Overview

The Primary with Additional Learning Needs (ALN) School Experience module will develop the ATs' competency in teaching and learning within primary and ALN contexts, i.e. in mainstream primary, special schools and other ALN contexts.

Over the programme, a minimum of 120 days of time are spent in school. School placements all take place within north Wales. Some of this time is taken through activity on Lead School days and also AoLE focused activity in various settings. The significant proportion (approximately 105 days) are spent in network schools (in some cases one of which may also be the Lead school).

In autumn/winter and early spring, the school experience will take place in the same setting, a mainstream primary school with recognised ALN expertise. The focus of this placement will be learning and teaching through the primary years including placements in classes where foundation learning is taking place and in classes with older primary aged children (normally 2 base classes). A final school placement will be based in an ALN specific setting, (one of our special schools or ALN resource provision) typically after the Easter break and will consist of approximately 50 days, with no more than 50% of school experience in special schools in total across the year.

Activities during School Experience contribute to meeting the Professional Standards for Teaching and Leadership.

The Additional Learning Needs (ALN) School Experience module will develop the ATs' skills and knowledge in teaching and learning particularly in primary classrooms and ALN contexts.

Over the programme, a minimum of 120 days of time are spent in school. School placements all take place within north Wales. Some of this time is taken through activity on Lead School days and also AoLE focused activity in various settings. The significant proportion (approximately 105 days) are spent in network schools (in some cases one of which may also be the Lead school).

In autumn/winter and early spring, the school experience will take place in the same setting, a mainstream primary school with recognised ALN expertise. The focus of this placement will be learning and teaching through the primary years including placements in classes where foundation learning is taking place and in classes with older primary aged children (normally 2 base classes). A final school placement will be based in an ALN specific setting, (one of our special schools or ALN resource provision) typically after the Easter break and will consist of approximately 50 days, with no more than 50% of school experience in special schools in total across the year.

Activities during School Experience contribute to meeting the Professional Standards for Teaching and Leadership.

Whilst predominantly classroom-based, the School Experience module will also include collaboratively-led, close-to-practice seminars in the placement setting that will inform how they teach and observe in the school. The structure will follow a progressive staged approach to learning how to teach. An indicative pattern is outlined below:

• Stage 1: Preparatory: 4 x days school / 1 x day network;

• Stage 2: Integration: 3 x days school / 2 x days network;

• Stage 3: Development: 3 x days school / 2 x days network;

• Stage 4: Practice and Implementation: 4 x days school / 1 x days network;

• Stage 5: Debrief and Self Reflection: University based;

• Stage 6: Implement through Practice: 4 x days school / 1 x days network;

• Stage 7: Consolidation of Subject Knowledge Skills and Practice in Second School: 4 x days school / 1 x days subject or network;

• Stage 8: Autonomous Development & Enrichment: 5 x days school followed by network time and Enrichment.

These stages will include:

• weekly cluster teaching and review events;

• observations and preparatory development;

• close to practice research (small scale inquiries);

• integration into the teaching environment;

• higher order skills practice and implementation;

• mentoring and self-reflection;

• further implementation through practice;

• consolidation of skills and practice;

• continued autonomous development & enrichment.

Research-based teaching

The content and delivery of the module will encourage ATs to offer advanced critical review of the importance of being consumers and producers of research; and to analyse, synthesise and critically reflect on the spectrum of research that informs teaching practice. ATs will also be encouraged to offer advanced critical evaluation of practice-based or close-to-practice research.

The module will develop advanced knowledge of teacher scholarship and the long-term impact of involvement in research on their personal developing professionalism and what it means to be a research-informed teacher. The module will encourage advanced mastery of what it means to develop a ‘culture of enquiry’ within self-improving school systems, schools as learning organisations, and the importance of developing and participating in Professional Learning Communities.

Specific research shared during network events will link closely to the content of  XTE-4311 and XTE-4313 and will be used to inform assessments for the other two level 7 modules .

Progression in Bilingualism

Associate teachers will be given an introduction to bilingualism in the context of the distinct Welsh curriculum, and the different ways that this is addressed in the variety of school settings (Welsh medium, bilingual and English medium). They will also study the aims and goals of bilingual education from different perspectives, consider EAL education and look at the specific issues associated with assessment of bilinguals. Subsequently they will consider the expected and realistic outcomes for different types of bilinguals. Associate Teachers will be made aware of and come to understand language policies in operation in schools and specific strategies that are built in to the curriculum which address learners' language skills and development.

Assessment Strategy

Threshold (Pass/Fail assessment) 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

• Critically examined the practices, assumptions and theories underpinning the planning for and structuring of pupils’ learning and the management of their behaviour in primary settings and ALN contexts from the perspective of policy, research, theory and current practice.

• Demonstrated clear understanding of the roles of teachers and ALN co-ordinators in their settings including their responses to both social influences and legislative requirements.

• Demonstrated a sophisticated understanding and experience of teaching that ensures all learners develop the capacity to be ambitious and capable, enterprising and creative, ethical and informed, healthy and confident as required by the curriculum.

• Demonstrated thorough understanding of Additional Learning Needs (ALN) from different perspectives and evaluated steps taken to address them within their setting.

• Demonstrated understanding of a whole school/setting approach to inclusion and the purposes of an ALN provision map, person-centred planning and insight into Individual Development Plans in accordance with the Code of Practice for Wales.

• Demonstrated understanding of the roles of outside agencies and multi-agency support in identifying needs of learners, including the use of specialist assessments and how these support mechanisms enables appropriate planning to address the needs of learners with ALN.

• Enrich learners’ sense of community and cultural values by applying their knowledge of the Welsh curriculum.

• Managed and organised classrooms to promote a culture of high aspiration and behaviour which supports learning.

• To reflect critically on their progress and collaboratively set targets in order to meet or exceed the Professional Standards for Teaching and Leadership.