PED4422 - Understanding Learners and Learning

Objectives:

On successful completion of the module, students will be able to:
1. Understand how to create and manage an effective learning environment including the behaviour of learners and the impact of this on the development of learners and behaviours for learning;
2. Understand key principles and indicators of inclusive learning settings, including the roles and responsibilities of teachers, parents and other agencies;
3. Identify a range of roles, responsibilities and practices in primary school in relation to Safeguarding;
4. Evidence a developing contextual knowledge of the current national priorities for primary education.

Content:

Students will develop an understanding of childhood, early socialisation and individual learning needs. They will examine the role of the teacher in creating and managing an effective learning environment and the interactions that take place therein. They will explore behaviours for learning and the implications for quality teaching and learning.

Students will consider the role for the teacher in promoting partnerships with colleagues, parents and other agencies and develop knowledge of a variety of roles and responsibilities in this context.

Students will become familiar with the legal framework within which the wider pastoral responsibilities of primary schools are carried out.

Students' professional learning visits will provide the opportunity to explore a variety of learning environments in which they will be able to observe and evaluate practice in relation to the module. They will be encouraged to reflect on and evaluate the impact of their learning on their professional practice.

Learning and Teaching Information:

Staff will use a variety of delivery methods appropriate to the subject content. Sessions will involve students in collaborative, enquiry based interactive discussion and analysis of sources and key concepts. Workshop sessions will involve students in practical activities involved with learning environments, behaviours for learning and safeguarding. Tutorials will involve students in small group and individual discussion focusing on depth of understanding and reflection on the impact of learning on professional and academic development.

Lectures
Hours: 20
Intended Group size: Cohort

Workshops/Tutorials
Hours: 20
Intended Group size: 40

Guided independent study
Hours: 160

Further details relating to assessment
Assessments will reflect, as much as possible, the attributes and characteristics necessary in the fulfilment of the professional role of the teacher.

The Portfolio will consist of four written tasks which will be summatively assessed as a single submission (please see the module handbook for further information).

Assessment for this module is closely related to the scope of the Teachers’ Standards (2012) – and, in particular; to promote good progress and outcomes for pupils (TS2), adapting teaching in response to the needs of pupils (TS5), managing behaviour effectively to ensure a good and safe learning environment (TS7), and fulfilling wider professional responsibilities (TS8).

Other relevant matters
This module will introduce students to the relevant subject specific and age phase curriculum knowledge requirements of the Core Content Framework (2019) and will be developed at Level 5; so that by the end of the programme students can demonstrate they have met the following Teachers’ Standards (DfE, 2012):
5. Adapt teaching to respond to the strengths and needs of all pupils
7. Manage behaviour effectively to ensure a good and safe learning environment
8. Fulfil wider professional responsibilities

Assessment:

001 Portfolio; 4,000 word equiv.; end of semester 2 100%

Fact File

Module Coordinator - Zoe Proctor
Level - 4
Credit Value - 20
Pre-Requisites - NONE
Semester(s) Offered - 4S2Q4S2Q4S2Q4S2Q4S2Q4S2Q4S2Q

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