BA (Honours) Primary Education with QTS
Assignment Brief: 2020/21
Credit rating: 40
Module Overview:
This module belongs to the Core strand of the programme.
The module will develop students’ understanding of both formative and summative assessment. Students will consider their own experiences, evaluate recent policy and research and complete practical tasks to embed and extend their understanding. The role, purpose and potential for effective assessment will be considered. Additionally, students will consider how to utilise new technologies to support and enhance learning and assessment. The potential of new technologies in supporting a range of learners and their families will be explored and evaluated. Throughout the module, students will be encouraged to reflect on their own practice.
Learning outcomes:
At the end of this module, you will be able to:
LO1 Reflect critically upon own professional practice in the teaching and assessment of the core subjects.
LO2 Demonstrate a critical understanding of recent and emerging policies, innovations and practices relating to the assessment and teaching of the core subjects.
LO3 Demonstrate critical understanding of the ways in which new and emerging technologies can be used to foster engaging learning opportunities to support the needs of all pupils within and beyond the classroom in the core subjects.
LO4 Make effective use of the affordances of technology to present ideas clearly
Assessment strategy:
(6000 word equivalent)
You will create a word document containing 3 tasks:
Task 1: LO1 Past – reflect on planning taught in one core subject in light of new learning about policy, innovation and practice (2000 words)
Task 2: LO2 Present – critically examine current policy and practice in one core subject (2000 words)
Task 3: LO3 Future – Consider your future practice in one core subject in light of new learning and present your ideas in a screencast/video (2000 word equivalent = 5 minute screencast)
Assignment weighting LO 1-3 30% LO 4 – 10% weighting
Assignment brief (provide details of the assignment task)
The assessment will be one word document that contains the three tasks:
LO1: Task one will include critical reflection of their own planning in one core subject. The annotated planning will be included in the appendix
LO2: Task two will involve a critical examination of past and current policy in one core subject and is effectively supported by current research, literature and policy documentation
LO3: Task 3 will include consideration of how innovative practices and new and emerging technologies might be used in one core subject to support learning, teaching and assessment to have a positive impact upon pupil progress. This will be presented in a screencast and how the trainees make use of technology to present their ideas will be assessed in LO4
Assignment grading criteria are available at:
Essential (Books/Journals/Specific chapters/Journal Articles)
Purchase
No texts required to be purchased
Essential (Books/Journals/Specific chapters/Journal Articles)
English:
Bearne, E. & Bazalgette, C. (2010) Beyond words: Developing children’s response to multimodal texts, UKLA: Leicester
Bearne, E. (2007) Visual Approaches to teaching writing: multimodal literacy 5-11
Bhojwani, P., Lord, B. & Wilkes, C. (2009) I know what to write now: engaging boys (and girls) through a multimodal approach, UKLA: Leicester
Bhojwani, P. & Wilkie, C. (2018) Power-up Literacy: technology and multimodality within the extended classroom, UKLA: Leicester
Carrington, V. (2009) Digital literacies: social learning and classroom practices. Los Angeles: SAGE
Clarke, M. (2014) Learning to be Literate: Insights from research for policy and practice, Routledge: London
DFE (2013) The national curriculum in England: framework document. London: Department for Education
Marsh, J. & Larson, J. (2015) Making literacy Real, London: SAGE
Rose, J. (2006) The Independent review of the teaching of early reading: Final report, DfES
Literacy Journal Oxford : Blackwell
URL: http://www.swetswise.com/link/access_db?issn=1741-4350
NATE news
Huddersfield : National Association for the Teaching of English
United Kingdom Literacy Association: UKLA https://ukla.org/
National Literacy Trust https://literacytrust.org.uk/
Maths:
Haylock, D (2018) Mathematics Explained for Primary Teachers, London, Sage Publishing
Askew, M (1997) Effective Teachers of Numeracy. London: Kings College
Atkinson, S (1992) Mathematics with Reason. London: Hodder & Stoughton
Cockburn, A (2007) Children Learning Mathematics. London: Simon & Schuster
DfE (2012) Early Years Foundation Stage Development Matters
DfE (2013) The National Curriculum
Drury, H (2015) Mastering Mathematics Oxford University Press
Grey and Tall (1994) Duality, Ambiguity and Flexibility: A Proceptual View of Simple Arithmetic
Hansen, A (2011) Children’s errors in mathematics: understanding common misconceptions in primary schools, Exeter: Learning Matters
Haylock, D & Cockburn,A (2013) Understanding Mathematics in the Early Primary Years. 2nd ed London, Chapman
Haylock, D & Thanata, F (2007) Key Concepts in Teaching Primary Mathematics London, Sage
Holt J (1995) How Children Fail Da Capo Press
Koshy, V & Murray, J (2002) Unlocking Numeracy. London: Fulton
Liebeck, P (1984) How Children Learn Mathematics London, Penguin
Mason, J & Johnston-Wilder, S (2006) Designing and Using Mathematical Tasks Tarquin
Mooney, C, Briggs, M, Fletcher, M & McCulloch, J (2002) Primary Mathematics: Teaching Theory and Practice Exeter: Learning Matters
Ofsted (2012) Maths: Made to Measure
Ofsted (2008) Mathematics: Understanding the Score. Ofsted
Ofsted (2011) Twenty Successful schools. Ofsted
Ollerton, M. (2007) Teaching and Learning through Problem Solving in ATM
O’Sullivan, L, Harris, A, Sangster, M, Wild, J, Donaldson, G & Bottle, G (2005) Reflective Reader Primary Mathematics, Exeter: Learning Matters
Pratt, N (2006) Interactive Maths Teaching in the Primary School. London: Chapman
Rose, J. (2009) Independent Review of the Primary Curriculum: Final Report. Nottingham: DCSF Publications.
Ryan, J & Williams, J (2007) Children’s Mathematics 4 – 15. Maidenhead: OUP
Skemp, R (1976) Relational Understanding and Instrumental Understanding, in Mathematics Teaching, 77, 20-26
Turner, S. and McCullouch, J. (2004) Making Connections in Primary Mathematics. London: David Fulton Publishers.
Williams, P (2008) Independent Review of Mathematics Teaching in Early Years Settings and Primary Schools. DCSF (2010) Creative approaches that raise standards
www.ncetm.org.uk/
http://nrich.maths.org/
Science:
Cutting, R. & Kelly, O.(2015) Creative Teaching in Primary Science London: Sage
Feasey, R. (2005) Creative Science Chiswick: David Fulton
Harlen, W. and Qualter, A (2018) The teaching of science in primary schools 7th edition, London : Routledge, Taylor & Francis Group
Meadows, J. (2004) Science and ICT in the primary School, Chiswick: David Fulton
Loxley, P., Dawes, L., Nicholls, L. & Dore, B. (2017) Teaching primary science: Promoting enjoyment and developing understanding. 3rd edition, Abingdon: Routledge
OFSTED (2013) Maintaining curiosity A survey into science education in schools –ofsted
( available from: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/379164/Maintaining_20curiosity_20a_20survey_20into_20science_20education_20in_20schools.pdf
English:
Carrington, V. (2009) Digital literacies: social learning and classroom practices. Los Angeles: SAGE
Cliff Hodges, G., Binney, A. & Evans, E. (2010) Planning for Innovation in English Teaching, UKLA: Leicester
Goouch, A. & Lambirth, K. (2011) Teaching early reading and phonics: creative approaches to early literacy. London: SAGE
Dwyer, S. & Harrison, C. (2018) Using technology to improve reading and learning, UKLA: Leicester
Elborn, S. (2015) Handbook of Teaching Early Reading: more than phonics, UKLA: Leicester
Marsh, J. and Hallett, E. (2nd Ed.) (2008) Desirable Literacies. London: PCP
Marsh, J. (2005) Popular culture, new media and digital literacy in early childhood. London ; New York: Routledge Falmer
Maths:
Boaler, J (2015) The Elephant in the Classroom : Helping Children Learn and Love Maths, Profile Books Limited
Littler, Graham H; Cockburn, Anne (2008) Mathematical misconceptions: a guide for primary teachers, London: Sage
Mooney, C, Ferrie, L, Fox, S, Hansen, A & Wrathmall, R (2000) Primary Mathematics: Knowledge and Understanding, Exeter: Learning Matters
O’Sullivan, L, Harris, A, Sangster, M, Wild, J, Donaldson, G & Bottle, G (2005) Reflective Reader Primary Mathematics, Exeter: Learning Matters
Swann, M (2005) Improving Learning in Mathematics, DFES
Thompson, I (2003) Enhancing Primary Mathematics Teaching. Buckingham: OUP
Thompson, I (2010) Issues in Teaching Numeracy in Primary Schools 2nd Ed. Buckingham: OUP
Science:
Bianchi, L. Feasey R (2011) Science beyond the classroom boundaries, Maidenhead: Mc Graw hill
Bilton, H. (2010) Outdoor learning in the early years, 3rd ed, Abingdon: Routledge
Loxley, P, Dawes, L, Nicholls L and Dore B (2013). Teaching Primary Science. Harlow: Longman,
Harlen, W (ed). (2005) The ASE Guide to Primary Science Education, Hatfield: association for science education Barnes, J. (2007) Cross- curricular Learning 3-14 London : Paul Chapman Publishing Price,H (ed) (2009) The really useful book of ICT in the Early Years Abingdon: Routledge
Background
Maths:
Hughes, M, Desforges, C. & Mitchell, M. (2000) Numeracy and Beyond. Buckingham: OUP
English:
Craft, A. (2015) Creativity, Education and Society: writings of Anna Craft, Institute of Education Press: London
Gee, J. (2007) What video games have to teach us about learning and literacy? New York ; Basingstoke : Palgrave Macmillan
Pahl, K. & Rowsell, J. (2012) Literacy and Education: Understanding the New Literacy Studies in the Classroom, London: SAGE
Street, B. (2005) Literacies across educational contexts: mediating learning and teaching. Philadelphia: Caslon
Science:
Feasey, R. and Gallear B (2000) Primary Science and Numeracy. Hatfield ASE
Feasey, R (1999) Primary Science and Literacy Links
Murphy, C (2003) Literature Review in Primary Science and ICT. Bristol: NESTA
FuturelabAlexander, R. (2006) Towards Dialogic Teaching: Rethinking Classroom Talk, Dialogos
Association for Science Education (2001) Be safe!: health and safety in primary school science and technology 3rd ed. Hatfield : Association for Science Education
ASE Primary Science- The journal of the association of science education (ASE)
Teachers’ Standards 2012:
The taught modules on the course are all linked the Teachers’ Standards 2012 and will contribute to your progress towards qualified teacher status.
Course Regulations:
Please note that, under the Course Regulations (UAR 20), you are entitled to only two attempts to pass each assignment. You are strongly advised to take every opportunity to submit work as failure to submit counts as a fail.
A full version of the UAR 20 regulations can be found here: Assessment Regulations
Should you fail an assignment, it is very important that you arrange a tutorial with the first marker so that you can discuss how to improve your work before your re-submission attempt.
If you are unsuccessful in your first attempt you will be offered a resubmission attempt.
All resubmitted work must be handed before 12.00 noon on Monday 20th July
At the first assessment attempt, the full range of marks is available.
At the re-assessment attempt the mark is capped. The maximum mark that can be achieved is 40%.
Cheating and Plagiarism
You are reminded of the University Disciplinary Procedures which refer to cheating, details of which may be found on the BCU Document Library (<http://diglib.bcu.ac.uk/webgate/dlib/templates/JAWS/index.asp>) in the University Policies, Regulations and Procedures section. Except where the assessment of an assignment is group-based, the final piece of work which is submitted must be your own work. Close similarity between assignments is likely to lead to an investigation for cheating. It is not advisable to show your completed work to your colleagues or to share and exchange disks.
You must also ensure that you acknowledge all sources you have used. Work which is discovered to be the result of collusion or plagiarism will be dealt with under the University’s Disciplinary Procedures, and the penalty may involve the loss of academic credits.
If you have any doubts about the extent to which you are allowed to collaborate with your colleagues, or the conventions for acknowledging the source you have used, you should first of all consult module documentation and, if still unclear, your module tutor.
Assignment Word Count
There is a limit to the number of words you should be writing in this assignment. The word limit should be clear to you when you have finished reading this brief, but do please see your tutor if you are not sure about what you have to do.
For written assessments University guidance states that students are required to adhere to the word limit +10% max and students should state the word count for the submitted work. Where the marker believes that the student has exceeded the word limit, the marker should read and assess up to the word limit +10%. Annotations and feedback should clearly indicate that this has been done. Using the assessment criteria, markers assess the impact of non-adherence to the word limit on the quality of the work, and award a mark accordingly.
