Core Studies 1
Run by School of Education and Human Development
20 Credits or 10 ECTS Credits
Organiser: Mr Gwyn Ellis
Overall aims and purpose
This module aims to:
• introduce Associate Teachers to the contractual, pastoral and legal responsibilities of teachers;
• introduce Associate Teachers to pupil voice and school students’ rights; introduce Associate Teachers to Curriculum Cymreig;
• introduce Associate Teachers to practical observational strategies and skills;
• introduce Associate Teachers to the new Code of Practice for Additional Learning Needs (ALN).
Within this module will explore child development and theories associated with learning and pedagogy. Teachers’ legal responsibilities are also discussed to ensure Associate Teachers have an understanding of their responsibilities as professionals. Associate Teachers are introduced to the importance of the Welsh language and bilingualism.
An introduction to the curriculum and the Professional Teaching Standards:
• The four purposes of learning;
• The teaching standards and values and dispositions;
• The history of the Literacy and Numeracy Framework, Digital Competence Framework and current cross-curricular responsibilities;
• An introduction to theories and research about human development;
o Child development, Neurological and physical growth and development, Gross/fine motor skills, social and affective/emotional development, development milestones, introducing ALN in this context;
o An introduction to theories and research about pedagogy and learning;
• For example, Skinner, Pavlov, Piaget, Bruner, Bandura, Vygotsky (and others);
• An introduction to the nature and purpose of organised education;
An introduction to the contractual, pastoral and legal responsibilities of teachers; an introduction to pupil voice and school students’ rights:
• Introduction to the responsibilities of teachers;
o Loco parentis, Child protection, working with parents as partners;
• Pupil voice and students’ rights;
o School council, child centred planning, child initiated learning;
An introduction to Curriculum Cymreig:
• An introduction to the history of the Welsh language and current legislation (Welsh Language Act etc.);
• Welsh Education policy and bilingualism;
• An introduction to the Curriculum Cymreig;
• Introduction to the statutory requirements of teaching Welsh across all phases. Cross module links: Subject studies - Welsh and Cynllun Colegau Cymraeg Certificate;
• Role and expectations of the Associate Teacher in teaching and promoting social use of Welsh in schools e.g. Language Charter.
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.
This incorporates an introduction to observational strategies and skills:
• Noticing/awareness practice;
• Observational strategies as research methods;
• Observation of learning and behavioural differences;
• Focusing of observation;
• Ethical considerations for observations.
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;
• 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.
ALN, Inclusion and Differentiation
Introduction to the new code of practice for Additional Learning Needs.
Development of fundamental knowledge of the support needed for those with ALN through differentiation and inclusion.
Health and Wellbeing
Introduction to relevant policies including the Wellbeing and Future Generations Act
Initial introductory time will be spent at University. Associate Teachers will then spend 10 days in educational settings using focused observations of educational practice and theory in action. Associate Teachers will then spend time together at either University or at lead schools comparing, contrasting and reflecting upon their observations.
**Note that all content and assessments will be explicitly linked to the new Professional Standards for Teaching and Leadership. They can be found at http://learning.gov.wales/docs/learningwales/publications/170901-professional-standards-for-teaching-and-leadership-en.pdf
How this module contributes towards the Associate Teachers' progress against the Professional Teaching Standards is tracked in an additional document.
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.
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.
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.
Evaluate the application of theories and research about pedagogy, human development and learning in education settings;
Develop fundamental knowledge of the support needed for those with ALN through differentiation and inclusion.
Explain clearly the role of Curriculum Cymreig and how it is applied in practice in a particular educational setting;
Demonstrate appropriate evidence of capability in practical observational strategies and skills;
Identify the contractual, pastoral and legal responsibilities of teachers and describe pupil voice and school students’ rights as applied to a particular educational setting;
|ESSAY||Essential theories of teaching and learning||
Essential theories of teaching and learning
Present essential theories of teaching and learning alongside a portfolio of observations which include an evaluative and critical commentary of observations in school based on research and theory
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 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 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 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 take appropriate opportunities to teach sustainable development and global citizenship education in all relevant aspects of their teaching.
- 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;
Arthur, J., & Cremin, T. (2014). Learning to teach in the primary school. (3rd ed.). London, United Kingdom: Routledge.
Beadle, P. M., & Murphy, J. (2013). Why are you shouting at Us?: The dos and don'ts of behaviour management. London, United Kingdom: Bloomsbury Education.
Briggs, M., & Hansen, A. (2012). Play-based learning in the primary school. London, United Kingdom: SAGE.
Cohen,L., Manion, L., & Morrison K. (Eds.). (2011). Research methods in education. (7th ed.). Abingdon, United Kingdom: Routledge.
Cousins, L. (2010). The essential guide to shaping children’s behaviour in the early years. Harlow, United Kingdom: Pearson Education.
Goepel, J., Childerhouse H., Sharpe S.(2014). Inclusive Primary Teaching. A Critical Approach to Equality and Special Educational Needs, Herts: Critical Publishing.
Klein, S. B., & Mowrer, R. R. (2014). Contemporary learning theories: Pavlovian conditioning and the status of traditional learning theory. (Vol. 2). Hove, United Kingdom: Psychology Press.
Lindon, J. (2012). Understanding child development: linking theory and practice. (3rd ed.). London, United Kingdom: Hodder Education.
Nutbrown, C., & Clough, P. (2014). Early childhood education: history, philosophy and experience. London, United Kingdom: SAGE.
Pritchard, A. (2013). Ways of learning: learning theories and learning styles in the classroom. London, United Kingdom: Routledge.
Rogers, B. (2015). Classroom behaviour: a practical guide to effective teaching, behaviour management and colleague support. (4th ed.). London, United Kingdom: SAGE.
Visser, J. (2013). Managing behaviour in classrooms. Abingdon, United Kingdom: Routledge.
Webster-Stratton, C. (2009) How to Promote Children’s Social and Emotional Competence. London: Paul Chapman
British Educational Research : the journal of the British Educational Research Association;
Early Childhood Education Journal;
Journal of Education;
Journal of Education Research.
Courses including this module
Compulsory in courses:
- X131: BA Primary Education year 1 (BA/PREQTS)