bed year 2 module guide primary ses2006 post-primary ses2076 learning and assessment ... · ·...

STRANMILLIS UNIVERSITY COLLEGE

BEd Year 2 Module Guide

Primary SES2006

Post-Primary SES2076

Learning and Assessment in

Diverse Classrooms

Weighting of Module 20 CATS / 10 ECTS / 5 US Credits

Post Primary SES2076

Year 2 Education SES2006/SES2076

2

Table of Contents

Course Contents ............................................................................................................. 3

Learning Outcomes ........................................................................................................ 3

Skills .............................................................................................................................. 3

Links to GTCNI Competences ....................................................................................... 4

Technology-Enhanced Learning .................................................................................... 7

Research-Informed Teaching ......................................................................................... 8

The International Dimension ......................................................................................... 8

Assessment ..................................................................................................................... 9

Late submission of coursework ................................................................................... 10

Note on Word Count .................................................................................................... 10

Coursework submission and Authorship ..................................................................... 10

General Regulations for all University Courses .......................................................... 11

Plagiarism .................................................................................................................... 11

Markscheme ................................................................................................................. 12

Reading List ................................................................................................................. 13

Module Outline ............................................................................................................ 20


3

Course Contents

This module considers the different learning styles and needs of individual pupils, set

in the context of different learning theories. Students will critically examine inclusion

in the modern, diverse classroom, identifying challenges and opportunities and

evaluating strategies relevant to primary and post-primary contexts. Students will

focus on gender, class, ability and SEN (hearing impairment, visual impairment,

Down’s Syndrome). Students will also critically analyse issues in assessing children’s

learning, with a focus on Assessment for Learning strategies relevant to the primary

and post-primary context.

Learning Outcomes

By the end of this module students should demonstrate critical awareness of a range

of topics which will include:

how children learn (e.g. Theories of Learning, Learning Styles)

the challenges and opportunities of inclusion in the modern classroom with a

focus on differentiated classroom responses to a number of forms of diversity

(e.g. teaching gifted and talented pupils, the influence of gender/social class,

teaching pupils with EAL and pupils with medical needs – hearing

impairment, visual impairment, Down’s Syndrome)

how children’s learning can be enhanced through assessment (with a

particular focus on Assessment for Learning)

Skills

Through this module students should demonstrate the ability to:

examine and begin to analyse concepts, theories, research and issues of policy

relating to learning and assessment in a systematic way

examine and begin to analyse a range of relevant primary and secondary

sources, including theoretical and research-based evidence, to extend their

knowledge and understanding

accommodate new principles and understandings

use their knowledge and understanding critically to locate and justify a

personal position in relation to differentiated teaching and assessment

methods in education

use ICT to research and present information relevant to the module


4

Links to GTCNI Competences (see Teaching: the Reflective Profession, GTCNI, 2007)

Professional Competence 6 (Differentiation and Childhood/Youth Maltreatment)

Competence statement Aspect of competence Initial Teacher Education

Teachers will have developed a

knowledge and understanding of

the factors that promote and

hinder effective learning, and be

aware of the need to provide for

the holistic development of the

child.

Understand what is known

about the factors that aid

learning.

Examine theories of

learning and child

development, including the

physiology of learning.

Understand what is known

about the factors that hinder

learning.

Consider the key aspects of

emotional and behavioural

difficulties; trauma, child abuse,

bullying, discrimination,

stereotyping, and pupil mobility

or absence from school.

Professional Competence 8




the need to take account of the

significant features of pupils’

cultures, languages and faiths

and to address the implications

for learning arising from these.

A knowledge and understanding

of the significant features of

pupils’ cultures, and any

implications for learning.

Develop an insight into the

cultures from which pupils may

come.



pupils’ languages and any


Examine the implications of

pupils speaking a different

language at home and how this

may impact on their learning

considering the process of

language acquisition for learners

whose second language is

English.



pupils’ faiths and any


Develop an insight into the

range of faiths that pupils may

hold.

Professional Competence 9




their responsibilities under the

Special Educational Needs Code

of Practice and know the

features of the most common

special needs and appropriate

strategies to address these.

Know and understand their

responsibilities under the

Special Educational Needs Code

of Practice.

Know and understand the

principles underpinning the

teaching of children with special

educational needs and the key

aspects of, and teachers’

responsibilities under current

legislation and guidance.

Fulfil their responsibilities

under the Special Educational

Needs Code of Practice.

Teach pupils with special

educational needs under the

guidance of the class teacher.

Know the features of the most

common special needs.

Know the basic features of

common special needs such as

dyspraxia, dyslexia, dyscalculia,

autistic spectrum disorders,

hearing and visual impairment.


5

Professional Competence 20 (Differentiation)


Teachers will use a range of

teaching strategies and

resources, including eLearning

where appropriate, that enable

learning to take place and which

maintain pace within lessons

and over time

Use a range of teaching

strategies that enable learning to

take place

Use a range of teaching

strategies appropriate to the age,

ability, interests and experiences

of pupils

Use a range of resources that

enable learning to take place

Use resources that motivate and

support all pupils’ learning

Capture and maintain pupils’

attention, interest and

involvement through the choice

of teaching strategy and

resources.

Professional Competence 24 (Assessment)


Teachers will focus on

assessment for learning by

monitoring pupils’ progress,

giving constructive feedback to

help pupils reflect on and

improve their learning.

Monitor pupils’ progress. Monitor pupils’ progress

through observation, marking,

targeted questioning and

discussion.

Give constructive feedback. Offer immediate feedback to

reinforce learning, challenge

pupils’ understanding and

promote progression. Mark

against the planning learning

objectives and note strengths as

well as areas for improvement.

Help pupils reflect on and

improve their learning.

Use effective questioning and

self-assessment tasks for pupils

to reflect on and improve their

learning.



Teachers will select from a

range of assessment strategies to

evaluate pupils’ learning, and

use this information in their

planning to help make their

teaching more effective.

Use a range of assessment

strategies to evaluate pupils’

learning.

Know about and be able to use a

range of ipsative, formative and

summative assessments.

Appreciate their uses and

limitations.

Use this information in planning

to make teaching more

effective.

Use information from ipsative,

formative and summative

assessments in their lesson

planning and grouping of pupils.


6



Teachers will assess the levels

of pupils’ attainment against

relevant benchmarking data and

understand the relationship

between pupil assessment and

target setting

Assess the level of pupils’

attainment against relevant

benchmarking data.

Develop an understanding of a

range of approaches to pupil

assessment and how it can be

referenced to appropriate

benchmarking data.

Understand the relationship

between pupil assessment and

target setting.

Understand best practice in

setting targets and its

relationship with pupils’

learning and progression.



Teachers will liaise orally and in

written reports in an effective

manner with parents or carers

on their child’s progress and

achievements.

Liaise orally in an effective

manner with parents or carers

on their child’s progress and

achievements.

In keeping with agreed

protocols for student teachers,

seek opportunities to learn about

the ways in which teachers

engage with parents and others

in a sharing of information

regarding pupils, or details of

pupils’ progress.

Liaise in written reports in an

effective manner with parents or

carers on their child’s progress

and achievements.

Seek opportunities to learn from

experienced teachers how they

write reports on pupils’

progress.


7

Technology-Enhanced Learning

In this module a wide range of technology is used to enhance the student learning

experience. This includes the use of digital video clips within lectures; direct

exposure to assistive technology in facilitating the learning of children and young

people with visual or hearing impairments; participation in online discussion forums;

and use of the VLE to access module resources. Importantly, as the extract below

illustrates, the module will seek to address the issue of criticality in students’

engagement with online resources sourced through search engines:

Evidence about learners’ expectations and experiences of technology in

their learning must be read against a background of extraordinary

expansion in their general access to information and communication

technologies, young people using new forms of communication which

appear to include layers of meaning not accessible by ‘traditional’

language skills alone. In the UK, young people aged 12-15 have an

average of six media devices in their bedrooms, and children aged 8-11

have an average of four such devices while the 2009 ECAR survey of

undergraduates in the US found 98% computer ownership including 79%

owning a laptop that was less than a year old. Use of social networking is

approaching 100% among young undergraduates, and expanding rapidly

in the older cohorts. Eight out of 10 (80%) in the ECAR survey were

‘very confident in their ability to search the Internet effectively and

efficiently’ – though as other studies show, we may need to take this

confidence with a pinch of salt. Except for the underprivileged few, then,

universities no longer enhance the learning experience simply by

providing access to networked computers.

However, although ‘young people demonstrate an ease and familiarity

with computers, they rely on the most basic search tools and do not

possess the critical and analytical skills to assess the information that they

find on the web’. Another study found that students were strongly

influenced by their experience of learning with technology in school,

where ‘[there are] only a few embryonic signs of criticality, self-

management and meta-cognitive reflection’. Indeed, there is a growing

body of research that is showing up some of the contradictions in the

characterisation of young people as ‘digital natives’. (TLRP, Technology

in Learning, 2010, p.8 1)

1 http://repository.alt.ac.uk/839/2/ALT_TEL_evidence_document_for_BIS_low-res.pdf

http://repository.alt.ac.uk/839/2/ALT_TEL_evidence_document_for_BIS_low-res.pdf


8

Research-Informed Teaching

As with all Education Studies modules, this course encourages students to engage

critically with literature/research. Module input will be based on recent and relevant

international literature/research and students will have the opportunity in seminars to

discuss and evaluate research reports and articles with their peers. Module input is

informed by lecturers’ own research and by their critical reading of the latest research

in the respective fields of enquiry. The first assignment in particular requires students

to read critically, to compare and contrast and to reference accurately.

The International Dimension

This module specifically addresses issues of difference, diversity and inclusion and

emphasises the importance of the primary/post-primary teacher appreciating the

individuality of the learner, whether in terms of their learning style preference, their

gender, their ability/disability or cultural background. Each of the module topics is a

global issue and so will be addressed through reference to research, policy and

practice from Northern Ireland but also from national and international sources.

Students are thus encouraged to draw comparisons between policy and practice in the

local and global context, and will have the opportunity in seminar groups to learn

from Erasmus and international students’ own experiences.

“Education plays a vital role in helping children and young people

recognise their contribution and responsibilities as citizens of this global

community and equipping them with the skills to make informed

decisions and take responsible actions. Including the global dimension in

teaching means that links can be made between local and global issues. It

also means that young people are given opportunities to: critically

examine their own values and attitudes; appreciate the similarities

between peoples everywhere, and value diversity; understand the global

context of their local lives; and develop skills that will enable them to

combat injustice, prejudice and discrimination. Such knowledge, skills

and understanding enables young people to make informed decisions

about playing an active role in the global community.” (DfES, 20052

Developing the global dimension in the school curriculum, , p.2)

2

http://www.globaldimension.org.uk/uploadedFiles/AboutUs/gdw_developing_the_global_dimension.p

df

http://www.globaldimension.org.uk/uploadedFiles/AboutUs/gdw_developing_the_global_dimension.pdf

http://www.globaldimension.org.uk/uploadedFiles/AboutUs/gdw_developing_the_global_dimension.pdf


9

Assessment

The module will be assessed by one piece of written coursework (40%) and an

examination (60%)

Please note that students are required to pass both elements of the assessment in order

to pass the module.

Part 1: Critical Reading Assignment (40%)

Critically examine the main arguments relating to the inclusion

of children with special educational needs in mainstream

settings, as outlined in the extracts by Rustemier (2002) and

Warnock (2005) and as illustrated in the story of Kirsty

Arrondelle (Vaughan, 1983).

You are expected to refer in detail (using appropriate

referencing) to each of the three pieces and to note the key

points of difference/similarity between the respective

viewpoints. You should not refer to any other readings. Your

critical reflection should be of 1200 words and should be in

essay format.

Submission: Your assignment should be submitted before 5pm on

Wednesday 14th

November 2012 to Central Admin Office

Format: A4, Times New Roman (font size 12), 1.5 spacing, normal

margins, single-sided, stapled, coversheet completed and

signed.

Referencing: Use the Harvard referencing style and one single list of

references at the back of your assignment (see Guide to Using

the Harvard Reference System on QOL)

Markscheme: See page 12 of this module guide.

Rustemier, Sharon (2002) Social and Educational Justice: the human rights

framework for inclusion, Bristol, Centre for Studies in Inclusive Education.

Vaughan, M. (1983) ‘Kirsty Arrondelle – early integration’, in G. Thomas and

M. Vaughan (eds.) Inclusive Education: Readings and Reflections,

Maidenhead: Open University Press.

Warnock, Mary (2005) Special Educational Needs: A New Look, Philosophy

of Education Society of Great Britain (Impact).


10

Part 2: Examination (60%)

The content of the module will be assessed through a two-hour

written examination in January 2013. Here you will be

expected to choose two questions from a list which covers all

the main topic areas covered in the module. Further details will

be given towards the end of the module and especially in the

lecture in week 12. The examination will also be assessed

using the markscheme to be found on page 12 of this module

guide.

Late submission of coursework

Coursework submitted after the deadline will be penalised at a rate of 5% of the

assessed mark per working day up to 5 working days. Coursework submitted more

than 5 working days after the deadline will be recorded as zero for that assignment.

Exemptions will be granted only if there are extenuating circumstances and the

student has formally notified the Module Co-ordinator in writing within 3 days of the

submission deadline.

Note on Word Count A written assignment must not exceed the maximum word limit set for that

assignment. Students are required to enter an accurate word count on the Assignment

Cover Sheet. Tutors will not read or assess any part of the work which exceeds the

word count by 10% - for example with a word limit of 1200, reading will cease at

1320 words.

Coursework submission and Authorship

Coursework submission (hardcopy only) is the personal responsibility of the student

and should be accompanied by a coversheet and a declaration form confirming that it

is entirely your own work and is original. Do not hand your coursework to anyone

else to submit for you.


11

General Regulations for all University Courses

5.8 Full-time students are required to be in attendance at the University during the 15

weeks of each semester and whatever additional time is required by the programme of

study for which they are registered.

Students may normally be absent from the University during these periods only where

they have permission from their Adviser of Studies or supervisor or in cases of illness

or emergency or where there are extenuating circumstances.

5.9 Students are expected to attend all scheduled sessions and other forms of

instruction as defined by the programme of study and all scheduled examinations.

Specific attendance requirements, including explicit attendance thresholds, will be

stated by the School.

Plagiarism

The University College regards plagiarism as a serious academic offence which may

lead to disciplinary action being taken against the student concerned. Plagiarised

material will be deemed to be passages from other works (including internet sources)

incorporated without acknowledgement and with the intention of it being taken to be

the student's own work. Passages from other works may be quoted only if shown as

quotations with acknowledgement of the sources, and similarly may be paraphrased

only if the sources are acknowledged.

Please refer to the student study regulations for further information. These can be

accessed at

http://www.qub.ac.uk/directorates/AcademicStudentAffairs/AcademicAffairs/General

RegulationsUniversityCalendar2012-13/.

Students may be requested to submit an electronic version of their work to be checked

for plagiarism. Students should be aware that this procedure may delay processing

their results.

http://www.qub.ac.uk/directorates/AcademicStudentAffairs/AcademicAffairs/GeneralRegulationsUniversityCalendar2012-13/

http://www.qub.ac.uk/directorates/AcademicStudentAffairs/AcademicAffairs/GeneralRegulationsUniversityCalendar2012-13/


12

Markscheme

(Level 2 Revised August 2011)

Conceptual

Equivalent

% Pt Level 2 Criteria

Exceptional I

High/Excellent I

(in addition to

criteria for Definite/low 1)

100

90

Exceptional answer, an exemplary piece of work showing:

A good degree of criticality

An in-depth knowledge and understanding across all the relevant areas

Very thorough coverage of the topic

Significance evidence of wide use of learning resources

Definite I

80

Excellent answer showing:

A degree of independence of thought and critical judgement

A thorough understanding of the main issues involved

Knowledge and understanding beyond module content

A degree of originality

Evidence of a wide use of learning resources

Low I

75

High 2.1

Definite/solid 2.1

Low/clear 2.1

68

65

62

Very good, comprehensive answer showing:

A good awareness of the main issues involved at this level

The ability to analyse concepts and ideas at an abstract level

A good knowledge and understanding of module material

Evidence of use of learning resources beyond required texts/module material

High 2.2

Definite/solid 2.2

Low/clear 2.2

58

55

52

Good answer showing:

Reasonably developed arguments,

Knowledge of the main issues involved at this level

A satisfactory understanding of module material

Little reference to resources outside module material

High 3rd

Definite 3rd

48

45

Adequate answer which:

Shows weak to fair understanding of main issues

Makes no reference to resources outside module material

Makes arguments that are weak

Has a low but acceptable level of written expression

Low 3rd 42 Passable (just acceptable) answer which:

Is weak in material and understanding of module content

Contains significant omissions and/or inaccuracies

Recognises the aim of the question and has attempted to answer it

Marginal fail

35 Marginally failing answer which:

Meets some of the necessary requirements

Has some major inaccuracies

Shows limited knowledge of the main issues

Weak fail 25 Unsatisfactory answer which:

Meets very few of the necessary requirements

Shows some recognition of the meaning of the question

Shows little familiarity with the main issues

Indicates that knowledge is vague and skimpy

Has many major inaccuracies

Poor fail 15 Poor answer in which:

There are few points relevant to the question

The bulk of the answer is irrelevant/inaccurate

There are major misunderstandings of the material

Nothing of merit 0 Answer meeting none of the necessary requirements with:

Minimal or no material of value to the question asked

No recognition of the question


13

Reading List

The core reader for the module is:

Richards, G. and Armstrong, F. (Eds) (2010) Teaching and Learning in Diverse and Inclusive

Classrooms – key issues for new teachers, London, Routledge.

How children learn: Theories of Learning

Bartlett, S. and Burton, D. (2007) Introduction to Education Studies, London, Sage.

Burton, D. (2009) ‘Ways pupils learn’ in S. Capel, M. Leask and T. Turner (Eds.) Learning

to Teach in the Secondary School, London, Routledge.

Dennick, R. (2008) ‘Theories of Learning: constructive experience’ in D. Matheson (Ed) An

introduction to the study of education, London, David Fulton Books.

Geake, C. (2009) The Brain at School: Educational Neuroscience in the Classroom,

Maidenhead, Open University Press.

Goswami, U. (2004) ‘Neuroscience and education’ British Journal of Educational

Psychology, 74, 1-14.

Woolfolk, A., Hughes, M. and Walkup, V. (2008) Psychology in education, Harlow: Pearson

Longman.


14

Cultural Diversity

Connolly, P. (2002) Researching Young Children’s Perspectives on ‘the Troubles’ in

Northern Ireland in Child Care in Practice,8,1,58-64

DENI (2007) Policy on supporting ethnic-minority children and young people who have

English as an additional language, Belfast, DENI.

DENI (2009) Supporting Newcomer Pupils (Every School a Good School), available:

http://www.deni.gov.uk/main_doc_english-2.pdf [accessed 9/9/2011]

Esteve, J. M. (1992) Multicultural education in Spain: the autonomous communities face the

challenge of European unity, Educational Review, 44, 3, 255-272

Gilborn, D. (2006) Citizenship Education as Placebo: ‘standards’, institutional racism and

education policy in Education, Citizenship and Social Justice, 1,1, 83-104.

Inclusion and Diversity Service (2008?) Toolkit for Diversity in the Primary School,

available: http://www.education-support.org.uk/teachers/ids (accessed 9/9/2011)

Inclusion and Diversity Service (2010) Toolkit for Diversity in the Post-Primary School,

available: http://www.education-support.org.uk/teachers/ids (accessed 9/9/2011)

McGlynn, C.W. (2003) ‘Integrated education in Northern Ireland in the Context of Critical

Multiculturalism.’ Irish Educational Studies Journal, Vol. 22, No. 3.

OFMDFM (2005) A Shared Future, available: http://www.ofmdfmni.gov.uk/policy-strategic-

framework-good-relations.pdf [accessed 9/9/2011].

OFMDFM (2005b) A Racial Equality Strategy for Northern Ireland , Belfast, OFMDFM.

Quinn, U. & Wakefield, P. (2009) ‘Secondary School Inclusion: Experiencing inclusion

within Northern Ireland secondary school: the perspectives of migrant students from four

European countries’, Support for Learning, Volume 24, Number 3, pp.111-117.

Social Disadvantage

Biddle, B. J. (2001) Social class, poverty and education, London, RoutledgeFalmer.

Burns, G. (2001) Education for the 21st Century: Report by the Post-Primary Review Body,

Belfast, Department of Education for Northern Ireland (available from

www.deni.gov.uk)

Costello, s. (2004) Future Post-Primary Arrangements in Northern Ireland: Advice from

the Post-Primary Review Working Group, Belfast, Department of Education for Northern

Ireland (available from www.deni.gov.uk)

Cox, T. (2000) Combating Educational Disadvantage: Meeting the Needs of Vulnerable

Children, London, RoutledgeFalmer.

Department of Education (NI) (2006) Effective Pre-school Provision in Northern Ireland,

Belfast, Department of Education for Northern Ireland (available from

www.deni.gov.uk)

http://www.teachers.tv/videos/secondary-special-needs-working-with-pupils-with-down-syndrome

mailto:[email protected]


http://www.ofmdfmni.gov.uk/policy-strategic-framework-good-relations.pdf

http://www.ofmdfmni.gov.uk/policy-strategic-framework-good-relations.pdf

http://www.deni.gov.uk/

http://www.deni.gov.uk/main_doc_english-2.pdf



15

Department of Education (NI) (2007) AEP Review - AEP in NI’ Key Findings: ETI Research

Briefing, Belfast, Department of Education for Northern Ireland (available from

www.deni.gov.uk)

Department of Education (2009) Every School a Good School: A strategy for raising

achievement in literacy and numeracy, Belfast, Department of Education for Northern

Ireland (available from www.deni.gov.uk)

Gallagher, T. and Smith, A. (2000) The Effects Of The Selective System Of Secondary

Education In Northern Ireland, Belfast, Department of Education for Northern Ireland

(available from www.deni.gov.uk).

Hayton, A. and Hodgson, A. (1999) Tackling Student Disaffection and Social Exclusion,

London, Routledge Falmer.

Horgan, G. (2007) The impact of poverty on young children’s experience of school, York,

Joseph Rowntree Foundation (available from www.jrf.org.uk).

Kenway, P., MacInnes, T., Kelly, A. and Palmer, G. (2006) Monitoring Poverty and Social

Exclusion in Northern Ireland 2006, York, Joseph Rowntree Foundation.

(available from www.jrf.org.uk)

Kilpatrick, R., et al. (2007) Out of the Box: Alternative Education Provision

(AEP) in Northern Ireland, Belfast, Department of Education for Northern Ireland (available

from www.deni.gov.uk).

Lauder, H., Brown, P., Dillabough, J. and Halsey, A. H. (2006) Education, Globalization and

Social Change, Oxford, Oxford University Press.

Mortimore, J. and Blackstone, T. (1982) Disadvantage and Education, London, Gower.

Mortimore, P. and Whitty, G. (2000) Can school improvement overcome the effects of

disadvantage?, Essex, Formara Limited.

National Commission on Education (1996) Success against the odds: Effective Schools in

Disadvantaged Areas, London, Routledge.

Purvis, D. (2011) ‘Educational Underachievement in Protestant Working Class’ Dawn Purvis

MLA and the Working Group on Educational Underachievement and the Protestant

Working Class: A summary of research, for consultation.

http://www.dawnpurvis.com/?p=107

Ridge, T. (2002) Childhood Poverty and Social Exclusion, Bristol, The Policy Press.

Rudduck, J. and Flutter, J. (2004) How to Improve your School: Giving Pupils a Voice,

London, Continuum.

Save the Children (2007) Annual Child Poverty Report: A 2020 vision: ending child poverty

in Northern Ireland, Belfast, Save the Children.

Save the Children (2011) Severe child poverty in Northern Ireland, (available at

http://www.savethechildren.org.uk/en/docs/Severe_Child_Poverty_NI_Briefing_Jan_201

0.pdf)



http://www.education-support.org.uk/teachers/ids

http://www.education-support.org.uk/teachers/ids

http://www.jrf.org.uk/


http://www.deni.gov.uk/?p=107?p=107




16

Siraj-Blatchford, I. (2004) Educational Disadvantage in the Early Years: How do we

Overcome it? Some Lessons From Research, European Early Childhood Education

Research Journal, 12(2), pp5-16.

Sutherland, A. and Purdy, N. (2006) Attitudes of the Socially Disadvantaged Towards

Education in Northern Ireland, Belfast, Department of Education for Northern Ireland

(available from www.deni.gov.uk).

Sutton, L., Smith, N., Dearden, C. and Middleton, S. (2007) A child’s-eye view of social

difference, York, Joseph Rowntree Foundation (available from www.jrf.org.uk).

Timmins, N. (2004) Overcoming disadvantage: An agenda for the next 20 years, York,

Joseph Rowntree Foundation.

Topping, K. and Maloney, S. (Eds), (2005), Inclusive Education, London: Routledge Falmer

Walsh, G., Sproule, L., McGuinness, C., Trew, K., Rafferty, H., and Sheehy, N. (2006), An

appropriate curriculum for 4-5-year-old children in Northern Ireland: comparing play-

based and formal approaches, Early Years: An International Journal of Research and

Development, Vol. 26(2), pp201-221.

Gifted and Talented

Balchin, T. (2009) ‘The future of the English definition of giftedness’ in T. Balchin, B.

Hymer and D. Matthews (eds.) The Routledge International Companion to Gifted

Education, London, Routledge.

Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956).

Taxonomy of educational objectives: the classification of educational goals; Handbook I:

Cognitive Domain New York, Longmans, Green, 1956

CCEA/NCCA (2007) Gifted and Talented Pupils: Guidelines for teachers, Belfast, CCEA.

Claxton, G. and Meadows, S. (2009) ‘Brightening Up: how children learn to be gifted’, in T.

Balchin, B. Hymer and D. Matthews (eds.) The Routledge International Companion to

Gifted Education, London, Routledge.

DfES (2006) Effective provision for gifted and talented children in primary education,

London, DfES.

Geake, C. (2009) The Brain at School: Educational Neuroscience in the Classroom,

Maidenhead, Open University Press.

Geake, J. (2005) ‘Educational neuroscience and neuroscientific education: In search of a

mutual middle-way’. Research Intelligence: News from the British Educational Research

Association 92,10,3.

Geake, J., and P. Cooper (2003) ‘Cognitive neuroscience: Implications for education?’

Westminster Studies in Education, 26, 1, 7-20.

Goleman, D. (1995) Emotional intelligence: Why it can matter more than IQ, London,

Bloomsbury.

Goswami, U. (2004) ‘Neuroscience and education’ British Journal of Educational

Psychology, 74, 1-14.




17

Goswami, U. (2006) ‘Neuroscience and education: From research to practice’ Nature

Reviews Neuroscience, 7, 406-13.

Moltzen, R. (2010) ‘Inclusive Education and Gifted and Talented Provision’ in G. Richards

and F. Armstrong (Eds) Teaching and Learning in Diverse and Inclusive Classrooms –

key issues for new teachers, London, Routledge.

Organization for Economic Co-operation and Development (2002) Understanding the brain:

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18

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19

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20

Sample Module Outline (please note that days/times stated are subject to change)

Year 2 Education: Learning and Assessment in Diverse Classrooms

WEEK Lectures Monday @9.15am Drama Theatre

Lecturer Seminars

Wk 1 Introduction to Module Dr N Purdy No seminar

Wk 2 How children learn – Learning Styles 1 Dr B Cummins Seminars as usual

Wk 3 How children learn – Learning Styles 2 Dr B Cummins Seminars as usual

Wk 4 Diverse learners: Cultural Diversity Ms F Burgess Seminars as usual

Wk 5 Diverse learners: Hearing/Visual Impairment BELB team Seminars as usual

Wk 6 Diverse learners: Down’s Syndrome Dr N Purdy Seminars as usual

Wk 7 Diverse learners: Social disadvantage Dr B Cummins Seminars as usual

Wk 8 Diverse learners: Gifted and Talented Dr N Purdy Seminars as usual

Wk 9 Bullying in Schools Dr N Purdy,

& Mark Brown Seminars as usual

Wk10 Assessing diverse learners: AfL background,

principles, strategies

Ms F Burgess Seminars as usual

Wk11 Assessing diverse learners: Critique of AfL Mr D Armstrong Seminars as usual

Wk12 Module Conclusion, Examination Guidance and Module

Evaluation

Dr N Purdy No seminar

Education: seminars - Wednesday @9.15am Groups Q(CSR4,Dr Purdy),R(CSR7,Mr Armstrong),S(CSR6,Dr Burgess)

- Friday @11.15 Groups T(CSR4,Dr Purdy);U(CSR3,Dr Cummins);V(CSR6,Dr Burgess);W(CSR10,Mr Armstrong)