Module XCE-1211:
Professional and Pedagogical 1

Module Facts

Run by School of Education and Human Development

20 Credits or 10 ECTS Credits

Semester 1 & 2

Organiser: Mr Gwyn Ellis

Overall aims and purpose

• Introduce Associate Teachers to the concept of education research, research methods and research ethics;

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

• Explore how classroom management and behaviour management have an impact on pupil self-esteem and well-being;

• Introduce the concept of planning and how learning is planned within different lesson contexts;

• Introduce the concept of assessment and the key ideas associated with ‘assessment for learning’ and ‘assessment of learning’;

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

Course content

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 Criteria

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.

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.

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.

Learning outcomes

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

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

  3. Identify how learning is planned in different lesson contexts;

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

Assessment Methods

Type Name Description Weight
ESSAY Principles of Assessment

Principles of Assessment

Identify the key principles of assessment (including assessment for learning), referring to relevant research and current theories of assessment 

(1600 words equivalent)

40
LOGBOOK OR PORTFOLIO Reflection: planning and teaching.

Part C:  Reflective Journal

Reflect on the effectiveness of your planning throughout your first school experience in year 1. Include lesson plans, your evaluations of learning and your pedagogy assessment forms. Evaluate your planning and analyse pupils’ learning with reference to relevant research. 

(1200 words equivalent)

30
LOGBOOK OR PORTFOLIO Observations: managing learning

Part B:  Reflective Journal

Reflect how teachers have planned and managed the classroom in your context. Draw on your observations over the two weeks of your Stage 2 School experience. Include observation notes (extracts from your professional journal, and conversations with teachers and your mentor. Evaluate significant incidents using recent research to frame your analysis.

(1200 words equivalent)

30

Teaching and Learning Strategy

Hours
Private study

Personal study time as appropriate to meeting the learning outcomes of the module

139
Private study

Personal study time on Microsoft STEP unit Digital Citizenship 1, Hwb/Office 365, 21st Century Learning and Design.

13
Lecture

The principal methods of learning and teaching will be lectures. 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.

33
Tutorial

The principal methods of learning and teaching will be small group or individual tutorials. During non-contact time, Associate Teachers will be expected to carry out reading and directed tasks in preparation for tutorials. Sessional and tutorial support where necessary will target underperformance.

3
Workshop

The principal methods of learning and teaching will be workshop and seminars . 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 pure subject knowledge will also take place.

12

Transferable skills

  • 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

Subject specific skills

  • 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 take appropriate opportunities to teach sustainable development and global citizenship education in all relevant aspects of their teaching.
  • 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 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;

Resources

Reading list

Arthur, J., & Cremin, T. (2014). Learning to teach in the primary school. (3rd ed.). London, United Kingdom: Routledge.

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

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

Klein, S. B., & Mowrer, R. R. (2014). Contemporary learning theories: Pavlovian conditioning and the status of traditional learning theory. (Vol. 2). Hove, United Kingdom: Psychology Press.

McGregor, D., & Cartwright, L. (2011). Developing reflective practice: A guide for beginning teachers. Maidenhead, United Kingdom: Open University Press.

Nutbrown, C., & Clough, P. (2014). Early childhood education: history, philosophy and experience. London, United Kingdom: SAGE.

Palaiologou, I. (2010). The Early Years Foundation Stage Theory and Practice. London, United Kingdom: SAGE.

Pritchard, A. (2013). Ways of learning: learning theories and learning styles in the classroom. London, United Kingdom: Routledge.

Rogers, B. (2015). Classroom behaviour: a practical guide to effective teaching, behaviour management and colleague support. (4th ed.). London, United Kingdom: SAGE.

Journals:

British Educational Research: the Journal of British Educational

Research Association;

Early Childhood Education Journal;

Journal of Education;

Journal of Educational Research.

Courses including this module

Compulsory in courses: