Make a 3-D book character: £20 Amazon voucher prizes for the three best models
Use plasticine, clay, wool, string, paper – anything – to mould an inspired book character in 3-D. Label it with your name and student number & send a photograph of it onto a file less than 2.5MB to email@example.com.
If art isn’t your thing, then you can still win a £10 voucher. Tell us your favourite sporting hero or action figure and why. Tweet to @cardiffmetlearn with the #wbd hashtag, or write on our graffiti walls in Cyncoed library.
Join us for an action packed and sporting World Book Day fortnight of exciting events and activities.
Monday 27th February 12-1pm – Jos Andrews: School Experience Room (L101), Cyncoed Library
Breaking into writing & working in the world of sport
Author of several sports books, Jos Andrews offers a fascinating glimpse into her work as a BBC Series Producer for major sporting events including the Olympics & Six Nations.
Tuesday 28th March 11am-2pm – Artist Books: Welsh Collection on ground floor of Cyncoed Library
Artists Book exhibition and craft activity stall
Experienced artist and curator of the Artists Book collection at Llandaff campus library, Doreen Barnaville & Art Librarian, Martha Lee will be on hand to show you how you can give an old unwanted book a new lease of life.
Thursday 2nd March 1-2pm – Joe Towns: School Experience Room (L101), Cyncoed Library
“Good writers borrow, great writers steal!” – how the library (and poetry) inspired Wimbledon and the Six Nations
Joe Towns is an experienced journalist, television producer and sports broadcaster. He is also course director and lecturer of Cardiff Met’s new MSc in Sports Broadcasting. He will look at the classic poems read by actors and sporting celebrities to create inspirational opening sequences for BBC One Sports coverage.
Monday 6th World Book Day cake stall: Cyncoed main reception
An only too rare chance to see library staff in World Book Day fancy dress – drop in and buy our cakes or donate towards the National Literacy Trust.
There’s also a chance to win some money with our 3-D modelling & graffiti wall competitions. Click here (link to separate article) for more.
Superman, Wonder Woman or a teacher – who is the real hero? Anyone who is able to juggle managing 30 youngsters, whilst questioning, challenging, monitoring and assessing said youngsters, in between bouts of break duty, marking and parents’ evening has got to be eligible for hero status.
But if you had the chance for a superpower too, what would it be? The ability to fly, to read minds or to turn invisible? In a recent poll, Cardiff Met student teachers opted strongly for two superpowers:
telepathy – the ability to read minds and communicate mind-to-mind
time control – being able to slow, speed up or even stop time.
It seems that understanding young minds can be something of a challenge, and there certainly isn’t enough time in the day for writing up all those lesson plans!
Mind control was also a favoured option for some, as was taking on an altered form – maybe Severus Snape or Miss Trunchball would do the trick!
Some students came up with their own superpowers including super-sticking (for getting marking and sticking done at lightning speed) and super-motivator power (for instant motivation).
So whilst you mightn’t have a superhero costume, or a superpower, teachers certainly have superhero status!
In her previous career Sue Davis was an Early Years teacher. She then taught in FE on the CACHE Diploma in Child Care and Education and also with the Open University on their early childhood programmes. Here at Cardiff Met, Sue has many job ‘hats’. As a senior lecturer on the PGCE Primary Programme, she has particular responsibility for Primary Humanities and contributes to Primary Professional Studies sessions. She is the Professional Doctorate, EdD pathway leader for the school of Education as well as a module leader and supervisor for students on the Professional Doctorate Programme. She also teaches on the Masters Programme. Finding time for research is a challenge, but it’s something that’s important to her.
Within her teaching, Sue highlights the importance of research informing practice in education, and to help her do this effectively, she indulges in some ‘cross-pollination’ – that is, drawing the links between the different areas of her work wherever possible. Teaching on an MA module focusing on school improvement, she recognises it’s important that practitioners can look at how to improve practice in relation to current developments. Students complete mini action research projects in important and relevant areas, e.g. absenteeism and the effects of poverty on children’s education. Wherever possible, she encourages student researchers on the MA course to share these valuable explorations with the postgraduate students.
When it comes to her own research, Sue is one of the team engaged in the Routes into Teaching project which has been investigating how student teachers learn how to teach (see Dan Davies’ earlier blog on this site). She is also working with colleagues from across the University, on research looking at the design of the Professional Doctorate programme in an HE context. Her personal areas of particular interest include Early Years education, children’s well-being and outdoor education.
Sue achieved her professional doctorate (EdD) in 2012 with an investigation centred on children’s social and emotional development. This study followed PGCE students’ engagement with a programme called Special Me Time which was designed to help improve young children’s confidence and self-esteem. She is currently planning the next phase of this research, again using the same Special Me Time programme, but this time working in collaboration with colleagues in a nursery and a school who will have teaching assistants implementing the programme.
A passion for research
Sue’s research focuses on the holistic needs of children. She feels strongly that the pastoral side of education is just as important – and sometimes more important – than the academic part of education: ‘if children don’t feel right, they don’t learn right’. Her philosophy of devoting her time and energies to something she considers significant is also her advice to anyone interested in doing research – choose ‘something you’re passionate about’. And when most of us have many demands on our time, it might be very good advice.
Prosiect Cysylltu’r Cwricwlwm (TAR Saesneg a TAR Cymraeg)
Yn ystod ein hwythnos yn y brifysgol, cawson ni’r cyfle i fod yn rhan o brosiect a oedd yn seiliedig ar rannu rhai syniadau ynghylch sut i addysgu technegau arholiad i ddosbarthiadau CA4. Yn ystod y prosiect yma, rhannwyd y dosbarth i mewn i grwpiau bach, gyda phob grŵp yn canolbwyntio ar linyn darllen y Fframwaith Llythrennedd. Cyfunwyd myfyrwyr TAR Cymraeg a Saesneg, a chafodd pob grŵp y cyfle i baratoi a chynnal gwers fer yn seiliedig ar yr elfen ddarllen nas trafodwyd, a’i chyflwyno i’w cyfoedion. Yn dilyn argymhellion Donaldson ynglŷn â rhannu arfer dda gyda chyfoedion, rwyf yn ffyddiog bydd disgwyl i athrawon weithredu’r math o ymarfer, ble maent yn arsylwi ar ar wersi ei gilydd, gyda’r nod o ddatblygu ac adeiladu ar eu pedagogeg bersonol o ganlyniad. Cynigodd y profiad yma gyfle da i fyfrwyr arbrofi gyda’r strategaethau hyn – roedd e’n ddefnyddiol ac yn werthfawr cael gweld arddulliau addysgu ein gilydd, rhannu strategaethau ac adnoddau, a dysgu oddi wrth ein gilydd o ganlyniad.
PGCE English and Welsh planned and delivered short teaching episodes on each of the GCSE reading skills as part of the Connected Curriculum peer teaching project which explores collaborative approaches to learning pedagogy and curriculum drawing on some of Donaldson’s Successful Futures principles.