Professional, Pedagogical and Core Studies in Secondary Education
Run by School of Educational Sciences
30.000 Credits or 15.000 ECTS Credits
Semester 1 & 2
Organiser: Mr Rhys Coetmor Jones
Overall aims and purpose
- Enable critical reflection on effective classroom management, organisation, planning and assessment for teaching and learning;
- Develop Associate Teachers' (AT) understanding of the context, history and diversity of Welsh educational settings;
- Develop ATs’ understanding of how to plan for inclusion, ALN (Additional Learning Needs) and understand teachers’ statutory responsibilities; to include safeguarding and use of pupil voice;
- Demonstrate how the content is matched to the PTS for Wales and develop understanding of how this informs ATs’ development in teaching the Curriculum for Wales;
- Enable ATs to identify how subject-specific Welsh can be integrated into their teaching;
- Develop ATs’ Welsh language skills and recognise their progress according to their achievement in the Welsh Language Exit Audit..
- Explore the effective use of cross-curricular teaching and of technology for learning safely and creatively.
Associate teachers will explore:
- A range of established learning theories (e.g. Piaget, Vygotsky, Dewey, Bruner, Hattie, Dweck) giving Associate Teachers the analytical tools to critically evaluate learning and concepts of pedagogy within their context. Social, cultural, cognitive and psychological dimensions of learning will be explored enabling Associate Teachers to analyse learning effectively and reflect on their own practice;
- Concepts of classroom management, informing Associate Teachers’ planning and ensuring their practice and their reflection on practice is based on research, theory and evidence. The nature of evidence and knowledge will be considered allowing Associate Teachers to evaluate the impact of their actions on learning in context;
- Assessment and its range of applications; for example: effective questioning; short and mid-term curriculum planning; reporting to parents; research evidence and professional enquiry; public examinations and statutory tests;
- Curriculum documentation and design will be studied at policy level, from the research perspective and at the level of pupils’ experiences in order to develop a critical engagement with current practice, cross-curricular developments and new initiatives (e.g. literacy, numeracy and digital competence);
- The distinctive heritage of Welsh educational settings, policy and culture and engage critically and collaboratively in how it influences local contexts and pupils’ experiences;
- The role of pupil voice will be explored critically, enabling Associate Teachers to value the rights of children and respond to the needs of all learners. All relevant concepts regarding safeguarding will be explored in depth; e.g. school policies; online safeguarding for both Associate Teachers and learners in school; the ethical aspects of teacher research; child protection; possible abuse and well-being;
- The complex social, cultural, emotional and personal influences on learners will be studied from a theoretical perspective and applied in practice, enabling Associate Teachers to address the needs of all learners in the classroom. Notions of equity will be critically examined, considering diverse cultural, linguistic, religious, and socioeconomic factors;
- The diverse needs of all Associate Teachers will be addressed from linguistic, cultural and policy perspectives. All Associate Teachers will develop their use of the Welsh language; from beginners to fluent speakers who wish to enhance their writing skills. The diverse linguistic profiles of North Wales will be studied and expectations of Welsh language use will be presented according to Welsh Government policy;
- All Associate Teachers’ personal literacy, numeracy and digital skills will be developed, applied and evaluated in professional and academic contexts. All content and assessments will develop Associate Teachers’ thinking skills, enabling them to communicate complex arguments and theories to a range of audiences.
The Four Purposes of the curriculum areas will be embedded throughout the module, developing children as:
Ambitious, capable learners, ready to learn throughout their lives;
Enterprising, capable contributors, ready to play a full part in life and work;
Ethical, informed citizens of Wales and the world;
Healthy, confident individuals, ready to lead fulfilling lives as valued members of society.
Research Methods and Methodology
Evidence-based and research-informed learning underpins the content and the delivery of this module. In this module ATs will be encouraged to critically evaluate current research and offer original interpretations on the latest theory and evidence based practice that underpins the pedagogy and classroom practices covered. ATs will be taught to critically evaluate the spectrum of research designs and to deploy a wide range of techniques of research and critically evaluate the suitability of different methodology and approaches used in particular settings and particular research or practice-driven questions. The content will be delivered in a way that will encourage ATs to master complex and specialised knowledge of the strengths and weaknesses of evidence that underpins the pedagogical approaches and classroom practices discussed in this module. The content will encourage ATs to deploy advanced analysis and argument of how theory and practice are blended to realise the CaBan vision of enhancing the life chances of children and young people across North Wales.
Academic Study Skills
- Development and refinement of: (embedded within module content and assignment context):
- time and task management skills;
- reading for academic purposes ;
- planning assignments;
- critical thinking, analysis and developing an argument;
- assignment structure;
- academic writing style;
- information literacy;
- reflective learning.
Progression in Bilingualism ATs will study the aims and goals of bilingual education from the different perspectives, to include the specific issues associated with assessment of bilinguals, and the expected and realistic outcomes for different types of bilinguals. ATs will be taught subject specific bilingual pedagogical approaches, alongside those with a more general application (to include trans-languaging, monolingual/bilingual discourse).
ALN, Inclusion and Differentiation
Barriers to learning will be explored critically with particular attention given to additional learning needs (ALN) and the effect of poverty on attainment. Notions of equity will be critically examined, considering diverse cultural, linguistic, religious, and socioeconomic factors.
Health and Well-being ATs will explore initiatives to promote the health and well-being of all children so that they can develop as ethical and informed citizens of Wales and the wider world. Through engaging with the pupil voice, ATs will critically examine the impact of these initiatives in practice to improve and embed provision and the experience of pupils.
The module aligns with the Professional Standards for Teaching and Leadership in Wales, and provides a scaffold for the ATs' demonstration of the standards in practice (Please see attached the Professional Standards tracking document). In addition, the strands of research literacy, core academic skills development and meta-cognition inform the module throughout.
All learning outcomes will have been produced 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 satisfactory study skills and will be able to communicate to a satisfactory standard in professional and academic contexts.
Most learning outcomes will have been produced at a good level. Excellence in some learning outcomes may compensate for satisfactory attainment in others.
A good knowledge and understanding of the module content will be supported by a good range of theory, practice and research literature.
Candidates will provide good critical analysis when reflecting on a significant range of teaching and learning styles.
Students will have developed good study skills and will be able to communicate to a good standard in professional and academic contexts.
Most learning outcomes will have been met to an excellent level and all learning outcomes will be at least good.
A deep knowledge and understanding of the module content will be supported by an extensive range of theory, practice and research literature.
Candidates will provide excellent critical analysis when reflecting on a wide range of teaching and learning approaches.
Students will have developed excellent study skills and will be able to communicate to an excellent standard in professional and academic contexts.
Critically analyse the concept of learner well-being, including pupil voice and safeguarding, from the perspectives of policy, research, theory and experiences in school
Critically examine a range of education theories, policy and research, including teaching and learning, pupil progression and motivation, and social and psychological development
Critically examine how differentiation in the classroom affects inclusion and those with ALN from the perspectives of policy, research, theory and experiences in school.
Critically study Welsh language, history and culture from the perspectives of policy, research, theory and experiences in school.
|LOGBOOK OR PORTFOLIO||Portffolio Cymraeg Rhan A||
Identifying your own personal Welsh language skills according to the Language Competency Framework for Education Practitioners
For further details of the assignment, refer to the module handbook
|INDIVIDUAL PRESENTATION||Presentation A||
For details of the assignment, refer to the module handbook
|INDIVIDUAL PRESENTATION||Presentation B||
For details of the assignment, refer to the module handbook.
|LOGBOOK OR PORTFOLIO||Y Portffolio Cymraeg Rhan C||0.00|
|ESSAY||Portffolio Cymraeg Rhan B||
Language teaching and learning pedagogy
Refer to the handbook for further details
Teaching and Learning Strategy
Personal study time as appropriate to meeting the learning outcomes of the module.
The principal methods of learning and teaching will be lectures, seminars and workshop sessions, including those which make use of technology. Supported blended learning will combine face-to-face sessions with learning opportunities created online.
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Mentoring - Able to support, help, guide, inspire and/or coach others
- Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
- Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
- Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in
Subject specific skills
- That they set demanding teaching and learning objectives relevant to all learners in their classes and use those teaching and learning objectives for lesson planning, and lesson follow-ups with appropriate differentiation for learners;
- That they choose and prepare resources, and plan to organise them safely and effectively, giving consideration to learners' interests, their language and cultural backgrounds, with the assistance of support staff when appropriate.
- That they take part in teaching teams, and contribute to them, according to what is appropriate to the school. That they plan, where applicable, for the deployment of an extra adult to support the learning of children and young people.
- That they make appropriate use of a range of monitoring and assessment strategies to evaluate learners' progress towards planned teaching objectives, and use that information to improve their own planning and teaching.
- That they identify more able and talented learners and provide them with support;
- That they systematically record learners' progress and successes, in order to provide evidence of the range of their work, their progress and achievement over time. That they use this to support learners in reviewing their own progress and to illuminate planning.
- That they can teach the skills, information and understanding required or expected in relation to the curriculum for learners in the age range which they have been trained to teach and how they are relevant to the age range they were trained to teach making appropriate use of the Cwricwlwm Cymreig for learners aged 7 - 14;
- That they adapt their teaching in order to meet needs of learners, including the more able and talented, and those with special educational needs. That they can receive guidance by an experienced teacher when appropriate.
- That they can support those learning Welsh or English if that is the language in which they are being educated and is different to the language, or to the language form of their home, with the support of an experienced teacher when appropriate.
- That they give consideration to various interests, experiences and successes of every pupil they teach in order to help learners' progression.
- That they organise and manage teaching and learning time effectively.
- That they organise and manage the physical teaching environment, the equipment, materials, books and other resources safely and effectively, with the help of support staff when appropriate.
- That they can take responsibility for teaching a class or classes over a continuous and substantial period of time. That they can teach across the age range for which they were trained.
- That they can identify and respond effectively to matters relating to social inclusion and equal opportunities when they arise in the classroom, including challenging stereotypical opinions, and challenging bullying or harassment by following the policy and relevant procedures.
Bryan, H., Carpenter, C., Hoult, S. (2011). Learning and Teaching at M-Level: A Guide for Student Teachers. London, United Kingdom: Sage.
Capel, S., Leask, M., & Turner, T. (2016). Learning to Teach in the Secondary School: a Companion to School Experience. (7th ed.). London, United Kingdom: Routledge.
Dauncey, M. (2013). Literacy and Numeracy in Wales. Cardiff, United Kingdom: National Assembly for Wales.
Denscombe, M., 2014. Good research guide: for small-scale social research projects. Buckingham, OUP.
Donaldson, G. (2015). Successful Futures: Independent Review of Curriculum and Assessment Arrangements in Wales. Cardiff, United Kingdom: Welsh Government.
Elmore, R.F., Fiarman, S.E. and Teitel, L., 2009. Instructional rounds in education: A network approach to improving teaching and learning. Cambridge, MA: Harvard Education Press.
Garvey, B., Stokes, P., & Megginson, D. (2014). Coaching and Mentoring: Theory and Practice. London, United Kingdom: SAGE.
Hattie, J. (2012). Visible Learning for Teachers: Maximizing Impact on Learning. London, United Kingdom: Routledge.
Hopkins, D., 2008. A Teacher's Guide to Classroom Research, 2nd edition. Maidenhead, OUP.
Hodkinson, A. (2015). Special Educational Needs and Inclusion. (2nd ed). London, United Kingdom. SAGE.
Marble, S.T., 2006. Learning to teach through lesson study. Action in Teacher Education, 28(3), pp.86-96.
Pollard, A. (2014). Reflective Teaching in Schools. London, United Kingdom: Bloomsbury.
Rogers, B. (2015). Classroom Behaviour. (4th ed). London, United Kingdom: SAGE.
Welsh Government (2012). A Living Language: a Language for Living. Welsh Language Strategy 2012–17. Cardiff, United Kingdom: DfES.
Welsh Government. (2013). National Literacy and Numeracy Framework. Cardiff, United Kingdom: DfES.
Welsh Government. (2015). Digital Competence Framework Guidance. Cardiff, United Kingdom: DfES.
Welsh Government. (2015). Qualified for Life. A Curriculum for Wales – a Curriculum for Life. Cardiff, United Kingdom: DfES.
Welsh Government. (2017). Draft Additional Learning Needs Code. Cardiff, United Kingdom: DfES.
Wheeler, S (2015). Learning with ‘E’s: Educational Theory and Practice in the Digital Age. London, United Kingdom: Crown House.
Wragg, E.C., 2013. An Introduction to Classroom Observation. London: Hoboken, Taylor and Francis.
ALN and Inclusion
Briggs, S. (2015). Meeting Special Educational Needs in Secondary Classrooms. 2nd edition. London, United Kingdom: Routledge.
Ryder. N. (2013). Yr ABC i Anghenion Ychwanegol. Aberystwyth: Canolfan Peniarth
Soan, S. (2016). Additional Educational Needs: inclusive approaches to teaching. London: David Fulton.
Welsh Government (2017). Additional Learning Needs Code of Practice. Cardiff: Welsh Government
Courses including this module
Compulsory in courses:
- 3D7N: PGCE Secondary – Biology (leading to the award of QTS) year 1 (CERT/TTBE)
- 3F53: PGCE Secondary – Biology with ODA (leading to QTS) year 1 (CERT/TTBO)
- 3D7K: PGCE Secondary – Chemistry (leading to the award of QTS) year 1 (CERT/TTCE)
- 3F4V: PGCE Secondary – Chemistry with ODA (leading to QTS) year 1 (CERT/TTCO)
- 3D7P: PGCE Secondary – Design and Technology (leading to QTS) year 1 (CERT/TTDTE)
- 3F54: PGCE Secondary – Design & Tech with ODA (leading to QTS) year 1 (CERT/TTDTO)
- 3D7Q: PGCE Secondary – Geography (leading to the award of QTS) year 1 (CERT/TTGE)
- 3F56: PGCE Secondary – Geography with ODA (leading to QTS) year 1 (CERT/TTGO)
- 3D7J: PGCE Secondary – Mathematics (leading to the award of QTS) year 1 (CERT/TTME)
- 3F65: PGCE Secondary – Mathematics with ODA (leading to QTS) year 1 (CERT/TTMO)
- 3D7S: PGCE Secondary – Outdoor Activities (leading to QTS) year 1 (CERT/TTOAE)
- 3D7L: PGCE Secondary – Physics (leading to the award of QTS) year 1 (CERT/TTPE)
- 3D7R: PGCE Secondary – Physical Education (leading to QTS) year 1 (CERT/TTPEE)
- 3F5B: PGCE Secondary – Physical Educatn with ODA (leading to QTS) year 1 (CERT/TTPEO)
- 3F4W: PGCE Secondary – Physics with ODA (leading to QTS) year 1 (CERT/TTPO)