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

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: 21 May 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. 
 
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.  

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. 

The module content will align with the Initial Teacher Training Core Content Framework (ITT CCF) to support trainee skill development.  

Aims: 

• To introduce students to the teaching of mathematics and Computing in primary schools. 
• To build students’ subject knowledge towards being confident and competent teachers of mathematics and Computing. 
• To explore the pedagogy of teaching primary mathematics and Computing, to introduce the importance of progression in mathematics and Computing. 
• To recognise the value of developing structured talk to enhance the teaching of primary mathematics and Computing. 
• To develop pedagogies of mastery learning and how to plan effective teaching and learning of mathematics using the mastery approach.  

Module learning outcomes

By the end of the module, it is expected that students will be able to: 

1. 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.  
2. 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 planning  
3. Develop skills in a range of digital resources including online safety that can be integrated into students’ teaching and support their own professional development 
4. Appraise and critically evaluate school-based experiences of Mathematics and Computing teaching and its impact on children’s learning 

Module content

• Introduction to the primary mathematics curriculum and effective mathematics teaching 
• Using and applying mathematics 
• Early number 
• The four operations 
• Developing mental methods of calculation 
• Geometry 
• Questioning, assessment for learning, errors and misconceptions 
• Developing understating of mastery learning and how to plan effectively using this approach to teaching mathematics. 
• Planning and teaching the daily mathematics lesson 
• Children’s mathematical graphics 
• An overview of measures and handling data 
• Introduction to Primary Computing: Algorithms, Computational Thinking Skills & ‘unplugged’ Computing  
• Introduction to physical Computing: working with programmable toys (Beebots) 
• Onscreen block-based programming using Scratch 
• Introduction to data handling in KS1  
• Revisiting Key programming concepts using physical computing: Microbits  
• Introduction to online safety 
• Identify targets for their own professional development 
• Exploring interactive presentational tools and stop frame animation 
• Presentations: The use of sound in the primary curriculum  (7 hours: Computing) 

The module makes reference to relevant and key aspects of the Primary Phase Curriculum and ITT Core Content Framework (CCF) to inform design. 

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. 

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.

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

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: https://www.reading.ac.uk/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. 

Reassessment

Additional costs