G107898 - Professionalism and Pedagogy 1 01 Sep 2017 - 31 Aug 2020 | Version 2
Associated Module Information
| Module Code: | G107898 | ||
|---|---|---|---|
| Module Title: | Professionalism and Pedagogy 1 | ||
| Faculty: | Faculty of Life Sciences and Education | ||
| Faculty Group: | Education, Early Years and Social Work | ||
| Faculty Sub Group: | Education | ||
| Module Leader: | Sue Peters | ||
| Module Team: | Kelly Wegener, Viv West, Tracey Evans, Sue Urwin, Sallyann Seaward, Mathew Pullen | ||
| First Intended Intake: | SEP 2012 | Final Year of Intake: | |
| Date Closed: | |||
| Credit Value: | 20 | Credit Level: | 4 |
| Language: | English | ||
| Percentage of Module Taught in Welsh: | 0 | ||
| Equivalent Module: | |||
| HECOS codes: | 100511 - primary teaching | ||
| HECOS Code Weighting: | 100 | ||
Document Version Information
| Version | 2 |
|---|---|
| Valid From | 01 Sep 2017 |
| Valid To | 31 Aug 2020 |
Module Aims
To introduce student teachers to relevant professional and pedagogical topics and themes, and the role of stakeholders within primary education.
To begin to develop student teachers’ own understanding of Education for sustainable development and global citizenship (ESDGC) in order to promote this through their teaching and behaviours;
To contribute to the achievement of teaching standards identified in WAG. 2009. Education, Wales 2009 No. [25] Qualified Teacher Status Standards in Wales 2009. Cardiff: WAG.
Content Summary
Throughout the teaching sessions, emphasis will be placed on the role of different stakeholders. For some sessions, the role of particular stakeholders might be the primary teaching and learning focus.
1) The Role of Stakeholders: An Introduction to the Role of the Teacher and the Additional Practitioner
2) Inclusion: An Introduction to Additional Learning Needs
3) Inclusion: Safeguarding – The Role of the Student Teacher
4) Learning Processes: An Introduction to Positive Behaviour Management Strategies
5) Learning Processes: An Introduction to Child Development and Learning Theory
6) Curricular Concepts: Foundation Phase Curriculum Philosophy
7) Curricular Concepts: Foundation Phase – The Importance of the Learning Environment
8) Curricular Concepts: Skills and Learning Across the Foundation Phase Curriculum
9) Curricular Concepts: Emotional Intelligence
10) Curricular Concepts: Anti-Bullying
11) National Priorities in Education: An Overview
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| Lecture | 22 |
| Independent Study | 100 |
| Directed Study | 78 |
| Total Hours Selected | 200 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | Begin to appreciate the challenges facing Foundation Phase practitioners; |
| LO2 | Demonstrate an awareness of the philosophy underpinning the Foundation Phase and its curriculum; |
| LO3 | Demonstrate a developing understanding of how learners learn; |
| LO4 | Demonstrate a developing understanding of inclusive education, positive behaviour management and anti-bullying strategies; |
| LO5 | Begin to understand how relevant national priorities in education impact upon standards; |
| LO6 | Make links between theory and their own school experiences. |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Written Examination | Written Examination - Closed Book (Unseen) 1 | One two hour examination: 1 seen question, 2 unseen questions (75% weighting). | 120 | N/A | 50 | No | 40 |
| Written Assignment (CW) | Essay (CW) 1 | One 1,500 word essay based upon an analysis of the role of the Foundation Phase teacher (25% weighting). | 0 | 1500 | 50 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | |||||
|---|---|---|---|---|---|---|
| LO1 | LO2 | LO3 | LO4 | LO5 | LO6 | |
| Written Examination - Closed Book (Unseen) 1 | ✘ | ✔ | ✔ | ✔ | ✘ | ✔ |
| Essay (CW) 1 | ✔ | ✔ | ✘ | ✘ | ✔ | ✔ |