Professional and Pedagogical Studies 2
Run by School of Educational Sciences
20.000 Credits or 10.000 ECTS Credits
Semester 1 & 2
Organiser: Miss Rowena Hughes-Jones
Overall aims and purpose
The module aims to:
• Explore the ideas of validity, reliability and generalisability in educational research;
• Develop different range of theoretical understandings of learning and concepts of pedagogy;
• Develop the application of classroom management strategies in their practice and the critical reflection of this;
• Further develop and critically evaluate the principles of curriculum and instructional design, and the use of technology and the role of assessment;
• Further develop and evaluate the learning and differentiated teaching for pupils with additional learning needs;
• Analyse and evaluate the appropriateness of specific practical approaches for the development of creativity, both in their own practice and within the learners.
In this module Associate Teachers will build on their skills and understanding developed in Professional an Pedagogical Studies in Year 1 . They will further develop and question learning theory and develop their understanding of how learning is planned and assessed at individual, class and school level. An understanding of progression is developed and how adaptations are necessary in order for all pupils to achieve challenging outcomes.
• Developing understanding of theories of learning and concepts of pedagogy: biological, psychological, social and cultural; Dewey, Montessori, Piaget, Vygotsky, Skinner, Bloom Bruner, Friere, Schon, Kolb, Wenger, Claxton; the nature of evidence and research for reflection and teacher formation; other modern learning theories including growth mind-set;
• Managing learning: developing classroom management and organisation understanding and praxis; working independently and collaboratively with colleagues in the classroom; developing understanding and practice of effective communication and questioning; developing relationship with additional adults in the classroom; behaviour management; responding to the needs of learners with behavioural, emotional and social difficulties, working with parents and carers;
• Planning for learning: developing the principles of curriculum and instructional design; pedagogy and pedagogical content knowledge; curriculum planning in the short, medium and long term; differentiation to meet the needs of all learners; the design and use of materials for teaching and learning to stimulate support and challenge all learners; development of curriculum models including cross-curricular dimensions and models; collaborative participation in the planning of a lesson/series of lessons which takes into consideration assessment, use of colleagues, environment (indoor and outdoor), resources, technology;
• Developing understanding of assessment of and for learning through effective teaching: theories of assessment; principles of assessment and links to pedagogy; how to use assessment effectively to report on pupils’ learning; introducing the use of data; summative and formative assessment; key principles of formative assessment; learning objectives and success criteria; questioning; feedback; self and peer assessment; application in school;
• Technology of/for learning, teaching and assessment (TELTA) including the effective use of digital technologies;
• Analyse and evaluate the appropriateness of specific practical approaches for the development of creativity, both in their own practice and within the learners'.
• Literacy, Numeracy, Digital Competency & Welsh language development; language acquisition and bilingualism: observe and reflect on the different pedagogies associated with Literacy, Numeracy, Digital Competency and the Welsh language.
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 Associate Teachers to evaluate how theory and practice are blended. This module will encourage Associate Teachers 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
• Exploring the ideas of validity, reliability and generalisability in educational research
• Exploring qualitative and quantitative paradigms
*Please also refer to the extended guidance in the supporting validation documentation
Academic Study Skills
Development of (embedded within module content and assignment context):
• time and task management skills;
• note-taking and note-making skills;
• reading for academic purposes;
• planning assignments;
• critical thinking, analysis and developing an argument;
• assignment structure;
• academic writing styles;
• information literacy;
• computer literacy;
• reflective learning.
Digital Competence Framework (DCF) and Microsoft Student Teacher Education Programme (STEP)
Digital Citizenship 2 (AssociateTeachers will be taught blogging/vlogging within this module)
21st Century Learning and Design 2
Cymraeg Pob Dydd and Curriculum Cymreig
Develop the AT’s use of Cymraeg Pob Dydd progressively across the curriculum.
Identify, analyse and evaluate relevant opportunities that build on AT’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.
ALN, Inclusion and Differentiation
Inclusive learning and teaching in practice: exploring barriers to learning and teaching, the complex social, cultural, emotional and personal influences on learners; pupils with additional learning needs and MAT to ensure equity/equality;
Health and Wellbeing
Safeguarding policies and procedures including pupil and personal e-safety (University and placement);
**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.
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.
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
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.
Interpret different theories of learning and concepts of pedagogy;
Analyse and evaluate the principles of curriculum and instructional design, and the use of technology and the role of assessment;
Reflectively examine the application of classroom management strategies in their praxis;
Evaluate the learning and differentiated teaching for pupils with additional learning needs.
Teaching and Learning Strategy
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.
Personal study time on Microsoft STEP units - ALN specialism, Digital Citizenship 2, 21st Century Learning Design 2
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.
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.
Personal study time as appropriate to meeting the learning outcomes of the module.
- 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;
Clarke, S. (2014). Outstanding formative assessment: culture and practice. London, United Kingdom: Hodder Education.
Dauncey, M., (2013). Literacy and Numeracy in Wales. Cardiff, Wales: National Assembly for Wales.
Denzin, N. K., & Lincoln, Y. S. (2011). The SAGE handbook of qualitative research. Thousand Oaks, CA: SAGE.
Donaldson, G., (2015). Successful futures: independent review of curriculum and assessment arrangements in Wales. Cardiff, Wales: National Assembly for Wales.
Glazzard, J., Stokoe, J., Hughes, A., Netherwood, A., & Neve, L. (2015). Teaching and supporting children with special educational needs and disabilities in primary schools. London, United Kingdom: SAGE.
McGonigle-Chalmers, M. (2015). Understanding cognitive development. London, United Kingdom: SAGE.
Nutbrown, C., & Clough, P. (2013). Inclusion in the early years. London, United Kingdom: SAGE.
Robinson, C., Bingle, B. and Howard C.(2015) Your Primary School-Based Experience : A Guide to Outstanding Placements. Critical Publishing Ltd.
Rogers, B. (2015). Classroom behaviour. London, United Kingdom: SAGE.
Sheperd, T., & Linn, D. (2014). Behaviour and classroom management in the multicultural classroom. London, United Kingdom & United States: SAGE.
Trussler, S., & Robinson, D. (2015). Inclusive practice in the primary school. London, United Kingdom: SAGE.
British Education Research: the Journal of British Education
Early Childhood Education Journal
Journal of Education
Journal of Education Research
Courses including this module
Compulsory in courses:
- X131: BA Primary Education year 2 (BA/PREQTS)