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ED1MC1: Mathematics and Computing in the Primary Curriculum
Module code: ED1MC1
Module provider: Institute of Education
Credits: 20
Level: Level 1 (Certificate)
When you'll be taught: Semester 1 / 2
Module convenor: Ms Georgia Aspinox, email: g.aspinox@reading.ac.uk
Additional teaching staff 1: Professor Yota Dimitriadi, email: y.dimitriadi@reading.ac.uk
Pre-requisite module(s):
Co-requisite module(s):
Pre-requisite or Co-requisite module(s):
Module(s) excluded:
Placement information: NA
Academic year: 2024/5
Available to visiting students: No
Talis reading list: Yes
Last updated: 29 August 2024
Overview
Module aims and purpose
This module is designed to introduce students to the teaching and learning of mathematics and the subject of Computing in the primary school. Throughout the module there is a focus on building students’ own mathematical subject knowledge alongside their pedagogical and curricular understanding. The module takes as its starting point the importance of talking about and enjoying mathematics in order to be able to teach it effectively.Ìý
Ìý
It will explore the development of number and calculation in detail. Key elements of the mathematics teacher’s repertoire, such as questioning, using errors and misconceptions to inform teaching, and assessment for learning, will be examined, together with the vital role of using and applying mathematics. Mastery learning will be explored in depth to help student’s to understand the current teaching approaches in schools.ÌýÌý
In Computing students will explore topics around algorithmic thinking, computational thinking, early data handling skills and will develop their programming skills through unplugged, onscreen and physical computing approaches. They will be introduced to key resources as well as general and subject-specific pedagogical approaches that will help them plan inclusive Computing lessons.Ìý
The module content will align with the Initial Teacher Training Core Content Framework (ITT CCF) to support trainee skill development.ÌýÌý
Aims:Ìý
- To introduce students to the teaching of mathematics and Computing in primary schools.Ìý
- To build students’ subject knowledge towards being confident and competent teachers of mathematics and Computing.Ìý
- To explore the pedagogy of teaching primary mathematics and Computing, to introduce the importance of progression in mathematics and Computing.Ìý
- To recognise the value of developing structured talk to enhance the teaching of primary mathematics and Computing.Ìý
- To develop pedagogies of mastery learning and how to plan effective teaching and learning of mathematics using the mastery approach.ÌýÌý
Module learning outcomes
By the end of the module, it is expected that students will be able to:Ìý
- Recognise and describe effective Mathematics and Computing teaching for the primary age-range, understanding how to develop a sequence of learning and evaluating outcomes to support pupil learning outcomes.ÌýÌý
- Recognise the teaching approaches such as mastery learning in mathematics and how to plan for effective mastery learning delivery; also become aware and make use of Computing-specific pedagogical approaches like PRIMM and game-based learning That can inform inclusive planningÌýÌý
- Develop skills in a range of digital resources including online safety that can be integrated into students’ teaching and support their own professional developmentÌý
- Appraise and critically evaluate school-based experiences of Mathematics and Computing teaching and its impact on children’s learningÌý
Module content
- Introduction to the primary mathematics curriculum and effective mathematics teachingÌý
- Using and applying mathematicsÌý
- Early numberÌý
- The four operationsÌý
- Developing mental methods of calculationÌý
- GeometryÌý
- Questioning, assessment for learning, errors and misconceptionsÌý
- Developing understating of mastery learning and how to plan effectively using this approach to teaching mathematics.Ìý
- Planning and teaching the daily mathematics lessonÌý
- Children’s mathematical graphicsÌý
- An overview of measures and handling dataÌý
- Introduction to Primary Computing: Algorithms, Computational Thinking Skills & ‘unplugged’ ComputingÌýÌý
- Introduction to physical Computing: working with programmable toys (Beebots)Ìý
- Onscreen block-based programming using ScratchÌý
- Introduction to data handling in KS1ÌýÌý
- Revisiting Key programming concepts using physical computing: MicrobitsÌýÌý
- Introduction to online safetyÌý
- Identify targets for their own professional developmentÌý
- Exploring interactive presentational tools and stop frame animationÌý
- Presentations: The use of sound in the primary curriculumÌýÌý(7 hours: Computing)Ìý
The module makes reference to relevant and key aspects of the Primary Phase Curriculum and ITT Core Content Framework (CCF) to inform design.Ìý
Structure
Teaching and learning methods
Teaching and learning methods will mirror those used in the primary classroom. They will include a balance of input, discussion and practical activities. Sessions will be interactive in nature building on students’ prior knowledge. Students will be expected to participate in discussions and activities, and to give feedback on their own placement-based experiences. The module has a Blackboard site with key material for the module.Ìý
Study hours
At least 26 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.
ÌýScheduled teaching and learning activities | ÌýSemester 1 | ÌýSemester 2 | ÌýSummer |
---|---|---|---|
Lectures | 12 | 12 | |
Seminars | 1 | 1 | |
Tutorials | 1 | 1 | |
Project Supervision | |||
Demonstrations | |||
Practical classes and workshops | 2 | 2 | |
Supervised time in studio / workshop | |||
Scheduled revision sessions | |||
Feedback meetings with staff | |||
Fieldwork | |||
External visits | |||
Work-based learning | |||
ÌýSelf-scheduled teaching and learning activities | ÌýSemester 1 | ÌýSemester 2 | ÌýSummer |
---|---|---|---|
Directed viewing of video materials/screencasts | 10 | 10 | |
Participation in discussion boards/other discussions | |||
Feedback meetings with staff | |||
Other | |||
Other (details) | |||
ÌýPlacement and study abroad | ÌýSemester 1 | ÌýSemester 2 | ÌýSummer |
---|---|---|---|
Placement | |||
Study abroad | |||
ÌýIndependent study hours | ÌýSemester 1 | ÌýSemester 2 | ÌýSummer |
---|---|---|---|
Independent study hours | 76 | 72 |
Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.
Semester 1 The hours in this column may include hours during the Christmas holiday period.
Semester 2 The hours in this column may include hours during the Easter holiday period.
Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.
Assessment
Requirements for a pass
Students need to achieve an overall module mark of 40% to pass this module.
Summative assessment
Type of assessment | Detail of assessment | % contribution towards module mark | Size of assessment | Submission date | Additional information |
---|---|---|---|---|---|
Oral assessment | Individual asynchronous presentations- recorded and submitted. | 100 | 8 minute presentation via PowerPoint | Semester 2, Teaching Week 3 | This will be a 8 minute presentation on the development and delivery of an early number or place value activity. |
Penalties for late submission of summative assessment
The Support Centres will apply the following penalties for work submitted late:
Assessments with numerical marks
- 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 three working days;
- the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
- where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
- where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.
Assessments marked Pass/Fail
- where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
- where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.
The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/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.
Formative assessment
Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.
Formative assessment will be made through on-going observation of the students’ engagement with issues and positive contributions to sessions.Ìý
Reassessment
Type of reassessment | Detail of reassessment | % contribution towards module mark | Size of reassessment | Submission date | Additional information |
---|---|---|---|---|---|
Oral reassessment | Modified with new title asynchronous presentation. | 100 | 8 minute presentation | Summer resit period |
Additional costs
Item | Additional information | Cost |
---|---|---|
Computers and devices with a particular specification | ||
Required textbooks | Mathematics Explained for Primary Teachers Derek Haylock, Ralph Manning | £28 |
Specialist equipment or materials | None- all provided in lectures | |
Specialist clothing, footwear, or headgear | ||
Printing and binding | ||
Travel, accommodation, and subsistence |
THE INFORMATION CONTAINED IN THIS MODULE DESCRIPTION DOES NOT FORM ANY PART OF A STUDENT'S CONTRACT.