Postgraduate Module Descriptor

ESCM004: Semi Specialist Science (Primary)

This module descriptor refers to the 2021/2 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.

Intended Learning Outcomes (ILOs)

This module's assessment will evaluate your achievement of the ILOs listed here - you will see reference to these ILO numbers in the details of the assessment for this module.
On successfully completing the programme you will be able to:
Module-Specific Skills1. identify and critically evaluate educational concepts and issues related to the teaching of Science ; and engage in critical debate about current educational issues in the teaching of science drawing on evidence from theory, research and practice;
2. recognise pupils’ learning needs in Science and interpret these learning needs in order to plan, teach, assess and evaluate lessons and schemes of work;
3. demonstrate confident academic and pedagogic subject knowledge to teach Science in Key Stage 1 and 2;
4. demonstrate secure understanding of the statutory requirements of the National Curriculum for Science;
5. demonstrate a sophisticated understanding of the role of informal learning in children’s education development in science;
Discipline-Specific Skills6. critically evaluate the relevance of educational theory to practice;
7. synthesise relevant educational literature in support of an argument;
8. use appropriate technologies for data handling and writing in education;
9. present data and findings in a form appropriate in educational studies;
10. use research data in support of an argument in education;
Personal and Key Skills11. manage your own learning development;
12. learn effectively and be aware of your own learning strategies;
13. express ideas and opinions, with confidence and clarity, to a variety of audiences for a variety of purposes;
14. work productively in different kinds of teams (formal, informal, project based, committee based etc); and
15. think creatively about the main features of a given problem and develop strategies for its resolution.

Indicative Reading List

This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.

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.