Module Descriptors
LEARNING WITHIN THE CORE CURRICULUM (PART TIME)
XEDU50136
Key Facts
Faculty of Business, Education and Law
Level 5
30 credits
Hours of Study
Scheduled Learning and Teaching Activities: 30
Independent Study Hours: 270
Total Learning Hours: 300
Assessment
- ASSIGNMENT weighted at 100%
Module Details
Module Learning Strategies
Seminars will draw on participants' own experience of growing up and their observations and experiences in the workplace to establish a common understanding of the topics studied. Lectures, videos and directed reading will introduce participants to relevant theories that will then be applied in further seminars. For independent study, participants, with the support of school-based mentors, will observe practice and focus on specific activities in their workplace. Two sessions will be dedicated to group tutorials, in which students within sector specific groupings can discuss supporting individuals and groups within learning in their sector. Finally students will be expected to spend 15 hours using the course VLE for support. Study for this module will take place over approximately 14 weeks.
30 hours class contact time will include :-
Tutor led sessions - 10 hours
Group discussions - 15 hours
Student presentations - 5 hours
(approximate times allocated)
30 hours class contact time will include :-
Tutor led sessions - 10 hours
Group discussions - 15 hours
Student presentations - 5 hours
(approximate times allocated)
Module Additional Assessment Details
Each participant will prepare an individualised Support Activity (equivalent to 3000 words and assessing Learning Outcomes 1, 2, 3 and 4). The Activity can be produced to support Mathematics, Literacy or Science. The assignment should contain:
a) A pen portrait of a learner or small group of learners, outlining their learning skills and needs within the chosen subject.
b) A support activity plan
c) An evaluation of the support activity and how the activity impacted upon learning.
a) A pen portrait of a learner or small group of learners, outlining their learning skills and needs within the chosen subject.
b) A support activity plan
c) An evaluation of the support activity and how the activity impacted upon learning.
Module Texts
Hammersley-Fletcher, Lowe, Pugh (2006) The Teaching Assistant's Guide: An Essential Textbook for Foundation Degree Students Routledge Falmer
Cameron, D. (2000) Good to Talk? London: Sage Publications
de Boo, M.(1999) Enquiring Children, Challenging Teaching McGraw Hill
Grainger, T. (eds) (2004) Language and Literacy RoutledgeFalmer
Harlen, W. (2006) Teaching, Learning and Assessing Science 5-12 Sage
Kelly, A. V. (2001) The Curriculum. Theory and Practice, Sage
Fraser, H. Honeyford, G. (2000) Children, Parents and Teachers Enjoying Numeracy, Numeracy Hour Success through collaboration, David Fulton Publishers London
Fisher, R. Brooks, G. Lewis, M. (eds) (2002) Raising Standards in Literacy RoutledgeFalmer
Oliver, A. (2006) Creative Teaching in Science, David Fulton Publishers London
Orton, A (2004) Learning Mathematics 3rd Edition Continuum
Monteith, M. (2002) Teaching Primary :literacy with ICT McGraw Hill
Moon, B., Mayes A. S. & Hutchinson, S. (2002) Teaching, Learning and the Curriculum in Secondary Schools, RoutledgeFalmer
Potter, F. Darbyshire, C. (2005) Understanding and Teaching the ICT National Curriculum David Fulton Publishers London
Ryan, J. Williams, J. (2007) Children?s Mathematics 4-15,Learning from errors and misconceptions McGraw Hill
Wright, R. Martland, J. Stafford, A (2000)Early Numeracy, Assessment for Teaching and Intervention, Paul Chapman London
Cameron, D. (2000) Good to Talk? London: Sage Publications
de Boo, M.(1999) Enquiring Children, Challenging Teaching McGraw Hill
Grainger, T. (eds) (2004) Language and Literacy RoutledgeFalmer
Harlen, W. (2006) Teaching, Learning and Assessing Science 5-12 Sage
Kelly, A. V. (2001) The Curriculum. Theory and Practice, Sage
Fraser, H. Honeyford, G. (2000) Children, Parents and Teachers Enjoying Numeracy, Numeracy Hour Success through collaboration, David Fulton Publishers London
Fisher, R. Brooks, G. Lewis, M. (eds) (2002) Raising Standards in Literacy RoutledgeFalmer
Oliver, A. (2006) Creative Teaching in Science, David Fulton Publishers London
Orton, A (2004) Learning Mathematics 3rd Edition Continuum
Monteith, M. (2002) Teaching Primary :literacy with ICT McGraw Hill
Moon, B., Mayes A. S. & Hutchinson, S. (2002) Teaching, Learning and the Curriculum in Secondary Schools, RoutledgeFalmer
Potter, F. Darbyshire, C. (2005) Understanding and Teaching the ICT National Curriculum David Fulton Publishers London
Ryan, J. Williams, J. (2007) Children?s Mathematics 4-15,Learning from errors and misconceptions McGraw Hill
Wright, R. Martland, J. Stafford, A (2000)Early Numeracy, Assessment for Teaching and Intervention, Paul Chapman London
Module Resources
VLE; Classroom with projector and internet capability; Access to library services
Module Indicative Content
This module will broaden student's knowledge and understating in supporting learning that takes place within the core curriculum.
The module will cover aspects of Literacy, Numeracy, Science and Information Communication Technology (ICT). Students will discuss the essential elements of learning within each of these disciplines, spending the majority of the time on Literacy and Numeracy within education.
The literacy section of the module will analyse the differing learning theories associated within communication, speaking and listening; reading and writing. Students will investigate targeting support for individuals and groups. Topics will cover: language acquisition; extended writing; and story telling and maintaining literature behaviour.
Similarly the numeracy section of the module will analyse the differing learning theories associated within number and application of mathematics. Students will investigate targeting support for individuals and groups. Topics will cover: how mathematics is learnt; problems solving and application; investigations and exploration.
ICT will include discussions of learning within ICT and how ICT can support learning within other subjects.
Students will also examine the science curriculum, in particular the notion of misconceptions within science and supporting learners in their understandings
The module will cover aspects of Literacy, Numeracy, Science and Information Communication Technology (ICT). Students will discuss the essential elements of learning within each of these disciplines, spending the majority of the time on Literacy and Numeracy within education.
The literacy section of the module will analyse the differing learning theories associated within communication, speaking and listening; reading and writing. Students will investigate targeting support for individuals and groups. Topics will cover: language acquisition; extended writing; and story telling and maintaining literature behaviour.
Similarly the numeracy section of the module will analyse the differing learning theories associated within number and application of mathematics. Students will investigate targeting support for individuals and groups. Topics will cover: how mathematics is learnt; problems solving and application; investigations and exploration.
ICT will include discussions of learning within ICT and how ICT can support learning within other subjects.
Students will also examine the science curriculum, in particular the notion of misconceptions within science and supporting learners in their understandings