with a focus on tracking and assessment. Within mathematics, the aims of the National Curriculum (Problem solving, reasoning and fluency) will be consolidated and students will have a holistic understanding of how they can plan for a range of pupils in primary classrooms. ÌýThe ideas of inclusion, including a clear understanding of meeting the learning needs of pupils with English as an Additional Language will be a focus throughout the module.Students will explore teaching and learning of measures and consider how to build home-school links in mathematics.

Aims:

• To equip students to include all pupils, including those with particular needs, within their English and mathematics teaching


• To consolidate knowledge and understanding of phonics teaching


• To explore a wide range of texts to enable students to become innovative and inspiring teachers of English


• To consolidate students’ understanding of the mathematics curriculum and use the aims of the mathematics curriculum to facilitate learning opportunities.Ìý


• To prepare students for teaching concepts of measure and build home-school links to support children’s mathematical development

Assessable learning outcomes:
On successful completion of this module students should be able to

£ Discuss the key factors affecting pedagogy when working in English and mathematics with children for whom English is an additional language
£ Annotate lesson plans demonstrating their understanding of how to put this knowledge into practice in the classroom
£ Draw on the pupil voice to appraise the learning experience of a lesson from the perspective of a child with EAL
£ Reflect critically upon e ffective English and mathematics practice

Additional outcomes:

Students will consolidate and enrich their understanding of teaching and learning primary English and mathematics. They will cement and extend their understanding of phonics and the wider aspects of reading and writing in the 21st Century, putting them in a position to inspire and motivate pupils. They will complete the module with confidence in teaching written methods of calculation within the context of a rich, using and applying based mathematics programme.

Outline content:
Inclusion: working with children with particular needs such as EAL, G&T; planning for intervention and differentiation

English
£ Tracking and assessing phonics
£ Reading and writing in the 21st century
£ Writing workshops

Mathematics
£ Mental calculation
£ Developing methods of written calculation
£ The structure of number
£ Measures
£ Using and applying mathematics: good mathematics teaching

Brief description of teaching and learning methods:
Teaching and learning methods will be based on those used in primary classrooms. Each session will be framed by an explanation of the objectives and the relevance of the session content to primary teaching. Sessions will be interactive. Students will be expected to take an active part in discussion and to work collaboratively in small groups on a range of practical activities. Some preparatory work will be expected for each session. The module includes an element of blended learning through Blac kboard.

Contact hours:

Ìý	Autumn	Spring	Summer
Lectures	28		2
Tutorials	20
Work-based learning	4	16
Guided independent study:	130
Ìý	Ìý	Ìý	Ìý
Total hours by term	182	16	2
Ìý	Ìý	Ìý	Ìý
Total hours for module	200

Summative Assessment Methods:

Method	Percentage
Written assignment including essay	100

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

Students will be required to submit a 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. Subject Knowledge Files: Students are required to keep a subject knowledge file .The files will be reviewed periodically by a formative process of peer and tutor assessment.

Penalties for late submission:

The Support Centres will apply the following penalties for work submitted late:

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
• where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

The University policy statement on penalties for late submission can be found at:
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:
Resubmission during the summer resit period by a date indicated by the Examination Board.

Additional Costs (specified where applicable):

1) Required text books:ÌýHaylock, 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:Ìý

3) Specialist clothing, footwear or headgear:Ìý

4) Printing and binding:ÌýOccasional 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:Ìý

6) Travel, accommodation and subsistence:Ìý

Last updated: 25 October 2021