Module XCB-2008:
Core Subject Studies 1

Module Facts

Run by School of Education and Human Development

30 Credits or 15 ECTS Credits

Semester 1 & 2

Organiser: Mrs Helen Edwards

Overall aims and purpose

The module is a core module for students who follow Language Path 2 in the BA in Primary Education and focuses on aspects of the core subjects of the National Curriculum (Welsh as a Second Language, Science, Mathematics, English and English as additional language) of presenting them in the primary school.

Course content

  1. Knowledge and understanding of specific aspects of the skills and core subjects of the National Curriculum in Key Stage 2.
  2. Knowledge and understanding of additional teaching and learning strategies for the skills and core subjects.
  3. The interrelationship of skills and the core subjects.
  4. Examining further the relationship of the core subjects with the cross-curricular dimensions.
  5. Develop / Introduce opportunities for planning for the promotion of relevant aspects of literacy, numeracy and ICT within the context of the core / non-core at Key Stage 2.
  6. Revise specific aspects of language and numeracy at the trainee level and identify strategies to introduce these and the teaching at Key Stage 2.
  7. Building upon the personal skills of trainees in oracy, reading and writing in Welsh. Vocabulary, sentence patterns and strategies to teach Welsh as a second language through themes suitable for Key Stage 2. Identify appropriate teaching methodologies and approaches for delivering aspects of oracy, reading and writing in Welsh as a second language for learners
  8. Teaching strategies to promote oral work, reading and writing of learners of different abilities and experiences where English is a first and an additional language. Evaluating the role of planning and assessment within the learning process.
  9. Developing trainees’ personal English literacy skills.

Assessment Criteria

excellent

  1. be able to demonstrate excellent knowledge and understanding of what constitutes an appropriate curriculum in the skills and core subjects of the National Curriculum in Key Stage 2;
  2. have developed excellent strategies for applying their knowledge in the primary classroom at the level that is expects at Level 5;
  3. have an excellent grasp of how the subjects develop in the Foundation Phase and of progression from those stages to Key Stage 2;
  4. have excellent understanding of the main principles of developing skills across the core subjects as is stated within the Skills Framework;
  5. demonstrate excellent knowledge and understanding of Welsh second language teaching methodologies and how to develop oral skills, reading and writing learners in the context of themes in Key Stage 2;
  6. develop excellent knowledge and understanding of teaching strategies in the conduct and oral skills, reading and writing learners who are learning English as an additional language;
  7. demonstrate excellent progress in their personal ability and language proficiency to speak, read and write in Welsh as well as identifying vocabulary and sentence patterns within those themes to promote oral work, reading and writing Everyday Welsh learners and teaching second language methodologies for learners in Key Stage 2;
  8. develop excellent knowledge and understanding of teaching strategies and teaching skills in the conduct of oral, reading and writing for learners who are learning English as a first and an additional language;

threshold

  1. be able to demonstrate satisfactory knowledge and understanding of what constitutes an appropriate curriculum in the skills and core subjects of the National Curriculum in Key Stage 2;
  2. have developed satisfactory strategies for applying their knowledge in the primary classroom at the level that is expected at Level 5;
  3. have a satisfactory grasp of how the subjects develop in the Foundation Phase and of progression from those stages to Key Stage 2;
  4. have satisfactory understanding of the main principles of developing skills across the core subjects as is stated within the Skills Framework;
  5. demonstrate satisfactory knowledge and understanding of Welsh second language teaching methodologies and how to develop oral skills, reading and writing learners in the context of themes in Key Stage 2;
  6. develop satisfactory knowledge and understanding of teaching strategies in the conduct and oral skills, reading and writing learners who are learning English as an additional language;
  7. demonstrate satisfactory progress in their personal ability and language proficiency to speak, read and write in Welsh as well as identifying vocabulary and sentence patterns within those themes to promote oral work, reading and writing Everyday Welsh learners and teaching second language methodologies for learners in Key Stage 2;
  8. develop satisfactory knowledge and understanding of teaching strategies and teaching skills in the conduct of oral, reading and writing for learners who are learning English as a first and an additional language.

good

  1. be able to demonstrate good knowledge and understanding of what constitutes an appropriate curriculum in the skills and core subjects of the National Curriculum in Key Stage 2;
  2. have developed good strategies for applying their knowledge in the primary classroom at the level that is expects at Level 5;
  3. have a good grasp of how the subjects develop in the Foundation Phase and of progression from those stages to Key Stage 2;
  4. have good understanding of the main principles of developing skills across the core subjects as is stated within the Skills Framework;
  5. demonstrate good knowledge and understanding of Welsh second language teaching methodologies and how to develop oral skills, reading and writing learners in the context of themes in Key Stage 2;
  6. develop good knowledge and understanding of teaching strategies in the conduct and oral skills, reading and writing learners who are learning English as an additional language;
  7. demonstrate good progress in their personal ability and language proficiency to speak, read and write in Welsh as well as identifying vocabulary and sentence patterns within those themes to promote oral work, reading and writing Everyday Welsh learners and teaching second language methodologies for learners in Key Stage 2;
  8. develop good knowledge and understanding of teaching strategies and teaching skills in the conduct of oral, reading and writing for learners who are learning English as a first and an additional language.

Learning outcomes

  1. Have a good grasp of how the subjects develop in the Foundation Phase and of progression to Key Stage 2.

  2. Demonstrate knowledge and understanding of Welsh second language teaching methodologies and how to develop oral skills, reading and writing learners in the context of themes in Key Stage 2.

  3. Develop their knowledge and understanding of teaching strategies regarding the oral, reading and writing skills of learners who are learning English as an additional

  4. Demonstrate some progress in their personal ability and language proficiency to speak, read and write in Welsh as well as identifying vocabulary and sentence patterns within those themes to promote oral work, reading and writing Everyday Welsh learners and teaching second language methodologies for learners in Key Stage 2.

  5. Develop their knowledge and understanding of teaching strategies and teaching skills in the conduct of oral, reading and writing for learners who are learning English as a first and an additional language.

  6. Be able to demonstrate good knowledge and understanding of what constitutes an appropriate curriculum in the skills and core subjects of the National Curriculum in Key Stage 2;

  7. Have developed appropriate strategies for applying their knowledge in the primary classroom at the level that is expects at Level 5;

Assessment Methods

Type Name Description Weight
Welsh Assignment 25
Aseiniad Craidd 75

Teaching and Learning Strategy

Hours
 

Five 1.5 hour lectures a week for 14 weeks = 105 hours Five 1.5 hour lectures a weel fpr 5 weels - 7.5 hours Self Study

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