foundation degree education support programme definitive ... programme... · the foundation degree...

North East Surrey College of Technology (NESCOT)

Foundation Degree Education Support

Programme Definitive Document

September 2014

http://www.gre.ac.uk/

University of Greenwich QA Handbook, Appendix D6 (September2012) page 2

Contents 1. Programme Information ................................................................................................................... 3

2. Programme specification .................................................................................................................. 4

4. Programme Rationale ..................................................................................................................... 13

5. Curriculum Content, Design and Delivery ....................................................................................... 15

6. Teaching, Learning and Assessment ............................................................................................... 20

7. Student Support and Learning Resources ....................................................................................... 27

8. Quality Management ...................................................................................................................... 29

9. Course Specifications ...................................................................................................................... 34

10. Staff Curricula Vitae ........................................................................................................................ 80


1. Programme Information

Award type (s)

Foundation Degree

Programme title (s)

Foundation Degree Education Support

FHEQ Level

L4/L5

Programme code (s)

(To be advised)

Mode (s) of study

Full-time

Part-time

Online/Distance learning

Other (please specify)

Date of APC authorisation

External Partner (if applicable)


Nature of external approval

Franchise

Validation

External Validation

Joint Award

Dual Award

Programme Leader (UK)

Programme Leader (Partner)

Dr Seidu Salifu

Link Tutor


2. Programme specification

1. Awarding Institution 2. Teaching Institution 3. School/Department 4. UCAS Code:


Teacher Training Department N/A

5. Final Award 6. Programme Title 7. Accredited by:

FdA Foundation Degree Education Support

N/A

8. Quality Assurance Agency (QAA) Benchmarking Group(s) Benchmarking statements for the subject you are studying define what a student is expected to learn from studying that subject. They are defined by academic staff in the field and provided to students and universities by the Quality Assurance Agency (QAA). Benchmarking statements are explained and described on the Agency’s website at: http://www.qaa.ac.uk/academicinfrastructure/benchmark/default.asp

The foundation degree in Education Support is designed to enable learners benefit from the interpretation of ideas and experience of practice, within wider context employment and one in which knowledge, understanding and and skills are clearly integrated. Relevant subject benchmarks have been consulted in education studies (2007) and foundation benchmark (2010) in the design of this programme to reflect the expected standards of an foundation degree and relate closely to the educational support role in this programme. The generic outcomes identified below are taken from the descriptors for the qualification that has been used to represent the level 5 with the FHEQ. By comparison award holders should be be able to ;

i. develop specialist skills and knowledge of educational support in schools in a variety of contexts. ii. apply appropriate support systems and relevant educational theory to effectively provide support in the classroom.

iii. Analyse flexible approaches to undertaking continued professional development. iv. Analyse problems, identify solutions within technical, economic and social constraints. v. Apply academic skills appropriately within a range of assessment formats.

vi. Successfully apply knowledge and skills learnt throughout this programme in the workplace

9. Entry Requirements : NVQ 3 Classroom Support or appropriate experience.

10. Educational Aims of the Programme and Potential Career Destinations of Graduates [Maximum 150 words]: The aims of the programme are to:

develop specialist skills and knowledge of educational support in schools which will enable an immediate and effective contribution to school environment

http://www.gre.ac.uk/

http://www.qaa.ac.uk/academicinfrastructure/benchmark/default.asp


develop knowledge in support systems and educational theory necessary for an effective contribution as a professional in providing support in the classroom.

develop an awareness of the rapid changing school environment and adopt the necessary flexible approach to continue self-development

define and analyse problems, identify solutions within technical, economic and social constraints

provide academic skills development opportunities appropriate to the programme and to provide a foundation for further study.

11. Summary of Skills Development for Students within the Programme [Maximum 150 words]: Students within the programme will develop;

skills and knowledge of educational support in schools which will enable an immediate and effective contribution to school environment

skills and knowledge in support systems and an introduction to educational theory to support their contribution in providing support in the classroom.

academic skills appropriately within a range of assessment formats.

academic skills development opportunities appropriate to the programme and to provide a foundation for further study.

demonstrate specialist skills and knowledge of educational support in schools applied in a variety of contexts.

self-evaluation skills within the school environment.

reflect on support skills required to function as a teaching assistant in the classroom.

define and analyse problems, identify solutions within technical, economic and social constraints

and apply appropriate support skills derived from educational theory to effectively provide support in the classroom for individual learners.

And use problem solving skills to identify solutions within technical, economic and social constraints within a given context.


11. The programme provides opportunities for you to achieve the following outcomes:

These are related to the benchmarking statements for the subject you are studying, described under 8 above.

The following teaching, learning and assessment methods are used to enable you to achieve and demonstrate these outcomes:

A. Knowledge and understanding of: A. Teaching and learning methods:

i. The support role in the class room and the educational environment to meet pupils’ special needs

ii. Values and attitudes needed for providing specialist support services iii. The application of theory into practice within the learning environments iv. The values and approach to enhancing the professeional development and best

practice through peer support, leadership and supervision and teaching of teaching using Current policy initiatives

v. The curriculum structure and development with the intention of providing eEffective classroom management

vi. The need for a commitment to lifelong learning and continuing professional development

Lectures, group activity,individual research,seminars/discussion, presentation,web-based activity, demonstration of professional practice

A. Assessment methods:

All courses have a variety of formative and summative assessment, case studies strategies including portfolio for workbased practice, skills, essays, exams, reports, reflections, oral presentations, opportunities for self assessment. Each course has one or more summative assessment.


B. Intellectual skills: B. Teaching and learning methods:

The ability to:

i. Use enquiry-based approaches to gather, interpret and respond to information

ii. Use problem solving skills, extending to situations in the classroom where decisions have to be made with limited information

iii. Apply knowledge and skills in a variety of settings in response to the needs of pupils inside and outside the classroom


B. Assessment methods: All courses have a variety of formative and summative assessment, case studies strategies including portfolio for workbased practice, skills, essays, exams, reports, reflections, oral presentations, opportunities for self assessment. Each course has one or more summative assessment.


C. Subject practical skills: C. Teaching and learning methods:

i. Participation in a community of practice ii. Advocacy

iii. Assess learners’ needs iv. Contribute to planning programmes of learning, guidance, assessment,

intervention and support v. Produce learning resources

vi. Carry out professional role competently vii. Action research


C. Assessment methods:

All courses have a variety of formative and summative assessment, case studies strategies including portfolio for workbased practice, skills, essays, exams, reports, reflections, oral presentations, opportunities for self assessment. Each course has one or more summative assessment.


D. Transferable/key skills: D. Teaching and learning methods:

The ability to:

i. Communicate effectively ii. Collect, record and interpret numerical data

iii. Think critically iv. Use ICT tools v. Work with others

vi. Undertake individual research vii. Improve own learning and performance

viii. Evaluate and reflect on professional performance ix. Academic Skills


D. Assessment methods: All courses have a variety of formative and summative assessment, case studies strategies including portfolio for workbased practice, skills, essays, exams, reports, reflections, oral presenations, opportunities for self assessment. Each course has one or more summative assessment.


E. Graduate Attributes: E. Teaching and learning methods:

The ability to:

Evaluate specialist skills and knowledge of educational support in schools in a variety of contexts.

Synthesise and apply appropriate support systems and relevant educational theory to effectively provide support in the classroom.

Analyse flexible approaches to undertaking continued professional development.

Analyse problems, identify solutions within technical, economic and social constraints.

Apply academic skills appropriately within a range of assessment formats.

Demonstrate specialist skills and knowledge of educational support in schools applied in a variety of contexts.

Choose and apply appropriate support systems and relevant educational theory to effectively provide support in the classroom.

Adopt flexible approaches to undertaking continued professional development.

Define problems and identify solutions within technical, economic and social constraints within a given context.


E. Assessment methods: All courses have a variety of formative and summative assessment, case studies strategies including portfolio for workbased practice, skills, essays, exams, reports, reflections, oral presenations, opportunities for self assessment. Each course has one or more summative assessment.


12. Programme Structure: Levels, Courses and Credits Awards, Credits and Progression of Learning Outcomes

Level

4

Compulsory Courses1

1.1 Developing Study Skills (15 credits) 1.2 Diversity and Inclusion in SEN (15 credits) 1.3 Supporting Positive Learning Behaviours (15 credits) 1.4 Supporting Numeracy and Literacy (15 credits) 1.5 Education Support in Practice (15 credits) 2.1 Using Emerging Technologies to support Learning (15 credits) 2.2 Supporting, Teaching Learning and Assessment (30 credits

Certificate of Higher Education (Cert. HE)

Level

5

Compulsory Courses 2.3Theories and Principles of Learning (15 credits) 2.4 Professional development in Education Support ( 15 credits) 2.5 Educational Policies (30 credits) 2.6 Independent Study (30 credits) 2.7 Research project (30 credits)

Foundation Degree Education Support (FdA)

1 Please indicate clearly whether a course runs in Term 1, Term 2 or across the academic year

University of Greenwich QA Handbook, Appendix D6 (September 2012) page 12

Partner background and details (for collaborative provision)

Nescot has well-established Programmes in Childcare and Early Years education and professional development up to NVQ Level 3 or equivalent. Experience in these programmes has identified a need to provide local progression routes for the programmes. In addition, those who have trained as teaching assistants in schools frequently approach the College seeking routes through to degrees and Qualified Teacher Status. A Foundation degree provides the most appropriate means of satisfying the needs of such learners, who, for a variety of reasons, are often tied to the local area, and need to continue in employment at least part time, while accessing opportunities for further study. In line with Nescot Higher Education (HE) strategic development plan, the College is proposing to run a foundation degree for teaching assistants who seek to progress from the College’s current Level 3 NVQ and other qualifications into HE. It is meant to develop career prospects of those whose role is to support teaching and learning. The modules written are informed by the National Occupational Standards for Teaching Assistants (2001), Foundation Degree Qualification Benchmark (2004) and results from NESCOT market research. The programme has previously been validated by the University of Surrey and is currently enjoying very high enrolments and success rates at Nescot. The teacher education department was graded among its partner institutions as “Good” by Ofsted inspectors in December 2010 after a week- long inspection. The department has professional and experienced teacher educators whose experience would contribute to the success of the proposed foundation degree educational support. The college has a proven record of supporting learners from non- academic backgrounds who have gone on to achieve successfully in their academic performance. As a work based programme, the proposed foundation degree will provide participants with the required skills to improve their current practice as well as achieve their ambition of achieving a Higher Education Qualification. Above all students are able to work and earn at the same time benefiting from getting a higher education opportunity without having to travel out of their locality.


3. Programme Rationale 1. Rationale and context for the development of the programme

Nescot has well-established programmes in Childcare and Early Years education and professional development up to NVQ Level 3 or equivalent. Experience in these programmes has identified a need to provide local progression routes for the programmes. In addition, those who have trained as teaching assistants in schools frequently approach the College seeking routes through to degrees and Qualified Teacher Status. A Foundation degree provides the most appropriate means of satisfying the needs of such learners, who, for a variety of reasons, are often tied to the local area, and need to continue in employment at least part time, while accessing opportunities for further study.

To achieve the above aims the following modules are being proposed as the constituent part of the programme. The units are informed by the National Occupational Standards for Teaching Assistants (2001), Foundation Degree Qualification Benchmark (2004) and results from NESCOT market research. The course is designed to develop reflective practitioners who actively and effectively contribute to promoting positive and inclusive learning environments for their learners. All modules incorporate reflective practice not only in relation to teaching but also to students’ own functional skills. The College has well-established programmes in childcare and Early Years education and professional development up to NVQ Level 3 or equivalent. Experience in these programmes has identified a need to provide local progression routes for the programmes. In addition, those who have trained as teaching assistants in schools frequently approach the College seeking routes through to degrees and Qualified Teacher Status. A Foundation degree provides the most appropriate means of satisfying the needs of such learners, who, for a variety of reasons, are often tied to the local area, and need to continue in employment at least part time, while accessing opportunities for further study.

The programme team have consulted with relevant LEA personnel; written to senior staff at all primary educational provision within Surrey and bordering London Boroughs. The involvement of Nescot tutors delivering NVQ in Classroom Support that have recent and extensive knowledge of professional development and local provision has provided beneficial additional information and direction.

The programme is structured in a way which reflects the stated needs of the market and the intentions of central government. Education Support Assistants are, in the vast majority of cases, either:

employed as specific support for a pupil with an identified special educational need or,

in a more general curriculum support role, or,

especially in 5 – 16 provision supporting specific curriculum areas.

The majority of Education Support Assistants are mature learners and have not studied beyond statutory school-leaving age. Many approach degree level study with apprehension and anxiety. The content of the degree therefore addresses both the need to provide appropriate academic and pastoral support, as well as, the requirement to address the effectiveness of their practice in their specific workplace.

All students will be working full- or part-time in appropriate educational settings, and, as part of the programme, will be implementing personal action plans to identify and meet their professional development needs. It is a fundamental element of the programme that students are actively involved throughout in linking theory to practice. Applicants will be required to document the support of their employer for their enrolment onto the programme. As such, it will not normally be necessary to provide or approve work placements. All work contexts are already subject to thorough audit and inspection regimes, such as LEAs and OFSTED.


2. Target market The programme is aimed to meet the demands from schools within and around the county of Surrey and the surrounding boroughs of London. There are also a number of special education needs schools and colleges who currently send their Learning Support Assistants (LSA) to access the foundation degree education support programme. Most students in the current intake have studied at HE level and very much look over the prospect further study to gain a foundation degree. Prospective students are mostly mature learners, employed in a job they genuinely enjoy and find the programme satisfying. They sell the course by word of mouth in their respective institutions. Experience from existing student demographics demonstrate that applicants are most likely to be highly experienced, in part-time of full-time employment in their establishment and have the support of their head teacher and/or governing body. The availability of a clear pathway from Access, NVQ, existing experience, or other relevant qualifications through the FD Educational Support with specific relevance to work and aspiration would be very attractive to many Teaching Assistants and Learning Support Assistants.

3. Consultation with employers and Career Options for Students Consultation with employers and existing students reveals that the course programme meets the skills required to perform teaching assistant duties. Enrolment for the past three years demonstrate a steady rise in applicants (2011- 2012 academic year 10 students were recruited, 2012-2013, 14 students were recruited, 2013-2014, 19 students were recruited. The course is gaining popularity by the year. Existing students are promoting it by word of mouth; some schools currently pay for their staff to be trained as they deem it an appropriate course for both their experienced and new staff.

4. Entry criteria and admissions process Applicants will be expected to provide satisfactory evidence of ability to pursue successfully the Foundation Degree programme. The course is intended for candidates who have completed an NVQ Level 3 Certificate for Teaching Assistants or its equivalent and who are employed in an appropriate learning support role in the schools sector (state and private) or the Life-long Learning Sector. Those working in other sectors may be considered provided they can meet the practice requirements to complete the programme. Those candidates who have not had the opportunity to achieve the NVQ Level 3 for Teaching Assistants, but who have evidence of extensive professional practice, or professional practice and NVQ2, will be considered. They must have been in relevant appropriate employment for at least one year with a minimum of two days per week excluding non-term time. All applicants who meet the minimum requirement for admission will be invited for interview. At the interview applicants will be given a diagnostic assessment to test their written and spoken ability to pursue the programme. Only upon the satisfaction of the admission tutor that the candidate has met the entry criteria at the interview will a candidate be allowed to enrol.

5. Recruitment strategy and AP(E)L As an existing course at Nescot, the proposed programme will be advertised by Nescot Marketing Department via the College website and print publication such as prospectus and local media. The Teacher Education Department also has a database of primary and secondary schools in and around Surrey and therefore produces an annual mailshot to the schools.


Where the need for AP (E)L arises a portfolio of work or appropriate transcripts will be required to determine some exemptions. Where portfolio is produced as a prove of experience the portfolio will be required to include the following elements:

Appraisal records

Reference from employer

Completed CPD records

CV

Accredited staff training records/certificates

Reflective statement that sets out the applicants experience and training that provides evidence of their work

experience broadly commensurate with practitioners that already have NVQ3.

Normally applicants must be in employment. Exceptionally a candidate may be working in a school in a

voluntary capacity. At interview, the admissions tutor would evaluate the extent and quality of the voluntary

placement and its suitability to generate sufficient work-based experience. There would need to be a supporting

reference from the head teacher of the school or appropriate manager. Offer of a place is at the discretion of

the admissions tutor.

Where the student falls out of employment the student is responsible for informing the programme leader as

soon as possible. The programme leader will consider the student’s circumstances and decide an appropriate

course of action. This may include a deferral of study or the approval of a proposed alternative placement that

provides sufficient opportunity for progression. All students must be in an appropriate placement at the

commencement of each new module.

5. Curriculum Content, Design and Delivery 1. Rationale for the programme and its structure

This programme and its learning outcomes have been designed to map against the framework for Higher Education Qualifications (FHEQ) qualification descriptors and foundation degree foundation degree benchmarks (2010). Like all Foundation Degrees this programme will have a subsidiary award of Certificate of Higher Education. For this to happen a student will have achieved all the level 4 programmes in this award. At this point they have will have acquired the knowledge of underlying concepts and principles and an ability to evaluate and interpret these within the context of that area of study. They will be able to present, evaluate, and interpret qualitative and quantitative data, to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study. They will evaluate different approaches to solving problems and communicate the results of their study/work accurately and reliably, and with structured and coherent arguments. They will be further aware of their need to undertake further training and develop new skills within a structured and managed environment. They will have developed qualities and transferable skills necessary for employment requiring the exercise of appropriate levels of personal responsibility. The Foundation Degree students will have demonstrated the competencies of the Certificate of higher education and additionally have knowledge and critical understanding of the well-established principles of their area(s) of


study, and how those principles have developed. They will be able to apply underlying concepts and principles outside the context in which they were first studied and application of those principles in an employment context. They will demonstrate knowledge of the main methods of enquiry in their subject and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study. They will have developed an understanding of the limits of their knowledge and how this influences analyses and interpretations based on that knowledge. Students will have used a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis. They can communicate effectively and present information, arguments, and analysis, in a variety of forms, to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively. The successful students will be aware of the need to undertake further training, develop existing skills, and acquire new competences that will enable them to assume significant responsibility within organisations. Graduating students will have the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision-making. To realise the above rationale, the tables below shows how the programme is going to be delivered across the three years. The programmes are grouped taught, and assessed in semesters but the practice observations are structured inline with the school trimester to ensure effective observation and assesssement of practice.

Design and delivery structure

Year 1

Semester 1 Semester 2

Developing Study Skills 1.1 (15)

Diversity and Inclusion in SEN 1.2 (15)

Supporting positive learning behaviours 1.3 (15)

Supporting Numeracy and Literacy 1.4 (15)

Education Support in Practice 1.5 (15)

Year 2


Emerging Technologies to support learning 2.1 (15)

Supporting , Teaching Learning and Assessment 2.2 (15 notional credits)

Supporting , Teaching Learning and Assessment 2.2 (15 notional credits) Theories and Principles of Learning 2.3 (15)

Professional development in Education Support 2.4 (15)

Year 3


Education Policies (30) Independent Study (15 notional credits)

Independent Study ( 15 notional credits) Research Project (30)

Placement Observation schedule

There will be a total of six observations of education support activity. Each observation will last at least one hour. The observation may be either one-to-one or in a group settings. Two of the six observations will be done by a school mentor and the others by a named college tutor. A Mentors’ handbook will be provided and reviewed as part of their induction.


Observation Schedule

Terms YR1 YR2 YR3

1 1.5 Education Support in Practice Mentor Observation

2 1.5 Education Support in Practice Joint Observation

2.4 Professional development in Education Support Tutor Observation


3 1.5 Education Support in Practice Tutor Observation


2. QAA Benchmark Statements

The defining characteristics of the Foundation Degree have been considered in the design of the award in terms of its structure and requirement of the workbased elements in order to combined theory into a single award. Foundation Degrees were introduced by the Department for Education and Skills (DfES) in 2000 to provide graduates who are needed within the labour market to address shortages in particular skills. Foundation Degrees also aim to contribute to widening participation and lifelong learning by encouraging participation by learners who may not previously have considered studying for a higher level qualification. Foundation Degrees integrate academic and work-based learning through close collaboration between employers and programme providers as prescribed by the QAA Benchmark Statements (2008). They are intended to equip learners with the skills and knowledge relevant to their employment and appeal to learners wishing to enter the profession as well as those seeking continuing professional development. They also provide pathways for lifelong learning and the opportunity to progress to other qualifications. The defining characteristics of foundation degrees are: 1. Employer involvement in the design and review of the foundation degree programme, together with a role in

the delivery and assessment of the course programme and the monitoring of student performance in the workplace.

2. Accessibility to provide increased access on widening participation in higher education via work-based learning. 3. Articulation and progression to provide access to higher education for learners from different starting points and

with different entry qualifications. To provide opportunities for progression to other higher education qualifications.

4. Flexibility which facilitates responsiveness to the needs of the learners and to the progressive and changing demands of employment.

5. Partnership between employers, HEIs, FE colleges and Sector Skills Councils.

Students who successfully complete a Foundation Degree course should be able to demonstrate:

knowledge and critical understanding of the well-established principles in their field of study and the way in which those principles have developed;

successful application in the workplace of the range of knowledge and skills learnt throughout the programme;


ability to apply underlying concepts and principles outside the context in which they were first studied, and the application of those principles in a work context;

knowledge of the main methods of enquiry in their subject(s), and ability to evaluate critically the appropriateness of different approaches to solving problems in their field of study and apply these in a work context;

an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge in their field of study and in a work context.

Typically, holders of Foundation Degrees would be able to:

use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis in their field of study and in a work context;

effectively communicate information, arguments, and analysis, in a variety of forms, to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively in their field of study and in a work context;

undertake further training, develop existing skills, and acquire new competences that will enable them to assume responsibility within organisations;

and have:

qualities and transferable skills necessary for employment and progression to other qualifications requiring the exercise of personal responsibility and decision-making;

the ability to utilise opportunities for lifelong learning.

During the development of this Foundation Degree references have been made to various schools in Surrey and the Local Education Authority. A Forum has been set up of practitioners, teachers and managers. Their feedback has informed the development of the programme in terms the design of relevevant programmes which will be of an emerse benefit for both the school and the individual students participating in the study.

3. Professional, Statutory and Regulatory Body requirements

Relevant subject benchmarks have been consulted in education studies in the design of this programme. These were published in 2010 to reflect the expected standards of Foundation Degree and relate closely to the supporting classroom role. There is relatively little within the statement that relates directly to the education support role. However, there are aspect of the programme that share characteristics with teacher education, in particular an understanding of the principles of developing learning resources to meet stated needs and an ability to understand how education theory applies in a vocational setting.

In 2001 the National Occupational Standards for Teaching/Classroom Assistants were published. These informed the development of a suite of qualifications at FE levels 2 and 3. This document informed the development of the NVQ 3 qualification for Classroom Assistants. It is expected that the Foundation Degree will recruit strongly from successful students completing the programme. The programme has been developed to significantly extend the skills students have achieved within the areas set out in the document whilst strongly recognising the context within the vocational setting.


4. Greenwich Graduate Attributes and support for University policies and strategies Nescot staff do subscribe to the Greenwich Graduate Attributes and support for University policies and strategies to provide quality of learning experience to students. The College will work with alongside with the University of Greenwich to ensure the graduate attributes are integrated in the programme through teaching and assessment strategies as evidenced in the programme.

Scholarship and Autonomy On graduating with an honours degree in education studies, students should be able to:

1. Have an informed understanding of their discipline or professional practice, and the ability to question its principles, practices and boundaries

2. Think independently, analytically and creatively, and engage imaginatively with new areas of investigation appreciate disciplines and forms of professional practice beyond their own, and draw connections between them

3. Become intellectually curious, responsive to challenges, and demonstrate initiative and resilience

Creativity and Enterprise On graduating with an honours degree in education studies, students should be able to:

1. Recognise and create opportunities, and respond effectively to unfamiliar or unprecedented situations or

2. Problems

3. Generate new ideas and develop creative solutions or syntheses

4. Communicate clearly and effectively, in a range of forms, taking account of different audiences

5. Make use of familiar and emerging information & communication technologies

6. Seize and shape the opportunities open to them on leaving university

Cross—cultural and International Awareness On graduating with an honours degree in education studies, students should be able to :

1. Engage effectively in groups whose members are from diverse backgrounds 2. Appreciate the importance of behaving sustainably 3. Move fluently between different cultural, social and political contexts 4. Value the ability to communicate in more than one language

5. Employer links and engagement with the programme The programme builds in a mentor role which serves as a conduit to making appropriate employer links and engagement with the programme. The mentor who is usually a senior member of staff in the school is required to hold a joint observation of students’ practice and in the second year a separate observation is done by the mentor and report to the College tutor who is able to identify elements of practice that can be built into the curriculum. When College tutor visits the school there is usually a professional rapport between the school mentor and college tutor which serves and an informal link between employers and the college. Employers who pay the fees for their staff would receive copies of annual transcripts to inform them about progress of their sponsored staff.


6. Work-Based Learning Opportunities A part from the bespoke modules such as Learning Support in practice which requires students to reflect on their practices, all assignments give students the opportunities to explore their work environment in order to provide good answers by placing theory into context and reflect on other aspects of learning in the workplace. Six successful observations of trainees are required to be carried by both the College and the school as an attempt to see how trainees translate theory into practice. Having a mentor at the work environment provides students with opportunity to watch and learn from experienced members of staff as well as getting the appropriate feedback with several years of experience in the work place.

6. Teaching, Learning and Assessment 1. Overall aims of the Teaching, Learning and Assessment Strategy

The teaching methodology of the course is based on a mixture of constructivist approach recognising the diversity and breadth of experiences of the participants. The sessions are delivered in a manner that promotes active learning and a range of teaching and learning strategies are modelled throughout. The significance of the role of ILT is recognised and practiced, as is the importance of embedding functional skills in vocational and academic areas. Throughout the course, emphasis is placed on formative assessment to support and develop students’ knowledge and skills related to teaching and learning, prior to module summative assessments.

The course commences with an induction that aims to familiarise students with each other, the course requirements, the college environment, learner support, policies and practices and academic writing conventions. Within induction there will be opportunities for students to meet the course team, their tutor and college support staff.

It is the course team’s intention to adopt flexible and adaptable teaching and learning strategies which can accommodate the range of learners and satisfy the requirements of the QAA and personal aspirations of the students. In order for students to experience a range of teaching strategies each module will involve a variety of methods depending on the learning outcomes, the needs of the students and the resources available. These strategies will include:

Establishing an intellectually stimulating and challenging learning environment through which students are supported to develop the attributed essential for employment in Education Support

Actively support the development of skills and attributed of all students to encourage reflective practice and inspire lifelong learning.

Practice approaches to assessment that stimulate learning

Implement flexible method of learning and teaching

Emphasis is placed on a spiral nature of delivery, as well as a constructivist and andragogical approach to teaching and learning. A safe and supportive environment allows for active student participation and experimentation with new ideas and strategies.


In order to ensure all students receive extensive support throughout the teaching and learning programme, tutors will play an important developmental role. Each student will be responsible for identifying their own individual needs and in negotiation with the course tutor identify strategies for meeting these needs.

2. Elements of Teaching, Learning and Assessment

Each course within the programme has specified assessment strategies. In line with the University’s assessment policy the 30 credit courses have where appropriate, two elements of summative assessment. The 15 credit courses have one element of summative assessment. All courses will utilise formative assessment throughout their duration to enable students assess their own progress and obtain feedback prior to the summative assessment Teaching and Learning strategies Varied teaching and learning strategies have been incorporated into courses. These have been mapped to ensure that strategies have been included to accommodate the differing learning styles of students Level 4/5 study places more emphasis on synthesis and evaluation and encourages the student to critically examine and reflect on theoretical perspectives and apply these to practice, whilst continuing to encourage the student to further develop their skills of reflection within a portfolio and who accepts responsibility as an independent learner for own learning. Educational practice based learning at Level 4/5 further increases skills acquisition at complex care level and develops the students’ teaching expertise, focusing on the elements of practice required by a teacher. Key Skills The Quality Assurance Agency (QAA) and the Qualifications and Curriculum Authority (QCA) have deemed key and transferable skills as an essential feature of foundation degrees. Given that these skills are being assessed within a higher education environment they will be assessed at Level 4, 5 depending upon their location within the programme. Key skills are integrated throughout the.

Each assignment will have a submission deadline by which formal submission should take place, this will be a date and may also specify a time of day. All assessment submissions must be submitted formally. The declaration of authenticity and fitness to participate must be completed and the assessment submission must be submitted electronically using Weblearn or 'signed in' and date stamped. Unless an extension has been granted or there is evidence of extenuating circumstances, work not formally submitted by the deadline will be penalised.

Late submissions The College believes that handing work in on time is a valuable discipline which helps to develop the ability to plan and organise time effectively in preparation for jobs which include a need for time management. In all cases of late submission the regulations of the awarding body will be followed. The University regulations specifying the penalties for late submission or non- submission of coursework and non-attendance for in-module tests can be viewed in section 7 of the student handbook.

Extensions for assignment submission

Failure to complete or submit an assessment on time is usually penalised, extensions to assessment deadlines are not normally provided. A claim for an authorised extension to an assessment deadline is a request for


recognition that serious circumstances are preventing you from meeting your deadlines. The College understands that exceptional circumstances may occur and in such cases you may wish to make a formal claim for an authorised extension to your programme coordinator. Further information about the type of circumstances considered, together with the claim form, are available to students in the ‘Authorised Extension to Assessment Deadline student guide’ available on Weblearn or from the Academic Registrar in CW88. Claims for an authorised extension to an assessment deadline must normally be made no later than two working days in advance of the submission deadline.

Fitness to participate To confirm you are fit to take an assessment the College requires you to sign a declaration (‘fit to sit’) when submitting work and/or sitting examinations. If you are taken ill or are affected by unforeseen circumstances during or immediately prior to an examination but choose to continue, you must sign the declaration accordingly and advise the invigilator of your circumstances, the invigilator will endorse the fit to sit declaration.

Extenuating Circumstances The College wants all students to participate in all parts of their programme, pass their assessments at the first attempt and make good progress throughout. However the College understands there may be serious and significant situations, which may be considered to be extenuating circumstances, and that these may inhibit you from completing your assessments or participating fully. If you consider your performance has been affected by extenuating circumstances you may wish to make an extenuating circumstances claim. Claims must be submitted using the College documentation, clear and convincing reasons must be given and supporting evidence provided to the Academic Registrar in CW88. Further information about the type of circumstances considered, how to make a claim and the claim form are available to you in the ‘Extenuating Circumstances student guide’ available on Weblearn or from the Academic Registrar in CW88. Extenuating circumstances claims must normally be claimed no later than five working days after the examination or assessment date.

Procedure in the event of illness If a learner fails to sit or submit all or part of an assessment due to medically certified illness or other valid cause, s/he may be permitted to sit/resubmit the failed assessment(s) as if for the first time by a date to be determined in accordance with the Extenuating Circumstances policy. This is only permitted if application has been made in accordance with the Extenuating Circumstances policy.

Access arrangements for students with learning difficulties or disabilities Students are entitled to special access arrangements in all examinations, internal and external, so that they are not at a disadvantage due to a learning difficulty or disability. Examples of access arrangements include extra time, use of a reader, scribe or laptop.

Students are encouraged to inform the college at an early stage if they believe they need access arrangements. Referral to Learning Support in the early stage of the programme enables full benefit to be derived from learning support and enables any applications for access arrangements to be made at the appropriate time to the relevant examination board.

Learning Support staff will assess students' access arrangement needs, if this assessment has not been carried out previously, and will inform the programme leader of the arrangements to which the student is entitled.


Assessment returns The date by which assessed work will be returned to learners is identified on the assessment schedule included in this handbook. This is usually expected to be within 15 working days.

Assessment and classification

Assessment of each module will be by methods which reflect the specific aims, learning outcomes, content and

teaching/learning strategies of that module. Assessment of each module will normally be completed by the end

of the semester in which the module has been studied. A variety of assessment methods will normally be

employed, for example coursework and end of module examination. All assignments will be marked against the

specified criteria and the University’s generic criteria which can be found in the Regulations. The following table

shows the percentage bands for each grade.

Each piece of work will be marked and returned to candidates with-an 'indicative classification and specific feedback. Following moderation, at the end of the module, a final grade point will be awarded. All assessed work is subject to internal moderation.

3. Expected contact and Personal Study Hours

Attendance at classes is compulsory. Students are required to attend all classes on time and to take responsibility for their own learning. Learning is a shared group experience and all students are expected to play their part in the group in promoting a collective understanding. Each course has a contact time which students are expected to attend. At the start of each course the course brief will inform students the expected number of attendance each session lasting not less that 3hrs. Substantial amount of personal study hours is required of each students including time for preparation and assignment, project, coursework or presentation. The required number of personal study time is indicated in each course brief.

Notification of absence

If students are planning to be absent they must contact the programme coordinator or other agreed member of staff prior to the time of absence. If they are unexpectedly absent they are asked to notify an agreed member of staff as soon as possible.

4. Development of Student Skills Each course within the foundation degree is designed to enable students to develop the required skills expected of a graduate spelt out by the QAA benchmark for foundation degree (2010). Students are at this point expected to chart the various theoretical, historical and ideological trajectories that inform education today. The development of criticality when translating theory into practice in their various respective educational fields is what this programme is meant to equip its participants.

5. Assessment Feedback Most often feedback will be written, however feedback about your work may also be verbal or may take place in informal/formal work in progress meetings. Any questions about any assessment decisions should be raised in the first instance with the module tutor concerned.


6. Progression through the Programme

The assessment procedure is designed both to enable students to demonstrate that they have achieved the learning outcomes of each course and to evaluate the quality of each student’s performance as they progress through the programme. Each course is assessed by what is considered the most appropriate method(s) to incorporate class-based and work-based learning. In year one the courses are delivered and assessed at Level 4 and at Level 5 in years two and three. At the beginning of each year students will be given a handbook to show course and assessment methods.

An aggregate of 40% mark is required where there is more than one assessed component.

Progression Map

Potential Award – FdA Degree

Foundation Degree

Education Support

120 credits at Level 4

120 credits at Level 5

Credit Level 5

Compulsory modules (credit ratings) Using Emerging Technologies to support learning 2.1 (15) Professional development in Education Support 2.4 (15)

Educational Policies 2.5 (30 credits) Independent Study 2.6 (30 credits) Research project2.7 (30 credits)

Progression 120 credits at Level 4 0% of final degree mark

Credit Level 4 Compulsory modules (credits) Developing Study Skills 1.1 (15) Diversity and Inclusion in SEN 1.2 (15)

Supporting positive learning behaviours 1.3 (15) Supporting Numeracy and Literacy 1.4 (15) Education Support in Practice 1.5 (15)

Theories and Principles of Learning 2.3 (15 credits) Supporting , Teaching Learning and Assessment 2.2 (30)

Certificate of Higher Education 120 credits at Level 4


Descriptors for grades awarded for written assessments:

Distinction 70% and above

A comprehensive knowledge and understanding of how to support teaching and learning

A comprehensive knowledge and understanding of student learning individual educational needs and specialist aspects of the curriculum

Synthesis of theoretical insights with professional practice so that creative and innovative work is produced

Extensive critical analysis of relevant theory and current research

Excellent style and organisation with arguments presented in a logical and imaginative way

Merit 60-69%

A thorough knowledge and understanding of student learning, educational needs and specialist aspects of the curriculum

Assimilation of theoretical insights with professional practice so that an effective and coherent assignment is produced

Very good ability to analyse relevant theory and current research

A very good style and organisation with arguments presented logically

Pass 40-59%

A sound knowledge and understanding of student learning, educational needs and specialist aspects of the curriculum

Assimilation of theoretical insights with professional practice so that a sound and coherent assignment is produced

Good ability to analyse relevant theory and current research

Good style and organisation with arguments presented logically

7. Assessment Map

Practice Observation There will be a total of six observations of education support activity. Each observation lasts at least one hour. The observation may be either one-to-one or in a group settings. Two of the six observations will done by a school mentor and the others by the named college tutor. A Mentors’ handbook will be provided and reviewed as part of mentor induction. Observation Schedule

Terms YR1 YR2 YR3

1 1.5 Edu Sup in Practice Mentor Observation

2 1.5 Edu. Sup Practice Joint Observation

2.4 PDES Tutor Observation


3 1.5 Edu Sup in Practice Tutor Observation



Each module description contains references to module assessment strategies and to the methods used and appropriate weightings.

Year 1 Course Level/Credits Term/Year Assessment

1.1 Developing Study Skills

L4/15 1/1 Poster 25% Essay 1500 words 75%

1.2 Diversity & Inclusion L4/15 1/1 Report 1500 words 75% Case Study 500 words 25%

1.3 Supporting Positive Learning behaviours

L4/15 2/1 Essay 1500 words 75% Evaluative Report 500 words 25%

1.4 Supporting Numeracy and Language 1.5 Education support in practice observation

L4/15 L4 / 5 of 15

2/1 2/1

Essay 1500 words 75% Case study report 500 words 25% Joint observation between mentor and Tutor

1.5 Education Support in practice assignment

L4/15 HE1/ 5 of 15

3/1 3/1

Case Study Report 1000 words 50% Reflective Report 1000 words 50% Tutor observation

YEAR 2

2.3 Theories and principles of learning

L4/15

4/2

Case Study 1000 words 50% Reflective Report 1000 words 50%

2.2 Supporting Teaching Learning and Assessment

L4/15 4/2 Essay 1500 words 75% Poster 500 words 25%

1.5 Learning support in Practice observation

L4/5 of 15 4/2 Tutor observation Reflective Report on 3 observed sessions 2000 words

2.4 Professional Development Education Support

L5/15 5/2, 6/2,

Mentor Observation in 5/2 and tutor observation 6/2

2.1 Using Emerging Technologies for supporting Learning

L5/15 5/2 Case Study 1000 words 50% Essay 1000 words 50%

2.5 Supporting Teaching learning and assessment

L5/ 15 of 30 6/2 Report 2000 words 50%

YEAR 3 2.6 Education Policies

L5/ 30 7/3 Evaluative Report 3000 words 50%

2.7 Independent Study L5/30 8/3 Seminar paper 1500 words 75% Evaluation of seminar learning 500 words 25%

2.4 Professional Development Education Support

L5/5 of 15 7 /3 & 8/3

Essay 2000 words based on portfolio evaluation Tutor Observation in 8/3

2.5 Research Research Project

L5/30 7,8 & 9/3 Project 6000 words consisting of:

Literature review 1500 words 25%

Approved project proposal and research methods 1500 words 25%

Report on conduct of investigation and


recommendations made from findings and proposals for further investigation.3000 words 50%

7. Student Support and Learning Resources 7.1 Week One

The week one (induction) is aimed to welcome and orientate students to both the College and the programme, it is to introduce them to the team who will be teaching them. Students are introduced into the initial socialisation of their cohort programme and their identity as a student. Enrolment ensures that students are given access to college facilities (access to Learning Resource Centre and VLE etc.) which is required as early as possible. During this time students will have some teaching which will include sessions on appropriate documentation such as the programme handbooks.

7.2 Teaching Accommodation Teaching will take place in purpose-built and comfortable teaching accommodation is available with full internet access and interactive whiteboards.

7.3 Library Facilities The Learning and Resource Centre (LRC) provides a comprehensive collection of text books and other study aids including journals, newspapers and audio-visual materials. Many of these resources can be accessed remotely from the Nescot website and the virtual learning environment (WebLearn). There are a range of on-line databases suitable for educational research and all students are able to acquire an Athens password for access. As part Nescot commitment to this programme books and online subscriptions to education studies journals have been purchased, the curriculum team compile a reading list drawn from books/journals reviewed and recommended by academic and subject librarian to ensure students use a wide range of recommended resources and varying texts. The LRC is a bright and comfortable learning environment with facility for group and silent study, access to PCs, photocopying, DVDs, learner support and guidance from LRC staff. It opens Monday to Friday throughout the year (excluding the Christmas break).

7.4 IT Facilities Laptop access in the classroom supports teaching, learning and assignment completion. The LRC provides ready access to PCs and on-line resources as well as assistive technology and IT support staff. The IT support staff offer a range of workshops to develop students’ IT skills in such areas as word-processing, internet searching, etc. All teaching sessions are roomed with access to ‘Smartboard’ (interactive whiteboard) to allow for maximum modelling of good practice in the use of ILT for teaching and learning.

The Online software aids students by creating, managing, organising and housing a Web-based learning environment. Examples of facilities are posting lecture notes, and information, quizzes, assignment course and assignment remits, course handbook, video clips glossary and a forum for bulletin board and links to appropriate educational websites. Weblearn allows students access to information at any time be it night or day, home or college.


7.5 Specialist Physical Resources

There is no physical resources requirement but under the Special Education Needs Act the College will be obliged to provide any specialist physical resources when required by a student.

7.6 Maximum New Entrant Number (collaborative programmes only)

Twenty (20) students

7.7 Personal Tutoring The College operates a tutorial programme to provide the opportunities for students to develop their potential academically, socially and personally whilst they go through their journey at Nescot. The support offered is personalised for each student, and effective tutoring encourages students to become more responsible for their own learning. The tutoring programme complements and underpins the course experience. More information about tutorials can be found in the Programme Handbook.

Tutorials are designed to fulfil a range of purposes. They will provide opportunities to support delivery of module content, to provide support in the workplace for students and for one-to one academic or pastoral support. On this programme a combination of one to one and group tutorials are encouraged. Tutorials will be undertaken by both module and personal tutors.

Each student will be allocated a personal tutor from the teaching team. The tutor will be responsible for:

Identifying learner needs and initiating learner support Conducting tutorials to advise and guide students. Keeping records of tutorials and other meetings. Assisting students to identify strengths and weaknesses and actions related to these;

and where appropriate refer Production of student references

Supporting shared learning

Providing academic leadership

7.8 Staff Availability

Staff involved in delivery The following staff will be involved in the delivery of the programme: Head of Department: Dr Seidu Salifu Programme Leader: Diana Noble

Paul Banthorp Steve Smith Krystyna Summers Judith Lawler


7.9 Project Supervision and Management

A research project handbook will be issued to students at the commencement of the module. The handbook will contain general guidelines relating to structure and presentation of the project report, details of the supervision process, a research log and declaration on plagiarism. Teaching will take the form of one to one project supervision. Project supervisors will meet students on at least five occasions and the outcomes of these tutorials will be recorded in the research log. Project supervisors will be chosen by the module leader in consultation with the students and the course co-ordinator to supervise individual student’s dissertation. The project supervisor will be a member of the teaching team for this programme as this will facilitate the maintenance of close links with the student and provide for regular opportunities to give advice, support and guidance on the research project. Ethical considerations Students will be required to secure the agreement from their dissertation tutor and their employer that proposed investigations and activities fall within the policies and processes of the education setting. In some cases, employers may require the proposal to be considered by their own Ethics Committee. In such cases the approval of the Ethics Committee will be taken into consideration by the employer before they grant their agreement. Assessment The dissertation will be assessed by the individual project supervisor whose assessment will be internally moderated by a second member of the programme team. In exceptional cases e.g. where there is disagreement between the project assessor and internal moderator, the University of Greenwich regulations will apply.

7.10 Pastoral Support

The course will benefit from cross college pastoral support which is offered centrally at the student services that include :

Counselling

Nurse on site

Financial services

Careers Advice and Guidance

Students will be visited in the work place least two times a year to conduct workbased placement observations. The process is clearly explained in the Practice Handbook.

8. Quality Management 8a. Student Registration Arrangements

As specified by the University Regulations, applicants will be expected to provide satisfactory evidence of ability

to pursue successfully Foundation degree education support. The course is intended for candidates who have at

least level 3 qualification in relevant area.

All suitable applicants will be interviewed. At interview, the admissions tutor would evaluate the extent and

quality of work previously undertaken at foundation degree level. Offer of a place is at the discretion of the


admissions tutor. Where appropriate, additional support needs will be discussed so that suitable adjustments

can be explored.

8b) Staff and roles (Programme Leader, Course Coordinators, Link Tutor etc) Responsibility for the day-to-day management of the programme rests with the programme co-ordinator under the guidance and direction of the Head of Department. Nescot Programme Coordinators and teams work with Heads of Department to implement the quality assurance procedures which support the maintenance of academic standards and the quality of learning opportunities. Operational responsibility for the management of quality is devolved to Directors of Faculty. The Academic Registrar and Student Performance Manager supports the Directors of Faculty in their work with Heads of Department. The Deputy Principal has oversight of all matters related to higher education on behalf of the Senior Management Team. Clear information about the processes used to assure standards and quality is provided for staff in the College Quality Assurance Handbook. Roles and responsibilities of the Course Coordinator include;

Day to day management including monitoring and reporting upon quality of programme delivery and the

student experience

Liaison with programme contributors including tutors and mentors

Guiding and making appropriate referrals for student experiencing difficulties

Coordinating the development of published information about the programme including coordinating student

handbooks and contributing to marketing information

Roles and responsibilities of the link tutor;

To be agreed

8c) Composition and function of the Programme Committee and how the University will consider student feedback from external partner students A formal Board of Study is held each semester for each programme. Arranged by the Programme Coordinator these provide a forum for regular review and assessment of the quality of the programme. Each Board of Study includes a student representative whose role is to present the views of their peers on the programme and feedback to their peers after the meeting. The Higher Education College Management Group is the operational group with collective responsibility for the management of higher education across the College. The Group is also an effective means of supporting Directors of Faculty and Heads of Department in their work with programme teams to assure quality and academic standards. The Higher Education Practitioners Group, comprised of all those involved in delivery of HE programmes, is a forum for sharing best practice and discussion of higher education related matters. Nescot Academic Board receives reports, monitors actions on matters referred by the awarding body and advises the Senior Management Team on higher education related matters. Nescot programmes are constantly monitored as part of a process of continuous improvement. Student views are considered an important element of the monitoring and evaluation process. Well established means for gathering student opinion include;

Nescot surveys

Nescot module reviews

National student survey


Destination survey

Board of Study

Learner voice

Student Council

Nescot Surveys occur twice each year, generally early in the academic year and again towards the middle of the academic year. Nescot module reviews are short questionnaires generally undertaken at the end of each module. Module tutors use these to capture the views of learners and make adjustments to the delivery of future modules if appropriate. Where appropriate for specific matters focus groups are also used to gather student opinion. Findings from college wide surveys are reported to Higher Education College Management Group and findings from each survey form part of the Annual Programme Review action planning for each programme. Nescot Student Council is an opportunity for nominated student representatives from each programme to meet formally as a group with senior. This structured forum enables students to share ideas and inform decision making. Students propose and debate developments on their course and the wider college. Nescot also has a well established Student Voice forum in which students give their opinion about ways in which the College can improve. Reporting of this information to the awarding body will be in accordance with awarding body requirements (to be advised).

8d) Link tutoring arrangements To be advised 8e) Setting exam papers and assessments Assessment verification processes are applied to enable judgements to be made about the quality of assessment feedback and vocational relevance. This enables teams to assure the consistency and fairness of assessment tools. Staff are supported in their implementation of these processes through clear explanations in the HE Assessment Moderation handbook.

8f) Marking and moderation arrangements Assessment moderation and/or double marking processes are applied to assure the consistency and fairness of assessment tools and decisions. These processes are clearly described in the HE Assessment Moderation handbook.

8g) Annual monitoring arrangements Annual reporting to the awarding body will be in accordance with awarding body requirements (to be advised). Internal annual reporting is informed by phased annual programme review which prompts reflection on programme performance at key points in the academic year with reference to key performance indicators. The Academic Registrar and Student Performance Manager collates information including performance data, feedback from external examiners, student feedback and assists in preparing the structured annual review documentation for each programme. Annual programme reviews inform the College Annual Monitoring Report received by Academic Board


8h) External Examining External examination reports are managed using a rigorous procedure which ensures reflection at all levels in the College. The Academic Registrar and Student Performance Manager logs reports, collates matters raised and liaises with the programme teams to ensure reported matters are addressed. Directors of Faculty approve the action plan prepared by teams and regularly monitor progress with actions planned. Matters reported by external examiners are addressed in each annual programme review and a clear overview is provided in the College annual external examiner report summary received by Academic Board. Progress against actions arising from external examiner reports are also explicitly addressed at each assessment board. Matters arising from external examiner reports are shared with students during Board of Studies or in class sessions. Opportunities for external examiners to comment are provided at the end of each Departmental Assessment Panel and Progression and Award Board, through the formal external examiner’s report and during the external examiners’ meetings. Each external examiner receives a copy of the approved action plan the programme team devises in response to their report. 8i) Programme specific regulations Please add appropriate content here

N/A 8j) Management of AP(E)L procedures Where the need AP (E)L arises a portfolio of work or appropriate transcripts will be required to determine some exemptions. Where portfolio is produced as a prove of experience the portfolio will be required to include the following elements:

Appraisal records

Reference from employer

Completed CPD records

CV

Accredited staff training records/certificates

Reflective statement that sets out the applicants experience and training that provides evidence of their work

experience broadly commensurate with practitioners that already have NVQ3.

8k) Plagiarism procedures The College regards academic misconduct very seriously. Academic misconduct can be considered to be any act whereby a candidate seeks to obtain an unfair advantage for themselves or another candidate. As such these are acts which undermine the integrity and validity of assessment. It is important that learners are aware of the seriousness of academic misconduct and the procedures in place for any case of suspected academic misconduct. Academic misconduct can be considered to include;

Impersonation

Misrepresentation

Collusion


Fabrication

Communicating

Unauthorised material/objects

Plagiarism (intentional or otherwise)

Declaration of authorship are signed for each assessment and submission is through software which provides an originality report. For any case of suspected academic misconduct there is a staged investigation procedure. The management of suspected academic misconduct is clearly described in the associated policy and procedures. 8l) Complaints procedures Nescot sets high standards and is committed to achieving excellence in the delivery of education and training services. Therefore feedback from students and members of the public is welcome and encouraged because feedback is used to make improvements to services. A guide to students is available on the virtual learning environment. 8m) Appeals Procedures for appeal are in accordance with the Academic Appeal Regulations of the University. Student handbooks provide links to these regulations.


9. Course Specifications

Course Specification

Faculty Education & Health

Department ECS

Code RESE 1124

Course Title 1.1 Developing Study Skills

Course Coordinator Diana Noble

Level (please tick) 4 √ 5 6 7

Credit 15

Pre-requisites

Aims This module seeks to introduce the learner to the key academic study skills required for working at level of qualification. It provides opportunities to practice the research techniques, academic writing and presentation skills that support and enhance e personal and professional development. The module assessments focuses on critical thinking and evaluative writing using a policy document froma school setting.

Learning Outcomes

On completing this course successfully you will be able to:

Write an initial assessment of study skills needs Demonstrate the use of academic writing conventions Demonstrate evidence of information retrieval from a range of relevant resources Undertake a successful group presentation Use critical thinking to evaluate a relevant policy used in a school setting

Indicative Content 1. time management and organisation. 2. note taking 3. critical and analytical skills – thinking and writing 4. a range of reading techniques 5. effective presentation strategies 6. information retrieval techniques 7. referencing ( Harvard system) 8. academic writing, logical presentation, language and audience

Learning and Teaching Activities The taught sessions will comprise a mixture of lecture, tutorial and independent guided study


Learning Time (1 credit = 10 hours)

Scheduled contact hours: Note: include in scheduled time: project supervision, demonstrations, practical classes and workshops, supervised time in studio or workshop, scheduled lab work , fieldwork, external visits.

lectures 21 seminars supervised practical sessions tutorials 1 formative assessment other scheduled time

Guided independent study Note: include in guided independent study preparation for scheduled sessions, follow up work, wider reading or practice, revision

Independent coursework 128 Independent laboratory work other non-scheduled time

Placements & year abroad Work placements Work based learning Year abroad Other placement

Total hours (’Should be equal to credit x 10’) 150

Assessment Details:

Methods of Assessment

Portfolio of study skills development

Grading Mode %

Weighting % 100%

Pass Mark 40%

Word Length 1,500- 2000

Outline Details Portfolio concerns evidence from a range of tasks

ie undertaking a group presentation, producing a piece of academic writing

Last Item of Assessment

Are students required to pass all components in order to pass the course

Yes


Indicative Course Materials and Reading:

Author Date Title Publisher

Brown, M. (2010) Asking the right questions: a guide to critical thinking. 9th ed

Pearson

Burns, T. and Sinfield, S

(2012) Essential study skills : the complete guide to success at university

London: SAGE

Cottrell, S (2008) The study skills handbook Basingstoke: Palgrave Macmillan

Cottrell, S. (2011) Critical thinking skills : developing effective analysis and argument. 2nd ed

Sage

Craswell, G. and Poore, M.

(2012) Writing for academic success. 2nd edn London:Sage

Drew, S. and Bingham, R

(2010) The guide to learning and study skills : for higher education and at work.

Farnham: Gower.

Du Boulay, D. (2009) Study skills for dummies. Chichester: Wiley

Fairbairn, G and Winch, C.

(2010) Reading, writing and reasoning. 3rd ed Open University Press.

Fisher, A (2001) Critical thinking: an introduction Cambridge University Press

Godfrey, J. (2009) How to use reading in your essays Basingstoke: Palgrave Macmillan

Judge, B. Jones, P. and McCreery, E.

(2009) Critical thinking skills for education students Exeter: Learning Matters

Kirton, B. (2012) Brilliant academic writing Harlow: Prentice-Hall

Moore, S. (2010) The ultimate study skills handbook. Maidenhead: Open University Press

Oliver, P. (2008) Writing your thesis.2nd edn Los Angeles: SAGE

Pears, R. and Shields, G.

(2010) Cite them right : the essential referencing guide. 8th edn

Basingstoke: Palgrave Macmillan


Pulver, B. and Adcock, D. C.

(2009) Organizing and using information. Harlow: Heinemann

Richardson, L. and McBryde-Wilding, H.

(2009) Information Skills for Education Students Learning Matters

Sharp, J. G. (2012) Success with your education research project. 2nd edn

London: SAGE

Shiach, D. (2007) How to write essays : a step-by-step guide for all levels, with sample essays

Oxford: How To Books

Smale, B. and Fowlie, J.

(2009) How to succeed at university : an essential guide to academic skills and personal development.

London: SAGE

Wallace, M.and Wray, A.

(2011) Critical reading and writing for postgraduates. 2nd edn

London: SAGE

COURSE SPECIFICATION: ADMINISTRATIVE DATA for PAS/BANNER/LQU Term of Delivery: (Term A, Term B, Standard

Double Term, Term 3, February cross sessional start and finish and May cross sessional start and finish, and Summer)

Term 1

Donor Teaching: (% of teaching from another School)

Donor School: (providing the additional teaching)

Partner College: (give College name if course is only available at a Partner College)

Linked Course: (if this course is taught with another but assessed separately, state with which course)

External Examiner: Please provide the full name and period of tenure for the examiner appointed to this course.


Aims This module introduces the learner to the significance of diversity and inclusion in the context of education support. Students will investigate relevant school policies, factors that influence access to the curriculum, and wider diversity and inclusion issues. The module then focuses on specific support for SEN pupils and students will be given the opportunity to plan for and deliver effective support for inclusive teaching and learning in a context of their choice.

Learning Outcomes


Review policies relating to inclusion and diversity at the school level. Examine a range of factors that influence access to the curriculum

Identify appropriate sources of further information and guidance on diversity and inclusion issues Evaluate recording monitoring and action planning processes for SEN. Demonstrate effective support for inclusive teaching and learning

Critically reflect on support for diversity and inclusion in a chosen educational context.

Indicative Content 1. Inclusion and diversity within the context of support for special educational needs (SEN); 2. Factors which influence access to the curriculum; 3. Further information and advice on SEN; 4 Recording and action planning the pupils learning needs; 5. Supporting a diverse and inclusive learning environment; 6. Planning for effective action to meet special educational needs. 7. Supporting the teaching and learning of SEN pupils 8 Evaluation techniques and assessment tools to support learning.

Learning and Teaching Activities There will be opportunities for formative assessment to be completed as part of this module. Whilst not forming part of the graded assessment, the outcomes of formative assessment undertaken in college and in the workplace may form part of the Personal Development Portfolio.



Department ECS

Code ACAD 1328

Course Title 1.2 Diversity & Inclusion for Special Educational Needs

Course Coordinator

Level (please tick) 4 5 6 7

Credit 15

Pre-requisites



Assessment Details:


A Case Study

Grading Mode %

Weighting % 100%

Pass Mark 40%

Word Length 1500-2000

Outline Details The case study will examine an intervention and will include an evaluation of its implementation. The case study enables students to link school policies relating support for special educational needs



Yes










Boxall, M (2010) Nurture groups in schools : principles and practice. 2nd edn.

. London : SAGE

Frederickson, N. and Cline, T

.. (2009) Special education needs : inclusion and diversity. 2nd edn

Maidenhead: Open University Press

Grace, S. and Gravestock, P

(2009) Inclusion and diversity : meeting the needs of all students.

Abingdon: Routledge

Gravells, A. and Simpson S.

.(2009) ,Equality and diversity in the lifelong learning sector.

Exeter: Learning Matters

Griffin, S . (2008) Inclusion, equality and diversity in working with children.

Harlow: Heinemann

Herbert, S (2011) The inclusion toolkit London: SAGE

Westwood, P

2008 What teachers need to know about learning difficulties

ACER

Lindon, J (2012) Equality and inclusion in early childhood.. 2nd edn

London: Hodder and Stoughton

Richards, G. and Armstrong, F. (eds).

(2008) Key issues for teaching assistants : working in diverse and inclusive classrooms.

Abingdon: Routledge

Thompson, N

(2011) Promoting equality : working with diversity and difference. 3rd edn

Basingstoke: Palgrave Macmillan

Willis, C (2009) Creating inclusive learning environments for young children : what to do on a Monday morning.

London: SAGE

Younie, S. et al. (eds)

(2009) Supporting teaching and learning in schools : a handbook for higher level teaching assistants.

Abingdon: Routledge


COURSE SPECIFICATION: ADMINISTRATIVE DATA for PAS/BANNER/LQU Term of Delivery: (Term A, Term B, Standard Double Term,

Term 3, February cross sessional start and finish and May cross sessional start and finish, and Summer)

Term 1







Aims The aim of this module is to introduce students to the management of effective learning and discipline in schools; the kinds of challenging behaviour that can be found in pupils of all ages and the promotion of positive behaviour.

Learning Outcomes


Analyse factors which influence pupil behaviours with reference to recognised theories and models Assess the significance of social and emotional development on pupil behaviour Examine the effectiveness of school policies on managing behaviour Explore the effectiveness of multi agency collaboration

Reflect on specific behavioural difficulties and identify strategies for support

Indicative Content 1. Theoretical approaches to learning behaviours. 2. Supporting emotional and social development of pupils 3. Personal Social and Health Education and Citizenship 4. Anti Bullying and intervention procedures 5. Multi-agency collaboration for early identification/CAF/ Extended School Partnerships 6. School codes, policy and provision 7. Strategies and interventions for support

Learning and Teaching Activities The taught sessions will comprise a mixture of lecture, tutorial and independent guided study



Department ECS

Code ACAD 1329

Course Title 1.3 Supporting positive learning behaviours

Course Coordinator ?


Credit 15

Pre-requisites









Assessment Details:


Essay

Grading Mode %

Weighting % 100%

Pass Mark 40%

Word Length 1500- 2000

Outline Details Evaluate theories and current practices for supporting positive behaviours with reference to relevant school polices, multi agency involvement and strategies that respond to challenging behaviours




Yes



Bennett, T. (2010) The behaviour guru : behaviour management solutions for teachers

. London: Continuum

Cefai, C. and Cooper, P. (eds.)

(2009) Promoting emotional education : engaging children and young people with social, emotional and behavioural difficulties

London: Jessica Kingsley

Carmel, C. and Cooper, P 2009 Promoting emotional education : engaging children and young people with social, emotional and behavioural difficulties

Jessica Kingsley

Cousins, L. (2010) The essential guide to shaping children’s behaviour in the early years

Harlow: Longman

Cowley, S (2003) Getting the buggers to behave, 2nd edn London: Continuum

Dix, P (2010) The essential guide to taking care of behaviour. 2nd edn

Harlow: Longman

Ellis, S. and Tod, J. (2009) Behaviour for Learning: proactive approaches to behaviour management

Routledge

Hryniewicz, L. (2011) Teaching assistants : the complete handbook. 3

rd ed.

Adamson

Lee, C. (2011) The complete guide to behaviour for teaching assistants and support staff

London: SAGE

Long, R. (2009) Rob Long's intervention toolbox : for social, emotional and behavioural difficulties.

London: SAGE

Petty, G (2009) Evidence based teaching : a practical approach. 2nd edn

Cheltenham: Nelson Thornes

Spohrer, K. (2008) The teaching assistant's guide to emotional and behavioural difficulties

London: Continuum

Vizard, D (2007) How to manage behaviour in further education

London: Paul Chapman


Whitney, B (2007) Social inclusion in schools : improving standards, raising standards

London: Routledge

Wolfgang, C. (2009) Solving discipline and classroom management problems : methods and models for today’s teachers

Hoboken, N : Wiley



Term 2









Department ECS

Code ACAD 1330

Course Title 1.4 Supporting Language, Literacy and Numeracy



Credit 15

Pre-requisites

Aims This module aims to introduce a range of methods for identifying pupils’ literacy or numeracy skills and appropriate techniques for their development. Students will be required to engage with debates about the national and local strategies for developing literacy or numeracy among pupils in schools.

Learning Outcomes


Assess factors which impact on the development of language, literacy and numeracy Examine a variety of ways in which language, literacy and numeracy skills are assessed

Evaluate appropriate support for learner(s) with specified learning needs in relation to language, literacy or numeracy Plan for and implement an appropriate intervention arising from an assessment of learning needs for either language, literacy

of numeracy Evaluate the success of the intervention used

Indicative Content Knowledge and understanding of equal opportunities in the context of learning support; The factors which help and hinder the development of reading, writing, speaking, listening or numeracy skills;

Methods of assessing pupils including those with specific learning difficulties; Planning for intervention programmes to develop reading, writing, speaking, listening or numeracy skills; Implementing appropriate strategies for individuals

Learning and Teaching Activities The taught sessions will comprise a mixture of lecture, tutorial and independent guided study.









Assessment Details:


Report

Grading Mode %

Weighting % 100

Pass Mark 40


Outline Details Report to the senior management team focusing on the planning, implementation and assessment developments required to effectively support language, literacy and numeracy



Yes




Browne, A (2009) Developing language and literacy London : SAGE

Callander, N. and Nahmad-Williams, L

(2010) Communication, language and literacy.

London: Continuum

DFES (2006) Primary framework for literacy and mathematics

London: DFES

Snowling,

M. J. and

Stackhous

e, J. (eds.)

(2006) Dyslexic speech and language : a

practitioner’s handbook. 2nd

edn London: Whurr

Hughes, A.

(2009) Problem solving reasoning and numeracy in the early years foundation stage

. London: Routledge

Watkinso

n, A (2003) The essential guide for experienced

teaching assistnts London: David Fulton

Whitehead, M. R.

(2009) Supporting language and literacy development in the early years.


COURSE SPECIFICATION: ADMINISTRATIVE DATA for PAS/BANNER/LQU Term of Delivery: (Term A, Term B, Standard Double

Term, Term 3, February cross sessional start and finish and May cross sessional start and finish, and Summer)

Term 2









Department ECS

Code ACAD 1331

Course Title 1.5 Education Support in Practice (1)



Credit 15

Pre-requisites

Aims This module focuses on how the student can effectively support the teacher and other professionals in the planning, delivery and evaluation of pupil learning. Students will develop their skills as reflective practitioners as a result of participating in tutor and/or mentor observed sessions. Students will be prepared to engage in performance appraisal linked to learning models and theories introduced in the first year of the programme, as well as self-evaluation based on feedback received.

Learning Outcomes


Demonstrate an ability to support the teacher in the planning, delivery and evaluation of learning Liaise with colleagues and other professionals so that learners are supported effectively Reflect on own professional experience, relating relevant models and theories to own practice. Use a range of techniques to enhance evaluation of own performance and experience

Indicative Content

1. Planning for collaborative teaching and learning activities 2. Skills audit and action planning for professional development 3. Theories that support effective teaching and learning i.e. the teaching cycle, learning styles 4. Reflection on professional performance based on recognised models of reflective practice 5. Observations on delivery of education support in a school setting 6. Evaluative writing based on feedback


The programme requires that students are observed in their work place undertaking their normal profession duties. One joint observation by the workplace mentor and course tutor will take place in Learning Support in Practice, followed by two further observations one each carried out by the Mentor and Tutor. All observations are formatively assessed and evidenced in the Personal Development Portfolio. The criteria for achieving a Pass are available in the Practice Handbook

Usually a failed observation, or where an observation is cancelled without extenuating circumstances being approved, will require a replacement observation to be scheduled. If required, the programme tutor, and where appropriate the mentor, will agree appropriate support and development work to be undertaken prior to the re-observation. Where a repeat observation is not passed then the Education Support in Practice module will be deemed to have been deferred. The


student will then be provided with further support in preparation for a further observation scheduled in accordance with the Assessment Board decision.



lectures 48 seminars supervised practical sessions 3 tutorials 3 formative assessment other scheduled time




Total hours (’Should be equal to credit x 10’)

Assessment Details:


Personal Development Portfolio

3 passed practice observations

Grading Mode %

Weighting % 50% 50%

Pass Mark 40% 3 observations at PASS

Word Length n/a

Outline Details


Completed PDP Evidence included in PDP


Yes




Bold, C. (ed.)

(2011) Supporting learning and teaching. 2nd edn.

Abingdon: Routledge

Bolton, G (2010) Reflective practice : writing and professional development. 3rd ed

London: Sage

Bryson, J. (2005) Effective mentoring manual : assessing competence and improving teaching through mentoring

Pearson Education

Burnham, L (2011) Brilliant teaching assistant : what you need to know to be a truly outstanding teaching assistant

Harlow: Pearson

Fox, G. (2003

(2003) A Handbook for learning support assistants : teachers and assistants working together. 2nd rev. ed

David Fulton

Ghaye, A. (2010) Teaching and learning through critical reflective practice. 2nd ed

Routledge

Hammersley-Fletcher, L. Lowe, M. and Pugh, J.

(2006) The teaching assistant’s guide: an essential textbook for foundation degree students

London: Routledge

Hryniewicz, L.

(2007) Teaching assistants : a complete handbook. 2nd edn

Norwich: Adamson

Lawrence, D.

(2006) Enhancing self-esteem in the classroom. 3rd ed

Sage

Moon, J. (2006) Learning journals : a handbook for reflective practice and professional development. 2nd ed.

Routledge.

Overall, L (2006) Supporting children’s learning : a guide for teaching assistants.

London: SAGE

Walton, A. and Goddard, G

(2009) Supporting every child : a course book for foundation degrees in teaching and supporting learning


Watkinson, A.

(2006) Learning and teaching : the essential guide for higher level teaching assistants

David Fulton

Wood, D. 1993 How children think and learn Blackwell


COURSE SPECIFICATION: ADMINISTRATIVE DATA for PAS/BANNER/LQU Term of Delivery: (Term A, Term B, Standard Double

Term, Term 3, February cross sessional start and finish and May cross sessional start and finish, and Summer)

Term 2









Department ECS

Code ACAD 1332

Course Title 2.3 Theories and Principles of Learning



Credit 15

Pre-requisites

Aims To introduce the student to the theories of learning, with particular focus on behaviourist, cognitive and social learning theories. This will enable the student to relate theory to practice by considering the influence of theory on teaching and learning practices.

Learning Outcomes


Examine a range of relevant theories and principles of learning Analyse cognitive, humanist and behaviourist theories that influence learning in a school context. Evaluate the impact of selected learning theories on supporting learning

Critically assess the implications of selected learning theories on own practice

Indicative Content

Theories and principles of learning Cognitive, humanist and behaviourist theories that affect teaching and learning strategies The impact of learning theories on supporting the delivery of learning Implications of learning theories on own practice

Learning and Teaching Activities

The taught sessions will comprise a mixture of lecture, tutorial and independent guided







Placements & year abroad

Work placements Work based learning Year abroad Other placement


Assessment Details:


Presentation

Grading Mode %

Weighting % 100%

Pass Mark 40%


Outline Details Presentation demonstrating understanding of theories and principles of learning; cognitive, humanist and behaviourist theories ;impact supporting the delivery of learning




Arthur, J. Peterson, A. (2012) The Routledge companion to education

. Abingdon: Routledge

Bold, C (2004) Supporting Learning and Teaching David Fulton

Carr, David (2003) Making sense of education : an introduction to the philosophy and theory of education and teaching.

Abingdon: Routledge Falmer

Daly, M. Byers, E. and Taylor, W

(2006) Understanding early years theory in practice.

Oxford: Heinemann

Gould, J. (2009) Learning theory and classroom practice in the lifelong learning sector


Gordon, M. O'Brien, T. V.

(2007) Bridging theory and practice in teacher education.

Rotterdam: Sense

Gray, C. and MacBlain, S.

(2012) Learning theories in childhood London: SAGE.

Pound, L (2005) How children learn : educational theories and approaches made easy

.. Leamington Spa: Step Forward

Smith, P.K., Cowie, H., Blades,M

(2003) Understanding Children’s Development 4th Edn

Blackwell

Illeris, K (2009) Contemporary theories of learning : learning theorists in their own words.

Abingdon: Routledge

Inglis, F. Aers, L. (2008) Key concepts in education London: Sage

Miller, L. and Hevey, D. (eds.)

(2012) Policy issues in the early years London: SAGE

Mooney, C. G (2013) Theories of childhood : an introduction to Dewey, Montessori,

St Paul, MN: Redleaf


Written evaluation on own practice


Yes/No


Erikson, Piaget and Vygotsky. 2nd edn

Murphy, L., Mufti, E. and Kassem, D

(2009) Education studies : an introduction Maidenhead: Open University Press

Palaiologou, I (2010) The Early Years Foundation Stage : theory and practice

London: Sage

Pritchard, A (2009) Ways of learning : learning theories and learning styles in the classroom. 2nd ed

London: David Fulton

Pritchard, A. and Wollard, J.

(2010) Psychology in the classroom : constructivism and social learning.

Abingdon: Routledge

Smith, P. K. Cowie, H. and Blades, M

(2011) Understanding children’s development. 5th ed

Chichester: Wiley

COURSE SPECIFICATION: ADMINISTRATIVE DATA for PAS/BANNER/LQU Term of Delivery: (Term A, Term

B, Standard Double Term, Term 3, February cross sessional start and finish and May cross sessional start and finish, and Summer)

Term 2









Department ECS

Code ACAD 1333

Course Title 2.2 Supporting teaching, learning and assessment



Credit 30

Pre-requisites

Aims This module seeks to introduce the learner to the significance of an effective good learning environment and the importance of effective communication and co-operation between pupils, teachers and education support staff. Students will plan for differentiation within National Curriculum s levels and learning styles are effectively supported and support the development of an effective and coherent assessment process. Students will understand the continuous cycle of planning, teaching and assessment which takes account of the wide range of abilities, aptitudes and interests of all pupils.

Learning Outcomes


Identify factors which contribute towards an effective learning environment Examine strategies which achieve an effective two-way flow of communication and co-operation between and amongst

pupils, teachers and education support staff

Plan and develop resources that meet individual needs

Support a delivery of a range of assessment process Develop a continuous cycle of appropriate teaching, learning and assessment Compare teaching and learning strategies in two learning environments

Indicative Content 1. Factors which contribute towards an effective learning environment, including health and safety responsibilities. 2. Selection of appropriate teaching methods including structuring and presenting information and ideas to support differentiation. 3. Resource constraints and their influence on the selection of teaching and learning techniques. 4. Evaluation strategies and methods. 5. Assessment methods. 6. Statutory curriculum requirements including the National Curriculum. 7. Using resources flexibly and imaginatively to meet a range of needs. 8. The teaching and learning cycle.


The taught sessions will comprise a mixture of lecture, practical activities, tutorial and independent study



Assessment Details:








Report Micro teaching

Evaluative report

Grading Mode % %

Weighting % 60% 40%

Pass Mark 40% 40%

Word Length 2500-3000 1000-1500

Outline Details Evaluate the strategies in place in two learning environments that provide support for teaching, learning and assessment .Provide a report comparing and contrasting two learning environments. Consider communication and resources used to implement teaching and learning

A 15 minute micro t each session demonstrate teaching, learning and assessment followed by a reflective account to justify approaches used in relation to the chosen learning environment



Yes




Anning, A. et al

(2010) Developing multi-professional teamwork for integrated children’s services :research, policy and practice. 2nd edn


Bold, C. (ed.)

(2011) Supporting learning and teaching. 2nd edn. Abingdon: Routledge.

Bolton, G (2010) Reflective practice : writing and professional development

. London: SAGE

Cowley, S. (2010) Getting the buggers to behave 4th Continuum

Drummond, J

(2007) Assessing children learning David Fulton

Ghaye, A. (2010) Teaching and learning through reflective practice : a practical guide for positive practice. 2nd edn

London: Routledge

Hryniewicz, L

(2012) Teaching assistants: the complete handbook. 3rd edn

Norwich: Adamson

Kyriacou, C. (2007) Essential teaching Skills Nelson and Thornes

Siraj-Blatchford, I. Clarke, K. and Needham, M. (eds.)

(2007) The Team Around the Child : multi-agency working in the early years.

Stoke-on-Trent: Trentham

Watkinson, A.

(2009) The essential guide for experienced teaching assistants : meeting the National Occupational Standards at Level 3. 2nd edn.

Abingdon: Routledge




Standard Double Term







Aims

This module seeks to enable students to explore the potential of the use of ILT in enhancing learning for a specific educational setting. It provides an awareness of legislation and policy related to the use of ILT in a school setting. Students are given the opportunity to develop their understanding of specialist software that supports learning. The module, also assess the effective use of ILT in relation to specific learning needs.

Learning Outcomes


Demonstrate use of ILT skills in an educational support context. Develop an understanding in the effective use of specialist educational software and support equipment. Demonstrate the effective use of ILT to support specific learning needs of individuals or groups of learners. Evaluate the school ILT policies and procedures, taking into account current UK government legislation.

Indicative Content

The requirements for ICT in education. Use of standard application software to support learning for educational support

Use of standard application software and hardware, including word processing, presentation and spread sheets to support learning and the interactive whiteboard.

Use of information communication technology and its application in a range of settings. Embedding information learning technology to support learning. Developing and evaluating effective use of ILT to support learning. Evaluating ICT equipment and packages used in an educational setting.

Learning and Teaching Activities Discussion, lecture, flexible learning for the acquisition of skills, peer exchange via web-board, presentations.



Department ECS

Code ACAD 1333

Course Title 2.1 Using Emerging technologies to support learning

Course Coordinator


Credit 15

Pre-requisites







Placements & year abroad

Work placements Work based learning Year abroad Other placement


Assessment Details:


Essay Case Study Evaluation presentation and reflection

Grading Mode

% %

Weighting % 75% 25%

Pass Mark 40% 40%

Word Length

1000-1500 500

Outline Details

An audit and evaluation of current technology in the classroom and government legislation for implantation of ILT Identify areas of best practice, areas for development and a proposed list of recommendations underpinned by appropriate evidence from literature.

15 minute demonstration or review of an agreed application software or equipment to meet the needs of an identified pupil(s) and reflective evaluation of the impact and appropriate recommendations for implementation.




Yes



Beetham, H. and Sharpe, R

(2007) Rethinking pedagogy for a digital age : designing and delivering learning

Abingdon: Routledge

Clarke, A (2008) E-learning skills. 2nd edn. Basingstoke Palgrave Macmillan

Dawson, D (2007) Handheld technologies for mobile learning Leicester: NIACE

Galloway, J. and Norton, H

(2011) ICT for teaching assistants Abingdon: Routledge

Hill, C (2008) Teaching with e-learning in the lifelong learning sector 2nd ed

Exeter : Learning Matters

Hussain, S (2005) Developing e-learning materials : applying user-centred design

Leicester : NIACE

JISC (2005) Innovative practice with e-learning : a good practice guide to embedding mobile and wireless technologies into everyday practice

London : HEFCE

Littlejohn, A & Pegler, C

(2007) Preparing for blended e-learning Abingdon : Routledge

John, J., and Wheeler, S.

(2008) The digital classroom : harnessing technology of learning and teaching.

Abingdon: Routledge

Mason, R. & Rennie, F.

(2008) E-learning and social networking handbook : resources for higher education

Abingdon: Routledge


McKeown, S. and McGlashon, A

(2012) Brilliant ideas for using ICT in the inclusive classroom. Abingdon: Routledge

Zanker, N. (2010) Effective Information and Communication Technology Hodder & Stoughton

COURSE SPECIFICATION: ADMINISTRATIVE DATA for PAS/BANNER/LQU Term of Delivery: (Term A, Term B, Standard Double Term, Term

3, February cross sessional start and finish and May cross sessional start and finish, and Summer)

Term 1









Department ECS

Code ACAD 1335

Course Title 2.4 Professional Development in Education Support



Credit 15

Pre-requisites

Aims This module seeks to introduce the learner to the methods of supporting the teacher in planning, delivering and evaluating learning. Students will develop their skills as reflective practitioners as a result of participating in tutor-observed sessions. Students will be prepared to engage in performance appraisal

Learning Outcomes


Demonstrate an ability to effectively participate in a selected learning community Critically assess relationships with colleagues and other professionals so that learners are supported effectively Critically reflect on own professional development in education support relating to models and theories of teaching and

learning

Demonstrate developing skills, roles and responsibilities within the context of education support Use a range of techniques to appraise own performance and plan for future progression opportunities

Indicative Content

a. Participation in a community of learning and whole school team b. Developing relationships internally and externally to support learning c. School structures, processes and systems to support learning d. Developing skills, roles and responsibilities in the education support context e. Continued reflection and self-appraisal on own practice f. Opportunities for continuing professional development and progression


In Year 2 of the programme students are further observed in their work place undertaking their normal profession duties. This again will entail one joint observation by the workplace mentor and course tutor followed by two observations, one each by the Course Tutor and Workplace Mentor. All observations are formatively assessed. It is a requirement that they are included in the Students Professional Development Portfolio (Yr 2). The criteria for achieving a Pass is available in the Practice Handbook

Usually a failed observation, or where an observation is cancelled without extenuating circumstances being approved, will require a replacement observation to be scheduled. If required, the programme tutor, and where appropriate the mentor, will agree appropriate support and development work to be undertaken prior to the re-observation. Where a repeat


observation is not passed then the Professional Development in Education Support module will be deemed to have been deferred. The student will then be provided with further support in preparation for a further observation scheduled in accordance with the Assessment Board decision.

Learning Time (1 credit = 10 hours) Scheduled contact hours: Note: include in scheduled time: project supervision, demonstrations, practical classes and workshops, supervised time in studio or workshop, scheduled lab work , fieldwork, external visits.

lectures 21 seminars supervised practical sessions 3 tutorials 3 formative assessment other scheduled time





Assessment Details:


Essay 3 passed practice observations and

PDP

Grading Mode

% %

Weighting % 50% 50%

Pass Mark 40% 3 observations at PASS

Completed all sections in PDP ( Yr 2)

Word Length

1500

Outline Details


Critically evaluate the developing role of education support in a chosen learning community with reference to own professional development opportunities

Evidence included in the PDP

All sections of the PDP to be completed



Yes



Brookfield, S.

(2006) The skillful teacher : on technique, trust and responsiveness in the classroom. 2nd edn.

San Francisco: Jossey-Bass

Bolton, G (2010) Reflective practice : writing and professional development. 3rd

ed

David Fulton


Pearson Education

Fox, G. (2003

(2003) A Handbook for learning support assistants : teachers and assistants working together. 2

nd rev. ed

David Fulton

Ghaye, A. (2010) Teaching and learning through critical reflective practice. 2nd

ed

Routledge

Hillier, Y. (2012) Reflective teaching in further and adult education. 3rd edn.

London: Continuum

Hitching, J.

(2008) Maintaining your licence to practise. Exeter: Learning Matters

Lawrence, D.

(2006) Enhancing self-esteem in the classroom. 3rd

ed Sage

Moon, J. (2006) Learning journals : a handbook for reflective practice and professional development. 2

nd ed.

Routledge.

Ogunleye, J.

(2007) Guide to teaching 14-19 . London: Continuum

Race, P. and Pickford, R.

(2007) Making teaching work : teaching smarter in post-compulsory education

London: SAGE

Schon, D A

(1991) The reflective practitioner : how professionals think in action

Aldershot: Ashgate

Watkinson, A.


David Fulton


Wallace, S

(2011) Teaching, tutoring and training in the lifelong learning sector. 4th edn


Wood, D. (1993) How children think and learn Blackwell

COURSE SPECIFICATION: ADMINISTRATIVE DATA for PAS/BANNER/LQU Term of Delivery: (Term A, Term B,

Standard Double Term, Term 3, February cross sessional start and finish and May cross sessional start and finish, and Summer)

Full term









Department ECS

Code SOPA 1031

Course Title 2.5 Education Policies and Practices



Credit 30

Pre-requisites

Aims

This module seeks to introduce the learner to current governmental and LEA policy initiatives and their impact on learning support. The development of schools policies for learning support will be reviewed. Students will gain an understanding of the responsibilities of the Teaching Assistant.

Learning Outcomes


Review relevant and current central and local government policy initiatives to support teaching and learning. Critically analyse a current school policy to support teaching and learning. Evaluate the impact of chosen policy relating to supporting teaching and learning at school level Critically evaluate development of own role in the implementation at school level of the chosen policy to support

teaching and learning Appraise how a particular policy supports teaching and learning in complex and unpredictable contexts

Examine the constraints and barriers that impact upon the successful implementation of policies at a school level and what strategies can be used to strategies to minimise or reduce them

Indicative Content 1. Current developments to learning support 2. Different approaches and perspectives on teaching and learning 3. Recognising and respecting the different values of all those with an interest in the learning process 4. Review of literature on issues within learning support 5. The organisation and management of schools and classrooms; 6. Team development and structure; 7. Monitoring and assessment 8. Recording and reporting; 9. Specific issues, e.g.: transition, Equal opportunities, Every Child Matters 10. Child protection and safeguarding


The taught sessions will comprise a mixture of lecture, tutorial and independent guided study.



Assessment Details:


lectures 30 seminars 6 supervised practical sessions tutorials 12 formative assessment other scheduled time






Essay Seminar Presentation

Grading Mode %

Weighting % 75% 25%

Pass Mark 40% 40%

Word Length 3000 1000 words equivalent

Outline Details Investigate how a particular policy has been implemented in your chosen educational setting to support teaching and learning.

Prepare and deliver a seminar paper on the implementation of a named policy in a school environment. (20 minutes duration)



Yes




Anning, A. et al.

(2010) Developing multi-professional teamwork for integrated children’s services :research, policy and practice. 2nd edn.


Bold, C. (ed.)

(2011) Supporting learning and teaching. 2nd edn. Abingdon: Routledge

Bolton, G (2010) Reflective practice : writing and professional development. 3

rd ed

David Fulton


Pearson Education

Fox, G. (2003

(2003) A Handbook for learning support assistants : teachers and assistants working together. 2

nd rev.

ed

David Fulton

Ghaye, A. (2010) Teaching and learning through critical reflective practice. 2

nd ed

Routledge

Hryniewicz, L.

(2012) Teaching assistants: the complete handbook. 3rd edn.

Norwich: Adamson

Lawrence, D.

(2006) Enhancing self-esteem in the classroom. 3rd

ed Sage

Moon, J. (2006) Learning journals : a handbook for reflective practice and professional development. 2

nd ed.

Routledge.

Watkinson, A.


David Fulton

Wood, D. 1993 How children think and learn Blackwell




Term 1







Aims

This module aims to promote student autonomy. It demands students to apply and develop study skills learnt earlier in the course; engage with current literature, research and policies related to an area of personal interest and value; and rigorously and independently pursue a line of enquiry that can be eloquently presented, interpreted and evaluated. Subsequently, students are tasked with demonstrating originality of thought, self-direction and the ability to clarify their own philosophy of education with consideration given to personal and organisational values as well as moral and ethical perspectives.

Learning Outcomes


Demonstrate a high level of autonomy by taking responsibility for own learning, managing time effectively and evidencing originality of thought

Negotiate and justify an area of personal interest and value within a clearly defined scope and depth of enquiry

Critically and systematically pursue a process of enquiry towards a predefined and agreed goal

Interrogate literature, policies and observable educational practices to underpin and validate the chosen line of enquiry

Critically evaluate processes adopted and resulting outcomes

Indicative Content

Literature & policy searching & interrogation; investigation planning, implementation and evaluation; current educational initiatives; autobiographical perspectives/philosophies of education/learning; moral perspectives, power and agency in education; and principles, theories & models for understanding learning.


The taught sessions will comprise a mixture of lecture, seminar, tutorial and independent guided study. In addition, students’ learning will be supported by electronic materials available on VLE. However, tutorials and seminars will be the dominant modes of support due to the varied and independent nature of the learning intentions and assessment.



Department ECS

Code ACAD 1327

Course Title 2.6 Independent Study

Course Coordinator Seidu Salifu


Credit 30

Pre-requisites



Assessment Details:


Independent Study

Grading Mode %

Weighting % 100%

Pass Mark 40%

Word Length 3000

Outline Details Individual study independently identified, investigated and evaluated



Yes


lectures 9 seminars 12 supervised practical sessions tutorials 15 formative assessment other scheduled time



Placements & year abroad Work placements Work based learning 30 Year abroad Other placement





Anyon, J. et al (2009) Theory and educational research : toward critical social appreciation

Abingdon : Routledge

Arthur, J. & Davies, I. (eds)

(2010) The Routledge education studies reader Abingdon : Routledge

Atkinson, P. and Coffey, S.

(2011) ‘Analysing documentary realities’. In: Silverman, D. ed. Qualitative research. 2nd ed.

London : Sage, p56-75

Bell, J. (2010) Doing your research project : a guide for first-time researchers in education, health and social science.

4th ed.

Maidenhead : Open University

Press

Blaxter, L. et al (2010) How to research. Maidenhead : Open University

Press

Boudah, D. (2011) Conducting educational research : a guide to completing a major project.

Los Angeles : SAGE

Coghlan, D. and Brannick, T.

(2010) Doing action research in your own organisation. 3rd ed

London : Sage

Cohen, L. et al. (2011) Research methods in education. 7th ed. London : Routledge

Curtis, W. and Pettigrew, A.

(2009) Learning in contemporary culture [ebook] Learning Matters

Denscombe, M. (2010 The good research guide: for small-scale social research projects. 4th.ed

Maidenhead : McGraw-Hill/Open University Press

Dufour, B. and Curtis, W.

(2011) Studying education : an introduction to the key disciplines in education studies [ebook]

Open University Press

Illeris, K. (ed.) Contemporary theories of learning : learning theorists in their own words [ebook]

Routledge

Moore, S. et al. (2007) Teaching at college and university : effective strategies and key principles [ebook]

Open University Press

Hopkins, D. (2008) A teacher’s guide to classroom research. 4th ed Maidenhead : Open University Press

Inglis, F. & Aers, (2008) Key concepts in education London : Sage


L.

McNiff, J. and Whitehead, J.

(2010) You and your action research project London : Routledge

Ward, S. and Eden, C.

(2009) Key issues in education policy SAGE



Yr3, term2









Department ECS

Code RESE 1125

Course Title 2.7 Research methods and action learning project

Course Coordinator Seidu Salifu


Credit 30

Pre-requisites

Aims

This module seeks to introduce students to:

build on the students’ knowledge of theory and practice acquired in previous modules, in order to locate and evaluate relevant concepts and theoretical and practical experiences which will consolidate and enhance understanding of teaching and learning in the field of Educational Support

enable students to critically and systematically examine a range of appropriate experiences, data and source materials gathered in previous modules in order to generate philosophical and professional perspectives;

enable students to demonstrate awareness of ethical considerations, protocols and procedures in educational inquiry;

enable students to design and communicate the results of an enquiry in the Educational through a written ‘practitioner research’ self-directed study, so that students might take control of personal learning and professional development.

adapt and developing learning programmes and interventions in the light of evaluation

Learning Outcomes


Demonstrate personal responsibility for maintaining sensitivity in the acquisition and analysis of data within professional codes of conduct, including guidelines and procedures for ethical considerations when working with children and their families.

Critically evaluate and select research methods. Use several sources of appropriate data to support planning, implementation, analysis and conclusions. Present conclusions from analysis of data and provide recommendations. Conduct a critical evaluation of their own role eliciting and using feedback from others

Indicative Content

1. Principles of action research 2. Research design 3. Methods of data collection 4. The identification of theoretical, philosophical and practical issues in the field of Educational Support 5. Critical reflection and analysis of literature and theory that informs current practice;

6. Techniques of data collection and data analysis; 7. Ethical considerations and confidentiality issues when working with children and their families


Learning and Teaching Activities The taught sessions will comprise a mixture of lecture, workshop, tutorial and independent guided study








Assessment Details:


Project

Grading Mode %

Weighting % 100%

Pass Mark 40%

Word Length 6000

Outline Details Literature review 1500 words 25%

Approved project proposal and research methods 1500 words 25%

Report on conduct of investigation and recommendations made from findings and proposals for further investigation.3000 words 50%




Bell, Judith 2010 Doing your research project: a guide for first-time researchers in education and social science

OUP

Blaxter, L et al 2010 How to research OUP

Coglan, D and Brannick

2010 Doing your action research in your own organisation Sage

Cohen, L et al 2011 Research methods in Education Routledge

Descombe, M. 2010 The good research guide: for small scale –social research projects

OUP

McNiff, J. 2012 Doing and writing action research Sage

Silverman, D. 2011 Interpreting qualitative data 4th

ed. Sage



Term 2








Yes


7. Appendix 1. Staff Curricula Vitae

CURRICULUM VITAE NAME : Dr. Seidu Salifu

CURRENT POSITION AT NESCOT Head of Department for Teacher Education

QUALIFICATIONS BA (Hons) Dip Ed, MA, PGCE, PhD

PREVIOUS POSTS HELD: Programme Area Coordinator Lecturer in Education Studies Lecturer in Sociology

TEACHING EXPERIENCE: 25 Years

CURRENT TEACHING AREA: Teacher Education/BA Education Studies

MEMBERSHIP OF PROFESSIONAL BODIES/COLLEGE COMMITTEES: MIfL, CMG

STAFF DEVELOPMENT Outstanding Teaching, Learning & Assessment 2012 TAQA (Assessor Award) 2012 Weblearn for assessment 2012 Management Training 2012 Supported Experiments Project Review 2012 Emergency First Aid at Work 2012 Effective Peer Observation 2011 HE Work Experience Training 2011 Observation of Teaching and learning 2011 PUBLICATIONS/RESEARCH

Quantitative analyses of research data for teachers University of Exeter Conference publication 2004 Women Experiences on Foundation Degree Programmes Kingston Mauward College 2007 Dorchester. A “troubled generation?”: educational achievements among the generations African Caribbean people in the United Kingdom: ASAUK Biennial Conference 2009 University of Central Lancashire


CURRICULUM VITAE Name: Paul Banthorpe

Current teaching position; Advanced Teacher Practitioner as from 1

st Nov 2004

Lecturer in Travel and Tourism Department (Course Leader HND and Group Tutor Level 2)

Qualifications: MA in Leisure and Tourism ; PGCE in Further Education ; BSc in Business and Sports Studies Assessor Awards: D32 D33 D34 Internal Verifier for GNVQ, AVCE, BTEC, HND, NVQ External Verifier for BTEC Edexcel from 2008/9 Subject Coach (Qual 2006)

Teaching Experience: 17 years working in F.E ; 6 years as an Advanced Practitioner undertaking staff training, lesson observations, mentoring and coaching of new and existing staff. Part of the Teacher Training Dept delivering FDeg Modules and PTLLS

Industry Experience: Leisure and Recreation Industry – 4 years (Duty Officer, Kingston Upon Thames) Secondments and research whilst in teaching profession: working with the Travel and Tourism Programme (producing educational materials for leading London attractions); retail travel agency experience (independent and multiples), liaising with tour operations (Avro, Cosmos, Keycamps) – organising work experience programmes, marketing and input into training material for staff.

Publications/research: Effectiveness of Work Experience Placements within the Travel Industry


CURRICULUM VITAE

NAME: Krystyna Summers

CURRENT POSITION AT NESCOT Lecturer (ATP) Health & Social Care

QUALIFICATIONS BA (Hons) Sociology Post Graduate Diploma Social Work Studies Certificate of Qualification in Social Work Certificate in Further Education Teaching (QTFE) BTEC PDA Teaching at Levels 1 and 2 Subject Learning Coach Certificate in Counselling Concepts

PREVIOUS POSTS HELD Programme Area Manager, Care Services (East Surrey College) Lecturer Health and Social Care Senior (Practitioner) Social Worker, Wandsworth Borough Social Worker, Wandsworth Borough.

TEACHING EXPERIENCE 13 years, Nescot College 9 years, East Surrey College 2 years part-time (Merton Institute for Adult Education)

CURRENT TEACHING AREAS Health and Social Care Teacher Education PTLLS, DTLLS and Cert Ed/PGCE

PUBLICATIONS/RESEARCH 1985 – Co-author of a study of group work with parents of children with disabilities


CURRICULUM VITAE

NAME: Judith Lawler

CURRENT POSITION AT NESCOT:

Teacher Trainer (FD/PGCE/Cert Ed T&L in LLS Course Leader) & Advanced Teacher Practitioner (2005 to date)

QUALIFICATIONS (post A levels, 1976): PG Dip in Teaching & Learning [Distinction] (2006)

Tutoring On-line, NEC (2002 - 2003)

B.Ed(Hons) 2ii (1979 -1980)

Cert Ed [Distinction] 1976 -1979

Key Skills IT [L4] 2002

Key Skills IT [L3], Comms [L3] & AoN [L3] 2001

C&G 9281-02, Initial Certificate in Teaching Basic Skills, 1997

PREVIOUS POSTS HELD: Course leader for C&G DTLLS (7305), 2005-2013 and 7407 stages 1,2,3 (2005-2008)

Learning Development Advisor, Nescot, 1997-2005 [and Advanced Practitioner, 2002 to date]

IT Support Assistant, Nescot, 1995-1997

Head of IT & Business Studies, The Green School, Hounslow, (Comprehensive, 11-18), 1989-1995

Head of Computer Studies & IT, The Green School, Hounslow, 1983-1989

Teacher (Maths, Geography, French & Computer Studies), Exams Assistant, St Mark’s School, Hounslow (Comprehensive 11-18), 1980-1983

TEACHING EXPERIENCE: Staff development & mentoring – cross-college, in-house delivery & support (1997 to date)

Module tutor and dissertation supervisor - BA(hons) Education Studies (2012 to date)

Teacher Training – Cert Ed/Prof Grad Cert Ed/Foundation Degree (2008 to date)

Teacher Training – C&G PTLLS & DTLLS (Sept 2007-2013); Award in Education & Training (2013)

Access to HE Diploma - Education strand (2006-2007)

Teacher Training – C&G Stage 3 (Feb 2005-2008)

Teacher Training – C&G 7407 Stages 1 & 2 (Feb 2005 – Sept 2007)

New Teachers’ Toolkit – in-house pre-service programme for new staff to teaching – (2005 – 2007)

Delivery of National Key Skills’ training events for Edexcel, (IT, numeracy, communications L2 & 3) 2002-2005

Trained External Moderator for Key Skills, Edexcel, 2003

Teaching IT short courses (PT, adult evening classes) at Nescot, 1996-2001

KS3, GCSE & A level teaching experience in Maths, Geography, French, IT, Computer Studies, CPVE & TVEI (1980-1995)


CURRENT TEACHING AREA: Teacher Training – FD Teaching & Learning, Prof Grad Cert Ed, Cert Ed (Course leader)

Teacher Training – L3 C&G Award in Education & Training

Module tutor (Innovative Teaching & Learning Environments) & dissertation supervisor – BA(hons) Education Studies

Staff development – in-house cross-college for FE & HE

Mentoring – college staff

MEMBERSHIP OF PROFESSIONAL BODIES/COLLEGE COMMITTEES: QTLS, 2009

IfL member, 2007 -2012

AoSEC member, 2005 - 2010

Member of ‘Sharing Good Practice’ group – network of affiliated colleges offering ITE qualifications validated by the University of Surrey (2007 to date) STAFF DEVELOPMENT: In-house Teaching & Learning training sessions – various (T&L strategies, differentiation, assessment – Petty, Powell, Wiliam) – 2011 - 2013

LSIS ITE qualification update – Nov 2012

Introduction to NLP – Nov 2012

London Festival of Education (IoE) – Nov 2012

Observation training (in-house, Alastair Taylor, Tony Davies) – 2008 - 2012

In-house IT update training sessions – various (VLE & IWB) – 2010 to date

City & guilds preparation for new PTLLS & DTLLS - 2011 & 2012

Supported Experiments, Joanne Miles – 2011 - 2012

HE Practitioner group - 2010 to date

Ofsted preparation – whole college & ITT, Sept/Oct 2010

Higher Education in FE annual conference – 2009 - 2012

Safeguarding Training – Nescot, 2009 & 2010

Mental Health & Adult Learning & Skills – 2010

Introduction to Dyslexia – Nescot, 2007

AoSEC network meetings – various, 2005 to date

PG Dip/MSc in Teaching & Learning at University of Surrey, including modules in Action Research, Mentoring, Supporting Students, Leadership & Management, Lifelong Learning, Innovation in Curriculum Design and Research Methods, 2003-2006

PUBLICATIONS/RESEARCH: PG Dip dissertation research on initial assessment in ITT, 2006

Mentoring Policy for Nescot, 2004

Action Research reviewing ‘take-up’ of VLE staff development (2003-2004)


DIANA NOBLE Career History Section leader Business / Teacher Trainer/Business Lecturer 2010 – present

North East Surrey college of Technology

Work with the HoD to ensure resources in place

Monitors learners progress

Organise, chair and record actions at section leader meeting

Co ordinate the completion of course reviews

Collate, monitor and update the section files

Provide reports

Mentor staff

Carry out lesson observations

Course Leader North East Surrey College of Technology

Lecture on the following courses: 2001 – present

Preparing to teach in the lifelong learning sector

Certificate to teach in the Lifelong learning sector

Diploma to teach in the lifelong learning sector

Staff Development Courses

BTEC Foundation Learning in Business

National Diploma in Business

Call Centre Operations

FD In Business

Ilex Diploma Legal Secretaries

Amenities Horticulture Level 3

RHS Diploma in Horticulture Lecturer, RHS Wisley 2004 - 2008

RHS Diploma in Horticulture Resource Management Education/Qualifications:

8 O`levels 1973-1979 2 A`Levels : Zoology, Botany 1979-1981 City & Guilds in Gardening awarded 1996 Certificate in Child Care and Education awarded 1998 Teacher training City & Guilds Stage one & two 730 –7 2003 Certificate of Education – University of Greenwich 2004 Life Coaching Course 2005


Positive Impact Coaching Course 2005 A1/A2 Assessment ongoing BA (Hons) Education Studies Awaiting results

VOLUNTARY WORK

St Anne’s Primary School at Banstead Parent Teacher association 2004 – current Involved in fundraising for the school and organising events Fundraiser for Orchard Hill College, Carshalton 1994 - 1997

The college provides education courses for adults with profound and multiple/severe learning disabilities.

Attended the Support Group to assist in the organization of fund raising - circa £30,000

Negotiated with companies for funds, prizes and donations.

Regularly met with students


Name - Steve Smith

QUALIFICATIONS:- BA (Hon) due in Dec 2013 FdA (2009) Ancient ‘A’ levels (3) 1970 – 72.

Maths Pure & Applied

Physics. ‘O’ levels (10) 1970.

English

English literature

Maths

Physics

Geography

History

Religious cstudies

Computer studies

French

Spanish 1994 - A* (Mother Spanish) Stages 1 & 2 - 7307 completed within 2 years at Nescot 2002 Cert Ed at Brooklands College, Weybridge 2003 Won award for most helpful student to others on course Level 3 Mathematics in PDQ award 2004 CITB Construction Industry Assessor for FCT 708 - March 2006 Merit - Highest award at Nescot

PREVIOUS EMPLOYMENT Apprentice Steel Erector 1973 -76 Steel erector - Babcock & Wilcox 1976 -78 Self-employed 1978 - 2000 Sole trader / Developer 1978 - 2000 Suspended Ceiling Company Part of the “Sock Shop” drive to open shops in stations UK & Europe (185 shops in 3 years) 1980’s Freelance Contracts Manager @1988 - 1996 (Working with bespoke companies & English Heritage) Many contracts completed over the 22 year span of main self-employment. Freelance Bar & Events Manager - Catering 2008 - 2010

PREVIOUS EDUCATIONAL POSTS HELD:-

Surrey Adult Education - part time lecturer 1998-2000 Delivering

Geology

Basic DIY for “Water Edge” Single Parents

Mosaics

Queen Elizabeth’s training college - part time lecturer - Construction 1998 - 2000. Nescot College 2000 - to date Construction Lecturer - now extended to Teacher Trainer.


SPECIALIST TEACHING AREA/ SPECIALIST EDUCATIONAL RESPONSIBILITES:- PREVIOUS ROLES Prison education for Nescot College - Male Cat ‘A’ 2000 - 01 - High Down & Coldingley

Carpentry (run a workshop with 679 tools to be accounted for)

Painting & Decorating for inmates to refurbish own cells. Prison Education for Nescot College - Send Women’s prison 2001 - 02

Basic D.I.Y.

Art

Cooking

Safe sex

Spanish Construction in School Links (terminated this summer 2003 – 2013) trades taught

Carpentry

Brickwork

Painting & Decorating

Plastering

Plaster Casting model work

CURRENT TEACHING AREA Level 1 Carpentry theory & Practical 6000 series & City & Guilds 6218 Teacher training

FD3 New & emerging Technology

PTLL’s

Foundation Degree for Teaching Assistants

MEMBERSHIP OF PROFESSIONAL BODIES/COLLEGE COMMITTEES

London Society Rugby Referees since 2003. Surrey Community rugby courses & liaison with local schools as development officer – Effingham & Leatherhead Rugby Club - since 2006. Youth Development officer contract with sports funding from September 2007. Under 18,s Specialist rugby coach 2007. Community Club Coaching Co-ordinator 2007. Community Referee Development officer 2009. Rugby Club Bar manager 2008 - 2010. Member of LSIS Initiative 2009. IFL member since its start. 1st team coach 2007.

STAFF DEVELOPMENT ‘A’ awards for assessing started in house 2002 not complete - was required & complied with becoming an FCT 708 Assessor. PDQ started 2004 difficult to complete with work load. Developed & presented “Behaviour Management 14 to 16 year olds” at Nescot in 2005 Nescot Records for Staff development in File

PUBLICATIONS/RESEARCH ‘Misty’ the World Famous Cat - Children’s book.

WEBLINK www.catalunyaarts.com An art commission site developing ideas for unique artistic slants in many media. All my own works & available for commissions to the general public.

http://www.catalunyaarts.com/


Projects revolving around conservation issues in re-cycling materials into art works. Incorporating evolution themes into artworks from the beginning of time. Set up 2003 - The World of Eternal Images.

Currently am working a 0.2 post in local Senior & Youth development in Junior Rugby Active for Surrey Rugby as youth referee developer- soon stopping & possibly changing direction as in discussion with the RFU (Rugby Football Union) for a post as referee developer for South East. (these posts are voluntary with minimum chance of paid employment).

foundation degree education support programme definitive ... programme... · the foundation degree...

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