Core Studies 2
Run by School of Education and Human Development
20 Credits or 10 ECTS Credits
Semester 1 & 2
Organiser: Miss Rowena Hughes-Jones
Overall aims and purpose
This module aims to:
• introduce the current organisation and management of schools in Wales and the tiers of accountability within the system;
• explore the complex influences of personal, social and cultural factors on teachers;
• introduce the diverse and changing nature of the school population in Wales and the relevance to teaching and learning;
• Raise an awareness of intercultural classrooms, including MFL pedagogies
• explore the complex influences of personal, social and cultural factors on learners;
• investigate the range of Additional Learning Needs (ALN);
• examine and evaluate the methods available for effective support of those with an ALN;
• introduce the use of case studies.
In this module develop understanding of schools in Wales, their changing populations and the differing and wide ranging needs of children. There is a specific focus on Additional Learning Needs (ALN) and current policy. Intercultural relationships and understanding are explored to aid Associate Teachers’ ability to work as professionals in a changing environment.
Module content: • Revisiting and reviewing the curriculum and the teaching standards in relation to:
• The four purposes of learning;
• The content of the teaching standards;
• The curriculum values and dispositions;
• The history of the LNF, DCF and current cross-curricular responsibilities.
• An introduction to the current organisation and management of schools in Wales and the tiers of accountability within the system;
• Analyse and evaluate the complex influences of personal, special and cultural factors on teachers;
• Interpreting the diverse and changing nature of the school population in Wales and the relevance to teaching and learning;
• Interpret the factors which influence personal, cultural identity and how these relate to intercultural skills and perspectives;
• ALN, Inclusion and Differentiation (See below for further content details)
• Examine what it is to be a child in Wales and the wider world both historically and in contemporary society,
• Concepts of prejudice and stereotyping and strategies for dealing with these issues.
• Awareness of intercultural classrooms including MFL pedagogies
• Interpreting the diverse and changing nature of the school population in Wales and the relevance to teaching and learning
• Introduction to Case Study – see Research Methods and Methodology
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 and evidence based practice that underpins the pedagogy and classroom practices covered. The content and delivery of the module will encourage Associate Teachers to present a balanced and well-argued case for the importance of them developing their capacity to be consumers and producers of research and developing their knowledge of the spectrum of research that informs teaching practice and an introduction to using case studies:
• Case studies as a method for investigation;
• The scale and scope of case studies and their relevance;
• Ethical considerations for using case studies;
*Please also refer to the extended guidance in the supporting validation documentation
Academic Study Skills
Development of (embedded within module content and assignment context):
• time and task management skills;
• note-taking and note- making skills;
• reading for academic purposes;
• planning assignments;
• critical thinking, analysis and developing an argument;
• assignment structure;
• academic writing style;
• information literacy;
• oral communications and presentations.
Cymraeg Pob Dydd and Curriculum Cymreig
Develop the AT’s use of Cymraeg Pob Dydd progressively across the curriculum.
Identify, analyse and evaluate relevant opportunities that build on AT’s previous knowledge of Welsh heritage, culture and awareness of contemporary Welsh issues locally, regionally and nationally through different subjects and Areas of Learning and Experience.
ALN, Inclusion and Differentiation
An introduction to the diverse and changing nature of the school population in Wales and the relevance to teaching and learning. An awareness of intercultural classrooms, including MFL pedagogies. An exploration of the complex influences of personal, social and cultural factors on learners.
An investigation into Additional Learning Needs (ALN):
• Introduction to the new legislation and the ALN bill;
• Current legislation (if in transition) – Disability Act, Equality Act, previous 2004 Code of Practice;
• Associate teachers’ responsibilities;
• Early identification of ALN;
• Targeted, individualised support and how to achieve it. (Person centred approaches);
• How this fits into a whole school approach – Inclusive education;
• How to develop decision making in children and young people;
• Multi-agency working in theory and practice.
Health and Wellbeing
An exploration of the complex influences of personal, social and cultural factors on teachers:
• Teacher formation (personal beliefs, subconscious personal bias, influences etc.).
Engage with contemporary issues based upon their knowledge and values. Understand and exercise their human and democratic responsibilities and rights are knowledgeable about their culture, community, society and the world, now and in the past. Respect the needs and rights of others, as a member of a diverse society and are ready to be citizens of Wales and the world
**Note that all content and assessments will be explicitly linked to the new professional standards for teaching and leaderships. They can be found at http://learning.gov.wales/docs/learningwales/publications/170901-professional-standards-for-teaching-and-leadership-en.pdf
How this module contributes towards the Associate Teacher’s progress against the professional teaching standards is tracked in an additional document.
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.
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.
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
All learning outcomes will have been met to a satisfactory level.
Knowledge and understanding of the module content will be supported by a satisfactory range of theory, practice and research literature.
Candidates will have demonstrated satisfactory evidence of critical analysis when reflecting on teaching and learning.
Students 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
Analyse and evaluate the complex influences of personal, social and cultural factors on learners;
Examine, analyse and evaluate specific Additional Learning Needs (ALN), and be able to apply the new ALN Code of Practice in their teaching.
Apply appropriate methodology in using and presenting case studies.
Examine contemporary debates around the rights of children and their democratic rights and responsibilities;
|CASE STUDY||ALN Case tudy||100|
Teaching and Learning Strategy
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.
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 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.
Personal study time as appropriate to meeting the learning outcomes of the module.
- 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
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 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 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 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 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 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;
Cohen,L., Manion, L., & Morrison K. (Eds.) (2011). Research methods in education. (7th ed.). Abingdon, United Kingdom: Routledge.
Dean, J. (2012). Meeting the learning needs of all children: personalised learning in the primary school. London, United Kingdom: Routledge.
Devarakonda, C. (2013). Diversity and inclusion in early childhood. London, United Kingdom: SAGE
Glazzard, J., Stokoe, J., Hughes, A., Netherwood, A. Neve, L. (2015) Teaching and Supporting Children with Special Educational Needs and Disabilities in Primary Schools. Sage.
Goepel, J., Childerhouse H., Sharpe S.(2014). Inclusive Primary Teaching. A Critical Approach to Equality and Special Educational Needs, Critical Publishing.
Hayward, A. (2006). Making inclusion happen. London, United Kingdom: Paul Chapman
Hodkinson, A., Vickerman P., (2013) Key issues in Special Educational Needs and Inclusion, Sage Knowles, G. (2006). Supporting inclusive practice. Oxon, United Kingdom: David Fulton.
Lindon, J. (2012). Understanding child development: linking theory and practice. (3rd ed.). London, United Kingdom: Hodder Education.
Nind, M., Rix, J., Sheehy, K., & Simmons, K. (2005). Curriculum and pedagogy in inclusive education: values into practice. Oxon, United Kingdom: RoutledgeFalmer.
Nutbrown, C., & Clough, P. (2014). Early childhood education: history, philosophy and experience. London, United Kingdom: SAGE.
Trussler, S., Robinson, D.,Jarrold, A. (2015). Inclusive Practice in the Primary School: a guide for teachers. United Kingdom, London: SAGE
Update on inclusion
The international journal of inclusive education
Websites www.questia.com www.inclusion.uwe.ac.uk www.qca.org.uk www.inclusion.ac.uk
Other relevant documents
The new ALN code of practice (draft):
http://www.senedd.assembly.wales/documents/s59527/Draft%20Additional%20Learning%20Needs%20Code%20February%202017.pdf (Final version when available).
Courses including this module
Compulsory in courses:
- X131: BA Primary Education year 2 (BA/PREQTS)