Cert Ed Post Compulsory Education

Transcription

Course Handbook
2015-16
Faculty of Education and Sport
Department of Teacher Education
Achievement. Consistency. Excellence.
CertEd Post Compulsory Education
CertEd Post Compulsory Education
COURSE HANDBOOK 2015: OVERVIEW
Certificate in Education
(Post-Compulsory Education)
Course Handbook 2015/16
1
Introduction ................................................... 4
2
Overview ...................................................... 5
2.1
Calendar 2015-16 ................................................ 7
2.2
Meet the Staff: ................................................... 8
2.3
Studying at the University of Bedfordshire .................. 9
2.4
Aims of the Course ............................................. 10
2.4.1
Overall Outcomes ........................................... 10
2.5
Course Values ................................................... 12
2.6
Unit Structure and Progression to Year Two ............... 12
2.7
The Spiral Curriculum .......................................... 13
2.8
Learning Contracts - The Personal Development Planner 14
2.9
Professional Practice units .................................... 15
2.9.1
Observed Practice ........................................... 15
2.9.2
Your Subject Specialism .................................... 15
2.10
Support ........................................................... 15
2.11
Introduction to Assessment ................................... 16
3
The Units ..................................................... 18
3.2
3.1.1
Common Features ........................................... 18
3.1.2
Teaching and Learning Strategies ........................ 18
3.1.3
Taught Sessions and Personal Study ...................... 18
3.1.4
Reading ....................................................... 19
Unit Assessment................................................. 20
3.2.1
3.3
Form of Assessment ......................................... 20
Planning and Preparing for Teaching and Learning ....... 21
II
3.4
Teaching and Learning Process ............................... 25
3.5
Assessment and Evaluation.................................... 28
3.6
Professional Practice and Skills .............................. 31
3.7
Theories and Principles of Inclusive Learning and
Teaching .................................................................. 35
3.8
Researching Practice ........................................... 38
3.9
Curriculum Design and Development ........................ 41
3.10
Professional Practice and Development .................... 44
4
Practice and Reflection .................................... 48
4.1
4.2
4.3
5
Observation of your practice ................................. 48
4.1.1
Procedure for Mentor and Tutor visits ................... 48
4.1.2
Your observation of others’ practice..................... 49
Mentors ........................................................... 50
4.2.1
Appointment of Mentors ................................... 50
4.2.2
Mentors’ role in summative assessment ................. 51
Professional Reflection and the Journal .................... 51
4.3.1
As a log ........................................................ 51
4.3.2
As a tool for reflection ..................................... 52
4.3.3
Actually doing it ............................................. 52
4.3.4
Submitting for assessment ................................. 53
For Reference ............................................... 54
5.1
Entry Requirements ............................................ 54
5.1.1
5.2
Accreditation of Prior Learning ........................... 54
Attendance ...................................................... 55
5.2.1
Absence ....................................................... 55
5.2.2
Suspension of Studies or Withdrawal..................... 55
5.3
Inclusivity, Equality and Diversity ........................... 55
5.4
Disability ......................................................... 55
III
5.5
University Library and Learning Resources ................. 56
5.5.1
5.6
5.7
5.8
External Learning Resources .............................. 56
Assessment Matters ............................................ 56
5.6.1
Grades ......................................................... 57
5.6.2
Failed work ................................................... 57
5.6.3
Deadlines and Extensions .................................. 57
5.6.4
Ethical considerations ...................................... 57
5.6.5
Transfer between Courses (Change of Level) .......... 57
Procedure for Handling Submitted Work ................... 58
5.7.1
Submission procedure. ..................................... 58
5.7.2
Turnitin ....................................................... 58
Course Management ............................................ 60
5.8.1
Complaints.................................................... 60
5.8.2
Appeals against assessment decisions ................... 60
5.9
Academic Offences ............................................. 61
5.10
Plagiarism ........................................................ 61
5.10.1 Double-counting ............................................. 61
5.10.2 Working together ............................................ 62
6
Appendix 1: How to Write a Submission ................. 63
6.2
Appendix 2: Presentation of Work .......................... 66
6.3
Appendix 3: Referencing Guidelines ......................... 69
6.4
Appendix 4: Submission Proposal and Self-Assessment .. 77
6.5
Appendix 5: Observation Protocol - Guidance for
Observers ................................................................. 81
6.6
Glossary .......................................................... 86
6.7
References ....................................................... 88

Provide an outline of your practice and any factors which
are specific to your work environment or students (150 words). .. 90
Outline of Project/Research Question ............................. 90
IV

Identify a problem which is linked directly to your
professional practice and which can be investigated by gathering
evidence. .................................................................. 90

Justify why this is a problem that is worth investigating. .. 90

Develop a central research question and three to four
sub-questions which can be used to focus your investigation (300
words) 90
Timeline .................................................................. 90

Provide a timeline as a general plan for the project. ...... 90

Consider potential obstacles and contingencies that may
be planned for (100 words). ............................................ 90
Literature Review ....................................................... 90

Discuss which literature you intend to read to investigate
the questions you have identified.(200 words). ..................... 90
Methods .................................................................. 90

Discuss the approach you will use to collect data relevant
to your research problem. ............................................. 90

Discuss how you will ensure that data is valid and reliable
(300 words). .............................................................. 90
Ethical Issues ........................................................... 90

Highlight any potential ethical issues that may arise.(150
words)...................................................................... 90
89
V
1 Introduction
Hello and welcome to the Certificate in Education (Post-Compulsory Education). We are
delighted to welcome you to the course and hope that your time studying with us is a
stimulating and enjoyable experience.
By studying this course, you will join over 300 students, spread over seven centres in a
network that spans a wide geographical area. This network of people will become
invaluable throughout your journey towards your final qualification and you will get to
meet many of them at our PCE Network Events held at the Bedford Campus (check the
course calendar for exact dates).
In this Handbook you will find essential information about the course, including teaching
content, timetables, book lists and assessment information. We hope that we have
included everything you need in this document but if not – just ask!
The Post Compulsory Education courses at the University of Bedfordshire are well
established and we take pride in both the quality of the courses but also their relevance
to students. Much of what you will do is personalised to your own needs and the
assessment takes a submission based approach where you propose the assessments and
then discuss these proposals in a tutorial.
We hope that you enjoy your time on the course and please do not hesitate to ask if you
have any questions.
The Course Team.
Using this Handbook
The handbook is available as a hard copy and in electronic format (accessed via the PCE
Community on BREO). It is organised in the following way:

an Overview to give you a quick idea of how things fit together

a description of each Unit

notes on issues to do with direct practice

a Reference section with more detail and the course regulations

and appendices on negotiating and preparing submissions and using the paperwork.
2 Overview
Course Codes
Certificate in Education
(Post-Compulsory Education)
To be confirmed; will be available at
registration
Useful Addresses and Contact Numbers
Programme Administrator
Faculty of Education and Sport
University of Bedfordshire
Polhill Campus
Bedford
MK41 9EA
Centre ’phone no. (01234) 400400
Name
Fax: (01234) 217738
Role
Contact details
Carol Thompson
Course Co-ordinator
[email protected]
Rachel Reeds
Programme
Administrator
[email protected]
Library and Computer Centre
01582 743488
www.beds.ac.uk/lrc
Student Information Desk
0300 300 0042
[email protected]
There are also two electronic sources of information that you will need to use during your
time on the course:
BREO
Bedfordshire Resources for Education Online (BREO) includes the university’s virtual
learning environment (Blackboard) and a range of other technologies. Through BREO you
will have access to a range of materials and resources to help and support you in each of
the units you study and it is important that you access BREO regularly to find out about
any changes. You can access BREO directly via http://breo.beds.ac.uk. Your username will
be your student ID. Your password will initially be your date of birth in the format
ddmmyy, so for example if you were born on the 20th of November 1989 your password
would be 201189. For security purposes, once you have logged in you should change your
password to something you will remember. Further details on how to do this are available
under the help menu on the top bar of BREO.
Student Record System (SITS / e-Vision)
SITS / e-Vision allows you access to the University’s Student Record System to review your
personal and academic record. You can also use it to amend your address and other
contact details. It’s this information that we will use to contact you about your progress,
results and other matters so it is important that you keep them up to date. You can access
e-vision through the link at https://sits.luton.ac.uk/urd/sits.urd/run/siw_lgn or via the
log-in screen of BREO (see below)
Your results will also appear here so please make sure you familiarise yourself with it!
5
SITS / e-Vision can be
accessed via a link at
the bottom of the log
in screen of BREO.
Click on the link and
then follow the
instructions.
6
2.1
Calendar 2015-16
Date
Event
21 September 2015
Autumn term teaching starts
26 September 2015
PCE Collaborative Network event Year One/Registration: (Polhill Campus)
Reading break 26 – 30 October 2015
14 November 2015
27 November 2015
18 December 2015
PCE Collaborative Network Event year two (Polhill),
including SSCC and Mentor Training (new and experienced mentors welcome)
Submission deadline PCE001-1 and PCE 101-3
Planning and Preparing for Teaching and Learning (part 1 - Essay)
Autumn term teaching ends
Christmas holidays 21 December – 8 January
11 January 2016
Spring term teaching starts
Submission deadline for: PCE001-1/101-3 and PCE005-2/105-3
15 January 2016
Planning and Preparing for Teaching and Learning (part 2 - Artefact)
Theories and Principles of Inclusive Learning and Teaching
12 February 2016
Submission deadline for Unit PCE006-2/106-3 Researching Practice
Reading break 15 – 19 February 2016
18 March 2016
Mentor Lunch/meeting Polhill 12.30 - 2.30 pm
19 March 2016
PCE Collaborative Network Event Year One (Polhill) - Including SSCC
25 March 2016
Spring term teaching ends. Submission deadline for unit PCE002-1/102-3
Teaching and Learning Process Parts 1 and 2 (Essay and Collaborative Resource)
Easter holidays 28 March – 8 April 2016
11 April 2016
22 April 2016
Summer term teaching starts
Submission deadline for Unit PCE003-1/103-3
Assessment and Evaluation Parts 1 and 2 (Essay and Presentation)
Submission deadline for:PCE004-1/104-3, PCE 007-2 and 107-3 and PCE008-2/108-3
20 May 2016
Professional Practice and Skills portfolio (year one), Professional Practice and
Development portfolio (year 2), Context - Curriculum Design and Innovation (year 2)
27 May 2016
Summer term teaching ends
Spring Bank Holiday 30 May – 3 June 2016
19 August 2016
Re-submission deadline for all units
End August 2015
Pre-Board
Early September
Referral Board
7
2.2 Meet the Staff:
8
2.3 Studying at the University of Bedfordshire
You are studying a University of Bedfordshire award within one of our partner
organisations. Your first point of contact for all questions related to your course is the
Centre Leader in the college where your studies are based; the overall Course Coordinator's contact details are listed in this handbook (page 5) if your query can not be
answered at a local level. You are also enrolled as a student of the University of
Bedfordshire and we will do all we can to further support you with your studies.
Registration
You must register for the course and the units you will be taking. This will happen at the
first PCE Collaborative Network Event (26 September 2015). If you have problems
registering, please discuss them with the Programme Administrator (details on page 5).
Your timetable
Your timetable will be provided by your Centre Leader in the partner college in which you
are studying.
Professional Academic Development (PAD)
It is not unusual to need some extra advice and guidance on developing your academic
skills. The University has a specialist support area- Professional Academic Development
(PAD) who can help and support you in a range of areas including:

The quality of your written assignments

Your organisational skills and how you approach studying

Your time management and prioritising

The strategies you use when reading

Your language skills

Aspects of your ICT skills
There is no cost for PAD’s services. If you feel that you would benefit from some
additional help with your studies then do contact them. You can visit their web site at
http://lrweb.beds.ac.uk/pad to find out the dates of workshops on a range of topics or to
book one-to-one appointments. You will also find a Professional Academic Development
link on your home page within BREO which provides access to a range of additional on-line
resources.
Students’ Union contact information
The University of Bedfordshire Students’ Union (UBSU) can provide advice and help with
academic as well as welfare matters. They also support a range of clubs and societies.
See the UBSU website for full information www.ubsu.co.uk.
9
2.4 Aims of the Course
1. To provide a core professional training in teaching for staff working in the area of
post-compulsory education.
2. To provide opportunities for staff additionally to pursue relevant areas of professional
educational interest in greater depth through Professional Practice Units.
3. To equip staff to understand and work with professional, organisational and policy
change in this area of education.
4. To provide an effective base for further personal and professional development by the
encouragement of reflective practice.
2.4.1
Overall Outcomes
On completion of the course, you should—in the context of your professional discipline—
1. Be able to demonstrate your understanding of the core elements of the professional
teaching task, in respect of:
2. Your roles and responsibilities






Curriculum planning
Diagnosing and providing for the needs of students at a variety of levels in your
discipline
Design of taught sessions using a variety of methods and media
Managing learning in groups
Using action research to develop practice
Assessment and evaluation of teaching
3. Have demonstrated your competence in:
 Planning, delivery and evaluation of taught sessions
 Communicating effectively with students
 Using a variety of resources and media to support teaching
 Facilitating students’ active learning
 Assessing student learning and performance
 Setting individual goals with learners
 Evaluating and further developing your teaching
4. Have understood and shown your ability to apply professional values appropriate to
teaching in post-compulsory education, including those of:
 Respect for students and their potential and needs
 Equal opportunities
 Professional obligations for the delivery of high-quality services
 Commitment to development of your competence in your original discipline.
 Effective working as a member of an organisation and of a team
 Reviewing and revising practice in the light of increased understanding and of
external change
Accreditation
The course addresses the National Standards for Teaching and Supporting Learning in
Further Education (ETF) in England and Wales and is a nationally recognised qualification.
A list of these will be available via BREO - or ask your tutor for a copy.
10
11
2.5
Course Values
The course is based on the following values and convictions which apply to and have
implications for both students and staff:
1. That you, the students on this course, are competent adults, already acquainted with
the field of work and study, and having more or less clear ideas about what you need
to learn to improve your knowledge and practice.
2. That those ideas will vary according to the nature of your experience, but need to be
respected, even when it is necessary to show their limitations and to go beyond them.
3. That you will learn most effectively when you are both involved in and have
appropriate control over your learning experiences.
4. That the accumulated experience of members of the student group is one of the most
valuable resources available to the course, and every effort should be made to utilise
it.
5. That in view of the continuing change which characterises this area of practice, the
ability and motivation to learn from continuing experience through disciplined
reflection is a defining characteristic of a professional, and should be fostered by the
course.
6. That the experience of being a learner in a formal educational setting is an important
resource in itself, enabling you to appreciate anew the experience of your own
students and their corresponding opportunities and difficulties.
7. That a course which purports to teach good educational practice must itself embody
and model such practice, and lay it open to scrutiny.
8. That this includes attention to inclusivity and the active mitigation of disadvantage
experienced by minority groups.
9. ...And a commitment to the highest standards of scholarship in respect of the
disciplines contributing to the course.
Informed by these values, the curriculum is based on two organising principles; the
Learning Outcomes approach, and a Spiral curriculum.
2.6 Unit Structure and Progression to Year Two
The course has a unitised structure. This has been adopted for the following reasons:



Its flexibility
Its suitability for part-time students
Its ability to accommodate Accreditation of Prior Learning (APL)
However, unitisation can lead to fragmentation, so each year has a “Professional
Practice” unit which is designed to tie the learning together.
The course consists of eight units in total. You have to pass all of them to get your award,
and there are no options or electives, although the Professional Practice units will take
different forms according to your particular area of practice.
You pass any unit when you have demonstrated that you have met the learning outcomes
associated with it.
On this course all units are assessed at Higher Education (HE) Level 1 in year 1 and Level 1
in year 2, or National Qualifications Framework (FHEQ) Levels 4 and 5.
Each unit is worth 15 credits at the appropriate level.
12
Before you can start Year 2 units, you must have passed all the Year 1 units.
2.7 The Spiral Curriculum
Practice in a professional activity does not fit neatly into “subjects” to be taught as
sometimes, everything happens at once and there is no simple starting point. For this
reason we have adopted a spiral curriculum approach (Bruner, 1960) whereby we offer you
an overview of everything, then ‘dig down’ into the detail when you know how it all fits
together. This means that you may go over material several times, each time in greater
depth, and with the benefit of some familiarity with all the other issues which affect it.
Figure 1: The Spiral Curriculum of the Course
The first unit is called Planning and Preparing for teaching and learning. It is about
getting yourself ready to teach, and also about designing courses and sequences and
sessions, and thus everything you do before you even set foot in the classroom. It is also
an overview of everything, a general preparation for teaching. Alongside it runs the first
part of Professional Practice and skills, providing practical instruction on study skills for
the course and the basic techniques of teaching in the classroom through opportunities for
you to practise and to examine the practice of your fellow-students (micro-teaching).
Professional Practice runs all through the year, because it incorporates your directly
observed practice of teaching and your tutorials and it is where you are assessed on the
practical elements of all first year units, including the setting of individual targets using
the Personal Development Planner.
On completion of the first unit and the micro-teaching component of Professional
Practice and Skills, you will be entitled to confirmation from the university that you have
satisfied the requirements for the “Preparing to Teach in the Lifelong Learning Sector”
13
(PTLLS) award. Not everyone will need this, so it is up to you to request it through
your Centre Leader.
Later we take a closer look at topics already introduced in the first half. We cover how
people learn, the use of resources and behaviour management in Teaching and Learning
Process, and then consider how learning may be assessed in Assessment and Evaluation.
Professional Practice and Development runs through the year, concentrating on bringing
all the learning to date to bear on your own particular area of practice.
Theories and Principles of inclusive Learning and Teaching explores the principles of
inclusive learning and teaching and focuses on the idea of ensuring that all learners are
engaged with the material being explored. Researching Practice builds on themes in the
assessment and evaluation unit and introduces “action research” as an approach to
professional development which can be used throughout your teaching career. Context Curriculum Design and Innovation provides an opportunity to review curriculum design and
development in relation to the contexts in which education and training are provided in
the sector.
2.8 Learning Contracts - The Personal Development
Planner
In keeping with the values of the course and their emphasis on self-direction, your personal
course is based on a Learning Contract model. This helps to focus on your learning needs in
respect of the Course as a whole. You draw it up in consultation with a Course Tutor during
your first term, although it may be modified later with the agreement of your Tutor and
your Mentor at any time1.
Our version of a Learning Contract (the Personal Development Planner) includes:
 A self-assessment of your understanding and practice in respect of the objectives of the
course and the professional standards , identifying any areas in which you need to gain
experience over the period of the course.
 A record of meetings/discussions with your tutor and mentor, highlighting targets to
meet your individual learning needs and linked to the self assessment2.
 A structured review of learning and achievement of targets.
 A section outlining the agreement between you and your mentor.
 A progress log.
The Personal Development Planner is primarily a self-development tool for you, and
although assessable work has to be related to it, failure to achieve personal objectives set
out within it which are not part of the specified Learning Outcomes of the units will not
disqualify you from claiming credit for that unit.
1
“A learning contract is a document used to assist in the planning of a learning project. It is a
written agreement negotiated between a learner and a teacher … that a particular activity
will be undertaken in order to achieve a specific learning goal or goals.” (Anderson, Boud and
Sampson, 1996; 2)
2
We recognise that there may well be some needs which the course cannot meet: it is of course
desirable that these should be clarified as well, so you can make your own arrangements to
address them (ICT training is the most obvious example).
14
2.9 Professional Practice units
These units are not conventional term-long taught units like the others. We shall consider
them together because they are really two halves of a single unit which runs throughout
the course:
2.9.1
Observed Practice
This part of the course is based on your own professional practice and is about promoting
your teaching skills and your ability to reflect. This will be supported by your Tutor and your
Mentor, who will observe your teaching and provide formative feedback for assessment
purposes as well as informing your Personal Development Planner. You will also be
observing and observed by your fellow students.
2.9.2
Your Subject Specialism
In most cases, this will refer to a subject or discipline, but is also used to include students
whose specialism is working with a particular category of learners, such as people with
learning disabilities, rather than teaching a specific subject. This theme makes use of a
variety of methods to create a learning community across the course’s network, which will
help develop and share expertise in all the particular areas of practice represented. In
particular, a course of Collaborative Network Events at the University will enable Special
Interest Groups to form around specialist areas of practice, and to work together both
through face-to-face meetings and online communities.
Other components
Professional Practice and Skills also includes the development of personal skills and ability
to support your learners with their language, literacy, numeracy and ICT needs. Your route
through this unit will be guided by tutorials and your Personal Development Planner.
2.10 Support
You are not alone! Once we get going, you are likely to find that your greatest source of
support is your peers in the group, and indeed we believe that this is such an important
part of the course that working together is built into every unit. Through events such as
the PCE Network Events, provision such as the website and the BREO presence, and close
collaboration in the network of tutors, we make every effort to build up a learning
community to make maximum use of the enormous range of experience and fund of
resources we all have to share with each other.
However, there are also more formal sources of support:
Tutors
Each of you will be allocated a personal tutor, whose job it is not only to supervise your
Professional Practice work, but also to provide guidance throughout the course and (in
many cases), to observe your practice.
15
Mentors
You will also have a work-place based mentor, who will usually be a specialist in the
subject you teach. You initially nominate your mentors, but they are appointed by the
Centre Leader.
And...
Feedback from assessments is detailed, and tutors are happy to discuss it with you. This
facility is used quite extensively, particularly in respect of the “dry-run” assessment; this
is the facility by which you are encouraged to negotiate and submit part of the assessment
for the first Unit of the year in order to get formative feedback.
2.11 Introduction to Assessment
The assessment strategy is outcomes-based and marking is on a pass/fail basis only. There
are no tutor-set assignments. Instead, you decide what evidence you will submit to
address the specified Unit outcomes at the required academic level. 3 You are given
guidance on the general format of the assessment and asked to use a “submission
proposal” to confirm at the planning stage that if you deliver what you promise, it will
meet the requirements. An example of a completed submission proposal is included in the
Appendices. This is also available electronically via the BREO site. This approach has
been adopted for the following reasons:

It ensures the relevance of submitted work to your learning needs, and encourages
links between theory and practice.

Given the diversity of settings and subjects you teach, it would be very difficult to
devise meaningful “assignments” which could be addressed by all of you.

The specification of academic level is achieved by explicit reference within the
additional course-specific outcomes.

The approach is student-centred and puts you “in the driving seat”.
The pass-fail marking is adopted as more suited to the negotiated, outcomes-based
assessment regime. Marks or grades do not convey much information when the submitted
items of work are not comparable other than with reference to the outcomes. You will
receive detailed feedback on your submissions both on the text itself and on the
marksheet. The latter is in two parts; a feedback commentary on the work submitted, and
a feedforward guide to how to make it even better for the next submission.
3 Note: in some instances (such as the Professional Practice units), there are specific
requirements, eg, the inclusion of lesson observation reports, lesson plans etc. Where this is
the case, tutors will provide detailed information about what should be included.
16
Using the Submission Proposal
The process works like this:
What do I have to
know or be able to
do?
What do I have to know or be able to do?
The unit outline sets that out very
clearly, as a set of outcomes.
How would someone
else know I knew it or
could do it?
How would someone else know I knew it
or could do it? In other words, what kind
of evidence would count?
Check your
answer with
the tutor
Is it agreed by
the tutor?
Revise the
proposal
No
Yes
Develop the
evidence, and
explain it in a
submission
Submit it
Revise in the
light of
feedback
Check this with your tutor, before going
ahead, or revising the proposal.
Develop the evidence and prepare the
submission, drawing on your practice. If
applicable, collect things which illustrate
that you know or can do what is
required. Make sure that you
explain/explore it by drawing on relevant
ideas and theories.
Then... submit the work
Tutor
marks it
Does it meet
the Outcomes
at the required
level?
No
If the submission meets the Outcomes, at
the required level, you pass. If it
doesn’t, you get feedback to revise and
re-submit.
Yes
Credit
awarded
17
COURSE HANDBOOK 2015
3 The Units
The following pages describe the Course units in more detail.
We have included all of them because whichever year of the Course you are
on, you will need to look beyond the unit you are currently doing, to see
how it fits into the whole — that follows from the principle of the Spiral
Curriculum.
3.1.1
Common Features
The following features are common to most of the units:
3.1.2
Teaching and Learning Strategies
With the exception of the Professional Units, all units are taught and each
one of which represents 150 hours of study, of which only 24-30 hours will
be classroom-based. This means you have to be prepared to do a fair
amount of studying on your own, although since that study is related to
your ongoing practice as a teacher, it will not all be purely academic. The
Professional Practice units are mentored and tutored, supported by group
sessions, but closely integrated with your own teaching practice, which is
where the main work is done.
3.1.3
Taught Sessions and Personal Study
An important working principle in the delivery of the Course is that taught
sessions will be used only for those activities for which they are most
appropriate. This means:

That they will not generally be used to pass on information which you
can get as well or better from personal reading, or BREO etc. They will
however provide you with guidance on that reading, and they may be
used for discussion and exchange of information about it.

They will make full use of the fact that you are gathered together in a
group, and promote learning from each other as much as possible. This
is why attendance at the sessions is important not only for yourself, but
also for everyone else, and why we insist on attendance for at least
four out of every five sessions.

They do not pretend to cover all the Indicative Content of any unit.
The taught sessions use a variety of teaching approaches, including seminar
sessions, small-group work, practical and theoretical exercises, role-play
and student presentations—and even the occasional formal lecture. You will
be expected to undertake specific work between sessions in order to
benefit from subsequent sessions. You will be encouraged to draw on your
own teaching experience and where relevant to present for discussion
material you have prepared.
The details of each teaching sequence may be negotiated with the group at
the start, using a base-lining exercise to work out how class time together
can most profitably be used. In general, as you progress through the course,
more of the onus for learning passes to you and your colleagues as you
increasingly teach each other.
18
The face-to-face teaching tries to embody the best practice in this kind of
adult education, and in addition to formal evaluation and review
procedures at the conclusion of each unit, tutors encourage you to discuss
the teaching methods being employed and their effectiveness as we go
along.
3.1.4
Reading
You can’t undertake this course successfully without reading quite widely.
There is no single textbook, although there are several which attempt to
cover the field. The following texts apply across the Units; the
introductions on the next few pages provide additional recommendations
suited to particular Units.
In all the reading lists, some books are shown with an (e) after the title
which indicates that it is available as an ebook from the University Library.
Armitage, A. Bryant, R. et al (2007) Teaching and Training in PostCompulsory Education. (3nd edition) Buckingham; OU Press. (e)
Avis, J. Fisher, R. and Thompson, R. (2009) Teaching in Lifelong Learning: A
Guide to Theory and Practice Buckingham; Open University Press
Coffield, F. (2008) Just suppose Teaching and Learning became the First
Priority… London; Learning and Skills Network. Free download from
http://tlp.excellencegateway.org.uk/ecpd/ecpd_modules/downloads/coffi
eld_if_only.pdf (you can click through the link at bedspce.org.uk/links for
any net-based resources.)
Coffield, F. (2009) All you ever wanted to know about Teaching and
Learning, but were too cool to ask London; Learning and Skills Network.
Download from:
http://www.itslifejimbutnotasweknowit.org.uk/files/libraryfrom2012/Coffi
eld_Students.pdf
Cowley, S. (2009) Teaching Skills for Dummies London; John Wiley
“Don’t let the title fool you ; this is an essential guide for any aspiring
teacher. Sue Cowley uses her experience and insight to provide a
comprehensive and informative resource, packed with excellent advice and
brilliant suggestions for making both teaching and learning effective…”
(From Peter Hadfield’s endorsement on the cover) This is not a PCE-specific
book.
Crawley, J. (2010) In at the Deep End: A Survival Guide for Teachers in
Post-compulsory Education 2nd edn London; David Fulton Publishers (e) Jim
Crawley also has a very useful portal-type web-site at
http://www.itslifejimbutnotasweknowit.org.uk/
Curzon, L. and Tummons, J. (2013) Teaching in Further Education: An
Outline of Principles and Practice (7th edition) London: Continuum (Due to
come out in November.)
Goldacre, B. (2008) Bad Science London; Fourth Estate: not PCE or even
education-specific, but excellent on fads in teaching, and very
entertaining.
Hattie, J. (2009) Visible Learning; a synthesis of over 800 meta-analyses
relating to achievement London; Routledge (e)
Jarvis, P. (ed.) (2006) The Theory and Practice of Teaching (2nd edn.)
London; Kogan Page (e)
19
Petty, G. (2009) Teaching Today: a practical guide (4th edition)
Cheltenham; Nelson Thornes (e)
Petty, G. (2009) Evidence-Based Teaching; a practical approach
Cheltenham; Nelson Thornes (e) Relating Hattie’s research to actual
practice.
Race, P. (2010) Making Learning Happen: A Guide for Post-Compulsory
Education London; Paul Chapman
Reece, I. and Walker, S. (2007) A Practical Guide to Teaching Training and
Learning. (6th revised edition) London. Business Education Publishers.
Rogers, J. (2007) Adults Learning (4th revised edition) Buckingham; OU
Press (e)
Sotto, E. (2007) When Teaching Becomes Learning: A Theory and Practice
of Teaching (2nd revised edition) London: Continuum
See also the “Essential FE Toolkit” series from Continuum Publishing; that’s
a whole series, so perhaps you could post a review of some of them on
BREO?
...and unless you are absolutely confident about it, you should read, mark,
learn and inwardly digest:
Truss, L. (2003) Eats, Shoots and Leaves: the zero tolerance approach to
punctuation London; Profile Books
Referencing guidelines can be found on page 69.
3.2
3.2.1
Unit Assessment
Form of Assessment
You will be required to provide evidence that you can meet all the
assessment criteria for the outcomes in a negotiated project or portfolio of
evidence. The outcomes are listed in these unit descriptions. With all the
units, you will be provided with general guidance on the form of
assessment. We do not recommend that you tackle each of the outcomes
separately. In any event, use the Submission Proposal Form to clarify your
ideas, and discuss them with your tutor. The form is available for
download, via BREO and a specimen form is included as an appendix in this
handbook.
Submissions follow a range of formats and specific guidance will be
provided in unit descriptions. If you think your submission may exceed this
length, please clear the reasons with your tutor before submission.
Material in appendices does not contribute to the word count.
There is more guidance on preparing your submissions at;

Appendix 1: How to Write a Submission on page 63 and

Appendix 2: Presentation of Work on page 66
20
3.3 Planning and Preparing for Teaching and
Learning
CertEd
Code
Level
Credits
Status
PCE 001-1
QAA4
15
Core
This unit provides an overview of the Course as a whole and flags many
issues which will later be taken up in greater depth.
Aims

To provide a general orientation to the professional task of teaching
and the facilitation of inclusive learning in this sector

To address the major issues affecting the planning and preparation of
teaching
To that end it has the following subsidiary aim:

To provide practical “survival” skills for teachers in;





Developing and planning sessions and schemes of work
Delivering material
Using individual learning goals to assess performance
Working with students in classes
Assessing student progress and learning
Core Learning Outcomes
These are what you should know or be able to do when you have
successfully completed this unit:
Code
Learning Outcomes
1
Examine and evaluate your professional role and responsibilities
within the Lifelong Learning Sector.
2
Demonstrate flexibility and creativity in planning strategies for teaching and
learning with diverse groups of learners.
Threshold Standards
In order to pass the assessment you will need to:
Code
1.1
Use theoretical perspectives to examine and evaluate your role
and responsibilities as a teacher within the Lifelong Learning
Sector, defining relationships between teachers and other
professionals.
21
Code
1.2
Identify and explain your responsibility for maintaining a
safe, secure and supportive learning environment, making
reference to underlying policy and processes relating to
this aspect of the role.
1.3
Evaluate ways of working with individual learners in
relation to setting challenging learning goals.
1.4
Demonstrate session planning skills making reference to
key curriculum issues in a specialist area and ability to
differentiate learning for individual learners.
1.5
Describe principles of inclusivity and plan inclusive
learning and teaching in accordance with internal
processes and external requirements.
1.6
Demonstrate knowledge, understanding and ability to
analyse your role and responsibilities as a teacher within
the Lifelong Learning Sector, defining relationships
between teachers and other professionals.
Note: alongside this unit, the Professional Practice sessions in the first
term include micro-teaching exercises, and emphasise the translation of
principles into practice.
Indicative Content
Tutors will devise individual schemes of work to address the content of this
unit; the following list provides an overview of potential content; so it may
change, depending on the ways in which tutors adapt it to meet the needs
and interests of their groups.

The nature of “education” and the contexts in which education and
training take place within the Lifelong Learning Sector.

The role of the teacher: professional requirements: different
understandings of the role. Keeping learners safe.

Effective communication for teaching and learning with individuals and
groups.

Matching Students and courses, initial assessment and guidance.

Discussing and helping learners set individual goals and targets.

Formulating aims and objectives.

Planning the Session/Course (lesson plans and schemes of work).

Developing lesson plans.

Assessing learning.

Use of feedback to enhance learning.
Reading List
Note that we don't expect you to read everything on this list: we have
included quite a number of texts which cover the same material,
22
sometimes from different angles. If you can't find one of them, you may
well find another: consult your tutor for guidance. Nor is this list
exhaustive: you may well find material from other disciplines which you can
draw on to enhance your practice.
Corder, N. (2007) Learning to Teach Adults. London: Routledge Falmer.
Gray, D., Griffin, C. and Nasta, T. (2005) Training to Teach in Further and
Adult Education. Cheltenham: Nelson Thornes Ltd.
Huddleston, P. and Unwin, L. (2007) Teaching and Learning in Further
Education: Diversity and Change (3rd edition). London:Routledge.
Kelly, A. V. (2009) The Curriculum (Theory and Practice) (6th revised
edition). London:Sage.
Neary, M. (2002) Curriculum Studies in Post-Compulsory and Adult
Education. Cheltenham: Nelson Thornes.
Rogers, A. (2007) Teaching Adults (3rd revised edition). Buckingham:OU
Press.
Spenceley, L. (2007) “Walking into a dark room – the initial impressions of
learner-educators in further education and training”, Journal of Further
and Higher Education, 31, (2):87-96.
Thompson, C. and Wolstencroft, P. (2011) ”A year on the frontline:
Dispatches from new FE teachers”, Journal of Pedagogic Development, 2
(3):16-23.
Tight, M. (2002) Key Concepts in Adult Education and Training (2nd edition).
London: RoutledgeFalmer.
Wallace, S. (2007) Teaching and Supporting Learning in Further Education
(3rd edition). Exeter: Learning Matters Ltd.

Please also refer to Journals and Periodicals as recommended.

and to web links which will be available through the course site and
BREO.

Link to reading list (there is also a direct link on BREO):
https://bedfordshire.rl.talis.com/lists/2FEE09CB-8901-069C-41B7234352D26A3F.html
Unit Assessment
This assessment is in two parts and has two different assessment points
(your tutors will provide further detail about this).
Part 1 - A negotiated submission of between two and three thousand words
(not counting appendices) which provides evidence of meeting the core
learning outcomes and makes reference to your particular setting and
subject. This should address threshold standards 1.1 to 1.3 and 1.6 (you
may negotiate the inclusion of others with your tutor if you feel part 2 of
the assessment did not provide sufficient evidence).
Part 2 - An 'artefact' demonstrating your understanding of planning for
inclusive learning and teaching. This should address threshold standards
23
1.4 and 1.5. The artefact is of your choosing but will be presented to the
rest of the group. It could take the form of a poster, a video essay, a visual
display... discuss and negotiate this with your tutor. As you will be
evidencing your ability to plan within this part of the assessment, you
should also include a lesson plan either one prepared for the purpose of this
assessment, or one you have prepared for one of your lessons (threshold
standard 1.4).
Note: Only one submission proposal is required - this should make
reference to part 1 and part 2 of the assessment.
Formative Feedback
Since this is the first unit in the teaching sequence, there will be an
opportunity to practise preparing a submission in the middle of the first
term. You may submit evidence, direct to a tutor, of meeting the first two
threshold standards (referred to as the “dry-run”). The tutor will give you
formative feedback on this part-submission and get it back to you as soon
as possible. If it reaches the required standard, you can include it as part of
your final submission for summative assessment.
If it does not reach the required standard, you will have learned from the
experience and feedback and you have a chance to re-work it for final
submission.
24
3.4 Teaching and Learning Process
CertEd
Code
Level
Credits
Status
PCE 002-1
QAA4
15
Core
The main purpose of the unit is to ensure that you are familiar with three
key areas for a teacher within the post-16 sector. Firstly, it will look at the
use of resources within your learning setting, secondly it will look at the
principles and practical application of group working and finally it will
investigate behaviour management in some depth. All three areas fall under
the general heading of the teaching and learning process and they build
nicely on the initial planning and preparing unit
Aims

The main aim of the unit is to ensure that you are familiar with the
three key areas outlined above.
Its subsidiary aims are:

To inform you of research which will enable you to examine, discuss
and improve teaching and learning practice.

To enable you to examine factors that contribute to a positive learning
environment.

To enable you to apply these ideas to your own practice and that of
colleagues on the course.
Code
1
2
Learning Outcomes
Using a theoretical perspective, analyse teaching strategies and
resources to enhance teaching for both individuals and groups of
learners.
Apply through that evaluation and further develop your own use
of resources, including ICT, in the delivery of inclusive learning
and teaching.
Threshold Standards
In order to pass the assessment you will need to:
Code
2.1
2.2
2.3
2.4
2.5
Evaluate the principles and practices of managing learning and
development in groups.
Critically analyse factors leading to behaviours that disrupt a
learning environment.
Synthesise ways in which strategies and resources may be used in
creative ways to motivate learners.
Demonstrate creative approaches to the use of resources in the
delivery of inclusive learning and teaching, articulating clearly
the intended learning and activity associated with the resource.
Critically evaluate the impact of your own use of resources
(including ICT) on the learning of individuals and groups.
25
Indicative Content
Centre tutors will devise individual schemes of work to address the content
of this unit; the following list provides an overview of potential content; so
it may change, depending on the ways in which centres adapt it to meet
the needs and interests of their groups.

Motivation and its maintenance.

Theories and models of learning and their applicability.

Selecting appropriate methods, for subjects, settings, groups.

Designing and using resources to enhance learning.

Communication in class, creating a positive learning environment.

Inclusivity and communication; language skills, sensory impairment.

Questioning and giving feedback.

Presentation skills

Managing learning in groups

Understanding factors potentially leading to disruptive behaviour

Managing challenging behaviour and promoting a positive classroom
environment
Reading List
Essential
Armitage, A. Bryant, R., Dunnill, R., Hammersley, M., Hayes, D., Hudson,
A., Lawes, S. (2007) Teaching and Training in Post-Compulsory Education.
(3nd edition) Buckingham: OU Press.
Petty, G. (2009) Teaching Today: a practical guide (4th edition)
Cheltenham: Nelson Thornes.
Race, P. (2010) Making Learning Happen: A Guide for Post-Compulsory
Education (2nd edition) London: Paul Chapman.
Reece, I. and Walker, S. (2007) A Practical Guide to Teaching Training and
Learning. (6th revised edition) London: Business Education Publishers.
Recommended
Bennett, T. (2010) The Behaviour Guru: Behaviour Management Solutions
for Teachers, Exeter: Continuum.
Cowley, S. (2010) Getting the Buggers to Behave (4th edition), Exeter:
Continuum.
Ecclestone, K. and Hayes, D. (2008) The Dangerous Rise of Therapeutic
Education, London: Routledge.
26
Rogers, B. (2011) Classroom Behaviour: A Practical Guide to Effective
Teaching, Behaviour Management and Colleague Support (3rd edn.) London:
SAGE.
Willingham, D. T. (2009) Why Students don't like School: a cognitive
scientist answers questions about how the mind works and what it means
for the classroom, San Francisco: Jossey Bass.
Link to reading list:
https://bedfordshire.rl.talis.com/lists/5ACECBAB-8C78-6EF9-EFC79AC2F5F99704.html
Unit Assessment:
This assessment is in two parts:
Part 1 - A negotiated submission of between 3 – 3,500 words (not counting
appendices) which provides evidence of meeting the first three threshold
standards for this unit. You should make reference to your particular
setting and subject.
Part 2 - A collaborative project which involves designing a teaching
resource. This relates to threshold standards 2.4 and 2.5. You will need to
include a short (individual) write up to outline/critically evaluate how the
resource will be used.
Note: Both parts of the submission can be planned using one submission
proposal.
27
3.5 Assessment and Evaluation
CertEd
Code
Level
Credits
Status
PCE 003-1
QAA4
15
Core
The main purpose of the unit is to ensure that you are familiar with the
assessment methods and theories associated with the post compulsory
education sector. You explore new and innovative assessment methods
whilst ensuring that the techniques used meet the needs of the diverse
classes and range of qualifications found in the sector. The unit will also
look at evaluation and how this can be used to improve learning
programmes.
Aims
The aim of this unit is to enable you to:

Understand the principles and purposes of assessment

Appreciate the range of assessment techniques and strategies

Select appropriate assessment techniques and evaluate their
effectiveness
To these ends, its subsidiary aims are to:

assist you in evaluating assessment methods in terms of validity,
reliability, fairness and practicability

help you find solutions to problems in assessment design

enable you to design assessments for practical use

explore how evaluation can lead to improved learning programmes.
Code
1
2
Learning Outcomes
Draw on research evidence to critically analyse effective practice
in assessment and providing constructive feedback and compare
methods of evaluating practice based on the collection and
analysis of data.
Apply theoretical understanding of assessment practice and
design, use and record assessments taking into account internal
and external processes and critically evaluate and improve your
own assessment practice.
Threshold Standards
Code
3.1
Apply theoretical understanding to analyse fair, valid, reliable
and sufficient assessment practice, ways of providing
constructive feedback to support progression/achievement and
internal and external processes.
28
Code
3.2
3.3
3.4
3.5
Appraise your own assessment practice taking into account ways
of collecting and analysing data to evaluate and improve learning
programmes.
Examine and compare the internal and external assessment
processes which apply to your own context.
Design and implement internal assessment tasks and
systematically record the outcomes.
Critically evaluate the impact of your use of assessment with
particular reference to validity, reliability and implications for
learning.
Indicative Content
Centres (and tutors) will devise individual schemes of work to address the
content of this unit; the following list provides an overview of potential
content.

The principles and purposes of assessment:
 reasons and assumptions;
 competing models;
 summative and formative assessment (assessment of learning and
assessment for learning);
 competence-based and developmental models;

Reliability and validity of different approaches.

Planning, designing and administering assessment

Processing and interpreting data

Assessment and the evaluation of teaching courses (and institutions)

Approaches to evaluation of teaching
Reading List
Black, P. (1997) Testing: friend or foe? The theory and practice of
assessment, London: Falmer Press.
Black, P., Harrison, C., Lee, C., Marshall, B., Wiliam, D., (2007) Assessment
for Learning: Putting It into Practice, Buckingham: OU Press.
Broadfoot, P. (2007) An Introduction to Assessment, London: Continuum.
Ecclestone, K. (2002) Learning autonomy in post-16 education: the politics
and practice of formative assessment, London:RoutledgeFalmer.
Ecclestone, K. (2005) Understanding assessment and qualifications in postcompulsory education:principles, politics and practice (2nd edn.), Leicester:
NIACE.
29
Falchikov, N. (2004) Improving Assessment Through Student Involvement:
Practical Solutions for Higher and Further Education Teaching and
Learning, London:RoutledgeFalmer.
Freeman, R. and Lewis, R. (1998) Planning and Implementing assessment.
London:Kogan Page.
Klenowski, V. (2002) Developing Portfolios for Learning and Assessment,
London:Routledge Falmer.
Rowntree, D. (1987) Assessing Students; how shall we know them? London:
Kogan Page.
Stobart, G. (1997) Assessment:a teacher's guide to the issues 3rd edn.
London:Hodder & Stoughton.
Tummons, J. (2007) Assessing Learning in the Lifelong Learning Sector
(Achieving QTLS) Exeter:Learning Matters.
Woolhouse, M. (2001) Teaching the post-16 learner: a guide to planning,
delivering and assessing learning. London:Tavistock.
https://bedfordshire.rl.talis.com/lists/C4D97832-D47F-714B-726845476C3E9EC0.html
Unit Assessment:
The assessment is in two parts:
Part 1 - A negotiated submission of no more than 3000 words (not counting
appendices) which provides evidence of meeting the threshold standards
for this unit. You should make reference to your particular setting and
subject.
Part 2 - A presentation to your peers.
This should demonstrate how you design and use assessments as well as
your ability to critically evaluate your practice. Guidelines about
presentation times will be provided by your tutor.
Note: Both assessments can be included on the same submission proposal.
30
3.6 Professional Practice and Skills
CertEd
Code
Level
Credits
Status
PCE004-1
QAA4
15
Required Option
This unit has been developed in order to contain the practice-based
elements of the first year of the course and provides the framework for
micro teaching, the evidence of development of literacy, numeracy and ICT
skills and tutorial and mentor support.
Aim
The aim of the unit is:
To provide opportunities to develop your skills in teaching—particularly in
your specialist subject—through structured planning of development and
feedback on actual practice.
To this end, its subsidiary aims are to:

Provide a framework for practising your teaching skills through microteaching

Provide a framework for skill development through tutor and mentor
observation of, and feedback on, your practical teaching

Develop skills in teaching in your own subject areas through your work
with peers and mentors

Promote reflection on practice to contribute to learning from
experience
Code
1
2
Learning Outcomes
Compare the aims and structure of key qualifications and
learning programmes in your specialist area and at least one
other and reflect on what works best in your teaching to
meet the diverse needs of learners.
Demonstrate practical teaching skills, the ability to use and
adapt a range of innovative strategies to help learners learn
and support learners overcoming individual barriers in English
and maths.
Threshold Standards
Code
4.1
4.2
4.3
Making reference to theoretical perspectives and using
feedback from tutors, mentors and peers, evaluate and
challenge your practice, values and beliefs and set realistic
targets to enhance the development of your teaching skills.
Demonstrate practical teaching skills, the ability to manage
teaching sessions and learner behaviour by using and
adapting a range of innovative approaches and promoting the
benefits of technology.
Update your expertise and vocation skills through
collaboration with others.
31
Code
4.4
Demonstrate a range of ways to support learners in
developing their English and maths skills.
Directly Observed Practice
This unit assesses your practical teaching skills through observations of a
micro teach, as well as two observations carried out by your tutor and two
observations carried out by your mentor. Notes on the Observation
Protocol can be found on page 81.
Teaching and Learning Strategy
This unit will involve scheduled teaching sessions but is essentially practicebased. You must demonstrate completion of a minimum of 50 hours of
teaching during the year.

The micro-teaching exercise hours are attributable to this unit, and the
exercise will take place concurrently with Planning and Preparing for
Teaching and Learning term 1

You also act as tutors to each other through observing each others’
practice.
Literacy, Language, Numeracy and ICT
The portfolio of evidence for this unit is demonstration of your own skills in
literacy, language, numeracy and ICT, as well as evidence of how you
support learners to develop these skills. Further guidelines on literacy,
language, numeracy and ICT requirements for teachers are set out in this
link http://www.excellencegateway.org.uk/node/66.
Micro-teaching
Much of the class-contact time will be devoted to micro-teaching, in which
you will teach a topic of your choice to a group of fellow-students for a
minimum of 20 minutes (specific guidance will be provided by individual
centres). The session will be videoed, and reviewed afterwards. This
exercise serves several functions, but mainly:

it allows for direct feedback and very practical learning about
technique

it helps you to diagnose your own learning needs

and it leads to some fascinating learning about a variety of topics for all
of us.
Also in the time allocated for this, tutors will lead sessions about specific
issues not covered in the “normal” units, but raised in discussion of microteaching sessions, as well as introducing aspects of academic practice (such
as referencing and the Harvard system) not provided for elsewhere.
Subject Specialism Skills/PCE Network Events
Issues concerning particular areas of practice will be addressed through
mentor support, as well as making use of the network of trainees taking this
32
course at other centres. Your tutors will encourage you to take part in
discussion groups with other tutors and you will also have the opportunity
to do this when attending the study day, which are an integral and required
component of the course.
How the PCE Network Events work
At the first PCE Network Event, registration and induction will take place
and you will attend a series of workshops. At future events, there will be a
choice of workshops and you will be expected to sign up for them prior to
the event (details of how to do this will be provided by your Centre
Leader).
There may be some variation depending on numbers and speaker
availability, but usually there will be a plenary “keynote” session on a topic
of general interest (for example the first one is planned to be on behaviour
management, with Sue Cowley), to complement the work done in centres.
The Student Consultative Committee
Having everyone together is also an ideal opportunity to convene the
Student Consultative Committee, which meets with the Course Leader in
the lunch break. This is the principal formal opportunity to feed back on
your experience of the course, and make suggestions for development. Each
Centre will be asked to appoint a representative to present a written report
to the Committee in advance (since the course is now so big there is not
enough time to raise everything verbally), so that items can be selected for
live discussion at the meeting. Outcomes and responses to this committee
will be available on BREO shortly after the Study Day and key issues will
also be discussed by the course team.
Note that issues of particular concern to one Centre or cohort should be
dealt with at the Centre itself; the Committee is intended to deal with
Course-wide business.
Unit Assessment
This unit has a practical base, and the assessment is driven by direct
observation of practice. Nevertheless, practice needs to be informed by a
sound understanding of the reasons for it, so the evidence of that
observation has to be supported by a critical commentary. It is all
contained in a portfolio, which as a whole addresses the unit outcomes.
All the assessment criteria need to be met, but the manner in which
evidence is presented may vary from student to student, so each of you
needs to produce a portfolio cross-referenced to the assessment criteria.
The following list should be a useful starting point:
1. A table showing that 50 hours of teaching have been completed during
the year.
2. Completed report forms for a minimum of four separate hours of
observed practice, assessed according to a standard protocol (note,
cross college, graded observation reports will not be accepted as
substitutes). Two observations need to be by a mentor, two by a
course tutor.
33
3. Session plans for ten hours of teaching per year. A general pro-forma
for a session plan has been included in the appendices but this is meant
as a starting point only. Feel free to develop this or use your own
format. That said, lesson plans should include learning objectives, an
outline of teaching resources and strategies, evidence of assessment
and space to evaluate the session. The lesson plans included should
show evidence of evaluation.
4. Edited excerpts of a reflective professional journal; the reflection for
this item may concern any aspect of the course and your professional
learning over the year. It is not tied to sessions taught by you. (2000
words maximum)
5. Two reports of peer observations; your reports of your observation of
course colleagues, signed by them. If you would like to include copies
of their observations of you, that’s fine, but we don’t insist. Please do
not use the observation protocol for this, peer observations should be
a learning experience, not an assessment of your peers. A sample proforma for this has been included in the appendices, however, you may
prefer to design your own.
6. Certificates of attendance for PCE Network Events, and (where
applicable) completed work.
7. Evidence of identifying and supporting learners’ English and maths
skills (see threshold standards). This may be evidenced in your lesson
plans, a scheme of work, or you may wish to write a brief account of
how this is done.
8. Evidence of collaboration with peers, this could be through
collaborative learning projects (such as the resource designed in
Teaching and Learning process), or participating in online discussion
groups etc.
9. An example of how you use/promote ICT within your teaching.
10. Your completed PDP, including at least two meetings with your tutor
and mentor.
11. Evidence of the micro teach carried out for this unit.
This evidence should be accumulated throughout the year in the natural
process of your work and study - the key is to be organised and to file items
away as they are acquired.
Submission via Turnitin
The portfolio should be stored electronically and submitted via Turnitin.
Ask your tutors for detail of the format of this as it may vary from centre to
centre.
Reading
There is no distinctive required reading for this unit: obviously ideas from
reading for the other units will inform your practice, and it is expected that
you will refer to the literature where appropriate in your submission. You
may find the following link useful:
https://bedfordshire.rl.talis.com/lists/9A062D69-6162-DFE2-B348005E873B759B.html
34
3.7 Theories and Principles of Inclusive
Learning and Teaching
CertEd
Code
Level
Credits
Status
PCE 005-2
QAA5
15
Core
The main purpose of the unit is to ensure that you are familiar with the
methods and theories associated with inclusive learning and teaching within
the post compulsory education sector. There is a clear strand running
through this unit looking at how learners with special educational needs are
viewed within the sector and how we can ensure that our teaching
encompasses all of the various strands in the sector.
Aims
The aims of this unit are:

to understand approaches to promoting social and cultural diversity,
equality of opportunity and inclusion

Appreciate the range of techniques and strategies used within the post
compulsory sector to enable the creation of an inclusive and positive
learning environment
To these ends, its subsidiary aims are to;

assist you in selecting teaching techniques for your learners

help you understand how special educational needs can be addressed in
theory and in practice

enable you to plan sessions that will encourage participation by all
learners
Code
1
2
Learning Outcomes
Analyse approaches to and examine your own application of
theories and principles of learning and communication which
promote social and cultural diversity, equality of opportunity and
inclusion, in your own subject /context and at least one other
Identify learners' support needs in relation to English and maths
and analyse strategies to help overcome barriers in these areas,
as well as comparing strategies for promoting effective teaching
and learning when working with learners at different levels in the
same group.
Threshold Standards
Code
5.1
Critically analyse assumptions and beliefs which govern the term
'special needs' in the Lifelong Learning Sector examining
approaches to promoting social and cultural diversity, equality of
opportunity and inclusion.
35
Code
5.2
5.3
Identify types of special needs likely to be encountered in your
specialist area and examine, evaluate and improve your own
application of theories and principles of learning and
communication to inclusive learning and teaching in your own
subject/context and at least one other, including an evaluation
of the use of technology to support learning.
Identify learners’ support needs in relation to English and maths
and compare strategies to overcome these barriers as well as
promoting teaching and learning when working with learners at
different levels in the same group.
Indicative Content
content.

Inclusive learning – definitions

Communication strategies within the learning environment

Challenges to the inclusive learning environment

Minimum Core and the inclusive learning environment

Special educational needs – definitions

Teaching strategies adopted for identified groups

The “fragile learner”

Government policy in the area of inclusive learning

Post compulsory education targets and impact on the learners

Subject specific impacts on inclusivity
Reading List
Ecclestone, K. and Hayes, D. (2009) The Dangerous Rise of Therapeutic
Education, Abingdon:Routledge.
Hayton, A. (ed) (1999) Tackling Disaffection and Social Exclusion: education
perspectives and policies, London: Kogan Page.
Kennedy, H. (1997) Learning Works: Widening Participation in Further
Education, Coventry:FEFC.
Knowles M, Holton, E. and Swanson, R. (2011) The Adult Learner (7th edn.)
London:Butterworth-Heinemann.
Mittler, P. (2000) Working Towards Inclusive Education Social Contexts,
London: David Fulton Publishers.
36
Nind, M., Sheehy, K., and Simmons, K., (2003) Inclusive Education: Learners
and Learning Contexts, London: David Fulton Publishers.
Powell, S. and Tummons, J. (2011) Inclusive practice in the lifelong
learning sector, Exeter: Learning Matters Ltd.
Rogers, A. (2007) Teaching Adults Buckingham:O U Press (d)
Spenceley, L. (2014) Inclusion in Further Education, Northwich: Critical
Publishing.
Spenceley, L. (2012) “The Odd Couple”: An FE educator’s perspective of
the management of behaviour of ‘special needs’ learners in the Lifelong
Learning Sector', Research in Post-Compulsory Education, (17), 3:311-320.
Tomlinson, J. (1996) Inclusive Learning: Report of the Learning Difficulties
and/or Disabilities Committee, London: The Stationery office.
Tummons, J. and Powell, S. (2011) Inclusive practice in the lifelong
learning sector, Learning Matters Limited
https://breo.beds.ac.uk/webapps/tel-aspire-bb-learnBBLEARN/coursetool.jsp?course_id=_55997167_1&mode=cpview
Unit Assessment
A negotiated submission of up to 5000 words maximum which demonstrates
your understanding of the core learning outcomes and threshold standards.
37
3.8 Researching Practice
CertEd
Code
Level
Credits
Status
PCE 006-2
QAA5
15
Core
The curriculum now becomes more focused on your particular area of
practice, and on enabling you to make use of your acquired learning and
expanding experience to address issues in your own practice. This unit is at
the heart of that process and its purpose is to provide an opportunity to
review an area of your current practice, initiate and implement an action
research project and present the findings of this project.
Aims
The aim of this unit is to provide opportunities to:

Develop the habit of reviewing both direct practice and the working
situation in such a way as to improve effectiveness in teaching and
learning.
To this end its subsidiary aims are to;

Seek direct feedback on the effectiveness of teaching;

Analyse and evaluate information from a range of sources to contribute
to that feedback;

Introduce (at a basic level) a range of small-scale and informal research
methods which may be used to provide effective feedback, and

Use this evidence to improve teaching. These are what you should know
or be able to do when you have successfully completed this unit:
Code
1
2
Learning Outcome
Evaluate your continuing professional development needs based
on reflective practice. Compare approaches to action research
and apply your understanding of effective practice in teaching,
learning and assessment to the design and implementation of an
action research project.
Organise, carry out and evaluate an action research project
related to your professional practice.
Threshold Standards
Code
6.1
6.2
6.3
6.4
Evaluate your own continuing professional development needs
based on reflective practice.
Analyse the purpose of action research in developing evidence
based practice and compare approaches to action research making
reference to a different subject or teaching context.
Apply theoretical understanding of effective practice in teaching,
learning and assessment to design an action research project.
Select and justify an action research methodology by reference to
the focus, data and analysis requirements of the proposed
research project.
38
Code
6.5
6.6
Systematically summarise the findings from the project, relating
them to relevant theoretical perspectives.
Present conclusions objectively and include recommendations for
further development of your own practice.
Indicative Content
content.

Introduction; role analysis

Approaches to professional development; competence-based,
developmental, etc.
 Coaching and mentoring
 Role of professional bodies in supporting CPD

Introduction to action research as an approach to professional
development;
 the action research cycle

Basic introduction to range of research methods which might be used in
action research

Using action-research evidence as a means of developing practice.
Reading List
Armstrong, F. and Moore, M. (eds.)(2004) Action research for inclusive
education :changing places, changing practice, changing minds London:
RoutledgeFalmer.
Atkins, E. and Wallace, S. (2012) Qualitative Research in Education.
London:Routledge.
Bell J (2010) Doing your Research Project (5th edition) Buckingham: Open
University Press
Cohen, L., Manion, L. and Morrison, K. (2011) Research Methods in
Education (7th edn.) London:Routledge.
Eraut, M. (1994) Developing Professional Knowledge and Competence
London:Falmer Press.
Hopkins, D. (2007) A Teacher’s Guide to Classroom Research (3rd edn.)
Buckingham:Open University Press.
Kember, D. (2000) Action Learning and Action Research:improving the
quality of teaching and learning London:Kogan Page.
McNiff, J. (2005) Action research for teachers: a practical guide. London:
David Fulton.
39
McNiff, J. (2011) All you need to know about action research (2nd edition).
London:Sage.
McNiff, J. and Whitehead, J. (2002) Action research:principles and practice
London:RoutledgeFalmer.
Moon, J. (1999) Reflection in Learning and Professional Development:
theory and practice London:Kogan Page.
Newby, P. (2010) Research Methods for Education, Essex:Pearson Education
Ltd.
Schön, D. A. (1983) The Reflective Practitioner:how professionals think in
action London:Temple Smith.
Spenceley, L. (2011) 'Breaking the wall? Autoethnography and the
transition from subject specialist to professional educator in FE', Journal of
Further and Higher Education, (35), 3:409-421.
Whitehead, J. and McNiff, J. (2006) Action research:living theory, London:
Sage.
https://bedfordshire.rl.talis.com/lists/3970679D-4988-77E7-B245FB724AF2792D.html
Unit Assessment:
The unit assessment is in two parts:
Part 1 - A research proposal which will be presented to your peers. A proforma has been included for this (this may be adapted). The proposal
should be no more than 1,500 words.
Part 2 - A research project of no more than 3,500 words (not including
appendices).
Submission proposal - you may use the submission proposal process in
order to plan your project and gain feedback from your tutor and mentor.
However, the research proposal will also serve this purpose.
40
3.9 Curriculum Design and Development
CertEd
Code
Level
Credits
Status
PCE007-2
QAA 5
15
Core
This Unit provides an opportunity to review curriculum design and
development to prepare for inclusive teaching and learning.
Aims

Review curriculum content in relation to the contexts in which
education and training are provided in the sector and the impact of
policy on this.
To this end its subsidiary aims are to:

Consider the impact of curriculum design on inclusive learning and
teaching.

Be able to contribute to quality improvement and quality assurance
systems.

Evaluate and improve own practice in curriculum design and
development.
Code
1
2
Learning Outcome
Analyse the impact of policy and regulatory requirements on
curriculum design in the Lifelong Learning Sector, comparing a
range of contexts, and discuss quality improvement and quality
assurance systems and their influence on curriculum design and
development.
Apply theories, principles and models of curriculum design to
critically analyse, evaluate and improve your own practice in
inclusive and innovative curriculum design and demonstrate
delivery of effective learning programmes for diverse groups of
individuals.
Threshold Standards
Code
7.1
7.2
7.3
7.4
Describe and compare the contexts in which education and
training are provided in the Lifelong Learning Sector and analyse
the impact of policies and regulatory requirements.
Evaluate quality improvement and quality assurance systems, the
ways in which you contribute to these and their impact on
curriculum design and innovation.
Critically analyse the impact of theories, principles and models
of curriculum design on inclusive learning and teaching and ways
these are applied to the delivery of effective learning
programmes for diverse groups of individuals.
Evaluate and improve your own practice in inclusive and
innovative curriculum design and compare innovative ways of
using technology to support teaching and learning.
41
Indicative content
content.
1. Introduction, overview of the context of PCE
2. Forms and levels of learning, planning for teaching and learning
3. Curriculum models and curriculum design
4. The hidden curriculum
5. Evaluating curriculum design and development
6. Working with diverse groups of learners and promoting inclusivity
7. Quality assurance and quality improvement processes
8. Policies and regulatory requirements relating to the Lifelong learning
sector
Reading List
Barton, L. and Armstrong, F. (eds) (2008) Policy, Experience and Change:
Cross-cultural Reflections on Inclusive Education (2nd edn) London:
Springer.
Coles, A. (Ed) (2004) Teaching in Post Compulsory Education. Policy,
Practice and Values, London: David Fulton Publishers.
Hayton, A. (ed) (1999) Tackling Disaffection and Social Exclusion: education
perspectives and policies, London:Kogan Page.
Hopkins, N. (2013), Citizenship and Democracy in Further and Adult
Education, Dordrecht: Springer.
Huddleston, P. and Unwin, L. (2002) Teaching and Learning in Further
Education, London:Routledge.
Kelly, A. V. (2009) The Curriculum (Theory and Practice) (6th revised
edition), London:Sage.
Kennedy, H. (1997) Learning Works: Widening Participation in Further
Education, Coventry:FEFC.
Mittler, P. (2000) Working Towards Inclusive Education Social Contexts,
London:David Fulton Publishers.
Neary, M. (2002) Curriculum Studies in Post Compulsory and Adult
Education, Cheltenham:Nelson Thornes.
Nind, M., Rix, J., Sheehy, K. and Simmons, K. (2003) Inclusive Education:
Diverse Perspectives, London:David Fulton Publishers.
42
Nind, M., Sheehy, K. and Simmons, K. (2003) Inclusive Education: Learners
and Learning Contexts, London:David Fulton Publishers.
Tomlinson, J. (1996) Inclusive Learning: Report of the Learning Difficulties
and/or Disabilities Committee, London:The Stationery office.
https://bedfordshire.rl.talis.com/lists/BD81317C-D43E-A8FD-6C32C2DECF0FE574.html
Unit Assessment:
This assessment is in two parts:
Part 1 - A negotiated submission of up to 3500 words (not counting
appendices) which makes reference to your own setting and provides
evidence of meeting the core learning outcomes and threshold standards.
Part 2 - A collaborative presentation which addresses your own choice of
learning outcomes/threshold standards (please note, these do not need to
be covered in part 1).
One submission proposal should be prepared for both parts of the
assessment and within this you should highlight which outcomes you are
addressing in each part of the assessment.
43
3.10 Professional Practice and Development
CertEd
Code
Level
Credits
Status
PCE008-2
QAA 5
15
Required Option
This unit builds on the work completed for Professional Practice and Skills
and again focuses on the professional practice element of the course.
Aims

develop further skills in teaching—particularly in a student’s specialist
subject—through feedback on actual practice.
To this end its subsidiary aims are to:

Provide a framework for skill development through tutor and mentor
observation of, and feedback on, students’ practical teaching

Develop skills in teaching in students’ own subject areas through the
work of mentors and course-wide special interest groups

Promote reflection on practice to contribute to learning from
experience

Further develop skills and knowledge in respect of students’ particular
areas of practice through dedicated PCE Network Events.
Code
Learning Outcome
1
Evaluate and challenge your own practice by applying knowledge
and understanding of teaching, learning, assessment and reflection
to continuing personal and professional development.
2
Demonstrate proficiency in teaching and the ability to use and
adapt a range of innovative strategies to develop learners’ wider
skills in relation to your specialist area as well as English and
Maths.
44
Threshold Standards
8.1
8.2
Evaluate and challenge your practice, values and beliefs by
reflecting, using feedback from tutors, mentors and peers and
synthesising knowledge, ideas and practice from across the course.
Demonstrate proficiency in teaching, the ability to use innovative
strategies (including ICT) to motivate and inspire learners and
manage learner behaviour.
8.3
Update your expertise and vocational skills through collaboration
with others.
8.4
Illustrate a range of ways in which you have developed learners'
skills in relation to your specialist area and English and Maths.
Teaching and Learning Strategy:
This unit contains scheduled teaching sessions, but is principally practicebased. Each student must demonstrate completion of a minimum of 50
hours of teaching during the year. Much of the information provided for
Professional Practice and Skills also applies to this unit.
The Professional Development Planner
The Unit’s form is governed substantially by the Professional Development
Planner that is the basis of much of the course. The Planner identifies
your main learning needs with particular reference to the requirements of
your current or intended work, and the assessment of the unit is concerned
in large part with the extent to which you have used the opportunities
afforded by the Course to meet these needs.
Reading List
There is no essential reading for this unit, however the following provides a
variety of guidance on fundamental topics:
Anderson, G., Boud, D. and Sampson, J. (1996) Learning Contracts, a
practical guide London:Kogan Page.
Brookfield, S. (1995) Becoming a Critically Reflective Teacher New York:
John Wiley.
Cowan , J. (1998) On Becoming an Innovative University Teacher:
reflection in action, Buckingham:OU Press/SRHE.
Kolb, D. A. (1984) Experiential Learning: experience as the source of
learning and development, New Jersey:Prentice-Hall.
Moon, J. A. (1999) Reflection in Learning and Professional Development,
London: Kogan Page.
Schön, D. A. (1983) The Reflective Practitioner: how professionals think in
action, London:Temple Smith.
45
https://bedfordshire.rl.talis.com/lists/A6BCE8BE-F76D-C56B-E7B60F537AB8E635.html
Unit Assessment
As you did for the Professional Practice and Skills unit, you will need to
compile a portfolio for the unit assessment, this should include:
1. A table showing that 50 hours of teaching have been completed
during the year.
2. Completed report forms for a minimum of four separate hours of
observed practice, assessed according to a standard protocol
(note, cross college, graded observation reports will not be
accepted as substitutes). Two observations need to be by a
mentor, two by a course tutor.
3. Session plans for ten hours of teaching per year. By this stage,
you should have developed your own approach to lesson planning
which should include; learning objectives, an outline of teaching
resources and strategies, evidence of assessment. The lesson plans
should also show some critical evaluation.
4. Edited excerpts of a reflective professional journal; the reflection
for this item may concern any aspect of the course and your
professional learning over the year. It is not tied to sessions taught
by you. (2000 words maximum)
5. Two reports of peer observations; your reports of your observation
of course colleagues, signed by them. If you would like to include
copies of their observations of you, that’s fine, but we don’t insist
6. Certificates of attendance for PCE Network Events, and (where
applicable) completed work.
7. Evidence of identifying and supporting learners’ English and
maths skills. This may be evidenced in your lesson plans, a scheme
of work, or you may wish to write a brief account of how this is
done.
8. Evidence of collaboration with peers, this could be through
collaborative learning projects or participating in online discussion
groups etc.
9. An example of how you use/promote ICT within your teaching.
10. Your completed PDP, including at least two meetings with your
tutor and mentor.
11. Evidence of the micro teach carried out for this unit. This is similar
to year one, with one significant difference. You are now much
more experienced and in this micro teach we expect you to take a
'risk' .... so that you can test out a different approach to teaching.
The detail of this can be included in the PDP.
46
Submission via Turnitin
The portfolio should be stored electronically and submitted via Turnitin.
Ask your tutors for detail of the format of this as it may vary from centre to
centre.
47
4 Practice and Reflection
4.1
Observation of your practice
Observations of your practice do form part of the summative assessment for
this course but that's not the whole picture... they also provide an
opportunity to gain valuable feedback on your teaching skills. It may be
very tempting to invite tutors and mentors to observe those sessions which
are likely to 'go well' but try to remember that the most important
feedback from observations is that which is formative and for this reason,
you may want to invite observers in to those sessions where you think you
may benefit from additional advice.
You will be observed at least:

Four times by your Mentor, and

Four times by a Course Tutor
The first observations from your tutor and mentor should be in your first
term.
All observers will be guided by the observation protocol; so familiarise
yourself with the headings on this paperwork before the observation so that
you know what observers are looking for.
At the end of the Observation Protocol is a section for “Action Points”
which will be completed by the observer. You will also notice a section
called "Professional Challenge"—this is for you to complete showing a very
brief reflection on what you might do the same, or differently:

After your first observation you should bring the previous
observation’s Action Points to the next one and of course to any
follow-up tutorial, so that you and the observer (tutor or mentor) can
use them to discuss how you are making progress. Much of this
information will link to your Personal Development Planner and may be
the basis on which you set yourself development goals.
4.1.1
Procedure for Mentor and Tutor visits
It is up to you to approach your mentor and tutor to arrange the visits.

While we will make every effort to accommodate you, please
remember that we also have other commitments, and that if we have
to travel to observe you, we may have to set aside as much as half a
day.

Do not leave observations to the last minute: they are sometimes
simply impossible to arrange, and that can mean that you cannot
complete the Course. You should have at least one visit in your first
term on the course, and if there has been any delay in getting your
mentor fixed up, be sure to arrange one with your tutor.

Do check with your line manager that there is no problem about
observing on this particular occasion – you are not in the middle of
Ofsted inspection, for example!
48
It is also up to you to provide the observer with:

Travel directions and contact numbers if necessary: a mobile number
is useful if we get stuck in traffic.

A scheme of work for the course and a session plan for the session to
be observed, together with a set of handouts or exercises to be used.
(Please do not include the observer in the normal handing-out process
in class—it simply draws attention to us.)

A copy of the Observation Protocol, and at least the final page of the
preceding observation report.

Somewhere unobtrusive where she or he can sit to observe, usually with
a surface to write at. (It is up to you whether you tell the class about
the visit in advance, and how you introduce the observer. We are aware
that having a strange observer present affects the dynamics of the
class, but the actual effects are so variable that we cannot give rules as
to how to minimise them.)
Meet the observer a few minutes before the class starts, to fill them in on
any last minute changes, or anything you would particularly like feedback
on. It is also a good idea to talk about relevant student attributes and show
that you have a good idea of how things are likely to go.
Similarly, allow about twenty to thirty minutes after the session for
discussion. This can be the most productive event of the whole Course,
when points have been experienced live, and can be discussed while still
fresh. Some items on the Protocol can only be filled in after this discussion.
Your observer will usually leave the Observation Protocol with you. Keep
this safe as the assessment regulations call for the originals, not
photocopies, and the observer will not necessarily keep a copy.
4.1.2
Your observation of others’ practice
Teaching in the post-compulsory sector covers a multitude of practices and
settings, many of which are quite different from your own. You will get
some flavour of this from the micro-teaching exercises in the first term, but
you will get an even clearer impression from observing some of your
colleagues in their natural habitat. Former students report immense benefit
from this exercise, particularly in terms of reflection on their own teaching.
Please remember that you are going not as an assessor, but in order to
learn about the issues other teachers have to deal with—although you may
be able to offer some useful feedback simply by being an outsider.
Procedure for observing others
You need to observe at least two of your colleagues on each year of the
Course, which will of course involve being observed yourself. You should
start to arrange the visits as soon as possible; it can take time. Try to avoid
simply observing those colleagues who teach the same subjects as you whilst this does have some benefits, it also has limitations. It is also best
not to 'pair up' so that you observe the same people each year - you will get
much more from this if you try to observe different subjects and
approaches to teaching.
On completion of your observation, you will need to write a short report
(around 500 words/a page of A4 or so), to be included in the portfolio. This
should be signed by both of you. The report may be in any format which
49
seems useful to you (and probably to the person you are observing).
Alternatively you can adopt the format included in the appendices.
4.2
Mentors
You need to have a Mentor appointed from within your work setting or your
particular area of practice (your specific subject area, or distinctive
student group), to assist you with:

applying Course material to your own practice

reflecting on the significance of learning for the development of the
work setting and personal practice

any other particular issues identified and agreed in the Professional
Development Planner
The Mentor also has a role in:

assessing your observed practice (the Mentor undertakes two
observations per year, as does a Course Tutor);

endorsing material gathered for the Professional Practice portfolios, as
representing an accurate account of developmental work you have
undertaken in practice.
4.2.1
Appointment of Mentors
You nominate your own Mentor, but he or she must be approved by the
Centre Leader. Mentors should be:

Experienced members of teaching staff, normally holding a teaching
qualification of at least equivalent level to that at which you are
studying.

Working in a similar area to yourself, but

Normally without direct line management responsibility for you 4.
It is of course expected that you will inform your line manager about the
appointment of the Mentor, but the appointment is a University one, rather
than a work-place one. Further details of the University contract with
mentors can be found in the “Working Papers” (see the Course
Documentation tab on BREO).
Mentors are provided with comprehensive information about the Course and
their role in it, through the mentor handbook. They are also offered
training and consultation opportunities through meetings at the appropriate
Course Centre and discussion with Tutors when they make their
Professional Practice visits. Mentoring is acquiring a higher profile in PCE in
general; the University also offers a University Diploma in Mentoring which
may be available at your Centre; do ask for details. You should start
4
This is because of potential conflicts of interest with appraisal schemes. If you
are having difficulties, it is important from the course point of view that you
should be able to discuss them with your mentor, which you may be reluctant
to do if that person also has responsibility for appraising you. If—but only if—
you are happy with your line manager being your mentor, we may approve the
choice.
50
thinking about who is to be your Mentor as soon as possible. It is in your
interest to have one appointed from the very start of the Course.
4.2.2
Mentors’ role in summative assessment
As noted above, your mentor contributes to the summative assessment of
your Observed Practice. However, she or he does so by providing you with
material (observation reports) which you incorporate in your submission to
support your claim for credit, and technically these reports have the same
status as any other material submitted by yourself.
The decision to pass, refer or fail on the basis of teaching observations
rests with course tutors, and not mentors. If there is any discrepancy
between tutor and mentor reports and judgements, further evidence will
be sought, if necessary through further tutor observations.
4.3 Professional Reflection and the Journal
Taking time out to reflect on your practice forms the basis of your
professional development so it is important to start this habit as soon as
possible (we say 'start' because if all goes well you will never finish...).
Your professional Journal is not just an assessment requirement, it is a
major development tool and we want you to get used to using it starting
now, in the hope that you will continue to make use of it after the course
and throughout your career. It works in two ways, as a log and as a tool to
promote reflection and it can be written in any format—as a document,
file, album, blog—whatever works for you as a way of capturing all those
experiences that make you think.
4.3.1
As a log
Whatever one’s discipline or field, keeping a rigorous record of practice
characterises all serious endeavours. Without a careful record of every
experimental set-up and its results, for example, scientists would be lost.

For the teacher, it is routine to keep a log of material covered in
classes, assessments and so on, via schemes of work and session plans.
We are suggesting you expand this, but this time for your own sake.

Record every relevant book and article you read: there are few things
more frustrating than, “Oh, I read something about that somewhere
only recently—where was it?”5

Record other people’s recommendations of what to read: you never
know, you might actually do it sometime!

Record the results of your innovations in practice, and how you might
improve them. That helps you to work out what works with what group
and may lead to a full-scale action research project.

Record pertinent points people make in conversation—in class and out
of it.

Record your reactions to situations, as they happen so that you have an
account not distorted by hindsight.
5 This can be done using an App such as Delicious which is a media cataloguing
application to help you keep track of books, movies, CDs etc.
51
When you come to the end of the course, surrounded by familiar friends
and breezing through the assessment procedures, you may find it difficult
to recall how uncomfortable and confused you felt when you started—but it
is salutary to remind yourself of how your students may be feeling. It’s
worth making a note of what it is like not to understand something, and
why. It may be embarrassing to re-read later, but the more embarrassing it
is, the more authentic it probably is!
4.3.2
As a tool for reflection
“Reflection on action” is a buzz-phrase among professionals, ever since
Schön articulated it (1983), and it is certainly indispensable for personal
and professional development. But it is not just “thinking about what you
have done”. Just “thinking” can lead to self-justification, blaming others,
self-pity, a sense of impotence, unrealistic self-satisfaction, and a host of
other distortions.
It needs to be disciplined thinking. One of the best ways of attaining this is
to talk things through with a “critical friend” (your mentor, perhaps?), who
is not afraid to help you correct some of those distortions.
But almost as effective is to write it all down. Writing engages your rational
capacities. It forces you to structure your thoughts, and to concentrate on
what you are saying — and this very act can suggest new angles on your
experience.
And it is even better if it is dialogic thinking. That means being prepared to
talk about it with someone else—certainly your mentor, but also colleagues
at work or on the course. It is important that this discussion is not just a
“grumble group”, in which you both agree how awful things are, but that it
is constructive discussion. Bring your journal material to the discussion
(because once it is written down you are in some measure held to it); and
record highlights of the discussion in your journal.
4.3.3
Actually doing it
There are no hard and fast rules about how to write the journal, except
that the more regularly you do it, the easier and more effective it
becomes. Aim to write up your journal at least once a week. Some people
may find that it helps to set aside a particular time — last thing on Friday
afternoon before you disengage from work for the week, for example. If
you try to write up great chunks at the end of a term, you will lose almost
all the point, because immediacy is essential.

You could use a note-book: this is the tried and tested method in use
for centuries. If you do, use a good one, because it will take quite a
battering before it is full. The disadvantages are difficulties in finding
material later; and trivially, having to type it up for submission. Do not
use loose-leaf paper: it gets lost.

You could use a computer or a phone: that is easy to tag and search
(and it is even easier to corrupt the files—so back them up—preferably
in the “cloud”).

Of course, you could always do a blog.

You could dictate: you miss out on the discipline of writing, but you can
easily lay down very rich material. Transcribing is a chore, but dictation
software can help.
52

Whatever you do, keep it safe and keep it confidential.
4.3.4
Submitting for assessment
There is no need to submit all of your journal, for two reasons:

First, it’s primarily for you. If we wanted to see it all, you would end up
writing with an eye to the reader.

Second, editing it, and judging which bits to submit and which not
(2,000 words does not go very far) is a useful discipline.
So what to choose? We suggest that you identify a few themes, and you
illustrate them with material perhaps from the beginning and end of the
course. You might explore how far you have come in some areas—such as
planning sessions, or increasing confidence in letting the learners have their
heads a little when you know you can settle them down again easily. You
may equally want to include critical incidents, which were perhaps
uncomfortable at the time, but really moved your learning along. You may
want to explore how it was when you met a new class at the beginning of
the year just as you started this course, and how different (or not) it was as
you began your second year...
Do make sure that anything submitted is rendered anonymous ; if you
included photos, for example (as people working with learners with learning
disabilities sometimes do, because it provides a means of assessment) make
sure that you blur or pixelate them or gain informed consent to their use.
Remember you can also use your journal to provide evidence for your
ordinary unit submissions, cited just like any other source.
53
COURSE HANDBOOK 2015: REFERENCE
5 For Reference
5.1 Entry Requirements
The University specifies standard entry requirements which must be met by
all students; these are set out on the university website at
www.beds.ac.uk/howtoapply/
For this course you must also:

Be engaged in teaching in post-compulsory (i.e. Further, Higher or
Adult) education for at least 50 hours per year.

Be qualified in the content of the material being taught, at QCF level 3
or above.

Honours degree Class 2:2 or above.

Be able to communicate clearly in spoken and written standard English,
and demonstrate appropriate skills in numeracy (QCF level 2). The
simplest way of showing this is a pass at Grade C or above in GCSE
English and Mathematics, but other accredited evidence from a
recognised awarding body is equally acceptable, providing that you can
demonstrate their equivalence at interview.
 You need to bring documentary evidence with you to your
interview.
 If documentary evidence is not available, you will be asked to
undertake a skills test.
 You might in any case find it useful to do such a test if you have
been out of formal education (in a student role, of course) for some
time.
 You must not have been previously excluded from teaching or
working with young people.
 If you are planning or applying to work with young people under 18
(under Eligibility Code 04) your employer will need to seek DBS
clearance, although under some circumstances you may be liable
for the fee. See the Disclosure & Barring Service
websitehttps://bedfordshire.rl.talis.com/lists/A6BCE8BE-F76DC56B-E7B6-0F537AB8E635.html for details.
5.1.1
Accreditation of Prior Learning
Accreditation of Prior Learning (APL) is possible on the Course for the first
four units. Note that if you are claiming any form of APL, you cannot be
credited with any “conventional” units until the APL claim has been
accepted.
The assessment approach—of claiming credit for the attainment of specified
learning outcomes—enables you to produce a portfolio of evidence
demonstrating your prior achievement, cross-referenced to the outcomes.
Accreditation of Prior Certificated Learning (APCL)
Please contact the Centre Leader for full details.
All APL/APCL claims need to be completed by the date of registration.
54
5.2 Attendance
Mutual learning and co-operative working are very important elements of
the course. In order to ensure that you can all benefit from this, a minimum
of 80% attendance is required. Attendance at the PCE Network Events is
also a requirement. Exemptions will be granted only in exceptional
circumstances. Alternative arrangements will be made for work equivalent
to attendance.
5.2.1
Absence
If you are going to miss a session, please let us know in advance if you can.
If you are working in a small group at the time, it is also up to you to
inform your colleagues of your absence and to help them to work without
you. So you are strongly advised to set up some form of email or social
media communication within the class, but it is for your convenience so we
are not prescriptive about it.
5.2.2
Suspension of Studies or Withdrawal
We hope you won’t want to but if you are thinking about withdrawing from
the course then do discuss it with us first. It may be possible to consider
alternative actions such as suspending your studies for a while. See your
Centre Leader, or if you want more independent advice then contact the
Student Engagement Team ([email protected]) or the Student Union. If you
do decide to withdraw then you will need to let us know by completing the
appropriate form available from your Centre Leader (if you don’t then you
may be charged full tuition fees). The following link may be useful
http://www.beds.ac.uk/studentlife/student-services/academic/suspension
5.3
Inclusivity, Equality and Diversity
The University is committed to promoting equality of opportunity in all of
its activities; it aims to enable students and staff to reach their full
potential, and provide them with an environment that is free from unfair
and unlawful discrimination. The University recognises and appreciates the
diversity of its student body and the community it serves, and works to
develop a curriculum to meet the needs of a varied and contemporary
society. This commitment is embodied in the aims and principles of the
University’s Equality and Diversity policy:
www.beds.ac.uk/aboutus/qa/foi/policies/eq-div
5.4 Disability
The term ‘disability’ can cover dyslexia, deafness, some visual
impairments, loss of limb, MS, ME, RSI, some back injuries, HIV/AIDS,
arthritis, diabetes, epilepsy, mental health difficulties and a range of other
long-term conditions. Such conditions are usually those that have lasted or
expected to last for one year or more.
If you have a disability or long-term medical condition (including mental
health) which is likely to affect your studies you are encouraged to declare
it at registration or as soon as you become aware of it. Contact your Centre
Leader or other nominated staff member so that we can put in place a
process to review your needs and make any necessary adjustments to your
55
studies. The College’s disability advice team will coordinate this and may
be able to identify additional support and resources that can help you with
your studies. They can also provide more detailed advice and guidance.
5.5 University Library and Learning
Resources
You automatically become a member of the University Library when you
register. Your ID card (which you receive when you register) also serves as
your library card, and the registration number is your user name for BREO.
You can borrow 12 items from the University Library. Any 2-week or 7-day
loan item can usually be renewed up to 20 times. Loans can be renewed in
person, by phone or on-line. Late returns are subject to fines (and if you
have any debts outstanding to the University at the conclusion of the
Course, your award cannot be confirmed until they are settled).
In the library you will find journals, teaching materials and audio-visual
materials, as well as books. But most of the collection is now electronic.
There are over 10,000 electronic books and 20,000 electronic journals
which you can read online. You can find the ebooks on the UoB library
catalogue (http://library.beds.ac.uk). Change the “Location” of your search
results to “ebooks” and follow the onscreen link. Most of our ebooks can
be downloaded (for 3 days) if you have limited access to the Internet. To
use the ejournals, click on the mauve Digital Library tab and select
“Education” in the “Databases for my subject” menu.
If you photocopy anything in the libraries, please pay attention to the
copyright information posted by the machines!
The world of post-compulsory education is changing fast, and it is
important to keep up-to-date. We strongly recommend that you read the
Times Education Supplement (TES) and Times Higher Education (THE) every
week. They may make special subscription offers available to students—if
so we will make you aware of them.
5.5.1
External Learning Resources
As a student in an Associate College centre, you are also able to use your
local resources, and you will be issued with a College library card, but you
will still need your University card if you wish to use the University facilities
at a Study Day or any other time.
If you live close to another university, you can register to use some of their
services with the Sconul Access scheme. Read this page:
http://lrweb.beds.ac.uk/guides/subjectguides/education/other-libs for
detail of how to apply.
5.6 Assessment Matters
Details of assessment strategies and procedures for each unit are specified
in the introduction to the Units (“ Unit Assessment” on page 20) and within
each unit description. All units are assessed and together lead to the
award of the Professional Graduate Certificate in Education.
This is both a course of professional training, and one which has academic
accreditation, so both elements have to be taken into account in the
assessment system. As professional training, the standards of practice and
56
knowledge which you need to demonstrate are established, and follow
sector requirements. They are enshrined in the objectives of the course,
and translated in more detail into the desired outcomes of each unit.
5.6.1
Grades
There are no grades. Either you can claim credit for a unit (“pass”), or you
need to do further work on it (you “fail”).
5.6.2
Failed work
If you fail on your first submission of work, or you do not submit any work
by the given deadline, then the Exam Board may grant you a resubmission
opportunity. This means that you need to complete the necessary work in
time for the September Resit Board. If you are deemed not to have
engaged sufficiently with the course then the Exam Board will recommend
that you repeat the unit.
5.6.3
Deadlines and Extensions
Late work is not accepted, and will be deemed a fail. The system will
grade it G (0) (no work submitted). If you are unable to complete the
assessment by the deadline, it is vital that you inform your Centre Leader
so that the options available to you can be discussed.
5.6.4
Ethical considerations
It is expected that all submitted work which refers to work with students
and colleagues will exhibit respect for them and their privacy. In particular,
any action research or similar project should not jeopardise student
learning. The fact that any research involving human subjects is being
undertaken for this course does not absolve you of responsibility for
conforming to the ethical clearance requirements of the institution in
which the research is located.
The submission proposal includes a requirement to identify any ethical
issues raised by the proposed work. Failure to complete this section of the
proposal will normally mean that the resulting submission is deemed
unacceptable and automatically referred. The basic principles to be taken
into account are minimisation of risk, confidentiality, and anonymity.
5.6.5
Transfer between Courses (Change of Level)
At interview you will be advised whether to register on the Certificate
in Education or Professional Graduate Certificate in Education route,
usually dependent on previous levels of study. In exceptional
circumstances it is possible to transfer between levels. This decision is
based on your achievement in the first assessed piece of work and must be
made with your tutor who will provide advice on the most appropriate level
and the procedures governing all transfers.
There are strict quality procedures governing all transfers. Transfers cannot
take place without tutor approval and all level transfers must be done
within the first year of the course prior to the scheduled deadline.
57
5.7 Procedure for Handling Submitted Work
Check the submission content with the unit tutor in advance, using the
“Submission Proposal” form supplied for each taught unit, and obtain ethics
clearance. Tutors cannot normally comment on drafts but may be prepared
to offer a tutorial to discuss work in progress6.There are submission
deadlines for specific units throughout the year and a re-submission
deadline in mid-August.
5.7.1
Submission procedure.
All work will be submitted electronically via BREO. The work must be
accompanied by:
1. The Submission Proposal from the Working Papers including the selfassessment (part B) of this form (you do not need to wait for our
assessment before completing this, it is your reflection on the work).
2. Relevant appendices. Note most of the Turnitin icons are set up to
accept one document, so your submission proposal and appendices need
to be merged to the main submission. This may vary between centres
so please check the details with your tutors.
We may make use of anonymised material as an exemplar to other
students, or copy and use similarly redacted material for research
purposes. (We do however undertake to make reasonable efforts to contact
you and seek your consent before using it for any wider purposes.)
5.7.2
Turnitin
Each submission needs to be submitted electronically via Turnitin.
Work must be submitted by the deadline.
6
We should like to comment on drafts, and we regard it as educationally
desirable (at this level, at least), but the reality is that we must be fair. Do it
for one and we must do it for all; and sadly we do not have the time. So do
make full use of the organised opportunities for formative feedback.
58
Guide to submitting via Turnitin
Turnitin can be found on BREO which is the university's
VLE. Details of how to log on can be found on page 5 of
this handbook. The site is organised into Units which
relate to each unit of the course (there is also a PCE
Community where you can access resources relevant to
the whole course).
Once you have logged on, go to the relevant unit... in
this example it is Unit 1 Planning and Preparing for
Teaching and Learning.
All of the units are set out in the same way and all of
Turnitin icons are in the Assessment and Feedback
section of the unit.
Within the Assessment and Feedback section you will find
the relevant icons for the individual assessments.
Please ensure you go to the correct part when uploading
your work. Then follow the on screen instructions. The
process is similar to adding an attachment to an email.
59
5.8 Course Management

The Course Co-ordinator is responsible for the overall conduct of the
Course at all Centres, including conformity with University regulations
and Quality Assurance procedures.

Centre leaders are similarly responsible for the conduct of the Course in
their own (University or Associate College) Centres.
The course is managed by the Portfolio Executive Committee. It meets
three times per academic year and reports to the Faculty Quality Assurance
Committee. The Field Board of Examiners meet to agree assessment
decisions as shown on the calendar.
5.8.1
Complaints
You have a right to raise issues of concern about the services provided by
the University. If you are not satisfied with a service you should first raise
your concerns with your centre of delivery, while there is still time to
resolve the issue. The University aims to resolve as many concerns as
possible at this stage through local measures. If you are not satisfied with
steps taken to resolve your concerns at a local level, you may make a
formal complaint to the university. Further information on the University
Complaints Procedure, including how to make a formal complaint, can be
obtained from the Field Administrator.
5.8.2
Appeals against assessment decisions
Your work will be assessed by your tutor and may also be second marked
independently to ensure that the assessment is appropriate. In addition, an
independent external examiner from outside the University samples work to
ensure that our standards are broadly consistent with those at other
universities. As a result, the initial feedback that you receive on your work
is provisional.
Because of the safeguards the University has in place to prevent error and
unfairness, you cannot appeal against a grade you have been given just
because you believe it deserved better. However, you can discuss the grade
awarded with your tutor who will explain the reasoning behind the grade.
Appeals are allowed in certain circumstances, for example, where there has
been an administrative error or where University regulations were not
followed. Further details can be found in the Quality Handbook at:
http://www.beds.ac.uk/aboutus/quality/regulations
We want your student experience while you are at the University to be
outstanding and memorable. Sometimes, however, things can go awry, and
we have a variety of means to enable you to express your views and seek
regress. Thus you can:

Make suggestions about how to improve one of the University’s services
by completing the online form at www.beds.ac.uk/aboutus/qa/students

Raise the matter directly with your personal tutor, Field Administrator,
Head of Department or faculty office
60

Ask your course representative to raise the matter at the field
committee meeting

Ask the Students’ Union for advice

Complete the online complaints form at
www.beds.ac.uk/aboutus/qa/students (See the complaints policy in the
Quality Handbook at www.beds.ac.uk/aboutus/qa/documents )

Send an appeal to the Faculty Manager, if you believe that an
assessment decision has been taken unfairly (see the appeals code of
practice in the Quality Handbook at
www.beds.ac.uk/aboutus/qa/documents)
5.9 Academic Offences
Academic offences include a range of actions designed to deceive
examiners and gain an unfair advantage over other students. This is
unethical and threatens the integrity of our assessment procedures and the
value of the University’s academic awards. Your academic performance will
be assessed on the basis that it is your own work. Anyone thought to be
gaining an unfair advantage in any form of assessment is subject to formal
investigation in accordance with University’s Regulations available at
http://in.beds.ac.uk/documents/qd. It is your responsibility to ensure that
you are not vulnerable to any allegation that you have breached these
regulations (for example by sharing your assignments with a friend in such a
way that they can copy your work and claim it as their own).
5.10 Plagiarism
Plagiarism takes the form of repeating another person’s words or images
and claiming them as your own, or presenting someone else’s line of
thinking as if it were your own. To plagiarise is to give the impression that
you have written, or designed, or thought something that you have, in fact,
borrowed from someone else. You can use other people’s ideas, words and
images, but it’s important that you acknowledge them through appropriate
referencing.
Remember that your tutors are looking to assess your ability, not those of
others, so it’s important that you are also able to interpret others’ work
and that there is a sufficient amount of your own work in your assignments
that your ability can be assessed.
You should keep a careful record of all the sources you use, including all
internet material, and ensure that you understand correct referencing
practices. These are outlined in Appendix 3 on page 698.
Further information on the University’s policy and procedures on academic
discipline can be found at:
http://www.beds.ac.uk/aboutus/quality/regulations
5.10.1 Double-counting
You are not permitted to re-present any assessment already submitted for
one unit as if for the first time in another unit. Double counting of assessed
61
work is not normally allowed. If submitting work previously included in
another assessment then you should attribute the section of text from the
earlier work so that it can be taken into account by the assessor.
You can refer back to work you have submitted for a previous unit, as long
as you refer to it as you would to any other source.
5.10.2 Working together
Discussing ideas with your fellow students is part of learning and we would
encourage you to do this and to exchange interesting and relevant sources
and references. However, there is a distinction between sharing ideas and
collusion which is an academic offence. You must not work with others to
the extent of exchanging written materials you have prepared, such as
notes or drafts of assignments unless you have been expressly told that this
is permissible. If these types of materials are shared this will be regarded
as an assessment offence for the person who lends the material as well as
for the person who uses it. Your own work should be regarded as your own
property and you should protect it.
If you are working in a shared space, log off from the computer you are
working on whenever you take a break so that others cannot access or copy
your own work; take care to destroy printed drafts or copies of work, rather
than just discarding them; and, don’t give your work to others in any
format. If you are working on a group assignment make sure you understand
the allocation of responsibilities between yourself and the other members
of the group.
Note that the above is general university guidance. This course makes
more use than many others of collaborative working; tutors will give you
more precise guidance on this in particular instances.
Disclaimer
The content of this handbook is provided in good faith and represents to
the best of its authors’ knowledge, a true account of the ProfGCE (PCE)
course; but the University reserves the right to make such changes as it
deems necessary to any previously advertised course.
62
6 Appendix 1: How to Write a
Submission
We do not have any “assignments” on this course, in that we do not assign
you an assessment task (such as an essay title). Instead the ball is in your
court; you submit the evidence you think appropriate and necessary, based
on your experience, to show that you have met the learning outcomes of
7
the unit at the appropriate level . This is done by using a submission
proposal to outline your plan for the submission, highlighting where you
think the outcomes for the unit will be addressed.
Although you will be producing evidence linked to the outcomes in each
unit, it is unlikely that this will merely take the form of a portfolio of
evidence (with the exception of units 4 and 8 which demonstrate your
professional practice). In all other units, it is expected that you will be
writing a coherent piece of work which makes and argument and
demonstrates your knowledge.
These notes provide a starting point for structuring your work and are likely
to be supplemented by further information provided by your tutors.
Structure
The biggest problem is how to structure a submission. For present purposes,
there are basically two approaches:

The first is to treat each Outcome as a separate topic and to write a
short piece about it.

The second is to write a piece which hangs together as an essay, and in
so doing provides evidence of the outcomes.
The first may “work”. It may enable you to claim credit for the unit, if
done competently but when you become familiar with the outcomes, you
will notice that they are not really separate and discrete; they are intended
to link together and illuminate each other, and if you treat them as
separate they can’t do that, and you lose the overall picture. It is also very
likely that you will end up repeating yourself a lot!
We assess not just to “test” you, but also as part of the learning process
itself, to help you to think and refine your ideas and test them against your
experience. In practical terms, take, for example, the following
assessment criterion associated with threshold standard 2.2 in unit 2:
2.2
Critically analyse factors leading to behaviours that disrupt a
learning environment.
You could describe and analyse some of the factors which influence
behaviour, but more interestingly, and more profitably from the point of
view of your own learning, you could demonstrate your knowledge by
discussing a particular class and applying your own learning to the example
you are using.
This shows that you are using the material for practical purposes, and
constitutes evidence of understanding. A submission imbued with similar
understanding would more than demonstrate meeting the criterion.
7
Technically, according to university regulations, any assessment other than an
examination is however an “assignment”.
PAGE 63 OF 94
The outcomes have been constructed to reflect real-world issues, and they
can therefore be demonstrated through discussion of such issues.
All well and good, but what do I do?
1. Think of a potential topic. Make notes of likely topics as you think of
them: in taught sessions, make a note of issues at work that the taught
material may apply to; do the same thing when you are reading round
the topic on your own; and at work, note issues which relate to the unit
content. (Put it all in your reflective journal)
2. Discuss potential topics with anyone and everyone; colleagues at work
and on the course, and of course with the unit tutor.
3. Finalise the topic in the Submission Proposal with the tutor.
One way forward8
4. Assemble your thoughts. Don’t bother with the order of them just yet.
Use a concept map, or just list key-words on paper. Better still, put the
key words on separate sheets of paper and shuffle them about to arrive
at the best arrangement. Put it all away and forget about it for a bit.
5. Come back to it and revise your ideas if you need to.
6. You might like to do a rough check at this stage that you are going to
address most of the outcomes.
7. Flesh out the key-words into the basic points you want to make; a
sentence is enough.
8. Do the necessary reading.
9. Now think about your reading and your references. How does what you
have read fit into these points? (Remember, you are free to disagree
with what you have read.)
10. Shuffle your ideas until they fall into a logical sequence. Group them
under sub-headings if you like. Get some idea of how much space you
are going to devote to each one.
11. Now start to write about the topics. Some people like to take one topic
at a time, some like to start at the beginning and work through to the
end; experiment and see what works for you.
12. Do not waste space re-hashing what you have already been taught;
Remember, you are using the material, not regurgitating it.
13. Put it away again.
14. Now read it all through for “flow”, particularly if you did it topic by
topic. Edit. Prune. Check against outcomes. Edit again.
15. Write the conclusion.
16. Write the introduction. Opening remarks — brief outline of the
sequence of the argument — and exclusions.

8
Exclusions are valuable ways of forestalling criticism. If you know
that the reader is going to think, “but what about so-and-so?” and
you have not mentioned it either because of space or because it
But only one of many ways: you will find your own as you practise.
PAGE 64 OF 94
goes off the point, state that you know it is an issue, but you’re not
going to deal with it because…
17. Spell-check and check your grammar (particularly apostrophes), or get
someone else to do it for you.
18. Check your references and put in your bibliography and appendices.
19. That’s it! Nothing to it, is there?
See also; http://www.doceo.co.uk/tools/baking.htm
How many words?
The unit outlines specify word limits which do vary so consult the unit
assessment information before starting. When you start, you are likely to
have doubts about your ability to write so much: later, you will find your
problem is the opposite—how do I cram what I want to say into so few
words?
A side-effect of the outcomes approach is that you may well ask yourself if
you have provided enough evidence for a certain outcome, and so you put a
bit more in. And then there is that other bit of work you put so much effort
into—you can’t possibly leave that bit out! The result is a very unwieldy
piece of work: so if in doubt, ask your tutor; we shall be happy to advise
you about what needs to go in and what can be left out.
PAGE 65 OF 94
6.2 Appendix 2: Presentation of Work
Not all submissions will be written pieces, but many of them will be.
These notes are intended as guidance for their composition and
presentation. They are not intended to present you with an additional
burden, but on the whole, you have said that you welcome clear guidance
and it is no more effort to get it right (i.e. in accordance with academic
norms) than to get it wrong. So:
Hard Copy
At the time of writing, we need submissions principally in electronic
format.
Layout
Submissions should be double- or one-and-a-half spaced, (like this
paragraph) with numbered pages, written on one side of A4 paper only
with wide (at least 1½”/4 cm/9 pica) margins, for marker comments.
12-point text (also like this paragraph) is a good standard size. To be
really picky, a serif typeface (such as Times New Roman or Georgia),
left-aligned rather than justified, is easier on the eye for solid text. It
also helps if your ID number appears at the top or bottom of each page
(in case the marker has to undo the binder and pages get separated).
Submissions must be word-processed, so that they can be submitted
electronically via Turnitin. There are exceptions for teaching observation
reports and examples of student work etc, where you may make use of
photographs, digital media or scans of observation reports.
If you use sub-headings, please make them identifiable as such with bold
type or similar. Similarly, numbered paragraphs make for easy reference to
particular sections on a marking sheet, but whether to use them or not
depends somewhat on the nature of the submission. Some people actually
cite the code numbers for the outcomes in the margins or at the ends of
paragraphs; not all submissions lend themselves to this, but it is a useful
device if you can use it. Note that the outcomes do not have to be
addressed in numerical order: let the sense of the work dictate their order.
Quotations
Quotations should be clearly separated from the rest of the text with
quotation marks. They can be single-spaced, but anything longer than a
single line should be indented and separated from the body of the text by a
blank line, and indentation:
“So a substantial piece of quoted material will look rather like this,
standing in the same relationship to the rest of the text as does this
paragraph” (Atherton, 2008:88)
Note that all quotations need the source, date and page number (or at least
the chapter reference) alongside them. See below for the conventions.
PAGE 66 OF 94
The Turnitin anti plagiarism software used by the University only recognises
as a quotation a piece of text demarcated with double quotation marks (“”)
Only use quotations when:

the author has made a point particularly well, and probably more
concisely than you could say it, and/or

you are going on to discuss in detail what she or he has said at this
particular point.
There is no point in quoting directly from standard textbooks; confine
yourself to “primary sources”. But of course you will refer extensively to all
the texts you have used. Do not use quotations simply as a way of proving
that you have actually read the book or article! Or for padding.
See the Library guidance on the use of the Harvard, or “author/date”
referencing scheme in the next Appendix.
Diagrams and pictures
Diagrams can be very effective ways of succinctly conveying complex
information, and there is value in developing your skill in presenting
information visually, so they may be a useful adjunct to the text.

However, there is no need to reproduce diagrams of, say, Maslow’s
hierarchy of needs or Kolb’s learning cycle, which are already likely to
be familiar to the marker.
Some diagrams may be self-explanatory to you, but they may need a
commentary for a reader coming upon them for the first time.
Generally speaking, other illustrations such as photographs should be
placed in appendices. Only use pictures which add something to the work:
clipart decoration for its own sake may have its place in handouts, but is
not appropriate here.
Non-written Submissions
If you are submitting material on CD or DVD, then:

Ensure that it is easy to access. If you have any doubts about the
format for a particular assessment (the unit 1 artefact for example),
then discuss this with your tutor who will advise you about the best
approach.

Discuss with your tutor whether equipment is available to access the
material (some DVD formats, for example, will not run on all DVD
players).

Computer media submissions should include a run-time version of the
application used to generate the data, unless you have already checked
that we have access to the application.

Accompany the media with a brief note of instructions and contents if
required.
If you are submitting material which exists primarily on-line, do not trust
the net service to keep it. Security is too big an issue to deal with here;
talk to your tutor and clear it with her, and get a signed agreement in the
submission proposal. If in any doubt, create a hard copy.
PAGE 67 OF 94
Portfolios
When you submit a portfolio there are a number of individual items to
include. We have chosen to submit these electronically for a number of
reasons and your tutors will explain how to do this.
It is useful to supply a table of contents with the portfolio so that the
evidence is easily identifiable.
PAGE 68 OF 94
6.3 Appendix 3: Referencing Guidelines
Prepared by Learning Resources for the Faculty of Education and Sport
Referencing is a way of acknowledging that you have used ideas and
written material belonging to another author. It applies to what you have
read, watched, or listened to including electronic sources, like websites.
There are several different ways of referencing. The Faculty uses the
author/date or ‘Harvard’ referencing system.
Why do it?
Proper and consistent referencing is an important aspect of achieving
academic standards in your work and you will lose marks for lack of (or
poor) referencing. So it is important to note all the sources you use when
researching your assignment
To paraphrase not referencing the original source is an academic offence
and you may be penalised for it. The university will consider failure to
acknowledge another writer’s work or ideas plagiarism (literary theft).
Where do you put this information?
References should be included in all kinds of assignments – essays,
portfolios, posters, presentations and dissertations. Each reference has two
halves:
a)
in the body of the text
Whenever you refer to someone else’s work, either directly or
indirectly, indicate whose work it is. This applies equally to
quotations or paraphrases in your own words. If you are paraphrasing
the author’s actual words, acknowledge the source in brackets at the
end of the section or sentence. For direct quotations (“ “), the
relevant page number is also needed. Examples are given overleaf.
It is not enough to just put a reference at the end of the paragraph;
you need to let the reader know where your use of a source begins
and ends. Long quotations (more than three lines) should be indented
(from the left margin). This paragraph is indented, as an example.
b)
at the end of the assignment
A Reference List including the full details for all the references
(discussed, quoted or paraphrased) should be provided. The list should
be left-aligned and in alphabetical order (according to author). In
addition, Bibliographies are required for postgraduate coursework and
some undergraduate projects and dissertations. A bibliography is a
separate list of sources that informed your work but are not
referenced in the body of your text.
Do not create separate lists according to source type. However, each
type of resource has its own specific layout that must be followed
scrupulously (as illustrated in the following pages).
What should you include?
The basic principle is that you should cite enough information for the
reader to locate the source in the future. In the text of your essay, if there
are more than three authors, you do not need to list them all. You can use
PAGE 69 OF 94
“et al” (meaning ‘and others’) after the first author’s surname. However,
in the Reference List at the end of the essay, all the authors should be
listed. See the “Wearmouth” example in section 1 below.
Format examples
1
Books in general
Always use the title page and the ‘copyright’ page information, rather than
the book’s cover, to find these details.
(i)
Author(s) (surname followed by initial(s))
(ii)
(Year of publication) (in round brackets)
(iii)
Book title (in italics, in sentence case): Subtitle (separated by
colon)
(iv)
Edition of book (only if not the first edition; abbreviate to
‘edn.’)
(v)
Place of publication: (the first named if there is more than one
place)
(vi)
Publisher
In text:
Cottrell (2008, p.133) recommends to “use your own words, even if
you don’t think you write well – they count for more than copied
text.”
The Department of Work & Pensions (2004) states that 26% of 16-19
year old trainees are unwaged. Internationally, there is a drive
towards inclusion of all students in mainstream education (Wearmouth
et al, 2004).
In reference list:
Cottrell, S. (2008) The study skills handbook. 3rd edn. Basingstoke:
Palgrave Macmillan.
Department of Work & Pensions (2004) Supporting young people to
achieve: towards a new deal for skills. London: The Stationery
Office.
Wearmouth, J., Richmond, R.C., Glynn, T. and Berryman, M. (2004)
Understanding pupil behaviour in school: a diversity of approaches.
London: David Fulton.
Remember that some resources have a corporate author, instead of a
person’s name. The Department of Work & Pensions reference above
illustrates this.
Edited books consist of writings by a number of people, collected together
and organised by one or more editors. If you use an edited book, the
reference should look like this:
Briggs, A. and Coleman, M. (eds.) (2007) Research methods in
educational leadership and management. 2nd edn. London: Sage.
1.1
Chapter in an edited book
(i)
Author(s) of chapter
PAGE 70 OF 94
(ii)
(Year of publication)
(iii) ‘Title of chapter’, followed by ‘in’
(iv) Name of editor(s) (abbreviated to ‘ed.’ or ‘eds.’)
(v) Book title (in italics, in sentence case) : Subtitle separated by
colon
(vi) Edition of book (if not the first edition, abbreviate to ‘edn’)
(vii) Place of publication: (the first named if there is more than one
place)
(viii) Publisher
(ix) Chapter page numbers
In text:
Mandell (2007, p.118) states that “the only really enthusiastic
greetings of the preparation for the 1936 games came from Japan and
Italy”.
The case study presented by McKenna (2003) has similarities…
In reference list:
Mandell, R.D. (2007) ‘Sportsmanship and Nazi Olympism’, in
Tomlinson, A. (ed.) The sport studies reader. Abingdon: Routledge,
pp.118-123.
McKenna, M.S. (2003) ‘Mechanism of muscle fatigue’, in Hargreaves,
M. and Hawley, J. (eds.) Physiological bases of sports performance.
Sydney: McGraw-Hill, pp.79-107.
1.2
Electronic books
Referencing an electronic book is similar to referencing a print book, but
you need to include extra elements.
(i)
Author(s)
(ii) (Year of publication) -If no date can be identified type “(no
date)”.
(iii) Book title (in italics, in sentence case): Subtitle separated by
colon
(iv) Name of e-book supplier
(v)
[Online]
(vi) Available at: URL9
(vii) (Accessed: relevant date)
In text:
Cheminais (2008) identifies four areas of support.
“The notion of creativity has been a consistent focus of government
initiatives over recent years” (Lavin, 2008, p.1).
9
URL stands for ‘uniform resource locator’ and means the web address
PAGE 71 OF 94
In reference list:
Cheminais, R. (2008) Every child matters: a practical guide for
teaching assistants. NetLibrary [Online]. Available at:
http://library.beds.ac.uk/record=b1432497~S20 (Accessed: 8 August
2009)
Lavin, J. (2008) ‘The creative agenda and its relationship to physical
education’, in Lavin, J. (ed.) (2008) Creative approaches to physical
education: helping children to achieve their true potential.
Dawsonera [Online]. Available at:
http://library.beds.ac.uk/record=b1442449~S20 (Accessed: 30 April
2009).
2
Journals
2.1
Print journals
(i)
(ii)
(iii) ‘Title of article’
(iv) Title of the journal (in italics, in Title Case)
(v)
Volume number (issue number), page numbers (pp. …)
In text:
Reflection is key part of learning and formative assignments promote
this habit (Heron, 2008).
Barnes et al (2009) describe many different situations where…
In reference list:
Barnes, C.J., Getelman, M.H. and Snyder, S.J. (2009) ‘Results of
arthroscopic revision anterior shoulder reconstruction’ The American
Journal of Sports Medicine, 37(4) pp.715-719.
Heron, G. (2008) ‘Using students’ written feedback on ‘race’ issues to
enhance self-regulated learning’ British Journal of Social Work, 38
(2) pp.376-394.
2.2
Electronic editions of print journals
(i)
(ii)
(iii) ‘Title of article’
(iv) Title of the journal (in italics, in Title Case)
(v)
Volume number (issue number), page numbers (pp. …)
(vi) Name of electronic journal supplier (See ‘Note’ field on
Catalogue page)
(vii) [Online]
(viii) Available at: URL of collection
(ix) (Accessed: date month year)
PAGE 72 OF 94
In text:
Reflection is a key part of learning and formative assignments
promote this habit (Heron, 2008).
Barnes et al (2009) describe many different situations where…
In reference list:
Barnes, C.J., Getelman, M.H. and Snyder, S.J. (2009) ‘Results of
arthroscopic revision anterior shoulder reconstruction’ The American
Journal of Sports Medicine, 37(4) pp.715-719 Ebscohost EJS [Online].
Available at: http://0-journals.ebsco.com/brum.beds.ac.uk.
(Accessed: 19 August 2009).
Heron, G. (2008) ‘Using students’ written feedback on ‘race’ issues to
enhance self-regulated learning’ British Journal of Social Work, 38
(2) pp.376-394 Ebscohost EJS [Online]. Available at:
http://0ejournals. ebsco.com.brum.beds.ac.uk. (Accessed: 3 May
2009).
If you are referencing a journal which is only available on the Internet, the
layout is slightly different. Have a look at the online version of this guide or
look at Pears & Shields (2008, p.32)
Newspaper articles
(i)
Author(s)
(ii)
(iii) Title of article
(iv) Name of Newspaper (in italics, in Title Case)
(v)
Date and month of publication
(vi) [Online]
(vii) Available at: URL (include the web page’s full address, not just
the generic website)
(viii) (Accessed: date month year)
If you get your information from the online version of a newspaper, you
need to include the same additional information as for electronic articles
(see list above).
In text:
In 2004, the UK fertility rate was 1.77 children per woman,
considerably lower than the 1960s peak of 2.95 children (Gillan,
2006).
In reference list:
Gillan, A. (2006) ‘Britons put work and fun before babies: ICM poll
reveals changing attitudes behind UK’s low birthrate’, The Guardian,
2 May, p.17.
Gillan, A. (2006) ‘Britons put work and fun before babies: ICM poll
reveals changing attitudes behind UK’s low birthrate’, The Guardian,
2 May [Online]. Available at:
PAGE 73 OF 94
http://society.guardian.co.uk/children/story/0,,1765568,00.html
(Accessed: 5 June 2009).
Internet sites
If you cannot identify the originator or age of a webpage, you should
consider whether the information is of reliable quality.
(i)
Author(s)
(ii)
(Year of publication)10
(iii) Name of webpage (in italics, in Sentence case)
(iv) Available at: URL2 (include the web page’s full address, not just
the generic website)
(v)
(Accessed: date month year)
In text:
According to Sport England (2009) the unemployed are more likely to
be active participants in sport if…
In reference list:
Sport England (2009) Demographic profile of sports participants.
Available at:
http://www.sportengland.org/research/sport_facts/idoc.ashx?docid=
615a9197-254e-4018-ac932a1955d11157& version=4 (Accessed: 7
August 2009).
Audio visual materials – CDs, DVDs…
For the citation order, adapt the layout for books (see Section 1). It is not
acceptable to reference a television programme you have viewed unless
you can produce a recording (or transcript) of it.
In text:
The fast-food industries’ marketing budgets are far greater than
governmental health promotion funding (Super size me, 2005).
In reference list:
Super size me (2005) Directed by Morgan Spurlock [DVD]. London:
World Cinema Ltd.
Legislation (post-1963)
(i)
Great Britain
(ii)
Name of Act: Name of sovereign: Chapter number
(iii) (Year of publication)
(iv) Place of publication: Publisher
In text:
The statute (Great Britain. Children Act 2004) established that…
10
Use the date the page was updated (preferably) created or copyrighted. If no
publication date is given, write (No date).
PAGE 74 OF 94
In reference list:
Great Britain. Children Act: Elizabeth II. Chapter 31. (2004) London:
The Stationery Office.
Secondary referencing
Please note that it is bad practice habitually to use secondary referencing.
It is a useful technique but only for infrequent use. One acceptable
application is when an author refers to another author’s work and the
primary source is not available (for example because the primary source is
very old).
Lecturers may also tolerate the use of secondary references to
arguments/quotations that are not central to your essay or when the
secondary reference is used only to reinforce the argument made from
original work already discussed; you should check with them to be sure.
However, remember that it is good practice to consult the original text
whenever possible.
In text:
Parkinson (1817) cited by Butlin (2000) describes the symptoms which
a client seeking a personal trainer…
In the key text on counselling, Egan (2002) refers to a model by Jones
(1986, p.37)…
In reference list:
Butlin, J. (2000) ‘Parkinson’s disease’, Positive Health, 53, pp.28-31.
Egan, G. (2002) The skilled helper. 7th edn. Pacific Grove, CA:
Brooks/Cole.
Multiple works by one author
Frequently you may need to cite more than one work by the same author.
When these are published in different years, this is not a problem.
In text:
The statutory framework published by Department for Children,
Schools and Families (2008) reflects the core skills identified for the
children’s workforce (Department for Children, Schools and Families,
2005).
To distinguish between works published in the same year, you should
attach a lower-case letter of the alphabet to the publication date,
starting with ‘a’. The letter used is determined by the alphabetical
list of references at the end of the document, not the order in which
the citations appear in your assignment. This example illustrates what
to do.
In text:
The statutory framework (Department for Children, Schools and
Families, 2008b) was published simultaneously with practice guidance
(Department for Children, Schools and Families, 2008a).
In reference list:
PAGE 75 OF 94
Department for Children, Schools and Families (2008a) Practice
Guidance for the Early Years Foundation Stage. London: The
Stationery Office.
Department for Children, Schools and Families (2008b) Statutory
Framework for the Early Years Foundation Stage. London: The
Stationery Office.
Referencing software
The referencing management software RefWorks is licensed to all University
of Bedfordshire staff and students. Users of Refworks will need to create a
personal account and download Write-N- Cite software.
Contact your librarian for more details. Access Refworks via the University
of Bedfordshire library catalogue http://library.beds.ac.uk
How to find out more about referencing
If you are confused about referencing for your assignment, talk to your
lecturer, the PAD advisers or contact your librarian for help
(http://lrweb.beds.ac.uk/contact/alls). Also, read the feedback you receive
on the references you include in your initial assignments.
If you want to reference a resource not listed above, have a look at the
University’s Referencing Guidelines website
(http://lrweb.beds.ac.uk/help/guide-to-ref) where you will find more
information. Alternatively, Pears & Shields (2008) have written an
excellent guide to referencing. There are copies in all the LRCs.
Glossary
Citing: the act of referring to a piece of work in the body of your text
Paraphrasing: putting someone else’s thoughts, ideas or opinions in your
own words Secondary referencing: referencing a piece of work that has
been referred to in something you have read i.e. you have not seen the
original document.
Sentence case: capital letters are used for the first letter of the first word,
and for proper nouns and acronyms, e.g. The tales of Beatrix Potter
Title case: all words begin with a capital letter except for short words such
as ‘of’, ‘in’, ‘and’ etc, e.g. British Journal of Educational Psychology
Reference List
Pears, R. & Shields, G. (2008) Cite them right: the essential referencing
guide. Newcastle-upon- Tyne: Pear Tree Books.
Acknowledgement
The bulk of this document was created by Hilary Johnson & Dawn Haysom,
Subject Librarians, and Susan Malherbe, Lecturer. Authors: Adele
Robinson, Bill Mortimer & Hilary Johnson, Subject Librarians Created: June
2007; Updated: August 2009
PAGE 76 OF 94
6.4 Appendix 4: Submission Proposal
and Self-Assessment
(Please note this is an example of content.... some centres may use a
form that looks a little different.)
Unit Title
Planning and Preparing for teaching and learning
Student Name
Mario Castello
Cert Ed/ ProFGCE (delete one)
20 November 2015
Submission
date
Date of this Proposal
Setting/context of
teaching
HE
FE
Adult
basic
ed.
Special
needs
10 Jan 16
Workbased
Other
Part A: Complete this and discuss it with your tutor
before you embark on your work to meet the unit
outcomes
1
Apart from the general course requirements, what do you hope to get out of doing this
piece of work? (This may draw on items in the Learning Contract)
I want to develop a Scheme of Work and teaching resources that I can use this year for the
new 14-19 Diploma course in construction.
Learn more about curriculum and course design and how to create a scheme of work that
reflects innovative and good teaching practice.
2
Ethical considerations. Note any issues associated with this piece of work, including

Anything which could jeopardise learning opportunities for subjects

Any potential infringement of privacy or other rights

Any requirements for anonymisation of material
(Unless the situation is entirely straightforward, seek ethics clearance)
I think this is straightforward: I am writing about unit preparation, which is what I would
have done anyway as part of my teaching. I am not making any special demands on my
students, and I shall not identify any of them.
PAGE 77 OF 94
3
Brief outline of Project/ Portfolio proposal
Make sure the
reader knows what
it is all about in a
couple of
paragraphs
the
Outcomesataddressed
start
Introduction; describing my area of practice.
Outline: the shape of the submission.
Produce a Scheme of work for the new Construction
Diploma 14-19 course with 6 session plans for the first part
of the course.
1.4
Write a rationale for the Scheme of Work explaining; the
background to the new applied learning Diplomas and how
they influence the design of my scheme of work.
The context of the LLLS and my role and responsibilities as
unit tutor and personal values and experiences of education
and how they impact upon teaching and learning.
1.1/1.2
Review ways of working with students and how to set
challenging learning goals.
1.3
Consider some of the barriers learners face. Outline the
principles of inclusivity and give some examples of how I
support individual learners.
1.5
Analyse my role in relation to other professionals working in
the sector.
1.6
Reflection on the essay and conclusion
References and appendices
PAGE 78 OF 94
The session plans
will be appendices
Not every section
will directly
address an
Outcome
Include relevant
outcome for each
of the points made
4
Specific Tutor assistance required
Help with references for curriculum design
Agreed
5
Caitlin O'Hara
(Tutor)
Date
23.11.15
Specific Mentor assistance required
Help with understanding the new Diploma requirement and assessment regulations,
procedures and policies
Agreed
6
Desmond Dromedary
Resources you plan to use
Books from the library
Initial assessment materials
Resources for learning and teaching
PowerPoint slides
Information from websites DSCF, LSN etc
PAGE 79 OF 94
(Mentor)
Date 24.11.15
Part B: Complete this when you have finished the
work: but consult the questions as you go along as an
aid to revising and polishing your submission
7
Things which only you (the student) can assess
7.1 On reflection, what do I now know or understand that I didn’t before I started this
piece of work?
Much more about the importance of the planning process in making teaching and learning
effective.
I didn't realise just how useful a Scheme of Work could be in developing session plans and
planning resources.
The value in studying other approaches to curriculum design and implementation was really
useful and I gained a lot from colleagues' advice and suggestions.
7.2
How has this work helped my professional development?
(Check with answer to Q.1)
I didn't realise how critical a Scheme of Work is to the overall planning of successful
sessions.
7.3 Has this submission highlighted any development needs that you might have? (e.g.
academic writing. Literacy, ICT, areas of future study).
Yes, clearly I need to re-visit my Schemes of Work and think them through in the light of
these new developments.
I want to produce a detailed Scheme of Work for ALL my groups.
7.4 Reflections on group work (if appropriate to this submission)
Group discussion was really interesting and helpful. I was able to appreciate other people's
perspectives and share good teaching practice.
Signed
PAGE 80 OF 94
Mario Castello
Date
10 Jan 16
6.5 Appendix 5: Observation Protocol Guidance for Observers
Introduction
These notes are for use by mentors and tutors in the assessment of
Professional Practice. The notes simply provide information and do not
have to be submitted as part of the assessment. The observation form
used in this process will be provided in the working papers - when
completed, this form must be given to the student so that it can be
submitted as part of the assessment.
Observation Form
The observation headings on the following page mirror the format of the
observation form. They are presented as a series of questions which
embody the criteria on which the observer makes the assessment
judgement. They are not assessment outcomes as such but should provide
guidance about what to look for in the observation.
The questions are in two columns - 'stage 1' and 'stage 2' to represent the
appropriate stage on the course. It is expected that students at 'stage 2'
will address both columns.
NB: In the notes; ‘tutor’ refers to the person taking the tutor role in the
class observed. If this were a full time course the term would be ‘trainee’
but of course we are observing employed practitioners, who are fully
responsible for their classes.
Procedure
It is important that students are able to evidence that assessment outcomes
have been met at least twice. This will be done by including the original
(not photocopied) observation report forms from both tutors and mentors.
Tutors and mentors are advised to hand-write the report forms in coloured
ink, so that it is clear that the submission contains originals. Or, in the
case of typed reports, ensure that an original signature is included on the
form.
It is the student's responsibility to gather evidence for professional practice
submissions, therefore all observation forms should be given to them when
complete.
PAGE 81 OF 94
Guidance for Observers - Observation Headings
Planning and Preparing the Session
Stage 1
Stage 2

Are the objectives of the session
clear?


Is the plan of the session clear?
Does the tutor have a clear and
empathic understanding of what
students need to know and be able to
do, to take advantage of the session?

Does the tutor have a good
understanding of learners' needs and
capabilities?

Does the tutor understand the
different motivations and
expectations within the group?

Has the tutor made plans to adapt to
foreseeable problems?

Are the room and facilities suitably
set up, with attention to health and
safety considerations as required?
1
Opening the Session

Are the objectives of the session
made clear to the students?

Is the session re-negotiated if
necessary?

Does the tutor outline the plan of the
session?


Are links made with other sessions?
Does the tutor make particular efforts
to link the session with students'
other experiences or interests?

Does the tutor check the present level
of students' knowledge and skills?

Are late-comers dealt with
appropriately?

Does the tutor deal appropriately
with unprepared students?

Is the trade-off between complexity
and comprehensibility managed
appropriately (ie neither oversimplification or confusion)?
2

Presenting material

Has the material been structured so
that it is ease for the students to
follow?

Is the language used appropriate for
both subject and students?

Does the tutor emphasise the key
points appropriately?

Is the tutor's voice both clear and
varied for emphasis?

Does the tutor check understanding?

Does the tutor show enthusiasm for
the subject?
3
PAGE 82 OF 94

Resources

Are resources appropriate for the
students and the topic?

Are all necessary resources available?

Are a variety of resources, type and
media used?

Are resources used effectively to
enhance learning?

Are resources differentiated in order
to accommodate different levels of
skill and knowledge?

Are extension activities used where
appropriate?

Where appropriate, are TAs deployed
effectively?

Relating to students and supporting them individually

Does the tutor distribute attention
fairly among the students?

4
5







Do resources used support the
development of additional skills (such
as literacy, numeracy, preparation for
assessment).

Where appropriate, is targeted
support provided by TAs?

Do all students get the attention they
require? Are all students involved?
Is the tutor aware of what is going on
in the class whilst working with an
individual student?

Is verbal and non-verbal
communication appropriate for the
students and the topic?
Does support promote student's own
problem solving skills and develop
confidence?

Does the tutor deal with challenging
students consistently and effectively?

Does the tutor give appropriate
feedback and encouragement?
Does the tutor create and maintain an
appropriate social distance to suit the
student group and the task?

Is a suitable working culture created
and maintained?
How does the tutor respond to
students 'off task' activity?

Does the tutor help all students feel
that their contributions are valuable
and valued?
Are the tasks set for individual
students suitable for the student and
the topic?
Does the tutor respond constructively
to questions and comments?
Using activities, exercises and promoting active learning

Are the teaching methods appropriate
for the students and the subject
matter?

Do methods actively contribute to
meeting session objectives?

Has the tutor briefed everyone
clearly?


6

If groups are used, are they selected
to maximise effective working?

Is the tutor's intervention pitched at
the most effective level?

Does the tutor make use of the results
of the activity to modify the rest of
the session?
Has the tutor got the timing right?

Does the tutor create opportunities
for students to take responsibility for
their own learning?
Do the methods promote deep
learning?

Does the tutor play to students'
strengths?
PAGE 83 OF 94

7

8


Does the tutor create opportunities
for students to learn from each other?

Do the students seem to feel they
have a contribution to make to the
learning process?
Appropriateness of selected methods and checks on learning

Does the tutor question students?

Does the tutor use open questions?

Does the tutor ensure that it is not
always the same people answering
questions?

Are questions to the tutor
encouraged?

Does the tutor explore with students
where they might be going wrong?

Do the exercises used stretch students
appropriately?

Is differentiated material used to
check learning?

Does the tutor pay attention to what
students reveal about their
assumptions and understanding, in
their general contributions?
Managing the session, sequence, timings and response to events

Does the work fit the time allocated?

Does the tutor allocate time
according to session priorities?

Does the tutor move smoothly
between activities?

Do students know where they are and
what they should be doing at all
times?

Does the tutor make good use of
unexpected events?

Does the tutor involve the students formally or informally in evaluating
the lesson?
Concluding the session

Does the session have a clear
conclusion?

Does either the tutor or students sum
up?

Is there an assessment of what has
been learned?

Are links made with the next session?

If work is set.... are expectations
made clear?
9
PAGE 84 OF 94

10

Equal Opportunities & Safeguarding issues identified/addressed

Is the tutor aware of all the students with special needs of any kind?

Are such needs taken into consideration in the methods, resources and assessments
used?

Does the tutor monitor the interaction within the class to ensure as far as possible that
no student is being discriminated against by other members?
Development of Functional Skills

Are students encouraged to make relevant and extended contributions to
discussions, allowing for and responding to others’ input?

Are students expected to identify key points and ideas from written material?

Are students expected to write clearly and coherently, including an appropriate
level of detail?

Are students involved in interpreting, analysing or representing data?

Do students have the opportunity to use ICT?
11

Professional Challenge (this section is completed by the student)

Were the objectives of the session
met? How do you know?

Can you see opportunities for
developing your practice further?

What might you do the same next
time?

What did the students learn, apart
from what you set out to teach them?

What will you do differently?
12
PAGE 85 OF 94
6.6 Glossary
APL
Accreditation of Prior Learning.
Assignment
There aren’t any! See “Submission” below. However, technically any
assessment other than an examination is an “assignment” as far as the
university is concerned.
BREO
Bedfordshire Resources for Education Online; the UoB version of the
BlackBoard Virtual Learning Environment or VLE (q.v.)
DBIS
Department for Business Innovation and Skills
DfE
Department for Education
Evidence
Material which shows that an Outcome has been met
ETF
Education and Training Foundation
HE
Higher Education (as in levels: see below)
Levels 1, 2 and 3
Refer (in this handbook) to HE academic levels. See “FHEQ” below.
Minimum Core
In order that all trainees are equipped to support students in their
classes who may have learning needs in language, literacy, numeracy
and ICT, they are required to demonstrate their own proficiency in
those areas and understanding of students’ difficulties. The minimum
core refers to topics in that area which courses are required to
address and assess.
Outcome
A statement of what someone should know and/or be able to do when
they have completed a unit or course.
Personal
Development
Planner
Portfolio
A way of making explicit individual negotiated learning. It states what
you specifically want to do to improve your practice and provides a
forum for discussion with your tutor and mentor..
Of course it has to be negotiated: it is an agreement, by definition.
A collection of evidence, mainly material produced for purposes other
than unit assessment as such.
Qualifications and Credit Framework (Formerly National Qualifications
Framework): a unifying framework putting all academic and vocational
qualifications on a common scale up to Higher Education when it
morphs into the FHES (q.v.).
For quick reference:
QCF
PAGE 86 OF 94
QCF/FHEQ
level
Academic level
2
GCSE equivalent
3
“A” level equivalent (HE level 0) C&G 7307. Also
the required level for Literacy and Numeracy for
QTLS (q.v.)
4
First year undergraduate equivalent. (HE level 1)
The required level for Literacy and Numeracy
Subject Specialists.
5
Second year undergraduate equivalent. (HE 2)
Dip.HE, HND and Foundation degree level.
6
Third year undergraduate equivalent. (HE 3)
ProfGCE
7
Master’s equivalent
8
Doctoral level: why not?
Project
A piece of material produced especially for unit assessment purposes,
usually but not necessarily in essay format.
Submission
The Course’s name for an “assignment”. We use this term because
tutors do not assign you tasks or essay titles; instead, you submit
whatever evidence you think will demonstrate that you have met the
outcomes of a unit.
Unit
A part of a course which is assessed discretely (separately). Elsewhere
known as a “module”
VLE
PAGE 87 OF 94
Virtual Learning Environment. This is a password-protected web
“portal” which contains information tailored to your needs and
includes conferencing and other facilities to support your learning.
6.7
References
Anderson, G., Boud, D. and Sampson, J. (1996) Learning Contracts; a
practical guide London:Kogan Page.
Bruner, J. (1960) The Process of Education, Cambridge, Mass:Harvard
University Press.
Coffield, F., Moseley D., Hall, E. and Ecclestone, K. (2004) Should we be
using Learning Styles? What research has to say to practice London;
Learning and Skills Development Agency.
Coffield F (2008) Just Suppose Teaching and Learning became the First
Priority London; Learning and Skills Network, available on-line at
https://crm.lsnlearning.org.uk/user/order.aspx?code=080052
Hadfield, P. and Atherton, J. (2009) “Beyond compliance: accountability,
assessment and anxiety, and curricular structures to help students engage
with troublesome knowledge” in C Rust (ed.) (2009) Improving Student
Learning 16; Improving student learning through the curriculum Oxford;
Oxford Centre for Staff and Learning Development, pp 158-170 also
available on-line at
http://www.bedspce.org.uk/papers/Beyond%20Compliance_50.pdf
Hattie, J. (2003) “Teachers Make a Difference: What is the research
evidence?” address at Australian Council for Educational Research Annual
Conference on “Building Teacher Quality” [on-line, NZ] available
http://www.visionschools.co.nz/assets/documents/john_hattie.PDF
Higher Education Academy (2006) Professional Standards for teaching and
supporting learning in higher education [on-line, UK] available from
http://www.heacademy.ac.uk/resources/detail/publications/
professional_standards_framework
Petty, G. (2006) Evidence-based Teaching; a practical approach
Cheltenham:Nelson Thornes.
QAA (2001) The framework for higher education qualifications in England,
Wales and Northern Ireland London; Quality Assurance Agency [on-line, UK]
available from
http://www.qaa.ac.uk/academicinfrastructure/FHEQ/EWNI/default.asp
Schön, D., A., (1983) The Reflective Practitioner: how professionals think in
action London:Temple Smith.
SEEC (2010) Credit level descriptors for Higher Education. Southern
England Consortium for Credit Accumulation and Transfer (retrieved 11 May
2011 from www.seec.org.uk)
PAGE 88 OF 94
6.8 Peer Observations
Stolen Goods Feedback Form
Things I would like to steal from you:
(good points!)
Things I would like to offer you:
(development points)
Things to think about:
PAGE 89 OF 94
6.9 Action Research Proposal (general guidance)
Introduction


Describe the context in with the project will take place.
Provide an outline of your practice and any factors which are
specific to your work environment or students (150 words).
Outline of Project/Research Question



Identify a problem which is linked directly to your professional
practice and which can be investigated by gathering evidence.
Justify why this is a problem that is worth investigating.
Develop a central research question and three to four subquestions which can be used to focus your investigation (300
words)
Timeline


Provide a timeline as a general plan for the project.
Consider potential obstacles and contingencies that may be
planned for (100 words).
Literature Review

Discuss which literature you intend to read to investigate the
questions you have identified.(200 words).
Methods


Discuss the approach you will use to collect data relevant to your
research problem.
Discuss how you will ensure that data is valid and reliable (300
words).
Ethical Issues

Highlight any potential ethical issues that may arise.(150 words).
Themes

Outline some possible themes which you think might emerge from
your data and state why you expect these themes to emerge (
Approx 200 words)
PAGE 90 OF 94
6.10 Session Plan Template
PAGE 91 OF 94
(a writeable copy is available from the PCE Community on BREO)
This page has been left blank for your own notes.
PAGE 92 OF 94

Cert Ed Post Compulsory Education

Transcription

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