Run by School of Educational Sciences

30.000 Credits or 15.000 ECTS Credits

Semester 1 & 2

Organiser: Mrs Helen Elis Jones

The module is a core module for students following Language Pathway 2 in the BA in Primary Education. The module focuses on three teaching areas in the Foundation Stage : Language Skills, Literacy and Communication; Developing Welsh, English and Mathematical Development The module’s main emphasis is to introduce knowledge and understanding of these areas and associated skills and consider practical methods of teaching them in line with the nature of Foundation Phase teaching.

1. To introduce knowledge and understanding of the content of the areas of Language Skills, Literacy and Communication; Developing Welsh and Mathematical Development in the context of Foundation Phase areas.
2. To introduce basic knowledge and understanding of some teaching and learning practices and strategies within the learning areas in 1 above based on the basic philosophy of the Foundation Phase, learning through play and active learning.
3. A general introduction to the linguistic and mathematical development of a child and methods of observing and recording their achievements and planning the next steps.
4. To raise awareness of the interrelationship between the other learning areas within the 3-7 year old Learning Framework in the context of literacy and numeracy in practical contexts across the areas and fields including outdoors;
5. Identify the interrelationship between the areas of Language Skills, Literacy and Communication; Developing Welsh, English and Mathematical Development with aspects of a child’s Personal and Social Development, Wellbeing and Cultural Diversity and the Welsh curriculum;
6. A general introduction to how aspects of thinking, communication, numeracy and ICT skills can be developed within the areas of Language Skills, Literacy and Communication; Developing Welsh, English and Mathematical Development based on the requirements of the Skills Framework.
7. To improve trainees’ language and numeracy in order to deal with common mistakes and slips made by children in the Foundation Phase.
8. Introduction to the learning of Welsh as a second language : bilingualism; how to plan everyday Welsh and introduce Welsh vocabulary and patterns within common situations and contexts in the Foundation Phase.
9. Introduction to the teaching of English and English as an additional language to learners in the Foundation Phase.

excellent

• An excellent understanding of what constitutes an appropriate curriculum within the three teaching areas, Language Skills, Literacy and Communication; Developing Welsh and Mathematical Development • An excellent understanding of some appropriate teaching and learning strategies to apply their knowledge practically within the areas of Language Skills, Literacy and Communication; Developing Welsh, English and Mathematical Development; • An excellent understanding of how to deliver literacy, numeracy and ICT skills across other teaching fields and areas in the Foundation Phase; • An excellent understand of the interrelationship of the teaching areas of Language Skills, Literacy and Communication; Developing Welsh and Mathematical Development with the skills and dimensions across the curriculum. • Pathway 2: will be able to speak, read and write Welsh for the purposes of promoting the everyday Welsh of learners in line with their personal linguistic competence and will also demonstrate a basic knowledge and awareness of how to promote the development of learners learning English as an additional language

good

• A good understanding of what constitutes an appropriate curriculum within the three teaching areas, Language Skills, Literacy and Communication; Developing Welsh and Mathematical Development • A good understanding of some appropriate teaching and learning strategies to apply their knowledge practically within the areas of Language Skills, Literacy and Communication; Developing Welsh, English and Mathematical Development; • A good understanding of how to deliver literacy, numeracy and ICT skills across other teaching fields and areas in the Foundation Phase; • A good understand of the interrelationship of the teaching areas of Language Skills, Literacy and Communication; Developing Welsh and Mathematical Development with the skills and dimensions across the curriculum. • Pathway 2: will be able to speak, read and write Welsh for the purposes of promoting the everyday Welsh of learners in line with their personal linguistic competence and will also demonstrate a basic knowledge and awareness of how to promote the development of learners learning English as an additional language

threshold

• A satisfactory understanding of what constitutes an appropriate curriculum within the three teaching areas, Language Skills, Literacy and Communication; Developing Welsh and Mathematical Development • A satisfactory understanding of some appropriate teaching and learning strategies to apply their knowledge practically within the areas of Language Skills, Literacy and Communication; Developing Welsh, English and Mathematical Development; • A satisfactory understanding of how to deliver literacy, numeracy and ICT skills across other teaching fields and areas in the Foundation Phase; • A satisfactory understanding of the interrelationship of the teaching areas of Language Skills, Literacy and Communication; Developing Welsh and Mathematical Development with the skills and dimensions across the curriculum. • Pathway 2: will be able to speak, read and write Welsh for the purposes of promoting the everyday Welsh of learners in line with their personal linguistic competence and will also demonstrate a basic knowledge and awareness of how to promote the development of learners learning English as an additional language

1. Will be able to demonstrate a basic understanding of what constitutes an appropriate curriculum within the three teaching areas, Language Skills, Literacy and Communication; Developing Welsh and Mathematical Development

2. Will start to develop some appropriate teaching and learning strategies to apply their knowledge practically within the areas of Language Skills, Literacy and Communication; Developing Welsh, English and Mathematical Development;

3. Will gain an initial understanding of how to deliver literacy, numeracy and ICT skills across other teaching fields and areas in the Foundation Phase;

4. Will understand the interrelationship of the teaching areas of Language Skills, Literacy and Communication; Developing Welsh and Mathematical Development with the skills and dimensions across the curriculum.

5. Pathway 2: will be able to speak, read and write Welsh for the purposes of promoting the everyday Welsh of learners in line with their personal linguistic competence and will also demonstrate a basic knowledge and awareness of how to promote the development of learners learning English as an additional language.

Type	Name	Description	Weight
	Arholiad/Exam		50.00
	Portfolio Cymraeg		25.00
	EAL		25.00

		Hours
Lecture	Five 1.5 hour lectures over a period of 14 weeks = 105 hrs	105
Private study	Independent learning based on content of lectures	195

• 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
• 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

• 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;

Talis Reading list

http://readinglists.bangor.ac.uk/modules/xcb-1008.html