Module XCE-3011:
The Child's World 2

Module Facts

Run by School of Education and Human Development

30 Credits or 15 ECTS Credits

Semester 1 & 2

Organiser: Mrs Helen Roberts

Overall aims and purpose

The module is a core module for students following Language Path 2 in the BA in Primary Education and specialising in the Foundation Phase. The module focuses on Religious Education and four Foundation Phase Areas of Learning: Knowledge and Understanding of the World, Physical Development, Creative Development and Personal and Social and Development, Wellbeing and Cultural Diversity. Specific attention is paid to broader methods of delivering them in the primary classroom, focussing on teaching them in an appropriate and integrated way.

Course content

  1. The development of Religious Education and the areas of Knowledge and Understanding of the World, Physical Development, Creative Development and Personal and Social Development, Wellbeing and Cultural Diversity in the Foundation Phase by planning and working holistically.
  2. Using appropriate strategies to apply knowledge of Religious Education and the areas listed above in the Foundation Phase at the level expected at Level 6
  3. Developing awareness of the contribution of Religious Education and the learning areas noted above to the holistic development of children and their skills across the curriculum.
  4. Reflection on strategies for teaching literacy, numeracy and ICT in Religious Education and the areas listed above.

Assessment Criteria

threshold

• Demonstrate through critical evaluation, a satisfactory understanding of how to develop children’s skills in Religious Education and across Foundation Phase Areas of Learning, namely, Knowledge and Understanding of the World, Physical Development, Creative Development, Personal and Social Development, Wellbeing and Cultural Diversity. • Develop satisfactory strategies for planning, delivering, time management, assessment and observation of learners in the Foundation Phase in accordance with level 6 descriptors.

good

• Demonstrate through critical evaluation, a good understanding of how to develop children’s skills in Religious Education and across Foundation Phase Areas of Learning, namely, Knowledge and Understanding of the World, Physical Development, Creative Development, Personal and Social Development, Wellbeing and Cultural Diversity. • Develop good strategies for planning, delivering, time management, assessment and observation of learners in the Foundation Phase in accordance with level 6 descriptors.

excellent

• Demonstrate through critical evaluation an excellent understanding of how to develop children’s skills in Religious Education and across Foundation Phase Areas of Learning, namely, Knowledge and Understanding of the World, Physical Development, Creative Development, Personal and Social Development, Wellbeing and Cultural Diversity. • Develop excellent strategies for planning, delivering, time management, assessment and observation of learners in the Foundation Phase in accordance with level 6 descriptors.

Learning outcomes

  1. Demonstrate through critical evaluation, a good understanding of how to develop children’s skills in Religious Education and across Foundation Phase Areas of Learning, namely, Knowledge and Understanding of the World, Physical Development, Creative Development, Personal and Social Development, Wellbeing and Cultural Diversity.

  2. Develop strategies for planning, delivering, time management, assessment and observation of learners in the Foundation Phase.

Assessment Methods

Type Name Description Weight
COURSEWORK Literacy 50
GROUP PRESENTATION Numeracy 50

Teaching and Learning Strategy

Hours
 

6 lectures of 1.5 hours each for 6 weeks

300

Transferable skills

  • 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 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 take appropriate opportunities to teach sustainable development and global citizenship education in all relevant aspects of their teaching.
  • 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 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;

Courses including this module

Compulsory in courses: