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: Autumn term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2023/4

Module Convenor: Mr James Davies
Email: james.davies@reading.ac.uk

Module Co-convenor: Mr Phil Smith-Stevenson
Email: p.smith-stevenson@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 Computing 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 Computing 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 children’s 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. In Computing Ìýtrainees will explore’ the role of digital technologies in collecting, analysing and reporting on data as well as social and ethical implications in the data handling cycle.



The module will develop students’ planning, teaching and assessment skills in mathematics, science, Computing and cross-curricular work.

Aims:

• To deepen understanding of how we can support children’s learning in science, mathematics and Computing and the importance of practical experiences, problem solving, reasoning and enquiry


• To develop students’ pedagogical, curricular and subject knowledge in mathematics, science, Computing with a focus on and digital literacy


• To enable students to develop strategies for planning teaching that engage all children and foster curiosity, empathy, independence and 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 Computing curriculum by planning a single Computing 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 ComputingÌý


• Demonstrate knowledge and understanding of the science, mathematics and ComputingÌýcurricula


• 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 children's learning.

Outline content:

• Introduction to using problem solving and enquiry-basedÌýlearning to build progression.


• Planning extended and cross-curricular investigations

Science:

Draw on theories from previous learning to support science teachers in encouraging 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 real life 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


• Pedagogical approaches to teaching key areas within the KS2 mathematics curriculum


• Developing the environment to foster learning and enquiry


• How to handle data (collect, present and analyse data) in science


• Common mathematical misconceptions and how to plan/address them

Computing

• Developing a further understanding of the the three ‘pillars of progression’ of the Computing curriculum (information Technology, Computer Science and Digital Literacy)


• Continue to become more aware about declarative and procedural knowledge that they need to address when planning and teaching Computing


• Reflect and develop skills in using flatfile databases as enquiry tools


• Reflect and develop skills in using spreadsheet modelling for forecasting and finding solutions to a range of scenarios


• Enriching programming skills through the use of physical and onscreen computing relevant to primary children


• Raise further awareness about social, moral and ethical considerations when using digital technologies for data handling; continue to consider aspects of online safety as part of those considerations

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 build 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.

Contact hours:

Ìý	Autumn	Spring	Summer
Lectures	20
Guided independent study:	180
Ìý	Ìý	Ìý	Ìý
Total hours by term	200	0	0
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:

Critically examine the use of a cross-curricular, enquiry-based learning approach to develop children’s learning in statistics within key stage 2 statistics in primary mathematics, and in science.

The assignment is split into two parts: -

Part 1:

ÌýDrawing on appropriate reading and research, critically examine the importance of developing the teaching and learning of statistics (data handling) through a cross-curricular and enquiry/ problem-solving approach.Ìý Refer to literature, national documentation and the Teachers’ Standards to support your analysis, making the links to the Core Content Framework explicit.Ìý Provide a rationale for the pedagogical approach underpinning your lessons in part 2 (2000 words).

Part 2 (appendix):

Plan two lessons, one for science and one for maths, that develop the teaching and learning of statistics through an enquiry/ problem solving based approach. The two lessons need to be linked to demonstrate the cross-curricular aspect of this assignment and must include the role of data handling.Ìý Highlight on the plan where you have referred to the Data handling cycle (DHC) and enquiry-based learning (EBL). (No word limit)

Formative assessment methods:

• There will be an opportunity for students to peer assess their maths plans and science plans which form part of their assignment (part 2); feedback will be provided


• Formative assessment will also be made through on-going observation of the students’ engagement with and contribution to sessions.

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: /cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/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 textbooks: Required textbooks

Haylock, D., & Manning, R. (2018). ÌýMathematics Explained for Primary School Teachers (6th Ed.). SAGE. Cost of this book is £25:00 approx.



ISBN: 9781526423207 Ìý(pbk)



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

Ìý

1) Required text books:ÌýHaylock, D., & Manning, R. (2018). ÌýMathematics Explained for Primary School TeachersÌý(6th Ed.). SAGE. Cost of this book is £25:00 approx.

ISBN: 9781526423207 Ìý(pbk)

2) Specialist equipment or materials:Ìý

3) Specialist clothing, footwear or headgear:Ìý

4) Printing and binding:Ìý

5) Computers and devices with a particular specification:Ìý

6) Travel, accommodation and subsistence:Ìý

Last updated: 30 March 2023