ED3S033 - Planning for Learning 01 Sep 2021 - 31 Aug 2028 | Version 2
Associated Module Information
| Module Code: | ED3S033 | ||
|---|---|---|---|
| Module Title: | Planning for Learning | ||
| Faculty: | Faculty of Life Sciences and Education | ||
| Faculty Group: | Education | ||
| Faculty Sub Group: | Education | ||
| Module Leader: | Jodie Rees | ||
| Module Team: | Alison Straker, Sophie Meace-Williams, Jodene Jenkinson, Jodie Rees | ||
| First Intended Intake: | SEP 2020 | Final Year of Intake: | 2025 |
| Date Closed: | |||
| Credit Value: | 20 | Credit Level: | 6 |
| Language: | English | ||
| Percentage of Module Taught in Welsh: | 0 | ||
| Equivalent Module: | |||
| HECOS codes: | 100454 - adult education | ||
| HECOS Code Weighting: | 100 | ||
Document Version Information
| Version | 2 |
|---|---|
| Valid From | 01 Sep 2021 |
| Valid To | 31 Aug 2028 |
Module Aims
• Critically evaluate?a range of learning and teaching theories and strategies that inform planning for learning at session and scheme level.
• Critically engage with the inclusion of learners and subject pedagogy at the heart of planning for learning to develop equality of opportunity, inclusivity and effective communication.
• Develop effective professional communication skills.
• Innovatively incorporate the?requirements of curriculum and cross-cutting themes and technology enhanced learning as part of planning for learning.
• Critically?apply core principles of teaching, learning and assessment effectively to deliver a structured and innovative peer-teach as an introduction to teaching and preparation for placement.
• Improve teaching and learning through extensive evidence and research informed self-assessment, evaluation, reflection, and feedback.
Content Summary
Indicative content:
• Learning theories and strategies to support planning for learning.
• Theoretical principles to underpin teaching, learning and assessment with reference to subject pedagogy.
• Developing understanding of learners and their funds of knowledge as a basis for planning for learning.
• Embedding cross-cutting themes in planning for learning, to enhance social, cultural and environmental awareness, literacies for learning and equality
• Resources for learning using learning technology and other media
• Exploring curriculum specifications for longer-term planning
• Developing confidence in creating a scheme of work/learning appropriate to own learning and teaching context
• Self-evaluating own teaching, responding to feedback, and making links to theories and principles in the literature
• Reflection and reflective practice
Where the term innovative is used to describe peer teach and schemes, this may relate to themes of activities and assessments being varied, appropriate, considered, and learner-centred/led with significant commitment to originality and creativity.
This module embeds the following cross-cutting themes:
• Professional and ethical standards
• Developing literacies for learning and professional life
• Authentic and socially-situated learning
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| Lecture | 25 |
| Independent Study | 100 |
| Directed Study | 55 |
| Formative Assessment - Scheduled | 15 |
| Active/Simulation Based | 5 |
| Total Hours Selected | 200 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | Plan for learning at session level to deliver an engaging peer-teaching event using a learner-centred approach underpinned by critical engagement with theory in practice, that is then critically evaluated based on feedback, self-assessment, and reflection to review areas for development. |
| LO2 | Plan for learning at scheme level with critical and sustained engagement with current theoretical principles, knowledge of learners, curriculum requirements, and cross-cutting themes to consider innovative learning opportunities. |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Asynchronous Assessment | Research Plan / Proposal / Project/ Log 1 | Long-term planning document (scheme of work/learning) for a coherent sequence of six sessions linked to a specific part of the curriculum with reference to pedagogy, knowledge of learners, and cross-cutting themes to consider engaging learning opportunities. The scheme of work/learning should be annotated and referenced to show the theories and principles that underpin the planning choices | 20 | 1200 | 20 | No | 40 |
| Asynchronous Assessment | Portfolio 1 | Rationale to explain the approach to planning a session involving activities and delivery with critical engagement with pedagogic theory, learners, and cross-cutting themes (supported by relevant literature) Delivery of an engaging peer-teaching session informed by the theoretical rationale Critical evaluation of the peer-teach, referring to own reflection, self-assessment and feedback to inform areas for development (supported by relevant literature) | 0 | 2400 | 80 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | ||
| Research Plan / Proposal / Project/ Log 1 | ✘ | ✔ | |
| Portfolio 1 | ✔ | ✘ | |