ED2S075 - Subject Studies 2B 01 Sep 2024 - 31 Aug 2033 | Version 2
Associated Module Information
| Module Code: | ED2S075 | ||
|---|---|---|---|
| Module Title: | Subject Studies 2B | ||
| Faculty: | Faculty of Life Sciences and Education | ||
| Faculty Group: | ITE and Education Practice | ||
| Faculty Sub Group: | Initial Teacher Education | ||
| Module Leader: | Jon Moody | ||
| Module Team: | Sallyann Seaward, Jude Penny, Christopher Williams, Sarah Cook, Rachel Ford, Catrin Devonald, Gareth Watkins, 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 | 2 |
|---|---|
| Valid From | 01 Sep 2024 |
| Valid To | 31 Aug 2033 |
Module Aims
To enable student teachers to further develop subject knowledge of Expressive Arts, Health and Wellbeing and Humanities for the relevant stage of learning.
To enable student teachers to consolidate the skills for creative, effective delivery and assessment of experiential learning for the relevant stage of learning.
To enable student teachers to develop a more sophisticated understanding in developing an integrated approach to planning for authentic learning experiences with clear attention to Cynefin, contextualised Welsh language development and cross-cutting themes, within the Areas of Learning and Experience of Expressive Arts, Health and Wellbeing and Humanities.
To contribute to the achievement of the descriptors for Qualified Teacher Status as set out in the Professional Standards for Teaching and Leadership.
Content Summary
This module builds on Subject Studies 1b by focusing on a more critical, analytical, understanding of the Areas of Learning and Experience of Expressive Arts, Health and Wellbeing and Humanities, to include:
The purposes and pedagogical principles of the school curriculum in relation to the identified areas of learning and experience and the cross-curricular skills.
approaches to embedding Cynefin, contextualised Welsh language development and cross-cutting themes within the specified AoLEs, in order to develop learners’ skills, knowledge and understanding and to makes links across learning.
Extended planning skills, and their use to support effective learning experiences, making use of the Progression Steps in the school curriculum, and the continuum of learning.
The generation of ideas, openness and courage to explore innovative solutions and express opinions and their impact on personal effectiveness and reflection on development of pedagogical content knowledge.
The identification and utilisation of key school data to inform future planning for the progress of all learners.
Knowledge of skills for planning and the development of cross-curricular skills including literacy, numeracy and digital competence.
Using a variety of resources designed to enhance learning and teaching and evaluate impact on learners’ progress.
Outdoor learning and its impact upon wellbeing.
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| Tutorial | 1 |
| Practical Classes and Workshops | 54 |
| External visits (including fieldtrips) | 6 |
| Independent Study | 60 |
| Directed Study (including online independent learning) | 69 |
| Formative assessment - independent | 10 |
| Total Hours Selected | 200 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | Apply an increasingly confident understanding of subject knowledge and the progressive development of the identified Area of Learning and Experience to planning appropriately, using a range of increasingly sophisticated and effective teaching strategies, theory and research evidence. |
| LO2 | Apply with increasing confidence and independence the use of creative, stimulating and authentic resources to enhance learning, and to develop learners’ skills and knowledge, including literacy, numeracy and digital competence across the curriculum, relating this to pedagogical content knowledge. |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Asynchronous Assessment | Portfolio 1 | A portfolio tracking learners’ progress over time that includes relevant data, research and reading in relation to the four purposes or a cross-cutting theme. Portfolio elements include (as a minimum): A rationale for choice of AoLE and learner Context on the chosen AoLE Five learning and teaching plans Initial assessments (Where is the child now?) Targets set (What will be done?) Impact (Did it work? How do you know?) Evidence of impact (written, photographic, audio recording, video. Reading (reference list) | 0 | 3000 | 100 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | ||
| Portfolio 1 | ✔ | ✔ | |