ED3EMS1: Refining Pedagogy in Core Subjects: English, Mathematics and Science

Module code: ED3EMS1

Module provider: Institute of Education

Credits: 20

Level: Level 3 (Honours)

When you'll be taught: Semester 1

Module convenor: Mrs Stephanie Sharp, email: s.sharp@reading.ac.uk

Pre-requisite module(s): BEFORE TAKING THIS MODULE YOU MUST ( TAKE ED2EP2 AND TAKE ED2MSP1 ) OR ( TAKE ED2EC1 AND TAKE ED2MS1 ) (Compulsory)

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 18 July 2024

Overview

Module aims and purpose

This module builds upon previous modules and is designed to enhance and consolidate students’ understanding of English, mathematics and science and their core role within the primary curriculum. The themes of inclusion and intervention underpin this module, setting children’s particular needs in the context of English, mathematics and science teaching. 

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• To equip students to adapt learning for all pupils, including those with particular learning or developmental needs, within their English, mathematics and science teaching 
• To consolidate subject knowledge and understanding of English, mathematics and science teaching 
• To consolidate students’ understanding of primary English, mathematics and science and use the aims of the English, mathematics and science curricula to facilitate learning opportunities 
• To develop further insight into the integral role that oracy plays in understanding both language and literacy development in English, mathematics and science 

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Discuss the key factors affecting pedagogy when working in English, mathematics and science for children with additional educational needs and for those for whom English is an additional language
2. Evaluate English, mathematics and science resources to demonstrate understanding of how to put this knowledge into practice in the classroom for those whom English is an additional language
3. Reflect critically upon effective English, mathematics and science practice considering current policy and research

Module content

Inclusion: working with children with particular needs and also those for whom English is an additional language (EAL); planning for intervention and differentiation including greater depth 

• Tracking and assessment in English, mathematics and science 
• Literacy development in English, mathematics and science for learning with EAL and other additional needs 
• Oracy practices in English, mathematics and science  
• Consolidating understanding of the content and progression in the English, mathematics and science curricula 

The module makes reference to relevant and key aspects of the Primary Phase Curriculum and ITT Core Content Framework (CCF) to inform design.

Structure

Teaching and learning methods

This module will be delivered in interactive sessions, which include teaching, discussion and practical activities, and which will include blended learning, provided through Blackboard. Some sessions may require some pre-viewing and students should be prepared to work collaboratively for different tasks. 

Study hours

At least 25 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Formative assessment will be made through ongoing observation of the students’ engagement with sessions and from peer-to-peer feedback.

Reassessment

Additional costs