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PDT2016 – Using Experiences Outside the School to Inspire and Support Learning
Field: PROF DEVELOPMENT AND TRAINING
Co-ordinator: Jean Edwards
Credit Value: 20
Level: 5
Timetable Slot:
Pre-requisites: PDT1064
Co-requisites: None
Assessment: SPRLE - Using Experiences Outside The School To Inspire And Support Learning (Leicester), Coursework: 100% SPR - Using Experiences Outside The School To Inspire And Support Learning, Coursework: 100%
Designated for: Designated for: FDA Learning & Teaching;
Description: The purpose of this module is for students to extend their subject and pedagogoic knowledge to support teaching strategies in subjects and aspects of the wider curriculum. They will explore current theoretical perspectives on effective learning and teaching in locations beyond the immediate school setting. They will develop and use a range of digital technology tools to support and inspire their own learning and that of their pupils.
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PDT2017 – Planning and Professional Development
Field: PROF DEVELOPMENT AND TRAINING
Co-ordinator: Abbie Deeming
Credit Value: 20
Level: 5
Timetable Slot:
Pre-requisites: PDT1065
Co-requisites: None
Assessment: SPRLE - Planning And Professional Development (Leicester), Coursework: 100% SPR - Planning And Professional Development, Coursework: 100%
Designated for: Designated for: FDA Learning & Teaching;
Description: The purpose of this module is to develop students' knowledge and understanding of the factors which influence curriculum planning and to explore, monitor and evaluate approaches to professional development in education.
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PDT2018 – SEND, Diversity and Inclusion: School Based Project
Field: PROF DEVELOPMENT AND TRAINING
Co-ordinator: Adam Chapman
Credit Value: 20
Level: 5
Timetable Slot:
Pre-requisites: PDT1066
Co-requisites: None
Assessment: AUTLE - Send, Diversity And Inclusion: School Based Project (Leicester), Coursework: 100% AUT - Send, Diversity And Inclusion: School Based Project, Coursework: 100%
Designated for: Designated for: FDA Learning & Teaching;
Description: The purpose of this module is for students to draw on their own experience in their individual settings by critically exploring and evaluating the efficacy of a selected intervention/strategy or resource relating to SEND, inclusion or diversity in their own school/setting which is of relevance and interest to them. Students will gain an insight into how provision and/or resourcing for SEND is managed in their own setting in practice and will also develop initial experience in acting as a reflective practitioner-researcher.
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PDT2019 – Work-based Practice: Reflective Practices
Field: PROF DEVELOPMENT AND TRAINING
Co-ordinator: Abbie Deeming
Credit Value: 40
Level: 5
Timetable Slot: All Year
Pre-requisites: PDT1067
Co-requisites: None
Assessment: WBLLE - Work-Based Practice: Reflective Practices (Leicester), Coursework: 100% WBL - Work-Based Practice: Reflective Practices, Coursework: 100%
Designated for: Designated for: FDA Learning & Teaching;
Description: The purpose of this module is to encourage students to reflect upon practice, value the professional opinion of colleagues and be confident working within a multi-professional team. Students develop knowledge, understanding and practical skills central to their role in supporting a positive experience of learning for pupils. By combining theory and practice students are able to gain clearer insight into the relationship between teaching and learning in order to become independent reflective practitioners.
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PDT2020 – English and Maths: Cross Curricular Approaches
Field: PROF DEVELOPMENT AND TRAINING
Co-ordinator: Dominic Murphy
Credit Value: 20
Level: 5
Timetable Slot:
Pre-requisites: PDT1068
Co-requisites: None
Assessment: AUTLE - English And Maths: Cross Curricular Approaches (Leicester), Coursework: 100% AUT - English And Maths: Cross Curricular Approaches, Coursework: 100%
Designated for: Designated for: FDA Learning & Teaching;
Description: This module extends students? understanding of the skills, knowledge and theoretical perspectives underpinning the core curriculum subjects of English and mathematics. It develops the students? understanding of learning and teaching strategies in the subjects and explores the connections between these subjects and the rest of the curriculum in the Early Years Foundation Stage and Key Stages 1 to 3, including pupils with special educational needs and those learning English as an Additional Language. Using digital media to support and engage learners is integral to this module.
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PDT2025 – Social, Emotional and Mental Health Perspectives
Field: PROF DEVELOPMENT AND TRAINING
Co-ordinator: Ms Korrin Smith-Whitehouse
Credit Value: 10
Level: 5
Timetable Slot: Semester 1
Pre-requisites: None
Co-requisites: None
Assessment: STD - Social, Emotional And Mental Health Perspectives, Coursework: 100%
Designated for:
Description: The purpose of this module is to study the diverse and complex nature of social, emotional and behavioural aspects of development through childhood and adolescence into adulthood. The module will explore perspectives on Social, Emotional and Mental Health (SEMH) using a biopsychosocial lens to consider causes, risk factors and comorbidity.
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PDT2028 – Physical and Sensory Needs
Field: PROF DEVELOPMENT AND TRAINING
Co-ordinator: Brenna Farrow
Credit Value: 10
Level: 5
Timetable Slot: Semester 2
Pre-requisites: None
Co-requisites: None
Assessment: STD - Physical And Sensory Needs, Coursework: 100%
Designated for:
Description: The purpose of this module is to explore the broad nature of sensory and physical difficulties including visual impairment, hearing impairment and multisensory impairment. Work based learning supports reflection on the module themes. Students consider issues of accessibility and audits of environments to support inclusion from childhood to adulthood.