FORM 1: Application for Recognition of Prior Certificated Learning (RPCL)
Complete both parts of this form if you are applying for exemption from CiLT Module 1 (or part thereof) on the basis of having gained credit
for all or part of a relevant credit bearing programme OR achieved AFHEA status through a taught/structured pathway.
NOTE: You must establish your eligibility to apply for RPL before making an application see:
http://www.sheffield.ac.uk/lets/cpd/exemptions
Name:
Dept:
Date of application:
Email:
Tel:
Additional information (optional):
PART ONE: Details of your credit bearing or structured CPD programme learning and supporting evidence
Name of certificated qualification:
Awarding institution:
Start date of study:
End date of study:
All applications should include the following and be supported by items of evidence (e.g. transcript, syllabus, awarding body
email, course materials etc)
Requirements
1. Description of the programme of certificated
learning.
Item of evidence provided
2. Learning outcomes from certificated learning.
3. Learning activities undertaken.
4. Assessment activities undertaken.
5. Proof of completion from the awarding body.
PART TWO: MAPPING TO CILT MODULE 1 LEARNING OUTCOMES
Use this section to demonstrate how the Learning Outcomes for each module/units you have gained credit for map to the CiLT
Module 1 Learning Outcomes.
NOTE: Complete one table for each module/unit you have gained credit for.
Module/Unit title:
Start date:
End date:
Level & number of Credits: (e.g. M
level 20)
CiLT Module 1
Identify, evaluate and deploy teaching methods/strategies to design, plan and manage learning
Learning Outcome 1.1
experiences appropriate to the given subject and academic level and assess their impact on
students’ learning experiences.
Equivalent Learning
outcome from your credit
bearing learning
Supporting commentary
CiLT Module 1
Identify, evaluate and deploy teaching theories, models, methods/strategies to create and manage
Learning Outcome 1.2
learning environments that engage students in the learning process and support the development
of academic and transferable skills.
Equivalent Learning
outcome from your credit
bearing learning
Supporting commentary
CiLT Module 1
Identify and take account of learner diversity to facilitate equality of learning opportunity for their
Learning Outcome 1.3
learners and the given learning community.
Equivalent Learning
outcome from your credit
bearing learning
Supporting commentary
CiLT Module 1
Take a systematic approach to analysing and evaluating their performance and experiences as
Learning Outcome 1.4
teachers to inform and develop their own practices to support learners and learning.
Equivalent Learning
outcome from your credit
bearing learning
Supporting commentary
CiLT Module 1
Confidently articulate, discuss and share their knowledge of theories and models associated with
Learning Outcome 1.5
learning and teaching in Higher Education (HE) in relation to their personal teaching philosophy
and practices.
Equivalent Learning
outcome from your credit
bearing learning
Supporting commentary
NOTE: If you are invited to attend an RPL viva you will be examined in accordance with the Assessment Criteria at the
Pass level.
Module 1 Assessment criteria
1.1
Identify, evaluate and deploy teaching methods/strategies to design, plan and manage learning experiences appropriate to the
given subject and academic level and assess their impact on students’ learning experiences.
Portfolio:
Viva:
Identifying,
evaluating &
deploying
methods/
strategies
appropriate to
the subject and
Not applicable
Proceed to Viva
Resubmit
Pass
Resubmit
Not applicable
Methods/strategies are clearly
Methods/strategies are clearly
Methods/strategies may be referred to;
articulated with reasons given for their
articulated with reasons given for
however, this may be too generalised or
appropriateness to the
their appropriateness to the
superficial.
teaching/learning of the particular
teaching/learning of the particular
Reasons for the appropriateness of the
subject and academic level. This
subject (e.g. mechanical engineering,
methods/strategies and the
includes discussion of the factors
philosophy etc) and academic level
teaching/learning of the particular subject
underpinning the selection and
(e.g undergraduate, postgraduate,
(e.g. mechanical engineering, philosophy
evaluation of the methods/strategies
foundation, outreach, CPD training
etc) and academic level (e.g
and consideration of alternatives in the
etc).
undergraduate, postgraduate, foundation,
design and planning of learning.
outreach, CPD training etc) are difficult to
identify, tenuous or missing.
Detailed examples from practice are
Examples from practice are referred
Examples from practice to demonstrate
given to support this discussion and
to that demonstrate how the
how the methods/strategies are being
demonstrate how the
methods/strategies are being
deployed in practice (in designing,
methods/strategies are being deployed
deployed in practice (in designing,
planning and managing/delivering
in practice (in designing, planning and
planning and managing/delivering
learning) are missing and/or their
managing/delivering learning).
learning).
relevance is unclear.
Assessing the
Approaches used to assess the impact
Approaches used to assess the
Approaches to assessing the impact of the
impact of
of the chosen methods/strategies on
impact of the chosen
chosen methods/strategies on student
methods/strategies on student
learning may be referred to; however,
academic level
chosen
methods/
student learning are explained and
learning are explained and
explanation is vague or missing.
strategies on
justified in light of potential
supported by referring to examples
Supporting examples from participant’s
learning
alternatives.
from participant’s practice.
practice are absent and/or their relevance
Detailed examples from participant’s
practice are discussed which
demonstrate how the information
gained is used to inform future practice.
unclear.
1.2
Identify, evaluate and deploy teaching theories, models, methods/strategies to create and manage learning environments that
engage students in the learning process and support the development of academic and transferable skills.
Portfolio:
Not applicable
Proceed to Viva
Resubmit
Pass
Resubmit
Not applicable
Viva:
Creating
learning
environments
that engage
students in
the learning
process
Theories, models, methods/strategies
Reference is made to the rationale
There may be limited or no reference to the
deployed to create learning
for creating learning environments
rationale for creating a learning environment
environments that engage students in
that engage students in the learning
that promotes student engagement with the
the learning process are identified,
process.
learning process.
explained and justified. This includes
The theories, models,
Theories, models, methods/strategies
discussion of the role/value of student
methods/strategies deployed to
deployed to engage students in the learning
engagement in the learning process.
engage students in the learning
process may be referred to; however,
process are identified and explained.
explanations are vague or missing.
Detailed examples are given to
This is supported by reference to
Supporting examples from participant’s
demonstrate the implementation of the
relevant examples from
practice are absent or their relevance unclear.
chosen theories, models,
participant’s practice.
methods/strategies in participant’s
practice and the associated highlights
and challenges.
Creating
Specific academic and transferable
There is reference to specific
There may be limited or no reference to
learning
skills are identified and accompanied
academic and transferable skills (e.g.
specific academic and transferable skills (e.g.
environments
by a detailed account of the
independent learning, critical
independent learning, critical thinking, team
that support
methods/strategies used to support
thinking, team working,
working, communication skills) and the
the
their development including their
communication skills) and the
theories, models, methods/strategies used to
development
justification.
theories, models, methods/strategies
support their development.
of academic
This includes discussion of the
used to support their development.
and
role/value of identified academic and
transferable
transferable skills in students’ work at
skills
university and beyond.
This is supported by reference to
Supporting examples from participant’s
Detailed examples from participant’s
relevant examples from
practice are absent and/or their relevance is
practice are provided to support the
participant’s practice.
unclear.
discussion.
1.3
Identify and take account of learner diversity to facilitate equality of learning opportunity for their learners and the given
learning community.
Portfolio:
Viva:
Identifying
and
accounting for
learner
diversity
Not applicable
Proceed to Viva
Resubmit
Pass
Resubmit
Not applicable
The range of factors that can underpin
The range of factors that can
Factors underpinning learner diversity for
learner diversity for individuals and a
underpin learner diversity for
individuals and a given learning
given learning community and action
individuals and a given learning
community may be referred to; however,
taken to identify and account for this in
community are articulated.
these may be generalised or superficial.
practice are explained and justified in
Methods to identify and address this
Explanations of methods to identify and
detail.
to facilitate equal opportunity for
address diversity to facilitate equal
This includes discussion of the associated
learning are explained.
opportunity for learning are vague or
highlights and challenges of facilitating
missing and/or not clearly linked to the
equality of learning opportunity for
Examples from participant’s
factors identified.
individuals and learning communities
practice are referred to that
Supporting examples from participant’s
and how these might be addressed.
demonstrate methods used to
practice are absent and/or their relevance
Detailed examples from participant’s
identify diversity and account for it
unclear.
practice are provided to support the
in practice.
discussion.
1.4
Take a systematic approach to analysing and evaluating their performance and experiences as teachers to inform and develop
their own practices to support learners and learning.
Portfolio:
Viva:
Not applicable
Proceed to Viva
Resubmit
Pass
Resubmit
Not applicable
There is detailed explanation of the
In the portfolio, teaching
Throughout the portfolio, accounts of
role/value of systematic analysis and
performance and experience is
teaching performance and experience are
evaluation of one’s own teaching
usually scrutinised and evaluated
mostly descriptive with occasional or no
experiences and practices to develop and
rather than just described.
self-scrutiny or evaluation.
and learning.
The self-evaluative (reflective)
The self-evaluative (reflective) elements of
Detailed examples from practice are
elements of the Module 1
the Module 1 assignments/activities (e.g.
discussed to demonstrate how the
assignments/activities (e.g. personal
personal teaching philosophy, reflections
process of systematic analysis and
teaching philosophy, reflections on
on teaching observations, Record of
evaluation has informed and developed
teaching observations, Record of
Impact of CPD) usually describe
practice to support learners and learning
Impact of CPD) usually identify and
experiences and issues with few or no
thus far.
examine issues and raise questions
questions raised in relation to one’s own
This includes explaining how aspects of
in relation to one’s own practice
practice and experience.
participant’s practice are identified for
and experience.
Supporting examples from practice to
scrutiny and the factors and evidence
Specific examples are given to
illustrate how participant’s practice has or
taken into account when: analysing
illustrate how participant’s practice
will be informed and developed to support
aspects of practice (e.g. challenges,
has or will be informed and
learners and learning are absent or their
highlights); considering potential action
developed to support learners and
relevance unclear.
(e.g. seeking advice, CPD activity);
learning in light of the
implementing change (e.g. planning,
issues/questions raised.
inform future practice to support learners
Systematically
analysing and
evaluating
performances
and
experiences as
a teacher to
develop own
practice.
evaluation).
An account is also given of how the
systematic analysis and evaluation of
practice can be sustained throughout
one’s teaching career.
1.5
Confidently articulate, discuss and share their knowledge of theories and models associated with learning and teaching in Higher
Education (HE) in relation to their personal teaching philosophy and practices.
Portfolio:
Viva:
Not applicable
Proceed to Viva
Resubmit
Pass
Resubmit
Not applicable
Specific theories and models associated
Theories and models associated with
Theories and models associated with
with learning and teaching in higher
learning and teaching in higher
teaching and learning in higher education
education (generic and subject specific)
education (generic and subject
may be referred to; however, the
are confidently discussed in detail in
specific) are identified, clearly
relationship to the personal teaching
relation to participants’ developing
articulated and evaluated in relation
philosophy and/or practice is very general
Articulating,
personal teaching philosophy and
to one’s developing personal
or lacking. There is little or no evaluation
discussing and
practices.
teaching philosophy and practices.
of the theories and models.
sharing of
This includes the evaluation of given
This is supported by referring to
Supporting examples from practice to
theories and
theories or models and a sound
examples from practice which
illustrate how the given theories and
models
academic justification for the stance held
illustrate how the given theories and
models have informed or been applied to
associated
about the key concepts and their
models have informed or been
participant’s current and/or future
with learning
relevance to one’s practice.
applied to participant’s current
practice are absent or their relevance
and teaching
This is supported by detailed examples
and/or future practice.
unclear.
in HE
from practice to evidence how the given
All theories and models are cited and Theories and models are likely to be cited
theories and models have informed or
referenced in accordance with
and referenced; however this may be
been applied to participants’ current
academic conventions and drawn
inconsistent and include sources that are
and/or future practice.
from sources that are suitable for
unsuitable for academic purposes (e.g. the
academic purposes.
use of Wikipedia without an academically
justifiable reason).
NOTES: Artifacts of evidence
These are items that you provide to support the statements you make about meeting the Learning Outcomes for CiLT Module 1.
The possible types of evidence are numerous. Crucially, the relevance of each item of evidence to your application must be made
clear on the form as indicated. All artifacts of evidence must be clearly labelled. It may also be necessary to annotate (write on)
some of the items you provide to make their relevance clear. For example, writing next to the relevant parts of a lecture handout to
specify what it is providing evidence of. In cases where you are illustrating a change in an aspect of your practice (e.g. redesign of a
module/activity or part thereof) it may be beneficial to include the ‘before’ and ‘after’ versions.
Artifacts of Evidence could include (but are by no means limited to):

Teaching observation forms and feedback

Feedback given by students

Feedback provided to students

Session/Lesson plans

Programme specification documents and E1 forms

Module outlines

Assessment materials

Handouts, worksheets etc

Records of CPD courses/workshops/events attended accompanied by brief account/s of the impact on your practice (e.g. TELUS,
EATS, Bitesize, Supporting the Supporters)

Records of ‘in situ’ CPD activity such as targeted and structured peer discussions accompanied by brief account/s of the
impact on your practice

Accounts of self-evaluation of your teaching practice (e.g. journal entries or notes)

Screen dumps from online activities resources (e.g. MOLE)

Materials from CPD events you have designed and delivered to support the learning and teaching practices of others