Primary science handbook
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- Navigate this page:
- The Primary Science Team
- Catherine Robson: Visiting Lecturer
- Kathleen Brown: Visiting Lecturer
- COURSE CONTEXT And SUMMARY OF COURSE AIM AND OBJECTIVES
- 1. Subject Knowledge per se – knowledge understanding of subject
- 2. Pedagogy: subject theory and practice – skills /strategies needed
- Summary of Aim and Objectives
- The programme comprises
IntroductionDear Student Teacher, Welcome to the Primary Science Course! As teachers we certainly subscribe to what Plutarch above said over two thousand years ago. Generations of teachers and teachers-to-be have found that young children love to do science activities which fuel their interest about the natural and physical world. This course paves the way for you to become an effective teacher of primary science, particularly in connection with the requirements of the National Curriculum. Through self-study sessions (SSS), workshops, fieldwork & visits you will have opportunities to become familiar with some of the knowledge, skills, and teaching strategies you need to support children’s learning in science. This will help enable you to deliver this area of the curriculum with confidence and competence. All science days are in Term 1 and are held on the days shown below:
During the course, you are expected to develop your knowledge and understanding of science, and in this, your Learning Journal has an important role to play in identifying areas (and means) for development. It is vital that your share your points for action with the teacher-mentor in your placement schools. Progress in realising your targets, including those associated with increased Science subject knowledge is monitored through tutorials. If you have difficulty, consult a tutor who will advise you. Please remember that in all the sessions of the science course, the emphasis is on your active participation to help shape and develop your understanding, learning, competence and confidence. Attendance, involvement and satisfactory completion of the tasks are compulsory and are be monitored in relation to your meeting the Teacher Standard 1 pertaining to teacher professionalism. This Handbook contains some guidance and resources for some of the sessions undertaken, although some materials may be issued on the day and there may be changes to the schedule according to availability of staff and resources/locations. Good luck with your Primary Science studies this year! The Primary Science TeamJon Haines: Secondary PGCE Science Leader & Primary Science CoordinatorJon joined the School of Education, Communication and Language Sciences in January 2013, with experience as an outstanding classroom teacher and as Head of Department / Curriculum Leader for Science, at Longbenton Community College for 12 years. Jon also worked for 10 years with Northumbrian Water as an environmental consultant and business development manager. Jon became Secondary PGCE programme leader in September 2015 and is also the Co-Founder and Director of VEO Ltd, an exciting new company helping schools improve the quality of teaching and learning through the company’s Video Enhanced Observation app and online portal. Jon is a keen advocate of helping pupils enjoy science and promotes the constructive use of technology to support learning. Catherine Robson: Visiting LecturerCatherine has supported the School of Education, Communication and Language Sciences in PGCE Curriculum areas since 1999, having worked as a teacher and lead subject professional in both secondary schools across the North East and as an outdoor education officer. For Catherine, the teaching of primary science alongside her in-depth knowledge of the secondary science curriculum has been something she has enjoyed greatly and she is looking forward to sharing her experience and expertise with you. Kathleen Brown: Visiting LecturerSince 1974 Kathleen has worked in County Durham as a teacher, deputy head teacher, advisory teacher and head teacher. In 1996 she joined Durham University as a part time member of staff, teaching Primary Science and Design and Technology on both the Primary PGCE and Undergraduate courses. Kathleen also be teaches Design and Technology. Listening to feedbackComments made by students reflect the overall positive response to this component of the PGCE course: ‘Science workshops have been excellent in helping me prepare for lessons at school.’ ‘…the lectures and workshops were well informed and clear.’ ‘…the [Self-Study Session or SSS] tasks were very useful, as they helped me address any areas of subject knowledge that needed work. Also, for the areas where I am confident, the tasks provided welcome revision.’ ‘The variety of the [SSS] tasks was excellent. I felt the field trip, case studies and the work on levelling provided me with a range of experiences to broaden my understanding of teaching / learning in science.’ ‘I found…the tasks that require you to read up on subject knowledge…the most useful, as it helps you get the most out of the workshop session…It enabled me to focus on the teaching strategies rather than working to pick up the concepts of the subject.’ We hope you find the course equally stimulating this year! COURSE CONTEXT And SUMMARY OF COURSE AIM AND OBJECTIVESThe Primary Science course is designed to enable trainees to meet the Teachers Standards. Auditing and tracking of your own subject knowledgeThere are a number of opportunities for you to develop your essential subject knowledge and understanding of science. Such content knowledge is critical when supporting children’s learning in science and it is important not only that your own knowledge is at an appropriate level but that your feel confident in your understanding and capacity to deploy this knowledge in the classroom. Often the true interest of a subject is in the detail, so time spent on developing this knowledge is certainly rewarding both personally and professionally. To ensure that you meet the required Teachers’ Standards there is a formal auditing system. Completion of your Pre-course Science Audit and Pre-course Action Plan: Improving Knowledge and Understanding of Science identified your areas of strength as well as areas for further development in science subject knowledge. You will have the opportunity to discuss your plans for developing your subject knowledge with your tutor during your individual tutorial. Mid-way through the Autumn Term, following both your own Action Plan strategies and the input from the course itself (fully detailed in Section Three), you will be asked to complete Audit 2. For those students who do not meet the required standard, a further Action Plan and Audit will be undertaken in consultation with the tutor before Term 2. Subject Knowledge1. Subject Knowledge per se – knowledge & understanding of subject:Key concepts, language, skills and topics that define the subject or curriculum area Progression in the subject as defined by NC and other national expectations Relevance of subject area and why aspects of the subject are taught Connections across subject or curriculum areas, including literacy, numeracy & ICT Relationships within the subject or curriculum area. Assessment of pupils’ achievement in the subject. 2. Pedagogy: subject theory and practice – skills /strategies needed:Range of teaching skills & strategies to promote pupils’ learning Ability to plan lessons, sequence lessons matched to pupils’ needs, including opportunities to learn through homework, fieldwork Ability to make use of a range of resources including ICT Skills in the assessment of pupils’ learning and the ability to use that information to plan for teaching which meets pupils’ needs Ability to make subject accessible to pupils’ at different stages of development & provide a supportive learning environment Ability to reflect on and improve teaching and learning High expectations of all pupils, and skills in working to overcome barriers to learning Summary of Aim and ObjectivesOverall Course Aim:The overall course aim is to prepare students to be confident and competent teachers of National Curriculum Science for the 5-11 age group, while meeting the Teachers’ Standards. Some Specific Objectives:This aim will be achieved by addressing a number of specific objectives, including: (1) to provide an understanding of the nature and role of science in the primary school curriculum; (2) to examine the professional and curriculum issues related to teaching and learning science; (3) to examine the process skills of scientific exploration and investigation and the scientific knowledge and understanding which underpin the National Curriculum for Science so as to interpret it as appropriate for the primary school; (4) to ensure that students have an adequate knowledge and skills base to teach primary science effectively; (5) to explore what is meant by children's understanding in science and consider strategies by which such understanding can be achieved; (6) to consider approaches to and organisation of science in the primary classroom; (7) to examine ways in which children can communicate and record their science activities; (8) to consider ways in which teachers can assess, evaluate and keep records of children's progress in science; (9) to consider other resources which can be used to support teaching and learning in science; (10) to raise awareness of safety matters as they relate to teaching science in the primary school; (11) to discuss contemporary issues, reports and research developments of relevance to teaching and learning in primary science; (12) through work in Design and Technology, to apply scientific skills, knowledge and understanding in new contexts to meet needs and solve problems; (13) through work in Information & Communication Technology, to consider the place of computers and other new technologies in supporting teaching and learning in science. (14) to consider the contribution that the Literacy and Numeracy strategies, as well as History and Art make towards children’s understanding in science. (15) to consider the ways in which fieldwork may be used to enhance understanding in science. Attendance at all core lectures and taught workshops is obligatory and is recorded as evidence towards meeting the Teachers Standards. Please observe professional etiquette at all times: Be punctual: arriving late to a session is a distraction to both your fellow students and the tutor leading the session. In the unlikely event that you are late attending a session, please offer your apologies to the tutor at the end of the session. Engage with, and complete, the required tasks. Exercise professional courtesy at all times; appreciate and respect other people’s point of view. The programme comprises:Self-Study SessionsGenerally, work related to these may be completed in the rooms identified in the schedule (or the Resource Centre after 10.30am). Using a variety of directed tasks detailed in this booklet these sessions are intended to reinforce and develop your understanding of teaching and learning in primary science. The purpose of these tasks is to allow you to develop your knowledge, skill and understanding of science teaching and provide some evidence of that. Taught WorkshopsAll students will be involved in a programme of taught workshops which employ a range of teaching and learning approaches to science in the primary school (such as demonstrations, practical activities, video materials, and discussion). These workshops vary in terms of their purpose, focus and format & not all workshops are intended to provide practical ideas for direct application to the classroom. Some will include consideration of context, looking at specific subject and cross-curricular approaches to teaching and learning science. Others will focus on developing and extending your own skills, knowledge and understandings of science appropriate to your teaching needs. These workshops may also include reference to pedagogical matters, such as assessment, within the context of primary science teaching. Workshops feature a range of practical activities and/or discussion tasks. Visits & FieldworkTo support your understanding of the nature and value of pupil learning in science both inside and outside the classroom context, we incorporate at least one offsite visit (for example a visit to the Great North Museum, the Centre For Life, ecology sessions in Leazes Park) into the programme. Directory: media media -> Applications to Drill media -> Unicef voices of Youth Chat Theme: Children and aids nigeria and Zimbabwe 13 October 2006 Background media -> Tsunami Terror Alert: Voices of Youth media -> Biblical Eschatology Presentation by: D. Paul Beck May 4, 2016 Ground Rules media -> Guide to completing the collection using the Omnibus system media -> The milk carton kids media -> Events Date and Location media -> The Gilded Age: The First Generation of Historians by H. Wayne Morgan University of Oklahoma, April 18, 1997 media -> Analysis of Law in the United Kingdom pertaining to Cross-Border Disaster Relief Prepared by: For the 30 June 2010 Foreword media -> Cuba fieldcourse 2010 Download 2.04 Mb. Share with your friends:
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