Module XCE-2212:
Core Studies 2
Core Studies 2 2024-25
XCE-2212
2024-25
School of Education
Module - Semester 1 & 2
20 credits
Module Organiser:
Catherine Storey
Overview
In this module, students develop their understanding of the changing populations of schools in Wales and the differing and wide ranging needs of all learners. There is a specific focus on Additional Learning Needs (ALN) and current policy. The module prepares students for writing and implementing individualised development plans and ensures a deep understanding of the ALN Code.
The ALN Bill for Wales: Autism Spectrum Disorder (ASD) Attention Hyperactivity Disorder (ADHD) Dyselxia
Writing Individualised Education Plans: Understanding Classroom Diversity Cognitive Development & Teaching Implications Designing & Teaching in Diverse Classrooms
Disability Focus: Developmental Disability- Topography & Classroom Implications Inclusive Education Principles
Effective Classroom Management: Teacher-Student relationships & Communication Positive Behaviour Support (PBS)
Assessment and Feedback: Assessment in the Early Years Formative Vs Summative Providing Constructive Feedback to Children
Legal and Pastoral Role of the Teacher: Safeguarding and Child Protection Promoting Emotional, Social and Mental Well-being Bullying Prevention Student Voice and the Lundy Model of Children’s Rights Introduction to Trauma-Informed Schools
Research Methods and Methodology
Evidence-based practice underpins the content and the delivery of this module and will be presented in a way that encourages Associate Teachers to evaluate how theory and practice are blended. This module will encourage Associate Teachers to examine, interpret and critically analyse the strengths and weaknesses of evidence in the latest theory and evidence based practice that underpins the pedagogy and classroom practices covered. The content and delivery of the module will encourage Associate Teachers to present a balanced and well-argued case for the importance of them developing their capacity to be consumers and producers of research and developing their knowledge of the spectrum of research that informs teaching practice and an introduction to using case studies:
-Case studies as a method for investigation. -The scale and scope of case studies and their relevance. -Ethical considerations for using case studies. *Please also refer to the extended guidance in the supporting validation documentation.
Academic Study Skills
Study Skills sessions will develop students:
-time and task management skills.
-note-taking and note- making skills.
-reading for academic purposes.
-planning assignments.
-critical thinking, analysis and developing an argument.
-Structuring Assignments.
-academic writing style.
-referencing.
-information literacy.
-oral communications and presentations.
Cymraeg Pob Dydd and Curriculum Cymreig
The module develops the AT’s use of Cymraeg Pob Dydd progressively across the curriculum. They will identify, analyse and evaluate relevant opportunities that build on AT’s previous knowledge of Welsh heritage, culture and awareness of contemporary Welsh issues locally, regionally and nationally through different subjects and Areas of Learning and Experience.
Assessment Strategy
-threshold -(D) All learning outcomes will have been met to a satisfactory level. Knowledge and understanding of the module content will be supported by a satisfactory range of theory, practice and research literature. Candidates will have demonstrated satisfactory evidence of critical analysis when reflecting on teaching and learning. Students will have developed their study skills to a satisfactory standard and will be able to communicate to a satisfactory standard in a professional and academic context
-good -(B) Most learning outcomes will have been met to a good level. Excellence in some learning outcomes may balance satisfactory attainment in others. A good knowledge and understanding of the module content will be supported by a good range of theory, practice and research literature. Candidates will provide good critical analysis when reflecting on a significant range of teaching and learning styles.Students will have developed their study skills to a good standard and will be able to communicate to a good standard in a professional and academic context
-excellent -(A) Most learning outcomes will have been met to an excellent level and all learning outcomes will be at least good.A deep knowledge and understanding of the module content will be supported by an extensive range of theory, practice and research literature. Candidates will provide excellent critical analysis when reflecting on a wide range of teaching and learning styles. Students will have developed their study skills to an excellent standard and will be able to communicate to an excellent standard in a professional and academic context.
Learning Outcomes
- Analyse and evaluate the complex influences of personal, social and cultural factors on learners.
- Apply appropriate methodology in using and presenting case studies.
- Developing personal Welsh language skills and understanding key issues and strategies relating to effective language pedagogy.
- Examine contemporary debates around the rights of children and their democratic rights and responsibilities.
- Examine, analyse and evaluate specific Additional Learning Needs (ALN), and be able to apply the new ALN Code of Practice in their teaching.
Assessment method
Essay
Assessment type
Summative
Description
Additional Learning Needs Portfolio (2500 Words) Sections & Word Limits: Introduction (Approximately 600 words) • Describe the main characteristics of the new ALN bill. Demonstrate an understanding of ALN reform in Wales and analyse how the reform sits within Curriculum for Wales. • What are the Implications for Schools and practicing teacher? Section 2. Individual Development Plan (Approximately 600 words) Produce an Individual Development Plan for one child with ALN. You may wish to focus on an actual pupil that you have encountered during your placement and create an IDP for them. The pupil may already have an IDP and if so you could ask the ALN Coordinator if you can have a copy to rewrite and further develop the document. Alternatively, you may choose to create an IDP using a hypothetical pupil. An example IDP will be provided to guide you. Where possible, refer to possible behavioural functions and specific interventions related to the additional need that has been identified. If you are using a real IDP, please ensure that no identifiable information regarding the pupil is present on the assignment. Section 3. Review Behaviour Policy (Approximately 600 words) • Briefly review the school’s behaviour policy and discuss it with respect to the Nurture Principles, Response to Intervention framework and the new ALN bill • Discuss how a positive classroom culture and consistent expectation help prevent the development of behaviour challenges. Consider both how a consistent culture supports all children, and children with ALN specifically. Section 4. Personal reflection. (Approximately 700 words) • Reflect on the learning needs of a learner in the class who exhibits challenging behaviours. Critically analyse the strategies and techniques used to support management of the environment, learners’ wellbeing, learning of the individual and other learners in the class. • Consider how what you have learnt/ observed will impact on your future practice. • Discuss how you will change your practice for the better to improve the quality of learning and teaching on your next school experience. Some questions that might help you: a. What challenges do you think you will face applying ALN reform in practice? b. How has this learning experience impacted on your attitude and motivation to teaching and learning?
Weighting
60%
Due date
07/05/2025
Assessment method
Essay
Assessment type
Summative
Description
XCB 2212: Title: Effective language pedagogy to develop learners’ Welsh language skills in English medium schools. Essay, 1600 words.
Weighting
40%
Due date
11/12/2024
Assessment method
Logbook Or Portfolio
Assessment type
Summative
Description
Non credit bearing assessment for the National Framework of Welsh Language skills for Educational Practitioners: Portfolio collection of listening, speaking, reading, and writing tasks and the application of these skills to develop pupils’ Wels literacy skills that will identify the intermediate level of ATs’ personal Welsh Skills for the National Framework of Welsh Language Skills for Educational Practitioners.
Weighting
0%
Due date
02/04/2025