Modules

The SUSP ITE programme comprises two modules: Research-informed Reflective Practice (EDPM30) is largely university-based and will comprise the following: • Core Studies: focusing on the overarching issues that drive policies within the Welsh cultural context • Subject Studies: focusing on the specifics of pedagogy in your subject area, lesson planning, understanding your subject's place in the Areas of Learning and Experience (AoLE) • Subject Knowledge Enhancement: Focusing on reviewing the curriculum requirements in your subject area and preparing you for the topics you may be teaching • Professional and Pedagogical Studies: focusing on the implications for your subject area on whole school issues such as provision for children with additional learning needs, differentiation and assessment. • Research Methods in Education: focusing on research methodologies suitable for educational purposes and preparing you for your close-to-practice research project. EDPM30 carries 60 level 7 credits. Student teachers who complete 60 Level 7 credits can carry over the credits to our MA Education programme if they enrol within five years of successfully completing the module. Professional Practice (EDP300) is designed to ensure that all student teachers develop a deep understanding of the how the Professional Standards for Teaching and Leadership link to the Four Purposes of the new Curriculum for Wales. This module leads to the recommendation for Qualified Teacher Status (QTS). Student teachers will spend a minimum of 120 days on Professional Practice in two schools in the network within which they are placed, with additional opportunities in a range of complimentary settings. EDP300 integrates research with classroom practice through a Practice and Theory course delivered jointly by Subject Tutors and expert teachers in network schools. Subject Mentors and Subject Tutors will provide strong individualised support for student teachers working towards meeting the Professional Standard for Teaching and Leadership.

Assessment method

EDPM30 Research-informed reflective practice Assessment for EDPM30 will allow student teachers to demonstrate that they have developed the high level critical thinking skills that will enable them to integrate academic and experiential learning. Assessment 1: Critical reflection on lesson planning. Student teachers will plan lesson with a clear, critical focus on the planning decisions they have made. This focus will involve critical engagement with academic and professional literature. The lesson will be taught and, having engaged in professional dialogue with their mentor, the student teacher will reflect critically upon then lesson and suggest any changes they would make to the plan. This critical reflection should demonstrate that they have a clear understanding of how the literature informs planning for specific outcomes in their subject and how the chosen lesson applies theory to practice. Student teachers will outline (i) the research literature that justified their choice of learning activities and (ii) how the lesson plan takes account of statutory Frameworks, (iii) other factors that contributed to enhancing the learning experience for pupils (e.g. seating plans, support from other adults). The final assignment will be a 3,000 word submission, with an appended lesson plan. Assessment 2: Critical reflection on classroom management. Student teachers will identify an area of classroom management they wish to improve or refine. They might draw upon professional dialogue with their mentors and class teachers, video recordings of their practice, personal reflection and so on to help them identity their area of focus. Student teachers will write a literature review on the chosen element and decide upon a plan of action based on their reading. They will then enact this plan in the classroom environment and provide a critical reflection of the strategies they employed. The final report will be a 3000-word submission. Assessment 3: Close-to-practice research project report. In assessment 3, student teachers will be required to identify a research question. Student teachers will develop a proposal for, and carry out, a small scale, close-to-practice research project designed to improve pupil engagement. The findings will be presented as a written report incorporating a literature review, methodology, analysis of data and discussion of findings. The report will critically reflect on interventions and strategies that were implemented in the project. The final close-to-practice report will be a 6000-word submission. EDP300 Professional Practice The assessment for EDP300 will allow student teachers to demonstrate that they have achieved the Professional Standards for Teaching and Leadership and can be recommended for the award of QTS conferred by the Education Workforce Council. Student teachers will be required to provide evidence against each of the 32 QTS level descriptors set out in the Professional Standards for Teaching and Leadership. During their teaching practice, student teachers will be presented with a range of experiences in different educational settings which are designed to ensure that they have more than one opportunity to gather evidence against each of the Professional Standards for Teaching and Leadership in Wales. Student teachers will use the EWC Professional Learning Passport (PLP) to record evidence of achieving the Professional Standards. They will be able to upload evidence through the medium of English or Welsh in a variety of formats including sound files and video (with appropriate permissions) in addition to more traditional written submissions (e.g. lesson plans, schemes of work, teaching and learning resources, reflective diaries, research reports).

Qualified teacher status (QTS)

To work as a teacher at a state school in England or Wales, you will need to achieve qualified teacher status (QTS). This is offered on this course for the following level:

• Secondary