EA2S016 - Inclusive Practice 01 Sep 2017 - 31 Aug 2026 | Version 1
Associated Module Information
| Module Code: | EA2S016 | ||
|---|---|---|---|
| Module Title: | Inclusive Practice | ||
| Faculty: | Faculty of Life Sciences and Education | ||
| Faculty Group: | ITE and Education Practice | ||
| Faculty Sub Group: | Early Years | ||
| Module Leader: | Rhiannon Packer | ||
| Module Team: | Sharon Reed, Hilary Morgan, Ghazzala Begum, Sian Lewis | ||
| First Intended Intake: | SEP 2017 | Final Year of Intake: | |
| Date Closed: | |||
| Credit Value: | 20 | Credit Level: | 5 |
| Language: | English | ||
| Percentage of Module Taught in Welsh: | 0 | ||
| Equivalent Module: | |||
| HECOS codes: | 100459 - education studies | ||
| HECOS Code Weighting: | 100 | ||
Document Version Information
| Version | 1 |
|---|---|
| Valid From | 01 Sep 2017 |
| Valid To | 31 Aug 2026 |
Module Aims
• To promote, support and facilitate inclusion
• To develop student’s knowledge and awareness of inclusion legislation, policies and practice.
• To provide practitioners with the skills to support children and young people from diverse backgrounds and diverse languages.
• Provide insight and background information as to how bilingual pupils learn, focusing on developing strategies to address their emotional, linguistic and cognitive needs
Content Summary
Inclusion legislation, policies and diversity within schools
Diverse groups: Travellers, asylum seekers, economic migrants, refugees, EU migrants, transgender.
Poverty and deprivation
Social inclusion
Theories of English language acquisition, categories of English language acquisition
Support strategies and differentiation of curriculum
Role of the practitioner in supporting bilingual and EAL children and young people
Impact of first language on academic achievement.
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| Lecture | 12 |
| Seminar | 34 |
| Tutorial | 2 |
| Independent Study | 104 |
| Directed Study | 48 |
| Total Hours Selected | 200 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | Develop a critical understanding of contemporary research and practice concerning children and young people’s rights and inclusive practice. |
| LO2 | Critically discuss the impact that support strategies have with children who are bilingual, have English as Additional Language or have a diverse background. |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Asynchronous Assessment | Portfolio 1 | Develop a portfolio of strategies to support children and young people from diverse backgrounds/diverse languages and critically evaluate their effectiveness | 0 | 2500 | 50 | No | 40 |
| Asynchronous Assessment | Essay 1 | Critically evaluate strategies that enable access to the curriculum for children and young people from diverse backgrounds/diverse languages demonstrating your awareness of the potential impact on pupil learning. Make reference to policies and practice around inclusion. | 0 | 2500 | 50 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | ||
| Portfolio 1 | ✔ | ✔ | |
| Essay 1 | ✔ | ✔ | |