Module Information
Module Identifier
ED37300
Module Title
Learning to Teach 1: Introduction to Teaching Skills
Academic Year
2018/2019
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
Other Staff
Course Delivery
Assessment
| Assessment Type | Assessment length / details | Proportion |
|---|---|---|
| Semester Assessment | Second subject or additional main subject assignemnt (1000) This assignment will require trainees to identify one important teaching or policy issue in their main or second subject. Trainees will need to critically discuss the issue with reference to their observation and, if applicable, their experience of teaching this subject. They should also draw upon research literature which is relevant to the subject. (1,000 words) QTS requirement will be reported as a separate summative outcome at the end of the PGCE course. | 30% |
| Semester Assessment | Main subject written assignment (5000 words or equivalent) As appropriate to the subject discipline this assignment will require trainees to critically discuss how learners learn in their subject. Trainees will need to draw upon school placement experiences (lesson observations and/or teaching, as well as examples of assessed learners work) and to place their findings within the context of their background reading (research literature on learning and teaching and subject pedagogy. (5,000 words or equivalent) Where trainees do not take a Second Subject Method (as with Science in AU), then trainees will be required to undertake the Additional Main Subject Assignment. 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. | 70% |
| Supplementary Assessment | Second subject written assignment (1000 words) New title set. | 30% |
| Supplementary Assessment | Main subject written assignment (5000 words) New title set. | 70% |
Learning Outcomes
On successful completion of this module students should be able to:
Demonstrate a secure knowledge and understanding of their main specialist subject(s) that will enable them to teach at KS3 and KS4, and post-16 where relevant;
Demonstrate an awareness of the subject content and curriculum of second subject method at Key Stage 3*;
Plan for, teach, and manage their classes effectively, ensuring sound learning and discipline;
Critically discuss and analyse how learners learn and plan accordingly;
Critically analyse learners learning by drawing upon a variety of assessments of a wide range of learners work and set clear targets for learners achievements and present informative reports to parents;
Draw upon lesson observations and team teaching (where appropriate) with the view of enhancing their knowledge and confidence in the second subject method*;
Appreciate the importance of developing into reflective practitioners and identify their own strengths and needs.
- Only applicable to those taking Second Subject Method
Brief description
The Learning to Teach 1 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 grasp of the subject content as well as policies and issues pertinent to the planning, teaching and assessment of their main subject method.
Trainees will also be introduced to the planning, teaching and assessment of a second subject method (where relevant).
Trainees will also be introduced 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 5 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. Introduction to the diverse learning needs of learners
2. Introduction to the curriculum of main subject method at Key Stages 3 and 4 and where relevant, post-16
3. Introduction to the National Curriculum, including Cwricwlwm Cymreig, Sustainable Development and Global Citizenship
4. Introduction to assessment at Key Stages 3 and 4 and where relevant, post-16, including National Qualifications Framework and Learning Pathways
5. Introduction to the effective use of ICT
6. Introduction to class management strategies
7. Introduction to the planning and preparation of resources for effective lessons which are challenging and relevant to all learners
8. Introduction to the teaching of lessons which are structured, varied, motivating and interactive
9. Introduction to differentiation including those with SEN and Additional Learning Needs
10. Introduction to the monitoring, assessment and recording of learners? progress and the use of assessments to improve specific aspects of teaching, and set clear targets for learners' achievements;
Second Subject Method (2 hours/week) (where relevant)
1. Introduction to the curriculum of second subject method at Key Stage 3
2. Introduction to assessment of second subject method at Key Stage 3
3. Introduction to class management strategies
4. Introduction to the planning and preparation of resources for effective lessons which are challenging and relevant to all learners
5. Introduction to the teaching of lessons which are structured, varied, motivating and interactive
The content themes for the university-based 5 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. Introduction to the diverse learning needs of learners
2. Introduction to the curriculum of main subject method at Key Stages 3 and 4 and where relevant, post-16
3. Introduction to the National Curriculum, including Cwricwlwm Cymreig, Sustainable Development and Global Citizenship
4. Introduction to assessment at Key Stages 3 and 4 and where relevant, post-16, including National Qualifications Framework and Learning Pathways
5. Introduction to the effective use of ICT
6. Introduction to class management strategies
7. Introduction to the planning and preparation of resources for effective lessons which are challenging and relevant to all learners
8. Introduction to the teaching of lessons which are structured, varied, motivating and interactive
9. Introduction to differentiation including those with SEN and Additional Learning Needs
10. Introduction to the monitoring, assessment and recording of learners? progress and the use of assessments to improve specific aspects of teaching, and set clear targets for learners' achievements;
Second Subject Method (2 hours/week) (where relevant)
1. Introduction to the curriculum of second subject method at Key Stage 3
2. Introduction to assessment of second subject method at Key Stage 3
3. Introduction to class management strategies
4. Introduction to the planning and preparation of resources for effective lessons which are challenging and relevant to all learners
5. Introduction to 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