Module ESCM004 for 2021/2
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
ESCM004: Semi Specialist Science (Primary)
This module descriptor refers to the 2021/2 academic year.
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 |
|---|---|---|---|
| Reading task: Research paper critique | 1,000 words | 1, 10, 12-13 | Verbal (group tutorial) |
| Written assignment: Literature review Using research, policy & theory to explore a question. | 1,500 words | 1-2, 6-12, 14 | Written feedback |
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 assignment: Research Based Enquiry | 100 | 5,000 words | 1-12, 14 | Written feedback |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
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 assignment: Research Based Enquiry | Written assignment: Research Based Enquiry (5,000 words) | 1-12, 14 | See notes below. |
Re-assessment notes
If a submitted assignment is deemed to be a Fail, you will be given feedback outlining what needs to be done to bring the assignment to a pass standard and one opportunity for resubmission will be allowed.
You can choose to resubmit a failed assignment ‘in year’ (i.e. before the final PGCE Assessment, Progression and Awarding Committee (APAC) in July). The resubmission would normally be made 4 weeks after receiving feedback on the first submission. Alternatively, you may opt to go to the PGCE Assessment, Progression and Awarding Committee with the fail mark. You will then be referred to the College level Assessment, Progression and Awarding Committee who will confirm the conditions for resubmission of the work. Normally the resubmission should be by 1st September. You should discuss these options with your tutor.
Note: if you choose the second option, the award of PGCE will be delayed until the Assessment, Progression and Awarding
Committee meeting following any successful resubmission (normally held in December).
If an assignment is deemed to be a Fail, the mark obtained on resubmission will be capped at 50%.
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.
