Module Information
Module Identifier
ED37400
Module Title
LEARNING TO TEACH 2: DEVELOPMENT OF TEACHING SKILLS
Academic Year
2011/2012
Co-ordinator
Semester
Semester 1 (Taught over 2 semesters)
Co-Requisite
QTS requirement (Teaching Practice 1 & 2)
Co-Requisite
Co-Requisite
Pre-Requisite
PGCE Entry requirements
Course Delivery
| Delivery Type | Delivery length / details |
|---|---|
| Lecture | 8-10 hours* x 6 weeks (main subject) 2 hours x 6 weeks (second subject) (where relevant) |
| Seminars / Tutorials | Mixture of lectures, seminars, workshops, tutorials,practicals and on-line discussions over a period equivalent to six weeks. |
| Other | School Placement: Observations, preparation, practical teaching, mentoring sessions, professional studies seminars, and on-line discussions over a period equivalent to fifteen weeks. |
Assessment
| Assessment Type | Assessment length / details | Proportion |
|---|---|---|
| Semester Assessment | Main subject written assignment (1700-2400 words) This assignment will require trainees to critically discuss the teaching of a topic that has led to improved pupils achievements. The precise context of the assignment will vary across subject methods. (1,700-2,400 words)* Where trainees do not take a Second Subject Method (as with Science at AU), then trainees will be required to undertake an extended Main Subject Written Assignment. (2,400 words). Where trainees take a Second Subject Method (as with all other methods at AU), then trainees will be required to undertake the Second Subject Method Assignment. In such cases, trainees will only be expected to undertake a 1,600 word length Main Subject Written Assignment. | 70% |
| Semester Assessment | Second subject written assignment (700 words) This assignment will require trainees critically discuss their professional strengths and needs in the teaching of their second subject. (700 words) QTS requirement will be reported as a separate summative outcome at the end of the PGCE course. Where trainees do not take a Second Subject Method (as with Science at AU), then trainees will be required to undertake an extended Main Subject Written Assignment. (2,400 words equivalent to 100% weighting). Where trainees take a Second Subject Method (as with all other methods at AU), then trainees will be required to undertake the Second Subject Method Assignment. In such cases, trainees will only be expected to undertake a 1,700 word length Main Subject Written Assignment (equivalent to 70% weighting) | 30% |
| Supplementary Assessment | Main subject written assignment (1600-2400 words) New title set. The assignment will draw on a different topic | 70% |
| Supplementary Assessment | Second subject written assignment (800 words) This assignment will remain as original title. | 30% |
Learning Outcomes
On completion of this module, students should be able to:
1. Demonstrate improved knowledge and understanding of their main specialist subject(s) that will enable them to teach confidently and accurately at KS3 and KS4, and post-16 where relevant;
2. Demonstrate improved knowledge and understanding of the subject content and curriculum of second subject method at Key Stage 3*;
3. Continue to plan for, teach, and manage their classes effectively, ensuring sound learning and discipline;
4. Critically discuss and analyse in further detail how learners learn and plan accordingly;
5. Critically analyse learners? learning by drawing upon a variety of assessments of a wide range of learners? work and are able to set clear targets for learners? achievements and present informative reports to parents;
6. Draw upon lesson observations and team teaching (where appropriate) with the view of further enhancing their knowledge and confidence in the second subject method*;
7. Critically discuss how they are developing into reflective practitioners by identifying their own professional strengths and needs.
* Only applicable to those taking Second Subject Method
Brief description
The Learning to Teach 2 module has been designed to meet the expectations of Welsh Assembly Government Circular No: 017/2009, DCELLS Becoming a Qualified Teacher: Handbook of Guidance (2009). Within this module trainees will be required to demonstrate a confident and sound grasp of the subject content as well as policies and issues pertinent to the planning, teaching and assessment of their main subject method.
This module provides a consolidation to the theory and practice of teaching in the secondary school through main subject method work and practical teaching.
Trainees will also be guided further to the planning, teaching and assessment of a second subject method (where relevant).
This module provides a consolidation to the theory and practice of teaching in the secondary school through main subject method work and practical teaching.
Trainees will also be guided further to the planning, teaching and assessment of a second subject method (where relevant).
Content
In this module, the following topics will be discussed in relation to the QTS Standards for the main and second subject methods (as appropriate), as depicted in Schemapp3.
The content themes for the university-based 6 weeks are as follows and will draw on examples of learning and teaching resources that are applicable to the teaching of the main and second subject methods (where relevant).
Main Subject Method (8-10 hours/week*)
1. Reflection of teaching practice experiences and sharing of good practices
2. Curriculum of main subject method at Key Stages 3 and 4 and where relevant, post-16
3. National Curriculum, including Cwricwlwm Cymreig, Sustainable Development, Global Citizenship
4. Consolidation of assessment at Key Stages 3 and 4 and where relevant, post-16, including National Qualifications Framework and Learning Pathways
5. The effective use of ICT with individuals, groups and whole class
6. The sharing of class management strategies and experiences
7. Consolidation of the planning and preparation of resources for effective lessons which are challenging and relevant to all learners
8. Consolidation of the teaching of lessons which are structured, varied, motivating and interactive
9. Development and application of differentiation strategies to meet the needs of all learners including those with SEN and Additional Learning Needs
10. The selection and use of appropriate monitoring and assessment strategies to evaluate and record learners? progress and the use of assessments to improve specific aspects of teaching, and the setting of clear targets for learners' achievements
11. Introduction to the delivery of the higher teaching skills
Second Subject Method (2 hours/week) (where relevant)
1. Reflection of teaching practice experiences and sharing of good practices
2. Curriculum of second subject method at Key Stage 3
3. Consolidation of assessment at Key Stage 3
4. The sharing of class management strategies and experiences
5. Consolidation of the planning and preparation of resources for effective lessons which are challenging and relevant to all learners
6. Consolidation of the teaching of lessons which are structured, varied, motivating and interactive
The content themes for the university-based 6 weeks are as follows and will draw on examples of learning and teaching resources that are applicable to the teaching of the main and second subject methods (where relevant).
Main Subject Method (8-10 hours/week*)
1. Reflection of teaching practice experiences and sharing of good practices
2. Curriculum of main subject method at Key Stages 3 and 4 and where relevant, post-16
3. National Curriculum, including Cwricwlwm Cymreig, Sustainable Development, Global Citizenship
4. Consolidation of assessment at Key Stages 3 and 4 and where relevant, post-16, including National Qualifications Framework and Learning Pathways
5. The effective use of ICT with individuals, groups and whole class
6. The sharing of class management strategies and experiences
7. Consolidation of the planning and preparation of resources for effective lessons which are challenging and relevant to all learners
8. Consolidation of the teaching of lessons which are structured, varied, motivating and interactive
9. Development and application of differentiation strategies to meet the needs of all learners including those with SEN and Additional Learning Needs
10. The selection and use of appropriate monitoring and assessment strategies to evaluate and record learners? progress and the use of assessments to improve specific aspects of teaching, and the setting of clear targets for learners' achievements
11. Introduction to the delivery of the higher teaching skills
Second Subject Method (2 hours/week) (where relevant)
1. Reflection of teaching practice experiences and sharing of good practices
2. Curriculum of second subject method at Key Stage 3
3. Consolidation of assessment at Key Stage 3
4. The sharing of class management strategies and experiences
5. Consolidation of the planning and preparation of resources for effective lessons which are challenging and relevant to all learners
6. Consolidation of the teaching of lessons which are structured, varied, motivating and interactive
- Where trainees do not take (as with Science at AU) a Second Subject Method, then trainees will receive 10 hours/week in their Main Subject Method. Where trainees take (as with all other methods at AU) a Second Subject Method, then trainees will receive 8 hours/week in their Main Subject Method.
Module Skills
| Skills Type | Skills details |
|---|---|
| Application of Number | This key skill will be addressed in certain subjects such as science. |
| Communication | Via workshop activities, trainees will be required to share professional development experiences and encouraged to express their views and opinions on educational matters (not assessed). Their critical review of their professional development forms a key facet of this module. |
| Improving own Learning and Performance | Dissemination of good practices and school experiences will encouraged via group discussions. Trainees will be encouraged to audit their Main and Second Subject (where relevant) experiences in their Professional Development Portfolio. |
| Information Technology | Using the Web for research purposes and also to word-process assignment. |
| Personal Development and Career planning | Trainees' strengths and priorities for future professional developments, forms an element of the Professional Development Portfolio. Completing the PDP will enable students to identify more clearly the evidence that substantiates their achievements (strengths, abilities, skills), aspirations and professional development priorities, and will help them to complete Section A of the Career Entry Profile that will act as a summary of their Initial Teacher Training as well as preparing them for their Induction period. |
| Problem solving | Trainees will be required to select the most appropriate teaching and assessment strategies for topics within their subject. They will also consider the approaches to the teaching of cross-curricular topics. |
| Research skills | Trainees will be required to synthesise and evaluate critically information relating to relevant issues in the teaching of their main and/or second subject (where relevant). |
| Subject Specific Skills | Skills pertaining to the teaching of main subject method |
| Team work | Dissemination of good practices and school experiences will be encouraged via group discussions. |
Notes
This module is at CQFW Level 6