Run by School of Educational Sciences

30.000 Credits or 15.000 ECTS Credits

Semester 1 & 2

Organiser: Ms Elin Williams

strong textThe module deals with understanding the development and needs of children, together with the basic professional responsibilities of the teacher. It raises the trainee’s awareness of the Foundation Phase Framework. It introduces the standards for qualified teachers (Becoming a Qualified Teacher Circular No 017/2009), the professional requirements, and prepares the trainees for School Experience.

1. The rights of the child as a local and global citizen together with their needs as learners.
2. The way in which intellectual, linguistic, emotional, moral and spiritual, creative, physical, and social development affects learning and teaching in an inclusive context.
3. Overview of different learning styles for children and their implications for planning and when working with other professionals.
4. The responsibilities of the professional person in relation to establishing and maintaining an appropriate work environment and a positive ethos.
5. The triangle model of provision for the Foundation Phase. What makes an excellent practitioner in the Foundation Phase?
6. Analytic observation of children learning, effective recording, and using observations to relate learning and teaching to the needs of children.
7. The process of planning for delivering broad, challenging, and rich experiences for children: developing schemes long and short term schemes of work, lessons, and appropriate tasks.
8. Safeguarding children – obligations of child safety procedures and the role of the Children’s Commissioner in Wales. Aspects such as these together with Health and Safety, are presented during the professional week.

threshold

1. Demonstrate satisfactory knowledge and understanding of the rights of the child as a local and global citizen together with their needs as learners.
2. Demonstrate satisfactory knowledge and understanding of the way in which intellectual, linguistic, emotional, moral and spiritual, creative, physical, and social development affects learning and teaching in an inclusive context.
3. Demonstrate satisfactory knowledge and understanding of the overview of different learning styles for children and their implications for planning.
4. Demonstrate satisfactory knowledge and understanding of the responsibilities of the professional person in relation to establishing and maintaining an appropriate work environment and a positive ethos.
5. Demonstrate satisfactory knowledge and understanding of the triangle model of provision for the Foundation Phase.
6. Demonstrate satisfactory knowledge and understanding of analytic observation of children learning, effective recording, and using observations to relate learning and teaching to the needs of children.
7. Demonstrate satisfactory knowledge and understanding of the process of planning for delivering broad, challenging, and rich experiences for children: developing schemes long and short term schemes of work, lessons, and appropriate tasks.

good

1. Demonstrate good knowledge and understanding of the rights of the child as a local and global citizen together with their needs as learners.
2. Demonstrate good knowledge and understanding of the way in which intellectual, linguistic, emotional, moral and spiritual, creative, physical, and social development affects learning and teaching in an inclusive context.
3. Demonstrate good knowledge and understanding of the overview of different learning styles for children and their implications for planning.
4. Demonstrate good knowledge and understanding of the responsibilities of the professional person in relation to establishing and maintaining an appropriate work environment and a positive ethos.
5. Demonstrate good knowledge and understanding of the triangle model of provision for the Foundation Phase.
6. Demonstrate good knowledge and understanding of analytic observation of children learning, effective recording, and using observations to relate learning and teaching to the needs of children.
7. Demonstrate good knowledge and understanding of the process of planning for delivering broad, challenging, and rich experiences for children: developing schemes long and short term schemes of work, lessons, and appropriate tasks.

excellent

1. Demonstrate excellent knowledge and understanding of the rights of the child as a local and global citizen together with their needs as learners.
2. Demonstrate excellent knowledge and understanding of the way in which intellectual, linguistic, emotional, moral and spiritual, creative, physical, and social development affects learning and teaching in an inclusive context.
3. Demonstrate excellent knowledge and understanding of the overview of different learning styles for children and their implications for planning.
4. Demonstrate excellent knowledge and understanding of the responsibilities of the professional person in relation to establishing and maintaining an appropriate work environment and a positive ethos.
5. Demonstrate excellent knowledge and understanding of the triangle model of provision for the Foundation Phase.
6. Demonstrate excellent knowledge and understanding of analytic observation of children learning, effective recording, and using observations to relate learning and teaching to the needs of children.
7. Demonstrate excellent knowledge and understanding of the process of planning for delivering broad, challenging, and rich experiences for children: developing schemes long and short term schemes of work, lessons, and appropriate tasks.

1. Understand the rights of the child as a citizen;

2. Appreciate the needs of the child as a learner in relation to his holistic development;

3. Appreciate what is expected of a professional, reflective person in establishing and maintaining a purposeful work environment through an affirmative and productive relationship;

4. Be aware of the breadth of the Foundation Phase Framework;

5. Be able to plan for the requirements of School Experience (Level 4) and evaluate learning and teaching.

Type	Name	Description	Weight
	3000 words		50.00
	3000 Word Assignment		50.00

		Hours
Lecture	Interactive Lectures : 21 hours (14@ 1½ hours weekly)	21
Private study	Placement in an alternative educational setting : 30 hours (5 days x 6 hours@ end of Semester 2)	279

• Literacy - Proficiency in reading and writing through a variety of media
• Numeracy - Proficiency in using numbers at appropriate levels of accuracy
• 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