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Module XCE-2210:
School Experience 2

Module Facts

Run by School of Education and Human Development

20 Credits or 10 ECTS Credits

Semester 1

Organiser: Mrs Helen Edwards

Overall aims and purpose

The module will develop ‘emerging’ Associate Teachers 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 Professional Teaching Standards for Wales.

Through the Partnership the module will

• further support ATs in developing a range of skills (which includes building on their own knowledge of the Welsh language from Year 1 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

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

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

• explore how enrichment opportunities can further enhance the teaching and learning

Course content

Associate Teachers (Faculty of Education Initial Teacher Education students are known as Associate Teachers) spend 45 days in a school and 5 days enrichment to develop their skills as practitioners through experiences gained in work based learning (Lead and Partner Schools). This will involve:

• weekly cluster teaching and review events

• observations and preparatory development

• integration into the teaching environment

• higher order skills practice and implementation

• mentoring and self-reflection

• further implementation through practice

Module Content

The School Experience is progressive over time to develop the Associate Teachers’ competency in teaching and learning. This module builds on the School Experience module in Year 1.This will also 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: 10 weeks ( 50 days)

Enrichment 1: 1 week (5 days) – focus on SEN/Outdoors

Stages 1-3: Preparatory/ Integration/ Development- 3 weeks (15 days) Day 1 introduction in lead school/ Days 2-14 in partner school/Day 15 in lead school for reflection and evaluation.

Stages 4-6: Practice and Implementation/Debrief and self-reflection/Implementation through Practice – 4 weeks (20 days) Day 1 introduction in lead school/ Days 2-19 in partner school/Day 20 in lead school for reflection and evaluation.

Enrichment 2: 2 weeks (10 days) – reflects AT’s personal interests/aspect they feel they need to develop to gain a broader experience

Specific research during cluster events and continuous cycles will link closely to the content of XCE2211, XCE2212, XCB2213, XCE2214 and XCE2215 (which will be used to inform assessments from the other level 5 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 encourages ATs to evaluate how theory and practice are blended. This module will encourage ATs to examine, interpret and critically analyse 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 encourage Associate Teachers to present a balanced and well-argued case for 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 Associate Teachers will be introduced to case studies as a methodology, including ethical considerations. they will undertake pupil based case studies during school experience. (These hours form part of theallocated placement hours from School Experience 2)

*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 2

• Interacting, Communicating and Collaborating

Cymraeg Pob Dydd and Curriculum Cymreig

Develop the Associate Teacher’s use of Cymraeg Pob Dydd progressively across the curriculum.

Identify, analyse and evaluate relevant opportunities that build on Associate Teacher’s previous knowledge of Welsh heritage, culture and awareness of contemporary Welsh issues locally, regionally and nationally through different subjects and Areas of Learning and Experience.

The school based experience is progressive over time to develop the Associate Teacher’s 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.

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

**Note that all content and assessments will be explicitly linked to the new professional standards for teaching and leadership. They can be found at

How this module contributes towards the Associate Teacher’s progress against the professional teaching standards is tracked in an additional document.

Assessment Criteria


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.

Learning outcomes

  1. Further develop a 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;

  2. Become increasingly competent in recording and implementing suitable action based research strategies;

  3. Analyse and 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. Reflect effectively on their progress in relation to the professional teaching standards;

  5. Collaboratively set appropriate targets to work towards and exceed the professional standards for teaching and leadership for the award of QTS.

Assessment Methods

Teaching and Learning Strategy

Private study

Personal study time on Microsoft STEP unit. Teaching with Technology 2 Interacting, Communicating and Collaborating


The principal methods of learning and teaching will be small group or individual tutorials. During non-contact time, Associate Teachers will be expected to carry out reading and directed tasks in preparation for tutorials. Sessional and tutorial support where necessary will target underperformance.

Private study

Private Study to meet the learning outcomes of the module


The principal methods of learning and teaching will be lectures. During non-contact time, Associate Teachers will be expected to carry out reading and directed tasks in preparation for subsequent sessions. They will also be expected to engage in auditing and tracking of their subject knowledge development.

Work-based learning

Specific research through learning cycles during school experience / cluster sessions and university sessions will include;

• observe and teach alongside effective teachers

• teach jointly with effective practitioners and other student teachers

• undertake block of autonomous teaching (approximately 50%)

• receiving regular feedback following observations from trained mentors

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

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

• opportunities to record own reflections and own emerging theories of practice (observational notes)

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.


The principal methods of learning and teaching will be workshop and seminars . During non-contact time, Associate Teachers will be expected to carry out reading and directed tasks in preparation for subsequent sessions. They will also be expected to engage in auditing and tracking of their subject knowledge development. Formative testing of vital areas of pure subject knowledge will also take place.


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 take appropriate opportunities to teach sustainable development and global citizenship education in all relevant aspects of their teaching.
  • 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 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;


Resource implications for students

Travel to and from placement settings.

Reading list

Arthur, J., & Cremin, T. (2014). Learning to teach in the primary school. (3rd ed.). London, United Kingdom: Routledge.

Baker, C. (2017). Foundations of Bilingual Education and Bilingualism (6th ed.). Cleveland: Multilingual Matters.

Cameron, C., Moss, P., Owen, C., Petrie, P., Potts, P., Simon, A., & Wigfall, V. (2008).Working together in extended schools and children’s centres: a study of inter-professional activity in England and Sweden. London, United Kingdom: Thomas Coram Research Unit, Institute of Education.

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

Edwards, A., Daniels, H., Gallagher, T., Leadbetter, J., & Warmington, P. (2009). Improving inter-professional collaborations: multi-agency working for children’s wellbeing. London, United Kingdom: Routledge.

Knight , S. (2013). International perspectives on forest school. London, United Kingdom: SAGE

Marshall, J. (2014). Introduction to comparative and international education. London, United Kingdom: SAGE

McGregor, D. (2011). Developing reflective practice: a guide for beginning teachers. Maidenhead, United Kingdom: Open University Press.

Miller, L. & Cameron, C. (2014). International perspectives in the early years. London, United Kingdom: SAGE

Palaiologou, I. (2013). The Early Years Foundation Stage theory and practice. (2nd ed.). London, United Kingdom: SAGE Publications Ltd.

Riley, J. (Ed.). (2007). Learning in the early years 3-7. (2nd ed.). London, United Kingdom: SAGE.

Robinson, C., Bingle, B., & Howard, C. (2013). Primary school placements: a critical guide to outstanding teaching. Plymouth, United Kingdom: Critical Teaching.

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

Key Website:

Cynllun Colegau Cymru / Welsh Colleges Scheme:

Courses including this module

Compulsory in courses: