Overview

Module Content Content in this module will enable Associate Teachers to develop their understanding of the classroom, teaching, learning and the importance of research informed practice. Links are made to creativity in teaching and learning and the cross curricular themes of literacy, numeracy and digital competency.

Module content

• Introduction to research methods;

• Introduction to concepts of “pedagogy” and “professionalism”;

• Managing learning: introduction to classroom management and organisation; introduction to working collaboratively in the classroom and with colleagues; introduction to effective communication and questioning; observation of how classrooms are managed and organised;

• Planning for learning: introduction to principles of lesson design; pedagogies and pedagogical content knowledge; the design and use of materials for teaching and learning to stimulate support and challenge learners; introduction to cross-curricular approaches;

• Research school planning: how learning is planned for in different contexts (indoor and outdoor, play, for younger learners, older learners); learning objectives and sequencing of learning;

• Assessment of/for Learning: assessment strategies; theories of assessment; principles of assessment and links to pedagogies; how to identify assessment; observation and identification of the different forms of assessment in school and the impact this has on pupils’ learning;

• Understanding of the key ideas associated with creativity with a particular focus within education;

• 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 communicates how theory and practice are blended. In this module we will present, introduce and describe clearly 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 introduce students to 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.

This incorporates:

• Introduction to Research Methods;

• Concept of new generation research active teachers as consumers and producers of research;

• Awareness of the main research designs, ethics/BERA guidelines;

• The structure and purpose of a literature review.

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

Academic Study Skills

Introduction to (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 style;

• referencing;

• information literacy;

• reflective learning.

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

• Digital Citizenship 1

• HWB/Office 365

• Introduction to 21st Century Learning and Design

Cymraeg Pob Dydd and Curriculum Cymreig

Identify and present a range of basic informal situations to promote the use of Cymraeg Pob Dydd communicational language patterns across the curriculum.

Explain clearly and introduce a planned learning approach for the main five aspects of the Curriculum Cymreig relevant to different subjects and Areas of Learning and Experience.

ALN, Inclusion and Differentiation

Adapting teaching to cater for the needs of all learners (including those with Specific Learning Difficulties (SpLD) and English as an additional language (EAL) and where appropriate, Welsh as an additional language).

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 teaching standards for Wales. 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.

Assessment Strategy

-threshold -(D) 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.

-good -(B) 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.

-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.

Learning Outcomes

• Articulate and reflect on key ideas associated with ‘assessment for learning’ and ‘assessment of learning’;

• Describe how different classrooms are organised and managed at different stages of development;

• Evaluate the impact classrooms organisation and management has on pupil self-esteem and well-being;

• Identify how learning is planned in different lesson contexts;