Putting names to faces – brief personal intro from each of us. Pippa and Lis to introduce text wall
Lis/Pippa to introduce text wall.
Erica The module outcomes are taken from the Module Description which can be found on student central. When you start a new module you should always download the module description. This will provide you with key information about the module you are studying. The module outcomes set out the key learning that you will be engaging with throughout the module and inform the assessment criteria for the module. You will be assessed on your ability to meet these learning outcomes. Setting up the first layer of background knowledge and understanding to underpin first placement. Themes and focii which are revisited in later years of course and developed to greater depth and complexity as student experience and confidence evolves. (Bruner’s ‘spiral curriculum’).
Erica Explain that the module outcomes are underpinned by these three key themes. They will be exploring key theories about child development and how children learn. They will relate these theories to practice – how are all children supported to reach their potential (links to observation, assessment, planning, classroom management). They will also explore the relationship between theory, practice, and policy. What is policy? How does policy inform practice? How is policy informed by research and theory?
Erica Intro to the EV402 area on Studentcentral via the link. Show where module description can be accessed and also the module programme. Copies of module programme distributed in session. Explore/model workings of the programme: themes/readings (emphasise expectations about participation in discussions) etc Show where to find the Aspire Reading List.
Erica to remind them about PASS
Erica A brief look at the Assignment ..... Further guidance through the module.
Erica Brief explanation here of each criteria here – more guidance to follow
Look at responses to text wall – Pippa or Lis. Give them time to respond to text wall if they haven’t already. Some prompts for discussion. Tutors to text their ideas to act as prompts for discussions – for example: Education is about teaching and learning at school Education is about curriculum content Education is lifelong Education is about learning in different contexts
Pippa/Lis to lead responses to text wall question. Other tutors to share in discussions.
Erica Some prompts for discussion. Students to think and share in pairs / then with a pair behind them. Can they identify any common themes across their learning experiences? Students to offer ideas of common themes identified in their small groups to the wider audience.
Erica – common themes might address the fact that education is more than just about school. Education doesn’t just happen in formal teaching situations but happens all of the time, across the life span.
Erica – these are the kinds of questions we will be exploring in our Education Studies sessions. Emphasise that we are addressing major issues that teachers grapple with throughout their careers and we hope to support you in the development of your approaches in these very big issues.
Denise Here they are with simple definitions match them
Denise These are national priorities in initial teacher education with their definitions
Denise The maths and lit are mostly addressed in the subject teaching and then in placement while these three are taught and discussed during ed studies. They are addressed through a mixture of university teaching and discussion and through school placements throughout your time here. We see knowledge and understanding of these areas as underpinned by and inseparable from high quality teaching. So as well as when they are particulalry focussing on these areas students are also learning about them when they are developing their high quality teaching so for example when learning about subjects, how to plan for lessons or learning, how to affectively assess and use assessments, and having high expectations for all pupils and children. There is a great deal of information and support available at this web address please look at it as it will support you throughout your time here.
Stress the importance of autonomy and independence in learning and their role in being proactive about their own learning .
Rachel: You may also want to highlight these points: You may need to read articles more than once! Find an appropriate time and space for reading. Think about the content, but also the style of the writing. How has the author communicated meaning? Reflect on what you have read. What did you think about it? What else have you read? Are there other perspectives?
Rachel Show where the list can be found in the EV402 area of student central Troubleshooting – try a different browser if you are having trouble opening the links. The library is a great source of support.
Rachel stress that they need to prepare notes on their reading for the taught sessions. We will spend considerable time discussing the issues raised in the reading materials and therefore it is vital that they are prepared to engage in these discussions.
Part of being an autonomous learner is about reflecting on our own actions and considering how we can improve our own learning journey.
Stress that they begin their career as a professional today. They are joining a professional workforce. What does this mean? What does it mean for them? What aspirations have they got for themselves and their future careers as professional teachers?
Erica Note importance of watching SC and timetable to check for room/time changes
1. Education Studies 1: How
2. Welcome ..... From the Team...
3. What do we mean by
4. Module Learning Outcomes:
• Demonstrate an understanding of child development
and theories of learning, and describe how these are
related to the strategies and approaches to teaching
• Explain knowledge of the principles of assessment
and planning with particular reference to inclusive
• Identify the central elements of the legislative
framework that influence the work of teachers.
(SEEC Level 4)
5. Three Key Themes
6. finding your way around ....
• The EV402 area on Studentcentral
• The Module Programme
• The Aspire Reading List
(Peer Assisted Study Sessions)
• EV402 is the first year module that is
supported by the PASS scheme
• You will have timetabled PASS sessions
• Attendance at PASS sessions will support you
in your understanding of module content and
in the development of your study skills
• For more information on PASS:
8. EV402 assignment
A written essay demonstrating knowledge
and understanding of the learning objectives
of the module.
To be submitted electronically on Wednesday 12 March 2014 by
9. . . . assignments should demonstrate an ability to:
• Demonstrate an understanding of child
development and theories of learning, and describe
how these are related to the strategies and
approaches of teaching (LO1)
• Explain knowledge of the principles of assessment
and planning with particular reference to inclusive
• identify central elements of the legislative
framework that influence the work of teachers
10. Education ..... some questions ...
• What do we mean by Education?
• Why is Education important?
11. What do we mean by
12. Education ..... some questions ...
• What is one of your most memorable
• Are there any common themes across your
13. Education is not preparation for life; education
is life itself.
14. During sessions we
questions such as:
Why do some
How do children
learn? How do
15. Education Studies – What?
“Essentially, education studies is
concerned with understanding how
people develop and learn throughout
their lives . . . It offers intellectually
rigorous analysis of educational
processes, systems and approaches.”
QAA (2007) Benchmark Statement for
Education Studies, London: The Stationary
How we learn and develop
Purpose of schools and
Policies and impact of
What will you study?
Why do some pupils
do better than others?
17. Why are these important ideas toWhy are these important ideas to
reflect on?reflect on?
“teaching is a highly
complex and highly
skilled activity which,
above all, requires
classroom teachers to
exercise judgement in
deciding how to act.”
(Pollard, 2008, p. 5)
18. National Priorities
1. Behaviour management
2. English as an additional language (EAL)
3. Special Educational Needs and/or disability (SEND)
4. Literacy: systematic synthetic phonics (SSP)
5. Mathematics: early mathematics skills
19. National Priorities
2. English as an
3. Special Educational
4. Literacy: systematic
5. Mathematics: early
a) Children who have a learning need that requires
some form of special provision and/or an mental or
physical impairment which has substantial and
long-term negative effects on their ability to do
normal daily activities.
b) Children who do not speak English at home and/or
do not use English as their main form of
c) Children are taught the correspondences between
sounds (phonemes) and letters. They identify and
blend different letter sounds and letter
combinations together (‘synthesise’ them) to make a
d) Children are taught about numbers and counting,
space and shape, simple measurement and
calculation, basic problem solving, mathematical
language and recording.
e) Supporting children to learn effectively in the many
contexts that exist in schools (e.g. indoor and
outdoor classrooms, in corridors, on buses, on
20. National Priorities
1. Behaviour management e) Supporting children to learn effectively in the
many contexts that exist in schools (e.g. indoor and outdoor classrooms,
in corridors, on buses, on school trips)
2. English as an additional language (EAL) b) Children with EAL do not speak
English at home and/or do not use English as their main form of
3. Special Educational Needs and/or disability (SEND) a) Children with SEN
have a learning need that requires some form of special provision and
disabled people have a mental or physical impairment which has
substantial and long-term negative effects on their ability to do normal
4. Literacy: systematic synthetic phonics c) Children are taught the
correspondences between sounds (phonemes) and letters. They identify
and blend different letter sounds and letter combinations together
(‘synthesise’ them) to make a word.
5. Mathematics: early mathematics skills d) Children are taught about
numbers and counting, space and shape, simple measurement and
calculation, basic problem solving, mathematical language and recording.
21. University of Brighton National
• Managing behaviour and discipline
• English as an Additional Language (EAL)
• Special Educational Needs and /or Disability
22. How can you make the most out of
• Be an active learner
• Draw on your
'The principle goal of education is to create men and woman who are
capable of doing new things, not simply repeating what other generations
23. Read, Read, Read!
• Do not limit your reading to the
module reading list.
• Visit the library. Use the online database to access
journal articles. Make use of the Open Learning
• Reading academic writing will support the
development of your own academic writing.
• Keep notes about what you have read. Summarise
ideas in your own words.
• Talk about what you have read. This will support
24. Aspire Reading List
• Compiled by the module
team to support your
• Includes articles, chapters,
and research linked to the
topics explored during the
For Support with
25. “How do I use the Aspire reading
• The module programme
identifies weekly key readings
which you must prepare,
during your non-contact time,
prior to your seminar group
• You will discuss the readings
with your informal reading
groups during non-contact time
• Bring notes on your reading to
each seminar session
You must come to
module sessions fully
prepared to discuss
you have read.
26. Pre-Course Tasks
• During module sessions we will revisit the
ideas that you have been engaging with in the
pre-course tasks (i.e. TLRP 10 Principles; SEND
• Bring your responses to the pre-course task 1
(TLRP Poster) to your first group session next
Think about last week, your induction week: Ask
• How did it go?
• What effect did I have on others?
• What effect did the week have on me?
• How did it make me feel?
• How could I have improved it if I found myself
in a similar situation again?
• How will I use the knowledge I gained in the
future to ensure that I get the best out of my
28. Being a professional
29. For next time ....
• Familiarise yourself with the Module Programme
and Aspire Reading List
• Complete the reading required for the session
and consider what else you might read
• Locate your room for your seminar group as per
• Bring your pre-course task 1 (TLRP poster) to
your first group session