Rhedir gan School of Educational Sciences

20.000 Credydau neu 10.000 Credyd ECTS

Semester 1 a 2

Trefnydd: Mr Graham French

• To develop Associate Teachers' subject and pedagogical knowledge in science, maths and technology;

• To develop awareness of progression in subjects in order that planning meets the needs of all learners;

• Critically evaluate and collaborate on peer lesson plans;

• Develop knowledge of assessment in the areas of learning for mathematics and numeracy, science and technology and the role of the teacher in ensuring progression for all children, including MAT and those with ALN;

• To develop Associate Teachers understanding of subject specific skills, their development and how they are developed across subjects.

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.

rhagorol

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.

trothwy

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.

dda

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.

1. Demonstrate a critical awareness and comprehension of the research-informed pedagogy, curriculum content, and professional knowledge and understanding required for the effective teaching of mathematics, numeracy, science and technology in primary schools.

2. Reflect on the distinctiveness and connectedness between subjects in relation to pedagogical approaches and skills utilised and developed.

3. Apply relevant subject and recent research-informed pedagogical approaches to plan effectively for teaching of mathematics, numeracy, science and technology and critically analyse to identify implications for future practice.

Math	Enw	Disgrifiad	Pwysau
	Critically analyse 5 papers		50.00
	Concept map		50.00

		Oriau
	The principal methods of learning and teaching will be lectures. During non-contact time, Associate Teachers will be expected to carry out reading and directed tasks in preparation for subsequent sessions. They will also be expected to engage in auditing and tracking of their subject knowledge development.	30
Private study	Personal study time on Microsoft STEP unit. Computational Thinking 2	2
Tutorial	The principal methods of learning and teaching will be small group or individual tutorials. During non-contact time, Associate Teachers will be expected to carry out reading and directed tasks in preparation for tutorials. Sessional and tutorial support where necessary will target underperformance.	2
Workshop	The principal methods of learning and teaching will be workshop and seminars . During non-contact time, Associate Teachers will be expected to carry out reading and directed tasks in preparation for subsequent sessions. They will also be expected to engage in auditing and tracking of their subject knowledge development. Formative testing of vital areas of pure subject knowledge will also take place.	16
Private study	Personal study time as appropriate to meeting the learning outcomes of the module.	150

• Literacy - Proficiency in reading and writing through a variety of media
• Numeracy - Proficiency in using numbers at appropriate levels of accuracy
• Computer Literacy - Proficiency in using a varied range of computer software
• Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
• Exploring - Able to investigate, research and consider alternatives
• Information retrieval - Able to access different and multiple sources of information
• Inter-personal - Able to question, actively listen, examine given answers and interact sentistevely with others
• Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
• Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
• Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
• Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
• Mentoring - Able to support, help, guide, inspire and/or coach others
• Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
• Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
• Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
• Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
• Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in

• That they have effective oral and written communication skills in their college work and with pupils and professional colleagues in schools;
• That they can present and explain effectively to peer groups including school pupils;
• That they can use ITC effectively to support teaching and learning and their wider professional role.
• That they have effective numeracy skills in order to fulfil their professional role.
• That they have information and a sound understanding of the Primary Curriculum;
• That they know and understand the aims and guidelines of the National Curriculum (Key Stage 2) and The Foundation Phase Framework;
• That they understand their responsibilities under SEN Code of Practice for Wales and know how to seek advice from experts on less common forms of special educational needs.
• That they set demanding teaching and learning objectives relevant to all learners in their classes and use those teaching and learning objectives for lesson planning, and lesson follow-ups with appropriate differentiation for learners;
• That they choose and prepare resources, and plan to organise them safely and effectively, giving consideration to learners' interests, their language and cultural backgrounds, with the assistance of support staff when appropriate.
• That they take part in teaching teams, and contribute to them, according to what is appropriate to the school. That they plan, where applicable, for the deployment of an extra adult to support the learning of children and young people.
• That they make appropriate use of a range of monitoring and assessment strategies to evaluate learners' progress towards planned teaching objectives, and use that information to improve their own planning and teaching.
• That they identify more able and talented learners and provide them with support;
• That they systematically record pupils' progress and successes, in order to provide evidence of the range of their work, their progress and achievement over time. That they use this to support learners in reviewing their own progress and to illuminate planning.
• That they can teach the skills, information and understanding required or expected in relation to the curriculum for learners in the age range which they have been trained to teach and how they are relevant to the age range they were trained to teach making appropriate use of the Welsh Curriculum for learners aged 7 - 14;
• That they adapt their teaching in order to meet needs of learners, including the more able and talented, and those with special educational needs. That they can receive guidance by an experienced teacher when appropriate.
• That they can support those learning Welsh or English if that is the language in which they are being educated and is different to the language, or to the language form of their home, with the support of an experienced teacher when appropriate.
• That they give consideration to various interests, experiences and successes of every pupil they teach in order to help learners' progression.
• That they organise and manage teaching and learning time effectively.
• That they organise and manage the physical teaching environment, the equipment, materials, books and other resources safely and effectively, with the help of support staff when appropriate.
• That they can take responsibility for teaching a class or classes over a continuous and substantial period of time. That they can teach across the age range for which they were trained.
• That they can identify and respond effectively to matters relating to social inclusion and equal opportunities when they arise in the classroom, including challenging stereotypical opinions, and challenging bullying or harassment by following the policy and relevant procedures.
• That they take appropriate opportunities to teach sustainable development and global citizenship education in all relevant aspects of their teaching.
• That they can critically analyse information from research and other forms of evidence;
• That they can combine information from a number of sources in order to understand theory and practice;
• That they can critically reflect on the values and principles which are the basis of primary education, develop viewpoints, attitudes and personal practice;
• That they are reflective, with the ability in their areas of study and teaching to analyse, synthesise, apply and manage, and evaluate professional methods and practices;

Rhestr ddarllen

Allen, M. (2014). Misconceptions in primary science. (2nd ed.). Maidenhead, United Kingdom: Open University Press.

Askew, M. (2016). Transforming primary mathematics: Understanding classrooms tasks, tools and talk (2nd ed.). London, United Kingdom: Routledge.

Beauchamp, G. (2012) ICT in the primary school: from pedagogy to practice. Harlow, United Kingdom: Pearson

Bird, R. (2013) The Dyscalculia Toolkit, Supporting Learning Difficulties in Maths. 2nd ed. London : Sage Publications

Briggs, M., & Davis, S. (2015). Creative teaching: mathematics in the early years and primary classroom (2nd ed.). Abingdon, Oxon, United Kingdom: Routledge.

Clausen-May, T. (2013) Teaching Mathematics Visually and Actively. London : Sage Publications

Cotton, T. (2013) Understanding and Teaching Primary Mathematics. 2nd ed. Harlow : Pearson Education Ltd

Estyn (2013) Effaith TGCh ar ddysgu disgyblion mewn ysgolion cynradd/The impact of ICT on pupils'learning in primary schools. Caerdydd/Cardiff.

Harlen, W. (Ed.). (2011). ASE guide to primary science education. Hatfield, United Kingdom: Association for Science Education.

Harlen, W., & Qualter, A. (2014). The teaching of science in primary schools. (6th ed.). London, United Kingdom: David Fulton.

Haylock, D. (2014). Mathematics explained for primary teachers (5th ed.). London, United Kingdom: Paul Chapman Publishing.

Haylock, D., & Cockburn, A. (2017). Understanding mathematics for young children: A guide for teachers of children 3-7 (5th ed.). London, United Kingdom: SAGE.

Kelly, L., & Stead, D. (2013) Enhancing primary science: developing effective cross –curricular links. Maidenhead, United Kingdom: Open University Press

Loxley, P., Dawes, L., Nicholls, L., & Dore, B. (2014). Teaching primary science: promoting enjoyment and developing understanding. Abingdon, England: Routledge.

Mckeown, S. McGlashon, A. (2011). Brilliant Ideas for Using ICT in the Inclusive Classroom. London: David Fulton

Mooney, C. (2014). Primary mathematics: knowledge and understanding (7th ed.). Exeter, United Kingdom: Learning Matters Ltd

Peacock, G., Wright, D., Johnsey, R., & Sharp, J. (2014). Primary science: knowledge and understanding. (7th ed.). Exeter, United Kingdom: Learning Matters.

Trolley, B & Constance, H. (2010) Cyber kids, Cyber bullying, Cyber balance. London: Sage.

Turner, J., Keogh, B., Naylor, S., & Lawrence, L. (2011). It's not fair - or is it? A guide to developing children's ideas through primary science enquiry. Sandbach, United Kingdom: Millgate House

Willard, N. (2012) Cyber Savvy. London : Sage

Journals

Mathematics Teaching;

Journal of Mathematics Teacher Education

The Association for Science Education

Design and Technology Education

Gorfodol mewn cyrsiau:

• X131: BA Primary Education year 2 (BA/PREQTS)