ED3D002 - Subject Studies 3A 01 Sep 2024 - 31 Aug 2033 | Version 2
Associated Module Information
| Module Code: | ED3D002 | ||
|---|---|---|---|
| Module Title: | Subject Studies 3A | ||
| Faculty: | Faculty of Life Sciences and Education | ||
| Faculty Group: | ITE and Education Practice | ||
| Faculty Sub Group: | Initial Teacher Education | ||
| Module Leader: | Jude Penny | ||
| Module Team: | Sarah Cook, Christopher Williams, Catrin Devonald, Sallyann Seaward, Rachel Ford, Jon Moody, Sharon Phillips, Gareth Watkins, Rhian Jones | ||
| First Intended Intake: | SEP 2025 | Final Year of Intake: | 2031 |
| Date Closed: | |||
| Credit Value: | 40 | Credit Level: | 6 |
| Language: | English | ||
| Percentage of Module Taught in Welsh: | 100 | ||
| 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 understand the role of subject leadership in schools.
To review key curriculum policy documentation as part of critical reflection and consider implications for personal and professional practice.
To work in genuinely inter-collaborative relationships with others in order to contribute to the achievement of the descriptors for Qualified Teacher Status as set out in the Professional Standards for Teaching and Leadership in Wales.
To extend a systematic and coherent body of knowledge within the identified Areas of Learning and Experience.
To further extend student teachers’ understanding and skills in developing an integrated approach to providing meaningful language learning experiences, fostering a sense of identity, cultural awareness and belonging to Wales as well as the world.
Content Summary
This module builds on Subject Studies 2a by focusing on a more critical, analytical, understanding of the Areas of Learning and Experience for Languages, Literacy and Communication (including Welsh); Mathematics and Numeracy; Science and Technology, to include:?
A systematic and coherent body of knowledge within the specified areas of learning and experience, engaging with those colleagues who lead curriculum development in schools.
The systematic use of data to evaluate impact and effectiveness of learning experiences and to inform future planning.
Emerging good practice in promoting creativity; studying a range of issues related to creativity including learning, teaching and assessment and continuous improvement.
The use of school data to inform action inquiry, considering the way that teachers use reflective evaluation to develop their classroom practice and impact on improvement in the wider school.
Relevant national, regional and school data, as well as research and inspection evidence to inform policies, practices, expectations, targets and teaching methods.
The impact of resources designed for a specific outcome, using reflective evaluation to make links between theory, practice and impact.
Research methods.
For Welsh medium students: Personal Welsh language skills and pedagogies for teaching through the medium of Welsh are developed in Gloywi sessions.
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| Lecture | 35 |
| Tutorial | 2 |
| Practical classes and workshops | 50 |
| Independent Study | 161 |
| Directed Study (including online independent learning) | 118 |
| Formative assessment - independent | 12 |
| Active/simulation based | 20 |
| Problem/Challenge based learning | 2 |
| Total Hours Selected | 400 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | Design and develop enquiry-based research following critical analysis of school data sets and appropriate research before evaluating and communicating findings and recommendations to stakeholders to understand the cyclical nature of self-evaluation and school improvement processes. |
| LO2 | To critically reflect upon and evaluate pedagogical approaches used with the identified areas of learning and experience and consider implications of on-going research and development for both classroom practice and student teachers’ own development of their pedagogical content knowledge. |
| LO3 | Demonstrate clear and sustained progress in personal Welsh language skills and plan appropriately for the area of Welsh language development, evidencing a range of effective learning and teaching strategies and demonstrating awareness of current developments in this area. |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Asynchronous Assessment | Project 1 | Enquiry-based research project on an identified issue in school development plan. | 0 | 3000 | 60 | No | 40 |
| Synchronous Online Oral Assessment | Presentation (Synchronous Online) 1 | Assessment based on the criteria as set by Cynllun Colegau Cymru (national assessment) | 30 | N/A | 40 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | LO3 | |
| Project 1 | ✔ | ✔ | ✘ |
| Presentation (Synchronous Online) 1 | ✘ | ✘ | ✔ |