Subject Studies 1.1
Run by School of Education and Human Development
20 Credits or 10 ECTS Credits
Semester 1 & 2
Organiser: Mr Gwyn Ellis
Overall aims and purpose
This module aims to:
- Develop and consolidate Associate Teachers' subject and pedagogical knowledge with a focus on early learning stages in the following areas:
- Numerical reasoning;
- Number skills;
- Measuring skills;
- Geometry skills;
- Data skills;
Demonstrate how to support children in developing knowledge, skills and understanding in the above areas using evidence-based research to underpin strategies;
Develop ways to embed the cross-curricular responsibilities of literacy, numeracy and digital competency in a creative and meaningful manner;
Develop the ability to plan and teach appropriately structured lessons that interest and motivate all children;
Raise awareness of opportunities to develop Curriculum Cymreig and Welsh language skills through the areas of learning for mathematics and numeracy and languages, literacy and communication;
Develop the understanding of the key principles of bilingualism relevant to the primary classroom;
Identify the English medium Associate Teacher’s personal Welsh oral, reading and writing skills on entry and further develop their language skills;
Identify personal Welsh Literacy Level on entry for Welsh medium Associate Teachers and further develop their language skills.
Within this module Associate Teachers will develop their understanding of the areas of languages, literacy and communication, mathematics and numeracy, and develop their own personal skills in the use of the Welsh language. This module address the foundation concepts in each of the areas from which Associate Teachers will build in further modules
An introduction to the area of learning and experience for, languages, literacy and communication:
- Exploring the impact of societal factors on communication development.
- Introduction to language acquisition theories.
- Identify key concepts in early, languages, literacy and communication, including subject-specific research-informed pedagogical content knowledge, covered through this module could include:
Developing Welsh as a second language:
Introduction to the key issues of bilingualism /second language acquisition;
Introduction to the aims and goals of bilingual/Welsh-medium education; curricular expectations and the importance and value of developing bilingual teaching and promoting the Welsh language as a skill for children and parents;
Fostering Associate Teachers’ appreciation of the Welsh language both formal and informal;
Identify research-informed effective bilingual pedagogy when introducing Welsh second language / Welsh as an additional language in schools;
Introduction to promoting Welsh and the Curriculum Cymreig within the cross curricular areas and themed approaches;
Identifying and developing the baseline of each English medium Associate Teacher’s personal oral, reading and writing skills in Welsh. This will be based on the differentiated stage of fluency as outlined in the assessment criteria of the National Welsh Colleges Scheme Certificate or the Welsh Personal Literacy criteria for Welsh medium Associate Teachers
An introduction to the area of learning and experience for mathematics and numeracy:
Exploring attitudes to mathematics and theories on mathematics anxiety linked to well-being;
Identifying key concepts in early mathematics and numeracy and developing research-informed pedagogical content knowledge based on the following areas of early mathematics:
Generic Module Content:
- Subject knowledge audit and tracking will be introduced.
The four purposes of the curriculum areas will be embedded throughout the module:
Developing children as:
Ambitious, capable learners, ready to learn throughout their lives;
Enterprising, creative contributors, ready to play a full part in life and work;
Ethical, informed citizens of Wales and the world;
Healthy, confident individuals, ready to lead fulfilling lives as valued members of society.
Research Methods and Methodology
Research informed delivery and research-based teaching:
Evidence-based and research-informed learning underpins the content and the delivery of this module and will be presented in a way that communicates how theory and practice are blended. In this module we will present, introduce and describe clearly the strengths and weaknesses of evidence in the latest theory and evidence based practice that underpins the pedagogy and classroom practices covered. The content and delivery of the module will introduce students to the importance of them developing their capacity to be consumers and producers of research and developing their knowledge of the spectrum of research that informs teaching practice.
- Models of reflection;
- Small scale practitioner enquiry.
*Please also refer to the extended guidance in the supporting validation documentation
Academic Study Skills
Introduction to (embedded within module content and assignment context):
- time and task management skills;
- note-taking and note-making skills;
- reading for academic purposes;
- planning assignments;
- critical thinking, analysis and developing an argument;
- assignment structure;
- academic writing style;
- academic integrity and authorial voice;
- Information literacy.
Cymraeg Pob Dydd and Curriculum Cymreig
Identify and present a range of basic informal situations to promote the use of Cymraeg Pob Dydd communicational language patterns across the curriculum. Explain clearly and introduce a planned learning approach for the main five aspects of the Curriculum Cymreig relevant to different subjects and Areas of Learning and Experience.
Additional Learning Needs, Inclusion and Differentiation
Adapting teaching to meet the needs of learners’ stages of development
Health and Wellbeing
Developing health and wellbeing through using appropriate outdoor environments for learning: Addressing subject anxieties.
**Note that all content and assessments will be explicitly linked to the new Professional Standards for Professional for Teaching and Learning. They can be found at
How this module contributes towards the Associate Teachers' progress against the Professional Teaching Standards is tracked in an additional document.
Most learning outcomes will have been met to an excellent level and all learning outcomes will be at least good.
A deep knowledge and understanding of the module content will be supported by an extensive range of theory, practice and research literature.
Candidates will provide excellent critical analysis when reflecting on a wide range of teaching and learning styles.
Students will have developed their study skills to an excellent standard and will be able to communicate to an excellent standard in a professional and academic context.
Most learning outcomes will have been met to a good level. Excellence in some learning outcomes may balance satisfactory attainment in others.
A good knowledge and understanding of the module content will be supported by a good range of theory, practice and research literature.
Candidates will provide good critical analysis when reflecting on a significant range of teaching and learning styles.
Students will have developed their study skills to a good standard and will be able to communicate to a good standard in a professional and academic context.
All learning outcomes will have been met to a satisfactory level.
Knowledge and understanding of the module content will be supported by a satisfactory range of theory, practice and research literature.
Candidates will have demonstrated satisfactory evidence of critical analysis when reflecting on teaching and learning.
Students will have developed their study skills to a satisfactory standard and will be able to communicate to a satisfactory standard in a professional and academic context.
Identify ways in which cross-curricular responsibilities of literacy, numeracy and digital competency can be embedded within the curriculum.
Demonstrate awareness and comprehension of researched-informed subject-specific pedagogies, related curriculum content and professional knowledge and understanding for the effective teaching of mathematics, numeracy, communication, language and literacy.
In addition, Associate Teachers will demonstrate increased competence in one of the following areas:
a) For English medium Associate Teachers, their level of Welsh personal skills in accordance with the National Welsh Colleges Scheme Certificate;
b) For Welsh medium Associate Teachers their level of Welsh personal Literacy.
Explain clearly the importance of developing secure subject knowledge to enable effective teaching and learning.
|LOGBOOK OR PORTFOLIO||Welsh Language Portfolio||
Part B: Welsh Language Portfolio
A collection of samples of initial level of accomplishments in oracy, reading and writing skills tasks. These tasks will be evaluated either in accordance to the National CCC Welsh Language certificate success criteria and summary of standards (English medium) or the Welsh Language Skills Course success criteria (Welsh Medium Associate Teachers)
(1600 words equivalent)
|ESSAY||Reflecting on Literacy and Numeracy||
Reflecting on Literacy and Numeracy
Identify and work on an aspect of your own personal literacy and numeracy which needs developing, explaining clearly the best pedagogy to develop these skills in learners, by planning, implementing and evaluating activities during School Experience.
Your appendices should include Microsoft Office materials (e.g. PowerPoint presentations) and links with the STEP programme Teaching with Technology 1.
(2400 words equivalent)
Teaching and Learning Strategy
The principal methods of learning and teaching will be lectures. During non-contact time, Associate Teachers will be expected to carry out reading and directed tasks in preparation for subsequent sessions. They will also be expected to engage in auditing and tracking of their subject knowledge development.
Personal study time as appropriate to meeting the learning outcomes of the module.
The principal methods of learning and teaching will be workshop and seminars . During non-contact time, Associate Teachers will be expected to carry out reading and directed tasks in preparation for subsequent sessions. They will also be expected to engage in auditing and tracking of their subject knowledge development. Formative testing of vital areas of pure subject knowledge will also take place.
The principal methods of learning and teaching will be small group or individual tutorials. During non-contact time, Associate Teachers will be expected to carry out reading and directed tasks in preparation for tutorials. Sessional and tutorial support where necessary will target underperformance.
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Mentoring - Able to support, help, guide, inspire and/or coach others
- Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
- Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
- Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in
Subject specific skills
- That they have effective oral and written communication skills in their college work and with pupils and professional colleagues in schools;
- That they can present and explain effectively to peer groups including school pupils;
- That they can use ITC effectively to support teaching and learning and their wider professional role.
- That they have effective numeracy skills in order to fulfil their professional role.
- That they have information and a sound understanding of the Primary Curriculum;
- That they know and understand the aims and guidelines of the National Curriculum (Key Stage 2) and The Foundation Phase Framework;
- That they understand their responsibilities under SEN Code of Practice for Wales and know how to seek advice from experts on less common forms of special educational needs.
- That they set demanding teaching and learning objectives relevant to all learners in their classes and use those teaching and learning objectives for lesson planning, and lesson follow-ups with appropriate differentiation for learners;
- That they choose and prepare resources, and plan to organise them safely and effectively, giving consideration to learners' interests, their language and cultural backgrounds, with the assistance of support staff when appropriate.
- That they take part in teaching teams, and contribute to them, according to what is appropriate to the school. That they plan, where applicable, for the deployment of an extra adult to support the learning of children and young people.
- That they make appropriate use of a range of monitoring and assessment strategies to evaluate learners' progress towards planned teaching objectives, and use that information to improve their own planning and teaching.
- That they identify more able and talented learners and provide them with support;
- That they systematically record pupils' progress and successes, in order to provide evidence of the range of their work, their progress and achievement over time. That they use this to support learners in reviewing their own progress and to illuminate planning.
- That they can teach the skills, information and understanding required or expected in relation to the curriculum for learners in the age range which they have been trained to teach and how they are relevant to the age range they were trained to teach making appropriate use of the Welsh Curriculum for learners aged 7 - 14;
- That they adapt their teaching in order to meet needs of learners, including the more able and talented, and those with special educational needs. That they can receive guidance by an experienced teacher when appropriate.
- That they can support those learning Welsh or English if that is the language in which they are being educated and is different to the language, or to the language form of their home, with the support of an experienced teacher when appropriate.
- That they give consideration to various interests, experiences and successes of every pupil they teach in order to help learners' progression.
- That they organise and manage teaching and learning time effectively.
- That they take appropriate opportunities to teach sustainable development and global citizenship education in all relevant aspects of their teaching.
- That they organise and manage the physical teaching environment, the equipment, materials, books and other resources safely and effectively, with the help of support staff when appropriate.
- That they can take responsibility for teaching a class or classes over a continuous and substantial period of time. That they can teach across the age range for which they were trained.
- That they can identify and respond effectively to matters relating to social inclusion and equal opportunities when they arise in the classroom, including challenging stereotypical opinions, and challenging bullying or harassment by following the policy and relevant procedures.
- That they can critically analyse information from research and other forms of evidence;
- That they can combine information from a number of sources in order to understand theory and practice;
- That they can critically reflect on the values and principles which are the basis of primary education, develop viewpoints, attitudes and personal practice;
- That they are reflective, with the ability in their areas of study and teaching to analyse, synthesise, apply and manage, and evaluate professional methods and practices;
Askew, M. (2016). Transforming primary mathematics: Understanding classrooms tasks, tools and talk (2nd ed.). London, United Kingdom: Routledge.
Baker, C. (2017). Foundations of Bilingual Education and Bilingualism (6th ed.). Cleveland: Multilingual Matters.
Briggs, M., & Davis, S. (2015). Creative teaching: mathematics in the early years and primary classroom (2nd ed.). Abingdon, Oxon, United Kingdom: Routledge.
Clement, B. Lloyd, Ll. (2011) Bachu Iaith. Caerfyrddin: Canolfan Peniarth. Can Canllaw 1 a 2. Caerfyrddin: Canolfan Peniarth.
Cotton, T., (2013) Understanding and Teaching Primary Mathematics 2nd Edition Harlow: Pearson
DCELLS (2008), Datblygu’r Gymraeg, Welsh Language Development. Llywodraeth Cynulliad.
Gamble, N. (2013). Exploring children's literature: reading with pleasure and purpose. London, United Kingdom: SAGE.
Haylock, D. (2014). Mathematics explained for primary teachers (5th ed.). London, United Kingdom: Paul Chapman Publishing.
Haylock, D., & Cockburn, A. (2017). Understanding mathematics for young children: A guide for teachers of children 3-7 (5th ed.). London, United Kingdom: SAGE.
Learning Wales (2003) Developing the Curriculum Cymreig . Qualification, Curriculum and Assessment Authority for Wales. Surrey, United Kingdom.
Lewis, D.G.(2009) Geiriau Lletchwith. Llandysul: Gwasg Gomer.
McGarth, C., (2010) Supporting Early Mathematical Development Oxon: Routledge
Meek, E. Jenkins K. (2009) Cardiau Iaith. Llandysul: Gomer.
Montague-Smith, A., Price, A., (2013) Mathematics in Early Years Education 3rd Edition Oxon: Routledge
Mooney, C. (2014). Primary mathematics: knowledge and understanding (7th ed.). Exeter, United Kingdom: Learning Matters Ltd.
Perkins, M. (2015). Becoming a teacher of reading. London, United Kingdom: SAGE
Tucker, K., (2014) Mathematics through Play in the Early Years 3rd Edition London: Sage
Llywodraeth Cymru (2014) Cwricwlwm Cymru Maes Dysgu Datblygiad Mathemategol Y Cyfnod Sylfaen
Waugh, D., & Neaum, S. (2013). Beyond early reading. Northwich, United Kingdom: Critical Publishing.
British Educational Research Journal;
Cambridge Journal of Education;
Literacy: UKLA (United Kingdom Literacy Association);
Educational Studies in Mathematics;
Journal of Mathematics Teacher Education;
International Journal of Bilingual Education and Bilingualism.
Cynllun Colegau Cymru / Welsh Colleges Scheme:
Tystysgrif Cymhwysedd Iaith i Athrawon:
Courses including this module
Compulsory in courses:
- X131: BA Primary Education year 1 (BA/PREQTS)