Overview

This module focuses on the content and pedagogical subject knowledge of Associate Teachers (ATs) within the six Areas of Learning and Experience (AoLEs) as defined in Curriculum For Wales.

ATs will study the importance of addressing learners’ needs using: subject specific teaching and learning methods are situated within the AoLEs . ATs will develop enquiry skills and investigate how learners learn in the Primary or ALN settings through researching their own practice.

The module aligns with the Professional Standards for Teaching and Leadership (PSTL) in Wales, and provides a scaffold for the Student Teachers demonstration of the standards in practice within primary education. In addition, the strands of research literacy, core academic skills development and meta-cognition inform the module throughout.

ATs will study:

•Evidence-based pedagogical approaches for teaching 3–11-year-olds across all Areas of Learning and Experience (AoLEs), linked to learning theory and effective lesson design

•Theories and principles of assessment and their relationship to pedagogy, learning, and pupil progress

•Nature and aims of subjects, cross-curricular skills, AoLEs, and transitions from pre-school to primary and primary to secondary

•Development and application of literacy, numeracy, digital, and thinking skills across the curriculum for the 3–11 age range

•Use and modelling of the Welsh language within AoLEs, with opportunities to develop Welsh language skills for all levels of proficiency

•Methods, methodologies, and ethics of small-scale professional enquiry, with an emphasis on critical engagement with pedagogical research and Professional Learning Communities

•Consideration of barriers to learning, ALN, inclusion, neurodiversity, and support for learners with English or Welsh as an additional language

•Health, well-being, equality, and diversity within the curriculum, linked to the Four Purposes of the Curriculum for Wales

Assessment Strategy

Threshold (C) 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) Most learning outcomes will have been met to a good level. Excellence in some learning outcomes may balance 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 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) 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 styles. 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

• Critically evidence a secure understanding of subject-specific primary pedagogies aligned with the Curriculum.

• Engage critically with primary subject-specific educational research and theoretical frameworks to inform professional practice.

• Plan and deliver subject-specific schemes of learning that reflect progression and authenticity in line with subject pedagogy