Run by School of Educational Sciences

20.000 Credits or 10.000 ECTS Credits

Semester 1 & 2

Organiser: Mrs Rhian Tomos

The aim of the module is to help the students to learn effectively and develop a range of key and transferable skills in context of their own personal styles and approaches. The content will help students feel confident in their abilities to work with children, young people and other professionals and reflect on their own practice. It enables students to identify their current strengths and weaknesses in setting personal targets as part of the process of becoming an independent learner. This is the foundation for understanding and engaging with continual development which will benefit both students and the children and young people they work with. It will also focus on the oral and written communication skills needed to undertake a degree programme, and to help students understand their learning behaviour and that of others to gain motivation and confidence. This module also contains the Bangor Oral Presentation Sessions (BOPS) and sessions will be held during Semester 2.

This module will consider several elements which will assist you in your studies as well as prepare you for the world of work and help you fulfil your potential. This module will consider a range of learning theories, including the intellectual theories of Gardner, Salvey, Mayer and others; and how these are relevant to the personal learning methods of our students. The content of the modules will connect with your Personal Development Plan. It will • develop the students’ skills with regard to reading and note taking strategies; • summarise, reference, and effective use of the on-line library service; • develop theoretic and reflective writing skills including reviewing and evaluating text.. • Develop editing and proofreading skills with regard to personal work • Give students the opportunity to develop confidence when giving oral presentation via preparing presentations to peers, or through preparing blogs or vlogs. Consider performance anxiety and how to manage it. • Consider the importance of positive psychology and emotional intelligence when working with children, young people, families and other professionals. • Develop the students’ understanding of themselves, their values, beliefs and resilience in order to provide appropriate boundaries and reflect on relationships in work with children and young people. • Consider the effects of motivation on learning and help students develop awareness of their own and others learning and motivation. Evaluate their learning experiences, their successes and challenges. How to respond to feedback.
• Time management and prioritising tasks.

threshold

D-, D, D+: A satisfactory understanding of one’s own ability to learn effectively; an ability to research and present one’s work in oral and written presentations in an appropriate academic style and to an adequate standard. Be able to search for and refer to reliable sources and use as a basis for work. Show an understanding of useful skills for planning and preparing assignments.

good

C-, C, C+: A good understanding of one’s own ability to learn effectively; an ability to research and present one’s work in oral and written presentations in an appropriate academic style and to a good standard. Be able to search for and refer to a range of reliable sources and use as a basis for work. Show a good understanding of useful skills for planning and preparing assignments and make effective use of these.

excellent

A-, A, A+, A, A*: A comprehensive understanding of one’s own ability to learn effectively; an ability to research extensively and present one’s work in oral and written presentations in an appropriate academic style and to a very high standard. Be able to search for and refer to a wide range of reliable sources and use as a sound basis for work. Show an excellent understanding of a range of useful skills for planning and preparing assignments and make appropriate choices for their use for a range of assignments.

1. Organize their learning and knowledge using a range of information sources and present their work appropriately

2. Develop an understanding of own learning style(s), development and experiences

3. Demonstrate an understanding of learning, motivation, and emotional intelligence and consider how different learning styles can be supported.

4. Apply the knowledge and understanding in developing their own skills in context of their own studies

5. Develop academic research and writing skills appropriate to undergraduate study

6. Develop confidence through oral presentations and investigating various communication styles (BOPS)

Type	Name	Description	Weight
	Referencing Task		10.00
	Work plan		25.00
	BOPS Presentation		25.00
	Essay		40.00

		Hours
Lecture	11 @ 2hours/week	22
Workshop	11 @ 1hours/week BOPS 'Bangor Oral Presentation Skills': to be introduced in 202-21. Whilst this element sits within the Skills module, it runs as a peer-led learning scheme that is separate to the main lecture and seminar content of this module.	11
Private study		156
Seminar	Seminars will be run by different members of the BACYS team, to offer focused sessions relating to the different Yr 1 modules and their academic content.	11

• 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 sentistevely 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.
• 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
• 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

• apply multiple perspectives to early childhood issues recognising that early childhood studies involves a range of research methods theories evidence and applications
• integrate ideas and findings across the multiple perspectives in early childhood studies and recognise distinctive early childhood studies approaches to relevant issues
• constructively critique theories practice and research in the area of child development
• generate and explore hypotheses and research questions relating to early childhood in an ecological context
• the underlying values, theories and concepts relevant to education
• the diversity of learners and the complexities of the education process
• analyse educational concepts, theories and issues of policy in a systematic way

Talis Reading list

http://readinglists.bangor.ac.uk/modules/xae-1026.html

Compulsory in courses:

• X313: BA Childhood and Youth Studies year 1 (BA/CYS)