Overview

Module Content

Associate Teachers (Faculty of Education Initial Teacher Education students are known as Associate Teachers) spend 58 days (across two settings) to start learning how to become practitioners through experiences gained in work based learning (Schools & Networks). This will involve: weekly cluster teaching and review events

• observations and preparatory development

• close to practice research (small scale inquiries)

• integration into the teaching environment

• higher order skills practice and implementation

• mentoring and self-reflection

• further implementation through practice

• consolidation of skills and practice

• continued autonomous development & enrichment

• enrichment placement totalling 5 days in outdoor centres and SEN specialist schools

The school experience is progressive over the course of the Programme to develop the Associate Teachers’ competency in teaching and learning. This will include collaboratively led close to practice seminars (in placement setting) that will inform how they teach and observe in the school.

The indicative pattern is outlined below:

Total: 58 days - 10 weeks SE + 8 Lead School Days Working on school development plan (PR6213 assignment)- 1 week ( 5 days) I day orientation/ 2 days initial planning/1.5 days activity and children engagement/0.5 evaluation

Stages 7-8: Consolidation of subject skills and practice/Autonomous Development – 8 weeks (40 days) Transition: focus on transition 2 weeks (10 days) Specific research during cluster events and continuous cycles will link closely to the content of XCE3211, XCE3212, XCB3213, (which will be used to inform assessments from the other level 6 modules).

Digital Competence Framework (DCF) and Microsoft Student Teacher Education Programme (STEP)

• Teaching with Technology 3

• Productivity in the Classroom

• Microsoft in the Classroom

Cymraeg Bob Dydd and The Welsh Dimension

Reinforce and embed Cymraeg Bob Dydd to enable ATs to use and transfer Welsh language patterns and dialogue naturally, confidently and consistently.

Strategically select and critically examine enrichment activities that promote relevant aspects of The Welsh Dimension through different subjects and Areas of Learning and Experience.

**Note that all content and assessments will be explicitly linked to the new professional standards for teaching and leadership standards. They can be found at http://learning.gov.wales/docs/learningwales/publications/170901-professional-standards-for-teaching-and-leadership-en.pdf

How this module contributes towards the associate teachers progress against the professional teaching standards is tracked in an additional document.

Module Content

Associate Teachers (Faculty of Education Initial Teacher Education students are known as Associate Teachers) spend 58 days (across two settings) to start learning how to become practitioners through experiences gained in work based learning (Schools & Networks). This will involve: weekly cluster teaching and review events

• observations and preparatory development

• close to practice research (small scale inquiries)

• integration into the teaching environment

• higher order skills practice and implementation

• mentoring and self-reflection

• further implementation through practice

• consolidation of skills and practice

• continued autonomous development & enrichment

• enrichment placement totalling 5 days in outdoor centres and SEN specialist schools

The school experience is progressive over the course of the Programme to develop the Associate Teachers’ competency in teaching and learning. This will include collaboratively led close to practice seminars (in placement setting) that will inform how they teach and observe in the school.

The indicative pattern is outlined below:

Total: 58 days - 10 weeks SE + 8 Lead School Days Working on school development plan (PR6213 assignment)- 1 week ( 5 days) I day orientation/ 2 days initial planning/1.5 days activity and children engagement/0.5 evaluation

Stages 7-8: Consolidation of subject skills and practice/Autonomous Development – 8 weeks (40 days) Transition: focus on transition 2 weeks (10 days) Specific research during cluster events and continuous cycles will link closely to the content of XCE3211, XCE3212, XCB3213, (which will be used to inform assessments from the other level 6 modules).

Specific research during cluster events and continuous cycles will link closely to the content of XCE3211, XCE3212, XCB3213, (which will be used to inform assessments from the other level 6 modules).

Digital Competence Framework (DCF) and Microsoft Student Teacher Education Programme (STEP)

• Teaching with Technology 3

• Productivity in the Classroom

• Microsoft in the Classroom

Cymraeg Bob Dydd and The Welsh Dimension

Reinforce and embed Cymraeg Bob Dydd to enable ATs to use and transfer Welsh language patterns and dialogue naturally, confidently and consistently.

Strategically select and critically examine enrichment activities that promote relevant aspects of the Welsh Dimension through different subjects and Areas of Learning and Experience.

**Note that all content and assessments will be explicitly linked to the new professional standards for teaching and leadership standards. They can be found at http://learning.gov.wales/docs/learningwales/publications/170901-professional-standards-for-teaching-and-leadership-en.pdf

How this module contributes towards the associate teachers progress against the professional teaching standards is tracked in an additional document.

Assessment Strategy

-threshold -(D) All learning outcomes will have been met to a satisfactory level. Knowledge and understanding of the module content will be supported by a satisfactory range of theory, practice and research literature. Candidates will have demonstrated satisfactory evidence of critical analysis when reflecting on teaching and learning.Students will have developed their study skills to a satisfactory standard and will be able to communicate to a satisfactory standard in a professional and academic context.

-good -(B) All learning outcomes will have been met to a good level. Knowledge and understanding of the module content will be supported by a good range of theory, practice and research literature. Candidates will have demonstrated good evidence of critical analysis when reflecting on teaching and learning.Students will have developed their study skills to a good standard and will be able to communicate to a good standard in a professional and academic context.

-excellent -(A) All learning outcomes will have been met to an excellent level. Knowledge and understanding of the module content will be supported by an excellent range of theory, practice and research literature. Candidates will have demonstrated an excellent evidence of critical analysis when reflecting on teaching and learning.Students will have developed their study skills to an excellent standard and will be able to communicate to an excellent standard in a professional and academic context.

Learning Outcomes

• Analyse, synthesise and critically reflect on their own professional practice and begin to show the ability to collaborate and establish professional relationships with mentors/tutors as a basis for autonomous development;

• Become highly competent in recording and implementing suitable action based research strategies;

• Collaboratively set appropriate targets to work towards, and met or exceed the new professional standards for teaching and leadership for the award of QTS.

• Effectively apply a wide range of range of planning and assessment skills to ensure suitable opportunities for learners to develop key skills across the curriculum, the wider curriculum/cross curricular themes and subject based study;

• Reflect effectively and analyse their progress in relation to the professional teaching standards.