ED2S073 - Core Studies 2 01 Sep 2024 - 31 Aug 2033 | Version 3
Associated Module Information
| Module Code: | ED2S073 | ||
|---|---|---|---|
| Module Title: | Core Studies 2 | ||
| Faculty: | Faculty of Life Sciences and Education | ||
| Faculty Group: | ITE and Education Practice | ||
| Faculty Sub Group: | Initial Teacher Education | ||
| Module Leader: | Catrin Devonald | ||
| Module Team: | Wendy-Lee Jones, Sallyann Seaward, Jon Moody, Christopher Williams, Rachel Ford, Sarah Cook, Gareth Watkins, Jude Penny, Sharon Phillips, Rhian Jones | ||
| First Intended Intake: | SEP 2025 | Final Year of Intake: | 2030 |
| Date Closed: | |||
| Credit Value: | 20 | Credit Level: | 5 |
| Language: | English | ||
| Percentage of Module Taught in Welsh: | 50 | ||
| Equivalent Module: | |||
| HECOS codes: | 100511 - primary teaching | ||
| HECOS Code Weighting: | 100 | ||
Document Version Information
| Version | 3 |
|---|---|
| Valid From | 01 Sep 2024 |
| Valid To | 31 Aug 2033 |
Module Aims
To further develop student teachers’ understanding of the history of education and education policy in Wales up to the present day.
To consolidate student teachers’ use of educational research, and their own practical school experience, to further establish links between theory and practice in learning contexts.
To develop a more sophisticated understanding of theories and research about pedagogy.
To enable student teachers to apply core education concepts, including assessment, Additional Learning Needs, inclusive practice, literacy, numeracy and digital competence, to their thinking about their classroom practice.
To contribute to the achievement of the descriptors for Qualified Teacher Status identified in the Professional Standards for Teaching and Leadership.
Content Summary
This module builds on Core Studies 1 by focusing on a more critical, analytical, understanding of:
Theories and research about pedagogy and human development, including the need to provide for the holistic development of the learner.
The changing role of the teacher in Wales.
Approaches to curriculum design, based on the four purposes and the twelve pedagogical principles.
The Well-Being of Future Generations (Wales) Act 2015, The Framework on embedding a whole-school approach to emotional and mental wellbeing (2021), A Children’s Rights Approach to Education in Wales and The Equality Act 2010, and their impact on teachers’ practice.
Approaches to ensuring equity of access to the curriculum, with a focus on reducing the impact of poverty, disadvantage and inequity on learners’ progression and attainment.
The importance of setting high expectations and appropriate and challenging tasks for all learners.
The enactment of the Additional Learning Needs (ALN) Code (2021) and Act (2018) and their impact on classroom practice.
The aims, purposes and organisation of the education sector in Wales and teachers professional and legal responsibilities.
The use of learner, class and school data to identify the strengths and future learning needs of learners.
Theories and research about pedagogy and human development, including the need to provide for the holistic development of the learner.?
The Estyn inspection framework and evidence-based, effective models of self-evaluation from Wales and beyond.
Research methodologies.
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| Lecture | 24 |
| Seminar | 12 |
| Tutorial | 1 |
| Independent Study | 80 |
| Directed Study | 85 |
| Active/Simulation Based | 27 |
| Total Hours Selected | 229 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | Apply learning theories to evaluate the effectiveness of national policy and frameworks on reducing the impact of disadvantage, poverty and inequity on pupils’ progression and attainment. |
| LO2 | Apply knowledge about meeting the needs of all learners to evaluate evidence-informed approaches to supporting learners with additional learning needs (ALN). |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Asynchronous Assessment | Essay 1 | Literature Review on the impact of poverty and social disadvantage on educational attainment, with a focus on educational policy in Wales | 0 | 2500 | 100 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | ||
| Essay 1 | ✔ | ✔ | |