ED1SAP1: Teaching Practical Sessions in Science, Design and Technology, Art and Physical Education

Module code: ED1SAP1

Module provider: Institute of Education

Credits: 20

Level: Level 1 (Certificate)

When you'll be taught: Semester 1 / 2

Module convenor: Mrs Gwenda Lappin, email: g.m.lappin@reading.ac.uk

Additional teaching staff 1: Mr Phil Smith-Stevenson, email: p.smith-stevenson@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 introduces students to the pedagogy and practice of teaching of art, design and technology, science, and physical education in a primary school. A central theme when designing, running, and assessing successful practical sessions is the value of understanding how children think, learn, and move, so the importance of enquiry, experiential learning, and collaboration in the teaching of these subjects will be explored.  

Module learning outcomes

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

1. Understand the requirements of teaching the subjects at key stage 1 and 2, understanding how to make lessons, engaging and inclusive and know ways in which children can be formatively assessed
2. Provide evidence that they can plan effective practice, taking into account theories about how children learn, recognising meaningful cross-curricular links
3. Work independently and collaboratively to assimilate and communicate knowledge and ideas relating to the aims and purpose of the module
4. Demonstrate commitment to formative assessment of their personal progress, reflecting critically on their own learning, experiences and contributions relating to the module

Module content

• How to organise and teach practical sessions which are inclusive, safe, and engaging
• How to tailor an activity to develop selected enquiry skills such as questioning, planning, observing, collaborating, and reviewing
• Exploring assessment methods and learning outcomes on effective practice.
• Short term planning
• Using focused research to achieve greater critical awareness through the use of literature, e learning and observations of practice
• Learning how to engage and challenge children, adapting the learning to differentiate
• Developing an understanding of the role of enquiry, practical work, and assessment in science education
• Developing subject knowledge within the context of the KS1 science framework, and analysing investigations, including safety considerations, within these topics
• Understanding the physical literacy journey: how motivation, confidence, physical competence, knowledge, and understanding should be recognised and adapted to maintain physical activity throughout life
• Developing subject knowledge of the fundamental movement skills of stability, locomotion, and manipulation both in isolation and in combination, to assist children in sequential and progressive learning
• Begin to develop the practical skills required for the successful teaching of art with a focus on drawing and painting
• Develop an understanding of how to foster a creative learning environment by valuing the art making process and fostering child-led exploration
• Begin to develop the practical skills required for the successful teaching of Design and Technology with a focus on structures and mechanisms
• Understanding how the design process underpins a successful sequence of teaching in Design and Technology

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

This module will be delivered in interactive sessions, which include lecturing, discussion, practical activities, and blended learning. 

Sessions will require some pre-reading, and students should be prepared to contribute their views and work collaboratively. 

Study hours

At least 30 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.

Ongoing formative assessment in practical sessions developing SK and confidence. 

Reassessment

Additional costs