Run by School of Educational Sciences

30.000 Credits or 15.000 ECTS Credits

Semester 1 & 2

Organiser: Mrs Helen Roberts

The module is a core module for students following Language Path 2 in the BA in Primary Education. The module focuses on Religious Education and four Areas of Learning in the Foundation Phase: Knowledge and Understanding of the World; Physical Development; Creative Development, Personal and Social Development, Wellbeing and Cultural Diversity. Emphasis is placed on the development of the learner’s skills across the aspects listed above in order to ensure that young children learn in an appropriate and integrated way.

1. Introduction to Religious Education and four of the Foundation Phase Areas of Learning: (i) Knowledge and Understanding of the World (ii) Physical Development; (iii) Creative Development; (iv) Personal and Social Development, Wellbeing and Cultural Diversity

2. Appropriate strategies for the application of the various areas above in the Foundation Phase at the level expected at Level 4 whilst appreciating the nature of different learning environments.

3. Raise awareness of how the development of literacy, numeracy and ICT can be promoted via Religious Education and the areas noted above.

4. Health and Safety issues

threshold

• Demonstrate a satisfactory knowledge and understanding of what constitutes an appropriate curriculum in Religious Education and four Foundation Phase Areas of Learning, Knowledge and Understanding of the World; Physical Development; Creative Development, Personal and Social Development, Wellbeing and Cultural Diversity. • Have a satisfactory understanding of appropriate strategies for the application of knowledge in the Foundation Stage at the level expected on Level 4. • Have a satisfactory understanding of health and safety implications

good

• Demonstrate a good knowledge and understanding of what constitutes an appropriate curriculum in Religious Education and four Foundation Phase Areas of Learning, Knowledge and Understanding of the World; Physical Development; Creative Development, Personal and Social Development, Wellbeing and Cultural Diversity. • Have a good understanding of appropriate strategies for the application of knowledge in the Foundation Stage at the level expected on Level 4. • Have a good understanding of health and safety implications

excellent

• Demonstrate an excellent knowledge and understanding of what constitutes an appropriate curriculum in Religious Education and four Foundation Phase Areas of Learning, Knowledge and Understanding of the World; Physical Development; Creative Development, Personal and Social Development, Wellbeing and Cultural Diversity. • Have an excellent understanding of appropriate strategies for the application of knowledge in the Foundation Stage at the level expected on Level 4. • Have an excellent understanding of health and safety implications

1. Will be able to demonstrate basic knowledge of what constitutes an appropriate curriculum in Religious Education and four Foundation Phase Areas of Learning, Knowledge and Understanding of the World; Physical Development; Creative Development, Personal and Social Development, Wellbeing and Cultural Diversity.

2. Have developed some appropriate strategies for the application of knowledge in the Foundation Stage at the level expected on Level 4.

3. Have shown their awareness of the importance of health and safety and understanding of some basic implications within various educational environments.

Type	Name	Description	Weight
	Child's World		100.00

		Hours
	Four 1.5 hour lectures a week over a period of 5 weeks, 1 cross-curricular week	300

• 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

• 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 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;