Run by School of Educational Sciences

30.000 Credits or 15.000 ECTS Credits

Semester 1 & 2

Organiser: Mrs Delyth Roberts

This module aims to:

• Introduce ATs to theories for understanding and interpreting practice, alongside research to inform and develop the principles of teaching and learning in the range of subjects and AoLe;
• Teach ATs to analyse how Primary pupils learn the range of subject by synthesising content knowledge, subject pedagogical knowledge and context knowledge with the ATs’ emerging practice;
• Demonstrate how the content is matched to the PTS for Wales and develop understanding of how this informs ATs’ development in teaching the Curriculum for Wales.
• Develop the ATs’ understanding and enable them to promote a culture of enquiry, collaboration and resilience in relation to practice and research within a chosen subject or area.

Associate Teachers will explore:

• A range of current evidence-based approaches to the teaching of pupils in the foundation phase and Key stage 2 within all Areas of Learning (AoLE), enabling Associate Teachers (ATs) to teach effective lessons in context. All approaches will be analysed within the contexts of established learning theories
• Theories and principles of assessment and how they are linked to practice in terms of pedagogy, learning and notions of progress for primary and foundation pupils across the curriculum and AoLEs;
• The nature and aims of the subjects, cross curricular skills and AoLEs within the Welsh National Curriculum (Foundation Phase and Key Stage 2), including transitions from pre-school provision and to secondary Key Stage 3.
• How literacy, numeracy and digital technology across the curriculum can be developed and applied effectively to the target age-range;
• How ATs’ personal literacy, numeracy, digital and thinking skills can be developed, and applied across the curriculum and for relevant learner age ranges;
• How tutors and mentors can model the use of Welsh within the Foundation Phase and at Key Stage 2 in a range of curriculum contexts. All ATs will have the opportunity to develop their use of the Welsh language within the classroom; from beginners to fluent speakers who wish to enhance their writing skills;
• Methods, methodologies and a consideration of ethical principles appropriate to a small scale professional enquiry.

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, capable 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

The content and delivery of the module will encourage ATs to offer advanced critical review of the importance of being consumers and producers of age specific pedagogical research. They will analyse, synthesise and critically reflect on the spectrum of research that informs teaching practice specific to age range and AoLEs. ATs will also be encouraged to offer advanced critical evaluation of practice-based or close-to-practice research. The module will encourage mastery of what it means to develop a ‘culture of enquiry’ within self-improving school systems (such as within individual departments), schools as learning organisations, and the importance of developing and participating in Professional Learning Communities. ATs will also be given the opportunity to undertake a small scale practice based enquiry.

Academic Study Skills

• Development and refinement of: (embedded within module content and assignment context): 
• time and task management skills; 
• reading for academic purposes; 
• planning assignments; 
• critical thinking, analysis and developing an argument; 
• assignment structure; 
• academic writing style; 
• referencing; 
• information literacy; 
• reflective learning. 

Progression in Bilingualism

ATs will study the aims and goals of bilingual education from the different perspectives, to include the specific issues associated with assessment of bilinguals, and the expected and realistic outcomes for different types of bilinguals. ATs will be taught subject specific bilingual pedagogical approaches, alongside those with a more general application (to include trans-languaging, monolingual/bilingual discourse).

ALN, Inclusion and Differentiation

Barriers to learning will be explored critically with particular attention given to additional learning needs (ALN) in a variety of curriculum subjects within the 3-11 age range. ATs will reflect critically on how complex social, cultural, emotional and personal influences may affect learners' progress. ATs will explore how to plan and provide for those who speak English or Welsh as an additional language.

Health and Well-being

They will study how to develop the role of learners as ethical and informed citizens of Wales and the wider world, ensuring that the health and well-being of learners is promoted where appropriate and to embed equality and diversity in all aspects of their practice.

The module aligns with the Professional Standards for Teaching and Leadership in Wales, and provides a scaffold for the ATs' demonstration of the standards in practice within the secondary subject specialism (Please refer to the Professional Standards tracking document). In addition, the strands of research literacy, core academic skills development and meta-cognition inform the module throughout.

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. Critically analyse the nature and aims of subjects and AoLEs within the Welsh National Curriculum.

2. Plan, teach and critically evaluate lessons which are informed by research and principles of teaching and learning across the range of subjects and AoLe;

3. Design, implement and critically evaluate a small-scale practice-based enquiry.

Type	Name	Description	Weight
LOGBOOK OR PORTFOLIO	Critical Portfolio: Part A	Aspects of professional practice In this first section you will draw on academic articles, professionally recognised texts and websites, government policy, and your own notes to outline key aspects of practice and beliefs you will adopt as you start teaching. All content must be focused on Mathematics and Numeracy and Languages, Literacy and Communication. It should include annotated articles/text/diagrams showing clearly how extracts, research, examples and theories will influence your practice. You are not expected to include complete articles and additional credit will be given for additional readings you discover independently. This section should be concluded with a 500 word summary (you may also include diagrams) showing how the various ideas you have highlighted can be synthesised to provide a coherent approach to teaching your subject.	50.00
LOGBOOK OR PORTFOLIO	Critical Portfolio: Part B	Lesson Study The second section will report on the Lesson Study cycle (Cajkler and Wood, 2018) you will complete with your mentor (refer to the Lesson Study Poster). The lesson focus should be Mathematics and Numeracy or Languages, Literacy and Communication. This should include the mentor’s original plan and thoughts, conversations with your mentor, observation notes you and your mentor wrote when observing the small learner group, your lesson plan and annotated examples of pupils’ work. Conversations may be submitted as digital audio files. You should write a 800 word report outlining the overall findings, reflecting on the process of the lesson study as well as the teaching and learning of the concepts and knowledge content presented in the lesson.	50.00

		Hours
Private study	Personal study time as appropriate to meeting the learning outcomes of the module.	150
Lecture	The principal methods of learning and teaching will be lectures, seminars and workshop sessions, including those which make use of technology. 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 subject knowledge will also take place. Sessional and tutorial support where necessary will target underperformance. Supported blended learning will combine face-to-face sessions with learning opportunities created online.	150

• 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

• 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 learners' 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 Cwricwlwm Cymreig 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.

Reading list

General Pedagogy

Basford J & Hodson E (Editors) (2008) Teaching Early Years Foundation Stage. London: Learning Matters

Cremin, T., Arthur, J. (Eds.), 2014. Learning to Teach in the Primary School, 3rd ed. London: Routledge.

Rowley, C., & Cooper, H. (2010) Cross Curricular Approaches to Teaching and Learning. London: Sage

Wallace, B., (Editor) (2002) Teaching thinking skills across the early years: a practical approach for children aged 4-7. David Fulton in association with the National Association for Able Children in Education

Whitebread D & Coltman, P Editors) (2008) Teaching and Learning in the Early Years. 3rd ed. Oxon: Routledge

Hansen, A., 2015. Primary Professional Studies, 3rd ed. London: Learning Matters.

Welsh

Corbett, P.; Addasiad Jones, E .(2009) O ddweud stori i greu stori yng Nghyfnod Allweddol 2. Caerdydd: CBAC

Eynon, D. (2004) Cyfres Llyfrau Sgerbwd ar gyfer testunau ffeithiol. Grŵp TTS Cyf. Huthwaite:

Griffith, E. (2009) O Gam i Gam (Cymraeg i ddisgyblion dyslecsig i wella sgiliau darllen a sillafu) Aberystwyth: CAA

Pritchard, E., (2002) Cynllun y Porth. Caerdydd: CBAC

Williams, K.. Gwynedd, M. (2009) Gêm i Gloi. Brilliant Publications

Second Language Welsh

Baker, C. (2006) Foundations of Bilingual Education and Bilingualism, 4th edition. Cleveland, UK: Multilingual Matters

Clement, B. Lloyd, Ll. (2011) Bachu Iaith. Caerfyrddin: Canolfan Peniarth.

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

Roberts, R.; (2004) Codi Safonau Llythrennedd ar Draws y Cwricwlwm. Caerdydd: CBAC

Language, Literacy and Communication Skills (3 – 7)

Bromley, H. (2006) Making my own mark. London: The British Association for Early Childhood Education.

Glazzard, J. and Stokoe, J. (2013) Teaching Systematic Synthetic Phonics and Early English. Northwich: Critical Publishing Ltd.

Palmer, S. and Bayley, R. (2007) Foundations of Literacy. London: Continuum International Publishing Group.

English (7 – 11)

Cremin, T., (2009) Teaching English Creatively. Oxon: Routledge.

Cox, R. (Ed.) (2012) Primary English Teaching London: Sage

Jollifee, W., Waugh, D. & Carss, A. (2012) Teaching Systematic Synthetic Phonics in Primary Schools. London: Sage

Lockwood, M., (2008) Promoting Reading for Pleasure in the Primary School. London: Sage

Medwell, J., Moore, G., Wray, D. & Griffiths, V., (2014) Primary English, Knowledge and Understanding. 7th Edition, Sage

Stuart, M. & Stainthorp, R. (2015) Reading Development and Teaching. London: Sage

Perkins, M. (2015) Becoming a Teacher of Reading. London: Sage

Waugh, D., Warner, R. & Waugh, R., (2013) Teaching Grammar, Punctuation and Spelling in Primary Schools. London: Sage

Literacy Skills

Cook, D and Young, D (1994) The Teaching of Reading, Derby, University of Derby.

Evans, J (ed) (2001) The Writing Classroom, London, David Fulton.

Fisher, R and Williams, M (eds) (2000) Unlocking Literacy: A guide for Teachers, London: David Fulton.

Lockwood,M., (2009) Promoting Reading For Pleasure in the Primary School

Mercer, N. and Hodgkinson, S. (2008) Exploring Talk in School, London: Sage.

Mathematics (3 – 7)

McGarth, C., (2010) Supporting Early Mathematical Development Oxon: Routledge

Montague-Smith, A., Price, A., (2013) Mathematics in Early Years Education 3rd Edition Oxon: Routledge

Rowlands,T., Turner,F., Thwaites, A., Huckstep, P. (2009) Developing Primary Mathematics Teaching London: Sage

Tucker, K., (2014) Mathematics through Play in the Early Years 3rd Edition London: Sage

Mathematics (7 – 11)

Bird, R. (2013) The Dyscalculia Toolkit, Supporting Learning Difficulties in Maths. 2nd ed. London: Sage Publications

Cotton, T. (2013) Understanding and Teaching Primary Mathematics. 2nd ed. Harlow: Pearson Education Ltd

Haylock, D. (2010) Mathematics explained for Primary School Teachers. 4th ed. London: Sage Publications

Mooney, C., Ferrie, L., Fox, S., Hansen, A., Wrathmell, R. (2012) Primary Mathematics: Knowledge and Understanding. 6th ed. London: Sage Publications

Turner, S. (2013) Teaching Primary Mathematics. London: Sage Publications

Numeracy (3 – 11)

Hansen, A., (2008) Primary Mathematics: Extending Knowledge in Practice London: Learning Matters

Mooney, C., Briggs, M., Fletcher M., Hansen A., McCullough J., (2012) Primary Mathematics Teaching Theory and Practice 6th Edition London: Learning Matters

Knowledge and understanding of the world (3 – 7)

Bilton, H. (1998) Outdoor Play in the Early Years. London: David Fulton Publishers

Brightwell, J. and Fidgin, N. (2005) To Begin at the Beginning: Bringing a Global Dimension to the Early Years. DEED

de Boo, M. (2004) The Early Years Handbook. Sheffield: Geographical Association.

Garforth, H. (2008) Growing up Global: Early years global education handbook. RISC

Science (7 – 11)

Farrow, S. (2010). The Really Useful Science Book. Abingdon: Routledge.

Harlen,W. & Qualter A. (2009) The Teaching of Science in Primary Schools. Abingdon: Routledge.

Peacock, G. (2011). Achieving QTS Primary Science Knowledge and Understanding. Exeter: Learning Matters.

Wenham, M. & Ovens, P. (2010), Understanding Primary Science. London: Sage Publications

ICT and digital competency

Allen, J., Potter, J., Sharp, J., Turvey, K. (2012) Primary ICT: Knowledge, Understanding and Practice. Fifth Edition. Exeter: Learning Matters

Hall, D. (2009). The ICT Handbook for Primary Teachers, Routledge.

John, P.(2012) The Digital Classroom. Taylor and Francis

Mckeown, S., McGlashon, A. (2011) Brilliant Ideas for Using ICT in the Inclusive Classroom. London: David Fulton

Sutherland, H., Robertson, S., and John, P. (2008) Improving Classroom Learning with ICT. London: Routledge.

Physical Education

Benn, B. (2007) A Practical Guide to Teaching Gymnastics. Leeds: Coachwise Ltd

Bunner, G. (2007) Sports hall Athletics for the Primary and Secondary Age Groups. Cheshire: Eveque Leisure Equipment Ltd

Coombe, B. (2014) PE Core Activities: Key Stages 1 and 2 Raising standards in the national curriculum. Leeds: Coachwise Ltd

Griffin, L. & Stephen, M. (2013) Teaching Sport Concepts and Skills: A Tactical Games Approach. Champaign, IL: Human Kinetics

Lawton, J. (2013) Complete Guide to Primary Swimming. Champaign, IL: Human Kinetics

Whitlam, P. (2012) Safe Practice in Physical Education and Sport. Leeds: Coachwise Ltd

Religious education

Bastide, D. (2006) Teaching Religious Education 4-11. Oxon: Routledge Press

Erriker, C. (2010) Primary Religious Education. Oxon: Routledge Press

Mc Creery, E. (2008) Teaching Religious Education. Exeter: Learning Matters

Webster, M. (2009) Creative Approaches to Teaching Primary RE. Harlow: Longman

Art, craft and design

Edwards, J. (2013) Teaching Primary Art. Harlow: Pearson Education

Key, P., & Stillman, J. (2009) Teaching Primary Art and Design (Achieving QTS). Exeter: Learning Matters

Meager, N. (2011) Creativity and Culture. Art Projects for Primary Schools. London: Harper Collins Publishers

Music (3 - 11)

Glover, J. (2000) Children Composing 4-14. London: Routledge Falmer

Hennessy, S. (1998) Coordinating Music Across the Primary School. London: Falmer Press

MacGregor, H. (2000), Listening to Music Elements 5+. 2nd ed. London: A.C. Black Wilson, A. (ed.) (2009) Creativity in Primary Education. 2nd ed. Exeter: Learning Matters

Geography

Martin, F. (2006) Teaching Geography in Primary Schools. CAmbridge: Chris Kington Publishing

Pickford, T., Garner, W., & Jackson, E. (2013) Primary Humanities – Learning Through Enquiry. London: Sage

Scoffham, S. Ed. (2013) Teaching Geography Creatively. London: Routledge

Design and Technology

Hope, G. (2006) Teaching Design and Technology at Key Stages 1 and 2 (Achieving QTS). Exeter: Learning Matters

Howe, A., Davies, D., & Richie, R. (2001) Primary Design & Technology for the Future: Creativity, Culture and Citizenship. London: David Fulton Publishers

Ritchie, R. (2001) Primary Design & Technology: A Process for Learning. London: David Fulton Publishers

History

Cooper, H. (1995) History in the Early Years. London: Routledge Falmer

Hoodless, P. (2008) Teaching History in Primary Schools. Dulyn: Folens

Turner-Bisset, R. (2005) Creativity in History in the Primary School. London: David Fulton Publishers

Welsh – Personal Literacy Skills

Ap Emlyn, N. (2007) Golwg ar Iaith. Aberystwyth: Canolfan Astudiaethau Addysg.

Ebbsworth, M. (2009) Sgil-iau! Ffeil athro. Aberystwyth: CAA.

Hughes, J.E. (2011) Canllawiau Iaith a Chymorth Sillafu. Llandysul: Gwasg Gomer.

Ifans, Rh. (2012) Y Golygiadur. Llandysul: Gwasg Gomer.

Lewis, D. G. (2005) Y Llyfr Ansoddeiriau Llandysul: Gwasg Gomer.

Thomas, G.; (2012) Ymarfer Ysgrifennu Cymraeg: Tal y Bont: Y Lolfa.

Policy

Welsh Government. (2013). National Literacy and Numeracy Framework. Cardiff, UK:

Welsh Government. (2015). Digital Competence Framework guidance. Cardiff, UK: Welsh Government.

Welsh Government. (2015). Qualified for Life. A Curriculum for Wales – a Curriculum for Life. Cardiff, United Kingdom: DfES.

Welsh Government. (2015). Revised Areas of Learning and programmes of study: Phase 1 - literacy and numeracy. Cardiff, UK: Welsh Government.

Methodology and Research methods

Bell, J. 2010. Doing Your Research Project, 4th edition, Maidenhead: OUP.

Costello, P., 2011. Effective Action Research, 2nd edition, London, Continuum.

Denscombe, M., 2014. Good research guide: for small-scale social research projects. Buckingham, OUP.

Hopkins, D., 2008. A Teacher's Guide to Classroom Research, 2nd edition. Maidenhead, OUP.

Punch, K.F., 2009. Introduction to Research Methods in Education, 1st ed. London, UK: Sage Publications Ltd.

Wragg, E.C., 2013. An Introduction to Classroom Observation. Hoboken, Taylor and Francis

General Reading

Black, P.J., Harrison, C., Lee, C., 2003. Assessment for learning: putting it into practice. Maidenhead, Open University Press.

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

Donaldson, G. (2015). Successful Futures: Independent Review of Curriculum and Assessment Arrangements in Wales. Cardiff, United Kingdom: Welsh Government.

Hattie, J. (2012). Visible Learning for Teachers: Maximizing Impact on Learning. London, United Kingdom: Routledge.

Pollard, A. (2014).Reflective Teaching in Schools. London, United Kingdom: Bloomsbury.

Wheeler, S (2015). Learning with ‘E’s: Educational Theory and Practice in the Digital Age. London, United Kingdom: Crown House.

ALN and Inclusion

Goepel J, Childerhouse H, Sharpe S., (2014) Inclusive Primary Teaching. A critical Approach to Equality and Special Educational Needs. St Albans: Critical Publishing

Ryder. N. (2013). Yr ABC i Anghenion Ychwanegol. Aberystwyth: Canolfan Peniarth

Soan, S., (2016). Additional Educational Needs: inclusive approaches to teaching. London: David Fulton.

Welsh Government (2017). Additional Learning Needs Code of Practice. Cardiff: Welsh Government

Journals

British Education Research Journal

Cambridge Journal of Education

Journal of Curriculum Studies

Journal of Educational Research

Compulsory in courses:

• 3D8R: PGCE Primary (leading to the award of QTS year 1 (CERT/PRMY)