Teaching in ways that help children to learn in primary science

Nicola Treby, Associate Professor and Head of Primary Core Subjects, University of Roehampton & Vanessa Matthews, Senior Lecturer in Primary Science and Assistant Programme Leader BA year 2, University of Roehampton

During the session Nikki and Vanessa shared the University of Roehampton’ approach to their undergraduate science ITAP (Intensive Training and Practice). We started the session by explaining the principles of ITAPs as set out in the ‘Intensive Training and Practice’ policy paper (December 2023). The main aim of the ITAP was to ‘strengthen the link between evidence and classroom practice’. On the BA in Primary Education, one ITAP was situated within the trainee's specialist subject, in our case, science.

The focus of the subject-specific ITAP was to develop students’ understanding of pedagogical content knowledge (PCK) for science in practice. We focussed on developing students’ understanding of the value of enquiry-based learning and how the pedagogical choices made in the classroom have an impact on pupils’ engagement, understanding and development in science. Trainees were also encouraged to incorporate other aspects of PCK found within literature. Areas they focused on included, developing enquiry questions, incorporating hands-on resources, developing children’s ability to reason via rich discussion.

The ITAP was structured as follows:

 

Day 1

Day 2

Day 3

Day 4

Day 5

 

University

School

University

School

University

Session 1

Analysis of Reading: Mind map in groups

 

 

Observation of Teaching; take notes having observed  with PCK as the focus for observations

Further analysis of the lesson drawing on PCK - examining the literature

 

Teaching

 

Reflections and write up.

 

Tutor support for the assignment.

 

Session 2

 

Develop form to support observations (drawing on mind map, subject specific guidance and tutor input)

 

Shared analysis of teaching and learning; drawing on pedagogical decisions, pupils’ comments and pupils’ work.

 

Planning and preparation of lesson (drawing on literature and research as well as curriculum guidance documents) to be delivered on Day 4.

Reflections on content delivery and pedagogical decisions as well as evaluations of pupils’ learning

 

Session 3

 

Preparation for School Observation – Using the school’s lesson plan to analyse PCK for lesson to be observed in school on Day 2.

Reflection; Assignment Preparation

 

Micro-teaching in groups

 

Reflection on planning and preparation

 

Analysis of teaching and assignment preparation

 
 

If you would like to discuss any aspect of our presentation or ITAP please feel free to contact us via email: nicola.treby@roehampton.ac.uk or vanessa.matthews@roehampton.ac.uk