Subject Studies 3
Subject Studies 3: Innovation in Curriculum Design and Delivery 2023-24
School Of Educational Sciences
Module - Semester 1 & 2
Hazel Jane Wordsworth
**This module is designed to build on the previous Subject Studies modules from Year 1 and Year 2. Associate Teachers will be given the opportunity to develop innovative planning and teaching skills when undertaking planning of an educational visit and the planning and delivery of a unit of work in schools. which will allow them to develop innovative practice. Associate Teachers will work closely with their schools and priorities from the school development plan, with school colleagues and, University tutors to engage children in meaningful learning activity.
• Analysis and critical reflection on pedagogical models (including outdoor learning) ;
• Critical analysis of models of cross curricular teaching and learning through themes;
• Critical analysis of key components - skills, pedagogy, attitudes, knowledge and processes;
• Analysis, with colleagues, of areas for development within school development planning and using this to formulate plans to be delivered in school;
• Inclusion of pupil voice – what is pupil voice and how this can be included when planning learning opportunities across the Areas of Learning and Experience?
• Assessing impact of teaching and learning through evaluation, reflection and dialogue;
• Reflection on how the learners evaluate the experience of learning;
• Confidently present findings to others in a professional context;
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 ATs to deploy techniques of analysis and argument of how theory and practice are blended. In this module ATs will be encouraged to analyse, synthesise and critically reflect on the latest theory and evidence based practice that underpins the pedagogy and classroom practices covered. The content and delivery of the module will encourage ATs to critically review arguments for the importance of developing their capacity to be consumers and producers of research and analyse, synthesise and critically reflect on the spectrum of research that informs teaching practice.
*Please also refer to the extended guidance in the supporting validation documentation
Academic Study Skills
Enhanced development of (embedded within module content and assignment context):
• time and task management skills;
• reading for academic purposes;
• critical thinking, analysis and developing an argument;
• academic integrity and authorial voice;
• information literacy;
• reflective learning.
Digital Competence Framework (DCF) and Microsoft Student Teacher Education Programme (STEP)
o Effective Use of School Data and Assessment
o Producing and Creating
o Computational Thinking 3
Cymraeg Pob Dydd and Curriculum Cymreig
Reinforce and embed Cymraeg Pob Dydd to enable ATs to use and transfer Welsh language patterns and dialogue naturally, confidently and consistently.
Strategically select and critically examine enrichment activities that promote relevant aspects of the Curriculum Cymreig through different subjects and Areas of Learning and Experience.
ALN, Inclusion and Differentiation
Associate Teachers will be taking into account the diverse needs of the children in their placement setting and will vary accordingly.
Health and Well-being
Pupil voice will be discussed and Associate Teachers will be involving children during their planning and evaluation of the unit. The planning of meaningful and authentic learning experiences will be evaluated in terms of pupil personal, social and emotional development and how this has impacted on learning and engagement.
**Note that all content and assessments will be explicitly linked to the new professional standards for teaching and Leadership. They can be found at
How this module contributes towards the associate teachers progress against the professional teaching standards is tracked in an additional document.
Introduction to the module and assignments and the concept of Curriculum Design
Curriculum Design / Leading Change
Exploring pupil led lines of enquiry, and considering principles of curriculum co-construction . Examining collaborative planning tools. Yelland, Featherstone, Warden
Learning in the outdoors - forest based learning beyond the Forest School brand, outdoor learning pedagogies, Friluftsliv and Uderskole (Scandinavian outdoor learning pedagogies) - Learning outside the classroom (Beames, Higgins and Nicol)
Learning in the outdoors – educational visits - shorter version of Visit Leader training from OEAP – using Evolve, permissions and planning, costs, risk assessment.
Learning in the outdoors – The John Muir Award and associated activities delivered by JMA staff - part classroom part practical
Planning and researching an educational visit for Assignment A
Presenting Assignment A to peers
-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.
- Confidently present the unit of work and engage in professional dialogue with school-based colleagues about pupil learning.
- Critically examine the approaches and strategies used to include and engage learners in reflecting on planning and evaluation of learning.
- Critically reflect on how the cross curricular responsibilities of literacy, numeracy and digital competency are embedded into teaching.
- Design and critically evaluate their own work in relation to theory associated with cross curricular / thematic/ holistic learning.
- Plan, in relation to school improvement, deliver and critically evaluate a cross curricular / thematic unit identifying the impact on learning and pupil progress.
In groups of 3/4 identify a site for an educational visit. Visit the site to identify focus for the session. Produce a risk assessment for the activity and parent information/consent letters. Drawing on theoretical literature around cross-curricular learning and outdoor learning, present the plans to the rest of the group and critically discuss the proposed learning, clearly identifying knowledge, skills and understanding that may be developed.
Design a cross curricular educational experience/ unit of work drawing on the School Development Plan and child led lines of enquiry. Implement a series of four linked sessions drawing on at least four AoLEs and evaluate. Present and critically discuss with school-based colleagues.