Postgraduate Module Descriptor

EFPM323: Science Education for Diversity

This module descriptor refers to the 2019/0 academic year.

Module Content

Syllabus Plan

This module introduces you to different ways of conceptualising ‘diversity’ in relation to science teaching and learning. The module can be studied either online only or face-to-face supported with online elements. Precise content may vary as new research evidence is included, but main elements of the module will be:

Short online videos to introduce key ideas for discussion (for example ‘diversity factors’ such as gender, ethnicity, (dis)ability, culture and social background; the concept of diversity through student voice; how schools and policy-makers use diversity data to explore educational achievement; the relationship between learning theories and planning for diversity; planning for diversity in Science classrooms; case study research).

Face-to-face (on two taught days) or online workshops with a tutor and cohort of students to explore and discuss the material introduced online in depth, facilitated with resources developed by the tutor.

Face-to-face (on two taught days) or online seminars with a tutor and smaller group of students to discuss case study research.

Online peer group support facilitated through directed tasks developing knowledge and understanding of module content and skills.

Online tasks for self-directed study and assessment. Tasks are undertaken in response to your individual needs, identified through completion of an individual needs analysis. This enables you to track your progress through your Masters modules in relation to Level 7 assessment criteria.

Learning and Teaching

This table provides an overview of how your hours of study for this module are allocated:

Scheduled Learning and Teaching Activities	Guided independent study	Placement / study abroad
15	285

...and this table provides a more detailed breakdown of the hours allocated to various study activities:

Category	Hours of study time	Description
Guided independent study	4	Four online preparatory lectures of 30-40 minute duration, watched through ELE, with prompt questions for reflection
Scheduled Learning & Teaching activities	12	Six two-hour face-to-face or online workshops and seminars facilitated by tutors
Scheduled Learning & Teaching activities	3	Individual supervision by academic tutor, with face to face or distance options.
Guided independent study	3	Completion of an individual needs analysis which will be used by tutors to advise on use of online study support modules
Guided independent study	20	Preparatory reading to prepare for workshops and seminars (approx. 10 articles)
Guided independent study	50	Preparation of notes on designs of teaching strategies that take account of pupil diversity. Task includes reading about the specific aspect of diversity that will be addressed and the theoretical underpinning of their approach, discussion of project with relevant school/college staff and possible pilot work as well as drafting notes.
Guided independent study	50	Preparation of notes on their school/college setting, drawing on school/college data and relevant research literature to explore concepts of diversity in their setting.
Guided independent study	10	Preparation of a poster about their ongoing case study for peer and tutor feedback
Guided independent study	148	Completion of Case Study for summative assessment. Task includes data collection and analysis of pupils perspectives on their engagement and progress in a short sequence of lessons, further reading in relation to focus of the project, synthesis of material and drafting/redrafting the final piece of work.

Online Resources

This module has online resources available via ELE (the Exeter Learning Environment).

How this Module is Assessed

In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.

Formative Assessment

A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.

Form of assessment	Size of the assessment (eg length / duration)	ILOs assessed	Feedback method
Set exercise: Individual Needs Analysis in relation to Level 7 criteria	3 hour	8, 9	Verbal (tutorial) and written action plans
Written notes about design of teaching strategies to take account of diversity	1, 500 words	1, 2, 3	Written formative feedback from tutor
Case Study poster shared with seminar groups. Each student to present your poster to peers, providing an explanation of their context, rationale for design of teaching strategies rooted in research and any initial findings.	Research poster and presentation equivalent to 1000 words.	1, 2, 3, 5, 6, 7, 8,9, 10	Oral feedback from peers and tutor (face to face); feedback from peers and online tutor (distance).

Summative Assessment

A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.

Coursework	Written exams	Practical exams
100	0	0

...and this table provides further details on the summative assessments for this module.

Form of assessment	% of credit	Size of the assessment (eg length / duration)	ILOs assessed	Feedback method
Written case study report	100	5,000 words	1, 2, 3, 5, 6, 7, 10	Written

Re-assessment

Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.

Original form of assessment	Form of re-assessment	ILOs re-assessed	Timescale for re-assessment
Written case study report	Written case study report (5000 words)	1, 2, 3, 5, 6, 7, 10	6 weeks