Module XCE-1210:
School Experience 1

Module Facts

Run by School of Education and Human Development

20 Credits or 10 ECTS Credits

Semester 1 & 2

Organiser: Mr Gwyn Ellis

Overall aims and purpose

The module will start developing Associate Teachers professional skills through the preparation and integration of skills and pedagogy via progressive phases of teaching experiences.

The structure of the module is informed by the Criteria for the Accreditation of Initial Teacher Education Programmes in Wales (Teaching Tomorrow’s Teachers) guidance. Welsh Government Circular no:004/2017 and the new Professional Standards for Teaching and Leadership for Wales.

Through the partnership, the module will:

• support ATs in developing a range of skills (including their own knowledge of the Welsh language to promote ‘Cymraeg Pob Dydd’) and reflective practice to satisfy the requirements of the statutory standards to become a qualified teacher and contribute to the learning community.

• ensure the ATs are aware of how the application of knowledge and reflective practice provides enriched learning experiences for learners

• support ATs to identify a wide range of techniques to become critically reflective about their own professional development and integrate into the school environment

Course content

Module Content

Associate Teachers (Faculty of Education Initial Teacher Education students are known as Associate Teachers) spend 40 days to start learning how to become practitioners through experiences gained in work based learning (Schools & Clusters). 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

• mentoring and self-reflection

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

An indicative pattern is outlined below:

Total: 8 weeks ( 40 days)

Stage 1: Preparatory- 2 weeks (10 days)

Day 1 introduction in lead school/ days 2-9 in partner school/Day 10 in lead school for reflection and evaluation.

Stage 2: Integration- 2 weeks (10 days)

Day 1 introduction in lead school/ days 2-9 in partner school/Day 10 in lead school for reflection and evaluation.

Stage 3: Development – 2 weeks (10 days)

Day 1 introduction in lead school/ days 2-9 in partner school/Day 10 in lead school for reflection and evaluation.

Stage 4: Practice and Implementation – 2 weeks (10 days)

Day 1 introduction in lead school/ days 2-9 in partner school/Day 10 in lead school for reflection and evaluation.

Specific research during cluster events and continuous cycles will link closely to the content of XCE1211. XCE 1212, XCB1213, XCE1214, XCE1215 (which will be used to inform assessments from the other level 4 modules).

Research Methods and Methodology
Research informed delivery and research-based teaching:

Evidence-based and research-informed learning underpins the content and the delivery of this module and will be presented in a way that communicates how theory and practice are blended. In this module we will present, introduce and describe clearly the strengths and weaknesses of evidence in the latest theory and evidence based practice that underpins the pedagogy and classroom practices covered. The content and delivery of the module will introduce students to the importance of them developing their capacity to be consumers and producers of research and developing their knowledge of the spectrum of research that informs teaching practice.

and

• Application of observation as a data collection method

*Please also refer to the extended guidance in the supporting validation documentation

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

• Teaching with Technology 1

Cymraeg Pob Dydd and Curriculum Cymreig

Identify and present a range of basic informal situations to promote the use of Cymraeg Pob Dydd communicational language patterns across the curriculum.

Explain clearly and introduce a planned learning approach for the main five aspects of the Curriculum Cymreig relevant to 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 for Wales. 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 new professional standards for teaching and leadership is tracked in an additional document.

Assessment Criteria

excellent

All learning outcomes will have been met to an excellent standard.

Knowledge and understanding of the module content will be supported by an excellent range of theory, practice and research literature.

Candidates will have demonstrated 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.

threshold

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

All learning outcomes will have been met to a good standard.

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.

Learning outcomes

  1. Begin to record and implement suitable action based research strategies

  2. Explain clearly the importance of a purposeful and positive learning environment which supports the needs of all learners.

  3. Be able to evaluate 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

  4. Evaluate suitable opportunities for learners to develop key skills across the curriculum.

  5. Demonstrate that they make satisfactory personal progress against the new Professional Standards for Teaching and Leadership

  6. Identify a range of planning skills to establish a well organised learning environment which promotes the purposes of the wider curriculum/cross-curricular themes and subject based study.

  7. Describe a range of techniques to reflect and refine their practice as a classroom practitioner and their role within the learning community

Assessment Methods

Type Name Description Weight
LOGBOOK OR PORTFOLIO Professional Learning Passport

For this module Pass or Fail is recorded to the Examination Board using the Professional Standards for Teaching and Leadership in Wales and the professional expectations set out in the School Experience handbook. This will be documented in the Professional Learning Passport (PLP)

100

Teaching and Learning Strategy

Hours
Private study

Private study to meet the learning outcomes of the module

40
Lecture

Receive structured opportunities to develop their understanding of whole-school issues.

4
Work-based learning

Specific research through learning cycles during school experience and cluster sessions sessions will include opportunities for ATs to:

• observe and teach alongside effective teachers

• begin to undertake teaching on their own (up to 30%)

• receive regular feedback following observations from trained mentors

• receive structured opportunities to develop their understanding of whole-school issues.

• have regular formal opportunities to interrogate their own and others’ teaching (micro teaching opportunities) in the light of other forms of professional knowledge derived from theory, research and practice.

• have opportunities to record own reflections and emerging theories of practice in a reflective log

Formative Assessment:

• continuous formative feedback from professional mentor / school based mentor / tutor based on Associate Teacher’s professional development through a weekly review process;

• formative peer feedback from professional networks;

• on-going self-reflection and self-assessment;

• dialogue with learners;

• analysis of learner outcomes.

150
Private study

STEP module Teaching with Technology Basics 1

1
Tutorial

Receive small group/individual tutorials to develop their understanding of whole-school issues.

1
Workshop

Receive work shop and practical based opportunities to develop their understanding of whole-school issues.

4

Transferable skills

  • 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 have effective oral and written communication skills in their college work and with pupils and professional colleagues in schools;
  • That they can present and explain effectively to peer groups including school pupils;
  • That they can use ITC effectively to support teaching and learning and their wider professional role.
  • That they have effective numeracy skills in order to fulfil their professional role.
  • That they have information and a sound understanding of the Primary Curriculum;
  • That they know and understand the aims and guidelines of the National Curriculum (Key Stage 2) and The Foundation Phase Framework;
  • That they understand their responsibilities under SEN Code of Practice for Wales and know how to seek advice from experts on less common forms of special educational needs.
  • 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 pupils' 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 Welsh Curriculum 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.
  • That they take appropriate opportunities to teach sustainable development and global citizenship education in all relevant aspects of their teaching.
  • That they can critically analyse information from research and other forms of evidence;
  • That they can combine information from a number of sources in order to understand theory and practice;
  • That they can critically reflect on the values and principles which are the basis of primary education, develop viewpoints, attitudes and personal practice;
  • That they are reflective, with the ability in their areas of study and teaching to analyse, synthesise, apply and manage, and evaluate professional methods and practices;

Resources

Resource implications for students

Travel to and from placement settings.

Reading list

Baker, C. & Wright, W. (2017). Foundations of Bilingual Education and Bilingualism (6th ed.). Clevedon: Multilingual Matters.

Clarke, S. (2014). Outstanding Formative Assessment: Culture and Practice. London: Hodder Education.

Cooper, H. (2nd ed. 2014) Professional Studies in Primary Education. London:Sage

Donaldson, G. (2015). The Donaldson Review of Curriculum and Assessment. Cardiff: Welsh Government

Dweck, C (2012). Mindset : Changing the Way You Think to Fulfil Your Potential. London, United Kingdom: Little Brown Book Group.

Estyn (2011) Strategaeth ac arweiniad ar gyfer arolygu llythrennedd ar gyfer dysgwyr 3-18 oed/Strategy and guidance for inspecting literacy in 3-18 year old pupils. Caerdydd/Cardiff.

Glazzard, J. and Stokoe, J. (2011). Achieving Outstanding on your Teaching Placement. London, United Kingdom: SAGE.

Grigg, R. (2014). Becoming an Outstanding Primary School Teacher. London, United Kingdom: Taylor & Francis Ltd.

Hattie, J. (2013). Visible Learning for Teachers: Maximising Impact on Learning. London, United Kingdom: Taylor & Francis Ltd.

Jacques, K., Hyland, R. (3rd ed. 2007) Professional Studies: Primary and Early Years. Learning Matters t. 185-198

Muncaster, K., Clarke, S. (2016). Growth Mindset Lessons-Every Child a Learner. Oxon, United Kingdom: Rising Stars.

Robinson, C., Bingle, B. and Howard C. (2015). Your Primary School-Based Experience : A Guide to Outstanding Placements. Northwich, United Kingdom: Critical Publishing Ltd.

Thomas, A. and Lewis, A. (2016). An Introduction to the Foundation Phase. London, United Kingdom: Bloomsbury.

Webster-Stratton, C. (2009) How to Promote Children’s Social and Emotional Competence. Paul Chapman

Wenger, E. (1998). Communities of Practice. Cambridge, United Kingdom: Cambridge University Press.

Wragg, E.C. (2011). An Introduction to Lesson Observation. Abingdon, United Kingdom.

Wyse, D. and Rogers, S. (2016). A Guide to Early Years and Primary Teaching. London, United Kingdom: SAGE.

Websites

Link for the Curriculum for Wales:

http://gov.wales/topics/educationandskills/schoolshome/curriculuminwales/curriculum-for-wales-curriculum-for-life/?lang=en

Courses including this module

Compulsory in courses: