School Experience 2
Run by School of Education and Human Development
20 Credits or 10 ECTS Credits
Organiser: Mrs Helen Edwards
Overall aims and purpose
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
Associate Teachers will spend a further 40 days in a school setting to continue learning how to become practitioners through experiences gained in lead and network schools. 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
Seminars and activities during Lead School and HEI days will link closely to the content of all second year modules and build year 1 experiences.
Stage 2: Integration (HEI, Lead Schools and Network Schools)
Stage 3: Development (Network Schools supported by Lead schools and HEIs)
Stage 4: Practice and implementation (Network Schools supported by Lead schools and HEIs)
Stage 5: Debrief and reflection (HEI and Lead schools)
Stage 6: Further implementation in second school (Network Schools supported by Lead schools and HEIs)
The provision for enrichment will enable ATsto observe and support learning in two contrasting settings; a secondary school and an outdoor context or an Additional needs/special school setting. This additional experience will complement the principal practice and enhance understanding of out-of-school learning opportunities, additional learning needs and post-primary development.
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.
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.
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.
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;
Become increasingly competent in recording and implementing suitable action based research strategies;
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;
Reflect effectively on their progress in relation to the professional teaching standards;
Collaboratively set appropriate targets to work towards and exceed the professional standards for teaching and leadership for the award of QTS.
|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)
Teaching and Learning Strategy
Weekly meetings with subject mentors
- 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 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 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 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;
Resource implications for students
Travel to and from placement settings.
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.
Cynllun Colegau Cymru / Welsh Colleges Scheme:
Courses including this module
Compulsory in courses:
- X131: BA Primary Education year 2 (BA/PREQTS)