Overview

This module provides student teachers with a critical and research-informed foundation for understanding effective and inclusive teaching. Through engagement with key theories of pedagogy, child development, and assessment, students will explore how to support diverse learners and design inclusive learning environments that promote equity, progression, and a strong sense of identity.

Student Teachers will consider the role of the Curriculum for Wales, the ALN Code, and relevant policy in guiding their professional practice. Emphasis is placed on developing reflective, inquiry-based approaches to teaching, grounded in current research, policy, and professional standards.

Learning will take place through a blend of university and secondary-age school-based experiences, including workshops and seminars, enabling students to critically evaluate and apply their knowledge in real-world educational contexts.

The module aligns with the Professional Standards for Teaching and Leadership in Wales.

Learning and Pedagogy: Key theories of learning and development, contemporary pedagogical models, and the role of the Welsh language in language acquisition

Assessment: Principles of formative and summative assessment, assessment for learning, use of assessment data, and assessment in bilingual contexts

Inclusion and Diversity: Social, cultural, and linguistic contexts of learners, inclusive education principles, ALN and EAL provision, person-centred practice, and promoting equity and linguistic inclusion

Curriculum and Resources: Curriculum theory and models, planning for progression, and design of physical and digital resources for bilingual and Welsh-medium settings

Professional Enquiry and Reflection: Research-informed practice, professional enquiry, reflective practice, and practitioner research with a focus on Welsh-medium and bilingual education

Policy and Professional Context in Wales: Organisation and governance of schools, the Curriculum for Wales, statutory frameworks, accountability structures, and professional responsibilities in relation to the Welsh language and inclusion

Assessment Strategy

Satisfactory (C) All learning outcomes will have been produced 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 satisfactory study skills and will be able to communicate to a satisfactory standard in professional and academic contexts. Good (B) Most learning outcomes will have been produced at a good level. Excellence in some learning outcomes may compensate for 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 good study skills and will be able to communicate to a good standard in professional and academic contexts. 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 approaches. Students will have developed excellent study skills and will be able to communicate to an excellent standard in professional and academic contexts.

Learning Outcomes

• Critically analyse a range of theories and research relating to inclusive secondary pedagogy, child development, and learning, and evaluate their application to classroom practice to support individuals or groups of learners.

• Evaluate and improve educational practice using research evidence, data, and professional enquiry , drawing on current secondary-age policy, legal frameworks, and the structural organisation of schools in Wales.

• Identify and respond to a range of learners’ needs by applying inclusive approaches, and critically reflect on the role of equity and learner voice in educational practice.