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• College of Social Sciences and International Studies

Postgraduate Module Descriptor

ESCM004: Semi Specialist Science (Primary)

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

Module Aims

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.

Module Content

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 and Teaching

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

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

Online Resources

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

Web based and electronic resources: see PGCE Primary Science page on ELE: http://vle.exeter.ac.uk/  

 *CPRT website: www.cprtrust.org.uk

Indicative Reading List

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.

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