Faculty of Education and Society 2014-15 Programme ... Vacancies... · Programme Handbook Postgraduate Certificate in Education ... [email protected] ... Peter Kay: [email protected]

Faculty of Education and Society

2014-15

Programme Handbook

Postgraduate Certificate in Education (Overseas)

Programme code - EMINTERN

Programme Leader – Meg Timmins

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Handbook and Programme Guide

University of Sunderland Page 2

PUBLISHED BY

THE UNIVERSITY OF SUNDERLAND

The publisher endeavours to ensure that all its materials are free from bias or discrimination on grounds of religious or political belief, gender, race or physical ability. These course materials are produced from paper derived from sustainable forests where the replacement rate exceeds consumption. The copying, storage in any retrieval system, transmission, reproduction in any form or resale of the course materials or any part thereof without the prior written permission of the University of Sunderland is an infringement of copyright and will result in legal proceedings.

© University of Sunderland 2008 Every effort has been made to trace all copyright owners of material used in this module but if any have been inadvertently overlooked, the University of Sunderland Press will be pleased to make the necessary arrangements at the first opportunity.

Edited, typeset and printed by Learning Development Services

University of Sunderland. Technology Park

City Campus Chester Road Sunderland SR1 3SD

Tel: +44 191 515 2277 Fax: +44 191 515 2279

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Contents Page no.

Programme Leader’s Introduction

4

Contact Information

6

Study, Learning and Student support

7

Assessment

9

Useful URLs – links to University policy documents

10

Introduction to your Programme

12

The Postgraduate Certificate in Education

13

Programme Calendar

17

Supporting your Studies and Accessing Resources

18

Assessment of your Programme

20

Staff Responsibilities on your Programme

24

Appendix 1: Module descriptors

26

EDE 208 Theory of Teaching I

27

EDS 208 Practice of Teaching I

30

EDE 313 Theory of Teaching 2

33

EDS 313 Practice of Teaching 2

35

EDPM01 Development of Learning: A Case Study

38

EPDM97 Negotiated Individual Study in Education

41

Appendix 2:

Generic Assessment Criteria

44

Postgraduate Assessment Criteria

47

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PROGRAMME LEADER’S INTRODUCTION

Welcome to your Programme - the Postgraduate Certificate in Education. Please read the following information carefully and make sure that this programme handbook applies to the programme you are registered on. You are one of a large number of learners from all over the world undertaking the programme with the University of Sunderland’s Faculty of Education and Society. Your programme is designed to enable you to study the professional qualification associated with teaching in any phase and subject. Since its inception 16 years ago, the programme has continued to grow, its word-of-mouth recommendations resulting in a cohort of over 300 students in over 40 different countries last year and reflecting its reputation as a well respected teacher training qualification and the employability of its graduates.

The programme is delivered electronically using SunSpace, the Virtual Learning Environment (VLE) used by the University of Sunderland, so you will need regular access to computer equipment capable of sending and receiving electronic information, including videos, e-resources and mail. Study materials for all modules are contained in SunSpace under their module codes and titles – you will find more information about the modules in Appendix 1.You will need to keep your own notes and observations separately, as well as record evidence of addressing the Teaching Standards during your teaching practices, i.e. Practice of Teaching 1 and 2 modules, EDS208 and EDS313 (see Achievement of Teaching Standards on p.19). Further information about this will be provided on SunSpace before the first teaching practice takes place. You will also need to submit your assignments for assessment at the end of the other four academic modules (EDE208, EDPM01, EDE313 and EPDM97). Academic assignments are submitted to the University electronically using a system called ‘Turnitin’ - you will receive information and guidance about this process at the relevant time. Each module has a module leader who should be your first point of contact for queries about that particular module. All trainees are also assigned a Personal Academic Tutor who will support you throughout the year and to whom any general academic matters should be addressed. Your Personal Academic Tutor will email you early in the course to make contact. In some countries, where there are sufficient numbers of students, there will be support led by an in-country tutor appointed by the University. You are also expected to participate in the different discussion forums provided in each module space – this is where points for discussion will be posted regularly, as well as opportunities provided for exchanging ideas, opinions, references, advice, concerns - this is where learning happens and where the distance gap is hopefully narrowed. General support for your studies is also available within SunSpace. There are sections on e-learning, using the library, writing assignments, bibliographic references and research skills that you will find extremely useful. Several are in the form of self-initiated and monitored non-assessed study modules which enable you to work through the materials at your own pace.

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You will need to do substantial and varied reading and research to support your studies. Each module has an indicative reading list, but similar titles would also be appropriate. You will have access to the University library electronically and you will need to search appropriate websites and online journals for supplementary material (see University Library Services on p.7/8 for further information). Effective communication with the University is an important aspect of your studies, so please note that, at registration, you will have been issued with a University email address. It is important that you always use this address when communicating with the University – we will always use it to communicate with you. It is probably preferable to create a link so that email from your University email address appears in your private inbox. Taking all these factors into account, you will obviously need regular access to the internet. While we cannot anticipate every question, we have tried to provide the information, instructions, documents and links which you will need for a smooth passage through the programme. Please ensure that you read all the accompanying documentation carefully and that you are particularly aware of the regulations specified in the Programme Handbook and via the relevant links. I hope the above information is clear – or is clarified when you read the handbook. However, if you have any questions regarding the above, or the Programme in general, please do not hesitate to get in touch with me:

[email protected] or – alternatively – post your questions and concerns on the discussion forum, specifically set up for this purpose, on the Postgraduate programme page on Sunspace. On behalf of the University and the PGCE team of tutors and administrators, may I send you our very best wishes for a year which, while challenging and demanding, will also be an experience I guarantee you will find as rewarding as one of our former students obviously did: I would recommend the course without hesitation; it has been a truly life-changing experience. Having given up hope of a fulfilling career after years as a ‘trailing spouse’ I now have a job that I love and a qualification that will serve me well wherever we go if we have to move again. (Becky – France 2013)

Best wishes, Meg.

Meg Timmins PGCE (Overseas) University Programme Leader

mailto:[email protected]

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CONTACT INFORMATION FOR THE PROGRAMME

UNIVERSITY PROGRAMME LEADER

Meg Timmins Tel: 0044 191 515 2498 [email protected]

UNIVERSITY ASSISTANT PROGRAMME LEADER:

Carolyn Nozedar Tel: 0044 191 515 2391/3192 [email protected]

Programme Administrators: Imelda Forrest/Sue Cottam

Tel: 0044 191 515 3451/3621 [email protected]

Finance Officer: Richard Camm

Tel: 0044 191 515 3192 [email protected]

Postal address:

Faculty of Education and Society University of Sunderland Forster Building Chester Road Sunderland SR1 3SD

Off-campus Library Service (for advice on accessing online library resources etc):

[email protected] Tel: 0044 191 2909/3059 Technical Support Team (for advice on SunSpace and computer or website-related issues.)

[email protected] - you must use your University email address. Tel: 0044 191 515 3333







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MODULE LEADERS’ CONTACT INFORMATION

POSTGRADUATE Certificate in Education:

Theory of Teaching 1 and 2 (EDE 208 and EDE313) Carolyn Nozedar: [email protected] Practice of Teaching 1 and 2 (EDS 208 and EDS313) Bruce Forster: [email protected] Development of Learning: A Case Study (EDPM01) Ian Elliott: [email protected]

Negotiated Individual Study in Education (EPDM97) Peter Kay: [email protected] Carol Cruickshank: [email protected]

Study, Learning and Student Support

The Challenge of University

One of the aims of the Programme is to provide opportunities for students to develop independent study skills so that by the end of the programme they may become autonomous learners, though students are not expected to achieve this alone.

Access to Learning Support

The University is committed to meeting students’ differing learning needs. The important point to note is that your tutors are aware of the different types of support that are available and that you should consult them as soon as possible if you feel you need help with any issue.

University Library Services University Library Services, (ULS), supports students with the provision of a high quality learning environment, comprehensive print collections and extensive e–resources. Students can access library resources off-campus via the web. The ULS web site www.library.sunderland.ac.uk provides a gateway to information resources and services for students both on and off campus. Tailored resources and support are available from specific subject areas of the ULS web site. Single sign-on, using university User ID and password, allows student access to electronic resources regardless of location. My Module Resources Your module reading list is a live interactive resource list available from within your online module space and the University’s library website.






http://www.library.sunderland.ac.uk/

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What do you get?

• Real time library information, both availability and location of print books, plus being able to place reservations on books that are already on loan

• Direct access/links to electronic resources • Allows you to set up RSS alerts for changes and additions to your Module Resource list • Smartphone and tablet friendly – providing QR capture, touch screen functionality and e-

resource access

How does this help you? • Getting the right resources easily from flexible access points • Receiving guidance from your tutor on what to read at a point of need by using search filters

e.g. useful website, teaching practice, teaching and learning • Helping you to use a wider range of resources to support your learning and achieve better

grades

https://moduleresources.sunderland.ac.uk/

Skills for Learning Your librarians and study skills tutors will be working closely with you and your lecturers to develop and deliver the skills you need to succeed at university. You can find and use our online and printed resources from My Sunderland, Sunspace or the University Library website’s Skills for Learning pages. Throughout the year you will be able to find help and advice by either attending or completing on line workshops to develop and improve your academic and employability skills. Don’t struggle, improve your skills by using our Skills for Learning resources

http://library.sunderland.ac.uk/skills/

Student support and guidance

Personal Tutors

Each student is assigned a Personal Academic Tutor when they begin the programme. The Personal Academic Tutor supports you throughout the programme and is directly involved in the assessment of your academic assignments and teaching practices. You will be advised who your tutor is at the beginning of the programme in September.

https://moduleresources.sunderland.ac.uk/

http://library.sunderland.ac.uk/skills/

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Central Support Services available (Some of this information may not be applicable to you as you are overseas but it is provided in case you wish to consider it.)

Name Email address Internal Telephone Ext.

Location

Student Services including:

Chaplaincy Services

Disability Services

Counselling

Health & Wellbeing

Student Financial Services

Student Support Fund

[email protected] [email protected] [email protected] [email protected] [email protected] [email protected]

2933 Edinburgh building

Students Union [email protected] 3030 Edinburgh building

Library Students studying overseas or independently can email our Off-Campus Library Service at [email protected].

2909 3059

Murray David Goldman

Careers & Employability Services

[email protected] 2920 Gateway

IT services including Sunspace VLE [email protected] 3333

Unit 1 Technology Park

Assessment

It is essential that you read the assessment details and requirements for each of the modules you are studying. You will be involved in a range of modules the assessment requirements of which could differ enormously. In particular, you should note the submission deadlines for any course work including the submission arrangements. Assignment Submission Arrangements All academic assignments are submitted through Turnitin and marked online. Every effort is made to meet the guidance set out in the Student Charter for assignments to be marked and returned to students within four working weeks











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Internal Moderation, External Examiners and OFSTED

A sample of assignments from each module is internally moderated to ensure consistency of marking between tutors and modules. In addition to the internal moderation, a sample of modules is seen by the External Examiner to ensure that standards across Universities are consistent.

Retention of Coursework

Samples of work may be retained for future reference.

Extensions, Extenuating Circumstances, Leave of Absence and Referred and Deferred Work

Information about extensions, extenuating circumstances, leave of absence and deferred work can be found via Docushare by following the link: https://docushare.sunderland.ac.uk/docushare/dsweb/HomePage/. It is absolutely essential that you contact your relevant Module Leader, Personal Academic Tutor and/or the Programme Leader if, for any reason, you feel that you are having difficulties in meeting submission deadlines. From time to time, students do experience difficulties for a variety of reasons and procedures are in place to assist students through these periods. Students must speak to the relevant tutor who is well-placed to offer advice about the most appropriate course of action. ** Module Leaders are in a position to grant an extension if deemed necessary. The maximum permitted is 3 days i.e. 72 hours. If longer is required, it may be necessary to apply for Extenuating Circumstances (see link below) Interim Awards

From time to time, students decide that, for a variety of reasons, they no longer wish to continue on the Programme. Appropriate procedures are in place and students are encouraged to speak to their Programme Leader as soon as possible in order to receive the most appropriate advice. Students might also decide that they would like to leave the Programme with an Interim Award. If you leave the programme before completion you may be eligible for the award of Higher Education Credits.

Other useful URLs

Student Guide to the Academic Regulations https://docushare.sunderland.ac.uk/docushare/dsweb/Get/Document-6288/

Academic Regulations https://docushare.sunderland.ac.uk/docushare/dsweb/View/Collection-2779

https://docushare.sunderland.ac.uk/docushare/dsweb/HomePage/

https://docushare.sunderland.ac.uk/docushare/dsweb/Get/Document-6288/

https://docushare.sunderland.ac.uk/docushare/dsweb/View/Collection-2779

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University Student Handbook https://docushare.sunderland.ac.uk/docushare/dsweb/Get/Document-8267/

University Policy on Academic Integrity and Misconduct https://docushare.sunderland.ac.uk/docushare/dsweb/View/Collection-8155

University Policy on Extenuating Circumstances https://docushare.sunderland.ac.uk/docushare/dsweb/Get/Document-2995/

University Policies on Complaints, Appeals and Student Discipline https://docushare.sunderland.ac.uk/docushare/dsweb/View/Collection-2784





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THE POSTGRADUATE CERTIFICATE IN EDUCATION

INTRODUCTION

The Postgraduate Certificate of Education is equivalent to the Professional Graduate Certificate of Education offered by the Faculty. It comprises an identical Initial Teacher Training (ITT) component, but with 60 credits at level 7 (masters) replacing the additional level 6 academic modules on the Professional route. The programme has been developed from The University of Sunderland’s on-campus teacher training programmes. This programme has been adapted so that it can be delivered to early years, primary, secondary and post-16 teachers and to any subject specialism. The parent programme has been offered by the University of Sunderland since 1993 and was last approved in 2010. Since 1993, the suite of provision has been regularly modified to accommodate NCTL (National College for Teaching and Leadership, formerly the Teaching Agency –TA) and DfE (Department for Education) initiatives and OFSTED (Office for Standards in Education, Children’s Services and Skills). This has resulted in regular reviews of professional requirements and academic outcomes. Quality assurance of the parent programme is externally monitored by OFSTED. The most recent OFSTED inspection (May 2011) again rated the programme as ‘Grade 1’, the highest grading available. The outstanding grade quality rating is a result of the rigorous quality assurance and management processes applied within the University and the Faculty of Education and Society in particular.

The Programme, offered overseas through blended learning, addresses the requirements and professional standards set out by the Department for Education/NCTL. (http://www.education.gov.uk/get-into-teaching?&gclid=CJPj9qrmh7ICFYcPfAodaysACQ ) This is a thirty-four week programme of study available to graduates with appropriate degree qualifications. However, UK Qualified Teacher Status (QTS) will not be awarded because QTS is the state registration required by teachers working in state sector schools in England. To achieve QTS, trainee teachers must do their training wholly, or mostly, in an English state school. Because you are undertaking your programme overseas, QTS does not apply for you. However, the programme team will be able to advise on what course of action to take should QTS be required in the future.

The Programme provides you with professional training and experience necessary to develop as an effective and reflective teacher. Central to this development are the Teaching Standards expected of newly qualified teachers. It is advisable to become familiar with the standards before starting Practice of Teaching I (EDS 208) and they may be accessed at: https://www.education.gov.uk/publications/standard/AllPublicationsNoRsg/Page1/DFE-00066-2011 University guidance will be supplied at the start of EDS 208 (Practice of Teaching 1).

http://www.education.gov.uk/get-into-teaching?&gclid=CJPj9qrmh7ICFYcPfAodaysACQ

https://www.education.gov.uk/publications/standard/AllPublicationsNoRsg/Page1/DFE-00066-2011

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However, for classroom teaching to be purposeful and efficient, trainee teachers also require relevant theoretical underpinning: knowledge to inform and develop decision making on school and classroom practice to enable you to engage with, and participate in, change and to encourage an awareness of wider educational issues. The programme is comprised of academic modules which are graded and work-based learning modules which are pass/fail. The specific details and structure of the programme follow in the next two sections. Note: The Programme addresses the most recent DfE/NCTL publications in which the learner is designated ‘trainee’. To facilitate the use of this documentation in programme handbooks, specifications and marketing purposes, the term trainee will be used to mean trainee or student teacher.

The POSTGRADUATE Certificate in Education.

AIMS AND OUTCOMES The Programme aims to:

provide a professional development qualification for overseas educators which is identifiable as initial teacher training as applied to pay and conditions for qualified teachers

develop empowered, reflective practitioners and managers in education who can be agents of change

enable students to critically engage with a wide range of contemporary international education issues from a multi-disciplinary subject perspective, focusing on the challenges facing resource-constrained and/or rapidly expanding educational systems

build upon the internationally diverse and professional experiences of the students to link theory with research, policy and practice in international education and development

Overall objectives of the programme expressed as learning outcomes: The Postgraduate Certificate in Education is designed so that trainees will attain a level of professional competence appropriate to that of a newly qualified teacher. Specifically students will be able to synthesise and apply their knowledge and skills in order

(i) to demonstrate:

1. the ability to teach at a level appropriate to the key stages they are training to teach (e.g.

addressing Programmes of Study and examination specifications) and a comprehension of the whole framework within which they will operate as trainees

2. their ability to create and maintain a stimulating and appropriate learning environment

3. their understanding of the assessment of students and the selection and application of appropriate assessment techniques

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4. their ability to evaluate with a view to improving their own teaching and the learning of the students they teach.

(ii) to apply:

5. their subject knowledge in a form which is appropriate to the needs of the learner both in terms of content and teaching methodology and meets the curriculum demands of the institution in which they are based;

(iii) to take cognisance of:

6. the wider role of the teacher, including professional, pastoral and administrative responsibilities

7. the individual needs of learners appropriate to their age, ability, language and cultural background.

In addition, the following academic outcomes apply for the Masters level work, the students able to:

8. critically analyse, synthesise, interpret and evaluate a wide range of data, information and ideas from either primary or secondary sources

9. distinguish and employ a range of quantitative and qualitative research methods

10. demonstrate responsibility and accountability when working as an individual and in groups

11. communicate effectively in written form, through formal presentations, in visual forms. and

through email and the world-wide web

12. develop a range of study, research and organizational skills that will lay the foundation for their teaching career.

Structure of the Postgraduate Certificate in Education The Programme is a blended learning programme and, in some cases, the university puts in place in-country tutors. All in-country tutors are experienced teachers with substantial management experience. Such tutors are only put in place after agreement with, and following any necessary training by, the University of Sunderland. You will also work with a Critical Colleague and/or Mentor in school. All students will be assigned a Personal Academic Tutor who will support you throughout the year and who will email you (to your University email address) early in the course to make contact. All teaching and learning materials are available on the University Virtual Learning Environment (VLE) which is called Sunspace. The programme is a 34-week programme which is structured to

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maximise learning opportunities and to enable you to link theory to practice in an informed way. There are few breaks in the programme, each module locking on to the previous module and leading into the next. Academic modules overlap the practical teaching elements when it is appropriate. There are 6 core modules. The Practice of Teaching and Theory of Teaching modules 1 and 2 include elements which focus on particular topics and the related Teaching Standards at approximately the same time, thus achieving a high level of integration between theory and practice. The other two modules are studied at level 7 (masters) and are designed to enable you to engage in reflective, independent study, the topics of which are identified by you in conjunction with the module leaders:

in EDPM01 Development of Learning: A Case Study, you will identify an intervention employed in the classroom, or in the wider school, and explore its use, impact and influence upon the learning of one or more pupils. The research outcomes are written up in the form of a case study.

in EPDM97 - Negotiated Individual Study in Education, you will undertake a piece of action research in school, based on an area of interest in your subject or phase.

Advice and guidance in support of both research techniques and strategies, as well as the presentation of outcomes, are provided in the module materials, by the Module Leader and your Personal Academic Tutor. NB: These modules require you to submit Masters level written work, which is a level above that required at level 6.

As well as being pedagogically effective, such a programme structure has a number of advantages of a more practical nature:

it is neither too complicated nor cumbersome to implement

it avoids unnecessary repetition of course material

it facilitates continuous monitoring and rapid feedback.

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Module Learning hours Level Credits

Theory of Teaching I (EDE 208)

200

5

20

Development of Learning: a case study (EDPM01)

300

7

30

Practice of Teaching I (EDS 208)

400

5

20

Theory of Teaching II (EDE 313)

200

6

20

Practice of Teaching II (EDS 313)

400

6

20

Negotiated individual study in Education (EPDM97)

300

7

30

TOTAL

80+60 level 7 (masters)

Note: Further information about each module is given later in this handbook, but you will be

able to access a dedicated module section on SunSpace containing all the specific

details for a particular module shortly before the module begins. The timetable given in

this handbook states when modules begin and each module leader will be in contact, via

SunSpace, to advise when you will be able to access all the detailed materials required

for a specific module.

Successful completion of the Postgraduate Certificate of Education (Stage 1) may allow you to progress to Stage 2: Diploma

Entry to the programme requires a Post-graduate Certificate in Education (PGCE) which by definition contains both an ITT element and 60 Masters level credits.

And Stage 3: MA International Education/MA Education Entry to the programme requires a Post-graduate Diploma in Education (PGDE) which by definition contains 120 Masters level credits.

Please contact the Programme Leader for further information.

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Postgraduate Certificate Calendar 2014-15 September EDE208 Start

date 14 September

October EDS 208 start date 19 October

EDE 208 Submission date 18 October

EDPM01 Start date 5 October

November EDPM01 Proposal submission date 8 November

December EDS 208 Finish date 12 December

January EDPM01 Final submission date 3 January

EDE313 Start date 11 January

February EPDM97 Start date 15 February

EDE 313 Submission date 14 February.

EDS 313 start date 15 February

March EPDM97 Proposal submission date 1 March

April EDS 313 Finish date 10 April

May EPDM97 Final submission date 9 May

June Assessment Boards

July Graduation in Sunderland

Module Start Day is Sunday Module Submission Day is Saturday Extension to any submission date must be requested by the student to the module leader PRIOR to the deadline for submission. University regulations stipulate a 72-hour extension only. *** Dates for EDE313 and EDS313 (Teaching Practice 2) may have to be negotiated with trainees in certain schools/regions this year because of local holidays and/or geographical situation. Programme commitment: students will need to be in school for a proportion of the time from the start to the end of the programme to support academic work.

Postgraduate modules

EDE 208 5 weeks EDS 208 6 weeks teaching minimum (11 hours per week) from a block of 8 weeks identified EPDM 01 10 working weeks identified EDE 313 5 weeks EDS 313 6 weeks teaching minimum (14 hours per week) from a block of 8 weeks identified EPDM 97 10 working weeks identified

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Supporting your Studies and Accessing Resources Self-Study and Personal Development Personal time-management and self-discipline are essential skills needed for this course. It is strongly suggested that you use a reliable system of recording dates for submission of work, planning assignments etc. Whether this is an electronic or academic diary or year planner is a matter of personal preference, but simply forgetting a deadline could result in being referred (‘failed’) in the module. However, we do appreciate that you may experience difficulties which prevent you from meeting a deadline. Should this occur, speak to the module leader concerned without delay. You should also read the policy on ‘Extenuating Circumstances’ (see the link on p. 11) so a solution to your problem might be found. You must contact the module leader before the submission date for the module. It is important that, under the guidance of the tutors, you accept responsibility for your own learning as opposed to simply expecting to be taught. Your tutors endeavour to create a supportive environment, but will not lead you by the hand. You must cultivate the discipline of working in your own time – by establishing a routine, reading and constantly supplementing your knowledge. Make regular use of the library online services. The more effort you put in, the greater your involvement becomes. With experimentation, and by pushing yourself into areas which you may not previously have considered, new options will become available, new horizons will appear and new doors will open. It is vital that you become a 'reflective' practitioner. Consider carefully and reflect upon feedback from tutors, mentor and peers, acknowledge your weaknesses and build on your strengths.

When you are working on a project or an assignment, set yourself deadlines and stick to them. There will be times when you don't feel like doing the task at hand, but don't procrastinate, or one task may become two …or three… and you can soon become overwhelmed and feel unable to tackle any of them. So, if you do find yourself falling behind in your studies, talk to the relevant module leader as soon as possible - they understand the pressures trainees face and may be able to suggest a suitable option. Sometimes issues that appear to be insurmountable are able to be resolved with the right help at the right time. Don’t leave it too late. The Virtual Learning Environment Much of the research and communication you undertake on this programme will be within a ‘Virtual Learning Environment’ or VLE. The University of Sunderland (www.sunderland.ac.uk) uses a VLE called SunSpace. At registration, you will have been provided with a REGISTRATION NUMBER, USER ID and a PASSWORD which enable you to access Sunspace. Go to the University homepage and click on My Sunderland (top right of entry page). This takes you to the My Sunderland entry page showing a black strip at the bottom. Clicking on the SunSpace link in the left-hand corner will prompt you to log in using your User ID and password. Once logged in, you will find links to the modules you are registered on and other useful material.

http://www.sunderland.ac.uk/

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Being able to access e-resources effectively is an essential part of studying on the programme successfully. Many journals and books are available electronically and module leaders will provide up to date lists when the modules begin (see My Module Resources). The Module Descriptors, provided in Appendix 1 of this document, give an indication of some of the reading you might undertake, but please note that these are not comprehensive lists. Reading lists may also contain some ‘hard copy’ material because feedback from previous trainees suggests that this format is still required. What you need to remember is that you will be actively encouraged to research material specific to your needs, so simply reading the contents of a list of references provided by the module leader may not be sufficient. While you may not always be able to acquire a chapter of a hard copy book, you can easily access an electronic journal article on the same subject. So, by adopting a flexible approach to research, we feel we are able to cater for everyone’s needs and areas of interest. Library access is an essential part of this process.

University of Sunderland Library Services

University Library Services provide an excellent online library service which is available to all off-campus students. After registration, you will be provided with your log-in details which enable you to access the library website. There is a dedicated section for Overseas Distance Learners and you can access this quickly by using the web link given below. http://library.sunderland.ac.uk/servicesfor/students/distance/

You may also access the above from the library homepage: www.library.sunderland.ac.uk click on ‘Services for…’ which you will find on the left hand side.

Click ‘Students’, then ‘distance learners’ for information about Library services. Your log-in details also allow you to access ‘Discover’ which is the system used to access a large number of full-text books and journals that are available electronically.

Access ‘My Module Resources’ at http://library.sunderland.ac.uk/ - your reading lists are live, interactive resource lists available from within your online module space (on SunSpace) and the University’s library website. Another link will take you to ‘Support for your Subject’: http://library.sunderland.ac.uk/supportforyoursubject/education Once there, go to ‘What’s new in Education?’ - in the top right hand corner – and there you will find enough reading and information to keep you busy for hours: click on the tool bar at the top and lose yourself in the world of education - reading articles, watching Teachers TV, listening to the BBC, building up your repertoire of resources, useful tools, the National Curriculum ...

Students can also contact the Library by email, telephone, Live Chat, Twitter or Facebook to receive support from Library staff.

http://library.sunderland.ac.uk/servicesfor/students/distance/

http://www.library.sunderland.ac.uk/

http://library.sunderland.ac.uk/

http://library.sunderland.ac.uk/supportforyoursubject/education

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University Library Services have a blog through which they can provide news, library updates, recommend resources, web links and more. Check their blog or follow them on Twitter or Facebook to ensure you are making the most of their help and support.

http://www.uosliboffcampus.tumblr.com

http://twitter.com/UoSliboffcampus

http://www.facebook.com/UniOfSunLib

Leanne Young is the Distance Services Librarian and you may contact Leanne at any time by email at [email protected] . You can also arrange a Live Chat session with Leanne if the usual hours of operation are unsuitable.

Tel: +44 (0)191 515 3391

Assessment of your programme Assessment will be considered under the following two sections:

Achievement of Teaching Standards

Academic Assessment. You are required to pass both sections in order to gain your award of the Postgraduate Certificate in Education, University of Sunderland. **Successful trainees and guests are invited to attend the official graduation ceremony held in July in Sunderland.

ACHIEVEMENT OF TEACHING STANDARDS

The assessment of Teaching Standards is by means of a profile, developed by yourself and assessed by your Mentor/University tutor, which will comprise evidence of having achieved the Teaching Standards. By the end of the second teaching practice, you must have exhibited satisfactory performance in all the Teaching Standards. The profile will provide a record of what you have achieved and experienced during the programme. Its aim is to increase your motivation and to allow you to review your activities in terms of your strengths, as well as of areas for development. The documentation will help the University of Sunderland and your Mentor to assist you in the development of your skills and competences. The profile documentation will reference the evidence contained in your on-going teaching experience file and elsewhere.

http://www.uosliboffcampus.tumblr.com/

http://twitter.com/UoSliboffcampus

http://www.facebook.com/UniOfSunLib


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Responsibility for the compilation of the profile documentation and the file rests firmly with you, although input from your Mentor will be included, and it is expected that your Mentor will use the documentation during discussions s/he has with you. Full details of the profile scheme will be provided in separate documentation, although a preview of the standards can be seen at: https://www.education.gov.uk/publications/eOrderingDownload/teachers%20standards.pdf Moderation visits University staff will undertake visits to most, but not necessarily all, trainees during the teaching practice periods. It may be that some of you are not seen at all by university staff. There will also be a visit by the External Examiner, but again, this will only be a sampling of all trainees in the cohort - there is no significance in who is seen and who is not - it is a quality assurance process on behalf of the University.

If you are to be observed by a member of the University Programme Team, you will be fully briefed nearer the time but, so that everyone knows what to expect, here are some notes outlining the purpose of the visit:

1. It is really a joint observation visit where we will see, together with your mentor, a taught session planned and delivered by you.

2. After the session we will need to speak to your mentor to discuss what we have seen and to agree a view of your performance that day. (This may be a typical or atypical performance, but the important thing is that we both - the mentor and University - agree on the standard of the teaching and learning witnessed).

3. At some time soon after the observation, you would need to be available so that we can give feedback on the session and discuss any issues which may arise. This may happen immediately after an observation and when we have seen the mentor, or it could be after we have seen all trainees in the school, but will ultimately be decided according to your timetable and our schedule of visits. We will also need to look through your file and standards folder so it is important that these are in school, up-to-date, and organised appropriately at the time of the observation.

4. When possible on these visits, a communal session is arranged for all local trainees to meet with the University staff to discuss the programme. ALL TRAINEES in the area are invited and should attend these sessions whether they have been observed teaching or not.

5. When a moderation visit is not possible, you may be required to present a recorded lesson, with the relevant lesson plan and evaluation, to the University prior to the end of the teaching placement (TP).

If you find you are experiencing difficulties with your teaching practice, the University has detailed guidelines on the procedures that should be taken. Full details are given in the relevant module materials for EDS208 and EDS313.

https://www.education.gov.uk/publications/eOrderingDownload/teachers%20standards.pdf

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ACADEMIC ASSESSMENT

The academic modules are assessed separately. All academic modules will be assessed by means of a written assignment, completed by the trainee during the module. Submitting Assignments All academic modules are submitted electronically using a system called TURNITIN. Each module will have a clear link to Turnitin and instructions on how to submit work. As soon as you begin a module, make a note of the deadline for submission. It is very important that your assignment is received (taking into consideration time differences and potential technical problems) by the deadline (sometimes referred to as ‘due date’). Assignments received after the deadline are flagged by Turnitin as ‘late’ and, in line with University regulations, run the risk of being failed for non-submission. It is, therefore, vital that, should you experience any difficulties, you contact the module leader concerned BEFORE the due date arrives. For an extension request to be granted, documentary evidence of the difficulty is normally required e.g. a medical note. Referencing your work The University of Sunderland uses the Harvard Referencing System and you must adhere to this. ‘Cite them Right’ is the document you should familiarise yourself with and copies of this can be found in numerous places on the website e.g. the library or in individual module sections of Sunspace. It is a comprehensive document, but chapters 2, 3 and 4 provide much of the information you require. If you are still unsure about how to reference your work, ask your Personal Academic Tutor. Using the literature and research, you will be expected to analyse and evaluate aspects of teaching. A major part of your studies will involve researching other people’s ideas and often using these to inform your own work. However, to do so without acknowledging the ‘other people’ is called plagiarism. Presenting other people’s work as your own is a serious offence and could result in loss of marks or failure. Depending on the extent of the offence, you may even be required to repeat the module at additional cost the following academic year, which will not only have financial implications, but may also affect your future employment prospects. So, you must ensure that all work is properly referenced. Information about plagiarism is detailed on the library website – this will help you to understand what it is and how to avoid it.

http://library.sunderland.ac.uk/skills/plagiarism/

All academic assignments are submitted electronically and the system used (Turnitin) is able to detect cases of plagiarism, including parts of your own work which you may have previously submitted for another module: this must be referenced appropriately, or better still, re-written – avoid

http://library.sunderland.ac.uk/skills/plagiarism/

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simply copying and pasting. You may also be offered assignments from colleagues who have already undertaken the Programme, or find an interesting website that contains just the information you are looking for, but both these scenarios require you to reference work correctly and Cite Them Right tells you how to do this. If in doubt, use Cite Them Right, and the expertise of the module leader/your Personal Academic Tutor. It should also be noted that, during the previous academic year, several cases of plagiarism from this Programme were reported to the Infringement Panel. All students concerned were unable to graduate at the normal time and were required to repeat the module at cost. You should, therefore, be aware that inadequate referencing can have serious consequences. ASK if you are unsure. Marks (grade) and Feedback: Assignments are marked by a team of markers, headed by the module leader. Some are second marked and moderated in line with the University’s rigorous Quality Assurance procedures. Samples of assignments are also externally examined. Normally, we aim to complete this process in four working weeks, but your module leader will state exactly when you will be able to access your mark and feedback (sometimes referred to as the ‘postdate’). This is available electronically and instructions are given in each module space on Sunspace. Assignments are awarded a percentage mark together with written comments that highlight areas of strength and areas for development. Assignments are marked by University tutors and graded according to module and general assessment criteria (see Appendix 2 of this document for a breakdown of different classifications). Academic modules on the Programmes are at levels 5, 6 and 7 (masters). You should aim to develop the quality of your work between levels 5 and 6 and the written feedback you receive will be instrumental in helping you to do this. Level 7 modules require work to be a level above that required at level 6. A pass mark (grade) is normally set at 40% (but aim higher than this of course!). You will see, from the document in Appendix 2, that work awarded a mark higher than 70% is considered to be excellent. Receiving a mark lower than 40% results is a ‘referral’, which normally requires a re-submission of all or part of the assignment, or completion of a different assignment. The relevant module leader will contact you with precise instructions on how to proceed. You will be offered support on how to improve your work and trainees who take advantage of this are usually successful at the second attempt. The mark for the referred second attempt is capped at 40%. You may be ‘deferred’ in a module if you are unable to complete it in the given time due to illness, for example, or some other extenuating circumstances (for which you will have had to officially apply). In such a case, you will be given more time to complete and the submission will be open to the full range of marks. All marks and decisions are made and recorded at the relevant Academic Assessment Board.

REGULATIONS

Further information on the above is available in the regulations. All trainees should make themselves familiar with the Academic Regulations for the University and the Faculty of Education and Society.

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Copies of the Regulations are available on the University of Sunderland’s website:

Student Guide to the Academic Regulations https://docushare.sunderland.ac.uk/docushare/dsweb/View/Collection-2780

link to the Academic Regulations https://docushare.sunderland.ac.uk/docushare/dsweb/View/Collection-2779

The Re-assessment of Modules

In the case of a student failing a teaching practice module, the student may be reassessed in that module once only and at the discretion of the appropriate Assessment Board. Reassessment of teaching practice modules is subject to availability of a satisfactory school placement.

Programme Assessment

In order to progress to a subsequent block school experience module designated by the programme, the previous block school experience module in the programme must be successfully completed.

Staff Responsibilities on the Programmes (all contact details are to be found at the

beginning of this handbook). Your Programme Leader has executive responsibility for the operation and development of the programme, which involves:

being available for students to talk about their experience on the programme as a whole (this is achieved formally through student representation at all levels on the Programme Studies Board)

liaising with the Module Leaders about the delivery or development of modules

counselling students with respect to their choice and progress within the programme and, where necessary, approving changes of module choice

collecting information relating to extenuating circumstances claimed by students to have affected their performance and transmitting this to module leaders.

The Programme Leader is supported in the above by the Assistant Programme Leader. Module Leaders have responsibility for the operation and development of the module, including:

responding to any particular inquiries or points that are made. Module leaders will normally identify times when students can expect any communication to be read and responded to.

communicating effectively to students on the module via e mail, Sunspace or through the module guide.



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communicating with other members of staff who are also teaching the module regarding all the learning and assessment procedures and schedules

ensuring any extenuating circumstances affecting student performance are reported to the Module Assessment Board

development of methods of teaching and learning

liaising with the Programme Leader about delivery or development of modules to meet the needs of programmes for which they are core/option.

(** Find out who the Module Leader is at the start of each module)

In-Country tutor (the University delegates tutor support locally where numbers warrant it) has responsibility for the operation of the programme at local level including:

regular liaison with each other and staff based in Sunderland

providing an alternative to online contact

school supervision and delivery of some aspects of modules. Mentor/Critical Colleague - a colleague in school who will

support and advise the trainee throughout their practices

provide constructive feedback and offer suggestions

carry out observations of teaching

offer help with planning and preparation and share teaching materials when needed

help the trainee ‘settle in’ to their placement schools where necessary Personal Academic Tutor – a colleague assigned by the University who will

provide regular contact and support on an individual basis

liaise with other members of the Programme Team

assess academic assignments

Tutorials, whether online or with your in-country tutor, are an opportunity to raise in confidence any other issues that may affect your life as a student. In these cases, your tutor will act in a ‘pastoral’ capacity and may, with your agreement, refer you to relevant services for more specialised help. If at any time you have a concern or problem about your work or the programme, please contact one of your tutors so we can help you to solve it. Should you still feel dissatisfied after discussing your issues with your Personal Tutor, module leader and Programme Leader, the University of Sunderland has a formal Complaints Procedure. Details of this (and other documents you may find useful for reference) can be accessed via the links on p.11.

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APPENDIX 1

MODULE DESCRIPTORS

The following section contains outline information about all the modules currently available on your programme. The complete versions, with extended reading lists and support materials, are available on SunSpace when you begin each module and this information should be referred to when you are working through a particular module. Refer to the calendar (given earlier in this handbook) for the start date of each module – it is your responsibility to familiarise yourself with the programme’s timetable. The references given at the end of each module descriptor are intended to provide you with a firm foundation on which to begin, and subsequently build on, your research, but these are regularly updated so be sure to access the relevant module section on SunSpace for the latest information. To provide you with a flexible approach to conducting your research, they cover a range of formats from hard copy textbooks to eBooks, journals, websites and generic research sites. As you progress through the course, you will find you will increasingly need to pursue your individual focus of interest, education phase (primary or secondary) and subject(s) and conduct a personal search for relevant material.

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LEARNING OUTCOMES: Upon successful completion of this module, trainees will have demonstrated: Knowledge: 1. understanding of respective roles of teachers, schools and learning environments in education 2. understanding of theories of teaching, learning and motivation 3. understanding of structure, theory and practice of the school/college curriculum Skills: 4. the ability to use analysis to reflect upon observations undertaken to identify strategies for effective teaching 5. the ability to demonstrate an understanding of assessment methods and tools CONTENT SYNOPSIS: The module begins with trainees reflecting upon the place of schools in society generally, before focusing on

areas that impact upon the effectiveness of teaching and learning. Three main areas will be dealt with: teaching and learning; classroom management and organisation; assessment and recording.

Each of the areas is supported by online materials and trainees are required to carry out focused tasks based

in an appropriate educational setting. There will be an emphasis on providing a firm theoretical and practical grounding in the areas mentioned.

TEACHING AND LEARNING METHODS: Scheduled activities Independent study Placement Total hours

Hours Detail Hours Detail Hours Detail

60 hours

Directed study /contact

time (including on line

support)

140 Self-directed study

time

Total 200

A variety of teaching strategies will be adopted to cater for trainees who undertake the module in distance learning mode, or when supported by in-country tutors. All trainees will also be able to use online support mechanisms via SunSpace including the discussion forum where trainees are invited to debate current issues relevant to the module content. The learning resources for all trainees will be through video material and a comprehensive self-study workbook which are accessed online.

TITLE: THEORY OF TEACHING I CODE: EDE 208 CREDITS: 20 LEVEL: 5 FACULTY: EDUCATION AND SOCIETY MODULE BOARD: PROFESSIONAL STUDIES PRE-REQUISITES: NONE CO-REQUISITES: NONE LEARNING HOURS: 200 the nature of which is specified in the module guide

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ASSESSMENT METHODS:

Assessment 001

A 4000 word individual report of observations of work undertaken in the chosen educational setting, as described in the self-study workbook, testing learning outcomes 1-5 (all are equally weighted). Seq. Element % of module

assessment weighting

Summary Pass Mark

LO Written exam – central timetable (% of the element)

Written exam – local timetable (% of the element)

Coursework (% of the element)

Practical (% of the element)

% Type % Type % Type % Type

001 Report 100 40 1-5 100 CW

INDICATIVE READING LIST Capel, S., Leask, M & Turner, T. (2013) Learning to Teach in a Secondary School. 6th edition

London: Routledge. Chaplain, R. (2003) Teaching without disruption in the primary school: a model for managing pupil

behaviour London: Routledge Falmer Cohen, L, Mannion, L and Morrison K. (2004) A Guide to Teaching Practice (5th Ed)

London: Routledge Falmer. Dean, J. (2000) Improving Children’s Learning: effective teaching in the Primary School.

London: Routledge. Dillon, J. and Maguire, M. (Eds), (2007). Becoming a Teacher. Issues in Secondary Teaching.

Buckingham: the Open University. Elliott, J. and Place, M. (2004) Children in difficulty: a guide to understanding and helping. London: Routledge Fabian, H and Dunlop, A. (2002) Transitions in the Early Years: debating continuity and progression for young children in early education. London: Routledge Falmer Fisher, J (2008) Starting from the child: teaching and learning in the foundation stage (3rd edition) Maidenhead: Open University Press Hallam, S and Rogers, L. (2008) Improving behaviour and attendance at school Maidenhead: Open University Press Haydn, T. (2007) Managing Pupil Behaviour. London. Routledge. Hewitt, D. (2008) Understanding effective learning: strategies for the classroom Maidenhead: McGraw-Hill Open University Press Jarvis, P. (2007) The Theory and Practice of Teaching. London. Routledge. Jacklin, A et al (2006) Beginning primary teaching: moving beyond survival Maidenhead: Open University Press Johnston, J. Halocha, J. and Chater, M.(2007) Developing Teaching Skills in the Primary School. Maidenhead. OU Press. Lambert, D. (2000) Understanding Assessment: purposes, perception, practice. London: Routledge Falmer. Moon, B. et al (Eds) (2002) Teaching and learning in the Secondary School: a reader London: Routledge/Falmer Moyles, J. (Ed.) (2007) Beginning teaching – beginning learning (3rd edition) Maidenhead: Open University Press Wright, T. (2008) How to be a Brilliant Trainee Teacher. London: Routledge.

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PROGRAMMES USING THIS MODULE AS A CORE OR OPTION: Overseas PGCE (core) Programme is delivered Off-campus (overseas students) College(s): None Work based learning: No Professional Accreditation: No MODULE LEADER: Carolyn Nozedar ext. 2391 Forster Building 36 [email protected] LEAD DELIVERER: Carolyn Nozedar ext. 2391 Forster Building 36 [email protected]



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TITLE: Practice of Teaching 1 CODE: EDS208 CREDITS: 20 LEVEL: 5 FACULTY: Education and Society MODULE BOARD: Professional Studies PRE-REQUISITES: None CO-REQUISITES: None LEARNING HOURS: 200 the nature of which is specified in the module guide LEARNING OUTCOMES Knowledge Upon successful completion of this module, trainees will have demonstrated

1. understanding of the relationship between theories of teaching and learning and theory and practice of curriculum.

2. knowledge of the structure of the school curriculum and schemes leading to qualifications 3. reflective evaluation of assessment methods and tools

Skills Upon successful completion of this module, students will have

4. planned, taught and reflected on coherent sequences of learning activities based on programmes of work identified in schools and colleges

5. planned and delivered lessons effectively, and evaluated them against known criteria 6. evaluated their skills and competencies necessary for effective teaching

CONTENT SYNOPSIS Trainees spend a period of time in a school or college. This block teaching experience provides trainees with the opportunity to develop, in a whole class situation, those competences related to classroom organisation and management. The module enables the trainees (who may be placement trainees or in-service trainees who are not qualified) to meet a sub-set of the standards identified in the current requirements laid down by the National College for Teaching and Leadership (NCTL). These include a requirement to consistently demonstrate competence in a set of non-negotiable professional standards. Furthermore, trainees are expected to demonstrate understanding of the professional role of the teacher in a workplace setting. The whole of this module takes place in the placement institutions or the trainee’s school. TEACHING AND LEARNING METHODS: Scheduled activities Independent study Placement Total hours


200 Teaching practice

Total 200

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This will mainly be by experiential learning in School/College. The teaching practice is work-based and conducted entirely in school or other educational institution supported by mentor, in country tutor (where appropriate) and university. ASSESSMENT METHODS Seq. Element % of module


Summary Pass Mark






001 Portfolio 100 P/F * 1-6 100 CW

Assessment 001 Assessment will be through a profile of evidence of teaching standards, developed by the trainees. By the end of this experience trainees must have exhibited sufficient evidence for the in-country tutor/mentor and the University of Sunderland to be assured that they have the potential for reaching adequate levels in the prescribed standards of teaching. The evidence is wide ranging and covers both knowledge and skills as required in the Q standards developed by the NCTL. (all learning outcomes) INDICATIVE READING LIST Bourdillon, H. and Storey, A. (eds) (2002) Aspects of Teaching and Learning in Secondary Schools: Perspectives on Practice. Buckingham: Open University Press/Routledge Falmer Cowley, S. (2010) Getting the Buggers to Behave 4th ed. London: Continuum Dean, J. (2000) Improving Children’s Learning: effective teaching in the Primary School. London: Routledge. Dillon, J. and Maguire, M. (Eds) 3rd ed. (2011) Becoming a Teacher: Issues in Secondary Teaching. Buckingham: Open University Press. Donovan, G. (2005) Teaching 14 – 19. London: David Fulton Publishers. Gipps, C. (2000) What Makes a Good Primary School Teacher: expert classroom strategies. London: Routledge. Pollard, A. and Bourne, J. (1994) Teaching and Learning in the Primary School. London: Routledge. Porter, L. (2002) Behaviour in Schools:Theory and Practice for Teachers. Buckingham: Open University Press. (examples below are available as e-books) Cohen, L., Mannion, L., Morrison K. and Wyse, D. (2010) A Guide to Teaching Practice (5th Revised Ed) London: Routledge Falmer. Elliott, J. and Place, M. (1998) Children in difficulty: a guide to understanding and helping. London: Routledge Moon, B. and Mayes, A.S. (1996). Teaching and Learning in the Secondary School. Buckingham: The Open University Press

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Useful Websites: www.dfes.gov.uk www.standards www.dfes.gov.uk www.qca.org.uk www.parentscentre.gov.uk www.multiverse.ac.uk www.ttrb.ac.uk www.behaviour4learning.ac.uk PROGRAMMES USING THIS MODULE AS CORE/OPTION: PGCE (Overseas) - Core The programme is delivered off-campus by blended learning College(s): None Work based learning: Yes Professional Accreditation: No MODULE LEADER: Bruce Forster. [email protected] LEAD DELIVERER: Bruce Forster. [email protected] JACS Code:

http://www.dfes.gov.uk/

http://www.standards/


http://www.qca.org.uk/

http://www.parentscentre.gov.uk/

http://www.multiverse.ac.uk/

http://www.ttrb.ac.uk/

http://www.behaviour4learning.ac.uk/



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TITLE: THEORY OF TEACHING 2 CODE: EDE 313 CREDITS: 20 LEVEL: 6 FACULTY: EDUCATION AND SOCIETY MODULE BOARD: PROFESSIONAL STUDIES PRE-REQUISITES: NONE CO-REQUISITES: NONE LEARNING HOURS: 200 the nature of which is specified in the module guide LEARNING OUTCOMES Upon successful completion of this module, trainees will have demonstrated: Knowledge: 1. understanding of the development and special needs of students and how these affect

teaching, learning and motivation; 2. understanding of the importance of continuity and progression in the curriculum,

assessments and educational development; 3. understanding of the wider role of teachers beyond simply that of instructor;

Skills: 4. the ability to assess the effectiveness of skills and competences necessary for effective

teaching; 5. the ability to analyse models of curriculum development, theoretically and practically; CONTENT SYNOPSIS The module continues the work done in Theory of Teaching I and allows trainees progression in gaining the required teaching standards. Four main areas will be dealt with: understanding students and their needs; assessment in education; continuity and progression and the wider role of the teacher. These will be covered by online support materials and by research work in schools and colleges. The emphasis will be to build on the grounding provided by preceding modules allowing trainees to reflect on their practical experience of teaching and to extend their knowledge of educational issues within institutions and beyond.

TEACHING AND LEARNING METHODS

Scheduled activities Independent study Placement Total hours


60 Directed study /contact

time (including on line

support)

140 Self-directed study

time

Total 200

A variety of teaching strategies will be adopted to cater for trainees who undertake the module in off-campus mode, or when supported by in-country tutors. All trainees will also be able to use online support mechanisms via SunSpace, including the discussion forum where they are invited to debate current issues relevant to the module content. The learning resources for all trainees will be through video material and a comprehensive self-study booklet which are accessed online.

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ASSESSMENT METHODS Assessment 001

Seq. Element % of module assessment weighting

Summary Pass Mark






001 CW 100 * 1-5 100 CW

A 5000 word individual report analysing observations of work undertaken in the chosen educational setting, as described in the self-study workbook, testing learning outcomes 1-5 (all are equally weighted).

INDICATIVE READING LIST

Brooks, V., Abbott, I. and Bills, L. (2007) Preparing to teach in secondary schools: a student teacher’s guide to professional secondary education (2nd edition) Maidenhead: Open University Press Capel, S., Leask, M. & Turner, T. (2013) Learning to Teach in a Secondary School 6th Ed. London: Routledge. Fabian, H. and Dunlop, A. (2002) Transitions in the Early Years: debating continuity and progression for young children in early education. London: Routledge Falmer. Gipps, C., Macallum, B. and Hargreaves, E. (2000) What makes a good primary school teacher? Expert Classroom Strategies. London, Routledge Falmer. Haydn, T. (2007) Managing Pupil Behaviour. Key Issues in Teaching and Learning. London: Routledge. Lambert, D. (2000) Understanding assessment: purposes, perceptions and practice. London: Routledge. Moyles, J. (Ed.) (2007) Beginning teaching – beginning learning (3rd edition) Maidenhead: Open University Press O’Brien, T. and Guiney, D. (2001) Differentiation in Teaching and Learning: principles and practice. London: Continuum. Thorne, K. (2007) Essential Creativity in the Classroom: inspiring kids. London: Routledge. Tilstone, C. and Rose, R. (2003) Strategies to Promote Inclusive Practice. London: Routledge. Wellington, J. J. (2006) Secondary Education: the key concepts. London: Routledge. Wragg, E.C. (2001) Assessment and Learning in the Primary School (Revised edition) London: Routledge Falmer Wragg, E.C. (2001) Assessment and Learning in the Secondary School. London: Routledge.

PROGRAMMES USING THIS MODULE AS A CORE OR OPTION: Overseas PGCE (core) The programme is delivered off-campus (overseas students) College(s): None Work based learning: No Professional Accreditation: No MODULE LEADER: Carolyn Nozedar [email protected] LEAD DELIVERER: Carol Cruikshank [email protected]



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TITLE: Practice of Teaching 2 CODE: EDS313 CREDITS: 20 LEVEL: 5 FACULTY: Education and Society MODULE BOARD: Professional Studies PRE-REQUISITES: None CO-REQUISITES: None LEARNING HOURS: 200 the nature of which is specified in the module guide LEARNING OUTCOMES Knowledge Upon successful completion of this module, students will have

1. demonstrated understanding of the relationship between theories of teaching and learning 2. consolidated their knowledge of the structure of the school curriculum and schemes leading to

qualifications 3. reflected critically on their understanding and consideration of assessment methods and tools 4. considered the relationship between theory and practice of curriculum 5. considered the importance of continuity and progression in the curriculum, assessments and

educational development Skills Upon successful completion of this module, students will have

6. planned, taught and reflected on coherent sequences of learning activities based on programmes of work identified in schools and colleges

7. evaluated their contribution to the development and special needs of students 8. evaluated their development of skills and competences necessary for effective teaching.

CONTENT SYNOPSIS Trainees teach a limited teaching timetable, averaging approximately 14 hours weekly, and will normally cover two Key Stages. The remainder of the time will be used for planning, assessment, reflection, evaluation and academic study. This experience provides trainees with the opportunity to address, in whole class situations, all teaching standards. They will be expected to be fully engaged with, and involved in, the day-to-day

activities necessary for the smooth running of the placement institution.

The module enables the trainees (who may be placement trainees or in-service trainees who are not qualified) to meet the standards identified in the current requirements laid down by the National College for Teaching and Leadership (NCTL). These include a requirement to consistently demonstrate competence in a set of non-negotiable, professional standards. Furthermore, trainees are expected to demonstrate understanding of the professional role of the teacher in a workplace setting. The whole of this module takes place in the placement institutions or trainee’s school.

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TEACHING AND LEARNING METHODS Scheduled activities Independent study Placement Total hours


200 Teaching Practice

Total 200

This will mainly be by experiential learning, in School/College. The teaching practice is work-based and conducted entirely in school or other educational institution supported by mentor, in-country tutor (where appropriate) and university. ASSESSMENT METHODS Seq. Element % of module


Summary Pass Mark






001 Portfolio 100 P/F * 1-8 100 CW

Assessment 001 Assessment of each trainee will be through a portfolio of evidence, demonstrating that the identified professional teaching standards current at the time of study are consistently met by the trainee over time. By the end of the experience the trainee must have exhibited sufficient evidence for the in country tutor, mentor and University to be assured that the student has reached adequate levels (NQT level) in the prescribed teaching standards for this practice. (all Learning Outcomes) INDICATIVE READING LIST Cockburn, A.D. (2001) Teaching Children 3 to 11 A Student's Guide London: Paul Chapman Cowley, S. (2010) Getting the Buggers to Behave 4th ed. London: Continuum Dean, J. (2000) Improving Children’s Learning: effective teaching in the Primary School. London: Routledge. Dillon, J. and Maguire, M. (Eds) 3rd ed. (2011) Becoming a Teacher: Issues in Secondary Teaching. Buckingham: Open University Press. Donovan, G. (2005) Teaching 14 – 19. London: David Fulton Publishers. Gipps, C. (2000) What Makes a Good Primary School Teacher: expert classroom strategies. London: Routledge. Pollard, A. and Bourne, J. (1994) Teaching and Learning in the Primary School. London: Routledge. Porter, L. (2002) Behaviour in Schools: Theory and Practice for Teachers. Buckingham: Open University (examples below are available as e-books) Cohen, L., Mannion, L., Morrison K. and Wyse, D (2010) A Guide to Teaching Practice (5th Revised Ed) London: Routledge Falmer. Elliott, J. and Place, M. (1998) Children in difficulty: a guide to understanding and helping. London: Routledge Moon, B. and Mayes, A.S. (1996). Teaching and Learning in the Secondary School. Buckingham: The Open University

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Useful Websites: www.dfes.gov.uk/ www.standards.dfes.gov.uk/ www.qca.org.uk/ www.parentscentre.gov.uk PROGRAMMES USING THIS MODULE AS CORE/OPTION: Postgraduate Certificate in Education Overseas (Core) Professional Graduate Certificate in Education Overseas (Core) The programme is delivered off-campus via blended learning College(s): None Work based learning: Yes Professional Accreditation: No MODULE LEADER: Bruce Forster. [email protected] LEAD DELIVERER: Bruce Forster. [email protected] JACS Code:

.


http://www.standards.dfes.gov.uk/

http://www.qca.org.uk/

http://www.parentscentre.gov.uk/



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TITLE: Development of learning: a case study CODE: EDPM01 CREDITS: 30 LEVEL: 7 FACULTY: Faculty of Education and Society MODULE BOARD: Professional Development PRE-REQUISITES: None CO-REQUISITES: None LEARNING HOURS: 300 hours LEARNING OUTCOMES Upon successful completion of this module, students will have demonstrated Knowledge 1. A critical understanding of the importance of supporting children and students in school in order to help

children achieve more. 2. An understanding of the importance of the interventions available to teachers in this area. Skills 3. Identification of an appropriate approach and context on which to base a case study. 4. Analysis of the role played in individuals’ learning by the teacher, teaching assistants etc. within the context

of the educational system, policies and legislation. 5. The review of a wide body of literature appropriate to the situation identified for the case. 6. A critical analysis of the individual circumstances which affect the educational experience of learners. 7. A high level of critical understanding of factors that might impact on learners’ achievements. 8. Collection of data, critical analysis and the drawing of appropriate conclusions based upon a critical

evaluation of the evidence. CONTENT SYNOPSIS The selected case study will introduce you to suitable research methods at an early but appropriate point in your training. By focusing on school policy and practice you will address the individualised learning needs of pupils. During your time in an educational setting, prior to engagement with this module, you will identify the way in which the school or college in which you are placed addresses the particular educational needs of a particular small group of individual pupils/students (or it might be one student) and which shows how learning is developed over a short period of time, or alternatively, what could be done to enhance its development in the future. Examples to consider could be the way in which the school/college deals with those identified as having special educational needs, or how it deals with pupils who routinely do not engage in aspects of classroom learning or homework or with their peers. Please note that you will not study an individual pupil/student, but the EDUCATIONAL INTERVENTION(S) that affect individuals or small groups. There will be a range of material provided which will enable and empower you to approach the work which will be entirely relevant to you at this point in your training. You will be able to engage with, and critically evaluate, teaching and learning at a scale below that of whole class planning. Support will be available throughout the

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time enrolled on the module from your subject tutor. This will enable you to discuss your research and proposed methodology/problems as you progress through the work. TEACHING AND LEARNING METHODS A range of teaching and learning methods will be used, including directed reading and online discussions. Reflection, research and case study techniques will be used. The module guide specifies directed readings which have been selected to provide an insight into the nature of teaching and learning generically and within the educational context. The activities offer opportunity to reflect upon your current knowledge and understanding of teaching and learning and to continue to develop these through observation in your placement, reading and investigation, analysis and discussion.



15 Supported learning

285 Independent study and online discussion

0 300

Total 300

ASSESSMENT METHODS

Required For KIS return to HESA


Summary

Pass Mark






001 Proposal 10 1000 words

* 1-6 100 CW

002 Case Study

90 4000 words

* 1-8 100 CW

Assessment 001 Proposal – Approximately 1000 words or equivalent This assignment is designed to help you focus your thinking as early as possible. You will present a detailed proposal for the design and implementation of the methodologies you propose to use and the predicted outcomes. The proposal will also review your developmental understanding of the context. You will identify key texts to be used both in the text of the assignment and in a briefly annotated indicative bibliography. The assignment will form the basis of discussions with your tutor as it will identify how you propose to design and implement your methodology.

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Assessment 002 Case Study – Approximately 4000 words or equivalent A case study of 4000 words or equivalent which reflects upon how the school or college addresses the particular educational needs of individuals or small groups of pupils/students and which shows how learning is developed over a short period of time, or alternatively, what could be done to enhance its development in the future. The proposal and the case study itself should be submitted through the Module’s area on SunSpace – this allows them to go through the ‘Turnitin’ system which scans for plagiarism and collusion. Assessment Criteria To pass, you must demonstrate that you have met all of the learning outcomes attached to this module. INDICATIVE READING LIST Bell J. (2010) Doing Your Research Project 5th edition, Open University Press, Buckingham. Bourdillon, H. & Story, A. (2002) (Eds) Aspects of Teaching and Learning. London: Routledge Britton A. & Cousins A. (1998) Study Skills: A Guide for Lifelong Learners, Distance Learning Centre South Bank University, London. Gray, D. (2004) Doing Research in the Real World. London: Sage Marshall, Lorraine & Rowland, Frances. A Guide to Learning Independently, 3rd ed. Open University Press, Buckingham. Opie, C. (Ed) (2004) Doing Educational Research London: Sage (examples below are available as e-books) Ashman, A. F. and Conway, R.N.F. (1997). An Introduction to Cognitive Education; Theory and Application. London: Routledge Bell J. (2010) Doing Your Research Project 5th edition, Open University Press, Buckingham. Cohen, L., Manion, L. & Morrison, K. (2007) Research Methods in Education. Sixth Edition. London: Routledge Falmer Elliott, J. and Place, M. (1998) Children in difficulty: a guide to understanding and helping. London: Routledge White, J. (2004) Rethinking the School Curriculum: values, aims and purposes. London, Routledge Falmer PROGRAMMES USING THIS MODULE AS CORE/OPTION: (a) Secondary Professional Year (b) Overseas PGCE (c) MA Education The module is delivered On Campus and by distance learning College(s): Work based learning: No Professional Accreditation: No MODULE LEADER Ian Elliott LEAD DELIVERER Ian Elliott JACS Code: X100

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MODULE TITLE Negotiated Individual Study in Education MODULE CODE EPDM97 CREDITS 30 LEVEL 7 LEARNING TIME 300 hours SCHOOL Faculty of Education and Society MODULE BOARD Professional Studies Board PRE-REQUISITES None CO-REQUISITES None

LEARNING OUTCOMES

On successful completion of this module the student should be able to Knowledge 1. identify and negotiate a research project and take responsibility for constructing and achieving relevant

additional outcomes and critically evaluate the results of the project 2. demonstrate critical understanding and specialised knowledge/skills in their area of study Skills 3. employ highly specialised and advanced research skills and tools relevant to the study 4. employ high level action research skills In addition to the above generic learning outcomes, students will negotiate with their university tutor and subject advisor specific learning outcomes that may be unique to their own project. These specific learning outcomes will be stated in the project proposal.

CONTENT SYNOPSIS

This module provides students with the opportunity to structure and undertake a piece of independent academic study related to their particular vocational/professional development, which will encourage them to engage in intellectual challenge and dialogue. Students will develop both general and specific knowledge and skills, which will vary according to each student’s chosen projects. These will be negotiated and agreed between the student and the supervising university tutor. Students will also identify and develop key skills that will enhance their ability to transfer learning to further study and to the workplace. The students will each make an interim presentation of their research proposal and a final written account of their learning.

Choosing an independent study topic, students will develop a piece of academic study, which should be sufficiently different from the area of focus used for any other module taken by the student to warrant discrete investigation and further accreditation should it be successful, that will relate specifically to their particular vocational development. It is important that they choose a subject in which they are interested and which will enable them to produce material of the required length, breadth and depth. They will negotiate with their university tutor who will support them with subject-specific guidance. This proposal will be considered by the tutor to ensure level of challenge and that duplication has not occurred.

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TEACHING AND LEARNING METHODS

This module will employ a wide variety of teaching and learning strategies which will be individually negotiated with the student. Prior to negotiating the agreement, participants will receive advice, guidance and support from a relevant University tutor and through Sunspace. Support for this off-campus module is offered online. This takes the form of:

online forum discussions including peer and tutor support

feedback on assignments

comprehensive online materials

email contact with tutor when necessary

independent study



6 Lectures 265 Independent study

4 Seminars

5 Tutorials

20 Online support (1 nominated hour per week plus additional time throughout the module)

Total 300

ASSESSMENT METHODS

There will be two assessed components. Students must pass all elements of assessment to pass the module.

Assessment One –Detailed Research Proposal – (Approx. 1000 words or equivalent) (Learning Outcome 1) - pass/fail

Assessment 2 - Detailed written account including critical evaluation of the research activity and outcomes (Learning Outcomes 2,3,4) – graded


Summary Pass Mark






001 Proposal P/F 1000 words

* 1-3 100 CW

002 Coursework 100 * 1-4 100 CW

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KEY TEXTS

Bell. J. (2005) Doing your Research Project 4th Ed. Maidenhead: Open University Press

Available as eBook Bourdillon, H. & Story, A. (Eds) (2002) Aspects of Teaching and Learning London: Routledge Campbell, A., McNamara,O. & Gilroy, P. (2004) Practitioner Research and Professional Development in Education London: Paul Chapman Publishing Koshy, V. (2005) Action Research for improving practice – a practical guide London:Paul Chapman Publishing Marshall, L. & Rowland, F. (1999) A Guide to Learning Independently, 3rd ed. Buckingham:Open University Press, Talbot, C. (2007) Studying at a distance (2nd edition) Maidenhead: Open University Press Available as eBook An additional reading list will be negotiated and agreed upon by the student and University tutor, its content to be dependent upon the nature of the individual study.

Useful Websites: www.nfer.ac.uk www.thersa.org www.education.gov.uk/schools/toolsandinitiatives www.tda.gov.uk/school-leader/school-improvement/teacher-development-hub

SUPPORT MATERIAL

Module Handbook, supplementary learning materials and resources as appropriate PROGRAMMES USING THIS MODULE AS CORE/OPTION: Overseas PGCE The programme is delivered Off-campus College(s): None Work based learning: No Professional Accreditation: No MODULE LEADER: Peter Kay [email protected] LEAD DELIVERER: Carol Cruikshank [email protected]

http://www.nfer.ac.uk/

http://www.thersa.org/

http://www.education.gov.uk/schools/toolsandinitiatives

http://www.tda.gov.uk/school-leader/school-improvement/teacher-development-hub



Appendix 2: Generic Assessment Criteria – to be followed for modules studied at levels 5 and 6 These should be interpreted according to the level at which you are working

Categories

Grade Relevance Knowledge Analysis Argument and Structure

Critical Evaluation

Presentation Reference to Literature

Pa

ss

86 – 100%

The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also ample excellent evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse.

76-85%

The work examined is outstanding and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be outstanding in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse.

70 – 75%

The work examined is excellent and is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are satisfied At this level it is expected that the work will be excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse.

60 – 69%

Directly relevant to the requirements of the assessment

A substantial knowledge of relevant material, showing a clear grasp of themes, questions and issues therein

Good analysis, clear and orderly

Generally coherent and logically structured, using an appropriate mode of argument and/or theoretical mode(s)

May contain some distinctive or independent thinking; may begin to formulate an independent position in relation to theory and/or practice.

Well written, with standard spelling and grammar, in a readable style with acceptable format

Critical appraisal of up-to-date and/or appropriate literature. Recognition of different perspectives. Very good use of source material. Uses a range of sources

50 – 59%

Some attempt to address the requirements of the assessment: may drift

Adequate knowledge of a fair range of relevant material, with intermittent evidence of an

Some analytical treatment, but may be prone to description, or to

Some attempt to construct a coherent argument, but may suffer loss of focus and consistency, with issues at stake

Sound work which expresses a coherent position only in broad terms and in uncritical

Competently written, with only minor lapses from standard grammar, with acceptable

Uses a variety of literature which includes some recent texts and/or appropriate literature, though not necessarily

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away from this in less focused passages

appreciation of its significance

narrative, which lacks clear analytical purpose

stated only vaguely, or theoretical mode(s) couched in simplistic terms

conformity to one or more standard views of the topic

format including a substantive amount beyond library texts. Competent use of source material.

40 – 49%

Some correlation with the requirements of the assessment but there is a significant degree of irrelevance

Basic understanding of the subject but addressing a limited range of material

Largely descriptive or narrative, with little evidence of analysis

A basic argument is evident, but mainly supported by assertion and there may be a lack of clarity and coherence

Some evidence of a view starting to be formed but mainly derivative.

A simple basic style but with significant deficiencies in expression or format that may pose obstacles for the reader

Some up-to-date and/or appropriate literature used. Goes beyond the material tutor has provided. Limited use of sources to support a point. Weak use of source material.

Fail

35 – 39%

Relevance to the requirements of the assessment may be very intermittent, and may be reduced to its vaguest and least challenging terms

A limited understanding of a narrow range of material

Heavy dependence on description, and/or on paraphrase, is common

Little evidence of coherent argument: lacks development and may be repetitive or thin

Almost wholly derivative: the writer’s contribution rarely goes beyond simplifying paraphrase

Numerous deficiencies in expression and presentation; the writer may achieve clarity (if at all) only by using a simplistic or repetitious style

Barely adequate use of literature. Over reliance on material provided by the tutor.

The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied – for compensation consideration.

30 – 34%

The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence provided shows that some of the learning outcomes and responsibilities appropriate to that Level

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are satisfied. The work will be weak in some of the indicators.

15-29%

The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators.

0-14% The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in the majority or all of the indicators.

Ver 1.3 13/02/2008 SJS

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Generic Assessment Criteria – Postgraduate, to be followed for modules studied at level 7 These should be interpreted according to the level at which you are working.

Categories

Grade Relevance Knowledge Analysis Argument and Structure

Critical Evaluation

Presentation Reference to Literature

Pa

ss

86 – 100%

The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also ample excellent evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse.

76-85%

The work examined is outstanding and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be outstanding in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse.

70 – 75%

The work examined is excellent and is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are satisfied At this level it is expected that the work will be excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse.

60 – 69%

Directly relevant to the requirements of the assessment

A substantial knowledge of relevant material, showing a clear grasp of themes, questions and issues therein

Comprehensive analysis - clear and orderly presentation

Well supported, focussed argument which is clear and logically structured.

Contains distinctive or independent thinking; and begins to formulate an independent position in relation to theory and/or practice.

Well written, with standard spelling and grammar, in a readable style with acceptable format

Critical appraisal of up-to-date and/or appropriate literature. Recognition of different perspectives. Very good use of a wide range of sophisticated source material.

50 – 59%

Some attempt to address the

Adequate knowledge of a fair range of

Significant analytical treatment

Generally coherent and logically structured, using an

May contain some distinctive or independent

Competently written, with only minor

Uses a good variety of literature which includes recent

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requirements of the assessment: may drift away from this in less focused passages

relevant material, with intermittent evidence of an appreciation of its significance

which has a clear purpose

appropriate mode of argument and/or theoretical mode(s)

thinking; may begin to formulate an independent position in relation to theory and/or practice.

lapses from standard grammar, with acceptable format

texts and/or appropriate literature, including a substantive amount beyond library texts. Competent use of source material.

40 – 49%

Some correlation with the requirements of the assessment but there is a significant degree of irrelevance

Basic understanding of the subject but addressing a limited range of material

Some analytical treatment, but may be prone to description, or to narrative, which lacks clear analytical purpose

Some attempt to construct a coherent argument, but may suffer loss of focus and consistency, with issues at stake stated only vaguely, or theoretical mode(s) couched in simplistic terms

Sound work which expresses a coherent position only in broad terms and in uncritical conformity to one or more standard views of the topic

A simple basic style but with significant deficiencies in expression or format that may pose obstacles for the reader

Evidence of use of appropriate literature which goes beyond that referred to by the tutor. Frequently only uses a single source to support a point. Weak use of quotation

Fail

35 – 39%

Relevance to the requirements of the assessment may be very intermittent, and may be reduced to its vaguest and least challenging terms

A limited understanding of a narrow range of material

Largely descriptive or narrative, with little evidence of analysis

A basic argument is evident, but mainly supported by assertion and there may be a lack of clarity and coherence

Some evidence of a view starting to be formed but mainly derivative.

Numerous deficiencies in expression and presentation; the writer may achieve clarity (if at all) only by using a simplistic or repetitious style

Barely adequate use of literature. Over reliance on material provided by the tutor.

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The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied.

30 – 34%

The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence provided shows that some of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in some of the indicators.

15-29%

The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators.

0-14% The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in the majority or all of the indicators.

Ver 1.3 13/02/2008 SJS

Documents

Faculty of Education and Society 2014-15 Programme ... Vacancies... · Programme Handbook Postgraduate Certificate in Education ... [email protected] ... Peter Kay: [email protected]