Due to Covid-19 students should refer to the module Blackboard pages for assessment details
|Assessment length / details
|Presentation (10 minutes) Presentation and response to questions
|Essay (3,500 words) An Evaluation of Pedagogy in Practice (based on observations of others, reflection on own practice and analysis of targets set)
|All failed elements of the assessments must be re-taken if the student's average mark falls below the required pass mark of 50%. This will require new questions, new lesson plan and teaching session.
On successful completion of this module students should be able to:
1. Demonstrate an understanding of the importance of supporting and enhancing the achievement of all learners in their care.
2. Evaluate the effectiveness of a range of learning and teaching strategies applied across primary and secondary sectors by drawing on classroom-based evidence.
3. Select and apply the most appropriate learning and teaching strategies in order to enhance the attainment of a group of learners.
4. Reflect on the quality of their teaching.
This core module has been designed to meet the Welsh Government Circular No: 008/2017, Criteria for the accreditation of initial teacher education programmes in Wales. This module places a strong emphasis on pedagogy that relates to: refining teaching; advancing learning and influencing learners. Due to the integrated nature of the programme you will gain knowledge, understanding and practical experience of effective pedagogies across both Primary and Secondary sectors. These enhanced experiences will enable you to acquire a comprehensive grasp of how learners learn and progress, equipping you with an excellent insight of education as a whole. You will be prepared to select and apply the most appropriate and effective learning and teaching strategies for the key stage and phase you will be working in.
Unit 1 - The term ‘pedagogy’ and its meaning and how it is perceived by various countries and researchers - Role of reflective practice in improving quality of teaching and learning
Unit 2 - How learners learn. The application of behaviourist, constructivist and social constructivist psychology in the classroom
Unit 3 - Understanding learners’ learning needs - Maslow’s (1954) hierarchy of needs - Learning environments and conditions for learning and motivation - Role health and wellbeing plays in learner engagement and attainment
Unit 4 - Curriculum development and principles of curriculum design - Delivering an integrated curriculum, such as Successful Futures, that warrants learning to draw across subject boundaries
Unit 5 - Underpinning principles of learning and teaching, such as 10 TLRP’s principles
Unit 6 - What constitutes effective practice and the meaning of effectiveness - Effective pedagogy and how this is informed by prior
Unit 7 - Role of effective pedagogy in promoting the active engagement of learners - Role of effective pedagogy in developing learners’ key skills of literacy, numeracy, digital competency, and Welsh language
Unit 8 - Social and cultural dimensions of learning and the significance of informal learning - Enhancing the achievement of all learners. Focus placed on a range of differentiation strategies
Unit 9 - Communication and the key roles of listening, talking, reading and writing in the science of pedagogy - Effctive communication - Working with others to support the learning of learners
|Application of Number
|Individual student and class performance attainment data will be considered with the purpose of demonstrating enhancement in attainment in a cohort of learners following the application of justified learning and teaching strategies.
|Improving own Learning and Performance
|Assessment for learning will be incorporated into many sessions to allow learners to reflect on their own performance and to develop strategies to improve. Student teachers will be encouraged to audit their Specialism and Enrichment experiences in their Professional Learning Passport.
|All assignments will be word processes and students will be required to utilize IT resources in the research of their assignments.
|Personal Development and Career planning
|Critical reflection will be developed via written assignments as well as via peer activities during seminars and school placements. Trainees’ strengths and priorities for future professional developments, forms an element of the portfolio. Completing the portfolio 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 inform their Professional Learning Passport.
|Student teachers will be required to evaluate pedagogies in order to select and apply the most appropriate learning and teaching strategies for a cohort of learners. They will also consider the most effective pedagogies for teaching cross-curricular topics.
|Research will be developed throughout the module but particularly with regards to learning and teaching strategies.
|Subject Specific Skills
|Students will develop the following skills that are central to the craft of pedagogy, such as: thinking skills, creativity and decision making.
|Seminar activities will involve group work.
This module is at CQFW Level 6