Subject Studies 2.1: Creativity and Expression through language and the arts
Run by School of Educational Sciences
20.000 Credits or 10.000 ECTS Credits
Semester 1 & 2
Organiser: Mrs Gwawr Williams
Overall aims and purpose
This module aims to:
- Develop Associate Teachers' subject knowledge and pedagogical understanding based on research in language, literacy and communication, drama, art and ICT (film and digital media) ;
- Explore a range of art forms as a means of expression, and how art forms allow creative expression;
- Develop Associate Teachers approaches to planning, learning, teaching, assessment, evaluation, classroom management and inclusion in art and design, drama and ICT (film and digital media);
- Develop Associate teachers' understanding of models of creativity and creative approaches to teaching and learning;
- Critically analyse ways to embed the cross-curricular responsibilities for literacy, numeracy and digital competency in a creative and meaningful manner
- Extend Associate Teachers' ability to plan and teach appropriately structured lessons and/or series of lessons that interest, inspire and motivate all children;
- Recognise opportunities to develop cross-cutting themes within local and national contexts with a focus on Welsh Culture and traditions through the areas of learning for languages, literacy and communication and drama, art and ICT (film and digital media);
- Develop understanding of the key principles underpinning bilingualism and language methodology, pedagogy strategies and programmes relevant to the teaching of languages [Welsh/English] in the primary classroom;
- Identify an interim level of personal language competence of English medium Associate Teachers' Welsh oral, reading and writing skills in relation to the Welsh Competency Framework for Teachers.
Within this module the focus on Welsh and English language, culture and traditions will facilitate Associate Teacher understanding of other languages , communication, literacy and the expressive arts (visual art, drama and ICT (film and digital media). Within the module Associate Teachers will also be developing their own personal Welsh language skills. Progression within each of these areas will be explored. The distinctiveness of each subject and their interconnectedness will be examined through a range of contexts to enable Associate Teachers to make meaningful connections and develop authentic contexts for learning.
Generic Module Content:
- Exploring effective assessment for learning strategies in communication and the arts;
- Developing the ATs' Welsh language oral, reading and writing skills;
- Integrating cross-cutting themes between languages, literacy and communication and the expressive arts;
- Creatively embedding the cross-curricular responsibilities of literacy, numeracy and digital competency through communication and the Expressive arts;
- ystyriaethau a gwybodaeth pwnc-penodol;
Progression in languages, literacy and communication in the primary school (3-11):
- Exploring progression in the key concepts in primary languages, literacy and communication; broadening and extending research-informed pedagogical content knowledge based on the following areas of languages, literacy and communication:
-Story telling and Welsh fables through the Expressive Arts;
- Children’s literature including poetry that improves children's emotional and spiritual well being;
- Effective planning for the teaching and learning of languages, literacy and communication through the primary years.
- Understanding key issues relating to effective language methodologies for L1 and L2 learners. e.g. intensive and immersive language learning approaches and methods.
- Reflecting on effective bilingual methods and language pedagogy for the teaching and learning of Welsh through the primary years and in Latecomers' Centres including effective use of learning resources, media and digital technology;
- Extending the Associate Teacher’s use of Welsh and improve on their previous personal stage of achievement in oral, reading and writing proficiency in Welsh in accordance with the marking criteria outlined in the National Welsh Competency Framework for Education Practitioners.
- Developing subject knowledge, personal skills and pedagogical understanding based on research in drama, art and ICT (film and digital media) ;
- Using a range of art forms as a means of expression, and how art forms allow creative expression;
- Approaches to planning, learning, teaching, assessment, evaluation, classroom management and inclusion in art and design, drama and ICT (film and digital media);
- Models of creativity and creative approaches to teaching and learning when designing the curriculum of Expressive Arts and languages and literacy;
- To explore the potential for working collaboratively with a range of art forms;
- Celebrating and respecting the distinctive and diverse cultures, languages, values and traditions of Wales;
- To work with creative artists and artistic venues, including the local environment, exploring processes and procedures .Explore how visiting artists can work alongside students in project based work to develop authentic contexts for learning;
- Present a balanced argument and well argues case for the use of a range of resources that can support children’s development and progress (museums, libraries artists)
- Exploring the creative and expressive arts in Wales and in the broader Celtic tradition; traditional and contemporary literature, artists and makers, drama and ICT;
- Exploring creative links between Wales, the UK, Europe and the wider world.
- How the contributions of the areas identified can enhance well-being – emotionally, and spiritually.
- How talents can be fostered and supported and so enhance confidence within individuals.
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 encourages Associate Teachers to evaluate how theory and practice are blended. This module will encourage Associate Teachers to examine, interpret and critically analyse the strengths and weaknesses of evidence in the latest theory
Academic Study Skills Development of academic skills are embedded within module content and assignment context.
All learning outcomes will have been met to a satisfactory level.
Knowledge and understanding of the module content and in the context of the assignment will be supported by a satisfactory range of theory, practice and research literature related to the module areas of study.
ATs will have demonstrated satisfactory evidence of critical analysis when reflecting on teaching and learning.
ATs will produce a satisfactory Welsh portfolio demonstrating satisfactory progress in their personal Welsh skills (speaking and listening, reading and writing skills) from their previous inital audit
ATs 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 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.
ATs will produce an excellent Welsh portfolio demonstrating exellent progress in their personal Welsh skills (speaking and listening, reading and writing skills) from their previous inital audit.
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.
ATs will produce a Welsh portfolio demonstrating good progress in their personal Welsh skills (speaking and listening, reading and writing skills) from their previous initial audit
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.
ATs will demonstrate an increased competence in their level of Welsh personal skills in accordance with the Welsh Competency Framework for Education Practitioners and a sound understanding of the methodologies of language teaching and their application with learners.
Through cross cutting themes including Welsh heritage and language ATs will analyse and evaluate links between subjects in order to plan meaningful authentic experiences for children based on language, communication, visual art, drama, film and digital media and how these foster inclusivity, self-expression and support the development of ALL children.
ATs will evaluate , in relation to research and theory, how the subjects (in their own right) contribute to children’s development academically, socially and emotionally.
ATs will be able to demonstrate a critical awareness and comprehension of the research-informed pedagogy, curriculum content, and professional knowledge and understanding required for the effective teaching of the Expressive Arts, languages, literacy and communication which include Welsh and English in primary schools.
ATs will be able to interpret and analyse notions of creativity, ( including definitions, models and approaches to teaching and learning that enable creativity).
ATs will be able to analyse research that will inform teaching approaches and signature pedagogy within the module subjects.
|LOGBOOK OR PORTFOLIO||Welsh Language Portfolio and National Welsh Competency Framework for Education Practitioners||
Welsh Portfolio: Part A: Language teaching strategies and methodologies- due date 09/12/20 Part B: Welsh Personal Skills and application - due date 12/05/2021
|COURSEWORK||Expressive Art product creation and critique||
Produce a work of art (e.g. painting, sculpture, textile...) and write a critique of the creative materials, resources, techniques, process and integral Art skills and the application of these skills with learners. The critique must also include a clear understanding of relevant language and literacy skills involved. The critique will summarise the value and principles of curriculum design, key-links between the Expressive Arts and Languages, Literacy and Communication, interpretation of the personal and creative response represented in the chosen work of art as well as the cross-themed opportunities to explore Welsh culture/ traditions with learners.
Teaching and Learning Strategy
Personal study time as appropriate to meeting the learning outcomes of the module.
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.
|Practical classes and workshops||
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 Language mentor sessions. 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.
During School Experience and Lead Language Mentor sessions in lead schools ATs will work with Mentors and a group of ATs to apply their Welsh skills and undertake learning walks and tuition on Welsh lessons and Welsh teaching strategies and the use of Welsh in schools.
- Literacy - Proficiency in reading and writing through a variety of media
- 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;
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/xcb-2213.html
Apolloni, D., Parry., N.M., and Thomas, E.M., 2018. Bilingual Teaching Methods. Bangor: University Bangor Addison, N., & Burgess, L. (2013) Debates in Art and Design Education. Oxon: Routledge
Baker, C. & Wright, W. (2017). Foundations of Bilingual Education and Bilingualism (6th ed.). Clevedon: Multilingual Matters Coleg Cymraeg Cenedlaethol, 2013. Methodology. Available at: https://adnoddau.porth.ac.uk/bbcswebdav/pid-37703-dt-content-rid-18995_2/courses/ADD0902/Dogfennau%E2%80%99r%20Cwrs/Methodoleg/Methodoleg-Saesneg/Methodology.pdf Cremin.T., (2009) Teaching English Creatively. Oxon: Routledge
Desailly, J. (2015). Creativity in the primary classroom. London, United Kingdom: SAGE
Edwards, J. (2013). Teaching Primary Art, London, United Kingdom.: Routledge
Estyn (2013) Impact of ICT on Pupils' Learning in Primary Schools. Cardiff: ESTYN
Qualifications and Curriculum Authority for Wales ,(2003) Developing the Curriculum Cymreig . Thames Ditton, United Kingdom ACCA Publications,
Gamble, N. (2013). Exploring children's literature: reading with pleasure and purpose. London, United Kingdom: SAGE.
Glazzard, J.& Palmer, J., (2015) Enriching Primary English. Northwich: Critical Publishing
Jones, R. & Wyse, D. (2013). Creativity in the primary classroom. Abingdon, United Kingdom: Routledge.
Meager, N. (2011) Creativity and Culture. Art Projects for Primary Schools. London: Harper Collins Publishers
Meager, N. (2013) Teaching Art: ages 4-7. Llundain: Harper Collins Publishers
Perkins, M. (2015) Becoming a teacher of reading. London, United Kingdom: SAGE.
Poore, M. (2016) Using Social Media in the Classroom. London:SAGE
Rudd, A. (2013) Literacy and ICT in the Primary School: A creative approach to English. London, United Kingdom: David Fulton Publishers
Waugh, D., & Neaum, S. (2013). Beyond early reading. Northwich, United Kingdom: Critical Publishing.
Wilson, A. (Ed.). (2014). Creativity in primary education. (3rd ed). London, United Kingdom: Learning Matters.
Key Journals: British Educational Research Journal;
Cambridge Journal of Education;
Literacy: UKLA (United Kingdom Literacy Association);
Educational Studies in Mathematics;
International Journal of Bilingual Education and Bilingualism;
Journal of Research in Music Education
Creativity Research Journal
International Journal of Art & Design Education (iJADE)
Courses including this module
Compulsory in courses:
- X131: BA Primary Education year 2 (BA/PREQTS)