English, Mathematics and Science (Core 3)

Module summary

Module code: TEAC1088
Level: 6
Credits: 30
School: Education, Health and Human Sci
Department: Education
Module Coordinator(s): Jill Trinder

Specification

Pre and co requisites

Passed English and Mathematics Core 2

Aims

Students will be given the opportunity to reflect on, consolidate and extend their understanding of English, mathematics and science in Early Years settings and primary schools.
• To enable students to become informed and reflective teachers of English, Mathematics and Science. (It is essential that students are fully conversant with the requirements of the various statutory and advisory documents. It is also important for them to have the confidence and enthusiasm to translate the programmes of study and teaching objectives into lessons which build on the children’s interests and strengths to lead them forward in their thinking.)
• To revisit and explore in more depth the pedagogical knowledge and understanding which students need in order for effective teaching and learning to take place.

The course will be informed by the requirements of the Early Years Foundation Stage (EYFS) Curriculum and the National Curriculum.

Learning outcomes

On successful completion of this module a student will be able to:
1 Consolidate their knowledge and understanding of the demands of the Early Years Foundation Stage Curriculum, the National Curriculum, non-statutory guidance and other relevant documents in order to be able to make an informed, imaginative and critical response to these statutory and advisory documents. (TS3)
2 Identify the key features of effective lessons in English, mathematics and science; be effective in critically analysing their own teaching with regard to these. (TS1, 2, 3, 4, 5, 6)
3 Critically evaluate and use appropriate resources to enhance their teaching and learning. (TS2, 3, 4, 5)
4 Gain the level of subject knowledge and other professional skills identified in the current QTS Standards. (TS3)
5 Critically analyse their own needs in terms of their subject knowledge and be actively seeking to achieve the level required, including the use of ICT to support this development. (TS1, 2, 3, 4, 5, 6)

Indicative content

English:
With reference to recent research and government initiatives students will:
Consider a range of characteristics of effective learning including: making links, communication, cognitive conflict, metacognition and risk taking.
Consolidate their ability to extend children’s experiences of reading, writing, speaking and listening within and beyond the classroom.
Further develop their knowledge and understanding of how to teach and assess Systematic Synthetic Phonics in reading and writing.
Explore ways in which links can be made between English and other curriculum areas.
Develop their understanding of the effective use of resources, including ICT.

Mathematics:
With reference to recent research and government initiatives students will:
Consider a range of characteristics of effective learning including: making links, communication, cognitive conflict, metacognition and risk taking.
Understand the importance of engaging children’s interest in the teaching of Mathematics.
Statistics: progression in the teaching of statistics, problem solving with an emphasis statistics.
Reflect upon personal maths subject knowledge.
Identify key aspects of a good / outstanding maths lesson.

Science:
With reference to recent research and government initiatives students will:
Consider a range of characteristics of effective learning including: making links, communication, cognitive conflict, metacognition and risk taking.
Know the importance of engaging children’s interest in the teaching of Science.
Consider the importance of cross-curricular teaching and learning.
Consider creative methods of assessment.
Understand the importance of context in the teaching of science.
Explore VAK learning styles as described by Gardiner.