web viewthe purpose of these awards is to provide teachers, tutors and trainers working with a range...

Certificate in Education (Learning and Skills)

Postgraduate Certificate (Learning and Skills)

Award Handbook2013-2014

Department of EducationUniversity of the West of England, BristolFrenchay Campus, Coldharbour Lane,Bristol BS16 1QYTel. 0117 965 6261

Year 2 PG Cert/Cert Ed L&S 2013-14

Week beginning Module/Sessions Deadlines2013 7/10 UTLGN3-40-3/M

Session 1 Intro14/10 Session 221/10 Session 3 28/10 Half term4/11 Session 4

11/11 Session 518/11 Session 6 .25/11 Session 7 2/12 Session 8 9/12 Session 9

16/12 Session 10 GN3 Comp A Assessment23/12 Xmas30/12 Xmas

2014 6/1 Session 1113/1 Session 1220/1 Session 13 27/1 Session 14 3/2 Session 15

10/2 Session 1617/2 Half term24/2 Session 173/3 Session 18

10/3 Session 1917/3 Session 2024/3 Session 2131/3 Session 22 GMY Comp A7/4 Easter break

14/4 Easter break21/4 Session 2328/4 Session 245/5 Session 25

12/5 Session 2619/5 Session 2726/5 Half term2/6 Session 28 GN3 Comp B 9/6 Session 29

16/6 Session 30 GMY Comp B 23/6 Session 3130/6 Session 32

Assignment Deadlines Summary 2013-14 Module Exam

BoardComp A Comp B (Thursdays)

GN3 Aug 2014 w/b 16/12/13 w/b 2/6/14GMY Aug 2014 w/b 16/6/14 w/b 16/6/14

WELCOME

Welcome to the University of the West of England. You are beginning a programme of study that leads to an Award which is validated by the Department of Education at the University of the West of England (UWE). You have joined a programme committed to providing you with:

A well designed and professionally relevant curriculum High quality teaching and learning experiences Access to student support and guidance

Within this Award Handbook you will find comprehensive information about the Award route upon which you have embarked. You will be supplied with additional Module Handbooks as you progress through the programme. We welcome student feedback on any aspect of our provision. If you have any comments or recommendations to make about this handbook, then please pass them on to us.

Good luck. We wish you every success in your studies.

Yvonne Finn (Programme Manager)

My personal details:

Name……………………………………………………………………………………..

Institution…………………………………………………………………………………

Mentor name……………………………………………………………………………………...

Mentor contact details…………………………………………………………………………………….

University Tutor name……………………………………………………………………………………..

University Tutor contact details…………………………………………………………………………………….

N.B. If there are any changes in the above details during the course, you MUST notify your both the College and the University as soon as possible.

STAFF CONTACT DETAILS

Yvonne Finn (Programme Manager, Learning and Skills awards)Tel. 0117 328 4278 [email protected]

Student Support and Advice:Website: http://www1.uwe.ac.uk/studentsEmail: [email protected]: 0117 3285678

Bolland Library, UWE Frenchay:http://www1.uwe.ac.uk/library/

Disclaimer - Using this Handbook

This Handbook is an informal guide for course members. The Cert Ed and PG Cert L&S awards operate under the Modular Assessment Regulations. For full details of the regulations you should refer to the UWE web site. http://www.1.uwe.ac.uk/students/academicadvice

Should there be, or appear to be, any conflict between the statements in this handbook and the full regulations then the latter shall prevail.

Although the information in this Handbook is accurate at the time of publication, aspects of the programme may be subject to modification or revision. Information provided by the tutors during the course of the year should be regarded, where appropriate, as superseding the information contained in the handbook.

Please keep this handbook in a safe place as you will need to refer to it throughout your programme of study.

http://www.1.uwe.ac.uk/students/academicadvice

http://www1.uwe.ac.uk/library/

mailto:[email protected]

http://www1.uwe.ac.uk/students


PLEASE READ THIS CAREFULLY

IMPORTANT INFORMATION FOR STUDENTS ON ELECTRONIC ACCESS AND COMMUNICATION

MyUWE PORTAL, BLACKBOARD (VLE) AND UWE EMAIL Your UWE user ID and password will be provided as part of your

online registration process. It is very important that you log on to the MyUWE portal and that you familiarise yourself with this at the start of the course. You will need to log on regularly to check your module status and your module/award results. You will not be sent a paper copy of final results through the post, only via MyUWE portal. Please note that results will be posted on MyUWE portal, five working days after each Examination Board (February and August), not immediately after marking.

You will also be given a UWE email account and address, which you are expected to check regularly (at least weekly) for messages and important information. This is the means by which we will contact you while you are on the course. You can use this to have emails redirected to your personal email address if you wish.

CONTENTS1 INTRODUCTION TO THE AWARDS.................................................................1

1.1 Purpose of the awards...........................................................................11.2 Routes through the programme..............................................................11.3 Credit values and levels of modules......................................................41.4 Structure of the course..........................................................................5

1.5 Module assessment tasks.......................................................................6 1.6 Programme reading list...........................................................................8 2 PRACTICAL TEACHING AND PROFESSIONAL DEVELOPMENT............... 9

2.1 Practical teaching..................................................................................92.2 Professional Development Record (PDR)...........................................102.3 Mentor..................................................................................................102.4 Mentoring agreement...........................................................................102.5 Why the role of mentor?......................................................................102.6 The role of mentor...............................................................................102.7 What mentorship arrangements are acceptable?................................112.8 What will be expected of the Mentor?.................................................11

3 THE MODULES................................................................................................133.2 Preparing for Teaching GMU...............................................................133.3 Practical Teaching 1 GMV...................................................................143.4 Practical Teaching 2 GMY...................................................................173.5 Preparing for Advanced Study GMX....................................................19

3.6 National Minimum Core (NMC)............................................................20 3.7 Planning and Enabling Learning & Assessment GMW........................24 3.8 Context and Curriculum GN3................................................................25 4 ATTENDANCE and ADMISSIONS.................................................................28 4.1 Attendance..............................................................................................28 4.2 Withdrawal.............................................................................................. 28 4.3 Timescales............................................................................................. 28 4.4 Accredited Learning............................................................................... 28

5 ASSESSMENT.................................................................................................29

5.1 Assessment Framework......................................................................295.2 Assessment Criteria.............................................................................295.3 Grading Criteria...................................................................................325.4 Differential Outcomes of Assessment..................................................345.5 Preparation of Work for Assessment...................................................355.6 Procedure for Submitting Assignments...............................................365.7 Extenuating Circumstances.................................................................365.8 Assessment Offences..........................................................................365.9 Moderation of Assessments and Examining Boards...........................385.10 Notification of Results..........................................................................385.11 Feedback and Return of Work to Students.........................................385.12 Appeals................................................................................................38

6 REFERENCING and BIBLIOGRAPHY...........................................................39

7 PROGRAMME VALUES and AIMS................................................................ 40 7.1 Values.....................................................................................................40 7.2 LLUK Values.......................................................................................... 41 7.3 Educational Aims of the Programme..................................................... 42

8 STUDENT SUPPORT and GUIDANCE...........................................................438.1 Student Administration........................................................................438.2 Study Skills Support.............................................................................43

8.3 UWE Library Services.........................................................................438.4 Information and Communication Technology (ICT) Support...............458.5 Disability Support.................................................................................458.6 Counselling Support............................................................................468.7 Peer Support........................................................................................468.8 Financial Support.................................................................................468.9 The Student’s Union............................................................................468.10 Careers Support..................................................................................46

8.11 Health and Safety............................................................................... 47

9 MAINTAINING QUALITY..................................................................................489.1 Faculty Policy on Quality Management, Monitoring and Evaluation....489.2 Module Evaluation...............................................................................489.3 Programme Committee........................................................................48

10 PROGRESSION and ACHIEVEMENT...........................................................4810.1 Further Study.......................................................................................4810.2 Publication...........................................................................................4910.3 Award Ceremony.................................................................................49

11 APPENDICES.................................................................................................. 50 11.1 List of Forms and Documents............................................................. 51

1. INTRODUCTION TO THE PROGRAMME

1.1 Purpose of the awardsThe purpose of these awards is to provide teachers, tutors and trainers working with a range of learners with the necessary skills, knowledge and competence to undertake their professional role with confidence and to the mutual benefit of both teacher and learner. The awards recognise that learning can take place in a variety of contexts and that both the variety of provision and contexts is likely to increase in the future. The programmes are structured to take account of the progression that participants will make in the context of their experiences and the changing environment of the Learning and Skills sector. They will therefore be of value to those working in Further Education (FE) Colleges, and the range of adult training contexts in the public and private sectors.

The awards meet the Government’s requirements for compulsory qualifications for FE teachers and are endorsed by Standards and Verification UK (SVUK), a wholly owned subsidiary of Lifelong Learning UK (LLUK). The Awards are recognised and increasingly required by employers across the Learning and Skills sector.

Neither award qualifies you to teach in the compulsory phase of secondary education except where 14 and 15 year olds are permitted to be taught in FE colleges. The whole course provides coverage of the criteria required for the LLUK’s Diploma in Teaching in the Lifelong Learning Sector (DTLLS) award. It also provides the qualification needed for the QTLS (Qualified Teacher Learning and Skills) awarded by the Institute for Learning (IfL). This has been needed by all new “full” teachers in the sector since September 2007. For further details and to keep abreast of developments on this please see the IfL website www.ifl.ac.uk

1.2 Routes through the programmeThe modules are intended to provide a framework that enables participants to meet both personal and organisational development needs.

There are various routes through the programme depending on whether you are following the Cert Ed or PG Cert and whether you have credit against any modules. These are illustrated on the following two pages.

The PG Cert is open only to those who have a first degree or equivalent.

To gain credit for professional (usually teaching) courses/qualifications, students must go through the Accredited Learning procedures. The first stage in this process is to complete an Application for Accredited Learning form at interview. Please see Section 4.4 for further details.

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http://www.ifl.ac.uk/

The modules in each of the awards

Year 2

Context and Curriculum in Lifelong Learning

UTLGN3-40Level 2 or 3

Year 1

2

Practical Teaching (1)

UTLGMV-10-1

Planning and Enabling Learning and Assessment

UTLGMW-20-1

Preparing for Advanced Study

UTLGMX-10-2

Preparing for Teaching in Lifelong Learning

UTLGMU-20-1

Part time Certificate in Education (Learning and Skills)

Part time Postgraduate Certificate (Learning & Skills)


UTLGMY-20-2

Year 2

GMU-20-1

3

Context and Curriculum in Lifelong Learning

UTLGN3-40-M(Masters Level)


UTLGMY-20-3

Planning & Enabling Learning and Assessment

UTLGMW-20-2

Preparing for Advanced Study

UTLGMX-10-3

Preparing for Teaching in Lifelong Learning

UTLGMU-20-1

Practical teaching (1)

UTLGMV-10-1

1.3 Credit values and levels of modules in each award

Cert Ed L&S

PG Cert L&S

Module Title Credits Level

Year One

UTLGMU-20-1

UTLGMU-20-1

Preparing for teaching in lifelong learning

20 1

UTLGMX-10-2

Preparing for advanced study

10 2

UTLGMX-10-3

10 3

UTLGMW-20-1

Planning and enabling learning and assessment

20 1

UTLGMW-20-2

20 2

GMV-10-1 GMV-10-1 Practical teaching 1 10 1

Year Two

UTLGMY-20-2

Practical teaching 2 20 2

UTLGMY-20-3

20 3

One of:UTLGN3-40-2UTLGN3-40-3

Context and curriculum

40 2 or 3 depending on route

UTLGN3-40-M

M

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Credits and levels

Each award (Cert. Ed. or PG Cert.) totals 120 credits.

The “level” relates to the academic standard of the study and the work you produce which is assessed against level specific criteria (see Section 5.3). Level 1 is equivalent to the first year, level 2 is equivalent to the second year and Level 3 is equivalent to the final year of undergraduate study. Level M is postgraduate in standard. The table below shows how these levels relate to the National Qualification Framework.

Equivalent levels of study HE/UWE level National Qualification Framework (NQF) level

Level of Year 1 of degree course 1 4Level of Year 2 of degree course 2 5Level of Year 3 of degree course 3 6Level of Masters’ degree M 7

Credit volume indicates notional student study time. A 20 credit module normally has associated with it notional student study time of 200 hours. This includes contact time, guided reading and independent study. This ratio works in proportion for modules of other sizes.

1. 4 Structure of the course

In Year 1 the modules GMU, GMV and GMW focus on developing your teaching/training competencies, using the knowledge, understanding and skills developed in the modules to extend your practices. They concentrate on developing a relevant professional approach to planning, implementing, monitoring, assessing and evaluating your work. In taking these modules the course member will also demonstrate the criteria required for LLUK’s Preparing for Teaching in the Lifelong Learning Sector (PTLLS) and Certificate in Teaching in the Lifelong Learning Sector (CTLLS) awards.

Module GMX, which is threaded through Year 1, focuses on advanced study skills and the National Minimum Core skills (Literacy, Numeracy and ICT), as well as the ways in which these core skills/functional skills may be embedded in your own teaching.

In Year 2 the focus in module GN3 is on developing and researching reflective professional practice alongside Practical Teaching 2 (GMY), as identified in the values outlined later in this document. This means that there is more emphasis on broader contextual issues while encouraging you to concentrate on specific aspects of your work and roles within the framework of the intentions and content of the modules. There will be scope for some specialist sessions within this module to allow you to pursue your professional interests and/or explore new areas to assist in your professional development. These sessions will vary from centre to centre, so please check with your tutors. There may be scope for attending some of these sessions at another centre.

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1. 5 Module assessment tasksThe table below provides a summary of the assessment tasks for each module.

Module Title Assessment comprising:Component A – practical taskComponent B – written task

Preparing for Teaching in L&S Module GMU

A - Micro teachingB - Professional Development Record Part 1

Practical Teaching (1)Module GMV

A - 3 observations by tutor2 observations by a mentorLog of 50 hours teachingTeaching File, including IAP and PDR (ongoing)B - 1500 word assignment

Planning, Learning & AssessmentModule GMW

A - Team presentationB -1500 word assignment

Practical Teaching (2)Module GMY

A - 3 observations by tutor2 observations by a mentorLog of 100 hours teachingTeaching File, including IAP and PDR (completed)B - 1500 word assignment

Preparation for Advanced StudyModule GMX

A - Individual PresentationB - 1500 word assignment

Context & Curriculum in L&SModule GN3

A - Group discussionB - 4500 word assignment

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Module Handbooks

You will be given a module handbook or pack at the start of each module, which will contain the full module description, together with information relevant for that module and assessment guidance. You are advised to keep these separately in a ring binder (one for each module).

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1.6 Programme Reading List:

The following list (provided in alphabetical order by author) is offered to provide a core selection of the sort of books and texts that we expect you to read and consult. Many of these titles are suitable for coverage across several or all modules. You will be given guidance to additional module-specific readings in Module Handbooks, as you progress through the Programme. Additional readings will be uploaded onto your Centre VLE.

Titles are available in the Frenchay library, and may be also located in your own college library. Most titles are accessible electronically from the UWE library (indicated as ‘Ebook’). You will be shown how to access these and electronic journals remotely, during the Programme induction.

Avis, J., Fisher, R. and Thompson, R. (2010) Teaching in the lifelong learning sector, Milton Keynes: The Open University Press Ebook

Blakemore, S-J. and Frith, U. (2005) The learning brain, Oxford: Blackwell Ebook

Clow, R. and Dawn, T. (2007) The ultimate FE lecturer’s handbook, London: Continuum

Duckworth, V. (2010) Successful teaching practice in lifelong learning, Exeter: Learning Matters Ebook

Gravells, A. (2006) Preparing to teach in the lifelong learning sector, Exeter: Learning Matters

Gravells, A. and Simpson, S. (2008) Planning and enabling in the lifelong learning sector, Exeter: Learning Matters Ebook

Harkin, J., Turner, G. And Dawn, T. (2001) Teaching young adults, London: Routledge Ebook

Hattie, J. (2009) Visible learning, London: Routledge Ebook

Howard-Jones, P. (2010) Introducing neuroeducational research: neuroscience, education and the brain from contexts to practice London: Routledge Ebook

Keeley-Browne, L. (2007) Training to teach in the learning and skills sector, Harlow: Pearson Longman Ebook

Lucas, N. (2004) Teaching in further education, London: Institute of Education

Petty, G. (2004) Teaching today (3rd ed.), Cheltenham: Nelson Thornes Ebook

Petty, G. (2006) Evidence-based teaching, Cheltenham: Nelson Thornes

Reece, I. and Walker, S. (2007) Teaching, training and learning (6th ed.) Sunderland: Business Education Publishers

Scales, P. (2008) Teaching in the lifelong learning sector, Milton Keynes: The Open University Press Ebook

Tennant, M. (2006) Psychology and adult learning, (3rd ed.), London: Routledge Ebook

Tummons, J. (2007) Becoming a professional tutor, Exeter: Learning Matters Ebook

Wallace, S. (2007) Teaching, tutoring and training in the lifelong learning sector, and Managing behaviour in the lifelong learning sector, (2nd ed.) Exeter: Learning Matters Ebook

Watkins, C., Carnell, E. and Lodge, C. (2007) Effective learning in classrooms, London: Sage Publications Ebook

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For GMX and general study and academic skills: Cottrell, S. (2003) The study skills handbook, (2nd ed.) Basingstoke: Palgrave Macmillan This is available now as a web resource called Skills4Study – UWE has a subscription to this and it can be accessed from the university’s my skills website at http://www.uwe.ac.uk/library/resources/hub/ (Athens username needed)

For GN3 and research study skills: Bell, J. (any edition) doing your research project, Milton Keynes: The Open University Press Ebook

2 PRACTICAL TEACHING AND PROFESSIONAL DEVELOPMENT

2 .1 Practical Teaching You need to show that you have taught 150 hours over the two years of the course (50

hours for Practical Teaching 1 GMV Yr 1 and 100 hours for Practical Teaching 2 GMY Yr 2).

At least a quarter of this should be group teaching (i.e. normally at least 5 students taught as a group).

The teaching must be in an approved context, with students 16yrs and over (and 14-15yrs in FE college)

You are expected to log your practical teaching hours during the programme on the appropriate form and have these verified by your Line Manager (see forms relating to practical teaching in Teaching File).

It is your responsibility to ensure that you have sufficient appropriate hours of teaching. You must let your Tutor and the Programme Leader know if your situation changes with respect to your hours.

You will have the support of a University Tutor who will formally visit you three times for each Practical Teaching module. He/she will observe your teaching and will spend time after each observation discussing your progress, giving feedback and reviewing your ongoing PDR and Teaching File.

One of the three Professional Practice Visits will involve viewing a video-recorded session jointly with your tutor. You are responsible for making this recording of one of your teaching sessions. If this is not possible, discuss this with your tutor.

You will also have a subject-specific mentor who will observe you formally at least twice per practical teaching module. One of your observations will take the form of a co-observation with both UT and mentor present.

You will be expected to broaden your understanding of teaching in the Learning and Skills sector by visiting, observing and possibly teaching in an institution or subject area different from your own.

You are expected to adhere to all the codes of professional practice which apply to your own particular teaching area and setting.

You will be expected to demonstrate knowledge and understanding of, and adherence to the LLUK Standards for Teachers, Tutors and Trainers in the Lifelong Learning Sector in order to gain this qualification.

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2.2 Professional Development Record (PDR) You will maintain a Professional Development Record (PDR) throughout the course. Guidance will be given on this in the taught modules, particularly in GMU, Preparing for Teaching in the Lifelong Learning Sector. It will provide a framework for you to keep a reflective journal on your professional development with particular reference to the LLUK Standards. It is one way of personalising your learning and professional development, requiring you to engage in an ongoing cycle of review of your learning and experiences, action planning, target setting, and evaluation (see diagram Section 7.1). In module GMU, you are expected to begin the PDR, which forms Component B of the formal assessment for this module. The PDR will continue through Year 2, will be monitored formally at each University Tutor professional practice visit, and should also be discussed and reviewed with your Mentor during formal meetings. In the second Practical Teaching module (GMY) the PDR forms part of the documentary supporting evidence (along with the Teaching File) which must be signed off as satisfactory by the University Tutor in order to receive a final satisfactory recommendation (pass or fail). Documents relating to the PDR are in your Teaching File pack.

2.3 Mentor All trainees must arrange for an experienced and qualified teacher within your subject area to take on the role of Mentor, and this arrangement must be in place when the course starts. The final choice of who the person is rests with the applicant (see detailed guidance on this, under the heading “What mentorship arrangements are acceptable?”). This section explains why we have this role, what is expected of a Mentor. You and your Mentor will be given a Mentor/ Mentee Handbook, which contains all the information in this section, copies of appropriate forms and further guidance on assessment of practical teaching, giving feedback etc. The whole Mentor and Mentor Handbook is available with open access on the UWE website (see the front of this handbook for details). It is your responsibility as Mentee to ensure your Mentor is given his/her copy of the Mentor/Mentee Handbook.

2.4 Mentoring AgreementWe have produced a form for Mentor and Mentee to complete in order to formalise this position with us. This can be found in the Mentor/ Mentee Handbook, and in your Teaching File.

2.5 Why the role of Mentor?There is now a universal expectation in the Learning and Skills sector that all in-service as well as pre-service trainee teachers work with a mentor in the workplace and receive subject-specific support.We are aware of the different organisations that comprise the Learning & Skills Sector, so all our suggestions for implementing and developing the role of Mentor are made on the understanding that they will have to be adapted to suit these different circumstances.

2.6 The Role of MentorThe main purpose of a Mentor in this context is to help the Mentee to develop their subject specific teaching skills. The taught sessions for the awards are necessarily generic, applying as much as possible to all course members irrespective of their own subject or training area. This applies to most teacher education for the sector nationally, so the role of the subject-specific Mentor is an important one in this respect

We would like the Mentor to have all the following characteristics: A subject specialist, experienced and qualified in the same field as the participant An experienced and qualified teacher or trainer willing to support and promote the

Mentee’s insights and skills in relevant aspects of professional practice in their subject

Interested in issues in teaching and learning in their subject

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Committed to improving the quality of teaching and learning in their subject Able to offer and receive constructive feedback in a sensitive and appropriate

manner

2.7 What mentorship arrangements are acceptable?The trainee must satisfy the programme team on admission that they have arranged suitable mentor support. These arrangements will be monitored by the university tutor on routine visits. The list below offers, in order of preference, what we would regard as potentially acceptable mentorship arrangements.

1. An experienced and qualified subject specialist teacher capable of offering support in the same general area as the trainee at the same establishment.

2. As above, except where the experienced and qualified member of staff acting as Mentor does not have the detailed subject specific expertise required for the role. In this case another member of staff works with the Mentor to provide subject specific support and share the observations with the mentor.

3. As above except where no subject specialist exists in the institution who could work with the Mentor to provide support for the trainee. A colleague in the same specialist area from another institution carries out the subject support role.

4. Where no subject specialist is available either in the trainee’s own institution or in another locally, the Mentor may be an appropriately experienced and qualified teacher who will undertake to oversee the trainee’s independent subject development. The trainee would need to present to Mentor and University Tutor evidence of ongoing subject development e.g. by web based research, attendance at subject updating conferences, awarding body events etc. The trainee must arrange to undertake at least one observation of an experienced teacher in their subject area in a different institution.

2.8 What will be expected of the Mentor?Remember that your Mentor will have many other demands on their time and they may have been given no additional time for fulfilling this role. You will therefore probably need to “manage” your Mentor, negotiating with them flexibly over meeting and observation times, setting up meetings, agendas and prompting the submission of forms etc.

The amount of time actually committed to the role depends largely on the needs of the Mentee and how much time you both agree to devote to meeting these needs. Discussion between Mentor and Mentee will normally be confidential unless there is a mutual agreement that matters can be discussed more widely.

A Mentor will be expected to: undertake Mentor training carry out two formal teaching observations of the Mentee per practical teaching

module (this normally means at least twice a year) at times agreed with their Mentee. Give constructive, developmental feedback on the Mentee’s performance. (See Appendix for the 2 observation proformas needed for each formal observation).

at each observation ensure the Mentee provides the Mentor with his/her Teaching File which will include the session plan for the current session and previous session plans, self appraisals and feedback from Mentor and the University Tutor. This is how the Mentor stays in touch with the Mentee’s progress and is very important.

meet the Mentee on a regular basis by mutual agreement (at least 4 times a year including observation feedback tutorials). The Mentee is expected to complete a Tutorial Record Form after each of these, and will ask the Mentor to add any agreed action to be taken and add their initials to the form. This form provides a kind of agenda which includes the Mentee’s PDR (Professional Development Record) and Teaching File which the Mentor is expected to look at and discuss.

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provide advice on teaching and learning in the subject and matters related to developing the Mentee’s skills in teaching their subject, including alerting the Mentee to relevant subject teaching materials and events.

discuss the Mentee’s progress with the University Tutor. This should happen shortly after a University Tutor professional practice visit with the participant, and should happen at least once for each year/practical teaching module.

contribute to the final decision on the assessment of practical teaching in conjunction with the University Tutor who will ensure the Mentor completes the relevant form and discusses the recommendation as appropriate.

In addition: be observed teaching at least once per practical teaching module at an agreed time by

the Mentee encourage and facilitate opportunities for the Mentee to observe other experienced

teachers and college professionals in order to broaden their understanding of their subject and the workings of the institution.

help Mentee to make links between their academic study and their work context and to reflect on their practice in the light of educational theory and current professional issues.

discuss the benefits of possible additional informal observations with the Mentee.

3. The Modules

3.1 The following section provides a brief summary of the content and assessment of each module. Detailed information on each module will be provided by your module lecturer at the start of each module in the form of a Module Handbook or pack. We advise you to store this in a separate ring binder for each module.

There are two differing sets of requirements you need to address in each assignment: Firstly, the learning outcomes, as detailed in the assignment briefs in the separate Module Handbooks distributed at the beginning of each module.Secondly, each module has different UWE domain criteria (see Section 5). You are advised to be clear which criteria apply to each module assessment and read these carefully. Your module tutor will explain and discuss each assignment with you.

3.2Preparing for Teaching in the Learning and Skills Sector

UTLGMU-20-1Level: 1Credits: 20

The purpose of this module is to introduce you to a range of ideas about teaching and learning within the structure of a reflective approach. It includes all the learning outcomes for the PTLLs programme. Microteaching (teaching an assessed session to your peers) forms part of this module. You will receive a letter verifying that you have passed the PTLLs equivalent. The module includes significantly more study time and content than the PTLLs programme and addresses the fundamental skills and learning required for teaching within the sector.

Assessment:

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Component A Students must be observed teaching in 15 to 30 minutes of microteaching and participate in at least 60 minutes, meeting specified criteria and receiving a final satisfactory recommendation (pass or fail).

Component B Component B consists of the first section of a Professional Development Record (PDR) (1,500 word equivalent) which will be maintained through the programme beyond this module and further assessed in a later module. The mark for this component gives your percentage grade for these modules, but you must also pass Component A to pass the module overall.

Domain criteria for Component B: Conceptual Domain: AL1

The assignment demonstrates that the student can identify and use relevant ideas and perspectives for purposes of reflection upon issues under study.

Contextual Domain: CL1The assignment demonstrates that the student has an awareness of contextual factors (e.g. personal, locational, historical, political etc) influencing the area of study.

Action Domain: GL1The assignment demonstrates that the student has awareness of a relationship between theory and practice in the workplace, and can use reflection to develop a personal theory and refine professional practice, with due regard to issues of equity and social justice.

Note: The following two modules (GMV and GMY) have no specific taught sessions although support is provided by your University Tutor (UT). Time will be spent on preparing you for these modules in other module sessions and further guidance will be issued to you, together with a detailed Teaching File. They are assessed, like all the others, by a two-part assignment: Component A – practical teaching (including Teaching File and PDR) – Pass or FailComponent B – written assignment - % mark is given. The mark for this component gives your percentage grade for these modules, but you must also pass Component A to pass the module overall.

3.3Practical Teaching and Professional Development (1) - Year 1

UTLGMV-10-1Professional Practice ModuleLevel 1Credits 10

The purpose of this module is for you to receive feedback on your teaching and to evaluate your teaching. You are observed by a university tutor, your mentor and a peer.

N.B. Component B of the assessment for this module requires you to discuss a lesson delivered by an experienced teacher, so you should arrange this observation in good time for the completion of the assignment.

Scope of module Two complementary assessed constituents: supported practical teaching experience,

including observation of experienced teachers; supported induction into the immediate subject specialist teaching context

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Trainees are required to teach for 50 hours.

Support and assessment Observation, feedback and other support are offered by a University Tutor and a

Mentor. Assessment is co-ordinated by the University Tutor and the final decision must be taken jointly with the Mentor.

Peer observations of the trainee do not contribute to the summative assessment and are for formative purposes.

Observations 50 hours of trainee teaching experience is organised and logged (form PT1)

Trainees are observed teaching and receive formal written feedback (forms PT9, 10, 11) and follow up tutorials (recorded on form PT5). Normally, for this module, three observations are made by a University tutor (including one of a session video-recorded by the trainee and viewed together with the trainee), two by a mentor and at least one by a fellow trainee. Both mentor and peer observations will normally be reciprocated.

As soon as trainees are judged to be ‘at risk’ of failure in the module an action plan and a further observation will normally be arranged.

Before the start of the observed lesson, trainees must hand the observer an up to date Teaching File (see form PT14 for details). The file must include the current lesson plan and lesson materials as well as previous planning, feedback and self-evaluative paperwork relating to teaching activities, meetings with the Mentor and the placement process generally. Lesson plans for observed lessons should follow the University lesson plan form issued at Programme Induction. ‘In house’ session plans may be used to provide complementary information but may not replace the University proformas unless they include the same information. This will be “signed off” on the Record of Practical Teaching Visits form (PT3)

Each observation of the trainee must result in a tutorial between the trainee and the observer (recorded on form PT5). The tutorial will include an oral self evaluation by the teacher and a mutual discussion of feedback from the observer, given in relation to the areas listed above. The trainee will then complete a Post lesson Self Appraisal Form (PT4). Discussions between the trainee and the University Tutor and Mentor will normally include a consideration of this module’s assignment requirements and the Teaching File.

The trainee must also show and discuss with the UT or mentor their ongoing Professional Development Record (PDR) at each observation visit. This will also be “signed off” on the Record of Practical Teaching Visits form (PT3)

The trainee and mentor together organise trainee observations of experienced teachers at work. One of these observations is required for Component B of the assignment for this module.

Assessment:Component A

Students must be observed teaching meeting specified criteria and receive a final satisfactory recommendation (pass or fail). Towards meeting the Component A criteria below, the student must have presented two ongoing personal portfolios: a Teaching File and a Professional Development Record (PDR) and these must have been signed off by a

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University Tutor as meeting the appropriate guidelines for this stage in the programme, before a Pass decision is possible. Trainees must have shown the foundations of technical competence in the activities listed below, related to the following domains of the LLUK professional standards. This means that while the trainee is unlikely at this stage to be fully effective in all areas, adequate grounds now exist for an expectation that by the end of the programme, professional competence will have been reached in each area.

Professional values and practice Professional conduct with learners and in liaison with appropriate and relevant parties to

meet effectively the needs of learners

Planning for learning Planning the appropriate use of a variety of delivery methods Devising session plans which meet the aims and needs of individual learners and

groups Reflective practice

Specialist Learning & Teaching Demonstration of willingness and capacity to develop their own knowledge and

skills in teaching the subject specialism

Learning and Teaching Establishing and maintaining an orderly and inclusive learning environment Selection and use of inclusive learning activities to enthuse and motivate learners,

ensuring that curriculum requirements are met Selection and use of a range of resources to promote inclusive and, where appropriate,

self directed learning Use of different communication methods and skills to meet the needs of learners and

the organisation Embedding elements of functional skills, including as appropriate, numeracy, oracy,

literacy and ICT, in their subject specialist teaching

Assessment of and for learning Use of feedback from learners and appropriate others in the assessment of learning Conducting and recording assessments which meet the requirements of the learning

programme and the organisation including, where appropriate, the requirements of external bodies

Use of a range of informal assessment methods ensuring that learners produce valid and usable evidence

Communication of relevant assessment information to those with a legitimate interest in learner achievement

Access and progression Supporting learners and referring them as appropriate for further support

Component B This consists of a 1500 word report comparing two teaching sessions in the subject specialism – one delivered by the trainee and one delivered by an experienced teacher and observed by the trainee.

Domain criteria for Component BConceptual Domain: AL1


Literature Domain: BL1 15

The assignment demonstrates that the student has an awareness of appropriate literature and its relevance to the task.


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3.4Practical Teaching and Professional Development (2) - Year 2

UTLGMY-20-2 (and -3) Professional Practice ModuleLevel 2 (Cert Ed) and Level 3 (PG Cert) Credits 20

The purpose of this module is for you to build on the previous assessment of your practical teaching and to explore different approaches to your practice.

Scope of module Two complementary assessed constituents: supported practical teaching experience,

including observation of experienced teachers; supported induction into the immediate subject specialist teaching context

Trainees are required to teach for 100 hours (recorded on form PT1).

Support and assessment Observation, feedback and other support are offered by a University Tutor and a

Mentor. Assessment is co-ordinated by the University Tutor and the final decision must be taken jointly with the Mentor.

As soon as trainees are judged to be ‘at risk’ of failure in the module an action plan and further observations will normally be arranged.

Peer observations of the trainee do not contribute to the summative assessment and are for formative purposes.

Observations Trainees are observed teaching and receive formal written feedback (forms PT9, 10,

11) and follow up tutorials. Normally for this module three observations are made by a University tutor (including one of a session video-recorded by the trainee and viewed together with the trainee), two by a mentor and at least one by a fellow trainee. Both mentor and peer observations will normally be reciprocated.

Before the start of the observed lesson, trainees must hand the observer an up to date Teaching File (see form PT14). The file must include the current lesson plan and lesson materials as well as previous planning, feedback and self-evaluative paperwork relating to teaching activities, meetings with the Mentor and the placement process generally. Lesson plans for observed lessons should follow the University lesson plan form in Teaching File. ‘In house’ session plans may be used to provide complementary information but may not replace the University proformas unless they include the same information. This will be “signed off” by your UT/Mentor on the Record of Visits form (PT3)

Each observation of the trainee must result in a tutorial between the trainee and the observer, recorded on form PT5. The tutorial will include an oral self evaluation by the teacher and a mutual discussion of feedback from the observer, given in relation to the areas listed above. The trainee will then complete 'post lesson appraisal' forms (PT4). Discussions between the trainee and the University Tutor and Mentor will normally include a consideration of this module’s assignment requirements and the Teaching File.

The trainee must also show and discuss with the UT or mentor their ongoing Professional Development Record (PDR) at each observation visit. This will also be “signed off” on the Record of Practical Teaching Visits form (PT3)

The trainee and mentor together organise trainee observations of experienced teachers at work.

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Assessment:Component A Students must be observed teaching meeting specified criteria and receive a final satisfactory recommendation (pass or fail). Students must have shown professional competence assessed as equivalent to what could reasonably be expected from a satisfactorily functioning newly qualified teacher in their subject specialism. Towards meeting the Component A criteria below, the student must have presented two ongoing personal portfolios: a Teaching File and a Professional Development Record (PDR) and these must have been signed off by a University Tutor as meeting the appropriate guidelines, before a Pass decision is possible. Specifically, trainees must have demonstrated professional competence in the following:

Professional values and practice1. Behaviour with students, colleagues and others consistent with an ethical

professionalism and an understanding of the appropriate professional standards for teachers

2. Reflective practice and learning from experience

Planning for Learning3. Planning the appropriate use of a variety of delivery methods 4. Devising sessions and programmes of study consistent with approved curricula and schemes of work and with the diverse and changing needs of individual learners and groups

Specialist Learning and Teaching5 Development of a reflexive command of knowledge, skills, resources, conventions and debates within the subject specialism

Learning & Teaching6 Establishing and maintaining orderly and inclusive learning environments 7 Selection, development and varied use of inclusive learning activities to enthuse and motivate learners, ensuring that curriculum requirements are met 8 Selection, development and extensive use of a range of resources to promote inclusive learning and teaching 9 Sensitive and confident use of different communication methods and skills to meet the needs of learners and the organisation 10 Embedding and informally assessing elements of functional skills, including numeracy, oracy, literacy and ICT, in their subject specialist teaching

Assessment for and of Learning11 Systematic use of feedback from learners and appropriate others in the assessment of learning 12 Appropriate use of a range of initial, formative and summative assessment methods, ensuring learners produce assessment evidence that is valid, reliable, sufficient, authentic and current 13 Conducting, and recording the results of, initial, formative, evaluative and summative assessments which meet the requirements of the learning programme and the organisation including, where appropriate, the requirements of external bodies 14 Communicating relevant assessment information to those with a legitimate interest in learner achievement

Access and Progression15 Liaison with appropriate and relevant parties to meet the needs of learners effectively 16 Readiness and sensitivity in challenging discriminatory behaviours

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Component B This assignment is equivalent to 1500 words. It consists of a comparative description and detailed critical evaluation of three linked sessions taught by the trainee, relating to quality in planning and delivery as well as to the tracking and evaluation of progression in individual learning. It will demonstrate reflection on links between performance in the delivered sessions and the writer’s ongoing targets as identified in the Professional Development Record (PDR).


The assignment demonstrates that the student can use and organise coherently relevant ideas and perspectives to interpret and/or explore issues under study.

AL3The assignment demonstrates that the student can use and organise coherently relevant ideas, perspectives or theories to interpret and/or explore issues under study and in addition can critically analyse and/or evaluate those ideas, perspectives or theories.

Contextual Domain: CL2The assignment demonstrates that the student can differentiate contextual factors (e.g. personal, locational, historical, political etc) influencing the area of study.

CL3The assignment demonstrates that the student has an awareness of the significance of relevant contextual factors (e.g. personal, locational, historical, political etc) influencing the area of study


GL3The assignment demonstrates that the student can explore the relationship between theory and practice in the workplace, and use reflection to develop personal theory and refine professional practice, with due regard to issues of equity and social justice, appraising professional development needs and/or outcomes.

3.5Preparing for Advanced Study: Reflective Professional Practice

UTLGMX-10-2 (and -3)Level 2 (Cert Ed) and Level 3 (PG Cert)Credits 10

The purpose of this module is to help students prepare for challenging forthcoming study by consolidating existing strengths and guiding them towards reflective study skills and a critical awareness of the requirements of education study. It will offer support in the development of the National Minimum Core skills of literacy, numeracy and ICT and it will address the possible ways in which these core or functional skills may be embedded in teaching.

Assessment: Component A (25% weighting)A prepared five-minute oral presentation, following issued guidelines related to the learning outcomes, where the student describes and evaluates their approach to embedding National

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Minimum Core (NMC skills) of Literacy, Numeracy and ICT into their teaching practice. The presentation will provide evidence that students have demonstrated: They have met the Lifelong Learning UK (LLUK 2007 or subsequent) minimum core in

numeracy and literacy (CPPD 5). A designated professional range of skills in information and communications technology.A possible way in which students may demonstrate this will be to produce an interactive resource showing how they embed at least two of the skills of Lit/Num/ICT into their subject teaching.

Domain criteria for Component A Conceptual Domain: AL2



Component B (75% weighting)A 1500 word essay in which the student describes and evaluates their approach to reflective practice and their current level of skill in study. A personal programme of study advancement is proposed and related to the student’s ongoing Professional Development Record (PDR). The action plan will ask students to identify strengths and development areas for both study skills and NMC skills.




Literature Domain: BL2The assignment demonstrates that the student has an awareness of appropriate literature and can discuss its relevance to the task.

BL3The assignment demonstrates that the student can reference appropriate literature and utilise it in the development of analysis and discussion of ideas.

3.6 The minimum core skills for teachers in the sector (National Minimum Core)The programme recognises the government’s guidelines on the minimum literacy, numeracy and ICT skills required of teachers in the Learning and Skills sector. The following section is extracted from the LLUK publication Addressing literacy, language, numeracy and ICT needs in education and training: Defining the minimum core of teachers’ knowledge, understanding and personal skills (June 2007) available at http://www.lluk.org/documents/minimum_core_may_2007_3rd.pdf

Summary of minimum core elements

a) Literacy

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http://www.lluk.org/documents/minimum_core_may_2007_3rd.pdf

Personal, social and cultural factors influencing language and literacy learning and development• The different factors affecting the acquisition and development of language and literacy

skills• The importance of English language and literacy in enabling users to participate in public

life, society and the modern economy• Potential barriers that can hinder development of language skills• The main learning disabilities and difficulties relating to language learning and skill

development• Multilingualism and the role of the first language in the acquisition of additional languages• Issues that arise when learning another language or translating from one language to

another• Issues related to varieties of English, including standard English, dialects and attitudes

towards them• The importance of context in language use and the influence of the communicative

situation

Explicit knowledge about language and of the four skills: speaking, listening, reading and writing:

Speaking• Making appropriate choices in oral communication episodes• Having a knowledge of fluency, accuracy and competence for ESOL learners• Using spoken English effectively

Listening• Listening effectively.

Reading• Interpreting written texts• Knowledge of how textual features support reading• Understanding the barriers to accessing text

Writing• Communicating the writing process• Using genre to develop writing• Developing spelling and punctuation skills

Personal Language SkillsSpeaking• Expressing yourself clearly, using communication techniques to help convey meaning and

to enhance the delivery and accessibility of the message• Showing the ability to use language, style and tone in ways that suit the intended audience,

and to recognise their use by others• Using appropriate techniques to reinforce oral communication, check how well the

information is received and support the understanding of those listening• Using non-verbal communication to assist in conveying meaning and receiving information,

and recognising its use by others

Listening• Listening attentively and responding sensitively to contributions made by others.

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Reading• Find, and select from, a range of reference material and sources of information, including

the Internet• Use and reflect on a range of reading strategies to interpret texts and to locate information

or meaning• Identify and record the key information or messages contained within reading material

using note-taking techniques

Writing• Write fluently, accurately and legibly on a range of topics• Select appropriate format and style of writing for different purposes and different readers• Use spelling and punctuation accurately in order to make meaning clear• Understand and use the conventions of grammar (the forms and structures of words,

phrases, clauses, sentences and texts) consistently when producing written text

b) Numeracy

Personal, social and cultural factors influencing numeracy learning and development• The different factors affecting the acquisition and development of numeracy skills• The importance of numeracy in enabling users to participate in, and gain access to, society

and the modern economy• Potential barriers that hinder development of numeracy skills• The main learning difficulties and disabilities relating to numeracy skills learning and

development• The common misconceptions and confusions related to number-associated difficulties

Explicit knowledge of numeracy communication and processes:Communication• Making and using decisions about understanding• Communicating processes, and understandings

Processes• A knowledge of the capacity of numeracy skills to support problem solving• Making sense of situations and representing them• Processing and analysis• Using numeracy skills and content knowledge• Interpreting and evaluating results• Communicating and reflecting on findings

Personal Numeracy SkillsCommunication• Communicate with others about numeracy in an open and supportive manner• Assess own, and other people’s, understanding• Express yourself clearly and accurately• Communicate about numeracy in a variety of ways that suit and support the intended

audience, and recognise such use by others• Use appropriate techniques to reinforce oral communication, check how well the

information is received and support understanding of those listening

Processes• Use strategies to make sense of a situation requiring the application of numeracy• Process and analyse data• Use generic content knowledge and skills• Make decisions concerning content knowledge and skills• Understand the validity of different methods

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• Consider accuracy, efficiency and effectiveness when solving problems and reflect on what has been learnt

• Make sense of data• Select appropriate format and style for communicating findings

c) Information and Communication Technology (ICT)

Personal, social and cultural factors influencing ICT learning and development• The different factors affecting the acquisition and development of ICT skills• The importance of ICT in enabling users to participate in and gain access to society and

the modern economy• Understanding of the range of learners’ technological and educational backgrounds• The main learning disabilities and difficulties relating to ICT learning and skill development• Potential barriers that inhibit ICT skills developmentExplicit knowledge about ICT:

Communication• Making and using decisions about understanding• Communicating processes and understandings

Processes• Purposeful use of ICT• Essential characteristics of ICT• How learners develop ICT skills

Personal ICT SkillsCommunication• Communicate with others with/about ICT in an open and supportive manner• Assess own, and other people’s, understanding• Express yourself clearly and accurately• Communicate about/with ICT in a variety of ways that suit and support the intended

audience, and recognise such use by others• Use appropriate techniques to reinforce oral communication, check how well the

information is received and support understanding of those listening

Processes• Using ICT systems• Finding, selecting and exchanging information• Developing and presenting information

It is important to note again that the requirement detailed in the minimum core document is a minimum requirement. Teachers must demonstrate the level of personal skills in English, Mathematics and ICT required for teaching their area of specialism. That may often require higher levels of knowledge, understanding and personal skills. However, this is not to prepare trainee teachers to teach literacy, language, numeracy and ICT. The minimum core will support all teachers in developing inclusive approaches to learners with literacy, language, numeracy and ICT needs and raise the achievement of learners on their learning programmes.

(LLUK 2007 p.56 ibid.)

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3.7Planning and Enabling Learning and Assessment

UTLGMW-20-1 (and -2)Level 1 (Cert Ed) and Level 2 (PG Cert)Credits 20

The purpose of this module is to enable you to develop and build further skills in planning for learning and assessment.

Assessment: Component A (50% weighting)This should be equivalent in demand to a written assignment of 1500 words.Evident and effective participation in preparation and delivery of a team presentation, including five minutes of exposition from the trainee. The presentation as a whole should define and compare the complementary roles of those involved in supporting inclusive student learning. The presentation might, for example, cover the respective team roles of the learning support assistant, the full and ‘associate’ teacher, and other support services. The presentation should identify issues and offer suitable suggestions for good practice in a teaching team aiming to deliver inclusive education.

Domain criteria for Component AConceptual Domain: AL1


AL2The assignment demonstrates that the student can use and organise coherently relevant ideas and perspectives to interpret and/or explore issues under study.


GL2The assignment demonstrates that the student can articulate a relationship between theory and practice in the workplace, and can use reflection to develop a personal theory and refine professional practice, with due regard to issues of equity and social justice.

Component B (50% weighting)This is a written assignment of 1500 words. The student will have

Developed a scheme of work (SOW) for a block of 6-10 sessions including aims, objectives, outline content and indications of resources. This should be added as an Appendix to the assignment.

Written a rationale for the chosen methods of assessment. Written a rationale for chosen methods of communication with and among learners. Described and discussed briefly the extent to which both available and emerging

technologies are or might be used as resources for learning or teaching in the scheme of work.

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AL2The assignment demonstrates that the student can use and organise coherently relevant ideas and perspectives to interpret and/or explore issues under study.

Ethical Domain: EL1The assignment demonstrates that the student has an awareness of ethical issues associated with the area of study.

EL2The assignment demonstrates that the student has an awareness of ethical issues arising in or associated with the area of study and can discuss how these can be applied.

Literature Domain: BL2The assignment demonstrates that the student has an awareness of appropriate literature and can discuss its relevance to the task.

3.8Context and Curriculum in Lifelong Learning

UTLGN3-40-2 (and -3 and -M)Level 2, 3 and M (L2 or L3 Cert Ed; LM PG Cert)Credits 40

The purpose of this module is for you to explore a range of issues (e.g. social, political, management, learning and curriculum) concerned with learning in the sector and then to research a particular significant issue related to your practice. You will have up to two hours of individual tutorial time with a tutor who will be allocated to you to support you for the written assignment.

Assessment: Component A (25% weighting)Participation in an observed and assessed discussion involving no more than five trainees, in which the total time is calculated on the basis of five minutes per participant. The discussion will relate to inclusivity and curriculum management and will be based upon a question, agreed by the tutor.

Domain criteria for Component AConceptual Domain: AL2The assignment demonstrates that the student can use and organise coherently relevant ideas and perspectives to interpret and/or explore issues under study.

AL3The assignment demonstrates that the student can use and organise coherently relevant ideas, perspectives or theories to interpret and/or explore issues under study and in addition can critically analyse and/or evaluate those ideas, perspectives or

ALMThe assignment demonstrates that the student can use and organise coherently relevant ideas, perspectives or theories to interpret and/or explore issues under study and in addition can critically analyse and/or evaluate those ideas, perspectives or

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theories. theories showing the ability to synthesise and/or transform ideas in the process of developing an argument.

Values Domain: FL2The assignment demonstrates that the student can clearly identify and articulate their own value position - and where relevant, compare it with the value position of others in relation to the area of study.

FL3The assignment demonstrates that the student can clearly identify and analyse the basis of their own value position and where relevant, the value position of others in relation to the area of study.

FLMThe assignment demonstrates that the student can clearly identify and analyse the basis of their own value position and where relevant, the value position of others in relation to the area of study, and critically evaluate associated claims to knowledge.

Component B (75% weighting)The written assignment of 4500 words presents and discusses the outcomes of a limited enquiry into influences upon learners’ ‘journeys’ in the relevant subject area, using a combination of primary and secondary sources. The precise focus must be discussed with the curriculum mentor and the study must include at least one element of empirically derived data collected by the trainee.

Domain criteria for Component BConceptual Domain: AL2 The assignment demonstrates that the student can use and organise coherently relevant ideas and perspectives to interpret and/or explore issues under study.


ALMThe assignment demonstrates that the student can use and organise coherently relevant ideas, perspectives or theories to interpret and/or explore issues under study and in addition can critically analyse and/or evaluate those ideas, perspectives or theories showing the ability to synthesise and/or transform ideas in the process of developing an argument.

Literature Domain:BL2 The assignment demonstrates that the student has an awareness of appropriate literature and can discuss its relevance to the task.

BL3The assignment demonstrates that the student can reference appropriate literature and utilise it in the development of analysis and discussion of ideas.

BLMThe assignment demonstrates that the student can reference an extensive range of relevant literature and utilise it in the development of analysis and discussion of ideas, including critical engagement with that literature.

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Research Domain: DL2The assignment demonstrates that the student can plan for and execute a small scale enquiry in a systematic manner, showing how their thinking was affected as the enquiry unfolded and showing that they can discuss the suitability of alternative approaches.

DL3The assignment demonstrates that the student can plan for and execute a small-scale enquiry in a systematic and reflexive manner, clearly justifying plans and methods on technical grounds and evaluating research outcomes.

DLMThe assignment demonstrates that the student can plan for and execute a small scale enquiry in a systematic and reflexive manner, identifying and explaining methodological and epistemological issues around the research process and critically analysing and evaluating research outcomes.

4. ATTENDANCE and ADMISSIONS

4.1 AttendanceIt is a requirement that you attend all the taught module sessions. Tutors will take a register and failure to attend the taught programme may jeopardise your continuation on the course and/or have this brought to the attention of the Examining Board. It is certainly the case that attendance is a pre-requisite to success in your studies. Attendance at assessments, including presentations, is vital. (See University assessment regulations: UWE website Home/Students/Academic Advice/Assessments/Guide to assessment rules)

If you are unable to attend for any reason, please inform your Programme Leader, Module Leader or Module Tutor. See contact details in the front of this handbook.

If you are absent for longer than one week as a result of illness, consult your tutor and also contact:

Student Support and Advice:Website: http://www1.uwe.ac.uk/studentsEmail: [email protected]: 0117 3285678

4.2 WithdrawalIf for any reason you decide to withdraw from a module or from your Award, please contact the [email protected] as soon as possible. You will need to complete a withdrawal form, to formalise your status should you later wish to return. Please do let us know should this represent any dissatisfaction with our provision.

You will also need to write to your funding body and inform them of your situation.

4.3 Timescales The periods of registration set out in the University’s Academic Regulations identify a minimum for each Award and allow for full and part-time study.

The normal expectation is that if you are studying part-time and balancing study with professional demands you will complete your study for the award within two years.

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Having specified normal maximum periods of study as a guide, the Programme accepts currency wherever possible within a six year period and this may be extended even further if you can make a case for continuing currency of knowledge beyond this period.

Your opportunity for study will also be constrained by the maximum opportunities for re-assessment as indicated under the Modular Assessment Arrangements.

4.4 Accredited Learning (AL) The Scheme offers the opportunity for appropriate learning, wherever it occurs and providing it is assessable against our academic criteria, to be credited towards a range of professional qualifications.

Where you can demonstrate equivalence of learning outcomes to modules on your Award route from previous assessed study, this can, within defined limits, exempt you from taking the taught module. More information is available on this from the Programme Manager.

5. ASSESSMENT

5.1 Assessment FrameworkThe philosophy of assessment within this programme is that assessment should be developmental for you the student, and integral to the learning process (rather than an isolated event).

A common assessment framework with specified criteria guides the assessment of all student work in the Award. This framework is operated in line with the University Modular Assessment Regulations (see the UWE website for full information on these regulations).

Details of the assessment, together with any set criteria, are presented to you in written form at the outset of each module in the Module Handbook or pack and clarification offered in sessions by the module tutor. Summary assessment information is also given for each module in this Award Handbook in Section 4. Assessment criteria are given in full in Section 5.2 below. Please remember that criteria vary from module to module and you need to be clear which ones apply to each module you take.

5.2 Assessment CriteriaThe assessment criteria are listed under eight domains (A-H) of which one, the conceptual domain (Domain A), is core and a requirement for any assessed piece of work. Module outlines in Section 3 of this handbook indicate clearly for each piece of work which other assessment criteria are to be met. In addition to the tutor specified criteria, you may select up to two further assessment criteria for each piece of work submitted.

The criteria are specified in each domain at four levels: threshold (HE level 1 and level 2); honours (HE level 3); postgraduate (level M). N.B. In the National Qualifications Framework (NQF) HE Level 1 = NQF 4, HE Level 2 = NQF 5, HE Level 3 = NQF 6 and Level M = NQF 7.

In addition, the expectations are cumulative, i.e. it is to be assumed that in fulfilling the higher level criteria, the lower level criteria will also have been met.

Each assessed piece of work will be awarded a percentage mark. (Note however, that Component A in GMU, GMV and GMY, by the nature of these practical assessments, are

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graded as Pass/Fail. The percentage award applies to Component B only in these modules, but Component A must be passed to succeed in the module overall.)The following criteria statements come from the Definitive Document governing the award.

A: Conceptual Domain (Core)L1 The assignment demonstrates that the student can identify and use relevant ideas and perspectives for purposes of reflection upon issues under study.

L2 The assignment demonstrates that the student can use and organise coherently relevant ideas and perspectives to interpret and/or explore issues under study.

L3 The assignment demonstrates that the student can use and organise coherently relevant ideas, perspectives or theories to interpret and/or explore issues under study and in addition can critically analyse and/or evaluate those ideas, perspectives or theories.

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LM The assignment demonstrates that the student can use and organise coherently relevant ideas, perspectives or theories to interpret and/or explore issues under study and in addition can critically analyse and/or evaluate those ideas, perspectives or theories showing the ability to synthesise and/or transform ideas in the process of developing an argument.

B: Literature Domain L1 The assignment demonstrates that the student has an awareness of appropriate literature and its relevance to the task.

L2 The assignment demonstrates that the student has an awareness of appropriate literature and can discuss its relevance to the task.

L3 The assignment demonstrates that the student can reference appropriate literature and utilise it in the development of analysis and discussion of ideas.

LM The assignment demonstrates that the student can reference an extensive range of relevant literature and utilise it in the development of analysis and discussion of ideas, including critical engagement with that literature.

C: Contextual DomainL1 The assignment demonstrates that the student has an awareness of contextual factors (e.g. personal, locational, historical, political etc) influencing the area of study.

L2 The assignment demonstrates that the student can differentiate contextual factors (e.g. personal, locational, historical, political etc) influencing the area of study.

L3 The assignment demonstrates that the student has an awareness of the significance of relevant contextual factors (e.g. personal, locational, historical, political etc) influencing the area of study.

LM The assignment demonstrates that the student has an awareness of the significance of relevant contextual factors (e.g. personal, locational, historical, political etc) influencing the area of study and is able to critically engage with the contextual significance.

D: Research DomainL1 The assignment demonstrates that the student can plan for and execute a small scale enquiry in a systematic manner, showing how their thinking was affected as the enquiry unfolded.

L2 The assignment demonstrates that the student can plan for and execute a small scale enquiry in a systematic manner, showing how their thinking was affected as the enquiry unfolded and showing that they can discuss the suitability of alternative approaches.

L3 The assignment demonstrates that the student can plan for and execute a small-scale enquiry in a systematic and reflexive manner, clearly justifying plans and methods on technical grounds and evaluating research outcomes.

LM The assignment demonstrates that the student can plan for and execute a small scale enquiry in a systematic and reflexive manner, identifying and explaining methodological and epistemological issues around the research process and critically analysing and evaluating research outcomes.

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E: Ethical DomainL1 The assignment demonstrates that the student has an awareness of ethical issues associated with the area of study.

L2 The assignment demonstrates that the student has an awareness of ethical issues arising in or associated with the area of study and can discuss how these can be applied.

L3 The assignment demonstrates that the student has an awareness of ethical issues arising in or associated with the area of study, showing sensitive engagement with an appropriate ethical framework for interpretation of ideas or for practice.

LM The assignment demonstrates that the student has an awareness of ethical issues arising in or associated with the area of study, showing sensitive engagement with an appropriate ethical framework for interpretation of ideas or for practice. In addition, there is exploration of some of the problematics arising in relation to ethical dilemmas or decisions.

F: Values DomainL1 The assignment demonstrates that the student can clearly identify and articulate their own value position - and where relevant, the value position of others in relation to the area of study.

L2 The assignment demonstrates that the student can clearly identify and articulate their own value position - and where relevant, compare it with the value position of others in relation to the area of study.

L3 The assignment demonstrates that the student can clearly identify and analyse the basis of their own value position and where relevant, the value position of others in relation to the area of study.

LM The assignment demonstrates that the student can clearly identify and analyse the basis of their own value position and where relevant, the value position of others in relation to the area of study, and critically evaluate associated claims to knowledge.

G: Action DomainL1 The assignment demonstrates that the student has awareness of a relationship between theory and practice in the workplace, and can use reflection to develop a personal theory and refine professional practice, with due regard to issues of equity and social justice.

L2 The assignment demonstrates that the student can articulate a relationship between theory and practice in the workplace, and can use reflection to develop a personal theory and refine professional practice, with due regard to issues of equity and social justice.

L3 The assignment demonstrates that the student can explore the relationship between theory and practice in the workplace, and use reflection to develop personal theory and refine professional practice, with due regard to issues of equity and social justice, appraising professional development needs and/or outcomes.

LM The assignment demonstrates that the student can explore the relationship between theory and practice in the workplace, and use reflection to develop personal theory and refine professional practice, with due regard to issues of equity and social justice, critically evaluating professional development needs and/or outcomes.

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H: Negotiated DomainIn addition to criteria specified under domains A-F, we accept the possibility of tutor and student negotiating an appropriate assessment criterion, to encompass specific elements of significance not addressed through the existing criteria. With tutors new to the programme it is important that such negotiated criteria are approved by the relevant Award Leader.

Interpretation of Key Words in M Level Criteria

Theory: an abstract conceptual scheme, which may be predictive, eg constructivist theory of learning.

Framework: practical application of theory or theories within certain parameters, eg Highscope approach of plan/do/review.

It is assumed that most theories and/or frameworks used will be ones previously identified within the literature available. However, they can be the student's own, if such examples can be justified as useful to the assignment.

Critical Reflection: reflection should be reflexive and formative, leading to decisions about what to do next. Reflection is based upon application of a theoretical position that allows deconstruction of what may appear, at a superficial level, to be non-problematic. This means making explicit our epistemological assumptions.

Epistemology: theory of knowledge, i.e. a conceptual scheme that attempts to explain what it is to ‘know'. There are different epistemologies.

Methodology: related to epistemology, your methodology must include a philosophical discussion of our underlying ontological and epistemological assumptions.

Reflexive: the ability to be self-aware, implying a readiness to change your practise in the light of what is happening

5.3 Grading CriteriaWe have articulated a set of grading criteria that differentiate work at all levels. This may help you in knowing what you are aiming to achieve to reach a certain standard.

Grade Level 1, 2, 3, M FAIL 0% Failure through non-submission.

1-27.9%

Failure to meet any of the stated criteria with a substantial proportion of the work wholly irrelevant to the assignment set. Minimal reference to appropriate literature and/or relevant experience.

28-34.9%

Failure to meet most of the stated criteria with the work largely irrelevant to the assignment set. Inappropriate reference to the literature and/or relevant experience.

35-39.9%

Unsatisfactory coverage of the criteria for assessment with a substantial degree of irrelevance and inaccuracy apparent. Reflectivity acknowledged but lacking in substance. A marked absence of analysis and evaluation. Use of secondary sources only and little acknowledgement of the module learning outcomes.

Level 1, 2, 3 PASS Level M FAIL

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40-43.9%

Barely satisfactory coverage of the criteria for assessment with a substantial degree of irrelevance and inaccuracy apparent. Reflectivity acknowledged but lacking substance. Little analysis and evaluation. Use of secondary sources only and little more than acknowledgment of the module learning outcomes.

Unsatisfactory coverage of the criteria for assessment with a substantial degree of irrelevance and inaccuracy apparent. Reflectivity acknowledged but lacking substance. Little analysis and evaluation. Use of secondary sources only and little more than acknowledgment of the module learning outcomes.

44-46.9%

Adequate relevant coverage of the main criteria for assessment. Some irrelevance and/or inaccuracies in the selection of content. Reflection apparent but minimal analysis and evaluation. Module learning outcomes referred to appropriately. Level of study insular.

Inadequate coverage of the main criteria for assessment. Some irrelevance and/or inaccuracies in the selection of content. Reflection apparent but minimal analysis and evaluation. Module learning outcomes referred to appropriately. Level of study insular.

47-49.9%

Adequate relevant coverage of the criteria for assessment with some development of the criteria but little interpretation apparent. Some irrelevance and/or inaccuracies in the selection of content. Reflection apparent with beginning of development but erratic analysis and evaluation. Level of study insular.

Inadequate coverage of the criteria for assessment with some development of the criteria but little interpretation apparent. Some irrelevance and/or inaccuracies in the selection of content. Reflection apparent with beginning of development but erratic analysis and evaluation. Level of study insular.

Level M PASSLevel 1-3 Level M

50-53.9%

Largely relevant coverage of the main criteria for assessment and a satisfactory level of reflectivity upon a range of sources that is largely relevant but mostly secondary. Some attempt at analysis with moderate success. Module learning outcomes acknowledged and some implications reviewed.

Barely satisfactory coverage of the main criteria for assessment and a minimal level of reflectivity upon a range of sources that is largely relevant but mostly secondary. Some attempt at analysis with moderate success. Module learning outcomes acknowledged and some implications reviewed.

54-56.9%

Largely relevant coverage of the criteria for assessment with the main issues or principles identified explicitly. A satisfactory level of reflectivity upon a range of sources, all relevant but mostly secondary. Analysis and/or evaluation attempted with moderate success. Module learning outcomes acknowledged with some implications reviewed.

Adequate coverage of the criteria for assessment with the main issues or principles identified explicitly. A satisfactory level of reflectivity upon a range of sources, all relevant but mostly secondary. Analysis and/or evaluation attempted with moderate success. Module learning outcomes acknowledged with some implications reviewed.

57-59.9%

Largely relevant coverage of the criteria for assessment with the main issues or principles identified explicitly. A satisfactory level of reflectivity upon a range of sources, all relevant but mostly secondary. Analysis and/or evaluation attempted with success. Module learning outcomes acknowledged with some implications reviewed.

60-62.9%

Coverage of all criteria for assessment with some interpretation apparent. Main issues or principles clearly elaborated and with creditable degree of reflection. A good range of sources utilised, with some being original. Good analysis and evaluation, coherently and fluently expressed. Opportunities taken to refer to module learning outcomes and national and local policy statements and their implications at appropriate points in the submission.

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63-66.9%

Extensive coverage of all criteria for assessment with some interpretation apparent. Main issues or principles clearly elaborated and with creditable degree of reflection. A good range of sources utilised, with some being original. Good analysis and evaluation, coherently and fluently expressed. Opportunities taken to refer to module learning outcomes and national and local policy statements their implications at appropriate points in the submission.

67-69.9%

Extensive coverage of all criteria for assessment with sound interpretation apparent. Main issues or principles are clearly elaborated in clear, cogent and reflective argument. A good range of sources utilised and the use of primary sources is prioritised. Good analysis and evaluation, coherently and fluently expressed demonstrating a scholarly presentation of ideas and an astute sense of audience. Opportunities taken to refer to module learning outcomes and national and local policy statements and their implications as appropriate to the submission.

70-75.9%

Comprehensive coverage of all criteria for assessment, many of which have been explicitly interpreted. Extensive interrelating of alternative viewpoints or resources with abundant evidence of reflection. Access to, and judicious selection from, a wide range of sources, many of which are original. Analysis and evaluation clearly and appropriately expressed. Opportunities taken to refer to and engage critically with module learning outcomes and national and local policy statements and their implications as appropriate to the submission.

76-82.9%

Comprehensive coverage of all criteria for assessment, many of which have been explicitly interpreted. Extensive interrelating of alternative viewpoints or resources with the introduction of novel or original ideas and in depth reflection. Access to, and judicious selection from, a wide range of sources, many of which are original. Analysis and evaluation clearly and appropriately expressed and a confident discussion of ideas and texts is demonstrated. Opportunities taken to refer to and engage critically with module learning outcomes and national and local policy statements and their implications as appropriate to the submission.

83-89.9%

Comprehensive coverage of all criteria for assessment, all of which have been explicitly interpreted. Extensive interrelating of alternative viewpoints or resources with the development of novel or original ideas and in depth reflection. Access to, and judicious selection from, a wide range of sources, many of which are original. Analysis and evaluation clearly and appropriately expressed demonstrating a confident integration of appropriate ideas and concepts in a succinct and elegant manner. Opportunities taken to refer to and engage critically with module learning outcomes and their implications as appropriate to the submission. The work demonstrates the student's ability to engage with appropriate dimensions of genre and discourse

90-100%

Meeting all of the requirements for the 89.9% mark and in addition demonstrating a creative and unique synthesis of ideas and concepts including an evaluation of the methodological approach adopted

5.4 Differential Outcomes of Assessment The pass mark for modules overall is:40% for modules at Levels 1, 2 and 350% for modules at Level M

The module mark is calculated on the basis of the weighting of the components of the module. For practical teaching modules and GMU there is only one mark (for Component B) as Component A is pass/fail. This means that you must reach 40% in Component B in order to pass, in these modules.

Where a module has two components, both of which are given percentage marks, you must pass both components in order to pass the module overall.

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The pass mark for individual components is:35% for modules at Levels 1, 2 and 340% for modules at Level M

Example: You receive a mark of 38% for Component A and 52% for Component B at Level 2. If

the weighting is 50%:50% you would still pass this module because your overall mark is over 40% and you passed both components.

Merits and distinctionsA PG Cert (L&S) with merit shall be awarded where credit has been achieved in all level M modules within the first attempt and not less than 60% has been achieved as a weighted average of level M modules amounting to at least 40 credits.

A PG Cert (L&S) with distinction shall be awarded where credit has been achieved in all level M modules within the first attempt and not less than 70% has been achieved as a weighted average of level M modules amounting to at least 40 credits.

The Cert Ed (L&S) award is equally awarded as merit or distinction grades as above.

5.5 Preparation of Work for Assessment The following guidelines should be followed in all written work.

For all assignments you must:

a. Number pages and indicate sections clearly and include where appropriate, a contents list

b. Present your work in a legible form, preferably word processed or typed, and if not, to be hand-written with comparable clarity. Write or print only on one side of each sheet of paper

c. Do not use plastic covers, ring binders or folders for binding except where absolutely necessary; just ensure pages are secured together by staples/treasury tags as assignments may not be returned to you

d. Not exceed the word limit by more than 10%. You will be penalised if you either exceed or do not meet the word count by more than 10%

e. Note your word count at the end of all assignments.

f. Leave a generous margin on the left-hand side of each sheet.

g. Double-space or 1½ space your work except in the case of indented quotations that should be single spaced

h. Use the Harvard convention for referencing in your work and in your bibliography. See the UWE library online guide: http://www1.uwe.ac.uk/library/

i. Use appropriately the conventions of standard written English.

j. Avoid plagiarism.

k. In all of your work, it is important to be guided by a code of professional ethics. In relation to submitting written work for assessment, it is important that your text does not break the ethic of trust or compromise any colleague, learner or participant in research or enquiry. Institutions referred to should usually be anonymised, as should individuals.

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l. You must also complete a UWE Assignment Submission Sheet (available from your Centre course tutor and online at your local Centre) as well as an ‘Additional Assignment Submission Sheet’ - form PT7, also available online and in your Teaching File. This second sheet is intended to help you ensure that you have covered all the assessment criteria for the assignment. It asks you to identify the assessment criteria and their constituent elements and to say how you think you have met them and asks you to indicate how you have met any targets set in previous assignment feedback. You should indicate where (e.g. by giving page numbers) in your assignment you can provide evidence of each relevant assessment criterion.

5.6 Procedure for Submitting AssignmentsThe following guidelines should be followed in the submission of all written work:

a. Submit two copies of your assignment with a completed Assignment Submission Sheet (available from your Centre Course Leader/Module Tutor) and the Additional Assignment Submission Sheet (in your Teaching File).

b. Keep your own copy of your assignment.

c. Submit your assignment by 2.00pm on the deadline day. You will be informed by your Programme Leader or Module Tutor during induction about approved submission arrangements. If sent by post you should obtain proof of postage time by the deadline date. Note: Federation Centres have established individual local hand-in arrangements in place. It is your responsibility to follow the process as advised at your Centre.

d. You should not submit your work directly to the Module Tutor.

e. All students will be permitted a sit and resit irrespective of non-submission at the sit. This will apply to all modules except the Teaching Practice (GMV & GMY).

f. Extensions to assignment deadlines are not possible under university regulations.

g. Do not submit work more than two weeks before the deadline date.

h. Mark the envelope with the Module Code and Title on the front cover.

i. Faxed and emailed assignments will not be accepted.

5.7 Extenuating Circumstances

In the event that you and your Module Tutor feel extenuating circumstances may apply, it is advisable to contact:

Website: http://www1.uwe.ac.uk/studentsEmail: [email protected]: 0117 3285678

5.8 Assessment Offences Please read carefully the following definitions of cheating, collusion and plagiarism. These are serious offences and it is very important that you know how to avoid them. The

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University procedures for dealing with allegations of assessment offences are laid out in the in the Academic Regulations. See website http://www1.uwe.ac.uk/students

The Department has an Assessment Offences officer to whom cases of possible assessment infringements are referred.

Cheating, collusion and plagiarism

DefinitionsCheating (in the widest sense of the word) is the use of unfair means of presenting work for assessment. It is a serious academic offence as it prevents examiners from being able to make a realistic judgement of a student's knowledge, understanding, ability and/or creativity.

Collusion includes:a. presenting work as one's own which is derived from unauthorised collaboration with

others b. assisting another person by giving substantial help with ideas or with text which are

not then acknowledged.

Plagiarism is a form of theft. It includes: a. the quotation of another person's words without quotation marks b. the quotation of another person's words or ideas without acknowledgement c. the use of another person's ideas without acknowledgement d. the use of another person's facts or experimental results without acknowledgement.

Avoiding Collusion Most collusion is unintentional. You are often required to work on a topic or activity in

groups and then to produce individual work for assessment. You must be careful to follow the instructions regarding the assessment. Some assessments may require the group to produce joint ideas or proposals, whereas others might assign this initiative to the individual. Unless the instructions specifically require a group report, you must produce your own written work without the help of other people.

It is a normal part of the learning process to discuss ideas for written work with each other. However, you should be cautious about lending un-assessed essays or computer files to other students in order to avoid the danger of the second student producing an essay or report similar to that of your own.

Discussion between students can be a good way of learning. However, you should be careful to ensure that you think out and write the detail of your essays/assignments by yourself.

Avoiding Plagiarism In order to produce good essays, assignments, etc, it is expected that you will base your

ideas on several sources and will quote from them. Plagiarism is often a result of poor academic practice rather than a deliberate attempt to cheat. Good academic standards require that: a. any phrase or longer text which is taken from another author must be quoted

precisely using quotation marks and the bibliographical reference b. where an author's text is summarised the summary must be in your own words.

Merely changing the order of words or using synonyms does not form an acceptable summary

c. any facts, tables, diagrams or results taken from another person must be acknowledged and referenced

d. any ideas or conclusions taken from another person must be duly acknowledged and referenced.

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Avoiding Duplication You must not use the same material for different pieces of assessed coursework, unless

given express permission to do so.

Archiving Work You must keep all your assessed coursework until you have completed your Award.

Such work must be available for both internal and external examiners to consult, should the need arise, when the final results of your award examinations, or student appeals, are being considered.

In the case of dissertations you should also keep your research notes and any other material upon which your final draft is based. These should be kept at least until the date that degree results are published.

It is in your own interest to keep notes and working drafts of all assessed coursework since, in the event of an alleged assessment offence, you may be required to produce these for the investigation panel.

5.9 Moderation of Assessments and Examination BoardsAll assessment in the Faculty has a procedure for second marking and internal moderation. A sample of 10% of scripts is internally moderated and where there is significant difference in the mark awarded this is moderated by a third internal examiner. All fails and distinctions are internally moderated.

A sample of scripts is sent to the External Examiner prior to the Examination Board (Field Board) for the rigour of our internal assessment procedures to be monitored.Marks awarded by the module teaching staff are provisional until confirmed by the Examining Board.

5.10 Notification of ResultsYour results will be published on the fifth working day after the Examination Board’s meeting. Results are ONLY published online via MyUWE Portal. You will need your UWE user ID and password to access this. If you wish to appeal you need to do so within 10 working days of this publication. Please note that the results will not be given out to you over the telephone under any circumstances.

5.11 Feedback and Return of Work to StudentsFeedback forms including tutor comments on your work against the specified assessment criteria will be returned to you. Tutor feedback on submissions will normally be provided within 4 working weeks of the assignment submission deadline date.

5.12 AppealsAn application for review of an Examination Board decision may only be made in accordance with the University of the West of England Examination Regulations. For further information:Website: http://www1.uwe.ac.uk/students/academicadvice/academicappeals.aspx ; Email: [email protected] or Tel: 0117 3285678

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http://www1.uwe.ac.uk/students/academicadvice/academicappeals.aspx

6. REFERENCING AND BIBLIOGRAPHY

You will find detailed guidance on referencing and bibliographies in the UWE Library website, accessed via the UWE intranet home page: http://www1.uwe.ac.uk/library/

Written assignments must contain references in the body of the text and a bibliography at the end. Your bibliography should contain only those references which you have cited in the text. The Harvard system, which you must use consistently in your work, is explained below.

A. What is a reference?In the course of your studies you will be expected to acknowledge books, journal articles, etc, used in preparation for assignments, projects, essays, and dissertations, by producing a list of references/bibliography with each one.

CITING: acknowledging within your text the document from which you have obtained your information.

REFERENCE: the detailed description of the document from which you have obtained your information.

B. Why reference?When writing reports or essays you are expected to read around your subject. Referencing is a way of demonstrating that you have done that reading. Each time you use someone else’s ideas or words it is essential that you acknowledge this in your work. Not acknowledging other people's work is not only intellectually dishonest but also illegal. PLAGIARISM: is the act of presenting the ideas or discoveries of another as one's own.

The Department has an Assessment Officer to whom cases of possible assessment infringements are referred.

You should provided references: As a courtesy to the person who provided the material. To avoid plagiarism To demonstrate the body of knowledge upon which your writing is based To help you keep track of your reading and note taking To substantiate your arguments To enable all those who read your work easily to locate your sources

C. When to reference?Whenever you use any source of information for: Your inspiration A particular theory Specific information such as statistics A direct quotation

D. Where and how to reference?

Citation in the text of your workAny citation within the text of a document should be linked to the corresponding bibliographic reference. In the text you refer to a particular document by using only the author's surname and year of publication, even if the reference is from an electronic source e.g. internet. You must give the page number for all quotes.

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7. PROGRAMME VALUES and AIMS 7.1 ValuesThe Department of Education has a statement of pedagogic principle, which outlines the values that underpin its programmes.

Our statement of pedagogic principle has been developed to maintain and enhance the quality of all of the School’s programmes. It is based on a commitment to partnership with teachers and learners in a variety of workplaces and especially with schools, colleges, the rest of the university, and the wider academic and international community.

Basic to our pedagogic principle is enquiry into, and improvement of, the educational experience and achievement of all learners, informed by a commitment to inclusivity, expanding opportunity, equality, internationalism and social justice.

We are concerned to research our pedagogic principle and practice in order to develop ourselves to be able to make a difference to students’ experience of becoming, and developing as, professionals; through these students, we are concerned to make a difference to the clients (pupils, students, patients etc) with whom they work.

The goals of our pedagogic principle are to:

place the lived experience of the workplace at the core of professional learning; enable students to relate this lived experience to other vital learning experiences

provided by the university; facilitate skilled, justifiable and ethical actions; develop critical analysis of orthodoxies, and generate new ways of conceptualising

issues and questions; provide a conceptual basis for the particular roles of the university tutors and the other

practitioners who work with our students, identifying and respecting the unique yet interdependent contribution of each;

help us to comply with external requirements on our courses in ways that are congruent with our underlying values and beliefs;

give coherence to our work in Initial Teacher Education (ITE), Continuing Professional Development (CPD) and research:

give meaning to the notion of professional wisdom.

The reflective processOur pedagogic principle achieves these goals by making an intellectually demanding statement of what it means to be a reflective practitioner within a moral framework. We argue that this reflective practice calls for, and develops:

open-mindedness about one’s actions and their effects, taking account of evidence about, and from, learners, colleagues and managers;

responsibility, taking account of long-term effects as well as immediate outcomes; whole-heartedness, which involves an honest examination of one’s values and actions; a realistic approach, which in informed by the characteristics of the particular context in

which the student is working.

Reflection is therefore a demanding intellectual process in which plans, actions, and evaluations are informed by a wide range of criteria including:

the general context (including the values of the societies within which the professional is operating, the current legal context, and historical insights),

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Planning

Action

Evaluation

Reconceptualisation

Theory Context Values

Theory

Context

Values

New theory

Determination to change context

Altered values

the specific context (including the attitudes of learners, colleagues and managers, institutional policies, values and ethos, the characteristics of the learners, recent institutional history);

personal values; theories (including espoused theories providing philosophical, sociological,

psychological, insights, insights from specific pieces of research, insights from professional literature such as specific teaching schemes etc) and personal implicit theories (including pedagogical knowledge and craft knowledge premised on the lived experience of the learning environment).

When actions are planned, taken and evaluated against this framework, new thinking, as well as new actions, emerges.

These basic ideas can be summarised in the following diagram:

This model recognises that professional decisions are contextually based, but it also recognises the professional’s responsibility to question, and seek to influence, aspects of any given context.

The complexity of the decision-making and the contradictory nature of messages from different theories can often only be resolved by reference to values. In this sense the model never reduces the teacher to technician nor teaching to the automated operation of a decision-making matrix.

The model can be used over different timescales and with different emphasis at different stages of professional development, from novice to expert.

7.2 LLUK ValuesLifelong Learning UK (LLUK) summarised its position as follows in the “New overarching professional standards”:

Teachers in the lifelong learning sector value all learners individually and equally. They are committed to lifelong learning and professional development and strive for continuous improvement through reflective practice. The key purpose of the teacher is to create effective and stimulating opportunities for learning through high quality teaching that enables the development and progression of all learners.

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Theory Context Values

[Based on Kolb’s 1984 Learning Cycle]

(LLUK 2007:2, available at http://www.lluk.org/documents/professional_standards_for_itts_020107.pdf

There are 6 “domains” making up these standards. They are:Domain A Professional values and practiceDomain B Learning and teachingDomain C Specialist learning and teachingDomain D Planning for learningDomain E Assessment for learningDomain F Access and progression

For details of each of these please go to the web address above. This programme has been designed to enable trainees to meet these standards. In the introduction to this document, LLUK points out that:

These standards cover the whole lifelong learning sector and describe, in generic terms, the skills, knowledge and attributes required of those who perform the wide variety of teaching and training roles undertaken within the sector with learners and employers. Not all standards will necessarily relate to all teaching roles. Rather they supply the basis for the development of contextualised role specifications and units of assessment, which provide benchmarks for performances in practice of the variety of roles performed by teachers, trainers, tutors and lecturers within the lifelong learning sector.

(LLUK 2007 ibid.)

7.3 Educational aims of the programme

The programme aims to provide trainees with opportunities to develop and eventually demonstrate their competence in the New Overarching Professional Standards for Teachers, Tutors and Trainers in the Lifelong Learning Sector as set out by the LLUK. The programme draws upon the “core units” which have been developed by LLUK and which expand these Standards. It aims to develop practitioners who will be able to understand and work within the professional codes developed by the Institute for Learning (IfL) and who are committed to their ongoing professional development.

Trainees completing the programme successfully will be prepared not only to teach their subject at the correct level but also be able to work effectively and creatively with colleagues from the wider workforce in inter-professional teams. The UWE teacher is educated as a reflective and extended practitioner, able to critically analyse and theorise their own practice, to articulate and critically evaluate underlying value positions and to engage critically with a range of educational literature and other sources in order to improve their effectiveness in a range of contexts.

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http://www.lluk.org/documents/professional_standards_for_itts_020107.pdf

8. STUDENT SUPPORT and GUIDANCE

8.1 Student Administration Refer to:

Website: http://www1.uwe.ac.uk/studentsEmail: [email protected]: 0117 3285678

8.2 Study Skills Support It may have been some time since you were last a student or had to write an academic essay and this is often a source of worry to students on returning to study. There are a number of sources of support for you provided by UWE:

You will find that your programme of study incorporates workshops on study skills (Module GMX).

There may be occasions, particularly in the early part of your studies, when you may want further guidance in writing assignments to meet specified criteria. If this is the case, contact your module leader who will be happy to discuss this with you.

Your own institution may be able to help you with study skills and areas such as literacy, numeracy and ICT as part of your staff development or CPD.

Tutorials may also be offered as part of the teaching and learning experience on modules. Do make use of these to support you in planning and preparing your work.

Your attention is drawn to guidance provided in this Handbook Section 6 regarding the use of the Harvard system in compiling bibliographies. If you want further clarification about this, refer to the UWE Libarary website: http://www1.uwe.ac.uk/library/

You should receive written feedback from your tutor about your written assignments within four working weeks of the submission date. Tutor feedback aims to be formative against the assessment criteria and supportive in developing your confidence and levels of achievement.

If you are having difficulty with your work, please ask for support and advice. Don’t just struggle on alone.

8.3 UWE LIBRARY SERVICES: A BRIEF GUIDE Access to materials from outside the University.

You can access the Library catalogue, and any support material or information on the Library web pages from any PC with internet access. You will usually need a username and password (see below) to access databases and electronic journals from school or home.

Athens username and passwordTo access the Education databases or electronic journals, you will need to use your UWE network username and password. The first time you try to use one of these resources you will be guided to a page which validates your username and password and that you are a member of UWE.

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Bolland (Frenchay) Library

This is where you will find all the books and journals about Education, about how to teach your subject, and related areas such as sociology and psychology. To remind yourself about the Library, see the web pages, especially the iSkillZone section: http://www1.uwe.ac.uk/library/

Borrowing books for course workYou can borrow up to 13 books at a time from the Library to support your coursework. The standard loan period is 4 weeks, but 1 week and short loan options also apply to some books and videos. Full details are available in the Library Services Handbook.

DatabasesYou may want to find supporting literature for assignments through databases such as the British Education Index or education research Complete. You can access these resources, and many others through the UWE eLibrary. http://www1.uwe.ac.uk/library/If you need to remind yourself how to search a database, there are online tutorials at iSkillZone.

Electronic books and journalsElectronic journals and e-books are referenced in the catalogue in the same way as print items. You will find a link to the relevant web pages directly from the catalogue. You may need your UWE username and password to look at e-books and journals from outside the university.

EmailThe Library will communicate with you via your University email. This applies to information about reservations, inter library loans etc. Responses to email enquiries will be sent to whichever address sends the original message. Details of support services via email are at: http://www1.uwe.ac.uk/library/

Enquiry servicesThere is an Enquiry Desk on Level 3 of the Frenchay Library. From outside the University you can use http://www1.uwe.ac.uk/library/

Library PINYour Library PIN will be sent to you. You need your PIN to renew materials online or by phone. You will also need it to issue books using the SELF ISSUE terminals in the Frenchay Library.

Opening hoursPlease see the Library web pages to confirm opening hours of the University’s campus Libraries. During term time, the Frenchay Library is open 24/7. Please note: The Resources Collection on Level 5 closes at 8pm on weekday evenings, and is open 10am-4pm on Saturdays.

Photocopying and printingThere are photocopiers on each floor of the Frenchay Library. There is a colour copier on Level 4. For more detailed information go to: http://www1.uwe.ac.uk/library/

Printing from networked PCs is done through the Pharos print network. To use this, you will need to credit your Pharos account, and log on to a print station using your network username. More details are available at:

http://www.uwe.ac.uk/its/knowledgebase/helpdesk/printing/

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http://www.uwe.ac.uk/its/knowledgebase/helpdesk/printing/






Postal loansYou can have books posted to you. For further details of this service, and the charges involved, please see: http://www1.uwe.ac.uk/library/

Renewing booksMost books can be renewed three times. You can do this in person, over the phone, by email, or online, as long you do not have outstanding fines, and the book has not been reserved by another student.There is a 24 hour automated telephone renewals service. See Library website for details. You will need your student number and Library PIN

St Matthias Library and Bower Ashton Library Depending on your subject specialism, you will find these other UWE libraries a rich

source of materials for your subject knowledge. Some members of your group will probably be familiar with them from their undergraduate studies, so ask for directions and guidance, or look for directions on the UWE web pages. http://www1.uwe.ac.uk/comingtouwe/campusesmapsandtravel

Telephone servicesA range of services are available via the phone or email. These include book retrieval, photocopying, and renewals. See here for more details: http://www1.uwe.ac.uk/library/

8.4 Information and Communication Technology (ICT) Support As a student, you will have access to a wide range of ICT support and resources. The MICE (Media and Information Centre for Educational Technologies) team has a Helpdesk in room 3S710 where its experienced members can help you with your ICT queries.The team also offers a range of multimedia equipment for loan to students and runs ICT skills workshops for groups. Contact MICE by either visiting their Helpdesk or phoning or emailing them on 0117 3284247 and [email protected]

The Open Learning Area (3S710) offers a range of faculty specific ICT facilities to students

More information on ICT support and facilities is available online in a booklet produced by the university’s IT services and available from MICE Helpdesk. You can also find up-to-date information at http://www.uwe.ac.uk/its

To log onto the myUWE portal, access it via the main university website. Please note that essential course documents, materials and your results/module records are only available via myUWE. Simply follow the on-screen instructions to access the information you want.

8.5 Disability SupportUWE is committed to providing access to education for students with disabilities. Refer to:Website: http://www1.uwe.ac.uk/studentsEmail: [email protected]: 0117 3285678

The Disability Officer acts as a referral point to and from the DRC. Should you at the point of application wish to discuss what support the Faculty can provide, a meeting can be set up with the Disability Resource Centre, where a preliminary assessment of your educational support needs can be undertaken.

Some assistive technology is available on designated PCs in libraries on all campuses and a student lab based in DRC. The library has a PC equipped with assistive software packages such as JAWS, Zoomtext and Kurzweil, and also offers a book collection, photocopying, and

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http://www.uwe.ac.uk/its



http://www1.uwe.ac.uk/comingtouwe/campusesmapsandtravel


personal support service to disables students. It also provides a DRC Web site where you can find out further information.

8.6 Counselling SupportThe University operates a counselling support service for all its students. This is available free of charge and offers the opportunity for individual counselling, group therapy and stress management groups, as appropriate. Refer to:Website: http://www1.uwe.ac.uk/studentsEmail: [email protected]: 0117 3285678

Students may also benefit from contacting Niteline on: 0117 926 6266. This facility is available outside normal working hours.

If you are experiencing personal difficulties that are affecting your progress with your studies, you may want to let your Programme Leader know. You may need guidance on how best to manage the study demands including assessment in light of difficult personal circumstances.

8.7 Peer SupportUnlike full-time programmes, part-time modular programmes do not normally provide the ideal structure to develop a high degree of group cohesion. However your Programme Leader will encourage you to develop a system for peer group support whilst you are working on the programme. This will be in the form of the exchange of telephone numbers and/or e-mail addresses and participation in a virtual learning environment and discussion boards. Some of your assessments will involve working in teams. You may find alternative – and better – approaches that best suit your group’s needs. You will be teamed up with a colleague for peer observations of teaching which we hope will be supportive.

The Faculty is keen to explore new forms of facilitating peer-support for part-time students and if you have any ideas or views on this to share then please contact your Programme Director or Leader. 8.8 Financial Support There may be some financial support opportunities available to part-time students. For further information please see Website: http://www1.uwe.ac.uk/studentsEmail: [email protected]: 0117 3285678

8.9 The Students’ UnionRemember that you are entitled to join the Students’ Union. Membership means that you have access to the full range of the Union’s social and welfare services. An NUS card entitles you to many discounts in shops, museums, clubs and cinemas. There is a Union Office on the Campus (F Block).

8.10 Careers SupportWhilst the majority of students registering on the In-service Programmes and associated Awards tend to be in permanent full time employment, you may be considering a change in professional direction or you may require support in seeking employment. Such support is available at any stage of your study through the central University Careers Service which provides advice through:

An open-access careers information room with details of employment, courses and occupations

Career talks and employment presentations

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Computer guidance system Events with specific focus Advice on career choice including mid-life changes Group work sessions Job vacancies

Information on careers advice is also available at http://www1.uwe.ac.uk/students.

8.11 Health and SafetyFor information on the University’s Health and Safety policy and related matters, see the information at http://www.uwe.ac.uk/healthandsafety/9. MAINTAINING QUALITY

9.1 Faculty Policy on Quality Management, Monitoring and Evaluation (QMME)The Faculty is committed to maintaining and enhancing the quality of its provision and to ensuring high standards in the work that students undertake. Your Award is located for QMME purposes within the Faculty Scheme.

You can contribute formally to improving the quality of this programme through

Module Evaluation Feedback to your Programme Leader

9.2 Module EvaluationYour views and feelings about the learning experience on each module are canvassed by use of a written module evaluation form distributed by your module tutor at the end of each module.

The module evaluation form helps us to gauge the extent to which the learning opportunities we have provided have allowed you to achieve the intended learning outcomes for the module. Such feedback is crucial to us in identifying areas for improvement and so we very much appreciate it when you take time to complete and return it to us.

Once we have received your evaluation forms, we do a quantitative and qualitative analysis of the feedback and the Module Leader/Course Leader uses this information along with information from other sources (assessment results, withdrawal rates, External Examiner comments) to produce an action plan to address issues raised.

In addition to this formal process we welcome informal and interim feedback on the quality of your learning experience. It’s nice to hear if things are going well; if things are not going well we need to know about it to put them right. You can raise issues with your Module Leader, Programme Leader or Scheme Director.

9.3 Student RepresentativesA student representative will be elected by students to provide a learner voice. We very much welcome student feedback. Further information will be provided.

You may also be invited to represent fellow students at staff:student fora at your Centre.

10. PROGRESSION and ACHIEVEMENT

10.1 Further StudyHaving completed your studies, we hope you will feel inspired to continue on with further study. A good example of this is the MA Lifelong Learning award, geared to meet the needs of practitioners in the post-compulsory education sector. It has a flexible approach to

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studying, in particular allowing a fair degree of freedom as to which topics to pursue on your assignments. See Dr Richard Waller, MA Lifelong Learning leader for further information [email protected] Tel. 0117 32 84100.

Within the Modular Programme for Professional Development at UWE the credits you gain for your current Award can be used once you have successfully completed one Award to progress onto another Award. Your PG Cert (L&S) could offer progression on to a PG Diploma or MA. The Award of Cert Ed (L&S) can be used to progress onto a postgraduate qualification direct (a PG Diploma or MA) if you can demonstrate that you are able to be successful at postgraduate level.

In addition, the Department of Education at UWE has an ESRC recognised MA Applied Social Research (Education) award and a doctoral level programme leading to an EdD. There is also of course more traditional higher degree by research supervision leading to MPhil and PhD.

Once you have started, you might find that you just can’t stop! For further information and guidance on the possible routes for progression, please contact your Course Leader or Award Leader who will be happy to supply you with further information.

You may find that en route, you decide you want to transfer onto a larger Award before completing the Award for which you initially registered. This is possible, if you have appropriate module credit and the Department of Education at UWE approves the transfer.

10.2 PublicationThe Department of Education at UWE regularly finds that much of the written work that arises as a result of assessment on the Award is of suitable quality to achieve publication. This can be for professional or academic audiences. If you are interested in pursuing submission of your written work for publication then you may wish to attend the ‘Writing for Publication’ workshop.

The Faculty of Education at UWE publishes an in-house journal New Redland Papers which can be a very supportive environment for first timers to try out their work in the public domain.

Once your assessment is completed you may wish to consider writing for publication with your tutor. This can be a supportive and productive way to achieve publishable outcomes (for both parties). However, in recognition of the need to protect the interests of students in this relationship and to ensure ethical conduct in such collaboration, the Education Faculty Scheme has Notes of Guidance for tutors on writing and publishing with students. This is available to you on request from your Programme Leader.

10.3 Award CeremonyThe culmination of your studies and success in gaining the Award is to attend an Award Ceremony in the July following your final Examination Board which confirms conferment of your Award. Your Centre will advise you of this.

We do hope that you are able to attend. After extensive commitment and hard work in your studies, it is an ideal opportunity to celebrate your success with family, friends and tutors. We look forward to applauding you on that day.

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APPENDIX

List of forms and documents used in programme –

where to locate

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List of Forms and Documents

All the forms and documents listed below are available from your Programme Leader.This is a check list of forms which you will need for your Teaching File/ PDR. Copies are provided in your copy of the Teaching File, and can also be downloaded for this purpose. You will need to make additional copies as appropriate.

[TF = Teaching File PDR = Professional Development Record PH = Programme Handbook

Form Purpose Where to find/keep?

TF/PDR

PH

PT1 L& S Teaching Log

You must keep a log of the relevant number of hours of your teaching for your Teaching File

X

PT2 Practical Teaching Schedule

You must complete this schedule at Induction, as it will go to your University Tutor. You should complete one each term or teaching block so that we can plan your observation visits. You should notify the Student Admin Office of any changes.

X

PT3 Record of Practical Teaching Visits

You need to get your Uni Tutor, Mentor and peer observer to sign this form after each visit. UT and Mentor will need to check off your Teaching File and PDR when they have been discussed as an essential part of your assessment for GMV and GMY (Practical Teaching 1 and 2).

X

PT4 Post Lesson Self Appraisal Form

After each visit you must complete your own appraisal of your teaching, to be shown to and discussed with your Uni Tutor and Mentor at their next observation/tutorial.

X

PT5 UT/Mentor Tutorial Record Form

You must record the outcomes of your tutorial meetings with your Uni Tutor and Mentor on these forms. Any action planned must also be recorded here, and be reviewed at the next meeting.

X

PT6 Mentor agreement and CV

Your Mentor should complete this and send to UWE as soon as possible. (This need not be kept in your Teaching File).

X X

PT7 Additional Assignment Submission Form

You need to submit a completed copy of this form when you submit each assignment, together with the normal UWE cover sheet available from your Centre.

X

FTPT8 Session Plan

You should try to use the UWE Session Plan form for all observation visits. If you cannot or prefer not to, please ensure that all of the categories of our proforma are on the chosen form i.e. add them in if necessary.

X

FTPT9 and FTPT10 Open Feedback Forms

Your observers (UT, Mentor and peer) will write their comments on these Open Feedback Forms. There is also a Continuation Sheet (FTPT10). You keep a copy for your Teaching File. Your Uni Tutor files the other copies.

X

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PT11 Structured Feedback Form

Your observers will also write comments under each heading on this form, towards the end of the observation. It will enable you to review and action plan following each observation.

X

PT12 UT/Mentor’s First Summary report Form

After the final visit for Practical Teaching 1 (GMV) your Uni Tutor and Mentor will complete this summary form. It will include a pass/fail decision for the practical teaching element of this module.

X

PT13 UT/Mentor’s Final Summary Report Form

After the final visit for Practical Teaching 2 (GMY) your Uni Tutor and Mentor will complete this summary form. It will include a Pass/Fail decision on Practical Teaching

X

PT14 Teaching File Guidelines

This provides guidance on how to organise your Teaching File.

X

PT 15 Professional Development Record (PDR)

This explains the purpose, structure and role in assessment of the Professional Development Record.

X

PT16 PDR First Part Guidelines

Outlines the items needed for the first part of your PDR to be assessed in Component B of module GMU.

X

PT17 PDR Personal Needs Analysis

This is an initial self assessment to be completed early in the course. It includes an Individual Action Plan which will be an ongoing part of the PDR during the course

X

PT18 Reflective Log (for PDR)

You will complete one of these after every taught session for the first few weeks of module GMU as part of the PTLLS requirement.

X

PT19 PTLLS checklist (for PDR)

This is a way of checking you have met the criteria for PTLLS. Your GMU tutor will discuss how you might best use this form.

GMUHandbook

PT20 PDR Second Part Guidelines

This document explains what you need to do to complete your ongoing PDR2, The Reflective Journal, which you must show and discuss with your Mentor/Uni Tutor at each observation/tutorial. It forms part of the assessment for Component A of modules GMV and GMY (Practical Teaching 1 and 2)

X

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