-
EDP303
Professional Practice
The Professional Practice module (EDP300) is your opportunity to gain real-world teaching experience while working towards Qualified Teacher Status (QTS). It is a hands-on, school-based module that includes:
¿ Two block teaching placements
¿ PAT (Practice and Theory) days
¿ Welsh language development
¿ Experience in alternative settings like primary schools, special schools, and pupil referral units
At the heart of this module is the idea of clinical practice¿a model that helps you connect theory, research, and classroom practice. You will be supported by both university tutors and school mentors to become a research-informed, reflective practitioner.
What You Will Do:
¿ Apply theory to practice in real classrooms
¿ Design and carry out small-scale research projects
¿ Reflect on your teaching and use feedback to improve
¿ Develop your confidence and skills as a professional educator
¿ Develop core teaching pedagogy
¿ Enhance your subject knowledge
Key Features:
¿ PAT Days: Combine theory and practice in meaningful ways
¿ Research Days: Build your ability to read, understand, and apply educational research
¿ Welsh Language Skills: Continue developing your Welsh language use in teaching
¿ Equal Experience: No matter where you're placed, the module ensures a consistent, high-quality experience
By the end of the module, you will have a deeper understanding of what it means to be a teacher¿not just in your classroom, but in a wider educational context across Wales and beyond.
-
EDP303C
Ymarfer Proffesiynol
Crynodeb o¿r modiwl i'w argraffu yn y catalog
Rhowch amlinelliad byr o'r modiwl i fyfyrwyr, yn Gymraeg ac yn Saesneg.
Mae'r modiwl Ymarfer Proffesiynol (EDP303C) yn gyfle i chi ennill profiad addysgu yn y byd go iawn wrth i chi weithio tuag at Statws Athro Cymwysedig (SAC). Mae'n fodiwl ymarferol yn yr ysgol sy¿n cynnwys y canlynol:
Dau leoliad addysgu bloc
Diwrnodau Ymarfer a Theori (YaTh)
Datblygu Sgiliau Cymraeg
Profiad mewn lleoliadau amgen fel ysgolion cynradd, ysgolion arbennig, ac unedau cyfeirio disgyblion
Wrth galon y modiwl hwn, mae'r syniad o ymarfer clinigol - model sy'n eich helpu i gysylltu theori, ymchwil ac ymarfer ystafell ddosbarth. Byddwch yn cael eich cefnogi gan diwtoriaid prifysgol a mentoriaid ysgol er mwyn datblygu¿n ymarferydd myfyriol sy¿n cael ei lywio gan ymchwil.
Beth Fyddwch chi'n ei Wneud:
Cymhwyso theori i ymarfer mewn ystafelloedd dosbarth go iawn
Cynllunio a chynnal prosiectau ymchwil ar raddfa fach
Myfyrio ar eich addysgu a defnyddio adborth i wella
Datblygu eich hyder a'ch sgiliau fel addysgwr proffesiynol
Datblygu addysgeg addysgu craidd
Cyfoethogi eich gwybodaeth am bwnc
Nodweddion Allweddol:
Diwrnodau PAT: Cyfuno theori ac ymarfer mewn ffyrdd ystyrlon
Diwrnodau Ymchwil: Meithrin eich gallu i ddarllen, deall a chymhwyso ymchwil addysgol
Sgiliau Iaith Gymraeg: Parhau i ddatblygu eich defnydd o'r Gymraeg wrth addysgu
Profiad Cyfartal: Ble bynnag y cewch chi eich gosod, mae'r modiwl yn sicrhau profiad cyson, o ansawdd uchel
Erbyn diwedd y modiwl, bydd gennych ddealltwriaeth ddyfnach o'r hyn y mae'n ei olygu i fod yn athro¿nid yn unig yn eich ystafell ddosbarth, ond mewn cyd-destun addysgol ehangach yng Nghymru ac yn rhyngwladol.
-
EDPD00
Dissertation (in either Childhood, Play or Education)
The Dissertation module supports you in undertaking an independent self-directed research project on a topic related to either childhood, play [PK5.1]or education. You can choose to undertake empirical research or a literature-review and are supported throughout your project by a designated supervisor. Supervisors provide advice and guidance on the research process, including supporting you in designing and planning your research. You will develop key research skills, including reviewing and analysing the literature, developing appropriate research questions or hypotheses, aims and objectives, generating and/or analysing data and drawing analytically robust conclusions. Independence and self-directed learning is a key feature of the module, meaning that you will develop key study and employability skills.
-
EDPM30A
Research Informed Reflective Practice: English
This module is designed to support your development as a research-informed reflective practitioner ¿ a teacher who not only understands the theory behind effective teaching but also uses research and reflection to continuously improve practice and enhance pupil outcomes.
Learning to teach involves drawing upon several different sources of professional knowledge; intellectually based knowledge (learning `about¿ teaching), knowledge gained through `indirect¿ practice, the knowledge of expert practitioners, integrated knowledge (learning `through¿ teaching) and personal knowledge (Furlong 2015; EWC 2023). Through engaging taught sessions, you will connect these various sources of knowledge with pedagogy and curriculum design, and you will develop an understanding of, and ability to employ, effective strategies for teaching and learning in your subject area and Area of Learning Experience (AoLE). You will also examine the wider educational context in Wales, including national priorities such as the Curriculum for Wales and the National Frameworks for Literacy, Numeracy and Digital Competence. In addition, you will explore key legislation such as the anti-racist Wales action plan, the Additional Learning Needs Code for Wales (2021), Cymraeg 2050: A million Welsh speakers and the Welsh Language and Education 2025 Act, ensuring your teaching is inclusive, responsive, and culturally relevant.
As part of this module, you will also be supported in developing a deep understanding of sustainable development and global issues through a range of interactive and reflective learning experiences. Central to this is the Sustainable Development Curriculum Design Toolkit, which helps you embed themes such as extreme and relative poverty, zero hunger, good health and well-being, gender equality, and climate action into your teaching practice. A key component of this is the Teach the Teacher workshop ¿ a flipped learning experience where secondary school pupils lead sessions to share key messages around sustainability and global challenges. This empowers you to learn directly from young people¿s perspectives and enhances your ability to design responsive, inclusive lessons. You will also critically explore the impact of poverty and disadvantage on pupil progress and learning, considering how schools and teachers can provide meaningful support. Through these experiences, you will be equipped to foster global citizenship and sustainability awareness in your classroom.
A key focus of this module is developing your ability to critically engage with educational research, and you will build research literacy and inquiry skills that will support your professional growth throughout your teaching career. By undertaking a close-to-practice research project, you will explore your own classroom practice, respond creatively to the needs of your learners, and use evidence to inform your teaching decisions. You will learn to reflect critically on your practice, engage with up-to-date evidence, and use research to shape your teaching in ways that maximise impact on learner progress.
Throughout the module, you will develop and refine teaching strategies that are appropriate to your subject area, with a strong emphasis on effective lesson and mid-term planning. Student teachers on the English Secondary PGCE pathway will develop a deep understanding of pedagogical approaches and current research related to the teaching of oracy, reading, and writing in the English classroom. The programme provides structured opportunities to explore a wide range of literary styles, genres, and voices, encouraging critical engagement with diverse texts and their potential use in the classroom. This approach equips student teachers to foster inclusive, reflective, and creative learning environments that align with the principles of the Curriculum for Wales.
By the end of the module, you will be equipped not only with practical teaching strategies but also with the minds
-
EDPM30B
Research Informed Reflective Practice: Mathematics
This module is designed to support your development as a research-informed reflective practitioner ¿ a teacher who not only understands the theory behind effective teaching but also uses research and reflection to continuously improve practice and enhance pupil outcomes.
Learning to teach involves drawing upon several different sources of professional knowledge; intellectually based knowledge (learning `about¿ teaching), knowledge gained through `indirect¿ practice, the knowledge of expert practitioners, integrated knowledge (learning `through¿ teaching) and personal knowledge (Furlong 2015; EWC 2023). Through engaging taught sessions, you will connect these various sources of knowledge with pedagogy and curriculum design, and you will develop an understanding of, and ability to employ, effective strategies for teaching and learning in your subject area and Area of Learning Experience (AoLE). You will also examine the wider educational context in Wales, including national priorities such as the Curriculum for Wales and the National Frameworks for Literacy, Numeracy and Digital Competence. In addition, you will explore key legislation such as the anti-racist Wales action plan, the Additional Learning Needs Code for Wales (2021), Cymraeg 2050: A million Welsh speakers and the Welsh Language and Education 2025 Act, ensuring your teaching is inclusive, responsive, and culturally relevant.
As part of this module, you will also be supported in developing a deep understanding of sustainable development and global issues through a range of interactive and reflective learning experiences. Central to this is the Sustainable Development Curriculum Design Toolkit, which helps you embed themes such as extreme and relative poverty, zero hunger, good health and well-being, gender equality, and climate action into your teaching practice. A key component of this is the Teach the Teacher workshop ¿ a flipped learning experience where secondary school pupils lead sessions to share key messages around sustainability and global challenges. This empowers you to learn directly from young people¿s perspectives and enhances your ability to design responsive, inclusive lessons. You will also critically explore the impact of poverty and disadvantage on pupil progress and learning, considering how schools and teachers can provide meaningful support. Through these experiences, you will be equipped to foster global citizenship and sustainability awareness in your classroom.
A key focus of this module is developing your ability to critically engage with educational research, and you will build research literacy and inquiry skills that will support your professional growth throughout your teaching career. By undertaking a close-to-practice research project, you will explore your own classroom practice, respond creatively to the needs of your learners, and use evidence to inform your teaching decisions. You will learn to reflect critically on your practice, engage with up-to-date evidence, and use research to shape your teaching in ways that maximise impact on learner progress.
Throughout the module, you will develop and refine teaching strategies that are appropriate to your subject area, with a strong emphasis on effective lesson and mid-term planning. Student teachers on the Mathematics Secondary PGCE pathway will develop the skills to plan effectively for common misconceptions in mathematics, enabling them to anticipate and address areas where learners may struggle. The programme also supports the development of abstract and algebraic thinking, equipping student teachers with strategies to help pupils build deep conceptual understanding. Through a combination of subject-specific pedagogy and reflective practice, student teachers will be prepared to foster mathematical reasoning and resilience in line with the aims of the Curriculum for Wales.
By the end of the module, you will be equipped not only with practical teaching strategies but als
-
EDPM30BC
Ymarfer Myfriol wedi ei lywio gan Ynchwil: Mathemateg
Mae'r modiwl hwn wedi'i gynllunio i gefnogi eich datblygiad fel ymarferydd myfyriol wedi ei lywio gan ymchwil ¿ athro sydd nid yn unig yn deall y theori sydd wrth wraidd addysgu effeithiol ond sydd hefyd yn defnyddio ymchwil a myfyrio i wella ei ymarfer yn barhaus a gwella deilliannau disgyblion.
Mae dysgu i addysgu yn seiliedig ar sawl ffynhonnell wahanol o wybodaeth broffesiynol; gwybodaeth ddeallusol (dysgu 'am' addysgu), gwybodaeth sy'n deillio o ymarfer 'anuniongyrchol', gwybodaeth ymarferwyr arbenigol, gwybodaeth integredig (dysgu 'trwy' addysgu) a gwybodaeth bersonol (Furlong 2015; CGA 2023). Trwy addysgu sesiynau difyr, byddwch yn cysylltu'r gwahanol ffynonellau gwybodaeth hyn ag addysgeg a chynllun y cwricwlwm, a byddwch yn datblygu dealltwriaeth o strategaethau effeithiol ar gyfer addysgu a dysgu yn eich maes pwnc a'ch Maes Dysgu a Phrofiad (MDPh) a¿r gallu i'w rhoi ar waith. Byddwch yn archwilio'r cyd-destun addysgol ehangach yng Nghymru hefyd, gan gynnwys blaenoriaethau cenedlaethol fel y Cwricwlwm i Gymru a'r Fframweithiau Cenedlaethol ar gyfer Llythrennedd, Rhifedd a Chymhwysedd Digidol. Yn ogystal, byddwch yn archwilio deddfwriaeth allweddol fel cynllun gweithredu Cymru wrth-hiliol, Cod Anghenion Dysgu Ychwanegol Cymru (2021), Cymraeg 2050: miliwn o siaradwyr Cymraeg a Deddf y Gymraeg ac Addysg (Cymru) 2025, sy'n sicrhau bod eich addysgu yn gynhwysol, yn ymatebol ac yn ddiwylliannol berthnasol.
Fel rhan o'r modiwl hwn, cewch hefyd eich cefnogi i ddatblygu dealltwriaeth ddofn o ddatblygu cynaliadwy a materion byd-eang trwy amrywiaeth o brofiadau dysgu rhyngweithiol a myfyriol. Yn ganolog i hyn mae'r Pecyn Cymorth ar gyfer Cynllunio Cwricwlwm Datblygu Cynaliadwy, sy'n eich helpu i ymwreiddio themâu fel tlodi eithafol a chymharol, dim newyn, iechyd a llesiant da, cydraddoldeb rhywiol, a gweithredu ar newid hinsawdd yn eich ymarfer addysgu. Elfen allweddol o hyn yw'r gweithdy Addysgu Athrawon ¿ profiad dysgu gwrthdro lle mae disgyblion ysgol uwchradd yn arwain sesiynau i rannu negeseuon allweddol ynghylch cynaliadwyedd a heriau byd-eang. Bydd hyn yn eich grymuso i ddysgu'n uniongyrchol o safbwyntiau pobl ifanc ac yn gwella eich gallu i gynllunio gwersi ymatebol, cynhwysol. Byddwch hefyd yn archwilio'n feirniadol effaith tlodi ac anfantais ar gynnydd a dysgu disgyblion, gan ystyried sut y gall ysgolion ac athrawon ddarparu cymorth ystyrlon. Trwy'r profiadau hyn, byddwch yn cael eich paratoi i feithrin ymwybyddiaeth o ddinasyddiaeth fyd-eang a chynaliadwyedd yn eich ystafell ddosbarth.
Un o brif elfennau'r modiwl hwn yw datblygu eich gallu i ymgysylltu'n feirniadol ag ymchwil addysgol, a byddwch yn meithrin llythrennedd ymchwil a sgiliau ymholi a fydd yn eich cynorthwyo gyda'ch twf proffesiynol trwy gydol eich gyrfa addysgu. Trwy ymgymryd â phrosiect ymchwil agos-at-ymarfer, byddwch yn archwilio eich ymarfer ystafell ddosbarth eich hun, yn ymateb yn greadigol i anghenion eich dysgwyr, ac yn defnyddio tystiolaeth i lywio eich penderfyniadau addysgu. Byddwch yn dysgu sut i fyfyrio'n feirniadol ar eich ymarfer, yn ymgysylltu â thystiolaeth gyfredol, ac yn defnyddio ymchwil i lywio eich addysgu mewn ffyrdd a fydd yn cael yr effaith fwyaf ar gynnydd dysgwyr.
Mathemateg: EDPM30B/CC
Trwy gydol y modiwl, byddwch yn datblygu a mireinio strategaethau addysgu sy'n briodol i'ch maes pwnc, gyda phwyslais cryf ar gynllunio gwersi a chanol tymor yn effeithiol. Bydd athrawon dan hyfforddiant ar lwybr TAR Uwchradd Mathemateg yn datblygu'r sgiliau i gynllunio'n effeithiol ar gyfer camsyniadau cyffredin mewn mathemateg, gan eu galluogi i ragweld meysydd lle gall dysgwyr gael trafferth a mynd i'r afael â nhw. Bydd y rhaglen yn cefnogi'r broses o ddatblygu meddwl haniaethol ac algebraidd, gan arfogi athrawon dan hyfforddiant â strategaethau i helpu disgyblion i feithrin dealltwriaeth gysyniadol ddofn. Trwy gyfuniad o addysgeg penodol i bwnc ac ymarfer myfyriol, bydd athrawon dan hyfforddiant yn barod i feithrin rhesymu mathem
-
EDPM30C
Research Informed Reflective Practice: Biology
This module is designed to support your development as a research-informed reflective practitioner ¿ a teacher who not only understands the theory behind effective teaching but also uses research and reflection to continuously improve practice and enhance pupil outcomes.
Learning to teach involves drawing upon several different sources of professional knowledge; intellectually based knowledge (learning `about¿ teaching), knowledge gained through `indirect¿ practice, the knowledge of expert practitioners, integrated knowledge (learning `through¿ teaching) and personal knowledge (Furlong 2015; EWC 2023). Through engaging taught sessions, you will connect these various sources of knowledge with pedagogy and curriculum design, and you will develop an understanding of, and ability to employ, effective strategies for teaching and learning in your subject area and Area of Learning Experience (AoLE). You will also examine the wider educational context in Wales, including national priorities such as the Curriculum for Wales and the National Frameworks for Literacy, Numeracy and Digital Competence. In addition, you will explore key legislation such as the anti-racist Wales action plan, the Additional Learning Needs Code for Wales (2021), Cymraeg 2050: A million Welsh speakers and the Welsh Language and Education 2025 Act, ensuring your teaching is inclusive, responsive, and culturally relevant.
As part of this module, you will also be supported in developing a deep understanding of sustainable development and global issues through a range of interactive and reflective learning experiences. Central to this is the Sustainable Development Curriculum Design Toolkit, which helps you embed themes such as extreme and relative poverty, zero hunger, good health and well-being, gender equality, and climate action into your teaching practice. A key component of this is the Teach the Teacher workshop ¿ a flipped learning experience where secondary school pupils lead sessions to share key messages around sustainability and global challenges. This empowers you to learn directly from young people¿s perspectives and enhances your ability to design responsive, inclusive lessons. You will also critically explore the impact of poverty and disadvantage on pupil progress and learning, considering how schools and teachers can provide meaningful support. Through these experiences, you will be equipped to foster global citizenship and sustainability awareness in your classroom.
A key focus of this module is developing your ability to critically engage with educational research, and you will build research literacy and inquiry skills that will support your professional growth throughout your teaching career. By undertaking a close-to-practice research project, you will explore your own classroom practice, respond creatively to the needs of your learners, and use evidence to inform your teaching decisions. You will learn to reflect critically on your practice, engage with up-to-date evidence, and use research to shape your teaching in ways that maximise impact on learner progress.
Throughout the module, you will develop and refine teaching strategies that are appropriate to your subject area, with a strong emphasis on effective lesson and mid-term planning. Student teachers on the Biology, Chemistry, and Physics Secondary PGCE pathways will develop subject-specific expertise in delivering effective and purposeful practical science activities. Emphasis will be placed on understanding the pedagogical value of practical work, including the importance of clear modelling to support pupil learning. The programme also supports the development of scientific literacy, with a focus on precision in the use of subject-specific terminology. To ensure up-to-date subject knowledge, student teachers will benefit from tailored sessions informed by individual subject audits, as well as input from a range of experts including Examination Subject Officers, Subject Asso
-
EDPM30D
Research Informed Reflective Practice: Chemistry
This module is designed to support your development as a research-informed reflective practitioner ¿ a teacher who not only understands the theory behind effective teaching but also uses research and reflection to continuously improve practice and enhance pupil outcomes.
Learning to teach involves drawing upon several different sources of professional knowledge; intellectually based knowledge (learning `about¿ teaching), knowledge gained through `indirect¿ practice, the knowledge of expert practitioners, integrated knowledge (learning `through¿ teaching) and personal knowledge (Furlong 2015; EWC 2023). Through engaging taught sessions, you will connect these various sources of knowledge with pedagogy and curriculum design, and you will develop an understanding of, and ability to employ, effective strategies for teaching and learning in your subject area and Area of Learning Experience (AoLE). You will also examine the wider educational context in Wales, including national priorities such as the Curriculum for Wales and the National Frameworks for Literacy, Numeracy and Digital Competence. In addition, you will explore key legislation such as the anti-racist Wales action plan, the Additional Learning Needs Code for Wales (2021), Cymraeg 2050: A million Welsh speakers and the Welsh Language and Education 2025 Act, ensuring your teaching is inclusive, responsive, and culturally relevant.
As part of this module, you will also be supported in developing a deep understanding of sustainable development and global issues through a range of interactive and reflective learning experiences. Central to this is the Sustainable Development Curriculum Design Toolkit, which helps you embed themes such as extreme and relative poverty, zero hunger, good health and well-being, gender equality, and climate action into your teaching practice. A key component of this is the Teach the Teacher workshop ¿ a flipped learning experience where secondary school pupils lead sessions to share key messages around sustainability and global challenges. This empowers you to learn directly from young people¿s perspectives and enhances your ability to design responsive, inclusive lessons. You will also critically explore the impact of poverty and disadvantage on pupil progress and learning, considering how schools and teachers can provide meaningful support. Through these experiences, you will be equipped to foster global citizenship and sustainability awareness in your classroom.
A key focus of this module is developing your ability to critically engage with educational research, and you will build research literacy and inquiry skills that will support your professional growth throughout your teaching career. By undertaking a close-to-practice research project, you will explore your own classroom practice, respond creatively to the needs of your learners, and use evidence to inform your teaching decisions. You will learn to reflect critically on your practice, engage with up-to-date evidence, and use research to shape your teaching in ways that maximise impact on learner progress.
Throughout the module, you will develop and refine teaching strategies that are appropriate to your subject area, with a strong emphasis on effective lesson and mid-term planning. Student teachers on the Biology, Chemistry, and Physics Secondary PGCE pathways will develop subject-specific expertise in delivering effective and purposeful practical science activities. Emphasis will be placed on understanding the pedagogical value of practical work, including the importance of clear modelling to support pupil learning. The programme also supports the development of scientific literacy, with a focus on precision in the use of subject-specific terminology. To ensure up-to-date subject knowledge, student teachers will benefit from tailored sessions informed by individual subject audits, as well as input from a range of experts including Examination Subject Officers, Subject Asso
-
EDPM30E
Research Informed Reflective Practice: Physics
This module is designed to support your development as a research-informed reflective practitioner ¿ a teacher who not only understands the theory behind effective teaching but also uses research and reflection to continuously improve practice and enhance pupil outcomes.
Learning to teach involves drawing upon several different sources of professional knowledge; intellectually based knowledge (learning `about¿ teaching), knowledge gained through `indirect¿ practice, the knowledge of expert practitioners, integrated knowledge (learning `through¿ teaching) and personal knowledge (Furlong 2015; EWC 2023). Through engaging taught sessions, you will connect these various sources of knowledge with pedagogy and curriculum design, and you will develop an understanding of, and ability to employ, effective strategies for teaching and learning in your subject area and Area of Learning Experience (AoLE). You will also examine the wider educational context in Wales, including national priorities such as the Curriculum for Wales and the National Frameworks for Literacy, Numeracy and Digital Competence. In addition, you will explore key legislation such as the anti-racist Wales action plan, the Additional Learning Needs Code for Wales (2021), Cymraeg 2050: A million Welsh speakers and the Welsh Language and Education 2025 Act, ensuring your teaching is inclusive, responsive, and culturally relevant.
As part of this module, you will also be supported in developing a deep understanding of sustainable development and global issues through a range of interactive and reflective learning experiences. Central to this is the Sustainable Development Curriculum Design Toolkit, which helps you embed themes such as extreme and relative poverty, zero hunger, good health and well-being, gender equality, and climate action into your teaching practice. A key component of this is the Teach the Teacher workshop ¿ a flipped learning experience where secondary school pupils lead sessions to share key messages around sustainability and global challenges. This empowers you to learn directly from young people¿s perspectives and enhances your ability to design responsive, inclusive lessons. You will also critically explore the impact of poverty and disadvantage on pupil progress and learning, considering how schools and teachers can provide meaningful support. Through these experiences, you will be equipped to foster global citizenship and sustainability awareness in your classroom.
A key focus of this module is developing your ability to critically engage with educational research, and you will build research literacy and inquiry skills that will support your professional growth throughout your teaching career. By undertaking a close-to-practice research project, you will explore your own classroom practice, respond creatively to the needs of your learners, and use evidence to inform your teaching decisions. You will learn to reflect critically on your practice, engage with up-to-date evidence, and use research to shape your teaching in ways that maximise impact on learner progress.
Throughout the module, you will develop and refine teaching strategies that are appropriate to your subject area, with a strong emphasis on effective lesson and mid-term planning. Student teachers on the Biology, Chemistry, and Physics Secondary PGCE pathways will develop subject-specific expertise in delivering effective and purposeful practical science activities. Emphasis will be placed on understanding the pedagogical value of practical work, including the importance of clear modelling to support pupil learning. The programme also supports the development of scientific literacy, with a focus on precision in the use of subject-specific terminology. To ensure up-to-date subject knowledge, student teachers will benefit from tailored sessions informed by individual subject audits, as well as input from a range of experts including Examination Subject Officers, Subject Asso
-
EDPM30G
Research Informed Reflective Practice: Computer Science, ICT and Digital Technology
This module is designed to support your development as a research-informed reflective practitioner ¿ a teacher who not only understands the theory behind effective teaching but also uses research and reflection to continuously improve practice and enhance pupil outcomes[DJ1.1][HEL1.2][RP1.3].
Learning to teach involves drawing upon several different sources of professional knowledge; intellectually based knowledge (learning `about¿ teaching), knowledge gained through `indirect¿ practice, the knowledge of expert practitioners, integrated knowledge (learning `through¿ teaching) and personal knowledge (Furlong 2015; EWC 2023). Through engaging taught sessions, you will connect these various sources of knowledge with pedagogy and curriculum design, and you will develop an understanding of, and ability to employ, effective strategies for teaching and learning in your subject area and Area of Learning Experience (AoLE). You will also examine the wider educational context in Wales, including national priorities such as the Curriculum for Wales and the National Frameworks for Literacy, Numeracy and Digital Competence. In addition, you will explore key legislation such as the anti-racist Wales action plan, the Additional Learning Needs Code for Wales (2021), Cymraeg 2050: A million Welsh speakers[GF2.1][RP2.2] and the Welsh Language and Education 2025 Act, ensuring your teaching is inclusive, responsive, and culturally relevant.
As part of this module, you will also be supported in developing a deep understanding of sustainable development and global issues through a range of interactive and reflective learning experiences. Central to this is the Sustainable Development Curriculum Design Toolkit, which helps you embed themes such as extreme and relative poverty, zero hunger, good health and well-being, gender equality, and climate action into your teaching practice. A key component of this is the Teach the Teacher workshop ¿ a flipped learning experience where secondary school pupils lead sessions to share key messages around sustainability and global challenges. This empowers you to learn directly from young people¿s perspectives and enhances your ability to design responsive, inclusive lessons. You will also critically explore the impact of poverty and disadvantage on pupil progress and learning, considering how schools and teachers can provide meaningful support. Through these experiences, you will be equipped to foster global citizenship and sustainability awareness in your classroom.
A key focus of this module is developing your ability to critically engage with educational research, and you will build research literacy and inquiry skills that will support your professional growth throughout your teaching career. By undertaking a close-to-practice research project, you will explore your own classroom practice, respond creatively to the needs of your learners, and use evidence to inform your teaching decisions. You will learn to reflect critically on your practice, engage with up-to-date evidence, and use research to shape your teaching in ways that maximise impact on learner progress.
Throughout the module, you will develop and refine teaching strategies that are appropriate to your subject area, with a strong emphasis on effective lesson and mid-term planning. Student teachers on the Computer Science Secondary PGCE pathway will explore a range of effective pedagogical strategies to support learners in developing computational thinking and programming skills. Central to this is the PRIMM approach¿Predict, Run, Investigate, Modify, and Make¿which scaffolds students¿ understanding of code and builds their confidence. This is complemented by unplugged activities, project-based learning, and pair programming, all of which promote hands-on exploration, real-world problem solving, and collaborative learning. These approaches are aligned with the Curriculum for Wales and are designed to foster inclusive, engaging, and future
-
EDPM30H
Research Informed Reflective Practice: Design Technology
This module is designed to support your development as a research-informed reflective practitioner ¿ a teacher who not only understands the theory behind effective teaching but also uses research and reflection to continuously improve practice and enhance pupil outcomes[DJ1.1][HEL1.2][RP1.3].
Learning to teach involves drawing upon several different sources of professional knowledge; intellectually based knowledge (learning `about¿ teaching), knowledge gained through `indirect¿ practice, the knowledge of expert practitioners, integrated knowledge (learning `through¿ teaching) and personal knowledge (Furlong 2015; EWC 2023). Through engaging taught sessions, you will connect these various sources of knowledge with pedagogy and curriculum design, and you will develop an understanding of, and ability to employ, effective strategies for teaching and learning in your subject area and Area of Learning Experience (AoLE). You will also examine the wider educational context in Wales, including national priorities such as the Curriculum for Wales and the National Frameworks for Literacy, Numeracy and Digital Competence. In addition, you will explore key legislation such as the anti-racist Wales action plan, the Additional Learning Needs Code for Wales (2021), Cymraeg 2050: A million Welsh speakers[GF2.1][RP2.2] and the Welsh Language and Education 2025 Act, ensuring your teaching is inclusive, responsive, and culturally relevant.
As part of this module, you will also be supported in developing a deep understanding of sustainable development and global issues through a range of interactive and reflective learning experiences. Central to this is the Sustainable Development Curriculum Design Toolkit, which helps you embed themes such as extreme and relative poverty, zero hunger, good health and well-being, gender equality, and climate action into your teaching practice. A key component of this is the Teach the Teacher workshop ¿ a flipped learning experience where secondary school pupils lead sessions to share key messages around sustainability and global challenges. This empowers you to learn directly from young people¿s perspectives and enhances your ability to design responsive, inclusive lessons. You will also critically explore the impact of poverty and disadvantage on pupil progress and learning, considering how schools and teachers can provide meaningful support. Through these experiences, you will be equipped to foster global citizenship and sustainability awareness in your classroom.
A key focus of this module is developing your ability to critically engage with educational research, and you will build research literacy and inquiry skills that will support your professional growth throughout your teaching career. By undertaking a close-to-practice research project, you will explore your own classroom practice, respond creatively to the needs of your learners, and use evidence to inform your teaching decisions. You will learn to reflect critically on your practice, engage with up-to-date evidence, and use research to shape your teaching in ways that maximise impact on learner progress.
Throughout the module, you will develop and refine teaching strategies that are appropriate to your subject area, with a strong emphasis on effective lesson and mid-term planning. Student teachers following the Design and Technology Secondary PGCE pathway will develop a strong foundation in creative problem-solving, practical design and making skills, and the application of iterative design processes. Through hands-on experiences and reflective practice, they will explore how to foster innovation and sustainability in their teaching, while also making meaningful cross-curricular connections. Aligned with the Curriculum for Wales, the programme encourages student teachers to think critically and creatively, equipping them to inspire learners and support their progress through engaging, purposeful, and future-focused design and technology
-
EDPM30J
Research Informed Reflective Practice: Geography
This module is designed to support your development as a research-informed reflective practitioner ¿ a teacher who not only understands the theory behind effective teaching but also uses research and reflection to continuously improve practice and enhance pupil outcomes[DJ1.1][HEL1.2][RP1.3].
Learning to teach involves drawing upon several different sources of professional knowledge; intellectually based knowledge (learning `about¿ teaching), knowledge gained through `indirect¿ practice, the knowledge of expert practitioners, integrated knowledge (learning `through¿ teaching) and personal knowledge (Furlong 2015; EWC 2023). Through engaging taught sessions, you will connect these various sources of knowledge with pedagogy and curriculum design, and you will develop an understanding of, and ability to employ, effective strategies for teaching and learning in your subject area and Area of Learning Experience (AoLE). You will also examine the wider educational context in Wales, including national priorities such as the Curriculum for Wales and the National Frameworks for Literacy, Numeracy and Digital Competence. In addition, you will explore key legislation such as the anti-racist Wales action plan, the Additional Learning Needs Code for Wales (2021), Cymraeg 2050: A million Welsh speakers[GF2.1][RP2.2] and the Welsh Language and Education 2025 Act, ensuring your teaching is inclusive, responsive, and culturally relevant.
As part of this module, you will also be supported in developing a deep understanding of sustainable development and global issues through a range of interactive and reflective learning experiences. Central to this is the Sustainable Development Curriculum Design Toolkit, which helps you embed themes such as extreme and relative poverty, zero hunger, good health and well-being, gender equality, and climate action into your teaching practice. A key component of this is the Teach the Teacher workshop ¿ a flipped learning experience where secondary school pupils lead sessions to share key messages around sustainability and global challenges. This empowers you to learn directly from young people¿s perspectives and enhances your ability to design responsive, inclusive lessons. You will also critically explore the impact of poverty and disadvantage on pupil progress and learning, considering how schools and teachers can provide meaningful support. Through these experiences, you will be equipped to foster global citizenship and sustainability awareness in your classroom.
A key focus of this module is developing your ability to critically engage with educational research, and you will build research literacy and inquiry skills that will support your professional growth throughout your teaching career. By undertaking a close-to-practice research project, you will explore your own classroom practice, respond creatively to the needs of your learners, and use evidence to inform your teaching decisions. You will learn to reflect critically on your practice, engage with up-to-date evidence, and use research to shape your teaching in ways that maximise impact on learner progress.
Throughout the module, you will develop and refine teaching strategies that are appropriate to your subject area, with a strong emphasis on effective lesson and mid-term planning. Student teachers on the Geography Secondary PGCE pathway will critically examine the conceptual and pedagogical foundations of geography education, analysing how geographical knowledge is constructed and transmitted in the classroom. The programme places particular emphasis on the design and implementation of robust, enquiry-led learning sequences that promote deep engagement with geographical thinking. You will explore strategies to develop learners¿ competencies in geospatial technologies, the interrogation of quantitative and qualitative data, and the critical evaluation of contemporary environmental and societal challenges. These approaches are designed to
-
EDPM30K
Research Informed Reflective Practice:Welsh
This module is designed to support your development as a research-informed reflective practitioner ¿ a teacher who not only understands the theory behind effective teaching but also uses research and reflection to continuously improve practice and enhance pupil outcomes[DJ1.1][HEL1.2][RP1.3].
Learning to teach involves drawing upon several different sources of professional knowledge; intellectually based knowledge (learning `about¿ teaching), knowledge gained through `indirect¿ practice, the knowledge of expert practitioners, integrated knowledge (learning `through¿ teaching) and personal knowledge (Furlong 2015; EWC 2023). Through engaging taught sessions, you will connect these various sources of knowledge with pedagogy and curriculum design, and you will develop an understanding of, and ability to employ, effective strategies for teaching and learning in your subject area and Area of Learning Experience (AoLE). You will also examine the wider educational context in Wales, including national priorities such as the Curriculum for Wales and the National Frameworks for Literacy, Numeracy and Digital Competence. In addition, you will explore key legislation such as the anti-racist Wales action plan, the Additional Learning Needs Code for Wales (2021), Cymraeg 2050: A million Welsh speakers[GF2.1][RP2.2] and the Welsh Language and Education 2025 Act, ensuring your teaching is inclusive, responsive, and culturally relevant.
As part of this module, you will also be supported in developing a deep understanding of sustainable development and global issues through a range of interactive and reflective learning experiences. Central to this is the Sustainable Development Curriculum Design Toolkit, which helps you embed themes such as extreme and relative poverty, zero hunger, good health and well-being, gender equality, and climate action into your teaching practice. A key component of this is the Teach the Teacher workshop ¿ a flipped learning experience where secondary school pupils lead sessions to share key messages around sustainability and global challenges. This empowers you to learn directly from young people¿s perspectives and enhances your ability to design responsive, inclusive lessons. You will also critically explore the impact of poverty and disadvantage on pupil progress and learning, considering how schools and teachers can provide meaningful support. Through these experiences, you will be equipped to foster global citizenship and sustainability awareness in your classroom.
A key focus of this module is developing your ability to critically engage with educational research, and you will build research literacy and inquiry skills that will support your professional growth throughout your teaching career. By undertaking a close-to-practice research project, you will explore your own classroom practice, respond creatively to the needs of your learners, and use evidence to inform your teaching decisions. You will learn to reflect critically on your practice, engage with up-to-date evidence, and use research to shape your teaching in ways that maximise impact on learner progress.
Throughout the module, you will develop and refine teaching strategies that are appropriate to your subject area, with a strong emphasis on effective lesson and mid-term planning. Student teachers on the Cymraeg Secondary PGCE pathway will develop a strong understanding of language acquisition and the pedagogical approaches that support the development of oracy, reading, and writing in the Cymraeg classroom. The programme offers opportunities to explore a diverse range of literary styles, genres, and voices, encouraging student teachers to consider how these can be meaningfully integrated into their teaching. In addition, the course introduces a range of second language acquisition methodologies, including but not limited to Communicative Language Teaching, Task-Based Learning and Teaching, the Grammar Translation Method, the Audio-Lingu
-
EDPM30L
Research Informed Reflective Practice: History
This module is designed to support your development as a research-informed reflective practitioner ¿ a teacher who not only understands the theory behind effective teaching but also uses research and reflection to continuously improve practice and enhance pupil outcomes[DJ1.1][HEL1.2][RP1.3].
Learning to teach involves drawing upon several different sources of professional knowledge; intellectually based knowledge (learning `about¿ teaching), knowledge gained through `indirect¿ practice, the knowledge of expert practitioners, integrated knowledge (learning `through¿ teaching) and personal knowledge (Furlong 2015; EWC 2023). Through engaging taught sessions, you will connect these various sources of knowledge with pedagogy and curriculum design, and you will develop an understanding of, and ability to employ, effective strategies for teaching and learning in your subject area and Area of Learning Experience (AoLE). You will also examine the wider educational context in Wales, including national priorities such as the Curriculum for Wales and the National Frameworks for Literacy, Numeracy and Digital Competence. In addition, you will explore key legislation such as the anti-racist Wales action plan, the Additional Learning Needs Code for Wales (2021), Cymraeg 2050: A million Welsh speakers[GF2.1][RP2.2] and the Welsh Language and Education 2025 Act, ensuring your teaching is inclusive, responsive, and culturally relevant.
As part of this module, you will also be supported in developing a deep understanding of sustainable development and global issues through a range of interactive and reflective learning experiences. Central to this is the Sustainable Development Curriculum Design Toolkit, which helps you embed themes such as extreme and relative poverty, zero hunger, good health and well-being, gender equality, and climate action into your teaching practice. A key component of this is the Teach the Teacher workshop ¿ a flipped learning experience where secondary school pupils lead sessions to share key messages around sustainability and global challenges. This empowers you to learn directly from young people¿s perspectives and enhances your ability to design responsive, inclusive lessons. You will also critically explore the impact of poverty and disadvantage on pupil progress and learning, considering how schools and teachers can provide meaningful support. Through these experiences, you will be equipped to foster global citizenship and sustainability awareness in your classroom.
A key focus of this module is developing your ability to critically engage with educational research, and you will build research literacy and inquiry skills that will support your professional growth throughout your teaching career. By undertaking a close-to-practice research project, you will explore your own classroom practice, respond creatively to the needs of your learners, and use evidence to inform your teaching decisions. You will learn to reflect critically on your practice, engage with up-to-date evidence, and use research to shape your teaching in ways that maximise impact on learner progress.
Throughout the module, you will develop and refine teaching strategies that are appropriate to your subject area, with a strong emphasis on effective lesson and mid-term planning. Student teachers on the History Secondary PGCE pathway will critically engage with key theoretical frameworks and pedagogical practices that underpin effective history teaching. The programme provides opportunities to explore major historiographical debates and the construction of historical knowledge, encouraging student teachers to consider how these shape curriculum design and classroom practice. You will evaluate the implications of these debates for the secondary classroom, developing a nuanced understanding of how historical narratives are formed, challenged, and communicated.
In addition, the course focuses on evidence-informed strategies for fostering
