Overview

Module Content*

Within this module Associate Teachers will develop their knowledge, skills and pedagogical understanding in mathematics, science and design technology. Progression within each of these areas will be explored. The distinctiveness of each subject and their interconnectedness will be explored through a range of contexts.

Generic Module Content:

• Exploring effective assessment for learning strategies in mathematics, science and technology;

• Developing Welsh language skills in mathematics, science and design technology learning;

• Integrating Curriculum Cymreig within mathematics, science and technology learning.

• Creatively embedding the cross-curricular responsibilities of literacy, numeracy and digital competency through mathematics, science and technology;

• Subject knowledge audit and tracking;

Mathematics

• Exploring progression in the key concepts in primary mathematics and numeracy and broadening and extending research-informed pedagogical content knowledge based on the following areas of mathematics:

• Numerical reasoning

• Mathematical reasoning

• Number skills

• Measuring skills

• Data skills

• Geometry skills

• Algebra skills

• Effective planning for the teaching and learning of mathematics and numeracy through the primary years;

• Developing computational thinking and coding;

• Critical evaluation of effective delivery methods e.g. Concrete, Pictorial, Abstract (CPA) approach.

Science:

An introduction to and exploration of the 'Big Ideas' of Science and the nature of science and why we teach it:

• Constructivist pedagogy and an introduction to scientific enquiry – from early explorations to fair testing;

• Developing scientific enquiry;

• Selected topics in the study of physics, chemistry and biology.

• Progression of key concepts and skills in science; • Differentiation in science;

• Assessment in science and children’s misconceptions;

Technology:

• Exploration of the design process;

• Exploring levers, cams, electronic circuits, structures and materials;

• Methods of triangulation;

• Principles of testing and evaluation;

• Developing ideas through team activities, using prototypes;

• Using work of designers and design materials to create the ‘next thing’;

• Using a range of materials, textiles, and electronic systems solve real problems;

• Exploration of textiles and materials, E textiles (smart garments);

• Use of the outdoor environment and sustainability through the use of technology (e.g.solar power, wind power);

The four purposes of the curriculum areas will be embedded throughout the module:

Developing children as:

• Ambitious, capable learners, ready to learn throughout their lives.

• Enterprising, creative contributors, ready to play a full part in life and work.

• Ethical, informed citizens of Wales and the world.

• Healthy, confident individuals, ready to lead fulfilling lives as valued members of society.

Research Methods and Methodology

Research informed delivery and research-based teaching:

Evidence-based and research-informed learning underpins the content and the delivery of this module and will be presented in a way that encourages Associate Teachers to evaluate how theory and practice are blended. This module will encourage Associate Teachers to examine, interpret and critically analyse the strengths and weaknesses of evidence in the latest theory and evidence based practice that underpins the pedagogy and classroom practices covered. The content and delivery of the module will encourage Associate Teachers to present a balanced and well-argued case for the importance of them developing their capacity to be consumers and producers of research and developing their knowledge of the spectrum of research that informs teaching practice.

Please also refer to the extended guidance in the supporting validation documentation

Academic Study Skills

Development of (embedded within module content and assignment context):

• time and task management skills;

• note-taking and note-making skills;

• reading for academic purposes;

• planning assignments;

• critical thinking, analysis and developing an argument;

• assignment structure;

• academic writing styles;

• referencing;

• information literacy;

• academic integrity and authorial voice.

Digital Competence Framework (DCF) and Microsoft Student Teacher Education Programme (STEP)

Computational Thinking 2

Cymraeg Pob Dydd and Curriculum Cymreig

Develop the AT’s use of Cymraeg Pob Dydd progressively across the curriculum.

Identify, analyse and evaluate relevant opportunities that build on AT’s previous knowledge of Welsh heritage, culture and awareness of contemporary Welsh issues locally, regionally and nationally through different subjects and Areas of Learning and Experience.

ALN, Inclusion and Differentiation

Amending learning and teaching resources with the specific needs of pupils with a range of SLDs including dyslexia, dyspraxia, etc.

Supporting MAT and pupils with ALN in mathematics science and technology.

Health and Wellbeing

Exploration of aspects of health and safety within science and design technology;

Developing confidence in mathematics, science and Design Technology and how this can impact on pupil outcomes

**Note that all content and assessments will be explicitly linked to the new Professional Standards for Teaching and Leadership. They can be found at

http://learning.gov.wales/docs/learningwales/publications/170901-professional-standards-for-teaching-and-leadership-en.pdf

How this module contributes towards the Associate Teachers' progress against the Professional Teaching Standards is tracked in an additional document.

Assessment Strategy

-threshold -(D) All learning outcomes will have been met to a satisfactory level. Knowledge and understanding of the module content will be supported by a satisfactory range of theory, practice and research literature. Candidates will have demonstrated satisfactory evidence of critical analysis when reflecting on teaching and learning.Students will have developed their study skills to a satisfactory standard and will be able to communicate to a satisfactory standard in a professional and academic context.

-good -(B) Most learning outcomes will have been met to a good level. Excellence in some learning outcomes may balance satisfactory attainment in others.A good knowledge and understanding of the module content will be supported by a good range of theory, practice and research literature.Candidates will provide good critical analysis when reflecting on a significant range of teaching and learning styles.Students will have developed their study skills to a good standard and will be able to communicate to a good standard in a professional and academic context.

-excellent -(A) Most learning outcomes will have been met to an excellent level and all learning outcomes will be at least good. A deep knowledge and understanding of the module content will be supported by an extensive range of theory, practice and research literature.Candidates will provide excellent critical analysis when reflecting on a wide range of teaching and learning styles.Students will have developed their study skills to an excellent standard and will be able to communicate to an excellent standard in a professional and academic context.

Learning Outcomes

• Apply academic literature and policy to plan learning opportunities that foster Mathematical resilience in Primary learners.

• Evaluate the pedagogical approaches and your own professional knowledge that will support the effective teaching of Science & Technology in primary schools.

• Identify relevant subject pedagogy for the planning of effective Science & Technology learning experiences and review implications for future practice.

• Identify the pedagogical approaches and professional knowledge that will support the effective teaching of Maths and Numeracy in primary schools.