ED2MSP1: Mathematics and Science in the Primary Curriculum

Module code: ED2MSP1

Module provider: Institute of Education

Credits: 20

Level: Level 2 (Intermediate)

When you'll be taught: Semester 1

Module convenor: Mr James Davies, email: james.davies@reading.ac.uk

Pre-requisite module(s): BEFORE TAKING THIS MODULE YOU MUST TAKE ED1MC1 OR TAKE ED1MP1 (Compulsory)

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: 2 October 2024

Overview

Module aims and purpose

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, trainees 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.  It will also support students in becoming evidence-informed teachers who are able to find, engage with and appraise relevant research in the field of primary education for translation into their own practice.

Module 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 and science, and computing with a focus on digital literacy
• To enable students to develop strategies for planning teaching that engage all children and foster learning
• To provide students with opportunities to develop professional and interpersonal skills to prepare them for working collaboratively in a school setting
• Through these aims, to provide students with the opportunities to become critical thinkers and pedagogically-informed practitioners
• To develop the professional competencies of teachers as described in the national Teachers’ Standards
• Have a secure understanding of the maths subject content knowledge in the primary National Curriculum at KS2

Module learning outcomes

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

1. Design and plan a cross-curricular enquiry appropriate for Key Stage 2 children, focusing upon mathematics and science which will help students to become critical thinkers who combine their knowledge of research and context to plan their teaching. 
2. Demonstrate understanding of how to address the revised ICT/CS curriculum by planning a single computing lesson to plan for effective practice, taking into account theories about how children learn in science, mathematics and computing. 
3. Recognise the integral role of formative assessment within planning for progression, demonstrating knowledge and understanding of the science, mathematics and computing curricula 
4. 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. 

Module content

Science: 

• Draw on theories from previous learning to support science teachers in encouraging pupils to progress their understanding 
• Common misconceptions and the challenge for teachers of persuading pupils to move from ‘everyday’ ideas to more scientific ways of thinking 
• Problem solving in various contexts from the KS2 science programme of study. 
• Setting learners appropriate challenges to develop their enquiry skills 

Mathematics: 

• The data-handling cycle: progression, representing and interpreting data, ranges and averages 
• Fractions, ratio, algebra and measures in KS2 
• Developing the environment to foster learning and enquiry 
• Considering misconceptions and ways to plan/address them 

Computing 

• Developing a further understanding of the three pillars of progression of the computing curriculum (IT, computer science and digital literacy) 
• Enriching programming skills through the use of physical and onscreen computing relevant to children 
• 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 spreadsheets modelling for forecasting and finding solutions to a range of scenarios 

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 model effective pedagogical approaches and will include a balance of tutor-led instruction, group discussion, and group and individual practical activities.  Sessions will be interactive in nature building on students’ prior knowledge.  The module requires students to partake in pre-reading activities which link to the taught content.  The module has a Blackboard site with key material for the module. 

Study hours

At least 24 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.

• 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.

Reassessment

Additional costs