E207:Subject knowledge and professional practice in primary schools Block 4 Science and Technology Tutor: Jill McLachlan

Block 4 Science & Technology In Block 4 you will: undertake in-depth self-directed study of selected science and technology topics, based on a series of 3 online audits develop a collaborative project in your e-group, which evaluates online science and technology information. observe and apply science and technology subject knowledge in your classroom or school. It is extremely important to follow the study calendar for this Block to ensure activities are done at the correct time.

Study planner: Block 4 covers 5 weeks of study: Week Focus Activity 1 (18) 1 Introduction 18.1 Audits 18.2 e-group project (review websites) 2 (19) Understanding and attitudes towards science and technology 19.1 Plan to observe/discuss science or technology in school 19.2 e-group project (compare websites/plan report themes) 3 (20) Supporting science learning 20.1 Carry out observation/discussion in school 20.2 e-group project (Discuss the four report themes) 4 (21) Science in school and everyday life 21.1 Plan an activity with children using science/technology 21.1 e-group project (Discuss themes and begin to draft) 5 (22) Science today and for the future 22.1 Carry out your science/technology activity 22.2 e-group project (Edit and finalise report)

Key themes: Create a map of the concepts covered during the five weeks of study. Week Content 19 Science in your life Developing scientific knowledge 20 Literacy Science and technology Fantasy/fact/fiction Context for science 21 Fostering attitudes, knowledge and skills Developing process skills 22 Investigating Developing skills Science and creativity Well being and sex education Sustainability Developing an enquiring mind Think about how you might show your knowledge and understanding of these themes throughout your TMA 4 discussion.

How might you use these themes in your assignment? Which themes are most prominent? For example: Views of science & technology (definitions, attitudes/experience/beliefs/context) How we learn science (theory, communication, literacy, questions, experience, context – this links to pedagogy) Fostering attitudes, skills, concepts and processes (abstract/concrete, practical, play, investigating, questioning, creativity, attitudes, curriculum) How might you use these themes in your assignment? Audit your knowledge of these themes – what do you need to know/develop to support children in learning science?

What is science? Issues How can these issues affect science learning and how has your knowledge of these issues developed since starting Block 4. Gender (wk 19.1.1) (wk 20.3.2) Children’s views (wk 20.3.1) Age and interest (wk 20.4) Context/subject definition (wk 20.3) Personal experience/confidence (wk 19.1) Influences – beliefs/religion/ politics etc (wk 19.2.2) Stereotypes (wk 19.1.1)

How will you demonstrate your knowledge and understanding of the themes covered in weeks 19 – 22? Look carefully at the LO’s and the marking criteria. Remember to make links to your reading to offer an academic reflection of your thinking andto demonstrate how this has (or may) affect your practice.

TMA 4 – Assessment of block 4 Observing/discussing science in my setting (1200 words) Audits Activities 19.1 and 20.1 (Observing or discussing science and technology in your setting) OR A practical activity with children (1200 words) Activities 21.1 and 22.1 (planning and conducting a science/technology activity in your setting) AND Collaborative e-group report (1300 words) Activities 19.2 – 22.2 Mentor Statement The purpose of TMA 4 is to allow you the opportunity to demonstrate your knowledge and understanding of the Block 4 material.

Note that the assignment is due Thursday 30th March, 12 noon. NO extensions are allowed on a final assignment of any module (unless exceptional circumstances). Ensure you get your mentor statement signed and returned in plenty of time. Give your mentor a deadline that is much earlier than the actual TMA deadline! Do not leave it to the last minute and contact IT support for help.

TMA 4 Learning Outcomes Knowledge and understanding To develop and demonstrate improvements in subject knowledge that underpins professional understanding and practice in supporting learning in primary years in the area of science and technology. To develop and demonstrate increasing competence ICT capability, and learning and thinking skills. Cognitive skills To identify the application and impact of your own and children’s subject knowledge in practical contexts. To develop and demonstrate the ability to evaluate and analyse the impact of enhanced subject knowledge on your own learning and professional role. To develop and demonstrate the ability to identify and reflect critically on how subject knowledge influences pedagogy

Key skills To demonstrate the ability to audit your own subject knowledge and plan steps to improve by reading purposefully and critically from a range of resources. To organise, articulate and communicate observations, opinions and arguments effectively, using professionally and academically appropriate language. To develop and demonstrate the ability to draw on reading, observation, work-based enquiry and collaboration, and to apply numeracy, ICT and literacy skills to find, use and share information accurately and critically. Practical and/or professional skills To demonstrate evidence of developments in subject knowledge through working effectively with peers, valuing other professionals and colleagues as appropriate. To observe and, where appropriate, apply subject knowledge in supporting and evaluating children’s learning, and supporting pupils who experience barriers to learning (linguistic, cognitive, emotional, physical, social, cultural). To participate, in a professional manner, in communities of practice through collaboration with colleagues in the workplace and with fellow students, responding sensitively to diverse viewpoints. To develop the ability to use ICT to enhance your own and children’s learning, collaborative activities and professional practice.

Check List Approaching TMA 4 Tackle each of the three parts as you would a separate essay. Remember each needs a brief introduction and conclusion. Look carefully at the study calendar and the week’s materials and consider which would fit most appropriately with what part. Review the marking criteria and the Learning Outcomes and be sure of what you are being asked to demonstrate. Check List

Part 1a – Observing & Discussing Observing/discussing science in my setting (1200 words) Referring to relevant module materials, evaluate what you have observed or discussed in this work-based learning activity. Include an answer to the following question. Appendices Submit one appendix, setting out the plan for your observation or the questions covered in your discussion. The appendix should not be longer than one side of A4 and does not count towards the 1200 words. How can I improve my skills, knowledge and experience in supporting children in science and technology

How can I improve my skills, knowledge and experience in supporting children in science and technology Getting started – some suggestions Introduction: First of all, discuss Science in your setting. How is it structured and presented to the children? Context; Next explain what you chose to observe or discuss and why (justify). Link to your personal development here. Discussion: Based on what you have read in Block 4; what knowledge, skills and experience do you need to support children in learning Science? Look back and consider the themes covered in each week Study Guide (week 19- 22). Once you’ve outlines each area/theme, analyse your experience linking to the observation/discussion and your personal audits. Evaluation: reflecting on what you have learned and seen, identify key targets and discuss ways in which you can develop these targets. Explain how the development will impact on children in your care. Conclusion: Summarise what you have learned about supporting Science teaching and your role (linking to ongoing development CPD).

PART 1b – practical activity A practical activity with children (1,200 words). Referring to relevant module materials, evaluate this work-based learning activity. Discuss children’s attitudes, questions and responses in the activity, and what these tell you about the children’s knowledge and understanding. Include an answer to these questions: Appendices Submit one appendix, which is your plan for the activity. The appendix should not be longer than one side of A4 and does not count towards the 1200 words i. What are the main strengths I can bring when supporting children in primary science and technology? ii. What might get in the way of my contributions to supporting children in science and technology? (This could be a practical school issue/issues or an aspect of yourself.)

Getting started – some suggestions Introduction: Introduce your activity, the reason for your choice and the children involved. Context: Discuss the activity in more detail, look at curriculum links and state the learning outcomes and the science involved in the activity. What did you hope the children will learn? How did you research and plan the activity? (Colleagues/ICT etc – link to strengths and LO’s). Discussion: Question (part i) What are the main strengths I can bring when supporting children in primary science and technology? How did the planning and conducting of the activity go? Identify the strengths you demonstrated while conducing this activity. Offer extracts from the activity and blend with your reading from Block 4. Also, think back to the themes presented in Block 4 and your audit results. Reflection: Question (part ii) What might get in the way of my contributions to supporting children in science and technology? What did not go as expected in the activity or what could you have developed if you were to repeat the task? Look again at the themes and issues identified throughout Block 4. What issues and barriers do you need to be aware of as a role model in supporting science learning? What barriers and issues are there in school? Conclusion: Summarise what you have learned about your strengths and your awareness of barriers in supporting science learning in school. How could you address these issues?

Barriers to supporting science learning in schools/settings?

Concepts (abstract/concrete) barriers Curriculum Confidence Skills Staff expertise Concepts (abstract/concrete) Questions Experience Language Pedagogy Time Investigations Age/gender Creativity Resources Attitudes/context

Part 2 – e-group report Your contribution to the e-group report is the value equivalent of 1300 words. Read the ‘Guidance on drafting, writing and submitting the collaborative report’ (week 22 link). A report template must be used. The report consists of 5 parts: 1. Quality (300 words) 2. Reliability (300 words) 3. Subject knowledge (300 words) 4. Pedagogy (300 words) 5. My reflection (150 words) Parts 1 – 4 are shared between the e-group and should be no more than 300 words. If there are 4 in a group, you may decided to draft one part each. It is up to you to negotiate and decide how to divide the workload fairly. Everyone has to write their own part 5, and should be no longer than 150 words.

collaborative project The purposes of the project are: to extend your awareness of the range of science and technology information available online to deepen your understanding of the significance of the rapid growth of online science and technology information to learn from the diverse experience, interests and insights of your e-group to develop team-working skills to extend your web-searching skills (even if you are a skilled web surfer, you may still pick up a trick or two). By the end of the project, you will have: written two reviews of websites that you found yourself evaluated two websites found by others in your e-group written a 300-word section of the e-group’s report written a brief personal reflection on the collaborative project experience

E-group project Theme discussion (part 1-4) For this collaborative report, you should use what you and your teammates have said/written in the discussion threads and in the website reviews and evaluations. Each thread contains a list of questions to help you structure your reflection and discussion. You do not need to draw on any other reference materials (but can if you feel they are appropriate). Think carefully about the type of link which might be made (not long worded quotes!) * Note in the report template who wrote/edited what. My reflection (part 5) Think carefully about what skills you have learned from participating in a collaborative project. Look carefully at the TMA 4 LO’s and use the terminology in your answer. How has this been of benefit and how could you take this leaning forward in your role in school? Think about whether you have developed: your knowledge about online information insights into the impact of online information skills in evaluating websites greater confidence in working with your computer skills in online team working skills in online communicating

Revisiting Approach ! Study calendar Study Guide Learning Outcomes ESSAY Articles & research Marking criteria Activities

Key themes: Create a map of the concepts covered during the five weeks of study. Week Content 19 Science in your life Developing scientific knowledge 20 Literacy Science and technology Fantasy/fact/fiction Context for science 21 Fostering attitudes, knowledge and skills Developing process skills 22 Investigating Developing skills Science and creativity Well being and sex education Sustainability Developing an enquiring mind Think about how you might show your knowledge and understanding of these themes throughout your TMA 4 discussion.

ANY Questions? Please remember to make full use of all of the resources available – get involved with online discussions either via the forums or e-groups. Share each others wisdom and experience. Plus, explore the study skills section on the OU website – it’s all there to help!