Overview

This module is the third of three Professional and Pedagogical Studies modules you will study over the three years of the course and it will focus on the some of the essential concepts within teaching and learning. The content will complement the teaching and learning of specific subject 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.

Within the module Associate Teachers will continue to develop their own personal Welsh language skills and receive their exit listening, speaking, reading and writing skills levels according to the Welsh Framework for Educational Practitioners, Welsh Government.

• Reflecting on effective bilingual methods and language pedagogy for the teaching and learning of Welsh through the primary years and in Latecomers' Centres including effective use of learning resources, media and digital technology;

• Extending the Associate Teacher’s use of Welsh and improve on their previous personal stage of achievement in oral, reading and writing proficiency in Welsh in accordance with the marking criteria outlined in the National Welsh Competency Framework for Education Practitioners, Welsh Government.

• 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

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.

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

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

• Critically evaluate how Digital platforms can be used to enhance teaching and learning for pupils with ALN.

• • Critically analyse the use of Welsh language teaching pedagogies to inform learning and teaching in the classroom.

• • Evidence increased competency in Personal Welsh language skills in relation to the Programme on entry audit.