Overview

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;
• referencing;
• 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.

Assessment Strategy

-threshold -(C) 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. -good -(B) 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. -excellent -(A) 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.

Learning Outcomes

• 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.