Overview

Module Content

Associate Teachers (Faculty of Education Initial Teacher Education students are known as Associate Teachers) spend 41 days to start learning how to become practitioners through experiences gained in work based learning (Schools & Clusters). This will involve:

• weekly cluster teaching and review events

• observations and preparatory development

• close to practice research (small scale inquiries)

• integration into the teaching environment

• mentoring and self-reflection

The Associate Teachers’ involvement in School Experience is progressive over time where they develop competency in teaching and learning. This experience will include collaboratively led close to practice seminars (in placement setting) that will inform how they teach and observe in the school.

An indicative pattern is outlined below:

Total: 7 weeks

Stage 1: Preparatory

In Network school

Stage 2: Integration & Development .

Stage 3: Practice and Implementation .

Specific research during cluster events and continuous cycles will link closely to the content of XCE1211. XCE 1212, XCB1213, XCE1214, XCE1215 (which will be used to inform assessments from the other level 4 modules).

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.

and

• Application of observation as a data collection method

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

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

• Teaching with Technology 1

Cymraeg Bob Dydd and the Welsh Dimension

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

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

**Note that all content and assessments will be explicitly linked to the new professional standards for teaching and leadership 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 new professional standards for teaching and leadership is tracked in an additional document.

Module Content

Associate Teachers (Faculty of Education Initial Teacher Education students are known as Associate Teachers) spend 41 days to start learning how to become practitioners through experiences gained in work based learning (Schools & Clusters). This will involve:

• weekly cluster teaching and review events

• observations and preparatory development

• close to practice research (small scale inquiries)

• integration into the teaching environment

• mentoring and self-reflection

The Associate Teachers’ involvement in School Experience is progressive over time where they develop competency in teaching and learning. This experience will include collaboratively led close to practice seminars (in placement setting) that will inform how they teach and observe in the school.

An indicative pattern is outlined below:

Total: 7 weeks

Stage 1: Preparatory

In Network school

Stage 2: Integration & Development

Stage 3: Practice and Implementation

Specific research during cluster events and continuous cycles will link closely to the content of XCE1211. XCE 1212, XCB1213, XCE1214, XCE1215 (which will be used to inform assessments from the other level 4 modules).

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.

and

• Application of observation as a data collection method

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

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

• Teaching with Technology 1

Cymraeg Bob Dydd and the Welsh Dimension

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

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

**Note that all content and assessments will be explicitly linked to the new professional standards for teaching and leadership 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 new professional standards for teaching and leadership is tracked in an additional document.

Assessment Strategy

Satrisfactory (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) All learning outcomes will have been met to a good standard. Knowledge and understanding of the module content will be supported by a good range of theory, practice and research literature. Candidates will have demonstrated good evidence of critical analysis when reflecting on teaching and learning.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) All learning outcomes will have been met to an excellent standard. Knowledge and understanding of the module content will be supported by an excellent range of theory, practice and research literature. Candidates will have demonstrated excellent evidence of critical analysis when reflecting on teaching and learning.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

• Be able to evaluate their own professional practice and begin to show the ability to collaborate and establish professional relationships with mentors/tutors as a basis for autonomous development

• Demonstrate that they make satisfactory personal progress against the new Professional Standards for Teaching and Leadership

• Describe a range of techniques to reflect and refine their practice as a classroom practitioner and their role within the learning community

• Evaluate suitable opportunities for learners to develop key skills across the curriculum.

• Explain clearly the importance of a purposeful and positive learning environment which supports the needs of all learners.

• Identify a range of planning skills to establish a well organised learning environment which promotes the purposes of the wider curriculum/cross-curricular themes and subject based study.