Run by School of Educational Sciences

40.000 Credits or 20.000 ECTS Credits

Semester 1 & 2

Organiser: Mrs Hazel Jane Wordsworth

• Develop Associate Teachers’ understanding of how areas of learning and experience can be taught in a meaningful holistic way;

• Develop Associate Teachers’ ability to listen to and include the pupil voice in planning learning;

• Develop Associate Teachers’ skills of critical reflection and evaluation;

• Enable Associate Teachers to work collaboratively to assist in areas of school improvement;

• Develop ATs skills in integrating the cross-curricular responsibilities of literacy, numeracy and digital competence in their teaching;

• Enable Associate Teachers to identify how subject-specific Welsh can be integrated into their teaching;

• Accredit the Associate Teachers with exit level of competence in their Welsh personal skills in accordance with the National Welsh Colleges Scheme Certificate.

Module Content

This module is designed to build on the previous Subject Studies modules from Year 1 and Year 2. Associate Teachers will be given the opportunity to develop innovative planning and teaching skills when undertaking planning and delivery of a unit of which will allow them to develop innovative practice. Associate Teachers will work closely with their schools and priorities from the school development plan, with school colleagues and, University tutors to engage children in meaningful learning activity. Within this module Associate Teacher competence in the Welsh Language will aslo be developed and assessed leading to the development of a personal action plan for the first year in teaching.

Module content;

• Analysis and critical reflection on pedagogy and models of cross curricular learning;

• Critical analysis of models of cross curricular teaching and learning;

• Critical analysis of the relevance of the ‘Big Ideas’ concept and its applicability to teaching and learning;

• Critical analysis of key components - skills, pedagogy, attitudes, knowledge and processes;

• Critical analysis of planning and delivery of cross curricular themes;

• Analysis, with colleagues, of areas for development within school development planning and using this to formulate plans to be delivered in school;

• Inclusion of pupil voice – what is pupil voice and how this can be included when planning learning opportunities across the Areas of Learning and Experience?

• Assessing impact of teaching and learning through evaluation, reflection and dialogue;

• Reflection on how the learners evaluate the experience of learning;

• Implementing the cross-curricular responsibilities of literacy, numeracy and digital competency;

Developing Welsh as a second language

• Integrating subject-specific Welsh into the classroom;

• Developing professional knowledge and expertise in Developing Welsh (university-based);

• Evaluating the implications of integrating language and content teaching and cognitive academic language proficiency;

• Further development of Associate Teachers' personal Welsh skills in order to identify their exit proficiency in Welsh and their expertise to teach through the medium of Welsh in accordance with the differentiated levels of achievement in accordance with the National Welsh Colleges Schemes Certificate;

• Evaluating further opportunities to assess the standard and quality of learners’ Welsh language skills across the primary sector and how to make effective use of assessment information and achievement to identify areas for further development;

• Critical analysis and evaluation of an array of action plans and case studies within school development plans e.g. to develop the use of formal/informal use of Welsh; improving a school bilingual community/ Welsh ethos; transactional competence; the impact of adopting a bilingual teaching strategy or learning resource on pupils’ Welsh language skill;

• Developing professional knowledge and expertise in Developing Welsh (university-based);

• Evaluating the issues and implications of integrating language and content teaching;

• Evaluating issues relating to the assessment of bilinguals and how to assess the expected linguistic standards and quality of learners’ Welsh language skills and make effective use of assessment information to identify areas for further development;

• Critical analysis and evaluation of an array of action plans and case studies in the context of Developing Welsh within school development plans e.g. evaluating formal/informal use of Welsh; improving a school bilingual community/ Welsh ethos; transactional competence; the effect of adopting a bilingual teaching strategy on pupils’ Welsh language skill;

• Further development of Associate Teachers’ personal Welsh skills in order to identify their exit proficiency in Welsh and their expertise to teach through the medium of Welsh in accordance with the differentiated levels of achievement of the National Welsh Colleges Schemes Certificate or the Welsh Personal Literacy Programme of development for Welsh medium Associate Teachers.

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, creative 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

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 deploy techniques of analysis and argument of how theory and practice are blended. In this module ATs will be encouraged to analyse, synthesise and critically reflect on the latest theory and evidence based practice that underpins the pedagogy and classroom practices covered. The content and delivery of the module will encourage ATs to critically review arguments for the importance of developing their capacity to be consumers and producers of research and analyse, synthesise and critically reflect on the spectrum of research that informs teaching practice.

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

Academic Study Skills

Enhanced development of (embedded within module content and assignment context):

• time and task management skills;

• reading for academic purposes;

• critical thinking, analysis and developing an argument;

• academic integrity and authorial voice;

• information literacy;

• reflective learning.

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

o Effective Use of School Data and Assessment

o Producing and Creating

o Computational Thinking 3

o STEAM

Cymraeg Pob Dydd and Curriculum Cymreig

Reinforce and embed Cymraeg Pob Dydd to enable ATs to use and transfer Welsh language patterns and dialogue naturally, confidently and consistently.

Strategically select and critically examine enrichment activities that promote relevant aspects of the Curriculum Cymreig through different subjects and Areas of Learning and Experience.

ALN, Inclusion and Differentiation

Associate Teachers will be taking into account the diverse needs of the children in their placement setting and will vary accordingly.

Health and Well-being

Pupil voice will be discussed and Associate Teachers will be involving children during their planning and evaluation of the unit. The planning of meaningful and authentic learning experiences will be evaluated in terms of pupil personal, social and emotional development and how this has impacted on learning and engagement.

**Note that all content and assessments will be explicitly linked to the new professional standards for teaching and Leadership. 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 professional teaching standards is tracked in an additional document.

excellent

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.

good

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.

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.

1. Design and critically evaluate their own work in relation to theory associated with cross curricular / thematic/ holistic learning.

2. Plan, in relation to school improvement, deliver and critically evaluate a cross curricular / thematic unit identifying the impact on learning and pupil progress.

3. Critically reflect on how the cross curricular responsibilities of literacy, numeracy and digital competency are embedded into teaching.

4. Critically analyse the use of Welsh language teaching pedagogies to inform learning and teaching in the classroom.

5. Critically examine the approaches and strategies used to include and engage learners in reflecting on planning and evaluation of learning.

6. Evidence increased competency in Personal Welsh language skills in relation to the Programme on entry audit.

		Hours
Lecture	10 x 1.5 hour lectures - curriculum design 8 x 1.5 hour lectures - Welsh	27
Private study	Individual study to meet the outcomes of the module	373

• 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 sentistevely 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

• 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;

Reading list

Alexander, R. (2010). Children, their World, their Education: Final report and Recommendations of the Cambridge Primary review. Cambridge, United Kingdom: Routledge.

Apple, M. (2004). Ideology and Curriculum. London, United Kingdom: Routledge.

Bailey, A., Maher, C.A., Wilikinson, L. C.(2018) Language, Literacy and learning in the STEM disciplines. London, United Kingdom : Routledge

Barnes, J. (2015). Cross Curricular Learning 3-14: Developing School Practice. London, United Kingdom: SAGE.

Bryman, A. (2012). Social Research Methods. Oxford, United Kingdom: Oxford University Press.

Cheminais, R. (2012). Children and Young People as Action researchers: A Practical Guide to supporting Pupil Voice in School  Maidenhead, United Kingdom: Open University Press.

DCELLS (2015) Cymraeg yng Nghwricwlwm Cenedlaethol Cymru, Welsh in the National Curriculum, Llywodraeth Cynulliad Cymru. Cardiff, United Kindgom. Welsh Government

DCELLS (2015) Cymraeg ail iaith yng Nghwricwlwm Cenedlaethol Cymru, Welsh second language in the National Curriculum, Llywodraeth Cynulliad Cymru Cardiff, United Kingdom: Welsh Government

Dymoke, A., & Harrison, J. (Eds.). (2008). Reflective Teaching and Learning. London, United Kingdom: SAGE.

Forde, C., McMahon, M., & Reeves, J. (2009). Putting Together a Professional Portfolio. London, United Kingdom: SAGE.

Featherstone, S (2008). Like Bees, Not Butterflies: Child Initiated Learning in the Early Years. London, United Kingdom: Bloomsbury.

Kerry, T. (2015) Cross-Curricular Teaching in the Primary School – planning and facilitating imaginative lessons. London, United Kingdom: Routledge

Lewis, G. Jones, B. and Baker, C. (2013). '100 Bilingual Lessons: Distributing two languages in classrooms', in C. Abello-Contesse, Paul M. Chandler,María Dolores López-Jiménez and Rubén Chacón Beltrán (eds.), Bilingual and Multilingual Education 21st Century. Bristol, United Kingdom: Multilingual Matters.

Lewis, W.G., Jones, B., & Baker, C. (2012). Translanguaging: origins and development from school to street and beyond. Educational Research and Evaluation, 18 (7), 641-654.

Martin, A. (2017). Outdoor and Experiential Learning: An Holistic and Creative Approach to Programme Design. London, United Kingdom: Routledge.

Mason, J. (2004). Researching Your Own Practice: The Discipline of Noticing. London, United Kingdom: Routledge.

Monk, J. & Silman, C.  (2011). Active Learning in Primary Classrooms A Case Study Approach. London, United Kingdom: Routledge.

Perkins, M., (2017) Observing primary literacy. Sage Publications

Rowley, C. (2009) Cross curricular approaches to Teaching and Learning. London, United Kingdom: SAGE Publications.

Smyth, G. (2003).  ‘Learning Support or Language Support?’ in Helping Bilingual Pupils to Access the Curriculum. London, United Kingdom: David Fulton.

Wyse, D., Baumfield, V., Egan, D., Hayward, L., Hulme, M., Menter, I., Lingard, B. (2012). Creating the Curriculum. Abingdon, United Kingdom: Routledge

Zwiers, J., Hamerla S., (2017) The K-3 Guide to Academic Conversations Practices, Scaffolds, and Activities, Sage publications

English

Hollingworth, L. & Drake, H. M. (2012). Teach reading not testing: Best practice in an age of accountability. London, United Kingdom: SAGE

Medwell, J., Wray, D., Minns, H., Griffiths, V. & Coates, L. (2014). Primary English: Teaching theory and practice. London, United Kingdom: SAGE.

Savage, M. & Barnett, A. (2015). Digital Literacy for Primary Teachers. Northwich, United Kingdom: Critical Publishing.

Waugh, D. & Neaum, S. (2013). Beyond Early Reading. Northwich, United Kingdom: Critical Publishing.

Waugh, D., Bushnell, A. & Neaum, S. (2015). Beyond Early Writing. Northwich, United Kingdom: Critical Publishing.

Key Journals British Educational Research Journal

Cambridge Journal of Education

Literacy: UKLA (United Kingdom Literacy Association)   Mathematics

Askew, M. (2012). Transforming primary mathematics. London, United Kingdom: Routledge.

Briggs, M. & Davis, S. (2015). Creative teaching: mathematics in the early years and primary classroom. Abingdon, United Kingdom: Routledge.

Cockburn, A. (2007). Mathematical understanding 5-11: a practical guide to creative communication in primary maths. London, United Kingdom: Paul Chapman Publishing.

Hansen, A. (Ed.). (2014). Children’s errors in mathematics. London, United Kingdom: Learning Matters.

Thompson, I. (Ed.). (2010). Issues in teaching numeracy in primary schools. (2nd ed.). Maidenhead, United Kingdom: Open University Press.

Key Journals

Educational Studies in Mathematics

Journal of Mathematics Teacher Education

Mathematics Teaching   Digital Competency

Kaye, L. (2017). Young children in a digital age: supporting learning with technology in the early years. Abingdon, United Kingdom: Routledge

Welsh Government. (2016) Digital Competency Framework Guidance. Cardiff, United Kingdom: OGL Publications

Gervais, S. & Lemon, N. ( 2016). Understanding digital technology and young children: An international perspective. Abingdon, United Kingdom: Routledge

Key Journals

International Journal of Digital Literacy and Digital Competence

Journal of Educational Technology and Society.

Education Technology Journal ​

Compulsory in courses:

• X131: BA Primary Education year 3 (BA/PREQTS)