Module EDUS3351: SCIENCE FOR PRIMARY TEACHING 4: SCIENCE FOR SPECIALISTS

Department: Education [Queen's Campus, Stockton]

EDUS3351: SCIENCE FOR PRIMARY TEACHING 4: SCIENCE FOR SPECIALISTS

Prerequisites

• Science for Primary Teaching 1 (EDUS1591) AND Science for Primary Teaching 2 (EDUS2511).

Corequisites

• Science for Primary Teaching 3 (EDUS3341).

Excluded Combination of Modules

• None.

Aims

• To deepen and extend the students' knowledge and understanding of science.
• to develop an understanding of the role of the Curriculum Leader for science in the primary school.

Content

• Changing velocity for loads on oscillating springs, bouncing balls, objects dropped into water.
• Rate of Chemical Change : surface area, concentration, temperature, catalysis, particle model interpretation, conditions to sustain a flame.
• Evidence : statistics, standard error, simple inferential statistics, sampling and sampling error, complex design (e.g. RCT), reliability and validity, their application in particular circumstances, the critical analysis of scientific evidence.
• Science Education and Application: national requirements for the Curriculum Leadership qualification: role, subject knowledge and assessment issue, audits, INSET and OFSTED, working with colleagues..

Learning Outcomes

• Students will be able to demonstrate:
• a) knowledge and understanding of the distinctive nature of the sciences of physics, chemistry and biology and the nature of scientific evidence;
• b) an understanding of and an ability to work towards an explanation for key scientific ideas underpinning the National Curriculum for Science in the primary school;
• c) an ability to apply the above ideas in new situations;
• d) an ability to construct a coherent argument in new contexts.

• Students will be able to:
• a) reflect critically upon the nature of the National Curriculum requirements in schools and progression through the curriculum from pre-Key Stage 1 (Foundation Stage) to post Key Stage 2 (working towards Key Stage 3);
• b) use developing knowledge and understanding of how aspects of educational theory relate to learning of science by primary age children in the context of effective planning for teaching and learning in the classroom across the full primary age range;
• c) be able to relate educational practice to theory in relation to the above ideas;
• d) show an increasing competence in applying this subject and pedagogical knowledge in the planning for teaching science in the primary classroom so as to support colleagues in this respect;
• e) show evidence of an understanding of how to work with and support colleagues in teaching primary science effectively.

• Students will be able to:
• a) communicate effectively in a variety of different ways;
• use information and communication technology (ICT) appropriately
• work collaboratively in groups; and;
• develop independent study skills.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• The course will be delivered through weekly block lectures, taught workshops and fieldwork in primary schools.
• There will also be occasional seminar sessions where students will present their critical reflections on appropriate readings and research.
• An exam will assess learning outcomes related to subject knowledge.
• An assignment will assess outcomes relating to practice in schools.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Two pieces of formative assessment (about 500 words each)

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University