ED5F01 - Language of Science and ICT (2019/20)
Module specification | Module approved to run in 2019/20 | ||||||||||||
Module title | Language of Science and ICT | ||||||||||||
Module level | Intermediate (05) | ||||||||||||
Credit rating for module | 30 | ||||||||||||
School | School of Social Professions | ||||||||||||
Total study hours | 300 | ||||||||||||
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Assessment components |
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Running in 2019/20(Please note that module timeslots are subject to change) | No instances running in the year |
Module summary
This module will introduce the skills in ICT and science that students need to be effective support professionals delivering ICT and science within the Primary school curriculum . The Module will encapsulate the current study of science within the Primary range. The meaning and relevance of scientific thought will be evaluated. The importance of linguistic development will also be linked to the formation of scientific concepts.
Module aims
This module will particularly concentrate on those areas of ICT which most effectively support learning objectives in Science. The module will be contextualised by readings from current research and inspection reports. The module will also parallel the students’ development of their own personal ICT skills. To enable students to support children's development in science, both through discrete activities and cross-curricular activities. The link between literacy, language and science will be made. The students will use I.C.T as a vehicle throughout this module to:
• establish students’ awareness of their own level of ICT skills
• introduce ICT processes which best support learning of literacy and science
• introduce the planning of ICT, taking into consideration the subject objectives and the effectiveness of ICT
• introduce assessment of ICT in relation to the subject areas introduce the organisation of ICT in classrooms and schools
Syllabus
This module is designed for students who are teaching assistants, supporting qualified teachers in the teaching of science and the language related to science and ICT. Students will study significant and emerging theories and principles of how children develop scientific and ICT knowledge and skills. How children's scientific and ICT knowledge is assessed and the role of the adult in supporting children's scientific and ICT development, in a safe environment, will be investigated. Relevant legislation, regulations and guidance in relation to teaching science and ICT will be included. Students will study basic scientific and ICT concepts so that they have the knowledge required to support children in their learning. They will be encouraged to evaluate their personal development.
Students will study the use of I.C.T. in teaching and learning:
• The use of peripherals.
• The generic applications and their importance for professional development.
• ICT practices in relation to the core subjects.
• The pupils’ National Curriculum for IT.
• Initial consideration of methods of planning, organisation and assessment of ICT in the Primary classroom.
• Consideration of equity and special needs
• The interpretation of inspection reports..
Learning and teaching
Teaching will be lectures, seminars, discussions, group work, and workshops, workplace activities and independent study. Moodle will also be used to support learning.
Learning outcomes
On successful completion of the module students will be able to:
1. Use ICT in supporting teaching and learning in Science and for their own professional development.
2. Support methods of planning, organisation and assessment of Science and ICT in the Primary Classroom
3. Interpret their own scientific knowledge in the light of social, cultural, technological and environmental issues and evaluate their scientific knowledge from an ethical point of view.
4. Evaluate the support they have provided for children's development and progress in science, including the consideration of children's understanding of the relevant ethical issues.
5. Reflect critically on the use of narrative and discussion to support the development of scientific understanding and the related social, cultural and environmental issues.
Assessment strategy
Assessment (A):
Within the workplace the candidates are required to undertake a series of observations and assessments on the development of scientific concepts through the use of narrative and other language based approaches. A presentation consisting of a display and 10 minutes oral explanation identifying successful strategies and analysing associated learning. (Learning Outcomes 3,4,5)
Assessment (B): Students will write a reflective account of the use of ICT across the Curriculum including reference to their own relationship to ICT knowledge and understanding and that of the children.(3000 words) (Learning Outcomes 1,2)
Bibliography
Core Texts
Loxley P, Dawes L, Nicolls L, Dore B (2nd ed) (2013). Teaching Primary Science: Promoting enjoyment and developing understanding. Blackwell
Audain J (2013) Using ICT in the Primary Classroom: Ideas and activities for beginners and experts. Bloomsbury Education. London
Recommended Reading
Harlen W and Qualter A (2009) Teaching of science in Primary Schools. Fulton. London
Peacock G, Sharp J, Johnsey R and Wright D (2012) (6th ed). Primary Science: Knowledge and Understanding ( Achieving QTS series) Learning Matters. London
Tolmie A (2012) Understanding core skills and influences in Primary Schools. Science learning. Taking a scientific approach. IOE Press. London
Beauchamp G (2012) ICT in the Primary School: From Pedagogy to Practice. Pearson Education. London
Allen J, Potter J, Sharp J and Turvey K (2012) Primary ICT: Knowledge, Understanding and Practice ( Achieving QTS Series) Learning Matters. London.
Ager, R. (2003) Information & Communications Technology in Primary Schools David Fulton
Loxley P, Dawes L, Nicolls L, Dore B (2nd ed) (2013). Teaching Primary Science: Promoting enjoyment and developing understanding. Blackwell
Kerry T (2010) Cross Curricula Teaching in the Primary School: Planning and facilitating Imaginative lessons. Hodder and Staughton
Leask M and Meadows J (2000) Teaching and Learning using ICT in the Primary School. Routledge
Beere J (2012) The Perfect Ofsted Lesson. Carmarthen: Independent thinking Presss