Overview

Module Content

Within this module will explore child development and theories associated with learning and pedagogy. Teachers’ legal responsibilities are also discussed to ensure Associate Teachers have an understanding of their responsibilities as professionals. Associate Teachers are introduced to the importance of the Welsh language and bilingualism.

Developing Welsh as a second language:

• Introduction to the key issues of bilingualism /second language acquisition;

• Introduction to the aims and goals of bilingual/Welsh-medium education; curricular expectations and the importance and value of developing bilingual teaching and promoting the Welsh language as a skill for children and parents;

• Fostering Associate Teachers’ appreciation of the Welsh language both formal and informal;

• Identify research-informed effective bilingual pedagogy when introducing Welsh second language / Welsh as an additional language in schools;

• Introduction to promoting Welsh and the Curriculum Cymreig within the cross curricular areas and themed approaches;

• Identifying and developing the baseline of each English medium Associate Teacher’s personal oral, reading and writing skills in Welsh. This will be based on the differentiated stage of fluency as outlined in the assessment criteria of the National Welsh Colleges Scheme Certificate or the Welsh Personal Literacy criteria for Welsh medium Associate Teachers

Module content:

An introduction to the curriculum and the Professional Teaching Standards:

• The four purposes of learning;

• The teaching standards and values and dispositions;

• The history of the Literacy and Numeracy Framework, Digital Competence Framework and current cross-curricular responsibilities;

• An introduction to theories and research about human development;

o Child development, Neurological and physical growth and development, Gross/fine motor skills, social and affective/emotional development, development milestones, introducing ALN in this context;

o An introduction to theories and research about pedagogy and learning;

• For example, Skinner, Pavlov, Piaget, Bruner, Bandura, Vygotsky (and others);

• An introduction to the nature and purpose of organised education;

An introduction to the contractual, pastoral and legal responsibilities of teachers; an introduction to pupil voice and school students’ rights:

• Introduction to the responsibilities of teachers;

o Loco parentis, Child protection, working with parents as partners;

• Pupil voice and students’ rights;

o School council, child centred planning, child initiated learning;

An introduction to Curriculum Cymreig:

• An introduction to the history of the Welsh language and current legislation (Welsh Language Act etc.);

• Welsh Education policy and bilingualism;

• An introduction to the Curriculum Cymreig;

• Introduction to the statutory requirements of teaching Welsh across all phases. Cross module links: Subject studies - Welsh and Cynllun Colegau Cymraeg Certificate;

• Role and expectations of the Associate Teacher in teaching and promoting social use of Welsh in schools e.g. Language Charter.

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 an introduction to observational strategies and skills:

• Noticing/awareness practice;

• Observational strategies as research methods;

• Observation of learning and behavioural differences;

• Focusing of observation;

• Ethical considerations for observations.

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.

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

Introduction to the new code of practice for Additional Learning Needs.

Development of fundamental knowledge of the support needed for those with ALN through differentiation and inclusion.

Health and Wellbeing

Introduction to relevant policies including the Wellbeing and Future Generations Act

Delivery model:

Initial introductory time will be spent at University. Associate Teachers will then spend 10 days in educational settings using focused observations of educational practice and theory in action. Associate Teachers will then spend time together at either University or at lead schools comparing, contrasting and reflecting upon their observations.

**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.

Module Content

Within this module will explore child development and theories associated with learning and pedagogy. Teachers’ legal responsibilities are also discussed to ensure Associate Teachers have an understanding of their responsibilities as professionals. Associate Teachers are introduced to the importance of the Welsh language and bilingualism.

Module content:

An introduction to the curriculum and the Professional Teaching Standards:

• The four purposes of learning;

• The teaching standards and values and dispositions;

• The history of the Literacy and Numeracy Framework, Digital Competence Framework and current cross-curricular responsibilities;

• An introduction to theories and research about human development;

o Child development, Neurological and physical growth and development, Gross/fine motor skills, social and affective/emotional development, development milestones, introducing ALN in this context;

o An introduction to theories and research about pedagogy and learning;

• For example, Skinner, Pavlov, Piaget, Bruner, Bandura, Vygotsky (and others);

• An introduction to the nature and purpose of organised education;

An introduction to the contractual, pastoral and legal responsibilities of teachers; an introduction to pupil voice and school students’ rights:

• Introduction to the responsibilities of teachers;

o Loco parentis, Child protection, working with parents as partners;

• Pupil voice and students’ rights;

o School council, child centred planning, child initiated learning;

An introduction to Curriculum Cymreig:

• An introduction to the history of the Welsh language and current legislation (Welsh Language Act etc.);

• Welsh Education policy and bilingualism;

• An introduction to the Curriculum Cymreig;

• Introduction to the statutory requirements of teaching Welsh across all phases. Cross module links: Subject studies - Welsh and Cynllun Colegau Cymraeg Certificate;

• Role and expectations of the Associate Teacher in teaching and promoting social use of Welsh in schools e.g. Language Charter.

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 an introduction to observational strategies and skills:

• Noticing/awareness practice;

• Observational strategies as research methods;

• Observation of learning and behavioural differences;

• Focusing of observation;

• Ethical considerations for observations.

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.

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

Introduction to the new code of practice for Additional Learning Needs.

Development of fundamental knowledge of the support needed for those with ALN through differentiation and inclusion.

Health and Wellbeing

Introduction to relevant policies including the Wellbeing and Future Generations Act

Delivery model:

Initial introductory time will be spent at University. Associate Teachers will then spend 10 days in educational settings using focused observations of educational practice and theory in action. Associate Teachers will then spend time together at either University or at lead schools comparing, contrasting and reflecting upon their observations.

**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.

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 -(A) 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

• Demonstrate appropriate evidence of capability in practical observational strategies and skills;

• Develop fundamental knowledge of the support needed for those with ALN through differentiation and inclusion.

• Explain clearly the role of Curriculum Cymreig and how it is applied in practice in a particular educational setting; In addition, Associate Teachers will demonstrate increased competence in one of the following areas: a) For English medium Associate Teachers, their level of Welsh personal skills in accordance with the National Welsh Colleges Scheme Certificate; b) For Welsh medium Associate Teachers their level of Welsh personal Literacy.

• Identify the contractual, pastoral and legal responsibilities of teachers and describe pupil voice and school students’ rights as applied to a particular educational setting;