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Session: 2022/23
Last modified: 23/03/2022 13:45:44
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Title of Module: GA Leading Learning in Science & Mathematics |
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Code: EDUC08039 |
SCQF Level: 8
(Scottish Credit and Qualifications Framework) |
Credit Points: 10 |
ECTS: 5
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | C
Gollek |
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| Summary of Module |
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This module will focus on developing an understanding of extending and supporting children’s learning in Science and Mathematics in the Early Years.
This module will allow students to investigate theories of learning including behaviourist, cognitive and social constructivist approaches. The importance of leadership and teamwork in Early Learning and Childhood settings will be extended, taking account of own and others’ roles in leading learning in Science and Mathematics.
Students will be encouraged to evaluate feelings towards, experiences and understanding of Science and Mathematics within their own education, reflecting on the impact of this upon children’s experiences in the Early Years. Students will apply theories of learning in the workplace, inspiring colleagues and/or leading learning in the area of Science and/or Mathematics. Students will begin to reflect upon equity of access to activities in the areas of Science and Mathematics in the Early Years.
Students will develop their understanding of the language of science and mathematical and numerical concepts, enabling them to plan, deliver and evaluate curricular experiences with confidence. Students will explore the nature of scientific enquiry and problem solving, supporting young children to develop these skills in an Early Years setting.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate knowledge and understanding of theories of learning, reflecting upon approaches which promote learning effectively within the Early Years.
L2.
Demonstrate understanding of the language of Science and Mathematics: planning, delivering and evaluating activities in the area of Science and Mathematics.
L3.
Begin to reflect upon equity of access for all children, with a focus on learning in the areas of Science and Mathematics.
L4.
Apply knowledge and understanding to lead learning in the area of Science and/or Mathematics, evaluating practice; |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 8.
Knowledge of theories of learning, including behaviourist, cognitive and constructivist approaches.
Knowledge of the language of Science and Mathematics and the foundations of scientific enquiry and mathematical thinking in the Early Years. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Carry out routine lines of enquiry, development or investigation into effective strategies which support Science and Mathematical development in the Early Years.
Lead learning and/or small-scale change in the area of Science and Mathematics within the workplace. |
| Generic Cognitive skills |
SCQF Level 8.
Evaluate evidence based solutions to support equity of access in Science and Mathematics in an Early Years setting.
Reflect upon own and other’s attitudes towards Science and Mathematics, and how this may impact upon children’s experiences. |
| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Convey complex information to a range of audiences and for a range of purposes associated with relevant professional contexts |
| Autonomy, Accountability and Working with others |
SCQF Level 8.
Take continuing account of own and others’ roles, responsibilities and contributions in carrying out and evaluating learning experiences across the curriculum. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 18 |
| Work Based Learning/Placement | 50 |
| Independent Study | 32 |
| 100
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Brunton, P. and Thornton, L. (2009) Science in the Early Years: Building Firm Foundations from Birth to Five. London: SAGE Publishing.
McGrath, C. (2010) Supporting Early Mathematical Development : Practical Approaches to Play Based Learning. London: Routledge.
Moomaw, S. (2013) Teaching STEM in the Early Years: Activities for Integrating Science, Technology, Engineering and Mathematics St Paul: Redleaf Press.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
All fulltime students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: https://www.uws.ac.uk/current-students/supporting-your-studies/your-rights-responsibilities/regulatory-framework/ |
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Childhood Studies/Practice |
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| Moderator | TBA |
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| External Examiner | I Birnie |
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| Accreditation Details | |
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| Version Number | 1.03 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Part A: Learning story assignment (30%). |
| Part B: Floor book (70%). |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using VLE, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distant learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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