Core Studies 2
Core Studies 2 2022-23
School Of Educational Sciences
Module - Semester 1 & 2
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.
-threshold -(D) 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
-good -(B) 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
-excellent -(A) 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.
- Analyse and evaluate the complex influences of personal, social and cultural factors on learners;
- Apply appropriate methodology in using and presenting case studies.
- Examine contemporary debates around the rights of children and their democratic rights and responsibilities;
- Examine, analyse and evaluate specific Additional Learning Needs (ALN), and be able to apply the new ALN Code of Practice in their teaching.
ALN Case study