Module XCE-2010:
Professional Studies 2

Module Facts

Run by School of Education and Human Development

30 Credits or 15 ECTS Credits

Semester 1 & 2

Organiser: Mr Gwyn Ellis

Overall aims and purpose

The module builds on XCE 1010 and develops the trainees' understanding of the standards for qualified teachers and the professional requirements, and prepares the trainees for School Experience in KS2. In general, it centres on arranging learning in order to ensure progress and development in the learners' attainment. There is a focus on current initiatives and strategies, pedagogy, formative assessment for learning, fostering awareness of learners' learning and well-being needs and requirements (with particular attention being given to additional learning needs), classroom management and the use of psychological strategies in maintaining effective discipline.

Course content

  1. Curriculum requirements and key documents that underpin current teaching philosophies.
  2. Pedagogy and strategies for learning and enhancement of thinking skills
  3. Different assessment strategies for learning to meet the learning needs of learners and to ensure progress and development in learners' attainment, such as sharing learning outcomes, preparing oral and written feedback, setting improvement targets for individuals, developing self-assessment in learners, and peer assessment in the assessment cycle.
  4. Understanding the inclusive and differentiated requirements of learners with Additional Learning Needs (in accordance with the definition provided by ESTYN).
  5. Analytic observation of learners learning, effective recording, and using the results for differential planning in accordance with learners' needs.
  6. Class management: the use of space, resources (including ICT), time, and additional persons to further learning and teaching.
  7. The development of children’s minds and the knowledge they possess and bring to the learning from other areas together with their implications for teachers.
  8. The psychological elements that can support teachers in creating and maintaining an appropriate learning environment and an effective standard of discipline in the classroom.
  9. Planning appropriate and interesting lessons in the correct way in preperation to teach Key Stage 2 children and being professional on school experience.
  10. Understanding about the well-being and safeguarding issues surrounding the education of children.

Assessment Criteria

excellent

  1. Demonstrate excellent knowledge and understanding of the fact that a child with special learning needs has common needs like any other, but that he/she has specific needs which are additional to these.
  2. Demonstrate excellent knowledge and understanding of the progress that a child can make.
  3. Demonstrate excellent knowledge and understanding whilst observing the teaching and the learning of the learner in the context of whole-school policies and systems, as well as the school’s collaboration with outside agencies.
  4. Demonstrate excellent knowledge and understanding of the roles of members of staff, including class teachers, classroom assistants and the Additional Learning / Special Educational Needs Co-ordinator, (SENCo).
  5. Demonstrate excellent knowledge and understanding of the implications on a school as it moves towards an increasingly inclusive education.
  6. Demonstrate excellent knowledge and understanding of the additional learning needs of a learner in the class.
  7. Demonstrate excellent knowledge and understanding of the skills of assessing an individual learner’s needs within the curriculum.
  8. Demonstrate excellent knowledge and understanding of methods of responding differentially within the classroom and in relation to the experiences offered to the learner by the school.
  9. Demonstrate excellent knowledge and understanding of the skills of teaching a learner with additional learning needs and evaluate the provision for him/her.
  10. Demonstrate excellent knowledge and understanding of the statutory and non-statutory requirements on a school to meet additional learning needs.

threshold

  1. Demonstrate satisfactory knowledge and understanding of the fact that a child with special learning needs has common needs like any other, but that he/she has specific needs which are additional to these.
  2. Demonstrate satisfactory knowledge and understanding of the progress that a child can make.
  3. Demonstrate satisfactory knowledge and understanding whilst observing the teaching and the learning of the learner in the context of whole-school policies and systems, as well as the school’s collaboration with outside agencies.
  4. Demonstrate satisfactory knowledge and understanding of the roles of members of staff, including class teachers, classroom assistants and the Additional Learning / Special Educational Needs Co-ordinator, (SENCo).
  5. Demonstrate satisfactory knowledge and understanding of the implications on a school as it moves towards an increasingly inclusive education.
  6. Demonstrate satisfactory knowledge and understanding of the additional learning needs a learner in the class.
  7. Demonstrate satisfactory knowledge and understanding of the skills of assessing an individual learner’s needs within the curriculum.
  8. Demonstrate satisfactory knowledge and understanding of methods of responding differentially within the classroom and in relation to the experiences offered to the learner by the school.
  9. Demonstrate satisfactory knowledge and understanding of the skills of teaching a learner with additional learning needs and evaluate the provision for him/her.
  10. Demonstrate satisfactory knowledge and understanding of the statutory and non-statutory requirements on a school to meet additional learning needs.

good

  1. Demonstrate good knowledge and understanding of the fact that a child with special learning needs has common needs like any other, but that he/she has specific needs which are additional to these.
  2. Demonstrate good knowledge and understanding of the progress that a child can make.
  3. Demonstrate good knowledge and understanding whilst observing the teaching and the learning of the learner in the context of whole-school policies and systems, as well as the school’s collaboration with outside agencies.
  4. Demonstrate good knowledge and understanding of the roles of members of staff, including class teachers, classroom assistants and the Additional Learning / Special Educational Needs Co-ordinator, (SENCo).
  5. Demonstrate good knowledge and understanding of the implications on a school as it moves towards an increasingly inclusive education.
  6. Demonstrate good knowledge and understanding of the additional learning needs of a learner in the class.
  7. Demonstrate good knowledge and understanding of the skills of assessing an individual learner’s needs within the curriculum.
  8. Demonstrate good knowledge and understanding of methods of responding differentially within the classroom and in relation to the experiences offered to the learner by the school.
  9. Demonstrate good knowledge and understanding of the skills of teaching a learner with additional learning needs and evaluate the provision for him/her.
  10. Demonstrate good knowledge and understanding of the statutory and non-statutory requirements on a school to meet additional learning needs.

Learning outcomes

  1. Understand the integrated nature of formative assessment and observation within the planning, teaching, and learning process;

  2. Understand the curriculum requirements and current philosophies of teaching;

  3. Understand the development of children and the knowledge they bring to the learning process;

  4. Be familiar with strategies for teaching learners with additional learning needs, including learners of high ability;

  5. Know that effective class management implies the best use of time, resources (including human resources), and space;

  6. Understand the significance of psychological strategies for intervening when teaching in order to ensure effective discipline and learning;

  7. Understand the importance of ensuring a safe and healthy environment for learning;

  8. Further understand what the expectations are of a professional person in the classroom and of preparing for school experience;

  9. Reflect on their own teaching and learning within the module and within their school experience.

  10. Understanding about the well-being and safeguarding surrounding the education of children.

Assessment Methods

Type Name Description Weight
ESSAY ALN assignment 100

Teaching and Learning Strategy

Hours
Lecture

Interactive Lectures : 21 hours (14@1½hours weekly)

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: