FORM 2: Application for Recognition of Prior Experiential learning (RPEL) for CiLT Module 1
Complete both parts of this form if you are applying for exemption from CiLT Module 1 (or part thereof) on the basis of prior experiential
learning. This includes applicants who have achieved AFHEA status through direct application to the HEA or via an unstructured institutional
pathway. All applications must be supported by items of evidence. Evidence comes in many forms (see the Notes on Evidence at the end of
this document).
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 prior teaching experience
Include all teaching activities (e.g. credit bearing modules, CPD courses, research supervision, demonstrating, personal tutoring etc)
Institution
Department
Level
Programme
Module/subject
Role
UG/PG
Responsibilities/
Delivery
activity details
dates
University
of Kestle
Tourism
UG Y1
BA in Tourism
Introduction
to marketing
Seminar
tutor
Design and deliver
seminar sessions
02/201206/2012
University
of Hulford
Music
PG M
MA in
Orchestration
Film scoring
Module
Leader
Design and delivery
of module (inc
supporting seminar
leaders (PGRs)
09/201202/2012
Design and deliver
lectures
Design and deliver
1
Hours
No of
learners
2 hrs x 10
wks
Total 20 hrs
40
120
1 hr x 12
wks
Total 12 hrs
2 hrs x 10
Institution
Department
Level
Programme
Module/subject
UG/PG
Role
Responsibilities/
Delivery
activity details
dates
seminars
Hours
learners
wks
Total 20 hrs
NOTE: This table follows the same format as section E in the CiLT application form (you can therefore transfer the information from your
application form; however you may need to add further detail if you only provided an outline on your application).
2
No of
PART TWO: MAPPING YOUR PRIOR EXPERIENTAL LEARNING TO MODULE 1 LEARNING OUTCOMES
Use this section to demonstrate how your prior experience maps to the CiLT Module 1 Learning Outcomes.
For each outcome write a statement detailing how you meet each learning outcome by providing specific examples from your teaching practice
and scholarship. Consult the CiLT Module 1 Assessment Criteria (which follows this table) to guide your writing.
All applications should be supported by artifacts of evidence to support the claims made (see explanatory notes at the end of this document).
NOTE: If you are invited to attend an RPL viva you will be examined in accordance with the Viva Assessment Criteria at the Pass level.
CiLT Module 1
Identify, evaluate and deploy teaching methods/strategies to design, plan and manage learning experiences
Learning Outcome 1.1
appropriate to the given subject and academic level and assess their impact on students’ learning
experiences.
3
Supporting statement and
examples from practice.
Description of the artefacts
of evidence provided and
relevance (what each
demonstrates).
4
CiLT Module 1
Identify, evaluate and deploy teaching theories, models, methods/strategies to create and manage learning
Learning Outcome 1.2
environments that engage students in the learning process and support the development of academic and
transferable skills.
Supporting statement and
examples from practice.
5
Description of the artefacts
of evidence provided and
relevance (what each
demonstrates).
CiLT Module 1
Identify and take account of learner diversity to facilitate equality of learning opportunity for their learners
Learning Outcome 1.3
and the given learning community.
6
Supporting statement and
examples from practice.
7
Description of the artefacts
of evidence provided and
relevance (what each
demonstrates).
CiLT Module 1
Take a systematic approach to analysing and evaluating their performance and experiences as teachers to
Learning Outcome 1.4
inform and develop their own practices to support learners and learning.
8
Supporting statement and
examples from practice.
9
Description of the artefacts
of evidence provided and
relevance (what each
demonstrates).
CiLT Module 1
Confidently articulate, discuss and share their knowledge of theories and models associated with learning
Learning Outcome 1.5
and teaching in Higher Education (HE) in relation to their personal teaching philosophy and practices.
10
Supporting statement and
examples from practice:
11
Description of the artefacts
of evidence provided and
relevance (what each
demonstrates).
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
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
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
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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
academic level
Assessing the
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.
Approaches used to assess the impact
Approaches used to assess the
Approaches to assessing the impact of the
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impact of
of the chosen methods/strategies on
impact of the chosen
chosen methods/strategies on student
chosen
student learning are explained and
methods/strategies on student
learning may be referred to; however,
methods/
justified in light of potential
learning are explained and
explanation is vague or missing.
strategies on
alternatives.
supported by referring to examples
Supporting examples from participant’s
learning
Detailed examples from participant’s
from participant’s practice.
practice are absent and/or their relevance
unclear.
practice are discussed which
demonstrate how the information
gained is used to inform future practice.
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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
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and
This includes discussion of the
transferable
role/value of identified academic and
skills
transferable skills in students’ work at
university and beyond.
Detailed examples from participant’s
used to support their development.
This is supported by reference to
Supporting examples from participant’s
relevant examples from
practice are absent and/or their relevance is
participant’s practice.
unclear.
practice are provided to support the
discussion.
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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.
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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
Systematically
Detailed examples from practice are
elements of the Module 1
the Module 1 assignments/activities (e.g.
analysing and
discussed to demonstrate how the
assignments/activities (e.g. personal
personal teaching philosophy, reflections
evaluating
process of systematic analysis and
teaching philosophy, reflections on
on teaching observations, Record of
performances
evaluation has informed and developed
teaching observations, Record of
Impact of CPD) usually describe
and
practice to support learners and learning
Impact of CPD) usually identify and
experiences and issues with few or no
experiences as
thus far.
examine issues and raise questions
questions raised in relation to one’s own
a teacher to
This includes explaining how aspects of
in relation to one’s own practice
practice and experience.
develop own
participant’s practice are identified for
and experience.
Supporting examples from practice to
practice.
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
evaluation).
19
An account is also given of how the
systematic analysis and evaluation of
practice can be sustained throughout
one’s teaching career.
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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).
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