Rhedir gan School of Educational Sciences

20.000 Credyd neu 10.000 Credyd ECTS

Semester 1 a 2

Trefnydd: Mrs Hazel Jane Wordsworth

The module aims to:

• Allow ATs the opportunity to critically reflect on philosophies of learning, teaching and pedagogy;

• Present opportunities for ATs to analyse and critically examine how philosophies apply and impact upon learning and pedagogic practice;

• Explore future practice with critical reference to philosophies of learning and pedagogic practice;

• Further develop knowledge and practice in relation to Welsh language acquisition and bilingualism.

• Encourage ATs through Design Thinking methodology to analyse, synthesise and critically reflect on creative elements within their own research practice and application from classroom to whole school level.

Module Content

Within this module Associate Teachers will be engaged in reflection, critical examination and analysis of their own personal philosophy of teaching and learning in relation to the content of the module. They will consider tensions and challenges to their developing philosophy.

Module content:

• Philosophies of learning, teaching and pedagogy; the nature of evidence, and research for reflection and teacher formation - augmenting a critical understanding of educational perspectives, learning theories and research; critiquing philosophies of education in a 21st Century context; using a philosophy of education to justify and question practice and praxis;

• Examine, evaluate and critique how a “philosophy” (or philosophies) of education apply to all aspects of pedagogic practice and learning, inter alia the following;

• Managing learning (classroom management and organisation; working collaboratively in the classroom and with colleagues; effective communication and questioning; the changing context in Wales and organisation of Welsh Education; current priorities and challenges);

• Planning for learning (principles of curriculum and instructional design; pedagogies and pedagogical content knowledge; curriculum planning to meet the needs of all learners; the design and use of materials for teaching and learning to stimulate support and challenge all learners);

• Assessment of/for Learning (theories of assessment principles of assessment and links to pedagogies (Core); how to use assessment effectively to report on pupils’/ students’ learning; the use of data, research evidence, professional enquiry in the development of effective practice);

• Technology of/for learning, teaching and assessment (TELTA) including the effective use of digital technologies;

• Design Thinking methodology to analyse, synthesise and critically reflect on creative elements within their own research practice and application from classroom to whole school level.

• 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 deploy techniques of analysis and argument of how theory and practice are blended. In this module Associate Teachers will be encouraged to analyse, synthesise and critically reflect on 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 critically review arguments for the importance of developing their capacity to be consumers and producers of research and analyse, synthesise and critically reflect on the spectrum of research that informs teaching practice.

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

Academic Study Skills

Enhanced development of (embedded within module content and assignment context):

• time and task management skills;

• reading for academic purposes;

• critical thinking, analysis and developing an argument;

• academic integrity and authorial voice;

• information literacy.

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

• Digital Citizenship 3

• 21st Century Learning and Design 3

Cymraeg Pob Dydd and Curriculum Cymreig

Reinforce and embed Cymraeg Pob Dydd to enable ATs to use and transfer Welsh language patterns and dialogue naturally, confidently and consistently.

Strategically select and critically examine enrichment activities that promote relevant aspects of the Curriculum Cymreig through different subjects and Areas of Learning and Experience.

ALN, Inclusion and Differentiation

Inclusive learning (exploring barriers to learning and the complex social, cultural, emotional and personal influences on learners; meeting the needs of pupils with additional learning or other special needs to ensure equity; meeting the needs of pupils from diverse cultural, linguistic, religious, and socioeconomic backgrounds to ensure equity; ALN Transformation programme; Legislation and statutory responsibilities).

Health and Wellbeing

Safeguarding policies and procedures including pupil and personal e-safety (University, 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 http://learning.gov.wales/docs/learningwales/publications/170901-professional-standards-for-teaching-and-leadership-en.pdf

How this module contributes towards he Associate Teachers' progress against the Professional Teaching Standards is tracked in an additional document

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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.

ardderchog

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.

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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. Analyse and critically examine how philosophies apply and impact upon learning and pedagogic practice

2. Critically analyse a range of strategies and theories of relevance to Welsh language and bilingualism.

3. Critically reflect on philosophies of learning, teaching and pedagogy;

4. Present valid conclusions for their future practice with critical reference to philosophies of learning and pedagogic practice;

		Oriau

• Llythrennedd - Medrusrwydd mewn darllen ac ysgrifennu drwy amrywiaeth o gyfryngau
• Rhifedd - Medrusrwydd wrth ddefnyddio rhifau ar lefelau priodol o gywirdeb
• Defnyddio cyfrifiaduron - Medrusrwydd wrth ddefnyddio ystod o feddalwedd cyfrifiadurol
• Hunanreolaeth - Gallu gweithio mewn ffordd effeithlon, prydlon a threfnus. Gallu edrych ar ganlyniadau tasgau a digwyddiadau, a barnu lefelau o ansawdd a phwysigrwydd
• Archwilio - Gallu ymchwilio ac ystyried dewisiadau eraill
• Adalw gwybodaeth - Gallu mynd at wahanol ac amrywiol ffynonellau gwybodaeth
• Sgiliau Rhyngbersonol - Gallu gofyn cwestiynau, gwrando'n astud ar atebion a'u harchwilio
• Dadansoddi Beirniadol & Datrys Problem - Gallu dadelfennu a dadansoddi problemau neu sefyllfaoedd cymhleth. Gallu canfod atebion i broblemau drwy ddadansoddiadau ac archwilio posibiliadau
• Ymwybyddiaeth o ddiogelwch - Bod yn ymwybodol o'ch amgylchedd a hyder o ran cadw at reoliadau iechyd a diogelwch
• Cyflwyniad - Gallu cyflwyno gwybodaeth ac esboniadau yn glir i gynulleidfa. Trwy gyfryngau ysgrifenedig neu ar lafar yn glir a hyderus.
• Gwaith Tîm - Gallu cydweithio'n adeiladol ag eraill ar dasg gyffredin, ac/neu fod yn rhan o dîm gweithio o ddydd i ddydd
• Mentora - Gallu cefnogi, helpu, arwain, ysbrydoli ac/neu hyfforddi eraill
• Gofalu - Dangos consyrn am eraill; gofalu am blant, pobl ag anableddau ac/neu'r henoed
• Rheloaeth - Gallu defnyddio, cydlynu a rheoli adnoddau (dynol, ffisegol ac/neu ariannol)
• Dadl - Gallu cyflwyno, trafod a chyfiawnhau barn neu lwybr gweithredu, naill ai gydag unigolyn neu mewn grwˆp ehangach
• Hunanymwybyddiaeth & Ystyried - Bod yn ymwybodol o'ch cryfderau, gwendidau, nodau ac amcanion eich hun. Gallu adolygu ,cloriannu a myfyrio'n rheolaidd ar eich perfformiad eich hun ac eraill.
• Arweinyddiaeth - Gallu arwain a rheoli, datblygu cynlluniau gweithredu ac amcanion, cynnig arweiniad a chyfarwyddyd i eraill, ac ymdopi â'r pwysau sy'n gysylltiedig ag awdurdod o'r fath

• 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;

Rhestr ddarllen

Bailey, R., Barrow, R., Carr, D., & McCarthy, C. (2013). (Eds.). The Sage handbook of philosophy of education. London, United Kingdom: SAGE.

Dauncey, M. (2013). Literacy and Numeracy in Wales. Cardiff, Wales: National Assembly for Wales.

DCELLS (2008), Datblygu’r Gymraeg, Welsh Language Development.Cardiff: Welsh Government

Donaldson, G. (2015). Successful futures: independent review of curriculum and assessment arrangements in Wales. Cardiff, Wales: National Assembly for Wales.

Lindon, J. (2010). Reflective Practice and Early Years Professionalism: Linking Theory and Practice. Abingdon, United Kingdom: Hodder Education.

Mason, J. (2004). Researching Your Own Practice: The Discipline of Noticing. Falmer, United Kingdom: Routledge.

Pollard, A. (2008). Reflective Teaching: Evidence informed professional practice. London, United Kingdom: Continuum.

Thomas, E., & Mennen, I. ( 2014) Advances in the study of bilingualism. Bristol, United Kingdom: Multilingual Matters ​

Journals

British Educational Research Journal

British Journal of Educational Studies

British Journal of Special Education

Educational Research

Gorfodol mewn cyrsiau:

• X131: BA Primary Education year 3 (BA/PREQTS)