Semi Specialist Science (Primary)
| Module title | Semi Specialist Science (Primary) |
|---|---|
| Module code | ESCM004 |
| Academic year | 2023/4 |
| Credits | 30 |
| Module staff | Miss Harriet White (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 12 | 12 | 12 |
| Number students taking module (anticipated) | 30 |
|---|
Module description
This module meets the central Government requirements in relation to the National Curriculum for Science, The Professional Standards for Qualified Teacher Status 2012, Ofsted, and other externally imposed requirements. The module will develop the knowledge, skills and confidence for you to teach science in Key Stage 1 and Key Stage 2, and to understand how it is taught in related phases. There is an emphasis within the module for peer support and developing you as a future subject leader in science. The module covers science in wider contexts beyond the classroom and it is hoped that you develop a longer-term view on effective teaching of science grounded in theory and practice. To take this module, you will normally need to possess an upper second class or first class Honours degree in a science or science related subjects. Good ‘A’ levels and a B profile in Mathematics, English and Science at GCSE.
Module aims - intentions of the module
The module will focus on extending the breadth and depth of your understanding of science education in several directions, in order that you can develop children’s science learning in a number of ways. Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following topics:
- gaining a deeper understanding of approaches to science in order to understand its place in the curriculum and ways in which it can relate to other subjects.
- focusing on leadership in science to enable you to evaluate and select materials, organise the subject within a school, and support your colleagues’ science teaching.
- understanding the science dimension of education for sustainable development and how it is best incorporated within other curricular innovations.
- being able to handle controversial issues with knowledge, tact and confidence.
- being able to teach science creatively and being aware of gender, inclusion and social and cultural backgrounds.
- to understand the contexts and strategies of informal learning and be able to incorporate this knowledge into your practice as a teacher.
- to nurture your development as a reflective and autonomous professional practitioner who is able to identify strengths and areas for development in your subject knowledge and pedagogy, through evaluating current professional practice in relationship to developments in research and curriculum theory.
- to help you to meet the Standards required for the award of Qualified Teacher Status (2012) and thus be in a very good position to gain employment as a primary teacher able to specialise in science teaching.
Each of these strands is developed throughout the module. Peer learning and teaching is a feature of the module in terms of both sharing strengths within the science specialist group and by providing support for fellow non-specialist students.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. identify and critically evaluate educational concepts and issues related to the teaching of Science ; and engage in critical debate about current educational issues in the teaching of science drawing on evidence from theory, research and practice;
- 2. recognise pupils learning needs in Science and interpret these learning needs in order to plan, teach, assess and evaluate lessons and schemes of work;
- 3. demonstrate confident academic and pedagogic subject knowledge to teach Science in Key Stage 1 and 2;
- 4. demonstrate secure understanding of the statutory requirements of the National Curriculum for Science;
- 5. demonstrate a sophisticated understanding of the role of informal learning in childrens education development in science;
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 6. critically evaluate the relevance of educational theory to practice;
- 7. synthesise relevant educational literature in support of an argument;
- 8. use appropriate technologies for data handling and writing in education;
- 9. present data and findings in a form appropriate in educational studies;
- 10. use research data in support of an argument in education;
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 11. manage your own learning development;
- 12. learn effectively and be aware of your own learning strategies;
- 13. express ideas and opinions, with confidence and clarity, to a variety of audiences for a variety of purposes; and
- 14. work productively in different kinds of teams (formal, informal, project based, committee based etc).
Syllabus plan
The module introduces you to current thinking in the teaching of Science and develops students’ pedagogic and academic subject knowledge in the wider field of Science education. Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following topics:
- education theories related to good science learning and teaching;
- practical experimentation and planning for School based learning;
- the selection and use of science published material; using current or controversial issues in science teaching, education for sustainable development;
- Forest school education for science teaching and also for cross-curricular links to other subjects;
- ‘Earth Walk’ and ‘Flow Learning’ techniques;
- the use of ICT to enhance scientific understanding, knowledge of the Early Years and KS3 curriculum
On the Primary PGCE, you will learn and reflect on the skills and knowledge required by the programme’s credit-bearing and non-credit bearing modules throughout the year. You will need to think about the modules in relation to each other. To facilitate this, the learning and teaching activities and guided independent study described below are scheduled to occur across all three terms both in the context of your university taught course and in the context of your 24 weeks of applied professional experience in schools.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 37 | 263 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning & Teaching activities | 33 | Science Pedagogy & theory workshops; Peer Teaching and Subject Support Groups |
| Scheduled Learning & Teaching activities | 8 | Seminar days |
| Scheduled Learning & Teaching activities | 1 | Tutorials with academic tutor |
| Scheduled Learning & Teaching activities | 9 | Pathway activities |
| Guided independent study | 40 | Reading set texts |
| Guided Independent Study | 50 | Wider reading |
| Guided Independent study | 22 | Web-based activities |
| Guided Independent Study | 35 | Seminar/workshop prep/follow up |
| Guided Independent Study | 12 | Peer-teaching activity preparation |
| Guided Independent Study | 30 | Learning support group preparation |
| Guided Independent Study | 60 | Coursework assignment preparation |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Written assignment: Literature review Using research, policy & theory to explore a question | 1,500 words | 1-2, 6-12, 14 | Written feedback |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Written assignment: Research Based Enquiry | 100 | 4,000 words | 1-12, 14 | Written feedback |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Written assignment: Research Based Enquiry | Written assignment: Research Based Enquiry (4,000 words) | 1-12, 14 | See notes below. |
Re-assessment notes
If a submitted assignment is deemed to be a Fail, you will be given feedback outlining what needs to be done to bring the assignment to a pass standard and one opportunity for resubmission will be allowed.
You can choose to resubmit a failed assignment ‘in year’ (i.e. before the final PGCE Assessment, Progression and Awarding Committee (APAC) in July). The resubmission would normally be made 4 weeks after receiving feedback on the first submission. Alternatively, you may opt to go to the PGCE Assessment, Progression and Awarding Committee with the fail mark. You will then be referred to the College level Assessment, Progression and Awarding Committee who will confirm the conditions for resubmission of the work. Normally the resubmission should be by 1st September. You should discuss these options with your tutor.
Note: if you choose the second option, the award of PGCE will be delayed until the Assessment, Progression and Awarding
Committee meeting following any successful resubmission (normally held in December).
If an assignment is deemed to be a Fail, the mark obtained on resubmission will be capped at 50%.
Indicative learning resources - Basic reading
Bourn, D., Hunt, F., Blum, N., and Lawson, H. (2016) Primary education for global learning and sustainability. York: Cambridge Primary Review Trust. *
Byrne, J., Christodoulou, A., Sharp, J. (2014) Primary Science Audit and Test (Fourth Edition), Exeter: Learning Matters Ltd.
Cutting, R. and Kelly, O. (2015) Creative Teaching in Primary Science : London: Sage
Cross, A. & Bowden, A. (2009) Essential Primary Science, Maidenhead: Open University Press.
Dunn, M. & Peacock, A. (eds. 2012) Primary Science: A Guide to Teaching Practice , London: Sage Publishers.
Harlen, W. & Qualter, A. (2014) The Teaching of Science in Primary Schools (Sixth Edition ), London: David Fulton Publishers.
Hollins, M. & Whitby, V. (2001) Progression in Primary Science (Second Edition), London: David Fulton Publishers.
Jeffs,T. & Smith M.K. (2005) Informal Education- conversation, democracy and learning, Nottingham: Educational Heretics Press.
Lakin,L. (2013) Developing Independent Learning in Science, Maidenhead: Open University Press
Littledyke, M., Ross, K. and Lakin, L. (2000) Science Knowledge and Environment, London: David Fulton.
Louv, R. (2009) Last Child in the Woods, London: Atlantic Books.
Peacock, A. (2004) Eco-literacy for Primary Schools, Stoke on Trent: Trentham Books.
Peacock, G., Sharp,J., Johnsey, R., Wright, D. (2009) Primary Science, Knowledge and Understanding, Exeter: Learning Matters Ltd.
Shallcross, T., Robinson, J., Pace, P., Wals, A. (Eds) (2006) Creating Sustainable Environments in our Schools. Stoke on Trent: Trentham Books.
Sharp, J. (ed. 2004) Developing Primary Science, Exeter: Learning Matters Ltd.
Waite, S. (ed.) (2011) Children Learning Outside the Classroom : from Birth to Eleven. London: Sage.
Indicative learning resources - Web based and electronic resources
Web based and electronic resources: see PGCE Primary Science page on ELE: http://vle.exeter.ac.uk/
*CPRT website: www.cprtrust.org.uk
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | None |
| Module co-requisites | Educational & Professional Studies module (EPSM000) Primary Professional Learning module (EDUM034) Primary Curriculum Studies module (EDUM033) |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 19/12/2017 |
| Last revision date | 10/05/2022 |
