Module XCE-1214:
Subject Studies 1.2

Module Facts

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

The module aims to:

• Introduce ATs to the concepts and notions of health, wellbeing and physical education;

• Enhance subject knowledge of selected topics in the study of and progression in teaching key concepts in IT and physical education.

• Introduce ATs to the key themes within health and wellbeing: Personal Care and Development, Healthy Choices, learning to Learn, Relationships and Emotions, Keeping Safe and Physical Activity

• Improve understanding of wellbeing, safeguarding, spiritual, moral, social and cultural, physical, cognitive development; health (in widest sense) and safety of young children and of Associate Teachers;

• Allow ATs the opportunity to explore concepts of Health and Safety and management of risk.

Course content

Module content:

• Selected topics in the study of biology (e.g. the human body; growing our food);

• Food technologies and healthy diets;

• Progressions for teaching key concepts in IT;

• Selecting, using and combining technologies for creative purposes; including programming skills and relevant and current subject knowledge;

• Digital citizenship: safe, responsible and sensitive use of technologies and media.

An introduction to Health and Wellbeing:

• Key Themes of Health and Wellbeing: Personal Care and Development, Healthy Choices, Learning to Learn, Relationships and Emotions, Keeping Safe and Physical Activity;

• Introduction to wellbeing, safeguarding, spiritual, moral, social and cultural, physical, cognitive; development; health (in widest sense) and safety of young children and of Associate Teachers;

• An introduction to skills in music, art and drama and how access to opportunities in these areas support well-being

• Social and life skills, attachment theory, community involvement.

An introduction to Physical Development, Health and PE:

• An introduction to developmentally appropriate Physical Education, physical literacy, fundamental shapes and movement skills which underpin movement for lifelong physical activity;

• Learning and teaching exemplified through core PE activities, such as gymnastics, simple games, health related exercise, outdoor activities; and importantly, swimming;

• The promotion of Health and Safety and management of risk in Physical Education lessons and out-of-school contexts.

• The promotion of health and well-being through food technology.

• Associate Teachers will explore ideas of readiness, reflectiveness, resilience, respectfulness, resourcefulness and responsibility. (cross curricular competencies)

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.

*Please also refer to the extended guidance in the supporting validation documentation

Academic Study Skills

Introduction to (embedded within module content and assignment context):

• information literacy;

• oral communication and presentations.

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

Associate Teachers will explore subject specific pedagogy concerning differentiation, inclusion and specific additional learning needs, through practical examples, case studies and their own practice.

Health and Well-being

Associate Teachers will develop their understanding of their personal, emotional and mental wellbeing through exploring the role of the teacher during classroom sessions, micro teach sessions and while on placement.

**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

Assessment Criteria

threshold

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.

excellent

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.

good

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.

Learning outcomes

  1. Identify developmentally appropriate activities, key health and safety considerations and risk assessment factors when working in all contexts;

  2. Identify the aspects of health and well being and how these areas are supported through the curriculum

  3. Explain initial awareness and comprehension of the pedagogical, curriculum, content and professional knowledge and understanding required for effective teaching and learning.

  4. Demonstrate initial appropriate subject knowledge and pedagogic practice for teaching Health and Wellbeing, Physical Education, Technology (Food Technology and IT) ;

  5. Reflect effectively upon their practice through effective presentation in relation to relevant pedagogic theory.

Assessment Methods

Type Name Description Weight
INDIVIDUAL PRESENTATION Presentation of micro teach portfolio

Presentation of a portfolio (consisting of a number of elements) relating to a set of micro-teach episodes delivered, based on teaching activities related to developmentally appropriate health and physical education, science, and PSHE for a specified age group.

100

Teaching and Learning Strategy

Hours
Lecture

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.

30
Private study

Personal study time as appropriate to meeting the learning outcomes of the module.

152
Tutorial

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.

2
Workshop

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.

16

Transferable skills

  • 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 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 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;

Resources

Reading list

Bradshaw, J. (2011). The well-being of children in the UK (3rd ed.). Bristol, United Kingdom: Policy Press.

Broadhead, P., Howard, J., & Wood, E. (2010). Play and learning in the early years: from research to practice. London, United Kingdom: SAGE.

Coombe, B. (2014) PE Core Activities: Key Stages 1 and 2 Raising standards in the national curriculum. Leeds: Coachwise Ltd

Dean, J. (2006, 2012). Meeting the learning needs of all children: Personalised learning in the primary school (1st ed.). London, United Kingdom: Routledge.

Dowling, M. (2014). Young children's personal, social and emotional development (Fourth ed.). London, United Kingdom: SAGE.

Ford, C. (2010) Personal, Social and Emotional Development Through the Creative Arts. London, United Kingdom: Teach to inspire ebooks

Griffin, L. & Stephen, M. (2013) Teaching Sport Concepts and Skills: A Tactical Games Approach. Champaign, IL: Human Kinetics

Holmwood, C. (2014). Drama education and dramatherapy: Exploring the space between disciplines. London, United Kingdom: Routledge.

Lawrence, J. (2012). Teaching primary physical education. London, United Kingdom: SAGE.

Lawton, J. (2013). Complete guide to primary swimming. Champaign, IL: Human Kinetics.

Pickard, A., & Maude, P. (2014). Teaching physical education creatively. Oxon, United Kingdom & New York, United States: Routledge.

Savage, M., & Barnett, A. (2015). Digital literacy for primary teachers. St Albans, United Kingdom: Critical Publishing.

Selwyn, N. (2013). Distrusting educational technology: The questions we should be asking, but are not: critical questions for changing times. Abingdon, United Kingdom: Routledge.

Sharp, J., Potter J., Allen, J., & Turvey, K. (2014). Primary computing and ICT: knowledge, understanding and practice. London, United Kingdom: SAGE.

Whitlam, P. (2012). Safe practice in physical education and school sport (8th ed.). Leeds, United Kingdom: Coachwise.

Key Journals: European Physical Education Review;

Physical Education and Sport Pedagogy (Official afPE Journal);

Physical Education Matters.

Journal of Paediatrics and Child Health

Pastoral Care and Education

Courses including this module

Compulsory in courses: