Rhedir gan School of Educational Sciences

20.000 Credyd neu 10.000 Credyd ECTS

Semester 1 a 2

Trefnydd: Miss Rowena Hughes-Jones

The module aims to ensure the ATs develop their knowledge and understanding of the following aspects in relation to Health and Well-being and the Humanities: • the curriculum
• relevant scholarly theory and pedagogy • key concepts related to well-being and sustainability • societal and cultural diversity • the impact of one’s actions on the community, locally and globally

A. Health and Well-being Develop subject knowledge of: • mental and emotional well-being • physical well-being: • social and cultural influences

Develop an understanding of the importance of: • positive relationships/safety • how to improve one’s health and physical competence • decision making and responsibility

B. Humanities Develop subject knowledge of: • people, place, time and belief. • historical, geographical, religious, economic and societal factors • their locality/Cynefin, Wales and the wider world in a range of times, places and circumstances;

Develop an understanding of the importance of: • asking questions about human experiences in the past and present, at local, national and global levels concerning well-being and sustainability • celebrating diversity and appreciating the importance of equality • considering the ethical implications of their choices, imagining possible futures • taking social action and contributing to their communities

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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.

ardderchog

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.

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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.

1. A broad portfolio of appropriate pedagogy to facilitate learning in Health and Well-being and the Humanities, including opportunities for outdoor learning

2. A sound understanding of how to promote inquiry-based learning;

3. A sound understanding of the importance of self-worth, resilience and care for self, others and our world to ensure a better future for all

4. A sound subject knowledge and skills relating to the Health and Wellbeing and Humanities AoLE

5. A sound understanding of health and safety requirements in the delivery of Health and Well-being and Humanities both indoors and outdoors.

6. The ability to critically analyse and evaluate pedagogy in Health and Well-being and the Humanities

Math	Enw	Disgrifiad	Pwysau
CYFLWYNIAD GRWP	An Advertisement related to Wellbeing/Sustainability		50.00
TRAETHAWD	Rationalising Processes		50.00

		Oriau
Lecture	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.	30
Tutorial	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.	2
Private study	Personal study time as appropriate to meeting the learning outcomes of the module.	152
Workshop	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.	16

• Llythrennedd - Medrusrwydd mewn darllen ac ysgrifennu drwy amrywiaeth o gyfryngau
• Rhifedd - Medrusrwydd wrth ddefnyddio rhifau ar lefelau priodol o gywirdeb
• Defnyddio cyfrifiaduron - Medrusrwydd wrth ddefnyddio ystod o feddalwedd cyfrifiadurol
• Hunanreolaeth - Gallu gweithio mewn ffordd effeithlon, prydlon a threfnus. Gallu edrych ar ganlyniadau tasgau a digwyddiadau, a barnu lefelau o ansawdd a phwysigrwydd
• Archwilio - Gallu ymchwilio ac ystyried dewisiadau eraill
• Adalw gwybodaeth - Gallu mynd at wahanol ac amrywiol ffynonellau gwybodaeth
• Sgiliau Rhyngbersonol - Gallu gofyn cwestiynau, gwrando'n astud ar atebion a'u harchwilio
• Dadansoddi Beirniadol & Datrys Problem - Gallu dadelfennu a dadansoddi problemau neu sefyllfaoedd cymhleth. Gallu canfod atebion i broblemau drwy ddadansoddiadau ac archwilio posibiliadau
• Ymwybyddiaeth o ddiogelwch - Bod yn ymwybodol o'ch amgylchedd a hyder o ran cadw at reoliadau iechyd a diogelwch
• Cyflwyniad - Gallu cyflwyno gwybodaeth ac esboniadau yn glir i gynulleidfa. Trwy gyfryngau ysgrifenedig neu ar lafar yn glir a hyderus.
• Gwaith Tîm - Gallu cydweithio'n adeiladol ag eraill ar dasg gyffredin, ac/neu fod yn rhan o dîm gweithio o ddydd i ddydd
• Mentora - Gallu cefnogi, helpu, arwain, ysbrydoli ac/neu hyfforddi eraill
• Gofalu - Dangos consyrn am eraill; gofalu am blant, pobl ag anableddau ac/neu'r henoed
• Rheloaeth - Gallu defnyddio, cydlynu a rheoli adnoddau (dynol, ffisegol ac/neu ariannol)
• Dadl - Gallu cyflwyno, trafod a chyfiawnhau barn neu lwybr gweithredu, naill ai gydag unigolyn neu mewn grwˆp ehangach
• Hunanymwybyddiaeth & Ystyried - Bod yn ymwybodol o'ch cryfderau, gwendidau, nodau ac amcanion eich hun. Gallu adolygu ,cloriannu a myfyrio'n rheolaidd ar eich perfformiad eich hun ac eraill.
• Arweinyddiaeth - Gallu arwain a rheoli, datblygu cynlluniau gweithredu ac amcanion, cynnig arweiniad a chyfarwyddyd i eraill, ac ymdopi â'r pwysau sy'n gysylltiedig ag awdurdod o'r fath

• 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 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 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;

Rhestr ddarllen

Raab Kelley, A. (2009). Creativity, spirituality and mental health, exploring connections. London, United Kingdom: Routledge

Bash, L. & Coulby, D. (2016). Establishing a Culture of Intercultural Education. Newcastle-upon-Tyne, United Kingdom: Cambridge Scholars.

Daniel, A. (2012). Storytelling across the Primary Curriculum. London, United Kingdom: Routledge

Edwards, M. (2015). Global childhoods. St Albans, United Kingdom: Critical Publishing.

Elton-Chalcraft, S. (2014). Teaching Religious Education Creatively United Kingdom: Routledge

Gaine, C. (2006). We're All White Thanks: The Persisting Myth About ‘White’ Schools. Stoke-on-Trent, United Kingdom: Trentham.

Griggs, G. (2012). An Introduction to Primary Physical Education. Oxon, United Kingdom: Routledge.

Kostelnik, M., Soderman, A., Phipps Whiren, A., Rupiper, M. (2015) Guiding Children's Social Development and Learning: Theory and Skills. Boston, United States of America: Cenage Learning

Orth U.; Robbins R.W. (2014). "The development of self-esteem". Current Directions in Psychological Science. 23 (5): 381–387. doi:10.1177/0963721414547414.

Portera, A. & Grant, C. (2017). Intercultural Education and Competences: Challenges and Answers for the Global World. Newcastle-upon-Tyne, United Kingdom: Cambridge Scholars.

Robertson, J. (2014) Dirty teaching: a beginners guide to learning outdoors. Bancyfelin, United Kingdom: Independent Thinking Press

Scoffham, S. & Martin, F. (2014). Frameworks for Intercultural Learning. Retrieved from http://www.gpml.org.uk/index.php.

UNESCO (2005). UNESCO Guidelines on Intercultural Education. Paris, France: UNESCO. Retrieved from http://unesdoc.unesco.org/images/0014/001478/147878e.pdf

Waite, S. (2017) Children learning outside the classroom: from birth to eleven (2nd Ed). Los Angeles, United States of America: SAGE

Key Journals

International Journal of Children's Rights

Journal of Child Health Care

British Medical Journal

Physical Education Matters

Journal of Paediatrics and Child Health

Gorfodol mewn cyrsiau:

• X131: BA Primary Education year 2 (BA/PREQTS)