Module title
Module code
Credit value
Level
Mark the box to the right of the appropriate level with an ‘X’
Science Beyond The Classroom
ES606
20
Level 4
Level 0
Level 5
Entry criteria for registration on this module
Level 6
(for modules at foundation level)
X Level 7 Level 8
Pre-requisites
Specify in terms of module codes or equivalent
Co-requisite modules
Specify in terms of module codes or equivalent
Module delivery
None
None
Mode of delivery
Pattern of delivery
Taught
Other
Weekly
X
Visits
Distance
Block
Placement
Other
Online
When module is delivered Semester 2 X Throughout year
Brief description of module This module builds on previous learning in science subject study and content and/ or aims
Overview (max 80 words) includes experiences which focus on the importance of teaching and learning science beyond the confines of the primary classroom.
Module team/ author/ coordinator(s)
Sharon Harris
School
Semester 1
Other
Site/ campus where delivered
School of Education
Falmer
Course(s) for which module is appropriate and status on that course
Course
BA (Hons) Primary Education with QTS (3-7)
Status (mandatory/ compulsory/ optional)
Compulsory for Science Subject
Study
BA (Hons) Primary Education with QTS (5-11) Compulsory for Science Subject
Study
BA (Hons) Primary Education with Advanced Studies and QTS (3-7) Compulsory for Science Subject
Study
BA (Hons) Primary Education with Advanced Studies and QTS (5-11) Compulsory for Science Subject
Study

Aims
Learning outcomes
Content
Learning support
Students will gain a deeper awareness of the potential for teaching and learning science beyond the confines of the classroom through a range of visits to different contexts in the school environment, immediate locality and further a-field. This will lead to an in-depth study and presentation of one of these contexts.
1. critically reflect upon the rationale for teaching and learning science beyond the confines of the primary classroom;
2. identify and evaluate issues relating to the practical application of teaching science beyond the classroom;
3. identify and critically reflect upon appropriate opportunities for learning science beyond the classroom.
To include:
 the reasons why science should be taught in contexts beyond the classroom and constraints / challenges in practice;
 the use of the school grounds and the locality as contexts for learning science;
 opportunities for learning science through visits to science centres, museums, farms, zoos, gardens, environmental centres and Forest
Schools;
 opportunities to engage outside speakers, visitors and organisations;
 issues relating to learning beyond the classroom including health and safety / risk assessment and planning and organising outside visits;
 links with environmental studies; Sustainable Development and cross curricular approaches;
 critical reflection and evaluation of visits.
Books
Beeley, K. (2012) Science in the Early Years: Understanding the World
Through Play-Based Learning , London: Bloomsbury Publishing
Bianchi, L. & Feasey, R. (2011) Science Beyond the Classroom
Boundaries for 3-7 Year Olds, Maidenhead: OUP
Bianchi, L. & Feasey, R. (2011) Science Beyond the Classroom
Boundaries for 7-11 Year Olds , Maidenhead: OUP
Braund, M. & Reiss, M. (Eds) (2004) Learning Science Outside the
Classroom , London: Routledge Falmer
DFES (2006 ) Learning Outside the Classroom Manifesto , Nottingham:
DFES
Rickinson, M., Dillon, J., Teamey, K., Morris, M., Choi, MY, Sanders, D.
& Benefield, P. (2004) A Review of Research on Outdoor
Learning , Field Studies Council: Shrewsbury
Thornton, L. & Brunton, P. (2011) Making the Most of Outdoor
Learning , London: Featherstone Education
Journals
Primary Science (ASE)
Websites
Extensive lists will be provided during the module and links made available on Student Central.

Teaching and learning activities
Details of teaching and learning activities
University contact time:
• lectures
• tutor led seminars
• visiting speakers and organisations
• practical workshops
Educational context based contact time:
• Visits to museums, science centres and environmental study centres
• fieldwork in local environment
Non-contact time:
• small group tasks
• reading and research for literature review
• use of ICT to support private research
• field work and research in different educational contexts
Study hours Allocation of study hours (indicative)
Where 10 credits = 100 learning hours
SCHEDULED Lectures / workshops / visiting speakers and organisations
External visits
GUIDED INDEPENDENT
STUDY
PLACEMENT
Independent study and small group tasks
Assignment preparation, including visit to venue of own choice
30hrs
20hrs
110hrs
40hrs
TOTAL STUDY HOURS 200 hours
Assessment tasks
Details of assessment on this module
Task 1 Literature Review (50% Weighted)
Students will submit a literature review critically discussing the rationale for teaching and learning science beyond the confines of the primary classroom.
(1500 words)
Task 2 Individual Presentation (50% Weighted)
Students will research, identify and present the opportunities for teaching and learning science within a chosen context outside of the classroom (length 10 minutes).
(1500 word equivalence)
Both tasks are marked on a percentage basis
Referral Tasks:
Task 1: Rework the original task
Task 2: Submit a PowerPoint presentation and accompanying notes in lieu of individual presentation.

Types of assessment task 1
Indicative list of summative assessment tasks which lead to the award of credit or which are required for progression.
% weighting
(or indicate if component is pass/fail)
WRITTEN
COURSEWORK
PRACTICAL
Written exam
Written assignment
Oral assessment and presentation
Area examination board Combined Area Examination Board (Science Area)
Refer to Faculty Office for guidance in completing the following sections
External examiners
Name Position and institution
50%
50%
Date appointed Date tenure ends
Tbc
Date of first approval
Only complete where this is not the first version
Date of last revision
Only complete where this is not the first version
September 2013
Date of approval for this version
Version number
September 2013
1
Modules replaced
Specify codes of modules for which this is a replacement
ES310
Available as free-standing module? Yes No X
1
Set exercises, which assess the application of knowledge or analytical, problem-solving or evaluative skills, are included under the type of assessment most appropriate to the particular task.