Incorporating the Diploma in Teaching in the

Transcription

Plymouth University
School of Education
Programme Handbook
2011/2012
Postgraduate Certificate in Education
(Incorporating the Diploma in Teaching in the Lifelong Learning Sector)
Bicton College
Cornwall College
City College Plymouth
Exeter College
Petroc
Somerset College
South Devon College
Truro and Penwith College
University of Plymouth
This document can be made available in other formats upon request.
Contents:
Welcome
3
Brief Description of Programme
4
Distinctive Features
4
Programme Aims
4
Entry Requirements
5
Accreditation of Prior Learning
5
Intended Programme Learning Outcomes
5
Modes of Learning
6
Tutorial Support
6
Mentors
7
Attendance
7
Assessment Arrangements
7
University Regulations
9
Facilities
9
Students with Specific Learning Difficulties/Disabilities
9
Equal Opportunities
10
Student Feedback
10
Course Reps
10
Careers Information and Development
10
Contact Details
10
Programme Structure and Pathways
12
DEFINITIVE MODULE RECORDS
14
Coursework Criteria
72
Observation Criteria
73
IDP Criteria
76
Ethical Principles for Research
77
Postgraduate Certificate in Education Handbook 2011/2012
Postgraduate Certificate in Education
(Incorporating the Diploma in Teaching in the Lifelong Learning Sector)
Welcome to the Programme
The University and its partner colleges have been successfully delivering teacher education
programmes, in various iterations, since 1984. It began as a part-time programme for serving
practitioners, and nine years ago a full-time route was developed for pre-service teachers. In
2007 a new set of standards was developed by Lifelong Learning UK (LLUK). Teacher
education programmes are now endorsed or quality marked by the Standards Verification Unit
of LLUK, known as SVUK. This programme has achieved the necessary SVUK endorsement
and quality marking.
The programme consists of six core modules and two enhancement modules. Over the eight
modules, you will explore and analyse current ideas related to learning and teaching in post
compulsory education and training, also known as the Lifelong Learning sector. The
programme will offer a balance of practical skills, reflection and related education theories. The
core modules will be concerned with the processes of learning and teaching, assessment,
continuing personal and professional development, curriculum design and implementation,
inclusive learning, and wider professional practices. The opportunity to consider all these areas
specifically in the light of your own professional life, subject specialisms and experience will be
central to your professional development. Through individual professional development
planning, the programme gives students the chance to evidence their developing practical skills,
knowledge and understanding in relation to a range of aims and targets, and also to reflect upon
the complex relationships between practice and theory.
Whilst focusing on both generic and subject specific knowledge, understanding and skills, the
programme will also involve the development of knowledge, understanding and skills in
language, literacy, numeracy and ICT. You will be expected to evidence your personal skills
and identify how, as a teacher/tutor, you can support your own learners’ needs in these areas,
in relation to the level at which your learners are studying, and the demands of your learners’
curricula.
Assigned tutors will support your academic work and observe you teaching. Your mentor will
support your development in the work place, particularly in relation to your subject specialism
and pedagogic skills. The active relationship between tutors, mentors and students is intended
to be that of colleagues working together to achieve good educational practice, and to ensure
that students reaches their full potential.
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Brief Description of Programme
The Postgraduate Certificate in Education is a 120 credit teacher training award for gradute
teachers in the Lifelong Learning Sector. Plymouth University has been successfully offering a
PGCE Programme in conjuction with partner colleges for the last twenty years. The Programme
is subject to OFSTED inspections of Initial Teacher Education. The Programme has to comply
with the sector requirements set out by Lifelong Learning UK (LLUK) and is endorsed by its
subsiduary Standards Verification UK (SVUK).
Distinctive Features
In line with the professional standards for teachers in the Lifelong Learning Sector, the practical
teaching element of the Programme is integrated into all modules. Each module is 15 credits
with 60 credits of the award at Level 6 and 60 credits at Level 7 in line with LLUK’s unit
structure.
Each Level 7 module has a Level 6 version to allow students not meeting the Programme’s
Level 7 criteria to be assessed against the Level 6 criteria. Students achieving 120 credits at
Level 6 or above (of which 60 credits is not at Level 7) will be awarded the Professional
Graduate Certificate in Education.
The Programme is offered by the School of Education on a full-time basis across one academic
year and on a part-time basis across two academic years by the following partner colleges:
Bicton College, City College Plymouth, Cornwall College, Exeter College, Petroc, Somerset
College, South Devon College, and Truro and Penwith College. Cornwall College, Exeter
College, and Truro and Penwith College also offer the Programme on a full-time basis.
Programme Aims
In line with the Professional Standards and SEEC descriptors, the programme aims:
1. To develop comprehensive knowledge of teaching and learning theories
2. To develop deep and systematic knowledge of professional and curriculum issues
3. To develop the ability to apply knowledge of teaching and learning theories to teaching
practice without support
4. To develop a high degree of autonomy with own personal development
5. To develop the ability to critically engage in critical reading, research and investigation,
and reflective practice
6. To develop the ability to demonstrate a high degree of innovation, creativity and
enterprise skills in own studies
7. To develop subject specific teaching skills
8. To develop the ability to develop own professional practice without guidance
9. To develop generic teaching skills
10. To develop reflective practice skills
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Entry Requirements
All appropriately qualified candidates will be given equal consideration during the selection
process. Plymouth University does not tolerate discrimination on the grounds of gender,
ethnicity, colour, disability, religion, nationality, age, sexual orientation or any other irrelevant
distinction.
Academic requirements:
 A bachelors degree (or equivalent) relevant to the subject the student is planning to
teach.
 Literacy skills at Level 2
 Numeracy and ICT skills at Level 1
Non-academic requirements:
 All students will be required to complete a satisfactory CRB Enhanced Disclosure,
register with the Independent Safeguarding Authority and complete a criminal convictions
self-declaration form.
 All students must be deemed fit to teach.
 An interview is a pre-requisite for entry onto this Programme.
Part time Programme: evidence from an employer of 150 hours of teaching in the Lifelong
Learning Sector in a full teaching role for the duration of the Programme.
Full time Programme: students will not be permitted to start the Programme unless a suitable
placement can be secured by the University.
Accreditation of Prior Learning
The School of Education will consider claims for Accreditation of Prior Learning (APL). Students
wishing to apply for APL will be referred to the School of Education’s APL Guide.
Intended Programme Learning Outcomes
Knowledge and Understanding
On completion graduates should have
developed:
1. Comprehensive knowledge of
teaching and learning theories
2. Deep and systematic knowledge
of professional and curriculum
issues
Cognitive and Intellectual Skills
developed:
3. The ability to apply knowledge of
teaching and learning theories to
teaching practice without support
4. A high degree of autonomy with
own personal development
Key and Transferable Skills
developed:
Teaching and Learning Strategies and
Methods:
Lectures, directed study and interactive
discussions
Assessment Strategies:
Coursework
Methods:
Directed study, seminars, teaching
practice and presentations
Coursework
Methods:
Creative problem solving and directed
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5. The ability to critically engage in
critical reading, research and
investigation, and reflective
practice
6. The ability to demonstrate a high
degree of innovation, creativity
and enterprise skills in own
studies
Employment Related Skills
developed:
7. Subject specific teaching skills
8. The ability to develop own
professional practice without
guidance
Practical Skills
developed:
9. Generic teaching skills
10. Reflective practice skills
study
Coursework
Individual Development Plan
Methods:
Supervised teaching practice by a
subject specialist mentor
Teaching observations and reports by a
subject specialist mentor
Methods:
Supervised teaching practice by a course
tutor
Teaching observations by course tutor
Individual Development Plan
Modes of Learning
Direct contact time for each module includes a combination of lectures, interactive group
seminars, group tutorials/meetings, and mediated VLE interactions.
With each module students are expected to engage in approximately 100 hours of further study
to complete the module. This is supported by individual tutorials by a designated personal tutor.
Each module has a professional practice component. Students will undertake teaching practice
which is partly supervised by a subject specialist mentor and a course tutor. Teaching
observations and reports will by completed by the mentor and tutor. Students will also develop
an Individual Development Plan as part of their professional practice.
Each module also has a coursework component. Students will undertake one coursework task
devised by their delivery centre per module. Tasks will include essays, presentations, seminars,
portfolios, reports, and creative problem solving. The PGCE/Cert Ed Partner College QA Coordinator will agree all tasks with the delivery centre before the tasks are given to students. The
PGCE/Cert Ed Partner College QA Co-ordinator will ensure that each delivery centre:
a) only uses one coursework task per module
b) uses a range of inclusive tasks across the modules being delivered
c) uses a task that is appropriate to meet the assessed learning outcomes linked to the
coursework component of the module
d) uses a task that is appropriate to the Level being assessed
Tutorial Support
Tutorials are mandatory to ensure access to tutors in consistent across the Partnership with
each student being designated a personal tutor. Tutorials enable students to discuss progress
in relation to the Programme aims, general study skills, progress towards the Professional
Standards, coursework requirements and any personal issues. Students studying at Levels 6
and 7 will be supported in becoming autonomous as learners. Where it is thought appropriate,
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students will be referred for specialised support, such as that offered by Disability Assist, or by
the counselling services. The Partnership has a strong track record for supporting students with
disabilities and other personal needs.
Mentors
Every Student must have a suitable mentor. Mentor support plays a key role in professional
development, especially in relation to developing subject specific knowledge, understanding and
pedagogical skills.
If you are a part-time student, you will be asked to elect a mentor to support you throughout the
programme. This mentor will be a specialist in your subject area and should have a post
compulsory teacher education qualification, or suitable experience. They will be asked to
observe your teaching on occasions and to meet with you on a regular basis to discuss your
professional development. Students are expected to develop a strong, active and meaningful
working relationship with their mentor, and to work together with them to develop and evaluate
achievement of targets for improvement. The ways in which the University can support
mentorship will be discussed on the programme. Part Time students should see the Part Time
Mentor Handbook.
Full Time students are supervised and supported in practice by selected mentors in their
placement centre. Please read about this role in the Placement Policy Handbook, and the Full
Time Mentor Handbook.
Attendance
If you are unable to attend a session, you should ensure that a message is conveyed to your
tutor. It is expected that you will attend all taught sessions. When attendance falls to 80% of the
module, that is when two of ten sessions has been missed, continuation on the programme is
subject to review, and Students will be asked to arrange a meeting with their tutor, to discuss
how missed content can be covered through additional study. If suitable arrangements can be
made to cover missed content, the student will be allowed to continue their studies. If you are
likely to miss a taught session, it is important to ask for notes/handouts to be kept for you by a
group member and to meet with them or your tutor to review the session.
Full Time Students: if you are unable to attend your placement, you must inform your mentor
and the Placement Coordinator immediately, so that cover can be arranged for your teaching. It
is your responsibility to ensure that this information reaches your mentor and the Placement
Coordinator. Failure to inform the placement centre of an absence may be considered as
professional misconduct.
Assessment Arrangements
These will be published with the module briefings and you must comply with the directions given
by their tutors for each module and particularly note the hand-in deadlines.
Referencing Conventions
The standard referencing system for the provision is the Harvard System and details of this are
available in all libraries, and in the Study Skills pack. It can also be accessed online through the
student portal. The University also has an excellent guide on referencing called ‘Cite them right’
and this is available on the portal.
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Plagiarism
Plagiarism is a form of academic dishonesty, and means using the ideas and words of others
without acknowledging that you have done so. In serious cases this might involve deliberately
trying to pass off the words and ideas of others as one’s own. You have now joined an
academic community where plagiarism is taken very seriously. Cases of suspected plagiarism
will be referred to a committee for review, and should the committee decide that academic
dishonesty has taken place, action will be taken. The latter may take several forms, including
the re-writing of an assignment, and in serious cases the student will be told to withdraw from
the programme. To avoid the risk of plagiarising, you will need to use the Harvard referencing
system accurately and consistently.
Overlength or Underlength of Assignments
There is a leeway of 10% of words either way but if this is breached, students will be penalised
and required to resubmit. Please note that quotations do not contribute to the word count of an
assignment.
Return of Assessed Work
All work will normally be returned to you within four working weeks of the hand-in date.
Supportive feedback will be provided, connected to the assessment criteria. Marks will be
provisional until the Award Assessment Board has confirmed the results.
Publication of Final Results
At the end of your programme, you may be required to submit all completed work for review by
the External Examiner. The Award Assessment Board will decide whether you have completed
the programme successfully and you will be notified of your success within a short period of
time. You will then be invited to the University or Partner College Graduation ceremony.
Extenuating Circumstances
We recognise that you may be prevented from submitting work on time for good reasons.
Extenuating circumstances are granted in exceptional circumstances, in accordance with the
University regulations. If health, or any other circumstance, may prevent you from meeting a
deadline then you must fill in an extenuating circumstances form. It must be accompanied by
corroborating evidence e.g. a medical certificate and/or letter detailing the work pressures
(except in the case of bereavement). The case for the extenuating circumstances is then filed
with the Programme Leader and your circumstances will be considered by a Faculty Screening
Panel. Please keep your tutor apprised of any problems. Please note that students are
normally allowed a maximum of 20 working days from the original deadline for the submission
of coursework.
Interruption of Study or Withdrawal from the Programme
On rare occasions a student may find that they are unable to continue their study at present.
Reasons vary, but may include ill health, bereavement, family difficulties or severe changes in
patterns of work. In these circumstances, where continuation on the programme is not possible,
you may apply to interrupt their studies. If possible, this process should start with a one-to-one
tutorial with your academic/personal tutor. The length of interruption and the proposed date for
resuming studies can be discussed at this point. If you are unable to meet with your tutor,
please inform the Programme Administrator as soon as possible. Note that you will need to
inform your Local Authority of your decision, and that this may affect your funding. Requests for
interruption of study must be made on the appropriate form, available from your tutor or from the
Programme Administrator.
Full Time students must follow the above procedure, but if they are unable to meet their tutor
they must inform their Placement Co-ordinator immediately to ensure that all teaching
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commitments can be covered by other staff. If you are in receipt of a bursary, this will stop.
When you resume your studies, the resumption of a bursary cannot be guaranteed.
Should you decide for any reason to withdraw from the programme, we would strongly
recommend that you discuss this beforehand with your tutor. Withdrawal will have implications
for the award you receive. Please note the following:
 Students who wish to withdraw from a module must complete the appropriate form by the
published deadline. Students who do not formally withdraw by the published deadline
and subsequently do not complete the module will be deemed to have failed the module.
 The University has a maximum period of registration for all awards (available on the
portal at http://www.plymouth.ac.uk/plymouth/main.htm).
 If you are currently employed, withdrawal may also have implications for your future
employment, and we recommend that you discuss this with your employing institution.
University Regulations
It is the student’s responsibility to be familiar with the relevant Academic Regulations. The
following are important University regulations:





Regulations for the Certificate in Education, Postgraduate Certificate in Education and
Professional Graduate Certificate in Education (Incorporating the Diploma in Teaching in
the Lifelong Learning Sector) - available on the portal at
http://intranet.plymouth.ac.uk/studhand/intranet.htm (Information for Current Students)
Examination and Assessment Offences - available on the portal and also in Plymouth
University Student Handbook
Regulations on Late Coursework and Extenuating Circumstances - available on the
portal and also in Plymouth University Student Handbook
Appeals procedure - available on the portal
Complaints procedure - available on the portal (in full) and a summary is available in
Plymouth University Student Handbook.
All assessed work is submitted on the deadline stated in each of the modules’ briefings. In the
case of non-submission or failure, most students will be given a further opportunity to submit
within a required period of time. The Award Assessment Board will write to the student to
confirm the requirements.
Facilities
During your induction you will meet key tutors and be shown library and ICT facilities. You will
also be shown how to access Plymouth University’s portal where you can remotely access the
University’s online library catalogue and online journals. You will also be allocated a University
of Plymouth email account which you will should regularly for messages. You can set up your
University of Plymouth email account to forward messages to another email address if this is
more convenient. For more information on Plymouth University Students’ Union visit
www.upsu.com
Students with Specific Learning Difficulties/Disabilities
The course team has a lot of experience of helping and advising students with learning
difficulties. You should not hesitate to talk to your tutor if you have any worries about learning
difficulties, whether you declared these at the outset or not, or if you are only now coming to
question whether indeed you may have a learning difficulty. The University has a specialist unit,
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Disability Assist Services, and you can contact them for guidance and support on 01752 232278
(see University of Plymouth Student Handbook for more details).
Equal Opportunities
The University is committed to the promotion of Equal Opportunities for all its students and staff.
It intends to pursue policies and practices that do not discriminate against any groups or
individuals, either directly or indirectly, on the grounds of gender, ethnicity, colour, disability,
religion, age, occupation, marital status or sexual orientation. (See University of Plymouth
Student Handbook for more details.)
Student Feedback
Student evaluation of the quality of learning and teaching experiences they have during their
studies is central to the continuing development of the programme. Student groups are asked
to undertake a review at the end of each module in collaboration with the tutors who have
worked with them on that module. This feedback informs staff planning of the next module with
that particular group, and feeds into formal Annual Programme Monitoring process. All modules
are reviewed at the Local Programme Committee, where representatives from student groups
comment on all aspects of the provision.
Course Reps
A course rep is there to represent the views of the students on individual courses. They proactively seek out and identify student views on matters relating to the student experience, and in
turn, represent these views at various meetings. They should then feedback the outcome of
that meeting to their course members. Staff are keen to have student input in these meetings,
and use student views as an important tool in monitoring student opinion, and making changes
to improve the quality of the education they provide. Course reps provide an essential link
between the student body and the University.
For more information on how to become a course rep or if you have any other queries then
please visit www.upsu.com/coursereps
Careers Information and Development
Students who successfully complete a SVUK endorsed DTLLS award can go on to request that
the Institute for Learning (IfL) confer Qualified Teacher Learning and Skills (QTLS). DTLLS
awards do not automatically confer QTLS; there is a period of professional formation required,
and students will be informed about this during their studies. Students will also be informed any
further IfL requirements for QTLS including Literacy and Numeracy skills at Level 2.
Students completing the Postgraduate Certificate in Education and Professional Graduate
Certificate in Education will be able to progress to the International Masters Programme with the
possibility of any Level 7 credits achieved being considered for APL.
Contact details
All written communication, submission of forms and coursework should go to:
Student Reception Services, School of Education, Rolle Building, University of Plymouth, Drake
Circus, Plymouth PL4 8AA
Telephone: 01752 585332
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Denise Summers
Acting Programme Leader (Post Compulsory Education & Training)
Email: [email protected]
Deborah Branton
Senior Programme Administrator
Liz Cross
Cert.Ed/PGCE Tutor
Sue Exley
CertEd/PGCE Tutor
Lelie Grzegorski
Cert.Ed/PGCE Tutor
Shirley Hughes
CertEd/PGCE Tutor
Wendy Lambert-Heggs
CertEd/PGCE Tutor / Placements Co-ordinator
Denise Summers
CertEd/PGCE Tutor and Partnership Co-ordinator
Russell Shobrook
Cert Ed/PGCE Tutor / Mentor Co-ordinator
[email protected]
Simon Webster
CertEd/PGCE Tutor
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Programme Structure and Pathways
Full-Time Programme
Autumn Term
11/AU/M
Spring/Summer Term
11/SP/M
Core Module Processes of
Learning and Teaching (Level 6
- 15 credits)
Start: WC12th September 2011
Hand In: 3pm 18th November
2011
Core Module Theories and
Principles for Planning and
Enabling Learning (Level 6 - 15
credits)
Start: WC 31st October 2011
Hand In: 3pm 6th January 2012
Core Module Continuing
Personal and Professional
Development (Level 7 - 15
credits)
Start: WC 9th January 2012
Hand In: 3pm 2nd March 2012
Core Module Curriculum
Development for Inclusive
Practice (Level 7 - 15 credits)
Start: WC 5th March 2012
Hand In: 3pm 18th May 2012
Core Module Enabling Learning
and Assessment (Level 6 - 15
credits)
Start: WC 12th September 2011
2011
Enhancement Module 1
(Level 6 - 15 credits)
Core Module Processes of
Learning and Teaching (Level 6
- 15 credits)
2011
Core Module Theories and
Principles for Planning and
Enabling Learning (Level 6 - 15
credits)
Core Module Continuing
Personal and Professional
Development (Level 7 - 15
credits)
2011
Core Module Curriculum
Development for Inclusive
Practice (Level 7 - 15 credits)
Core Module Enabling Learning
and Assessment (Level 6 - 15
credits)
Core Module Wider
Professional Practice (Level 7 15 credits)
Part-Time Programme
Autumn Term Year 1
11/AU/M
Spring/Summer Term
Year 1
11/SP/M
Autumn Term Year 2
11/AU/M
Spring/Summer Term
Year 2
11/SP/M
Core Module Wider
Professional Practice (Level 7 15 credits)
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Delivery Centres will select one enhancement module from box (1) below and
one enhancement module from box (2) below for each cohort of students.
Enhancement Module (1)
1.
2.
3.
4.
5.
6.
7.
8.
Enhancement Module (2)
1.
2.
3.
4.
5.
6.
Embedding Literacy and
Numeracy Skills for NonSpecialists
Behaviour Management
Resources for Learning and
Teaching
Embedding Information Learning
Technology into the Curriculum
Education in Prisons
Mentoring and Coaching
Teaching Employability Skills
Independent Study
Education for Sustainable
Development
Teaching 14-16 Work Related
Qualifications
Developing Cultural Diversity and
Community Cohesion in the
Curriculum
Teaching for Innovation Creativity
and Enterprise
Personal Tutoring
Independent Study
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UNIVERSITY OF PLYMOUTH MODULE RECORD
MODULE CODE: DLLS651
CREDITS: 15
LEVEL: 6
MODULE TITLE: Processes of Learning and Teaching (Incorporating PTLLS)
PRE-REQUISITE(S): N/A
CO-REQUISITE(S): N/A
COMPENSATABLE WITHIN THIS PROGRAMME: No
SHORT MODULE DESCRIPTOR: This module addresses the processes, principles and theories of
planning, preparing and enabling learning. It focuses on the professional knowledge, skills and
understanding required in a practical teaching and learning context. It investigates key aspects of the
roles and responsibilities of teachers, trainers and tutors in the Lifelong Learning Sector. The module
incorporates the LLUK PTLLS and Planning and Enabling Learning units of assessment.
ELEMENTS OF ASSESSMENT:
(C1) COURSEWORK PASS/FAIL
(P1) PRACTICE PASS/FAIL
Give Subject Assessment Panel Group to which module should be linked: DLL
MODULE AIMS: To enable graduates to develop and confidently apply the practical skills,
comprehensive knowledge and critical understanding which underpin professional educational practice.
ASSESSED LEARNING OUTCOMES: At the end of a module the learner will be expected to be able
to:
1. Demonstrate a comprehensive knowledge of the role of a teacher in the Lifelong Learning Sector
2. Analyse potential social and cultural barriers to learning in terms of age, gender and transgender
3. Apply basic lesson planning concepts to enable learning of a complex nature
4. Critically evaluate and develop own strengths and weaknesses against the Minimum Core
5. Reflect on teaching performance using the Professional Standards
INDICATIVE SYLLABUS CONTENT:
Schemes of work, lesson plans and forms of record keeping.
Aims, objectives, outcomes and differentiation.
Approaches to teaching and learning.
Planning a teaching and learning session which meets the needs of individual learners.
Different ways to establish ground rules with learners which underpin appropriate behaviour and respect
for others.
Social and cultural barriers to learning.
Legislation relating to gender and gender reassignment.
Appropriate and effective teaching and learning approaches to engage and motivate learners.
Adapting session plans to meet the aims and needs of individual learners and/or groups.
Using of a variety of delivery methods, communication methods and resources and justifying the choice.
The use of emerging technologies in teaching and learning.
Establishing and maintaining an inclusive learning environment.
Every Child Matters, safeguarding and E-safety
Setting learning goals and different methods of initial assessment.
Opportunities for learners to provide feedback to inform practice.
Reflective Practice.
Processes of Assessment. Functional Skills.
Minimum core and Professional Standards.
Role and responsibilities, and boundaries of own role as a teacher.
Key aspects of relevant current legislative requirements and codes of practice.
Parties and points of referral available to effectively meet the potential needs of learners.
APPROVAL: DATE OF APPROVAL: 18/03/2010
DATE OF IMPLEMENTATION: 01/09/2010
DATE(S) OF APPROVED CHANGE: XX/XX/XX
FACULTY: Education
SCHOOL: SFES
PARTNER
(For FHSW) NAME OF
INSTITUTION:
SITE:
MODULE LEADER: Jane Shipman
Session* 10/AU/M
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Assessment Modes:
(C1) Coursework
ALOs 1 and 2 will be assessed through a coursework task equivalent to 1500-2000 words. This task will
be assessed against the Programme’s Coursework criteria.
(P1) Practice
ALO 3 will be assessed through a teaching observation by a course tutor. This task will be assessed
against the Programme’s Teaching Observation criteria.
ALOs 4 and 5 will be assessed through an individual development plan, including a skills audit and
development points drawn from an evaluation of an arranged series of lessons using Domain D
(Planning for Learning) of the Professional Standards. This task will be assessed against the
Programme’s Individual Development Plan criteria.
Both these tasks must be successfully completed for a student to pass the Practice mode of the module.
Assessment Criteria:
The Programme’s Level 6 Coursework criteria are shown in Appendix 1 of the Programme Handbook.
The Programme’s Teaching Observation criteria are shown in Appendix 2 of the Programme Handbook.
The Programme’s Individual Development Plan criteria are shown in Appendix 3 of the Programme
Handbook.
Schedule of Teaching and Learning:
Each student will be able to access 30 hours direct contact time including: group sessions, group
tutorials/meetings, mediated VLE interactions, individual tutorials and mentor meetings.
Each student will teach a minimum of 19 hours of which one session will be observed by a course tutor.
Students are expected to engage in approximately 100 hours of autonomous study.
Reading List:
Core Texts
Appleyard, N. and Appleyard, K. (2009) The Minimum Core for Language and Literacy: Knowledge,
Understanding and Skills. Exeter: Learning Matters.
Armitage, A., Bryant, R., Dunnill, R., Flanagan, K., Hayes, D., Hudson, A., Kent, J., Lawes, S. and
Renwick, M. (2007) Teaching and Training in Post Compulsory Education. (3rd edn.) Maidenhead: Open
University Press.
Avis, J., Fisher, R., and Thompson, R. (2009) Teaching in Lifelong Learning - a guide to theory and
practice. Maidenhead: Open University Press.
Duckworth, V., Wood, J., Dickinson, J. and Bostock, J. (2010) Successful Teaching Practice in the
Lifelong Learning Sector. Exeter: Learning Matters.
Huddlestone, P. and Unwin, L. (2008) Teaching and Learning in Further Education: Diversity and
Change. London: Routledge.
Recommended Texts
Eastwood, L., Coates, J., Dixon, L., Harvey, J., Ormondroyd, C. and Willamson, S. (2009) A Toolkit for
Creative Teaching in Post-Compulsory Education. Maidenhead: Open University Press.
Gravells, A. and Simpson, S. (2009) Equality and Diversity in the Lifelong Learning Sector. Exeter:
Learning Matters.
Reece, I. and Walker, S. (2006) Teaching, Training and Learning: A Practical Guide. (6th edn.)
Sunderland: Business Education Publishers.
Wallace, S. (2007) Teaching, Tutoring and Training in the Lifelong Learning Sector. Exeter: Learning
Matters.
Journals
Journal of Further and Higher Education Journal of Vocational Education and Training
Websites
www.golddust.org www.lsneducation.org.uk www.equalityhumanrights.com
www.ifl.ac.uk
Page 15
CREDITS: 15
LEVEL: 6
MODULE TITLE: Enabling Learning and Assessment
SHORT MODULE DESCRIPTOR: This module examines, analyses and applies theories, principles and
processes of assessment in the Lifelong Learning Sector. Central themes will include equality of
opportunity and diversity, validity and reliability, and the promotion of assessment as an integral element
of learning.
(C1)COURSEWORK PASS/FAIL
(P1)PRACTICE PASS/FAIL
MODULE AIMS: To develop the detailed professional knowledge, critical understanding and
autonomous skills required for a graduate to design, plan and conduct a range of assessment modes
(formal and informal) to enable learning and progression.
to:
1. Demonstrate a comprehensive knowledge of assessment strategies
2. Analyse own assessment practices and make reasonable adjustments for a range of disabilities
3. Apply assessment strategies to critically evaluate the extent to which learning of a complex
nature has taken place in a teaching session
4. Identify own action points for development of practice
5. Demonstrate autonomy for own learning by completing guided study activities towards the
Minimum Core
Theories and principles of assessment in relation to practice in own specialist area.
The role of assessment in evaluation and quality processes.
The implications of equality and diversity issues in assessment for teachers and learners.
Disability Discrimination Act.
Formal and informal assessment.
Formative and summative assessment.
Assessment for Learning.
Sustainable assessment approaches.
Peer and self assessment.
Assessment schemes, methods and instruments.
Notions of fairness, validity, reliability, sufficiency and appropriateness in assessment.
The use of emerging technologies in assessment.
Maximising learners’ success in assessment in a learning environment.
Recording and reporting learning progress and achievement, using organisational and/or awarding
institution protocols.
Verbal and written feedback on assessment.
Skills and approaches to negotiate targets and strategies for improvement and success for learners.
Minimum Core and Professional Standards.
Reflection-as-action.
FACULTY: Education
SCHOOL: SFES
PARTNER
(For FHSW) NAME OF
INSTITUTION:
SITE:
MODULE LEADER: Russell Shobrook
Session* 10/AU/M
Page 16
Assessment Modes:
(C1) Coursework
(P1) Practice
ALO 3 will be assessed through a teaching observation by a subject specialist mentor. This task will be
assessed against the Programme’s Teaching Observation criteria.
ALOs 4 and 5 will be assessed through an individual development plan with agreed action points for
developing teaching practice drawn from an evaluation of an arranged series of lessons using Domain E
(Assessment for Learning) of the Professional Standards and guided study activities for the Minimum
Core. This task will be assessed against the Programme’s Individual Development Plan criteria.
Handbook.
Each student will teach a minimum of 19 hours of which one session will be observed by a subject
specialist mentor.
Reading List:
Core Texts
Clarke, A. (2009) The Minimum Core for Information and Communication Technology: Knowledge, Skills
and Understanding. Exeter: Learning Matters.
Ecclestone, K. (2003) Understanding assessment and qualifications in post-compulsory education principles, politics and practice. Leicester: NIACE.
Jarvis, P. (2010) Adult Education and Lifelong Learning, Theory and Practice. (4th edn.) London:
RoutledgeFalmer.
Peart, S. (2009) The Minimum Core for Numeracy: Knowledge, Understanding and Skills. Exeter:
Learning Matters.
Usher, R., Bryant, I., and Johnston, R. (1997) Adult Education and the Postmodern Challenge. New
York: Routledge.
Recommended Texts
Barnes, C., Oliver, M. and Barton, L. (eds.) (2002) Disability Studies Today. Cambridge: Polity Press.
Boud, D. (2000) ‘Sustainable assessment: rethinking assessment for the learning society’, Studies in
Continuing Education, 22, 2, 151-167.
Black, P., Harrison, C., Lee, C., Marshall, B. and Wiliam, D. (2003) Assessment for Learning. London:
Nelson.
Davies, J. and Ecclestone, K. (2008) ‘‘Straitjacket’ or ‘springboard’ for sustainable learning?: the
implications of formative assessment practices in vocational learning cultures.’ The Curriculum Journal,
19, 2, 71-86.
Swain, J., French, S., Barnes, C. and Thomas, C. (eds.) (2004) Disabling Barriers – Enabling
Environments. London: Sage.
Journals
Journal of Further and Higher Education Journal of Vocational Education and Training
Websites
www.golddust.org www.qcda.gov.uk www.equalityhumanrights.com www.ofsted.gov.uk
www.guardian.co.uk/education www.tes.co.uk www.independent.co.uk/news/education/
Page 17
CREDITS: 15
LEVEL: 6
MODULE TITLE: Theories and Principles for Planning and Enabling Learning
COMPENSATABLE WITHIN THIS PROGRAMME:
No
SHORT MODULE DESCRIPTOR: Through reflective practice and autonomous study, this module
evaluates some of the theories, policies and principles for enabling inclusive learning. Communication,
resources, teaching and learning strategies and organisation policies are critically analysed.
MODULE AIMS: To allow graduates to critically examine the relationship between the theories and
principles for enabling learning and the context of the learner’s own professional practice.
to:
1. Demonstrate a comprehensive knowledge of theories and principles of learning
2. Apply theories and principles of learning to identify and solve a complex practice based problem
3. Demonstrate the autonomous ability to improve own subject specialist teaching
4. Critically evaluate selected lessons from practice using the Minimum Core and the Professional
Standards
5. Identify ways to improve own approaches to planning and enabling learning
Theories and principles of learning and communication.
Using a range of approaches to support classroom management.
Selection and use of teaching and learning strategies with reference to theories and principles of
communication and inclusive learning.
Application up to date knowledge of own specialist area to enable and support inclusive learning,
following organisational, statutory and other regulatory requirements.
Factors affecting learning and their potential impact on learner achievement.
Ways in which theories and principles of learning and communication can be applied to promote
inclusive practice.
Applying the Minimum Core to practice.
Selecting emerging technologies with reference to theories and principles of communication and
inclusive learning.
Exploring the teaching of values.
FACULTY: Education
SCHOOL: SFES
PARTNER
(For FHSW) NAME OF
INSTITUTION:
SITE:
MODULE LEADER: Mary Turner
Session* 10/AU/M & 10/SP/SU/M
Page 18
Assessment Modes:
(C1) Coursework
(P1) Practice
ALO 3 will be assessed through a teaching observation and a report by a subject specialist mentor.
This task will be assessed against the Programme’s Teaching Observation criteria.
developing teaching practice drawn from an evaluation of an arranged series of lessons using Domain B
(Learning and Teaching) of the Professional Standards and the Minimum Core. This task will be
assessed against the Programme’s Individual Development Plan criteria.
Handbook.
specialist mentor.
Reading List:
Core Texts
Armitage, A., Bryant, R., Dunnill, R., Flanagan, K., Hayes, D., Hudson, A., Kent, J., Lawes, S. and
Renwick, M. (2007) Teaching and Training in Post Compulsory Education. (3rd edn.) Maidenhead: Open
University Press.
Brookfield, S. D. (1995) Becoming a Critically Reflective Teacher. San Francisco: Jossey Bass.
Duckworth, V., Wood, J., Dickinson, J. And Bostock, J. (2010) Successful Teaching Practice in the
Lifelong Learning Sector. Exeter: Learning Matters.
Vizard, D. (2007) How to Manage Behaviour in Further Education. London: Sage.
Recommended Texts
Barton, D. and Tusting, K. (2006) Models of Adult Learning: a literature review. Leicester: NIACE.
Eastwood, L., Coates, J., Dixon, L., Harvey, J., Ormondroyd, C. and Willamson, S. (2009) A Toolkit for
Creative Teaching in Post-Compulsory Education. Maidenhead: Open University Press.
Fairclough, M. (2008) Supporting Learners in the Lifelong Learning Sector. Maidenhead: Open
University Press.
Gravells, A. and Simpson, S. (2009) Equality and Diversity in the Lifelong Learning Sector. Exeter:
Learning Matters.
Weyers, M. (2006) Teaching the FE Curriculum: Encouraging Active Learning in the Classroom.
London: Continuum.
Journals
Research in Post-Compulsory Education Studies in the Education of Adults
Websites
www.direct.gov.uk/en/EducationAndLearning/AdultLearning/index.htm www.niace.org.uk
www.nrdc.org.uk/ (adult literacy and numeracy) http://www.behaviour4learning.ac.uk/
Page 19
CREDITS: 15
LEVEL: 6
MODULE TITLE: Continuing Personal and Professional Development
No
SHORT MODULE DESCRIPTOR: This module seeks to empower graduates through personal and
professional development. Graduates will undertake analysis to inform an honest, effective and robust
evaluation of their continuing professional and development as part of their role in the Lifelong Learning
Sector.
MODULE AIMS: To encourage graduates to reflect upon their personal and professional development
and to enable an informed transformation of their practice.
to:
1. Investigate the range of roles and responsibilities of a teacher in the lifelong learning sector
2. Demonstrate a comprehensive knowledge of subject specialist pedagogy and continued
development in teaching practice
3. Analyse breadth of practice experience
4. Reflect on own personal and professional development
Teaching roles and contexts in the lifelong learning sector.
Roles and responsibilities of a subject specialist.
Subject specialist pedagogy.
Impact of beliefs, assumptions and behaviours on learners.
Impact of teacher’s own skills on learners.
Theories, principles and models of reflective practice.
Models of continuing personal and professional development.
Self assessment and autonomy in learning.
Breadth of Practice.
Identifying CPD opportunities and evaluating the impact on own practice.
Quality assurance.
Theories, principles and models of Education for Sustainable Development.
FACULTY: Education
SCHOOL: SFES
PARTNER
(For FHSW) NAME OF
INSTITUTION:
SITE:
MODULE LEADER: Sue Exley
Session* 10/SP/SU/M & 11/AU/M
Page 20
Assessment Modes:
(C1) Coursework
ALO 1 will be assessed through a coursework task equivalent to 2000-2500 words. This task will be
assessed against the Programme’s Coursework criteria.
(P1) Practice
own personal and professional development drawn from an evaluation of an arranged series of lessons
using Domain C (Specialist Learning and Teaching) of the Professional Standards and breadth of
practice experience. This task will be assessed against the Programme’s Individual Development Plan
criteria.
Handbook.
Each student with be able to access 30 hours direct contact time including: group sessions, group
specialist mentor.
Reading List:
Core Texts
Hitching, J. (2008) Maintaining your Licence to Practise in the Lifelong Learning Sector Exeter: Learning
Matters.
RoutledgeFalmer.
Villeneuve-Smith, F., West, C. and Bhinder, B. (2009) Rethinking continuing professional development in
further education. London: Learning & Skills Network.
Recommended Texts
Atkinson, T. and Claxton, G. (eds.) (2000) The Intuitive Practitioner. Buckingham: Open University
Press.
James, D. and Biesta, G. (2007) Improving Learning Cultures in Further Education. London: Routledge.
Kennedy, A. (2005) ‘Models of Continuing Professional Development: a framework for analysis‘, Journal
of In-Service Education, Vol 31, No 2, 235-250.
Orr, D.W. (2004) Earth in Mind – On Education, Environment and the Human Prospect – 10th
Anniversary Edition. Washington DC: Island Press.
Sterling, S. (2001) Sustainable Education: Re-visioning Learning and Change. Dartington: Green Books.
Journals
Journal of Education and Work
Websites
http://www.jrf.org.uk/ Joseph Rowntree Trust www.standardsverificationuk.org/
http://www.eauc.org.uk/sorted/home www.esdtoolkit.org
Page 21
CREDITS: 15
LEVEL: 6
MODULE TITLE: Curriculum Development for Inclusive Practice
No
SHORT MODULE DESCRIPTOR: This module explores theories, principles and implementation of
programmes of learning and their impact on teaching and learning within the Lifelong Learning Sector. It
focuses on understanding curriculum design, equality and diversity, social, economic, political and
cultural differences on teaching and learning within own specialist area. The module empowers
graduates to critically evaluate individual subject specialism, approaches, strengths and development
needs in relation to inclusive curriculum design.
MODULE AIMS: To develop an understanding of the history, concepts and models of curriculum; to
analyse theories and approaches to curriculum practice and design that may differ within an
educational/training context; to enable issues of inclusion and subject specialism to be explored and
critiqued.
to:
1. Demonstrate a comprehensive knowledge of curriculum theories and principles within own
subject specialist area
2. Evaluate the social cohesion of curricula with regards ethnicity, race, religion and sexual
orientation
3. Demonstrate continued development in own subject specialist teaching
4. Examine access and progression in teaching practice
Curriculum theories, principles, ideologies and models.
Curriculum design and implementation for specialist subjects and different cohorts of learners.
Different curriculum contexts in the lifelong learning sector.
Legislation relating to ethnicity, race, religion and sexual orientation.
Social cohesion and religious tolerance.
The impact of social, economic and cultural differences on learning.
Challenging discriminatory behaviour in a learning environment.
Proposing changes to curriculum design.
Equal Opportunities.
Developing a sustainable curriculum.
FACULTY: Education
SCHOOL: SFES
PARTNER
(For FHSW) NAME OF
INSTITUTION:
SITE:
MODULE LEADER: Mark Glasson
Page 22
Assessment Modes:
(C1) Coursework
(P1) Practice
ALO 4 will be assessed through an individual development plan with agreed action points drawn from
an evaluation of an arranged series of lessons using Domain F (Access and Progression) of the
Professional Standards. This task will be assessed against the Programme’s Individual Development
Plan criteria.
Handbook.
specialist mentor.
Reading List:
Core Texts
Bloomer, M. (2002) Curriculum Making in Post -16 Education – The social conditions of studentship. (2nd
edn.) London: Routledge
Grundy, S. (1987) Curriculum: Product or Praxi. Lewes: Falmer.
Kelly, A. V. (2009) The Curriculum: Theory and Practice. (6 th edn.) London: Sage.
Pinar, W. F., Reynolds, W. M., Slattery, P. and Taubman, P. M. (2004) Understanding Curriculum. New
York: Peter Long Publishers Inc.
Recommended Texts
Avis, J. (2007) Education, Policy and Social Justice: Learning and Skills. London: Continuum.
Cantle, T. (2005) Community Cohesion: A New Framework for Race and Diversity. Basingstoke:
Palgrave Macmillan.
Evans, K., Hodkinson, P. and Unwin, L. (eds.) (2002) Working to Learn: Transforming Workplace
Learning. London: Kogan Page.
Pring, R., Hayward, G., Hodgson, A., Johnson, J., Keep, E., Oancea, A., Rees, G., Spours, K. and
Wilde, S. (2009) Education for all: the future of education and training for 14-19 year olds. Abingdon:
Routledge.
Journals
British Journal of Educational Studies British Educational Research Journal
Websites
www.infed.org/biblio/b-curric.htm
http://publications.teachernet.gov.uk/eOrderingDownload/DfES_Diversity_&_Citizenship.pdf
http://www.teachernet.gov.uk/wholeschool/Communitycohesion/communitycohesionresourcepack/intro/
Page 23
CREDITS: 15
LEVEL: 6
MODULE TITLE: Wider Professional Practice
No
SHORT MODULE DESCRIPTOR: This module focuses upon notions of professionalism and wider
professional practice. It specifically empowers graduates to examine professional conduct and
accountability, quality assurance, quality improvement, Education for Sustainable Development, and self
evaluation through reflexive processes.
MODULE AIMS: This module will provide a forum for a critical evaluation of the graduate’s own practice
and conduct in relation to institutions, quality issues, Education for Sustainable Development, policies
and continuous professional development as well as provide the opportunity to broaden graduates’
experiences through the exploration and modelling of good practice.
to:
1. Demonstrate a comprehensive knowledge of issues of professionalism
2. Evaluate Education for Sustainable Development in teaching practice
3. Demonstrate proficiency and capacity in teaching practice
4. Demonstrate autonomy with own personal development
5. Reflect on own professional values and practice
Concepts of professionalism and core professional values for teachers in the lifelong learning sector.
Equality of opportunity and respect for diversity.
The contribution of learning to personal development, economic growth and community regeneration.
Impact of own values and judgements on learners.
Professional conduct and accountability in the lifelong learning sector.
Implications and impact of government policies on teaching and learning in the lifelong learning sector.
Roles of regulatory bodies and systems and inspection regimes in the operation of the lifelong learning
sector.
Integration of Education for Sustainable Development in teaching practice.
Statutory requirements and underpinning principles in relation to own subject specialism.
Quality assurance, improvement and procedures.
The differences and relationship between evaluation and assessment.
Validity and reliability of data.
The effectiveness of data collection methods/instruments.
FACULTY: Education
SCHOOL: SFES
PARTNER
(For FHSW) NAME OF
INSTITUTION:
SITE:
MODULE LEADER: Simon Webster
Session* 10/SP/SU/M
Page 24
Assessment Modes:
(C1) Coursework
(P1) Practice
ALOs 4 and 5 will be assessed through an individual development plan with action points drawn from
an evaluation of an arranged series of lessons using Domain A (Professional Values and Practice) of the
Plan criteria.
Handbook.
Students are expected to engage in approximately 100 hours of autonomous study .
Reading List:
Core Texts
Atkinson, T. and Claxton, G. (eds.) (2000) The Intuitive Practitioner Buckingham: Open University
Press.
Lea, J., Hayes, D., Armitage, A., Lomas, L. and Markless, S. (2003) Working in Post-compulsory
Education. Maidenhead: Open University Press.
McGhee, P. (2003) The Academic Quality Handbook: Enhancing Higher Education in Universities and
Further Education Colleges. London: Kogan Page.
Orr, D. W. (2004) Earth in Mind – On Education, Environment and the Human Prospect – 10th
Sterling, S., Irving, D., Maiteny, P. and Salter, J. (2005) Linkingthinking: New perspectives on thinking
and learning for sustainability.
Recommended Texts
Bolton, G. (2005) Reflective Practice Writing for Professional Development. (2nd edn.) London: Sage.
Hitching, J. (2008) Maintaining your Licence to Practise. Exeter: Learning Matters.
Moon, J. (2008) Critical Thinking: an exploration of theory and practice. London: Routledge.
Mukhopadhyay, M. (2005) Total Quality Management in Education. London: Paul Chapman.
Stibbe, A. (ed.) (2009) The Handbook of Sustainability Literacy. Dartington: Green Books Ltd.
Tilbury, D. and Wortman, D. (2004) Engaging people in sustainability. Cambridge: IUCN. [Online]
http://app.iucn.org/dbtw-wpd/edocs/2004-055.pdf
Journals
International Journal of Lifelong Learning
Websites
http://www.lsc.gov.uk/whatwedo/sustainable-development.htm
http://www.ofsted.gov.uk/content/download/7126/ 73002/file/Ofsteds%20 Sustainable %20
Development%20Action%20Plan
Page 25
CREDITS: 15
LEVEL: 6
MODULE TITLE: Embedding Literacy and Numeracy Skills for Non-Specialists
SHORT MODULE DESCRIPTOR:
This module introduces the key concepts and skills for effective embedding of literacy and numeracy skills
within subject areas. It addresses creative approaches which help your learners to feel more motivated,
and how you can make the delivery of literacy and numeracy skills more relevant and energetic.
(C1) COURSEWORK Pass/Fail
(P1) PRACTICE Pass/Fail
MODULE AIMS:
Literacy and numeracy skills are currently seen as an integral part of all areas of the Lifelong Learning
Sector. The aim of this module is to promote and support the effective embedding of opportunities to
develop literacy and numeracy skills in any subject.
Assessed Learning Outcomes At the end of a module the learner will be expected to be able to:
1. Demonstrate a comprehensive knowledge and understanding of the features of a positive learning
environment.
2. Evaluate a range of strategies and approaches for developing relevant literacy and numeracy skills
in your specialist area.
3. Apply strategies and approaches for developing relevant literacy and numeracy skills in your
specialist area.
4. Demonstrate continued development in teaching practice.
Activities and approaches that promote collaborative working and meet needs of learners.
Teaching and learning techniques which develop the skills and approaches of all learners and promote
learner autonomy.
Activities designed to promote collaboration and learner autonomy.
Purposeful learning environments where learners feel safe, secure, confident and valued.
Strategies to promote and maintain appropriate behaviour, communication and respect for others.
Motivating environments which encourage learners to reflect on, evaluate and make decisions about their
learning.
Effective resources for literacy development.
Resources to support literacy requirements of programmes.
Effective resources for numeracy development.
Resources to support numeracy requirements of programmes.
Identifying and addressing literacy, language and numeracy development in specialist area.
Strategies with learners to address individual learning needs and overcome identified barriers to learning.
Evaluating the success of planned learning activities.
Own personal skills in literacy, language and numeracy are appropriate for the effective support of
learners.
PARTNER INSTITUTION:
FACULTY: Education SCHOOL: SFES
(For FHSW) NAME OF SITE:
Page 26
Assessment Modes:
(C1) Coursework
ALOs1, 2 and 3 will be assessed through a coursework task equivalent to 2000-2500 words. This task
will be assessed against the Programme’s Level 6 Coursework criteria.
(P1) Practice
ALO4 will be assessed through a teaching observation by a course tutor. This task will be assessed
Assessment criteria:
The Programme’s Teaching Observation are shown in Appendix 2 of the Programme Handbook.
Each student must log a minimum of 19 hours teaching practice of which one session will be observed
by a course tutor.
Reading List:
Core Texts
Barton, D. and Tusting, K. (eds.) (2005) Beyond Communities Of Practice: Language, Power And Social
Context. Cambridge: Cambridge University Press.
Baxter, M., Coben, D., Leddy, E., Richards, L., Tomlin, A. and Wresniwiro, T. (2006) Measurement
wasn’t taught when they build the pyramids – was it? The teaching and learning of common measures in
adult numeracy. London: NRDC.
Casey, H., Cara, O., Eldred, J., Grief, S., Hodge, R., Ivanicv, R., Jupp, T., Lopez, D. and McNeil, B.
(2006) “You wouldn’t expect a maths teacher to teach plastering …”: Embedding LLN in post-16
vocational programmes – the impact on learning and achievement. London: NRDC
Papen, U. (2005) Adult Literacy as Social Practice: More than Skills. Abingdon: Routledge.
Roberts, C., Baynham, M., Shrubshall, P., Brittan, J., Cooper, B., Gidley, N., Windsor, V., Eldred, J.,
Grief, S., Castellino, C. and Walsh, M. (2005). Embedded teaching and learning of adult literacy,
numeracy and ESOL: seven case studies. London: NRDC.
Recommended Texts
Cranmer, S., Kersh, N., Evans, K., Jupp, T., Casey, H. & Sagan, O. (2004) Putting good practice into
practice: literacy, numeracy and key skills within apprenticeships. London: NRDC.
Gardner, H. (2006) Multiple Intelligences: New Horizons. (2nd edn.) New York: Basic Books.
Goleman, D. (1996) Emotional intelligence. London: Bloomsbury.
Grief, S. (2007) Collaborative Writing. London: NRDC.
Wenger, E. (1998) Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge
University Press.
Websites
www.nrdc.org.uk www.nrdc.org.uk/uploads/documents/doc_822.pdf
http://www.lluk.org/documents/minimum_core_may_2007_3rd.pdf
http://www.ewenger.com/theory/index.htm
Page 27
CREDITS: 15
LEVEL: 6
MODULE TITLE: Behaviour Management
PRE-REQUISITE(S): None
CO-REQUISITE(S): None
No
SHORT MODULE DESCRIPTOR: The aim of this unit is to provide students with an opportunity to
reflect upon the behaviours they encounter in their learners and evaluate effective strategies for
managing these. Learners will consider a range of theories relevant to behaviour management and the
features of current legislation and organisational policy concerning behaviour management in the lifelong
learning sector.
(C1) COURSEWORK Pass / fail
(P1) PRACTICE Pass / fail
MODULE AIMS: To encourage reflection on the behaviours students encounter in their own learners
and relate these to relevant theories of learning and behaviour management. To develop the necessary
skills to evaluate their own strategies of behaviour management and to acquire current and up to date
knowledge of relevant legislation and organisational policies concerning behaviour management.
to:
1. Demonstrate a comprehensive understanding of the theories and strategies for the management of
behaviour in learning situations.
2. Evaluate policies and procedures relating to behaviour management in own professional practice.
3. Demonstrate a comprehensive knowledge of the legislation regulating behaviour management in
the Lifelong Learning Sector with special reference to the use of force, safeguarding and equality
and diversity.
Types of behaviours in a learning environment.
Factors influencing behaviour in learning environments.
Managing learner behaviour.
Managing our behaviour.
Theories of behaviour management.
Use of verbal and non – verbal communication.
Being assertive.
Positive interventions and preventative strategies.
Behaviour contracts.
Organisational policies concerning behaviour.
Legislation concerning behaviour management.
Guidelines on the use of ‘reasonable force’.
Establishing and maintaining an equitable and inclusive learning environment.
FACULTY: Education
SCHOOL: SFES
PARTNER
(For FHSW) NAME OF
INSTITUTION:
SITE:
MODULE LEADER: Cathy Davies
Page 28
Assessment Modes:
(C1) Coursework
ALOs 1, 2 and 3 will be assessed through a coursework task equivalent to 2000-2500 words. This task
(P1) Practice
by a course tutor.
Reading List:
Core Texts
Dix, P. (2007) Taking Care of Behaviour: Practical Skills for Teachers. Harlow: Pearson Education.
Evertson, C. and Weinstein, C. (2006) Handbook of Classroom Management. London: Lawrence
Erlbaum Associates.
Macleod, G. (2006) ‘Bad, mad or sad: constructions of young people in trouble and implications for
interventions.’ Emotional and Behavioural Difficulties, 11, 3, 155-167.
Macnab, N., Visser, J. and Daniels, H. (2008) ‘Provision in further education colleges for 14- to 16-yearolds with social, emotional and behavioural difficulties.’ British Journal of Special Education, 35, 4, 241246.
Vizard, D. (2007) How to manage behaviour in further education. London: Sage.
Recommended Texts
DfES (2009) The Use of Force to Control or Restrain in Further Education. London: DfES.
Robertson, J. (2004) Effective Classroom Control. London: Hodder and Stoughton.
Rodgers, B. (2006) Classroom Behaviour. (2nd edn) London: Paul Chapman Publishing.
Sage, R. (2006) ‘Communicating with students who have learning and behaviour difficulties.’ Emotional
and Behavioural Difficulties, 10, 4, 281-297.
Turner, C. (2000) ‘A Pupil With Emotional And Behavioural Difficulties Perspective: Does John Feel That
His Behaviour Is Affecting His Learning?’ Emotional and Behavioural Difficulties, 5, 4, 13-18.
Journals
Journal of Further and Higher Education.
Websites
http://www.behaviour4learning.ac.uk/
Page 29
MODULE TITLE:
CREDITS: 15
LEVEL: 6
Resources for Learning and Teaching
No
This practical module enables learners to focus on a significant resource development to support them in
the delivery of their subject area, and to evaluate its effectiveness.
(C1) COURSEWORK Pass/Fail
(P1) PRACTICE Pass/Fail
MODULE AIMS
To explore, research and critically evaluate resources in your subject area, and to identify and develop
resources for your subject specialist area.
Assessed Learning Outcomes At the end of a module the learner will be expected to be able to:
1. Demonstrate a comprehensive knowledge of the design features of learning resources in your
subject area.
2. Evaluate the use of resources available to support learning in your subject area including the use of
new and emerging technologies.
3. Demonstrate a comprehensive understanding of the legal requirements and responsibilities with the
use of learning resources.
The development of practical skills in resource design, development and management
Inclusion, equality and diversity
Copyright and intellectual property rights (including online)
Subject specific resourcing
Evaluating resources
Issues of resource design, including collaboration
Managing resources
SCHOOL: SFES
PARTNER INSTITUTION:
FACULTY: Education
(For FHSW) NAME OF SITE:
Page 30
Assessment Modes:
(C1) Coursework
(P1) Practice
The Programme’s Teaching Observation criteria are shown in Appendix 2 of the Programme Handbook
Schedule of Learning:
by a course tutor.
Reading List:
Core Texts
Ashcroft, K. and James, D. (1998) The Creative Professional: learning to teach 14-19 year-olds. London:
Falmer
BECTA (2010) Harnessing Technology Review 2009: The role of technology in Further Education and
Skills. http://feandskills.becta.org.uk/display.cfm?resID=41523&page=1886&catID=1868 (Accessed:
25.2.10).
BECTA (2010) Inspiring learners. http://feandskills.becta.org.uk/display.cfm?cfid=1476190&cftoken
=29154&resID=41515&page=1886&catID=1868 (Accessed: 25.2.10).
Butcher, J. (2005) Developing Effective 16-19 Teaching Skills. London: Routledge.
Harris, S. (2002) Innovative Classroom Practice using ICT in England. Clough: NFER.
Recommended Texts
Coffield, F ., Moseley D., Hall, E. and Ecclestone, K. (2004) Should we be using Learning Styles? What
research has to say to practice. London: LSRC.
Coffield, F. (2008) Just suppose teaching and learning became the first priority. London: Learning &
Skills Network.
Entwistle, N. (1998) Styles of Learning and teaching. London: David Fulton.
Hill, C. (2003) Teaching using Information and Learning Technology in Further Education. Exeter:
Learning Matters.
Thorne, K. (2002) Blended Learning: How to integrate Online and Traditional Learning. London: Kogan
Page.
Websites
http://www.qia.org.uk/
http://www.intute.ac.uk/supportdocs/fe.pdf
http://tre.ngfl.gov.uk/server.php
http://www.curriculumonline.gov.uk/Default.htm
http://www.a6training.co.uk/resources/RandomGroupGenerator.xls
http://excellence.qia.org.uk/page.aspx?o=ferl.aclearn.resource.id6117
http://inclusion.ngfl.gov.uk/
http://www.jisc.ac.uk
Page 31
CREDITS: 15
LEVEL: 6
MODULE TITLE: Embedding Information Learning Technology into the Curriculum
No
SHORT MODULE DESCRIPTOR: This module examines the planning, preparation and delivery of
meaningful lessons that use a range of Web 2.0 applications to embed learning in a range of curricula.
ELEMENTS OF ASSESSMENT: (Please consult DMR guidance notes – this is an example)
(C1)COURSEWORK Pass/Fail
(P1)PRACTICE Pass/Fail
MODULE AIMS:
Enable learners to develop and apply the ICT and ILT skills, knowledge and understanding which
underpin professional educational practice in the Lifelong Learning Sector.
to:
1. Demonstrate a comprehensive knowledge of the use Web 2.0 applications in learning contexts.
2. Demonstrate personal and professional development by applying Web 2.0 to own learning.
3. Develop and critically evaluate an activity or resource that utilises ILT effectively and can be
demonstrated to peers.
Own role, responsibilities and boundaries of role in relation to teaching
Understand appropriate specialist teaching and learning approaches in specialist area
Demonstrate activity/ resource and lesson planning skills
Understand how to deliver ILT-based activities/ use ILT-based resources which motivate learners and
assess knowledge and understanding
Own professional development needs, setting targets and evaluating personal learning strategies and
practices
E-safety
FACULTY: Education
SCHOOL: SFES
PARTNER
(For FHSW) NAME OF
INSTITUTION:
SITE:
MODULE LEADER: Bex Ferriday
Term* 10/AU/M & 10/SP/SU/M
Page 32
Assessment Mode:
(C1) Coursework
(P1) Practice
The Programme’s Level 6 Coursework criteria are shown in Appendix 1 of the Programme
Handbook.
by a course tutor.
Reading List:
Core Texts
Castells, M. and Haraway, D. (2006) Cyberculture Theorists. Kentucky: Routledge.
Clarke, A. (2006) Teaching Adults ICT Skills. Exeter: Learning Matters.
Salmon, G. (2006) e-tivities – The Key to Active Online Learning. Abingdon: RoutledgeFalmer.
Turkle, S. (1997) Life on the Screen: Identity in the Age of the Internet. New York: Simon and Schuster.
Whalley, J., Welch, T. and Williamson, L. (2006) E-Learning in FE. London: Continuum.
Recommended Texts
Hill, C., (2007) Teaching with e-learning in the Lifelong Learning Sector (Achieving QTLS). Exeter:
Learning Matters.
Hill, C., (2003) Teaching Using Information and Learning Technology in Further Education. Exeter:
Learning Matters.
McKeown, S., (1997) Supporting The Learner: Introducing ILT Issues And Teaching Strategies To Meet
Individual Needs. London: Further Education Development Agency.
Journals
The Journal of Computer Assisted Learning
Technology and Learning
Websites
www.becta.org.uk
www.jisc.ac.uk
Page 33
CREDITS: 15
LEVEL: 6
MODULE TITLE: Education in Prisons
No
SHORT MODULE DESCRIPTOR: This module addresses the policies, theories and principles that
govern education in prisons in England. The nature and functions of teaching and learning in prisons will
be investigated along with the difficulties and opportunities presented.
MODULE AIMS: To advance the practice and knowledge of graduates already teaching in prisons, and
to enable graduates who do not teach in prisons to understand the broader issues associated with this
sector.
to:
1. Demonstrate a comprehensive understanding of the policies and practices associated with
education in prisons.
2. Demonstrate a comprehensive understanding of the theories and principles of teaching and
learning applicable to education in prison.
3. Analyse, using a range of techniques, the particular needs of prisoners in terms of potential
barriers to learning and opportunities presented.
Purposes of prison. Media representation and public perception.
Prisoners as an excluded group.
Diversity, equality and access to education.
Barriers to learning.
National organisation of prisons.
Security issues, demands on prisoners’ time, and their impact on education.
Education contractors, tendering process.
Key Performance Targets (KPTs) Instrumental curriculum.
Offender Learning Journey
Reducing Reoffending – the seven pathways with the part that education and training plays.
Quality Improvement. Her Majesty’s Chief Inspector of Prisons. Ofsted.
Organisations linked with prisons and prisoner welfare.
Successful initiatives in education and training. – e.g.Storybook Dads, Guitar Doors, Fathers Inside
Theory and prisons.
FACULTY: Education
SCHOOL: SFES
PARTNER
(For FHSW) NAME OF
INSTITUTION:
SITE:
MODULE LEADER: Dr Phil Bayliss
Page 34
Assessment Modes:
(C1) Coursework
ALOs1, 2 and 3 will be assessed through a coursework task equivalent to 2000-2500 words. This task will
be assessed against the Programme’s Level 6 Coursework criteria.
(P1) Practice
against the Programme’s Teaching Observation criteria
Each student must log a minimum of 19 hours teaching practice of which one session will be observed by
a course tutor.
Reading List:
Core Texts
Bhatti, G. (2010) ‘Learning behind bars: Education in prisons.’ Teaching and Teacher Education, 26, 31-36
Braggins, J. and Talbot, J. (2005) Wings of Learning: the role of the prison officer in supporting prisoner
education. London: The Centre for Crime and Justice Studies.
Department for Education and Skills (2004) The Offenders Learning Journey: learning and skills provision
for Adult Offenders in England. London: The Stationery Office.
Englebright, L. and Pettit, I. (2009) E-Learning in the Secure Estate. Leicester: NIACE.
Feinstein, L. (2002) Quantitative Estimates of the Social Benefits of Learning 1: Crime, Research Report
No. 5. London: Centre for Research into the Wider Benefits of Learning.
Nashashibi, P., Boffey, K., Harvey, S. and Rowan, T. (2006) Just Learning? Case studies in improving
offender education and training. London: Learning and Skills Development Agency.
Recommended Texts
Aitken, J. (2009) Locked Up Potential: A Strategy for Reforming Prisons and Rehabilitating Prisoners.
London: Centre for Social Justice.
Bromley Briefings (2009) Prison Fact File. London: Prison Reform Trust.
O’ Brien, R. (2010) The Learning Prison. London: RSA.
Prisoners’ Education Network (2009) Brain Cells. London: Prisoners’ Education Network
Schuller, T. (2009) Crime and Lifelong Learning. Leicester: NIACE.
Websites
www.hmprisonservice.gov.uk/
Page 35
CREDITS: 15
LEVEL: 6
MODULE TITLE: Mentoring and Coaching within Post 16 Education and Training
No
SHORT MODULE DESCRIPTOR: The aim of this module is for graduates to critically examine, evaluate
and comment upon mentoring and coaching within their teaching context. Graduates will conduct
coaching and mentoring interventions as part of this process. It will encourage graduates to consider the
impact mentoring and coaching has from the perspectives of the student and the organisation.
Graduates will critically analyse existing mentoring and coaching programmes and identify areas for
improvement based upon a range literature, both historical and contemporary, and their own reflections.
(P1)PRACTICE
Pass/Fail
MODULE AIMS: To enable graduates to develop and apply the practical skills, knowledge and
understanding of mentoring and coaching which underpin professional educational practice in the
Lifelong Learning Sector.
to:
1. Critically analyse and evaluate mentoring and coaching within own teaching context.
2. Demonstrate a comprehensive knowledge of the theories of mentoring and coaching and how
these link to own practice.
3. Evaluate appropriate mentoring and coaching interventions with own learners.
The relationship between teaching, mentoring and coaching and subject specialism: theories, principles
and models
Ways of encouraging learner autonomy and self assessment
The boundaries, roles and responsibilities of the teacher as a mentor and coach
Policies, legislation and codes of practice relevant to mentoring and/or coaching within own professional
practice context
Personal and professional development, including self assessment and target setting
Professional knowledge and understanding of the management of mentoring and coaching
Diversity, inclusion and equality of opportunity within mentoring and/or coaching
FACULTY: Education
SCHOOL: SFES
PARTNER
(For FHSW) NAME OF
INSTITUTION:
SITE:
MODULE LEADER: Russell Shobrook
Page 36
Assessment Modes:
(C1) Coursework
(P1) Practice
ALO4 will be assessed through a teaching observation by a course tutor. This task will be
Each student should log a minimum of 19 hours teaching practice of which one session will be
observed by a course tutor.
Reading List:
Core Texts
Brockbank, A. and McGill, I. (2006) Facilitating Reflective Learning Through Mentoring and Coaching.
London: Kogan Page.
Clutterbuck, D. (2004) Everyone Needs a Mentor. London: CID.
Klasen, N. (2002) Implementing Mentoring Schemes: A practical guide to successful
programmes. Oxford: Elsivier.
Parsloe, E. (1992) Coaching, Mentoring and Assessing: A practical guide to developing
competence. London: Kogan Page.
Templeton, L. (2003) ‘Into the Fray on the Very First Day: lessons from an unconventional mentor’,
Mentoring and Tutoring, 11(2), 163-175 [Online] http://www.informaworld.com/smpp/content~content
=a713685487?words=lolly%7ctempleton&hash=3986438464 (Accessed: 24.3.10).
Recommended Texts
Jackson, P. (1992) ‘Helping Teachers Develop’, 62-74, in Hargreaves, A. Fullan, M. (eds.)
Understanding Teacher Development. New York: Teachers College Press.
Megginson, D. and Clutterbuck, D. (2005) Techniques for Coaching and Mentoring. Oxford:
Butterworth-Heinemann.
Miller, K. (2005). Communication Theories. New York: McGraw Hill.
Pask, R. and Joy, B. (2007) Mentor-Coaching: A guide for educational professionals.
Maidenhead: McGraw-Hill.
Shea, G. (2002) Mentoring - How to develop successful mentor behaviours. London: Axzo Press.
Journals
Journal of Mentoring and Tutoring
International Journal of Evidence Based Coaching and Mentoring
Research in Post-Compulsory Education
Page 37
CREDITS: 15
LEVEL: 6
MODULE TITLE: Teaching Employability Skills
No
SHORT MODULE DESCRIPTOR: This module addresses the key principles and skills of effectively
teaching employability skills to students in the Lifelong Learning Sector. It explores key ideas
underpinning employability and provides opportunities for insights into particular challenges and
strategies for action.
MODULE AIMS:
To equip teachers with the key conceptual and procedural skills to teach employability skills effectively.
to:
1. Demonstrate a comprehensive understanding of the key concepts, values and appropriate
terminology for teaching employability skills.
2. Evaluate techniques and resources for teaching and assessing employability skills.
3. Review and evaluating own strengths and weaknesses within the context of teaching
employability skills and plan teaching strategies.
National policies and contexts
Employability skills and employment
Personal qualities, skills and competencies
Strategies and resources for employability skills delivery
Creative communication techniques
Environment and personal presentation
Developing students’ inter-personal skills
Group contracts, rewards and penalties
Constructive feedback techniques
Professional updating and development
FACULTY: Education
SCHOOL: SFES
PARTNER
(For FHSW) NAME OF
INSTITUTION:
SITE:
MODULE LEADER: Teresa Thomas
Page 38
Assessment Mode:
(C1) Coursework
(P1) Practice
The Programme’s Level 6 Coursework criteria are shown in Appendix 1 of the Programme
Handbook.
a course tutor.
Reading List:
Core Texts
Ball, S. (2008) The Education Debate. Bristol: The Policy Press.
Hind, W. and Moss, S. (2005) Employability Skills. Tyne and Wear: Business Education Publishers.
Martin, R., Villeneuve-Smith, F., Marshall, L. and McKenzie, E. (2008) Employability Skills Explored.
London: LSN.
UK Commission for Employment and Skills (2009) The Employability Challenge. London: UKCES.
Recommended Texts
Gravells, A. (2010) Delivering Employability Skills in the Lifelong Learning Sector. Exeter: Learning
Matters.
Greatbatch, D. and Lewis, P. (2007) Generic Employability Skills II. Nottingham: South West Skills and
Learning Intelligence Module.
Journals
Career Development Quarterly
Journal of Vocational Education and Training
Websites
http://highereducation.cbi.org.uk/policy/employability/what-are-employability-skills - CBI
www.deloitte.co.uk/employability - Deloitte
http://www.pwc.com/uk/en/careers/student/employability.jhtml - Price Waterhouse Cooper
Page 39
CREDITS: 15
LEVEL: 6
MODULE TITLE: Independent Study
No
SHORT MODULE DESCRIPTOR: This module provides the opportunity to work independently by
pursuing professionally focused inquiry into a selected educational area. The module will offer both
professional and personal development for graduates working as autonomous learners.
MODULE AIMS: To encourage graduates to produce a professionally focused, investigative study that
could update their specialist knowledge and understanding, enhance their practice, contribute to
curriculum development, or develop quality assurance within their lifelong learning context. To provide
the opportunity for graduates to develop and apply their knowledge and understanding of professional
inquiry.
to:
1. Develop skills in acting as autonomous and self-directed learners
2. Develop a comprehensive knowledge of a selected aspect of the lifelong learning sector
3. Apply a method of professional inquiry
4. Demonstrate continued development in teaching practice
The process of producing a proposal for professional inquiry
Approaches to professional inquiry, including: developing an argument, data collection and analysis,
developing practice through a project, reflective practice, reviewing a body of knowledge, and creative
problem solving
A review of the proposed study with a tutor
A review of the current literature and research
An action plan that establishes a timescale for the study and targets for tutorials
An ethics protocol
Analysis and evaluation of the professional inquiry
FACULTY: Education
SCHOOL:
PARTNER
(For FHSW) NAME OF
INSTITUTION:
SITE:
SFES
Page 40
Assessment Mode:
(C1) Coursework
(P1) Practice
The Programme’s level 6 Coursework criteria are shown in Appendix 1 of the Programme Handbook.
Each student will be expected to engage in approximately 130 hours of autonomous study and be able
to access individual tutorial support.
by a course tutor.
All students are required to submit a proposal at the start of the module. Students who undertake two
independent study modules as part of the programme must show how the proposals are sufficiently
different for each module.
Reading List:
Core Texts
Press.
Blaxter, L., Hughes, C. and Tight, M. (2001) How to Research. (2nd edn.) Maidenhead: Open University
Press.
British Educational Research Association (2004) Revised Ethical Guidelines for Educational Research.
Nottingham: BERA.
Crotty, M. (1998) The Foundations of Social Research. London: Sage Publications.
McNiff, J., Lomax, P. and Whitehead, J. (2003) You and Your Action Research Project (2nd edn.)
London: RoutledgeFalmer.
Recommended Texts
Carr, W. (ed.) (1989) Quality in Teaching. London: The Falmer Press
Reason, P. and Bradbury, H. (2007) The Sage Handbook of Action Research – Participative Inquiry and
Practice. London: Sage.
Fisher, A. (2001) Critical Thinking: An Introduction. Cambridge: Cambridge University Press.
Koshy, V. (2009) Action Research for Improving Educational Practice. London: Sage.
Page 41
CREDITS: 15
LEVEL: 6
MODULE TITLE: Education for Sustainable Development
No
Education for Sustainable Development (ESD) with an emphasis on an exploration of the social,
economic and environmental factors. It focuses on local, national and international policies, strategies
and action plans and encourages a critical analysis of the ethical issues and values underpinning the
concept. Various educational theories will be explored to encourage developing approaches which
move from the ‘transmissive’ to the ‘transformative’.
MODULE AIMS: To enable graduates to develop the knowledge, understanding, values and skills to
integrate Education for Sustainable Development within their professional practice.
to:
1. Demonstrate a comprehensive knowledge and understanding of the theories and policies of
Education for Sustainable Development (ESD).
2. Apply theories of ESD within own professional practice showing an awareness of ethical
implications.
3. Evaluate the ways in which embedding ESD has influenced your developing practice.
Theories of Education for Sustainable Development (ESD)
Local, national and international policies, strategies and action plans within own area of professional
practice including Every Child Matters
Ethical issues and values related to ESD
Application of theories of ESD and policies, strategies and action plans
Models of critical and systems thinking
Potential of research to support development of ESD
Plans to develop own professional practice through integration of ESD
Educational ideologies including vocational, social, liberal and transformative
Addressing cultural diversity in relation to ESD
FACULTY: Education
SCHOOL: SFES
PARTNER
(For FHSW) NAME OF
INSTITUTION:
SITE:
MODULE LEADER: Dr Denise Summers
Session* 10/SP/SU/M
Page 42
Assessment Modes:
(C1) Coursework
(P1) Practice
a course tutor.
Reading List:
Core Texts
Boud, D. (2000) ‘Sustainable assessment: rethinking assessment for the learning society.’ Studies in
Continuing Education, 22, 2, pp151-167.
Miller, J. P. (2007) The Holistic Curriculum (2nd ed). Toronto: University of Toronto Press.
Sterling, S., Irving, D., Maiteny, P. and Salter, J. (2005) Linkingthinking - New perspectives on thinking
and learning for sustainability. Godalming: WWF. [Online] Available at:
http://www.eauc.org.uk/file_uploads/linkingthinking-302.pdf (Accessed: 18.1.10)
Stibbe, A. (2009) The Handbook of Sustainability Literacy. Totnes: Green Books.
Recommended Texts
Harding, S. (2006) Animate Earth. Dartington: Green Books Ltd.
Reason, P. and Bradbury, H. [eds] (2001) Handbook of Action Research. London: Sage Publications Ltd.
Rosenberg, M. D. (2003) Nonviolent Communication: A Language of Life. California: Puddledancer
Press.
Selby, D. (2007) ‘As the heating happens: Education for Sustainable Development or Education for
Sustainable Contraction?’ International Journal of Innovation and Sustainable Development, Vol 2, Nos
3/4, 249-267.
Journals
Journal of Education for Sustainable Development
Websites
http://www.eauc.org.uk/sorted/home
www.esdtoolkit.org
http://www.unesco.org/education/tlsf/
http://www.ofsted.gov.uk/content/download/7126/ 73002/
file/Ofsteds%20Sustainable%20Development%20Action%20Plan
http://www.earthcharterinaction.org/content/
Page 43
CREDITS: 15
LEVEL: 6
MODULE TITLE: Teaching 14-16 Work-Related Qualifications
No
SHORT MODULE DESCRIPTOR: The module is designed for graduates working or intending to work
with students aged 14-16 who are studying work-related and applied courses. In doing so it focuses on
recent curriculum initiatives (for example the new Diplomas), the learning needs of younger learners,
working with employers, teacher as facilitator, and the relationships between theory, application and the
world of work.
(C1)COURSEWORK Pass/Fail (P1) PRACTICE Pass/Fail
MODULE AIMS:
This module introduces the knowledge, skills and values needed to support the learning of students
aged 14-16 who are studying work-related and applied qualifications.
to:
1. Analyse the key national policies, initiatives and provisions for work-related education showing an
awareness of the legal and statutory responsibilities of teachers.
2. Evaluate and demonstrate a comprehensive understanding of the principles of behaviour for
learning.
3. Apply and evaluate work-related teaching and learning strategies that engage and motivate learners.
National and local policies, initiatives and provision for younger learners
Social and developmental factors influencing younger learners
Motivating young learners
Regulations, legislation and professional expectations relating to the education of younger learners
National policy and guidance on behaviour for learning
Bullying and managing behaviour
Functional Skills
Inclusion and support for younger learners
School and post-compulsory learning environments
FACULTY: Education
SCHOOL: SFES
PARTNER
(For FHSW) NAME OF
INSTITUTION:
SITE:
Session* 10/SP/SU/M
Page 44
Assessment Mode:
(C1) Coursework
ALOs 1, 2 and 3 will be assessed through a coursework task equivalent to 2500-3000 words. These
tasks will be assessed against the Programme’s Level 6 Coursework criteria.
(P1) Practice
a course tutor.
Reading List:
Core Texts
Davies, J. and Biesta, G. (2007) 'Coming to college or getting out of school? The experience of
vocational learning of 14-16 year-olds in a further education college.' Research Papers in Education, 22
(1), 23-41.
Foskett, H. and Lumby, J. (2005) 14-19 Education: Policy, Leadership and Learning. London: Sage
Publications Ltd.
Hodgson, A. and Spours, K. (2008) Education and Training 14-19: Curriculum, Qualifications and
Organization. London: Sage Publications Ltd.
Ellis, S. and Todd, J. (2009) Behaviour for Learning: Proactive Approaches to Behaviour Management.
Abingdon: Routledge.
Pring, R., Hayward, G., Hodgson, A., Johnson, J., Keep, E., Oancea, A., Rees, G., Spours, K. and Wilde,
S. (2009) Education for all: the future of education and training for 14-19 year olds. Abingdon: Routledge.
Recommended Texts
Coffield, F., Hodgson, A., Spours, K., Steer, R., Edward, S. and Finlay, I. (2007) Policy, learning and
inclusion in the learning and skills sector. TLRP Research Briefing. London: TLRP
Ginnis, P. (2001) Teacher's Toolkit: Raise Classroom Achievement with Strategies for Every Learner.
Carmarthen: Crown House Publishing.
McCrone, T. and Morris, M. (2004) Research into the impact of pre-16 Vocational Education. London:
Centre for Economic Performance ( CEP), London School of Economics. [Online]
http://cep.lse.ac.uk/research/skills/Skills_Publications/McCrone_Morris_2004.pdf (Accessed: 26.2.10)
Raffe D. and Spours K. (eds.) (2007) Policy-making and Policy Learning in 14-19 Education. London:
Bedford Way Papers.
Websites
http://publications.teachernet.gov.uk/default.aspx?PageFunction=productdetails&PageMode=publications
&ProductId=DCSF-00500-2008&
www.direct.gov.uk/diplomas
Page 45
CREDITS: 15
LEVEL: 6
MODULE TITLE: Developing Cultural Diversity and Community Cohesion in the Curriculum
No
SHORT MODULE DESCRIPTOR: This module promotes inclusion and fairness for all with a specific
focus on how issues of cultural diversity can inform curriculum development in the lifelong learning
sector.
C1)COURSEWORK Pass/Fail (P1)PRACTICE Pass/Fail
MODULE AIMS:
This module aims to promote cultural diversity in the curriculum to enhance community cohesion. It will
provide a forum for developing graduates’ knowledge to enable them to evaluate their own practice in
relation to issues of cultural diversity.
to:
1. Demonstrate comprehensive knowledge of models, theories and practices of cultural diversity to
promote community cohesion in own professional practice.
2. Analyse and evaluate own curriculum and practice for areas of possible racial discrimination and
plan ways to introduce and use alternatives identified.
 Policy, legislation and codes of practice i.e. European Human Rights Act
Race Relations Amendment Act 2000., Single Equality Bill (due to become an Act in
2010),), Ofsted, Every Child Matters, Government departments - Department for Children,
Schools and families (DCSF) and Department for Business, innovation and Skills (BIS)
 Exploring key terms and definitions e.g. equality, diversity, inclusion, differentiation, social and
community cohesion, cultural diversity
 Theories and models e.g. , Piaget ideas on assimilation and adaptation, Swan Report, Tomlinson
Report , developing awareness of cultural diversity in diverse and also less diverse communities
 Critical analysis of duty to promote diversity and citizenship in the curriculum (DFES 2007)
Review led by Sir K. Ajegbo
 National and international perspectives on cultural diversity and community cohesion (e.g. see
Gallagher (2004) in reading list)
 Challenging stereotypes and raising aspirations
 Develop listening to different ‘voices’ for example through guest speakers, visits and audio visual
resources
 Own personal and professional frameworks in relation to exploring cultural diversity and social
inclusion including an exploration of own ethnicity.
 Development of reflective practice and CPD
FACULTY: Education
SCHOOL: SFES
PARTNER
(For FHSW) NAME OF
INSTITUTION:
SITE:
MODULE LEADER: Sarah Chave
Session* 10/SP/SU/M
Page 46
Assessment Modes:
(C1) Coursework
ALOs 1 and 2 will be assessed through a coursework task equivalent to 2500-3000 words. These tasks
(P1) Practice
by a course tutor.
Reading List:
Core texts
Ajegbo, K. (2007) Diversity and Citizenship Curriculum Review. [Online]
http://publications.teachernet.go.uk/eOrderingDownload/DfES_Diversity_&_Citizenship.pdf (Accessed:
24.2.10)
Arora, R. K. (2005) Race and ethnicity in Education. Aldershot: Ashgate Publishing Ltd.
Palgrave Macmillan.
Haw, K. (2009) From hijab to jilbab and the myth of British identity: being Muslim in contemporary Britain
a half generation on. Race, Ethnicity and Education, 12 (3), 363-378.
Taylor, E., Gillborn, D. and Ladson-Billings, G. (eds.) (2009) Foundations of Critical Race Theory in
Education. Abingdon: Routledge.
Recommended Texts
Gallagher, T. (2004) Education in Divided Societies. Basingstoke: Palgrave Macmillan.
hooks, b. (1994) Teaching to Transgress: Education as the Practice of Freedom. London: Routledge.
Kelly, P. (ed.) (2005) Multiculturism reconsidered: ‘Culture and equality’ and its critics. Cambridge:
Polity Press.
Troutman Jr, P. L., Unger, J., Ramirez, M G and Saddler S. (2001) ‘Looking for artefacts and agency: a
basic approach to diversity for pre -service and in service teachers.’ Intercultural Education 12, 2, 209221.
Weiss, G. (2008) ‘Can an Old Dog Learn New Tricks? Habitual Horizons in James, Bourdieu and
Merleau Ponty.’ In Weiss, G. (ed.) (2008) Refiguring the Ordinary. Bloomington: Indiana University
Press.
Journals
Intercultural Education
International Journal of Intercultural Relations
Race, Ethnicity and Education
Websites
http://www.equalityhumanrights.com/
http://www.janeelliott.com (blue eyes/brown eyes experiment)
http://www.learningandteaching.info/learning/assimacc.htm
http://www.plymouthcfcd.co.uk – Plymouth Centre for Faiths and Cultural Diversity
http://www.universities-scotland.ac.uk/raceequalitytoolkit/Race%20Equality%20Toolkit.pdf
Page 47
CREDITS: 15
LEVEL: 6
MODULE TITLE: Teaching FOR Innovation Creativity and Enterprise
No
SHORT MODULE DESCRIPTOR: This module is an opportunity for authentic experiential engagement
with the pedagogy, processes and methodologies of creative problem solving enabling students to
practice, model and develop innovative, creative and enterprising thinking and behaviours.
(C1) COURSEWORK PASS/FAIL (P1) PRACTICE PASS/FAIL
MODULE AIMS: To develop conceptual and procedural skills that can confidently be applied to teaching
for innovation, creativity and enterprise.
to:
1. Demonstrate, through the creative problem solving process, a comprehensive knowledge of
theories, principles and practices of innovation, creativity and enterprise.
2. Evaluate processes of mindset shift and attitudinal change within self and learners.
3. Reflect on teaching and learning for innovation, creativity and enterprise and apply to own
practice.
Authentic creative problem solving process
Innovation, creativity and enterprise (ICE) ideologies, theories, principles, ideas, methodologies,
processes, systems, practice
ICE conceptualisation and contextualisation for teaching and learning
Modelling practice
Mindsets, attitudes, habits of mind, ways of thinking, imagination
Developing persistence, resilience, perseverance, curiosity
Dealing with risk and failure
The impact of process on product outcomes
The impact of process on personal and professional development
The impact of process on practice
Using and trusting personal and professional judgement
FACULTY: Education
SCHOOL: SFES
PARTNER
(For FHSW) NAME OF
INSTITUTION:
SITE:
MODULE LEADER: Steve Harris
Session* 10/SP/SU/M
Page 48
Assessment Modes:
(C1) Coursework
(P1) Practice
by a course tutor.
Reading List:
Core Texts
Adams, K. (2006) The Sources of Innovation and Creativity. Washington: National Center on Education
and The Economy.
Craft, A., Jeffrey, B. and Leibling, M. (ed.) (2001) Creativity in Education. London: Continuum.
Csikszentmihalyi, M. (1997) Creativity. Flow and the Psychology of Discovery and Invention. New York:
Harper Perennial.
Dweck, C. S. (2008) Mindset:The New Psychology of Success – How we can learn to fulfil our Potential.
New York: Ballantine Books.
Treffinger, D. J., Isaksen, S. G. and Stead-Dorval, K. B. (2006). Creative Problem Solving An
Introduction. (4th edn.) Waco, TX: Prufrock Press Inc.
Recommended Texts
Jackson, N., Oliver, M., Shaw, M. and Wisdom, J. (eds.) (2006) Developing Creativity in Higher
Education - An imaginative curriculum. London: Routledge.
Miller, J. P. (2007) The Holistic Curriculum. (2nd edn.) Toronto: OISE Press.
Pope, R. (2005) Creativity: Theory, History, Practice. London: Routledge.
Robinson, K. (2001) Out of our Minds: Learning to be Creative. Oxford: Capstone Publishing Ltd.
Trilling, B. and Fadel, C. (2009) 21st Century Skills, Learning for Life in Our Times. San Francisco:
Jossey-Bass.
Journals
Creativity and Innovation Management Creativity Research Journal
Journal of Educational Enquiry
Teaching in HE Thinking Skills and Creativity
Websites
http://www.creativitycultureeducation.org/ www.ltscotland.org.uk/creativity
Page 49
CREDITS: 15
LEVEL: 6
MODULE TITLE: The Role of the Personal Tutor
No
This module will explore the diverse expectations and perceptions that shape the role of the Personal
Tutor. It will provide a forum for discussion of the challenges and the many opportunities of providing
effective support for students and the teaching and learning strategies that support this.
(C1)COURSEWORK Pass/Fail (P1)PRACTICE Pass/Fail
MODULE AIMS: To encourage graduates to develop their understanding of the role of a Personal Tutor
in relation to student expectation and organisational policies. To enable graduates to develop a range of
teaching, learning and assessment strategies to provide effective support.
to:
1. Analyse the range of perceptions of the role of the Personal Tutor in the Lifelong Learning Sector
2. Demonstrate a comprehensive knowledge of the range of teaching, learning and assessment
approaches available to the Personal Tutor
3. Reflect on teaching and learning approaches as a Personal Tutor in own professional practice
Developing an effective tutorial curriculum
Teaching, learning and assessment strategies for tutorial
Developing effective Individual Learning Plans
Raising achievement through tutorial
Developing effective study skills
Personal learning and thinking/reflection skills
Advice and guidance
Supporting vulnerable young people through tutorial
Embedding citizenship, global and sustainable themes through tutorial
Embedding the development of language, literacy, numeracy
Theories and principles of communication with groups and individuals.
The impact of regulatory bodies and inspection regimes on tutorial practices.
Methods of self evaluation and personal action planning.
How principles of equality, diversity and inclusion can be promoted through tutorial.
FACULTY: Education
SCHOOL: SFES
PARTNER
(For FHSW) NAME OF
INSTITUTION:
SITE:
MODULE LEADER: Debra Johnson
Session* 10/SP/SU/M
Page 50
Assessment Modes:
(C1) Coursework
ALOs 1, 2 and 3 will be assessed through a coursework task equivalent to 2500-3000 words. This task will
(P1) Practice
Each student must log a minimum of 19 hours teaching practice of which one session will be observed by a
course tutor.
Reading List:
Core Texts
Ecclestone, K. and Hayes, D. (2009) The Dangerous Rise of Therapeutic Education. Abingdon: Routledge.
Edwards, R., Harrison, R. and Tait, A. (eds.) (1998) Telling Tales: Perspectives on Guidance and
Counselling in Learning. London: Routledge.
Goleman, D. (2006) Emotional Intelligence. (10th ed.) London: Bantham Books.
Heron, J. (2001) Helping the Client – A Creative Practical Guide. (5th ed.) London: Sage Publications.
McLeod, J. (2007) Counselling Skills. Maidenhead: OU Press and McGraw Hill.
Recommended Texts
Covey, S. (2004) The seven habits of highly effective teenagers. London: Simon Schuster.
Furedi, F. (2004) Therapy Culture – Cultivating Vulnerability in an Uncertain Age. London: Routledge.
Huddleston, P. and Unwin, L. (2008) Teaching and learning in further education: diversity and change. (3rd
ed.) London: Routledge.
Lindon, J. and Lindon, L. (2000) Mastering Counselling Skills. Basingstoke: Palgrave MacMillan.
Noddings, N. (2003) Happiness and Education. New York: Cambridge University Press.
Websites
http://www.fetn.org.uk
http://www.lsnlearning.org.uk/search/Resource-32102.aspx
http://www.excellencegateway.org.uk
http://www.dcsf.gov.uk/everychildmatters/ete/lifelonglearningandskills
Page 51
CREDITS: 15
LEVEL: 6
MODULE TITLE: Independent Study (2)
No
inquiry.
to:
1. Develop skills in acting as autonomous and self-directed learners
2. Develop a comprehensive knowledge of a selected aspect of the lifelong learning sector
3. Apply a method of professional inquiry
problem solving
An ethics protocol
FACULTY: Education
SCHOOL:
PARTNER
(For FHSW) NAME OF
INSTITUTION:
SITE:
SFES
Session* 10/SP/SU/M
Page 52
Assessment Mode:
(C1) Coursework
(P1) Practice
Each student will be expected to engage in approximately 130 hours of autonomous study and be able to
access individual tutorial support.
a subject specialist mentor.
Reading List:
Core Texts
Press.
Press.
Nottingham: BERA.
Recommended Texts
Page 53
CREDITS: 15
LEVEL: 7
MODULE TITLE: Continuing Personal and Professional Development
No
SHORT MODULE DESCRIPTOR: This module seeks to empower graduates through personal and
professional development. Graduates will undertake analysis to inform an honest, effective and robust
evaluation of their continuing professional and development as part of their role in the Lifelong Learning
Sector.
MODULE AIMS: To encourage graduates to reflect upon their personal and professional development
and to enable an informed transformation of their practice.
to:
1. Critically investigate the range of roles and responsibilities of a teacher in the lifelong learning
sector
2. Demonstrate a deep and systematic knowledge of subject specialist pedagogy and continued
development in teaching practice
3. Critically analyse breadth of practice experience
4. Reflexively examine own personal and professional development
Teaching roles and contexts in the lifelong learning sector.
Roles and responsibilities of a subject specialist.
Subject specialist pedagogy.
Impact of beliefs, assumptions and behaviours on learners.
Impact of teacher’s own skills on learners.
Theories, principles and models of reflective practice.
Models of continuing personal and professional development.
Self assessment and autonomy in learning.
Breadth of Practice.
Identifying CPD opportunities and evaluating the impact on own practice.
Quality assurance.
Theories, principles and models of Education for Sustainable Development.
FACULTY: Education
SCHOOL: SFES
PARTNER
(For FHSW) NAME OF
INSTITUTION:
SITE:
MODULE LEADER: Sue Exley
Page 54
Assessment Modes:
(C1) Coursework
ALO 1 will be assessed through a coursework task equivalent to 2000-2500 words. This task will be
assessed against the Programme’s Coursework criteria.
(P1) Practice
own personal and professional development drawn from an evaluation of an arranged series of lessons
using Domain C (Specialist Learning and Teaching) of the Professional Standards and breadth of
practice experience. This task will be assessed against the Programme’s Individual Development Plan
criteria.
Handbook.
specialist mentor.
Reading List:
Core Texts
Hitching, J. (2008) Maintaining your Licence to Practise in the Lifelong Learning Sector Exeter: Learning
Matters.
RoutledgeFalmer.
Villeneuve-Smith, F., West, C. and Bhinder, B. (2009) Rethinking continuing professional development in
further education. London: Learning & Skills Network.
Recommended Texts
Press.
James, D. and Biesta, G. (2007) Improving Learning Cultures in Further Education. London: Routledge.
Kennedy, A. (2005) ‘Models of Continuing Professional Development: a framework for analysis‘, Journal
of In-Service Education, Vol 31, No 2, 235-250.
Orr, D.W. (2004) Earth in Mind – On Education, Environment and the Human Prospect – 10th
Journals
Websites
http://www.jrf.org.uk/ Joseph Rowntree Trust www.standardsverificationuk.org/
http://www.eauc.org.uk/sorted/home www.esdtoolkit.org
Page 55
CREDITS: 15
LEVEL: 7
MODULE TITLE: Curriculum Development for Inclusive Practice
No
SHORT MODULE DESCRIPTOR: This module explores theories, principles and implementation of
programmes of learning and their impact on teaching and learning within the Lifelong Learning Sector. It
focuses on understanding curriculum design, equality and diversity, social, economic, political and
cultural differences on teaching and learning within own specialist area. The module empowers
graduates to critically evaluate individual subject specialism, approaches, strengths and development
needs in relation to inclusive curriculum design.
MODULE AIMS: To develop an understanding of the history, concepts and models of curriculum; to
analyse theories and approaches to curriculum practice and design that may differ within an
educational/training context; to enable issues of inclusion and subject specialism to be explored and
critiqued.
to:
1. Demonstrate a deep and systematic knowledge of curriculum theories and principles within own
subject specialist area
2. Critically evaluate the social cohesion of curricula with regards ethnicity, race, religion and sexual
orientation
3. Demonstrate autonomous and continued development in own subject specialist teaching
4. Critically examine access and progression in teaching practice
Curriculum theories, principles, ideologies and models.
Curriculum design and implementation for specialist subjects and different cohorts of learners.
Different curriculum contexts in the lifelong learning sector.
Legislation relating to ethnicity, race, religion and sexual orientation.
Social cohesion and religious tolerance.
The impact of social, economic and cultural differences on learning.
Challenging discriminatory behaviour in a learning environment.
Proposing changes to curriculum design.
Equal Opportunities.
Developing a sustainable curriculum.
FACULTY: Education
SCHOOL: SFES
PARTNER
(For FHSW) NAME OF
INSTITUTION:
SITE:
Page 56
Assessment Modes:
(C1) Coursework
(P1) Practice
ALO 4 will be assessed through an individual development plan with agreed action points drawn from
an evaluation of an arranged series of lessons using Domain F (Access and Progression) of the
Plan criteria.
Handbook.
specialist mentor.
Reading List:
Core Texts
Bloomer, M. (2002) Curriculum Making in Post -16 Education – The social conditions of studentship. (2nd
edn.) London: Routledge
Grundy, S. (1987) Curriculum: Product or Praxi. Lewes: Falmer.
Kelly, A. V. (2009) The Curriculum: Theory and Practice. (6 th edn.) London: Sage.
Pinar, W. F., Reynolds, W. M., Slattery, P. and Taubman, P. M. (2004) Understanding Curriculum. New
York: Peter Long Publishers Inc.
Recommended Texts
Avis, J. (2007) Education, Policy and Social Justice: Learning and Skills. London: Continuum.
Palgrave Macmillan.
Pring, R., Hayward, G., Hodgson, A., Johnson, J., Keep, E., Oancea, A., Rees, G., Spours, K. and
Wilde, S. (2009) Education for all: the future of education and training for 14-19 year olds. Abingdon:
Routledge.
Journals
British Journal of Educational Studies British Educational Research Journal
Websites
www.infed.org/biblio/b-curric.htm
http://publications.teachernet.gov.uk/eOrderingDownload/DfES_Diversity_&_Citizenship.pdf
http://www.teachernet.gov.uk/wholeschool/Communitycohesion/communitycohesionresourcepack/intro/
Page 57
CREDITS: 15
LEVEL: 7
MODULE TITLE: Wider Professional Practice
No
SHORT MODULE DESCRIPTOR: This module focuses upon notions of professionalism and wider
professional practice. It specifically empowers graduates to examine professional conduct and
accountability, quality assurance, quality improvement, Education for Sustainable Development, and self
evaluation through reflexive processes.
MODULE AIMS: This module will provide a forum for a critical evaluation of the graduate’s own practice
and conduct in relation to institutions, quality issues, Education for Sustainable Development, policies
and continuous professional development as well as provide the opportunity to broaden graduates’
experiences through the exploration and modelling of good practice.
to:
1. Demonstrate a deep and systematic knowledge of issues of professionalism
2. Critically evaluate Education for Sustainable Development in teaching practice
3. Demonstrate proficiency and capacity in teaching practice
4. Demonstrate a high degree of autonomy with own personal development
5. Reflexively examine professional values and practice
Concepts of professionalism and core professional values for teachers in the lifelong learning sector.
Equality of opportunity and respect for diversity.
The contribution of learning to personal development, economic growth and community regeneration.
Impact of own values and judgements on learners.
Professional conduct and accountability in the lifelong learning sector.
Implications and impact of government policies on teaching and learning in the lifelong learning sector.
Roles of regulatory bodies and systems and inspection regimes in the operation of the lifelong learning
sector.
Integration of Education for Sustainable Development in teaching practice.
Statutory requirements and underpinning principles in relation to own subject specialism.
Quality assurance, improvement and procedures.
The differences and relationship between evaluation and assessment.
Validity and reliability of data.
The effectiveness of data collection methods/instruments.
FACULTY: Education
SCHOOL: SFES
PARTNER
(For FHSW) NAME OF
INSTITUTION:
SITE:
MODULE LEADER: Simon Webster
Session* 10/SP/SU/M
Page 58
Assessment Modes:
(C1) Coursework
(P1) Practice
ALOs 4 and 5 will be assessed through an individual development plan with action points drawn from
an evaluation of an arranged series of lessons using Domain A (Professional Values and Practice) of the
Plan criteria.
Handbook.
Reading List:
Core Texts
Atkinson, T. and Claxton, G. (eds.) (2000) The Intuitive Practitioner Buckingham: Open University
Press.
Lea, J., Hayes, D., Armitage, A., Lomas, L. and Markless, S. (2003) Working in Post-compulsory
Education. Maidenhead: Open University Press.
Sterling, S., Irving, D., Maiteny, P. and Salter, J. (2005) Linkingthinking: New perspectives on thinking
and learning for sustainability.
Recommended Texts
Bolton, G. (2005) Reflective Practice Writing for Professional Development. (2nd edn.) London: Sage.
Hitching, J. (2008) Maintaining your Licence to Practise. Exeter: Learning Matters.
Moon, J. (2008) Critical Thinking: an exploration of theory and practice. London: Routledge.
Mukhopadhyay, M. (2005) Total Quality Management in Education. London: Paul Chapman.
Stibbe, A. (ed.) (2009) The Handbook of Sustainability Literacy. Dartington: Green Books Ltd.
Tilbury, D. and Wortman, D. (2004) Engaging people in sustainability. Cambridge: IUCN. [Online]
http://app.iucn.org/dbtw-wpd/edocs/2004-055.pdf
Journals
International Journal of Lifelong Learning
Websites
http://www.ofsted.gov.uk/content/download/7126/ 73002/file/Ofsteds%20 Sustainable %20
Development%20Action%20Plan
Page 59
CREDITS: 15
LEVEL: 7
MODULE TITLE: Education for Sustainable Development
No
Education for Sustainable Development (ESD) with an emphasis on an exploration of the social,
economic and environmental factors. It focuses on local, national and international policies, strategies
and action plans and encourages a critical analysis of the ethical issues and values underpinning the
concept. Various educational theories will be explored to encourage developing approaches which
move from the ‘transmissive’ to the ‘transformative’.
MODULE AIMS: To enable graduates to develop the knowledge, understanding, values and skills to
integrate Education for Sustainable Development within their professional practice.
to:
1. Demonstrate a deep and systematic knowledge and understanding of the theories and policies of
Education for Sustainable Development (ESD).
2. Apply, showing initiative and originality, theories of ESD within own professional practice showing a
critical awareness of ethical implications.
3. Critically evaluate the ways in which embedding ESD has influenced your developing practice.
4. Demonstrate autonomous and continued development in teaching practice.
Theories of Education for Sustainable Development (ESD)
Local, national and international policies, strategies and action plans within own area of professional
practice including Every Child Matters
Ethical issues and values related to ESD
Application of theories of ESD and policies, strategies and action plans
Models of critical and systems thinking
Potential of research to support development of ESD
Plans to develop own professional practice through integration of ESD
Educational ideologies including vocational, social, liberal and transformative
Addressing cultural diversity in relation to ESD
FACULTY: Education
SCHOOL: SFES
PARTNER
(For FHSW) NAME OF
INSTITUTION:
SITE:
MODULE LEADER: Dr Denise Summers
Session* 10/SP/SU/M
Page 60
Assessment Modes:
(C1) Coursework
(P1) Practice
a course tutor.
Reading List:
Core Texts
Boud, D. (2000) ‘Sustainable assessment: rethinking assessment for the learning society.’ Studies in
Continuing Education, 22, 2, pp151-167.
Miller, J. P. (2007) The Holistic Curriculum (2nd ed). Toronto: University of Toronto Press.
Sterling, S., Irving, D., Maiteny, P. and Salter, J. (2005) Linkingthinking - New perspectives on thinking
and learning for sustainability. Godalming: WWF. [Online] Available at:
http://www.eauc.org.uk/file_uploads/linkingthinking-302.pdf (Accessed: 18.1.10)
Stibbe, A. (2009) The Handbook of Sustainability Literacy. Totnes: Green Books.
Recommended Texts
Harding, S. (2006) Animate Earth. Dartington: Green Books Ltd.
Reason, P. and Bradbury, H. [eds] (2001) Handbook of Action Research. London: Sage Publications Ltd.
Rosenberg, M. D. (2003) Nonviolent Communication: A Language of Life. California: Puddledancer
Press.
Selby, D. (2007) ‘As the heating happens: Education for Sustainable Development or Education for
Sustainable Contraction?’ International Journal of Innovation and Sustainable Development, Vol 2, Nos
3/4, 249-267.
Journals
Journal of Education for Sustainable Development
Websites
http://www.eauc.org.uk/sorted/home
www.esdtoolkit.org
http://www.unesco.org/education/tlsf/
http://www.ofsted.gov.uk/content/download/7126/ 73002/
file/Ofsteds%20Sustainable%20Development%20Action%20Plan
http://www.earthcharterinaction.org/content/
Page 61
CREDITS: 15
LEVEL: 7
MODULE TITLE: Teaching 14-16 Work-Related Qualifications
No
SHORT MODULE DESCRIPTOR: The module is designed for graduates working or intending to work
with students aged 14-16 who are studying work-related and applied courses. In doing so it focuses on
recent curriculum initiatives (for example the new Diplomas), the learning needs of younger learners,
working with employers, teacher as facilitator, and the relationships between theory, application and the
world of work.
(C1)COURSEWORK Pass/Fail (P1) PRACTICE Pass/Fail
MODULE AIMS:
This module introduces the knowledge, skills and values needed to support the learning of students
aged 14-16 who are studying work-related and applied qualifications.
to:
1. Critically analyse the key national policies, initiatives and provisions for work-related education
showing a critical awareness of the legal and statutory responsibilities of teachers.
2. Critically evaluate and demonstrate a deep and systematic understanding of the principles of
behaviour for learning.
3. Apply and critically evaluate work-related teaching and learning strategies that engage and motivate
learners.
National and local policies, initiatives and provision for younger learners
Social and developmental factors influencing younger learners
Motivating young learners
Regulations, legislation and professional expectations relating to the education of younger learners
National policy and guidance on behaviour for learning
Bullying and managing behaviour
Functional Skills
Inclusion and support for younger learners
School and post-compulsory learning environments
FACULTY: Education
SCHOOL: SFES
PARTNER
(For FHSW) NAME OF
INSTITUTION:
SITE:
Session* 10/SP/SU/M
Page 62
Assessment Mode:
(C1) Coursework
ALOs 1, 2 and 3 will be assessed through a coursework task equivalent to 2500-3000 words. These
tasks will be assessed against the Programme’s Level 7 Coursework criteria.
(P1) Practice
a course tutor.
Reading List:
Core Texts
Davies, J. and Biesta, G. (2007) 'Coming to college or getting out of school? The experience of
vocational learning of 14-16 year-olds in a further education college.' Research Papers in Education, 22
(1), 23-41.
Foskett, H. and Lumby, J. (2005) 14-19 Education: Policy, Leadership and Learning. London: Sage
Publications Ltd.
Hodgson, A. and Spours, K. (2008) Education and Training 14-19: Curriculum, Qualifications and
Organization. London: Sage Publications Ltd.
Ellis, S. and Todd, J. (2009) Behaviour for Learning: Proactive Approaches to Behaviour Management.
Abingdon: Routledge.
Pring, R., Hayward, G., Hodgson, A., Johnson, J., Keep, E., Oancea, A., Rees, G., Spours, K. and Wilde,
S. (2009) Education for all: the future of education and training for 14-19 year olds. Abingdon: Routledge.
Recommended Texts
Coffield, F., Hodgson, A., Spours, K., Steer, R., Edward, S. and Finlay, I. (2007) Policy, learning and
inclusion in the learning and skills sector. TLRP Research Briefing. London: TLRP
Ginnis, P. (2001) Teacher's Toolkit: Raise Classroom Achievement with Strategies for Every Learner.
Carmarthen: Crown House Publishing.
McCrone, T. and Morris, M. (2004) Research into the impact of pre-16 Vocational Education. London:
Centre for Economic Performance ( CEP), London School of Economics. [Online]
http://cep.lse.ac.uk/research/skills/Skills_Publications/McCrone_Morris_2004.pdf (Accessed: 26.2.10)
Raffe D. and Spours K. (eds.) (2007) Policy-making and Policy Learning in 14-19 Education. London:
Bedford Way Papers.
Websites
http://publications.teachernet.gov.uk/default.aspx?PageFunction=productdetails&PageMode=publications
&ProductId=DCSF-00500-2008&
www.direct.gov.uk/diplomas
Page 63
CREDITS: 15
LEVEL: 7
MODULE TITLE: Developing Cultural Diversity and Community Cohesion in the Curriculum
SHORT MODULE DESCRIPTOR: This module promotes inclusion and fairness for all with a specific
focus on how issues of cultural diversity can inform curriculum development in the lifelong learning
sector.
C1)COURSEWORK Pass/Fail (P1)PRACTICE Pass/Fail
MODULE AIMS:
This module aims to promote cultural diversity in the curriculum to enhance community cohesion. It will
provide a forum for developing graduates’ knowledge to enable them to evaluate their own practice in
relation to issues of cultural diversity.
to:
1. Demonstrate deep and systematic knowledge of models, theories and practices of cultural
diversity to promote community cohesion in own professional practice.
2. Analyse and critically evaluate own curriculum and practice for areas of possible racial
discrimination and plan innovative ways to introduce and use alternatives identified.
 Policy, legislation and codes of practice i.e. European Human Rights Act
Race Relations Amendment Act 2000., Single Equality Bill (due to become an Act in
2010), Ofsted, Every Child Matters, Government departments - Department for Children,
Schools and families (DCSF) and Department for Business, innovation and Skills (BIS)
 Exploring key terms and definitions e.g. equality, diversity, inclusion, differentiation, social and
community cohesion, cultural diversity
 Theories and models e.g. , Piaget ideas on assimilation and adaptation, Swan Report, Tomlinson
Report , developing awareness of cultural diversity in diverse and also less diverse communities
 Critical analysis of duty to promote diversity and citizenship in the curriculum (DFES 2007)
Review led by Sir K. Ajegbo
 National and international perspectives on cultural diversity and community cohesion (e.g. see
Gallagher (2004) in reading list)
 Challenging stereotypes and raising aspirations
 Develop listening to different ‘voices’ for example through guest speakers, visits and audio visual
resources
 Own personal and professional frameworks in relation to exploring cultural diversity and social
inclusion including an exploration of own ethnicity.
 Development of reflective practice and CPD
FACULTY: Education
SCHOOL: SFES
PARTNER
(For FHSW) NAME OF
INSTITUTION:
SITE:
MODULE LEADER: Sarah Chave
Session* 10/SP/SU/M
Page 64
Assessment Modes:
(C1) Coursework
ALOs 1 and 2 will be assessed through a coursework task equivalent to 2500-3000 words. These tasks
(P1) Practice
by a course tutor.
Reading List:
Core texts
Ajegbo, K. (2007) Diversity and Citizenship Curriculum Review. [Online]
http://publications.teachernet.go.uk/eOrderingDownload/DfES_Diversity_&_Citizenship.pdf (Accessed:
24.2.10)
Arora, R. K. (2005) Race and ethnicity in Education. Aldershot: Ashgate Publishing Ltd.
Palgrave Macmillan.
Haw, K. (2009) From hijab to jilbab and the myth of British identity: being Muslim in contemporary Britain
a half generation on. Race, Ethnicity and Education, 12 (3), 363-378.
Taylor, E., Gillborn, D. and Ladson-Billings, G. (eds.) (2009) Foundations of Critical Race Theory in
Education. Abingdon: Routledge.
Recommended Texts
Gallagher, T. (2004) Education in Divided Societies. Basingstoke: Palgrave Macmillan.
hooks, b. (1994) Teaching to Transgress: Education as the Practice of Freedom. London: Routledge.
Kelly, P. (ed.) (2005) Multiculturism reconsidered: ‘Culture and equality’ and its critics. Cambridge:
Polity Press.
Troutman Jr, P. L., Unger, J., Ramirez, M G and Saddler S. (2001) ‘Looking for artefacts and agency: a
basic approach to diversity for pre -service and in service teachers.’ Intercultural Education 12, 2, 209221.
Weiss, G. (2008) ‘Can an Old Dog Learn New Tricks? Habitual Horizons in James, Bourdieu and
Merleau Ponty.’ In Weiss, G. (ed.) (2008) Refiguring the Ordinary. Bloomington: Indiana University
Press.
Journals
Intercultural Education
International Journal of Intercultural Relations
Race, Ethnicity and Education
Websites
http://www.equalityhumanrights.com/
http://www.janeelliott.com (blue eyes/brown eyes experiment)
http://www.learningandteaching.info/learning/assimacc.htm
http://www.plymouthcfcd.co.uk – Plymouth Centre for Faiths and Cultural Diversity
http://www.universities-scotland.ac.uk/raceequalitytoolkit/Race%20Equality%20Toolkit.pdf
Page 65
CREDITS: 15
LEVEL: 7
MODULE TITLE: Teaching FOR Innovation Creativity and Enterprise
No
SHORT MODULE DESCRIPTOR: This module is an opportunity for authentic experiential engagement
with the pedagogy, processes and methodologies of creative problem solving enabling graduates to
practice, model and develop innovative, creative and enterprising thinking and behaviours.
(C1) COURSEWORK PASS/FAIL (P1) PRACTICE PASS/FAIL
MODULE AIMS: To develop conceptual and procedural skills that can confidently be applied to teaching
for innovation, creativity and enterprise.
to:
1. Demonstrate, through the creative problem solving process, a deep and systematic knowledge of
theories, principles and practices of innovation, creativity and enterprise.
2. Critically evaluate processes of mindset shift and attitudinal change within self and learners.
3. Reflexively examine teaching and learning for innovation, creativity and enterprise and apply to
own practice.
Authentic creative problem solving process
Innovation, creativity and enterprise (ICE) ideologies, theories, principles, ideas, methodologies,
processes, systems, practice
ICE conceptualisation and contextualisation for teaching and learning
Modelling practice
Mindsets, attitudes, habits of mind, ways of thinking, imagination
Developing persistence, resilience, perseverance, curiosity
Dealing with risk and failure
The impact of process on product outcomes
The impact of process on personal and professional development
The impact of process on practice
Using and trusting personal and professional judgement
FACULTY: Education
SCHOOL: SFES
PARTNER
(For FHSW) NAME OF
INSTITUTION:
SITE:
MODULE LEADER: Steve Harris
Session* 10/SP/SU/M
Page 66
Assessment Modes:
(C1) Coursework
(P1) Practice
by a course tutor.
Reading List:
Core Texts
Adams, K. (2006) The Sources of Innovation and Creativity. Washington: National Center on Education
and The Economy.
Craft, A., Jeffrey, B. and Leibling, M. (ed.) (2001) Creativity in Education. London: Continuum.
Csikszentmihalyi, M. (1997) Creativity. Flow and the Psychology of Discovery and Invention. New York:
Harper Perennial.
Dweck, C. S. (2008) Mindset:The New Psychology of Success – How we can learn to fulfil our Potential.
New York: Ballantine Books.
Treffinger, D. J., Isaksen, S. G. and Stead-Dorval, K. B. (2006). Creative Problem Solving An
Introduction. (4th edn.) Waco, TX: Prufrock Press Inc.
Recommended Texts
Jackson, N., Oliver, M., Shaw, M. and Wisdom, J. (eds.) (2006) Developing Creativity in Higher
Education - An imaginative curriculum. London: Routledge.
Miller, J. P. (2007) The Holistic Curriculum. (2nd edn.) Toronto: OISE Press.
Pope, R. (2005) Creativity: Theory, History, Practice. London: Routledge.
Robinson, K. (2001) Out of our Minds: Learning to be Creative. Oxford: Capstone Publishing Ltd.
Trilling, B. and Fadel, C. (2009) 21st Century Skills, Learning for Life in Our Times. San Francisco:
Jossey-Bass.
Journals
Creativity and Innovation Management Creativity Research Journal
Journal of Educational Enquiry
Teaching in HE Thinking Skills and Creativity
Websites
http://www.creativitycultureeducation.org/ www.ltscotland.org.uk/creativity
Page 67
CREDITS: 15
LEVEL: 7
MODULE TITLE: The Role of the Personal Tutor
No
This module will explore the diverse expectations and perceptions that shape the role of the Personal
Tutor. It will provide a forum for discussion of the challenges and the many opportunities of providing
effective support for students and the teaching and learning strategies that support this.
(C1)COURSEWORK Pass/Fail (P1)PRACTICE Pass/Fail
MODULE AIMS: To encourage graduates to develop their understanding of the role of a Personal Tutor
in relation to student expectation and organisational policies. To enable graduates to develop a range of
teaching, learning and assessment strategies to provide effective support.
to:
1. Critically analyse the range of perceptions of the role of the Personal Tutor in the Lifelong
Learning Sector
2. Demonstrate a deep and systematic knowledge of the range of teaching, learning and
assessment approaches available to the Personal Tutor
3. Reflexively examine teaching and learning approaches as a Personal Tutor in own professional
practice
4. Demonstrate autonomous and continued development in teaching practice
Developing an effective tutorial curriculum
Teaching, learning and assessment strategies for tutorial
Developing effective Individual Learning Plans
Raising achievement through tutorial
Developing effective study skills
Personal learning and thinking/reflection skills
Advice and guidance
Supporting vulnerable young people through tutorial
Embedding citizenship, global and sustainable themes through tutorial
Embedding the development of language, literacy, numeracy
Theories and principles of communication with groups and individuals.
The impact of regulatory bodies and inspection regimes on tutorial practices.
Methods of self evaluation and personal action planning.
How principles of equality, diversity and inclusion can be promoted through tutorial.
FACULTY: Education
SCHOOL: SFES
PARTNER
(For FHSW) NAME OF
INSTITUTION:
SITE:
MODULE LEADER: Debra Johnson
Session* 10/SP/SU/M
Page 68
Assessment Modes:
(C1) Coursework
(P1) Practice
a course tutor.
Reading List:
Core Texts
Ecclestone, K. and Hayes, D. (2009) The Dangerous Rise of Therapeutic Education. Abingdon:
Routledge.
Edwards, R., Harrison, R. and Tait, A. (eds.) (1998) Telling Tales: Perspectives on Guidance and
Counselling in Learning. London: Routledge.
Goleman, D. (2006) Emotional Intelligence. (10th ed.) London: Bantham Books.
Heron, J. (2001) Helping the Client – A Creative Practical Guide. (5th ed.) London: Sage Publications.
McLeod, J. (2007) Counselling Skills. Maidenhead: OU Press and McGraw Hill.
Recommended Texts
Covey, S. (2004) The seven habits of highly effective teenagers. London: Simon Schuster.
Furedi, F. (2004) Therapy Culture – Cultivating Vulnerability in an Uncertain Age. London: Routledge.
Huddleston, P. and Unwin, L. (2008) Teaching and learning in further education: diversity and change.
(3rd ed.) London: Routledge.
Lindon, J. and Lindon, L. (2000) Mastering Counselling Skills. Basingstoke: Palgrave MacMillan.
Noddings, N. (2003) Happiness and Education. New York: Cambridge University Press.
Websites
http://www.fetn.org.uk
http://www.lsnlearning.org.uk/search/Resource-32102.aspx
http://www.excellencegateway.org.uk
http://www.dcsf.gov.uk/everychildmatters/ete/lifelonglearningandskills
Page 69
CREDITS: 15
LEVEL: 7
MODULE TITLE: Independent Study
No
inquiry.
to:
1. Develop skills in acting as autonomous and reflexive learners
2. Develop a deep and systematic knowledge of a selected aspect of the lifelong learning sector
3. Apply a method of professional inquiry in an innovative and creative way to inform practice
4. Demonstrate autonomous and continued development in teaching practice
problem solving
An ethics protocol
FACULTY: Education
SCHOOL:
PARTNER
(For FHSW) NAME OF
INSTITUTION:
SITE:
SFES
Session* 10/SP/SU/M
Page 70
Assessment Mode:
(C1) Coursework
(P1) Practice
Each student will be expected to engage in approximately 130 hours of autonomous study and be able to
access individual tutorial support.
a course tutor.
Reading List:
Core Texts
Press.
Press.
Nottingham: BERA.
Recommended Texts
Page 71
Appendix 1
Coursework
Criteria
LEVEL 7
LEVEL 6
Grade
A pass in
demonstrating the
knowledge and
understanding to
achieve the assessed
learning outcomes
linked to the
coursework
A fail in demonstrating
the knowledge and
understanding to
learning outcomes
linked to the
coursework
A pass in
demonstrating the
knowledge and
understanding to
learning outcomes
linked to the
coursework
A fail in demonstrating
the knowledge and
understanding to
learning outcomes
linked to the
coursework
Critical reading
Research & investigation
Communication skills
Relevant and wide range of texts, to
include journal articles, national and
local policy documents, with
accurate and consistent referencing.
Reflexively evaluate reliability,
validity and significance of data.
Deep systematic analysis and
synthesis of complex, incomplete or
contradictory areas of knowledge in
relation to own practice.
Irrelevant and limited range of
inaccurately and / or inconsistently
referenced texts. Lacking deep and
systematic analysis, evaluation and
synthesis.
Deep and systematic
engagement in / with current
research to encourage
innovation / creativity and
improve own practice.
Reflexive engagement with
related ethical issues.
Reflexively evaluates impact
on practice and learners.
Consistently demonstrating highly
effective and coherent
communication of complex ideas
and meaning. Format is
appropriate, readable and
accessible, with accurate and
consistent grammar and
punctuation.
Lacking deep and systematic
engagement in research,
ethical implications. Lack of
reflexive evaluation of impact
on practice and learners.
Relevant and wide range of texts to
include journal articles and policy
documents, with generally accurate
and consistent referencing.
Critically evaluate reliability, validity
and significance of data.
Comprehensive and detailed
analysis and critique of theories and
contexts and an awareness of the
provisional nature of knowledge.
Irrelevant and limited range of poorly
sourced and referenced texts.
Lacking comprehensive analysis,
evaluation and critique.
Engagement with own / others’
research to encourage
innovation / creativity and
improve own practice. Critical
analysis of related ethical
issues. Critically reflects and
evaluates impact on own
practice and learners.
Lacking consistency and
coherence in communicating
complex ideas and meanings.
Inappropriate format which lacks
readability and accessibility.
Inaccurate and / or inconsistent in
grammar and punctuation.
Effective and coherent
communication of ideas and
meaning, using appropriate format,
which is readable and accessible,
with generally accurate and
consistent grammar and
punctuation.
Lacking engagement in
research and critical evaluation
of ethical issues. Lack of
critical reflection of impact on
practice and learners.
Lack of coherency and ineffective
communication of ideas and
meaning. Inappropriate format and
accuracy and / or inconsistency in
grammar and punctuation.
Page 72
Appendix 2
1: An outstanding pass
Overall characteristics:
The trainee's teaching is consistently
above and beyond the standards, with
many outstanding features.
Cert Ed/PGCE (DTLLS ) Observation of Teaching
Assessment Criteria for Pass/Fail and grading practice
2. A good pass
3: A satisfactory pass
Trainee’s teaching consistently
meets all of the standards showing
no significant weaknesses.
Planning:
Plans to meet the aims and needs of
Plans to meet the needs of
all individual learners and groups.
individuals and groups. Selects and
Selects and develops a wide variety
develops a range of appropriate
of stimulating activities and resources. activities and resources. Plans to
Plans methodically to embed
embed relevant elements of the
development of language, literacy,
language, literacy, numeracy and
numeracy and ICT skills.
ICT skills
Standards: BP2.1; DS1; DP1.1; DP1.2; DS2; DP1.3
Resources:
Uses a variety of high quality and
Employs a range of engaging
stimulating resources imaginatively, to resources, appropriate to the
promote learning, (including,
subject and range of abilities within
whenever appropriate, a range of new the group, (including effective use
technologies).
of new technologies).
Standards: BS5; BP5.1; DP2.1
Delivery of Learning:
Implements a range of creative,
Uses a good range of interesting,
innovative and engaging learning
appropriate and engaging learning
opportunities, which motivate learners opportunities which motivate
and encourage independence;
learners; effectively incorporates
incorporating, where appropriate, the
new technologies, where
innovative and effective use of a
appropriate,
range of new technologies.
4: Fail
Trainee’s teaching meets the
standards but with some
surmountable weaknesses, or
areas to develop.
Trainee’s teaching does not
meet a range of the standards,
and/or has significant areas to
develop.
Plans to meet the needs of the
group and most individuals.
Selects appropriate activities and
resources.
Does not plan sufficiently or
appropriately to meet the needs
of individuals or groups
Uses good quality resources,
appropriate to the subject matter
and level
Uses inappropriate or poor
quality resources, or fails to
make effective use of
satisfactory materials.
Uses a range of engaging learning
opportunities, which encourage
learning and which include, where
appropriate, the effective use of
some new technologies.
Fails to implement an effective
range of opportunities for
learning; fails actively to engage
learners; does not use, or is
unable to use effectively, new
technologies, where these
would be appropriate.
Standards: BP2.2; BP2.3; BP2.4; BP2.5
Page 73
Managing Learning:
Establishes and maintains a
motivating, challenging, purposeful
motivating, purposeful, positive,
and inclusive learning environment for inclusive learning environment,
all learners, where they feel safe,
where all learners feel safe, secure,
secure, confident and valued.
confident and valued.
Standards: AS6; AP6.1; AP6.2; BP1.1; BP 1.3
Communication:
Has excellent personal communiStructures and presents information
cations skills: communicates
clearly and effectively. Has good,
effectively and appropriately, using a
effective personal communications
wide variety of forms of language and skills, using a range of written,
media, including written, oral and non- verbal and visual media, including
verbal communication, new and
new and emerging technologies.
emerging technologies, to enhance
Employs a good range of effective
learning. Effectively employs active
questioning techniques and active
listening and a comprehensive range
listening to promote learning
of questioning techniques to promote
learning.
Standards: BS3; BP3.1; BP3.3
Promoting Inclusion:
Establishes and consistently employs Consistently establishes and
procedures with learners which
maintains an appropriate standard
promote and maintain high standards of behaviour, communication and
of appropriate behaviour,
respect for others. Promotes
communication, and respect for
independent learning and effective
others, while challenging
citizenship; demonstrates
discriminatory behaviour and
awareness of learners’ life
attitudes. Actively promotes
experiences. Challenges
independent learning and effective
inappropriate behaviour and
citizenship, engaging with learners’
attitudes, valuing equality,
life experiences, valuing equality,
promoting diversity, and setting
promoting diversity, and consistently
high expectations.
setting high and demanding
expectations.
Standards: AS3; BS1; BP1.2; BP 5.2;
motivating, purposeful, inclusive
learning environment where all
learners can feel safe, secure,
confident and valued.
Does not establish and maintain
a safe, secure, motivating,
purposeful, inclusive learning
environment where all learners
can feel confident and valued.
Structures and presents
information clearly and effectively
using a range of communications
media. Has effective and
appropriate personal
communications skills, including
active listening; can employ
effective questioning techniques to
promote learning
Is unable to structure and
present information clearly and
effectively. Has significant
areas for development in terms
of communications skills, and
the use of listening and
questioning techniques to
promote learning.
Establishes an appropriate
standard of behaviour,
communication and respect for
others. Promotes independent
learning; demonstrates awareness
of learners’ life experiences,
valuing equality, and promoting
diversity.
Does not challenge
inappropriate or discriminatory
behaviour and attitudes; fosters
teacher-dependence; is
unaware of the life experiences
of own learners. Fails to
promote inclusive values or to
set high expectations for
learners.
Page 74
Meeting Individual Needs:
Comprehensively plans for individual
Plans for differentiation, and
Works with learners in session to
needs, through negotiating learning
consistently works with learners to
address particular individual
goals and activities, working creatively address particular individual
learning needs and overcome
with learners to address particular
learning needs and to overcome
identified barriers to learning.
individual learning needs and to
identified barriers to learning. CoProvides support for learners
overcome identified barriers to
ordinates any additional learning
within the boundaries of the
learning. Plans coherently for any
support available within the
teacher role.
additional learning support provided.
session.
Standards: CP3.2; DP2.2; EP3.2; FS2; FP1.1; FP1.2; FP2.1
Assessment for Learning:
Devises, selects, and uses effectively Devises, selects, and uses
Selects and uses effectively a
a wide variety of innovative and
effectively a range of appropriate
limited range of assessment tools,
engaging assessment tools, (including assessment tools, (including where including active questioning.
where appropriate, those which
appropriate, those which exploit
Occasionally uses new and
exploit new and emerging
new and emerging technologies).
emerging technologies, or makes
technologies). Actively promotes
Uses peer- and self-assessment as use of peer- and self-assessment
peer- and self-assessment as a tool
a tool for learning and progression. as a tool for learning. Generally
for learning and progression.
Uses assessment information to
gives clear and constructive
Makes questioning and constructive
promote learning through
feedback on assessment.
feedback central mechanisms for
questioning and constructive
stimulating reflection and learning.
feedback.
Standards: BP3.2; ES1; ES2; ES3; ES4; EP1.1; EP 1.2, EP 1.3 , EP 2.1; EP2.2; EP3.1; EP4.1
Subject Specialist Teaching:
Designs and applies a wide range of
Designs and applies a variety of
Designs and applies a range of
appropriate strategies in teaching own appropriate strategies in teaching
appropriate strategies in teaching
specialist area, using appropriate and own specialist area, using
own specialist area, using
innovative ways to enthuse and
appropriate and engaging ways to
appropriate methods to enthuse
motivate learners. Designs and
enthuse and motivate learners.
and motivate learners. Designs
employs creative and realistic
Designs and employs effective and and employs suitable, relevant
assessment activities relevant to
realistic assessment activities
assessment activities related to
employment opportunities in the
appropriate to work in the specialist the specialist subject area.
specialist subject area.
subject area.
Is not aware of any individual
learning needs or barriers to
learning, or, where aware, fails
to plan effectively for these. Is
not aware of, or does
coordinate effectively with any
additional support available.
.
Uses insufficient or
inappropriate assessment of
learners, including inadequate
use of questioning and
constructive feedback. Makes
little or no effective use of selfand peer assessment.
Demonstrates insufficient
knowledge of specialist subject;
or fails to select and apply
appropriate, interesting or
relevant methods for delivering
or assessing learner’s
knowledge and skills of the
subject.
Standards: CS2; CS3; CS4; CP1.2; CP 2.1; CP 3.1; CP 3.5; CP 4.2; EP 2.3
Page 75
Appendix 3 - Individual Development Plan Criteria
An outstanding
pass in achieving
the assessed
learning
outcomes linked
to the IDP
A good pass in
achieving the
assessed learning
outcomes linked
to the IDP
A satisfactory
pass in achieving
the assessed
learning
outcomes linked
to the IDP
A fail in achieving
the assessed
learning
outcomes linked
to the IDP
Reflection

Detailed and systematic evaluation of all lesson plans and
challenging targets set, many of which will be innovative /
creative.

Rigorous and systematic evaluation of own capabilities
against relevant given and self-directed targets, as listed in the
Target and Review Sheet. Many of these will be complex / nonroutine / innovative / creative.

Detailed and systematic end of module reflection on
development of own practice and impact on learners, in relation to
relevant domain. Shows awareness of organisational and
Government policies and relevant research.

Detailed evaluation of all lesson plans and challenging
targets set, some of which will be innovative / creative.

Consistent and detailed evaluation of own capabilities
against given and self-directed targets, as listed in the Target and
Review Sheet. Some of these will be complex / non-routine /
creative.

Detailed end of module reflection on development of own
practice and impact on learners, in relation to relevant domain.
Shows awareness of organisational and Government policies.

Evaluation of all lesson plans and appropriate targets set,
some of which will be creative.

Evaluation of own capabilities against targets listed in the
Target and Review Sheet, some of which will be non-routine /
creative.

End of module reflection on development of own practice
and impact on learners, in relation to relevant domain. Shows
awareness of organisational policies.

Insufficient evaluation of lesson plans and limited /
inappropriate targets set.

Limited evaluation of own capabilities against targets
listed in the Target and Review Sheet.

Limited end of module reflection, lacking evidence of
development of practice and impact on learners. No awareness
of organisational policies.
Implementation

Submission of all elements of the IDP, as listed in the module contents
sheet, which evidence autonomous development and impact on learners and
demonstrate initiative and problem solving.

Rigorously completed lesson plans with specific learning outcomes and
using a range of learning and assessment approaches, which are challenging
and encourage innovation / creativity / risk taking.

Meeting targets set in Target and Review Sheet, many of which will be
complex / non-routine / innovative / creative and demonstrate autonomous
development in practice and impact on learners.

sheet, which evidence consistent development and impact on learners and
demonstrate problem solving.

Fully completed and detailed lesson plans with specific learning
outcomes and using a range of learning and assessment approaches, which are
challenging / encourage innovation / creativity.

Meeting targets set in Target and Review Sheet, some of which will be
complex / non-routine / creative and demonstrate consistent development in
practice and impact on learners.

sheet, which evidence steady development of practice and impact on learners.

Completed lesson plans with specific learning outcomes and using a
range of learning and assessment approaches.

Meeting targets set in Target and Review Sheet, some of which will be
non-routine / creative and demonstrate steady development in practice and
impact on learners.

Non-submission of elements of the IDP as listed in the module contents
sheet. Limited evidence of development of practice and impact on learners.

Incomplete lesson plans with insufficient range of learning and
assessment approaches.

Lack of progress towards targets set in Target and Review Sheet and
limited impact on learners.
Page 76
Appendix 4
Ethical principles for research involving human participants
1.
Informed consent
The researcher should, where possible, inform potential participants in advance of any features of the research that might reasonably be expected to
influence their willingness to take part in the study.
Where the research topic is sensitive, the ethical protocol should include verbatim instructions for the informed consent procedure and consent should be
obtained in writing.
Where children are concerned, informed consent may be obtained from parents or teachers acting in loco parentis, or from the children themselves if they
are of sufficient understanding. However, where the topic of research is sensitive, written informed consent should be obtained from individual parents.
2.
Openness and honesty
So far as possible, researchers should be open and honest about the research, its purpose and application.
Some types of research appear to require deception in order to achieve their scientific purpose. Deception will be approved in experimental procedures
only if the following conditions are met:
a.
b.
c.
Deception is completely unavoidable if the purpose of the research is to be achieved.
The research objective has strong scientific merit.
Any potential harm arising from the proposed deception can be effectively neutralised or reversed by the proposed debriefing procedures (see
section 5).
Failing to inform participants of the specific purpose of the study at the outset is not normally considered to be deception, provided that adequate informed
consent and debriefing procedures are proposed.
Covert observation should be resorted to only where it is impossible to use other methods to obtain essential data. Ideally, where informed consent has
not been obtained prior to the research it should be obtained post hoc.
Page 77
3.
Right to withdraw
Where possible, participants should be informed at the outset of the study that they have the right to withdraw at any time without penalty.
In the case of children, those acting in loco parentis or the children themselves if of sufficient understanding, shall be informed of the right to withdraw from
participation in the study.
4.
Protection from Harm
Researchers must endeavour to protect participants from physical and psychological harm at all times during the investigation.
Note that where stressful or hazardous procedures are concerned, obtaining informed consent (1) whilst essential, does not absolve the researcher from
responsibility for protecting the participant. In such cases, the ethical protocol must specify the means by which the participant will be protected, e.g. by
the availability of qualified medical assistance.
Where physical or mental harm nevertheless does result from research procedure, investigators are obliged to take action to remedy the problems
created.
5.
Debriefing
Researchers should, where possible, provide an account of the purpose of the study as well as its procedures. If this is not possible at the outset, then
ideally it should be provided on completion of the study.
6.
Confidentiality
Except with the consent of the participant, researchers are required to ensure confidentiality of the participant's identity and data throughout the conduct
and reporting of the research.
Ethical protocols may need to specify procedures for how this will be achieved. For example, transcriptions of the interviews may be encoded by the
secretary so that no written record of the participant's name and data exist side by side. Where records are held on computer, the Data Protection Act
also applies.
7.
Ethical principles of professional bodies
This set of principles is generic and not exhaustive of considerations which apply in all disciplines. Where relevant professional bodies have published
their own guidelines and principles, these must be followed and the current principles interpreted and extended as necessary in this context.
Page 78

Incorporating the Diploma in Teaching in the

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