In-service Cert Ed/PGCE/PgDipE (Lifelong Learning) Course Handbook 2015/16
Contents
Section Title
Page No.
1
General information including contacts
3
2
The academic year
9
3
The course
12
4
Participation and feedback
32
5
Administration
34
6
Academic integrity
38
7
Research
40
8
Learning support
40
9
References
45
School of Education and Professional Development, University of Huddersfield
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In-service Cert Ed/PGCE/PgDipE (Lifelong Learning) Course Handbook 2015/16
1
1.1
General information
Courses covered by this handbook
This handbook covers the following courses:

Certificate in Education (Lifelong Learning)

Professional Graduate Certificate in Education (Lifelong Learning)

Postgraduate Certificate in Education (Lifelong Learning)

Postgraduate Diploma in Education (Lifelong Learning)
Please note that the Postgraduate Certificate in Education and
Postgraduate Diploma in Education (Lifelong Learning) are only available at
the University Centre and a limited number of partner colleges.
The courses are managed by the School of Education and Professional
Development.
The handbook contains a number of links to online documents, so that you
may find it more convenient to access the handbook online through the
University Virtual Learning Environment (VLE) at unilearn.hud.ac.uk
1.2
Welcome
The course team is delighted to welcome you to the University of
Huddersfield in-service courses of initial teacher training for the Lifelong
Learning sector. These courses have a major role in the professional
training of teachers and trainers within post-compulsory education and
training and by joining the course we feel that you are contributing to the
overall professional development of the sector.
The Student Charter sets out our commitment to you as a learner, and also
our expectations of your commitment to your studies. Once the link is
available to the Student Charter it will be made available to you here, please
take time to read this statement as you enter the course.
The in-service version of the course is available through a network of
colleges that are approved by the University to offer this provision and are
located throughout the north of England and beyond. This network is known
as the Education and Training Consortium. In this handbook, it will usually
be referred to simply as the Consortium. Although, with the exception of the
Subject Specialist Module, you will study at a single centre, you will be part
of a community of around one thousand trainees, following the same
curriculum and being assessed according to the same criteria. The tutors
and trainees throughout the network of centres are a unique resource
consisting of professionals working in the education and training sector; a
rich source of ideas and experiences.
School of Education and Professional Development, University of Huddersfield
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In-service Cert Ed/PGCE/PgDipE (Lifelong Learning) Course Handbook 2015/16
The course handbook is a source of reference as you undertake the studies
leading to your target award. Your tutors have copies of all course
documents and University regulations and will help you with any remaining
questions that you may have. This handbook is also available in electronic
form on UniLearn (the University’s virtual learning environment). Further
general information about University procedures is contained in the School
of Education and Professional Development Virtual Guide which can be
found on the University website.
The University of Huddersfield awards are endorsed and accredited by
appropriate professional bodies in further and higher education. In FE,
major changes in these bodies are in progress as the Learning and Skills
Improvement Service (LSIS) ceased to operate in August 2013, whilst the
new Education and Training Foundation has been launched. In HE, the
Higher Education Academy (HEA) continues its work as the professional
body for the sector. If you work in either FE or HE, you will need to meet
certain specific requirements as well as the general requirements of the
course. These requirements are outlined in Section 3 (The Course) and
Section 4 (Work-based Learning) of this handbook.
A word about terminology will be useful at this point. To make it clear who
we are talking about at any time in this handbook, we will normally refer to
you (the trainee teacher) as the trainee, to your own students as students
or learners, and to your teachers on the course as your tutors. This and
other language used in the handbook is not meant to be exclusive in any
way. Terms such as ‘college’, ‘teaching’, ‘lesson’, ‘class’ and so on, that
might be taken as implying a traditional and formal setting for learning are
used as a convenient shorthand for the great diversity of learning situations
to be found in post-compulsory education and training. Your centre is the
college within which you are studying the course and is a member of The
Education and Training Consortium. The tutor in overall charge of the
course within your centre is known as the Centre Manager.
If you already have a basic teaching qualification such as Part One of a
Diploma in Teaching in the Lifelong Learning Sector (DTLLS), the City and
Guilds 7407 or 7306/7, or if you have very substantial previous teaching
experience, it may be possible for you to progress more quickly through the
course by making use of this prior learning or professional experience. If
you hold a Certificate in Teaching in the Lifelong Learning Sector (CTLLS)
or Preparing to Teach in the Lifelong Learning Sector (PTLLS), it is possible
to take this into account in your work for this course. Please consult your
Centre Manager to decide if these possibilities might suit your needs and
situation.
School of Education and Professional Development, University of Huddersfield
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In-service Cert Ed/PGCE/PgDipE (Lifelong Learning) Course Handbook 2015/16
ASPIRE
We are often asked the question, 'What kind of teachers does the University
of Huddersfield and its partner colleges aim to produce?' We have chosen
to express our answer to this question through the acronym ASPIRE.
That is, we aim to produce teachers who are Ambitious, Student-Focussed,
Professional, Inspiring and Innovative, Reflective and are Excellent
practitioners.
We look forward to working with you and hope that you enjoy your learning
as a member of the course.
Dr Martyn Walker
In-service Course Leader
School of Education and Professional Development
University of Huddersfield
1.3
Contacts
Our address:
School of Education & Professional Development,
University of Huddersfield
Queensgate
Huddersfield
HD1 3DH
We are based in the Lockside Building.
Our main email address is sepd@hud.ac.uk and our main phone number is
01484 478249.
You can use this email and phone number for most enquiries but not for
reporting absence. If you are studying at the University centre, you should
report absences using a form on the student portal or you can send an
email to sepdattendance@hud.ac.uk. If you are studying at one of our
partner colleges, please follow local procedures for reporting absence.
The University website is: www.hud.ac.uk
The University Virtual Learning Environment is: unilearn.hud.ac.uk
It will also help you if you look at our welcome pack online and our virtual
guide which includes lots of useful information about where we are, how to
contact us and about studying with us.
The University main switchboard is 01484 422288
School of Education and Professional Development, University of Huddersfield
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In-service Cert Ed/PGCE/PgDipE (Lifelong Learning) Course Handbook 2015/16
The University Course Team
Each Centre in the Consortium has its own Course Team consisting of the
Centre Manager and module tutors. You will be given contact details
relating to your own centre by your Centre Manager. In addition, matters
concerning the course as a whole (for example, curriculum development,
curriculum support and quality assurance) are managed by the University
Course Team. The electronic mail addresses of key colleagues are given
below should you need to contact any of us directly. We've included a link to
their staff profile on the University website.
In-Service Course Leader:
Dr Martyn Walker
m.walker@hud.ac.uk
Network Manager:
Professor Roy Fisher
r.fisher@hud.ac.uk
Consortium Director:
David Powell
d.powell@hud.ac.uk
Course Assessment Tutor:
Ms Debs Philip
Course Admissions Tutor:
Ian Rushton
i.rushton@hud.ac.uk
Specialist Conference Co-ordinators:
Cheryl Reynolds
c.reynolds@hud.ac.uk
Jane Wormald
j.wormald@hud.ac.uk
Other Tutors:
Liz Dixon
Judith Kidder
Dr Martyn Walker
Sarah Williamson
l.dixon@hud.ac.uk
j.a.kidder@hud.ac.uk
m.a.walker@hud.ac.uk
s.m.williamson@hud.ac.uk
Course Administrator:
Lindsay Thurlow
l.thurlow@hud.ac.uk
Course Administrative Support Office Floor 2
Telephone: 01484 478180
Results, progression, awards:
Julie Gledhill, ASIS Office: j.a.gledhill@hud.ac.uk@hud.ac.uk
Reception and Student Support Office
If you need to contact us, you can email sepd@hud.ac.uk or ring 01484
478249. Or just call at the reception window if you are studying at the
University or calling in! We are happy to deal with any query, to help you
find your way around the University, find a free room or computer room to
work in, to work out who can help you with any problem or take a message
for a member of staff.
School of Education and Professional Development, University of Huddersfield
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In-service Cert Ed/PGCE/PgDipE (Lifelong Learning) Course Handbook 2015/16
If you want to check on your enrolment status, the modules you are taking,
your results or award then contact the ASIS Office where our staff look after
the student record.
1.4
School senior staff
Dean of School
Professor Christine Jarvis
Head of Department
(Initial Teacher Education)
Dr Roy Fisher
r.fisher@hud.ac.uk
Designated Academic Liaison Officers
Each centre within the Consortium has a Designated Academic Liaison
Officer (DALO), a member of the University staff whose role is to act as a
link between the centre and the University. You will meet your DALO at
Centre Student Panel meetings, Specialist Conference briefings and at
other times as arranged between your centre and the University. In the case
of problems arising from the course which cannot be resolved by your own
tutors or by your Centre Manager, you may wish to contact your DALO. A
list of Designated Academic Liaison Officers and their contact details is
given on the following page.
School of Education and Professional Development, University of Huddersfield
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In-service Cert Ed/PGCE/PgDipE (Lifelong Learning) Course Handbook 2015/16
Designated Academic Liaison Officers (DALOs) and Centre Managers 2015/16
Centre/College
Accrington & Rossendale
College
Askham Bryan College
University Campus Barnsley
(Barnsley College)
Bishop Burton College
Calderdale College
Easton and Otley College
East Riding College
Harrogate College
Hull College
Kirklees College
Leeds City College
City of Liverpool College
The Manchester College
Nelson & Colne College
North Lindsey College
Northern College
Northumberland College
University Campus Oldham
(Oldham College)
Selby College
Shipley College
University Centre
Wakefield College
York College
Centre
Manager
Marta MenorRodriguez
David Brown
Noel Cullinane
DALO
Dr Martyn Walker
Sarah Williamson
Alison Ryan
Adele Sewell
Rachel Terry
Tegan Locke
John Aston
Carol Wilson
William Hawkridge
Corrine Scandling
Dr Nena Skrbic
Katherine Davey
Libby Mooney
Charlotte Bishop
Dianne Clarke
Louise Mycroft
Joyce Guthrie
Martin Lea
Jane Wormald
Liz Dixon
TBC
Jane Wormald
Heather Lister
Ruth Tomlinson
Dr Ian Rushton
Cheryl Reynolds
TBC
Sally Brown
Roy Halpin
Cheryl Reynolds
Sarah Williamson
School of Education and Professional Development, University of Huddersfield
Jane Wormald
Judith Kidder
Judith Kidder
Dr M Walker
Dr Ian Rushton
Dr Ian Rushton
Gwyneth Allatt
Gwyneth Allatt
Martyn Walker
Debs Philip
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In-service Cert Ed/PGCE/PgDipE (Lifelong Learning) Course Handbook 2015/16
2
2.1
The academic year
Term dates/Academic administration timetable/University calendar
The University produces the Academic Administration Timetable - an annual
schedule showing details of key administrative activities such as registration dates,
term dates and the dates for the release of results. To check the dates that affect
your course please go to www.hud.ac.uk/registry/academicadministrationtimetable .
You should also check within your centre for local dates affecting your course.
The University sets provisional term dates a few years in advance and confirms
them for the forthcoming year on an annual basis. To check the term dates for the
next few years please go to www.hud.ac.uk/students/keydates/termdates/
You are expected to be available for the full length of the University academic year.
2.2
Attendance monitoring
As a registered student of the University, you are expected to attend your scheduled
classes – if you are unable to attend a class, you are expected to record your
absence by clicking on the ‘record your absence’ link on the Attendance Monitoring
section on the Student Portal. If you miss classes, your absence will be noted and
you may find that you have to explain your poor attendance. Continued poor
attendance will lead to exclusion from your course. The regulations governing this
can be found at www.hud.ac.uk/registry/regulationsandpolicies/studentregs, just
click on the Student Attendance Policy.
For students studying at the University Centre
If you swipe your attendance at a class please do make sure that you notify the tutor
if you need to leave before the end of the class. Spot checks on attendance are
carried out and discrepancies between the record of those swiped as present and
those actually present at the time of the check may result in disciplinary action.
2.3
Notification of absence
If you are studying at the University Centre
If you are going to be absent or are ill, then please notify us via your Student Portal
why you will be/were absent. You are allowed 24 hours to self-certify your absence
and this is logged automatically into your student attendance record. If you are
unable to complete the information on the portal, then please email
sepdattendance@hud.ac.uk. If you can’t access the portal or email then ring the
main School enquiry line which is 01484 478249. Be aware that when there is a
major traffic or weather incident the line can be very busy! We can update your
attendance record and make sure that you don’t get unnecessary or inaccurate
messages. The reason for absence should be exceptional and be the sort of
situation for which you would seek leave from work.
If you find you cannot attend for more than a week, please ask us for an authorised
absence form by emailing sepdattendance@hud.ac.uk. You should note that this is
not confirmed or registered in our attendance monitoring system until it has been
approved by your personal tutor or Course Leader. Please note that we may ask for
a doctor’s note, medical evidence or other documentation to support your request.
Either way, it’s important that you let us know so we can help and support you.
School of Education and Professional Development, University of Huddersfield
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In-service Cert Ed/PGCE/PgDipE (Lifelong Learning) Course Handbook 2015/16
If you cannot attend for more than two weeks, you may need to consider suspending
your studies. If you are sick or out of contact for a longer time, the University will
complete the suspension on your behalf. Further information about suspension and
withdrawal is included in section 5.6.
If you are studying at another Centre please follow the local arrangements for
notifying absence. Your centre tutors will inform you of these arrangements.
For all students
If you have failed to attend satisfactorily, you will be contacted to find out what is the
reason for your absences. If you then fail to respond to this approach, your centre
manager will send a standard letter, stating that unless you respond within a period
of time you will be deemed to have withdrawn from the course on the grounds of
non-attendance.
In exceptional cases, if you respond offering extenuating circumstances for the
period of absence, you may attend a meeting, with an opportunity of being
accompanied by a friend, to present your explanation. If the explanation is accepted
then a formal restart interview can re-establish you on the programme of study.
Annual study requirements
As a member of an in-service initial teacher-training course, you need to do a great
deal more than simply attend classes. Practical teaching, directed or independent
private study and preparing work for assessment need to be allocated a substantial
amount of time in your working week. The following explain in detail what is
expected of you. Full-time equivalents are indicated as this may help you in applying
for a maintenance grant.
The course normally takes two years. In each year of the course, you will complete
60 credits; the requirement for the equivalent one year full-time course is 120
credits, so that part-time students study at an intensity of 50% of equivalent full-time
students.
University regulations require 100 study hours per 10 credits, so the total annual
commitment to study for a part-time student on this course is 600 hours, or the
equivalent of 100 days of full-time study at 6 hours per day. A large part of this must
be done during the working day because it is based on your professional practice as
an in-service teacher.
The total requirement is made up as follows:
Attendance at taught classes and tutorials:
Attendance for teaching practice*
Attendance for directed study at University or
local study centre**
Attendance for University Specialist Module
(in Year Two)
Private study (Year 1)
Private study (Year 2)
School of Education and Professional Development, University of Huddersfield
18 days (full-time equivalent)
30 days (full-time equivalent)
18 days (full-time equivalent)
2 days (full-time study)
34 days (full-time equivalent)
30 days (full-time equivalent)
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In-service Cert Ed/PGCE/PgDipE (Lifelong Learning) Course Handbook 2015/16
*Full-time equivalent for teaching practice is based on a typical teaching load of 10
hours per week for a full-time pre-service student plus 20 hours of associated
preparation, marking and structured reflection.
**A considerable amount of reading and other tasks (including preparing
assignments) needs to be done, and you need to spend time in your centre library or
learning resource centre. Your tutors will give you reading lists and assignment
briefs connected with the course modules.
2.4
How will I be informed of cancellations or changes to timetabled sessions?
Wherever possible, we will inform you of any changes to your timetabled sessions
by email and/or through UniLearn announcements in advance of the planned
activity. Unfortunately, there are occasions when a lecture may be cancelled at
short notice, usually due to staff absence or as a result of severe weather conditions
(resulting in cessation of public transport).
If a session has to be cancelled at short notice, you will be notified as follows:
1. An announcement will be placed on the module in UniLearn.
2. An email will be issued to those of you who will be affected by the
cancellation.
If a cancelled session is notified to you in this manner, you will not be attendance
monitored.
Students studying at centres other than the University should follow local procedures
for changes to timetabled sessions.
2.5
Examination/assessment periods
An important date is the deadline for the submission of all your assessed work to
your module tutors, which is Monday, 3 June 2014. Your Centre Manager will give
you the exact dates for each piece of assessed work.
The main examination timetable for all courses at the University is also uploaded in
full to the University’s website and, once finalised, can be found at
www.hud.ac.uk/registry/exams/ However, please note that on this course you will not
have any formal examinations.
The University’s resit period is within the final term. Although classes may have
finished at or around Easter you are expected to remain available until the end of the
third term.
2.6
How and when to access your results
Although you will receive feedback on your assessments during the course of the
year, until the marks have been agreed by the Course Assessment Board (CAB),
any marks you are given will only be provisional. Once the marks have been
confirmed by the CAB, the University publishes the formal results for all students online and you can access your results via the University’s Student Homepage and
clicking on the My Results button.
School of Education and Professional Development, University of Huddersfield
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In-service Cert Ed/PGCE/PgDipE (Lifelong Learning) Course Handbook 2015/16
You will receive an email detailing the dates and times that your marks will be
published.
It’s your responsibility to access your results promptly. This is particularly important
as there are time limits for the submission of referred work or appeals – and any
delay in accessing your results may mean that you miss the chance to complete
referral work or ask for a review of your results. If you can’t access the results on
line after the publication date, you should call your School Office to report your
difficulties.
It’s a good idea to print off a copy of your results – then, if you have any queries, you
can take your results along to the School Office or your tutor and ask for further
clarification.
If you want to request a review of your published results, there are limited grounds
on which you can do so – and these can be found at
www.hud.ac.uk/registry/regulationsandpolicies/studentregs
Just scroll down and click on Section 4 Assessment Regulation 7 ‘Appeal against a
decision of an Assessment Board’.
2.7
How do I hand in my work?
Some assignments will be submitted electronically via UniLearn and put through our
anti-plagiarism Turnitin software. Where a hard copy is required (for example a
Teaching Practitioner File) it should be handed in according to the local
arrangements in your Centre. For students studying at the University Centre, hard
copy submissions should be made to the School of Education Reception (Ground
Floor Lockside). Hard copies need to be posted to the Drop Box which is located to
the left of the reception window. Students studying at other centres should follow
local arrangements for submitting hard copies.
All hard copy assignments must be submitted by the agreed submission deadline.
If alternative arrangements are made for an assignment hand in, then you will be
informed by e-mail prior to the submission date.
3
3.1
3.1.
1
The course
Aims and learning outcomes
Introduction
This course has a number of aims and learning outcomes. A course aim is an
aspiration of the course to provide you with certain learning or professional
opportunities. A course outcome is something you will be expected to know, to
understand or to do by the end of the course, and will guide the judgement of tutors
when making decisions on the award of credit or of the complete qualification.
It is very important that you refer to the course outcomes when preparing work for
assessment, particularly in the second year modules. This is so that you can ensure
that your work meets appropriate course outcomes as well as the specific outcomes
stated in the module.
School of Education and Professional Development, University of Huddersfield
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In-service Cert Ed/PGCE/PgDipE (Lifelong Learning) Course Handbook 2015/16
Both the aims and the learning outcomes for each individual award – Cert Ed, PGCE
(H), PGCE (M) and PGDipE – can be found on Unilearn, together with the individual
modules specifications, module handbooks and other course documentation.
3.2
Course structure
The course leads to one of the following four awards:
Certificate in Education
This 120 credit award is the ‘standard’ university level award for teachers in the postcompulsory sector who are not graduates; following a period of professional
formation (see Section 9), it will lead to the status of Qualified Teacher Learning and
Skills (QTLS). It contains 60 credits of study at intermediate level (HE level 2). The
Certificate is equivalent to the new level 5 Diploma in Education and Training.
Professional Graduate Certificate in Education: PGCE (H)
This 120 credit award is the ‘standard’ university level award for graduate teachers
in the post-compulsory sector; following professional formation it will lead to the
status of Qualified Teacher Learning and Skills (QTLS). It contains 60 credits of
study at honours level (HE level 3). It is at a higher academic level than the new
level 5 Diploma in Education and Training but contains equivalent practical content.
This award was introduced nationally to clarify the distinction between initial teacher
training for graduates, which was normally postgraduate in time but not in level, and
postgraduate study in education as an academic discipline (such as an MA in
Education). Thus, the Professional Graduate Certificate in Education is the direct
successor to the initial teacher training award commonly known as a ‘PGCE’ and
has the same abbreviation. For more information, see the QAA website at
http://www.qaa.ac.uk/academicinfrastructure/FHEQ/PGCEstatement.asp.
Postgraduate Certificate in Education: PGCE (M)
This 120 credit award is intended for graduate teachers in the post-compulsory
sector who wish to undertake a programme at Master’s level, and will also lead
(following professional formation) to the status of Qualified Teacher Learning and
Skills (QTLS). Although it has the traditional title commonly associated with the
abbreviation ‘PGCE’, it contains 60 credits of study at Postgraduate (M) Level. Entry
to this programme is limited at present to the University and certain partner
colleges, and is subject to a selection process. For more information, please
speak to your Centre Manager.
Postgraduate Diploma in Education: PGDipE
Like the PGCE (M), this 120 credit award is intended for graduate teachers in the
post-compulsory sector who wish to undertake Master’s level study, and achieve the
status of Qualified Teacher Learning and Skills (QTLS). All 120 credits are at
Postgraduate Level, and for this reason it is called a Diploma – however, it is
essentially a PGCE which is entirely at Master’s level. The PGDipE gives direct
access to a full Master’s ‘top-up’ award, the MA Teaching in Lifelong Learning. Entry
to this programme is limited at present to the University and certain partner
colleges, and is subject to a selection process. For more information, please
speak to your Centre Manager.
School of Education and Professional Development, University of Huddersfield
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In-service Cert Ed/PGCE/PgDipE (Lifelong Learning) Course Handbook 2015/16
3.3
Credits, core, compulsory and optional choices
Whichever award is taken, the course has a modular structure consisting of four
core modules (the two second year modules are offered at three levels, depending
on your intended award). Each module carries a credit rating of 30 credits and a total
of 120 credits is required in order to gain the award. The level of each module is
significant; achievement at intermediate level is sufficient to gain the Certificate in
Education but 60 credits at honours level are essential for the Professional Graduate
Certificate and 60 credits at postgraduate level are required for the Postgraduate
Certificate. The Postgraduate Diploma, introduced in 2013/14, and only available in
certain centres, consists of four 30 credit Postgraduate Level modules.
Interim award
For trainees who leave the course having successfully completed 60 credits from the
Year One modules, an interim award is available: the University Certificate in
Teaching in the Lifelong Learning Sector (Postgraduate Certificate in Teaching in the
Lifelong Learning Sector for PGDipE students). Should you wish to take this award,
you will need to discuss the procedure with your Centre Manager. Please note that
trainees who take the interim award must take a break from study of at least one
year before resuming the Cert Ed or PGCE course.
Modules
The overall course structure is shown below:Year One (All Awards apart from the PgDipE)
Module Title
Credit
Level
Teaching, Learning and
Assessment
Personal and Professional
Development
Module Code
30
F
DFA7135
30
F
DFD7135
Level
I
Module Code
DIK7235
I
DID7235
Year Two (Certificate in Education)
Module Title
Credit
Understanding Curriculum and
30
Professional Issues
Teaching a Specialist Subject
30
Year Two (Professional Graduate Certificate in Education)
Module Title
Credit
Level
Module Code
Studies in Curriculum and
30
H
DHK7235
Professional Issues
Studies in Teaching a Specialist 30
H
DHD7235
Subject
School of Education and Professional Development, University of Huddersfield
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In-service Cert Ed/PGCE/PgDipE (Lifelong Learning) Course Handbook 2015/16
Year Two (Postgraduate Certificate in Education)
Module Title
Credit
Level
Advanced Studies in Curriculum 30
M
and Professional Issues
Advanced Studies in Teaching a 30
M
Specialist Subject
Module Code
DMK7235
DMD7235
Year One and Two (Postgraduate Diploma in Education)
Module Title
Credit
Level
Module Code
Principles of Teaching, Learning 30
M
DMA7135
and Assessment
Teaching and Researching in
30
M
DMD7135
Lifelong Learning
Advanced Studies in Curriculum 30
M
DMK7235
and Professional Issues
Advanced Studies in Teaching a 30
M
DMD7235
Specialist Subject
Detailed specifications of the modules will be found in separate module handbooks
and on UniLearn, available from your Centre Manager.
Accreditation of Prior Learning (APL)
There are three mechanisms for accrediting your prior learning as part of the
requirements for the Certificate, Professional Graduate Certificate, or Diploma in
Education:
 Negotiating a learning contract to include evidence of your prior learning in one
or more learning outcomes. This will be particularly appropriate if you already
hold a PTLLS or CTLLS teaching qualification – in this case ‘standard’ learning
contracts to help you with the process are available from your Centre Manager.
Evidence for the remaining module outcomes should then be produced in the
normal way, either via the assignments or by negotiation, documented in the
learning contract. Please ensure that you distinguish clearly between evidence of
prior learning and evidence of learning in the module.
 Making a claim for Accreditation of Prior Experiential Learning (APEL) against a
complete module (specific credit). You may do this if you believe that you have
already achieved all of the learning outcomes for a particular module, and can
produce evidence to support this.
 Making a claim for Accreditation of Prior Learning Achievement (APLA) against
one or more modules. For the Cert Ed, PGCE (H) and PGCE (M) this would be
appropriate if you have already successfully completed a City & Guilds 7407
Stages One and Two, or another Cert. Ed. /PGCE course elsewhere. It may then
be possible to award credit to you on the basis of this prior achievement. For the
PGDipE, any APLA claim must demonstrate achievement at M level. Consult your
Centre Tutor if you think that you may have a claim for APLA (it is not possible to
consider claims for APLA based on the City and Guilds 7306/7).
 PTLLS and CTLLS awards consist of 6 credits and up to 24 credits respectively.
They cannot therefore be used to make APLA claims against complete modules.
School of Education and Professional Development, University of Huddersfield
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Please note that any APL claims for specific credit must be submitted for
assessment by 31 October of your first year of study.
If you are expecting to achieve credit through the APL procedures adopted by the
course you should use the APL document (obtainable from your Centre Tutor)
to identify your evidence and write up the reflective summaries which you will need
to support your claim. Each claim must be matched against the outcomes contained
in the modules for which you are seeking accreditation.
It is important to note that the principle on which an APL claim for a complete
module is made is that you have already achieved the learning outcomes, and
therefore do not need to study the module. If you find that you need a significant
amount of tutor support to put together your claim (for example, if you need detailed
explanations of what the module outcomes mean or what might be appropriate
evidence), it is likely that an APL claim is not appropriate in your case and you
should study the module in the normal way.
The course regulations do not permit the award of credit by APL against the
second year modules.
Teaching and learning
One of the distinctive features of a course of professional training in education is that
the teaching and learning strategies used by tutors are actually part of the content of
the course as well as its delivery. Your tutors will often encourage discussion of the
methods they use and their effectiveness. This helps you to make judgements about
what will work with your own trainees. You are required to reflect critically on the
processes that help you to learn, or that provide barriers to learning. These
considerations are the philosophy underlying the prominence of ‘reflection’ in the
course and the requirement in your Personal Development Plan to set down your
thoughts on the process of your own learning.
You should expect to encounter a wide range of teaching and learning activities as
you work through the course. You will work in small groups and on your own, attend
lectures and seminars as well as presenting your own seminars. Work-based
learning will be an important feature of your studies, not just in relation to practical
teaching but also to develop your wider professional role. A similar variety of
assessment strategies will also be encountered, ranging from essays and projects to
teaching observations and peer assessment.
How much work you do on a module, and how it is divided between tutorial time and
private study, will depend on the nature of the module. For a 30-credit module, it is
normally expected that you devote a total of 300 hours study time to the
module. Typically, this might involve 45-60 hours group time with the remainder
being supervised teaching practice, reflection, tutorials, meetings with your mentor,
directed study tasks and individual private study.
Underlying the selection of teaching and learning strategies by your tutors is the
basic assumption that the course will operate as an adult learning environment. You
will be expected to develop autonomy as a learner, to ‘take responsibility for your
own learning’, and to co-operate in supporting the learning of your peers. The idea of
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an adult learning model is also part of the content of the course, and you will learn
more about its assumptions and approaches in your work on the modules.
Reflection
This course, in common with others in the School of Education and Professional
Development, requires you to engage in reflective learning. The fact that you are
learning as a teacher or trainer means that the processes by which you and your
peers learn are an important resource for your own practice.
In addition, professional standards for teachers require you to engage in reflection.
The purpose of this section is to help you to develop an understanding of what we
mean by reflective learning or practice and to be more effective in your own
reflection.
Avis, Fisher and Thompson (2014) contains a chapter on Reflection. A study pack
on reflective practice (Reynolds, 2003) has been developed by Barbara Reynolds of
Harrogate College. It is available on UniLearn or from your tutor.
Definitions of reflective learning and teaching
[Reflection is the] active, persistent and careful consideration of any
belief or … knowledge in the light of the grounds that support it and the
further conclusion to which it tends.
Dewey (1933, p.9)
Reflection in the context of learning is a generic term for those
intellectual and affective activities in which individuals engage to explore
their experiences in order to lead to new understandings and
appreciations.
Boud & Walker (1985, p.19)
Reflection involves the critique of assumptions about the content or
process of problem solving … The critique of premises or
presuppositions pertains to problem posing as distinct from problem
solving. Problem posing involves making a taken-for-granted situation
problematic, raising questions regarding its validity.
Mezirow (1991, p. 105)
The term reflective practice is particularly associated with the work of Schön (1983)
and has proved to be immensely influential in professional education and training.
Practitioners are encouraged to develop problem-solving skills relating to situations
at work beyond just selecting from a pre-determined formula or procedure. This is
done by reflecting on their experience of similar situations and the effectiveness of
the solutions they have tried. The process of reflection involves generalising and
making educated guesses about what will work in the future. These generalisations
are then tested and their effectiveness as guides to practice is evaluated.
The reflective practice model goes beyond merely ‘thinking about one’s teaching’. By
restricting reflection to practice, practitioners may not regard their own values,
beliefs and assumptions, or those of the system within which they work as open to
question. Schön describes reflection which is simply concerned with finding a better
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means to an unquestioned end as ‘single-loop’ learning. He encourages
practitioners to engage in reflection that questions the ends themselves, what he
calls ‘double-loop’ learning.
This second strand of reflection, in which we explicitly question underlying
assumptions and aims, is known as critical reflection (Mezirow, 1991). It encourages
learners to reflect on contradictions and dilemmas inspired by clashes between their
own world-view and the value-system of the situation within which they work. This
can lead to a fundamental re-making of the reflector’s value-system and is a direct
product of the process of critical reflection. Mezirow calls this transformative learning
and contends that it is more important than the solution of the problem that originally
prompted the critical reflection
A third strand within the area of reflective learning is the idea of critical
consciousness associated with Paulo Freire (1970) and his ideas of emancipatory
learning. It emphasises group, rather than individual, discussion of issues and takes
its themes from the collective concerns of group members. Its aim is largely political;
to identify structural factors which constrain the lives, practice and understandings of
specific groups and to recognise the political interests operating through such
constraints.
When you wish to reflect on a particular issue, you may have good reason for
operating entirely within one of these strands; at different times any one of them may
be the most appropriate. Alternatively, when confronting a complex issue you may
find it useful to bear in mind all three strands. For example, you might reflect on how
to achieve a given objective in your work, such as implementing a quality assurance
procedure (reflective practice). Going further, you might also consider the basis of
your own judgements about what constitutes a desirable outcome in this situation
(critical reflection, possibly leading to transformative learning) and to ask whose
interests are served by the establishment of such a system (critical consciousness).
It will be clear that the idea of ‘reflection’ is a complex one and can be interpreted in
different ways. In this course, we take the following working definitions:

Reflective learning is the systematic analysis and evaluation of what, how and
why you are learning. The reflective learner actively considers the content of
their studies but also questions and seeks to improve their learning process, by
thinking about the various factors contributing to their learning: themselves, the
tutor, other trainees, experience as a teacher and so on. It will include elements
of transformative learning and critical reflection (see above). Reflective learning
is particularly important in a programme of teacher training because it provides
you with a direct insight into the experiences of a learner; you should use this
insight to help inform your own teaching or training. The main places for you to
demonstrate reflective learning are the Personal Development Plan and the
Curriculum and Professional Issues modules.

Reflective practice is the systematic analysis and evaluation of what, how and
why you are teaching or training. It questions and seeks to improve your
professional practice by means of the approach outlined above; however, this
course requires you to go beyond constructing ‘personal theories’ and relate your
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analysis of practice to the knowledge and understanding you are gaining through
the modules you study. Reflective practice will always include critical reflection
and may lead to elements of transformative learning. The assignments and your
written evaluations in the Professional Practice modules will be the main ways in
which you demonstrate reflective practice.

Reflection is used to indicate reflective learning or reflective practice when either
or both is intended.
Reflection in the in-service course
Reflection will occur in the course in different ways:
 Your own informal reflection which you undertake simply because you are
interested in the issues raised by your teaching or training and by your study on
the course.
 The reflection taking place in your group as you work on the modules, perhaps
initiated by the tutor or perhaps by group members.
 Many of the assignments require you to reflect on particular issues raised in the
module (for example, ‘lesson reflections’ in the Professional Practice modules).
 The Personal Development Plan provides several opportunities for you to reflect
on your own learning and teaching.
The following table summarises the different ways in which you need to reflect in
your assessed work.
Focus of
reflection
Your own
learning &
development
How demonstrated
Where and when
Personal Development
Plan
Module assignments.
Before and during tutorials
and meetings with your
mentor.
Some modules have
learning outcomes asking
you to reflect on your
learning within the module.
Before and after each
observation, using TP1 &
TP3.
In modules DFD7135,
DMD7135, DID7235,
DHD7235, DMD7235 (see
module assignments).
All modules.
Module assignments.
All modules.
Module assignment
Your own
teaching
Reflections on teaching
observations.
Lesson reflections in
teaching file.
Processes,
policies and
theories of
education and
training
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You may find it helpful to maintain a ‘learning diary’ in which you set down on a
regular basis your reflections on teaching and learning. When writing up work for the
course, you then draw on your journal as a resource. The process of fairly
continuous written reflection helps ‘break the ice’ and takes a lot of the pressure off
when you come to the more formal requirements of the course.
Levels of reflection
Thinking about the influential strands in reflection described earlier can provide a
starting point for your own reflective activity. Confronting a particular issue, you
might ask: Is this about practice, for the moment not questioning the values or
assumptions behind it? Is it a situation which challenges my value-system, so that I
want to think about how and why I feel in relation to it? Is it a situation which makes
me want to question the political or economic forces lying behind it?
To improve your reflective abilities you should work with the Reflective Practice
study pack, either on your own or preferably within a group. You should also
consider reflective writing produced by yourself and by others, analysing them to
understand the way in which they approach their concerns.
Examples of reflection can be very diverse in terms of the depth at which they tackle
an issue. The following scheme (due largely to Mike Allen, a former tutor at the
University of Huddersfield) shows a hierarchy of levels of reflection which will prove
useful in analysing your own writing.
Description
This is simply a non-evaluative account of your unsupported memory of an event:
“we had a visiting speaker on counselling who talked about some of her own
experiences”.
Evaluation
Personal evaluation. This includes the writer’s immediate impression of the event:
“we had a most interesting input from a practising counsellor. I found this to be very
helpful”.
Supported evaluation. This relates the event to other involvement including
discussion, mapping on to personal experience and reading. “I discussed the input
from the counsellor with my group. We agreed that the personal experience of the
counsellor gave us a deeper insight into the ethical considerations than we had
beforehand” or “what the speaker claimed is contrary to my own extensive
experience in student support” or “I note from my reading that both directive and
non-directive counselling are described. The speaker made no use of the latter. I
can see that this is because she is not involved in career counselling where this may
have a role”.
Analysis
This may include the use of a theoretical perspective: “the non-critical relationship
between the counsellor and the client indicated that she was establishing the sort of
unconditional positive regard described by Carl Rogers” or “her use of specific
instances from her experience to demonstrate general principles was a good
example of inductive teaching”.
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Application and technical reflection
This is the transfer of reflection to your current practice: “the most interesting aspect
of the input was the use of personal anecdotes. I will experiment with this in my law
class” or “the room was much too large. I could neither see nor hear properly. When
faced with this problem I think I will try a team approach. I could have a lead lecture
using the PA system and the large screen PowerPoint projector, with a follow-up in
small tutorial groups”.
Critical reflection
This is the questioning of the assumptions and values underlying practice: “I was
concerned that many of the counselling examples were concerned with retaining
students on course, rather than identifying the best action for that student – which
may involve leaving the course” or “having seen and heard the excellent practice of
the counsellor, aimed at supporting students rather than achieving organisational
targets, I am much more positive than before about the role of student counselling in
my organisation”.
Brookfield’s critical lenses
An additional perspective on the depth of your reflection is Brookfield’s (1995) idea
of the four ‘critical lenses’. To fully reflect on a teaching/learning situation, he
suggests, you need to look at it through your own eyes but also the eyes of your
colleagues, your students and of theoretical literature.
In conclusion
You may find it helpful to look at your own reflections and see whether they
represent a reasonable spread over the above. If much of your reflection is at the
first or second level, try to use this hierarchy to increase the use you make of
reflecting. Use Barbara Reynolds’ resource pack to explore, in more detail, the
available models and strategies relating to reflection.
The ITT/E Qualifications register and HE Academy recognition
The University of Huddersfield awards of Certificate in Education and PGCE
(Lifelong Learning) were endorsed in 2007 by Standards Verification UK (SVUK) as
meeting the requirements of the Secretary of State for initial teacher training in the
FE and skills sector. SVUK was the ‘verification arm’ of Lifelong Learning UK
(LLUK), the body charged by the then Labour Government with regulating teacher
training for the sector. As a result of changes introduced by the Coalition
Government, LLUK and SVUK were abolished and their work largely taken over by
the Learning and Skills Improvement Service (LSIS), with some functions being
carried out by the Institute for Learning (IfL).
A particular responsibility of IfL was to maintain the ITT/E Qualifications Register, a
database of approved teacher training programmes for lifelong learning. All formerly
endorsed programmes, including those of the University of Huddersfield, were
transferred to the ITT/E Register. However, due to on-going changes in government
policy on FE, the ITT/E Register is ‘on hold’, and does not include more recently
validated programmes such as the PGDipE. For information about the current status
of the Register, you should monitor the IfL website, although please note that the
closure of IfL is imminent and relevant information may be more reliably obtained
from the website of the Education and Training Foundation www.et-foundation.co.uk/
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In addition to recognition of our courses by bodies responsible for FE, the University
of Huddersfield programmes are accredited by the HE Academy for trainees working
in higher education. If you work in either of these sectors, then you will need to meet
certain specific requirements as well as the general requirements of the course. By
doing this, you will be able to obtain professional recognition at either Associate
Fellow or Fellow level. Please note that HEA currently charges a fee for recognition,
unless you teach in a member institution of the Academy. You should consult your
centre tutors about HEA recognition and whether you would need to pay a fee
Qualified Teacher Learning and Skills
In September 2007, the Labour Government introduced a large-scale reform of initial
teacher training for the post-compulsory sector (often described as Lifelong
Learning). These reforms were claimed to constitute a ‘step-change’ in the quality of
training and involved a new set of standards for teachers in the sector and a new
qualifications framework.
A key element of this framework is the status of Qualified Teacher Learning and
Skills (QTLS), which was intended to be analogous to Qualified Teacher Status
(QTS) in school teaching. In 2012, a change in government regulations enabled
holders of QTLS to be employed in schools on the same basis as those holding QTS
(see
www.education.gov.uk/schools/careers/traininganddevelopment/qts/a00205922/qltsguidance ). Please note, however, that possession of QTLS does not provide QTS;
it is currently regarded as being equivalent.
It is important to note that QTLS is currently awarded by the Institute for Learning
(IfL) and not by the University, and that IfL is due to close. The future of QTLS is
therefore very uncertain.
Recognition by the Higher Education Academy
The Higher Education Academy (HEA) is the recognised professional body for teaching in
higher education; this course is accredited by HEA.
If a substantial part of your teaching is in higher education (whether in an HE institution,
higher education in an FE college, a school of nursing or some other organisation
delivering HE), you are in principle eligible for recognition by the HE Academy once you
have successfully completed this course. However, Certificate in Education trainees
seeking this recognition must, in the second year, take the honours level modules
DHD7230 and DHK7230 instead of the corresponding intermediate level modules.
Should you wish to seek HEA recognition, you will need to complete additional sections as
part of your PDP. The documentation for this, including comprehensive guidance, is
contained in the HEA-PDP and is available from your Centre Manager.
Further information about the HE Academy is available on their website.
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3.4
Assessment
Grading of modules
The course as a whole is graded Pass or Fail.
In Year One of the course, the modules DFA7135 and DMA7135 are graded Pass or Fail.
The modules DFD7135 and DMD7135 are also graded Pass or Fail, but as part of your
work for the module you will discuss with your tutor an agreed indicative grade
(Outstanding, Good, Standards Met or Fail) for your work over the year. The purpose of this
indicative grade is to help you to assess your level of achievement and to engage in action
planning for further development.
In Year Two of the course, the Teaching a Specialist Subject modules are formally graded
as Outstanding, Good, Standards Met or Fail (an equivalent literal mark will appear on your
credit transcript, with Outstanding = A, Good = B and Standards Met = C). The Curriculum
and Professional Issues modules will be graded as Pass or Fail.
For more details on the grading process, please see the PDP Guidance Notes. In 2013/14
we are also piloting a new online PDP, for which the guidance is different. Your centre
tutors will inform you if your centre is taking part in the pilot.
Module learning outcomes
Every module has a module specification, which sets out the learning outcomes and the
assessment strategies to be used in determining whether or not they have been achieved.
A module specification also gives details of the content normally covered in the module and
of recommended reading. Module specifications are given in separate module handbooks
(the specifications can be found in UniLearn and on the University website).
Learning outcomes fall into two categories:
 Knowledge and understanding outcomes, which relate to knowledge of the module
content and to understanding of relevant theoretical principles, concepts and issues;
and
 Ability outcomes, which relate to specific skills and abilities, work-based competence
and key transferable skills.
The assessment strategy for a module will typically provide the opportunity for you to
demonstrate achievement of both categories of outcome, by asking you to reflect, to
analyse, to criticise and to synthesise and also to actually do or produce something.
You will also be asked to show that you can relate together the two types of outcome, in
other words to show that you can integrate theory with practice. You will frequently be
asked to show how the theoretical knowledge you have gained in the module can be
applied to your practical teaching and training or to your other professional duties, or
alternatively to show how your practice can illustrate or suggest general principles and
theories.
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Learning contracts and assignments
The assessment strategy for a module will make use of an assignment, a learning contract
or possibly both.




The assignment for a module should meet the needs of the majority of people studying
the module. However, due to the diversity of working contexts experienced by our
trainees, it is possible that you may feel that a particular assignment is not entirely
appropriate for you.
In this case, you should discuss with your module tutor how to amend the assignment to
make it suitable, and record your amendments in a learning contract form. You may
then work to the amended assignment brief.
You may also negotiate a learning contract in the case that you feel that alternative
work significantly different to the standard assignment would be more appropriate to
your professional development needs.
When negotiating a learning contract, you must take care to ensure that the evidence
you propose is of at least the same quality as the work required by the assignments.
This will ensure that standards are maintained throughout the course.
Formative assessment
Throughout the course, formative assessment takes place in a variety of forms and
contexts. These include:
 The initial assessment process
 Group discussions, literature reviews and case-studies
 Academic writing exercises
 Teaching observations
 Presentations and microteaching sessions by trainees, individually or in groups
 Regular PDP reviews
 Drafts of work for summative assessment
In many of these examples, feedback is informal and immediate. In some cases, for
example teaching observations and the Initial Teaching Assignment, feedback is more
formalised and standard University forms are used.
For many instances of formative assessment, Centre Teams and individual tutors use their
professional judgement to determine an appropriate variety, depth and frequency of
assessment, having regard to the needs of the group and of individual students as well as
time constraints and the resources available.
Under University regulations, the assessment strategy for every module must contain
opportunities for formative assessment. In addition to informal opportunities such as those
described above, Cert Ed/PGCE/PgDipE assignments normally provide the opportunity for
trainees to submit a draft of their work.
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What is a draft?
A draft is a substantive attempt at a piece of summative assessment. It will therefore have
the following features:
 It responds to a specific assignment brief or learning contract
 It contains a significant proportion of the word count (or equivalent) of the
assessment (at least 20 per cent)
 Although not necessarily in its final form, it provides an indication of the likely form,
content and quality of the final submission (so a set of bullet points, for example,
would not be a draft)
How many drafts am I entitled to submit?
According to the University Assessment and Feedback Strategy, this varies according to
the level of the module and the year of study (see Sections 1.6 and 1.7 of the University
Strategy). In the Cert Ed/PGCE/PgDipE:
For the Year 1 modules, trainees are entitled to feedback on one complete draft for each
assignment.
 At the discretion of the module tutor, feedback on further drafts may be given if the
trainee appears to be at risk of failure in one or both of these modules.
 For the modules at Intermediate, Honours and Masters level grouped under the
headings Curriculum & Professional Issues and Teaching a Specialist Subject,
feedback should be more limited but should also take into account that the
programme is a practice-based course and therefore trainees may require practicespecific support and guidance.
 In the Curriculum and Professional Issues modules, trainees are entitled to feedback
on one draft of each assignment
 In the Teaching a Specialist Subject modules, trainees are entitled to feedback on
the following elements of the Teaching File:
 The reflective journal
 PDP3, PDP4 and PDP7
 Discussion and evidence relating to the grading process
 In the Teaching a Specialist Subject modules, Specialist Conference Tutors will give
feedback on a draft of the Conference Paper
 At the discretion of module tutors, one tutor re-assessment per module will apply if a
final submission is not of Pass standard but appears to be retrievable in time for the
tutor to re-mark the work and submit the result before the credit deadline for the
main Course Assessment Board.
When can I submit a draft?
As part of the induction process, Centres will provide information to you on deadlines for
both drafts and final submissions. If you don't submit a draft by the relevant deadline, you
will not be entitled to feedback but, at the discretion of the module tutor, feedback may be
given. You should note that in such cases feedback may well be very brief, depending on
when the draft is submitted.
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Word count
Module specifications and assignment briefs provide approximate word counts. These
indicate both the expected depth of treatment of each component of assessment, and the
economy of language to be used. You should endeavour to meet the stated word counts,
and should not normally submit work significantly below the word count. In some cases a
minimum required word count is stated.
The ability to structure written work, and to write with appropriate concision having regard to
the assessment guidelines, are important academic skills. It should be noted that where
word limits are exceeded beyond a tolerance of 10 per cent this will impact negatively on
the grade/mark awarded, having regard to the related assessment criteria. For this course,
in which grading is based on Ofsted criteria located within PDP7, consistently exceeding
word limits by more than 10 per cent may lead to you receiving a lower grade in the
‘Trainee Characteristics’ section of PDP7.
The Minimum Core for Language, Literacy, Numeracy and ICT
As a professional teacher or trainer, you will be expected to display an appropriate level of
ability in language, literacy and numeracy and in other key transferable skills such as
information technology. These skills will be assessed during the application process and
through your coursework. Because it is appropriate skill levels, rather than formal
qualifications, that are required, it is not compulsory to achieve specific literacy, numeracy
or ICT qualifications during the course. However, you will need evidence of achievement in
literacy and numeracy in order to be awarded QTLS. We therefore strongly recommend
that, if you do not already hold a level 2 qualification in literacy and numeracy (for example,
GCSE Maths and English at grades A*-C) you aim to achieve this by the end of the course.
A national minimum core has been introduced for all trainees in relation to language,
literacy, numeracy and ICT (LLUK 2007a, b). This requires that you achieve a level of
knowledge, understanding and personal skills in the three areas sufficient to:
 Support the learning needs of your own students in applying language, literacy and
numeracy skills (up to level 2) within the context of your teaching subject;
 Support your own understanding of professional issues in education and training.
You will be assessed on these skills in two different ways:
 Through the general assessment criteria set out earlier.
 Through the application of language, literacy and numeracy within your own subject
area as required in the modules you undertake.
You will also need to demonstrate an appropriate level of achievement in other key
transferable skills. Again, the general assessment criteria set out our expectations in these
skills.
If you think that you may need support in order to achieve an appropriate level in the
minimum core or in any other key skill, please discuss this with your tutors as soon as
possible. You should certainly expect to receive feedback on your performance in this area
if there are any problems, and may find that your tutor has indicated specific points relating
to key skills in your marked work.
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As well as any specific support you may require, there are many opportunities for key skill
development within the modules you will study. The table below shows how you will
demonstrate achievement in key skills through your work in these modules.
Key Transferable
Skill
Oral and Written
Communications
Information
Management
Inter-personal and
intra-personal
Domains and
Improving own
Learning
Information and
Communication
Technology
This may include:
Academic referencing
(Harvard)
Reading academic papers
Essay writing
Critical writing
Reflective writing
Note taking
Report writing
Written applications (jobs,
courses)
Handling and presenting data
Critical analysis of data
Solving problems
Analysing numerical data
Interpretation of graphical
information
Identifying sources
Avoiding plagiarism
Giving and receiving
feedback
Taking part in meetings
Team building
Solving problems
Group work
Basic confidence in ICT
Basic ICT skills
Word processing
Producing tables
Layout and style
Spreadsheets
File Management
Portfolio building
Avoiding plagiarism
Presenting numerical data
Oral
presentations/discussions
Seminars/tutorials
Interviews and appraisal
Using images and
illustrations
Presentation skills
Researching, analysing and
using information from a
wide variety of sources such
as libraries, the Internet,
Intranets, World Wide Web,
CD-ROMs, newspapers,
journals and educational
texts
Leadership of teams and
groups
Evaluation of own
effectiveness
Organisational skills
Planning and time
management
Virtual Learning
Environments (UniLearn)
Electronic Communications
Power Point/data projection
Using multimedia packages
Video conferencing
Data base graphics
Ethical practice and confidentiality in assessed work
In the work you submit for modules, you will quite often include examples of work from
your students, information relating to your organisation and so on. When you do this,
please ensure that you do not identify individuals. A section of the module cover sheet
reminds you of this and asks you to confirm that you have taken the necessary
measures.
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You may also need to undertake research as part of your work for modules. Each
module handbook contains an ethical statement which outlines the precautions you
need to take, including consulting the guidelines of the British Educational Research
Association.
An excellent book on research methods and related ethical issues is Heath et al. (2009);
see the references at the end of this handbook.
If you work in the National Health Service, you need to take great care if you carry out
primary research for any of your modules. A wide-ranging Research Governance
Framework (2001) applies in the NHS, and it is possible that some forms of module work
(anything involving primary research with NHS patients or employees, beyond what you
would normally do as part of your teaching post) may be affected by the framework. If
you feel that the framework might apply to some research you plan to do for the course,
speak to your line manager well in advance and keep your centre manager informed.
3.5
Progression and award regulations
The University has a standard set of assessment regulations that applies to all courses.
These can be found in Appendix 1 at
www.hud.ac.uk/registry/regulationsandpolicies/studentregs
Please make every effort to familiarise yourself with these regulations as you will be
expected to be aware of the regulations under which you are to be assessed. If you
have any queries about the regulations please ask for clarification from your Course
Leader or Module or Personal Tutor.
3.6
Maintaining the accuracy and currency of the student record
When you completed your registration, you will have been asked to confirm that the
personal and contact details held for you by the University are correct. You must keep
this information up to date, amending such things as your local address and mobile
numbers as necessary. If the University tries to contact you in line with the details you
have provided and you have moved and so miss out on vital information, the University
will not accept this as a good reason for you being unaware of something.
It’s also important to be sure that your name is recorded correctly as the name which will
appear on your award certificate will be exactly as it appears on the system. Award
Certificates will not be reissued if your name has been incorrectly or incompletely
recorded.
To check and update your details please go the University’s Student Homepage and
click on MyDetails.
3.7
Aspects of health and safety specific to the course
We take your health and safety very seriously. Where necessary, risk assessments will
be undertaken for your study and we will provide you with a checklist to use when you
start your placement(s). If you have any concerns about health and safety matters,
please report them to the School Office reception desk in Lockside building. Issues
about any health and safety matters at your Centre should be highlighted to your Centre
Manager.
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3.8
The Personal Development Plan (PDP)
Introduction
In each of the following modules, you are required to maintain a Teaching Practitioner
File, which records your development as a practitioner in teaching or training throughout
the course:
 DFD7135 Personal and Professional Development
 DMD7135 Teaching and Researching in Lifelong Learning
 DID7235 Teaching a Specialist Subject
 DHD7235 Studies in Teaching a Specialist Subject
 DMD7235 Advanced Studies in Teaching a Specialist Subject
An important component of the Teaching Practitioner File is your Personal
Development Plan (PDP). The purpose of the PDP is to enable you to plan, record and
reflect on your learning and achievement as you progress through the course. Personal
Development Planning is now a standard requirement in UK higher education, and is
defined by the Quality Assurance Agency (2004) as:
a process undertaken by an individual to reflect upon their own learning,
performance and/or achievement and to plan for their personal, educational
and career development. The primary objective for PDP is to improve the
capacity of individuals to understand what and how they are learning, and to
review, plan and take responsibility for their own learning.
As well as this general context for PDPs in higher education, the government reform
agenda for teacher education, begun in Success for All (DfES, 2002) and continued in
Equipping our Teachers for the Future (DfES, 2004) and the Further Education White
Paper of 2006, made an individual planning process a specific requirement of initial
teacher training and continuing professional development. From 2007, it was a statutory
requirement for teachers having the status of Qualified Teacher Learning and Skills
(QTLS) to keep a Professional Development Record in order to maintain their licence to
practise. The PDP is intended to help you gain experience of this process and to transfer
smoothly into the new system in due course.
Your tutor will use this document as the basis of discussion about your progress as a
teacher so you will need to make sure you keep it up to date. If you teach on higher
education courses (whether in HE, an FE college or in a vocational area such as
nursing or police work) you may wish to apply for membership of the Higher Education
Academy (HEA). This course is accredited by HEA and successful completion of the
course, including an additional section of the PDP related to HEA recognition, may make
you eligible. Please ask your University tutor for HEA documentation.
A separate booklet provides detailed guidance on the use of the PDP. In 2013/14 we are
also piloting a new online PDP, for which the guidance is different. Your centre tutors will
inform you if your centre is taking part in the pilot.
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3.9
Work-based learning: Teaching observations and mentor arrangements
Teaching observations are a vital part of any teacher training course. Naturally, they can
be quite stressful as teaching is a very personal activity and we often feel uncomfortable
at the thought of an ‘outsider’ watching us with our trainees. However, education and
training is increasingly open to public scrutiny and you may well need to get used to
frequent observation and inspection as part of the normal activity associated with your
role.
Frequency of observations and specialist observations
You will normally be formally observed teaching on four occasions in Year One and
Year Two (a total of eight observations for a two-year course). Ideally, the four
observations in each year will be spaced fairly evenly (perhaps one or two per term).
The great majority of observations are always conducted through an in-person visit from
a tutor, but it is also possible to be assessed on occasion through video evidence of your
teaching.
At least once during your time on the course, your mentor should conduct a joint
observation with your tutor, either by observing one of your classes or some other form
of teaching observation to support them in observing you and giving feedback according
to the standards of the course. This will help familiarise your mentor with our
developmental ethos and the procedures to follow. Please note that this joint
observation is in addition to the specialist observation conducted by your mentor (see
below). Wherever possible, the joint observation should take place before the specialist
observation. In certain circumstances, and at the discretion of your Centre Manager, this
joint observation may not be necessary as your mentor may already be familiar with the
course and trained in observing.
For in-person visits, please be prompt in supplying your tutors with details of your
teaching timetable so that together you can identify suitable times for observations.
Remember that it is your responsibility to ensure that observations are arranged at
appropriate times and that you do not run out of teaching with observations still to take
place. If you have not been observed teaching, you cannot pass the practicebased modules.
Video-based observations also need to be agreed and arranged in good time and they
involve particular requirements. Two DVDs, “A Trainee Guide to Using Video in
Observations of Practice” and “A Practical Guide to Using Video in Observations of
Practice”, are available from your tutor to guide you through this process. They contain
advice, procedural and practical guidance and illustrative video clips. See also the
section Video and the Observation of Practice below.
Whenever possible, one of the three formal observations will be a specialist
observation made by a tutor whose teaching subject is the same as (or close to) your
own; this will normally be your mentor. Alternatively, a member of your centre team who
has an appropriate specialism might carry out this specialist observation. The feedback
you receive will be focused on specialist teaching issues. Your centre will brief you on
arrangements for your specialist observation.
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Preparing for and reflecting on teaching observations
The following points are intended to help you in preparing for formal teaching
observations.
 You will normally be observed by someone you know. This will often be your module
tutor, but in some circumstances it is necessary for other tutors to undertake the
observation. Nevertheless, you should be given an opportunity to meet your observer
before the visit and to find out about their expectations.
 You will need to be well-prepared before the session. Make sure you have spare
copies of lesson plans and teaching materials to give to your observing tutor
when they arrive, and that the room has somewhere for the tutor to sit.
 You must complete the preparation form TP1 before the session and give it to your
tutor on arrival.
 You may also need to show your ongoing teaching practitioner file to the tutor and
discuss other aspects of the module. Check on this in advance.
 You should normally expect feedback immediately following the session, and a
written version of the feedback (on form TP2 for a generic observation or TP4 for
a specialist observation) either there and then or as soon as possible thereafter. If
pressing commitments mean that there is no opportunity for feedback at this time,
make an appointment with the tutor for feedback as soon as possible.
 You do not pass (or fail!) the module on the basis of a single session; instead, the
feedback and your own materials and reflections form part of the overall evidence
you need to collect to show that you have achieved the outcomes. Keep them in your
teaching file.
 Don’t forget to complete the reflection form TP3 in which you give your own
reflections on the feedback and the way you plan to address the development points
raised by the observing tutor.
 Your teaching file for Year One will form the basis for planning for improvement in
Year Two.
Following the observation, you will need to keep copies of your lesson
materials, and of the relevant forms, in your teaching practitioner file.
Additional observations, trainee presentations and microteaching
As well as the formal observations, you should try to obtain as many additional teaching
observations as is practicable. Negotiate observations with your mentor, with close
colleagues and with fellow trainees. As part of your work on the Initial Teaching
Assignment and elsewhere in the course, you will take part in presentations to other
trainees and in microteaching sessions. All of these activities will give you ‘food for
reflection’ and you should make use of them in the work you submit for modules.
Mentor arrangements
As part of the course, you are required to arrange for a suitable person to act as your
mentor. Ideally, your mentor will be a person who teaches the same subject area as you
(or a closely related one), has a teaching qualification and is a more experienced
teacher than you are. Your mentor would also need to be willing to spend time talking to
you about teaching issues and your progress on the course (about an hour each month),
and to observe your teaching at least once each year.
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When arranging a mentor, you need to be confident that they will meet the following
criteria or have equivalent qualifications and experience:
1. Have a recognised teaching qualification.
2. Be employed as a teacher and/or have substantial experience of teaching in
Lifelong Learning.
3. Have the same or a related specialism to your own.
4. Be sympathetic to the developmental ethos of the course and not act as an
‘inspector’.
If you are unsure about whether a possible mentor would be appropriate, or if you have
any other questions about arranging a mentor, please consult your Centre Manager as
early as possible in the course.
Your mentor will not normally take part in the formal tuition and assessment of your
work on the course, but should provide support and guidance as you progress,
particularly in relation to teaching and learning issues related to your specialist area. You
should find that the process of reflecting on your learning and practice, and the
development of your Personal Development Plan, are both greatly enhanced by having
a mentor with whom you can talk things over.
4
4.1
Student participation and feedback
Student panel – how to raise an issue/student reps
Staff/Student Panels are held twice a year in each centre and are timed to precede and
report to the Course Committee at the University. The Student Panel meeting at your
centre is organised by your Centre Manager. You will be invited to participate in
discussions with staff and fellow students and to voice your suggestions and concerns.
The Course Leader will provide a summary of issues raised at the Course Committee
and on a student panel rolling log on UniLearn. You can find out more information about
how you can have your say in the virtual guide.
4.2
Course Committee
The Course Committee meets twice a year. It includes students, University staff and
employer representatives and is chaired by the Course Leader. It provides an
opportunity to share and update knowledge, identify matters of concern and disseminate
information. You will be asked to identify a representative for each year of your course to
attend the Course Committee and the Students’ Union offers training.
The dates of the meetings can be found following the link.
4.3
Representation on School Board and other School Committees
There are also opportunities to represent other students on the senior committee of the
School, School Board and other committees. If you are interested please see the Deputy
School Services Manager, Jane Reddington. Just ask at Lockside reception desk for
her.
4.4
Course and module evaluation
NSS
The University participates in the National Student Survey (NSS) - a census of students
across the UK, which has been conducted annually since 2005. It is aimed at mainly
final-year undergraduates and collects feedback from students about their experience of
their courses. The survey operates in the Spring Term and students eligible to
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participate will receive notification of how and when to participate.
UCES (University Course Evaluation Survey)
Students are also invited to give feedback on their course via an internal on-line survey.
The survey is run towards the end of the Spring term and you’ll be notified via email
when it is available for you to complete.
Module Evaluation Survey
Students are also invited to give feedback on individual modules via an internal on-line
survey. The survey is run towards the end of each module and you’ll be notified via
email when it is available for you to complete.
4.5
Complaints process
The University makes every effort to provide you with a rewarding and stimulating
learning experience but it accepts that there may be occasions when you wish to raise a
concern. If you do have a concern it is important that you raise it as soon as possible so
that necessary actions can be taken to resolve the situation. You may find that options
for resolution are limited if you allow your concerns to continue indefinitely. You may
want to discuss the issue in the first instance with a relevant tutor or your personal tutor
or raise it via the Student Panel for your course.
Complaints process about this course across the centres
If you are dissatisfied with any part of the course provision, you should first attempt to
resolve this locally, by discussing your concerns with your tutor and/or your Centre
Manager. If it is not possible to resolve the issues in this way, you should contact a
member of the University staff. This will normally be the Designated Academic Liaison
Officer for your Centre. Alternatively, you may contact the Course Leader or Network
Manager.
The formal complaints procedure compromises three stages: an informal approach with
emphasis on local resolution, a formal procedure which includes mediation, and an
appeal stage.
The University has a pool of Student Conciliators and you may find it useful to approach
your School’s Conciliator with a view to resolving your concern without the need to enter
the formal complaints process. A summary of the conciliation process and a list of
Conciliators can be found here:
www.hud.ac.uk/regs/
The full regulations on complaining can be found at Section 8 at the following link:
www.hud.ac.uk/registry/regulationsandpolicies/studentregs
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5
5.1
Administration
Where to find information
The University publishes a range of documentation which forms the regulations that
underpin your course. For further guidance on where to access various aspects of these
regulations please have a look at
www.hud.ac.uk/regs/index.php/index.php
Included in the regulations is information on the Code of Conduct and the Student
Charter which outline the expected responsibilities of both students and the University.
An overview of assessment regulations can be found in the Student Handbook of
Regulations. The Student Handbook for the Foundation degree in Early Years provides
a simplified guide to these regulations. Module specifications set out assessment
strategies for each module. Minimum pass mark for each module is 40%. You can find
out more information in our Virtual Guide. The course programme specification and
module specifications are available on the University website and you will find them on
UniLearn, our virtual learning environment. We will show you how to access these
during your induction at the University (and you can always ask to be shown again later).
The following sections deal with a number of formal matters affecting teaching and
assessment in the course. It should be read in conjunction with the definitive statements
concerning these matters, which detail the course-specific and University requirements
which must be followed. These include:
 Section E of the University Regulations for Awards, available online (see link
above)
 The Students’ Handbook of Regulations, available online at (see link above)
 The requirements of LLUK on the minimum number of teaching observations and
other aspects of teacher training courses for the lifelong learning sector
5.2
Submission of assessed work
Deadlines and Extensions
The course calendar indicates the general guidelines for submission of work that apply
across the course. Your own centre will also publish deadlines for specific modules, and
it is important that you try to meet these deadlines if at all possible, even if you feel that
your work could still be improved. However, if you feel that you might be unable to meet
a module deadline please consult your tutor at the first available opportunity.
Unexpected outage of TurnItIn
The standard means for submitting written coursework is via TurnItIn. Although rare,
unplanned service outages do happen. The University does not wish to see students
disadvantaged by such outages and, depending on the length of the outage, may
arrange for deadlines to be extended to give students reasonable opportunity to submit
their work. If this is the case, a message will appear on the system to explain when
service was lost and what arrangements have been made to extend your deadline. If
you are at all uncertain of the arrangements, please do contact your School Office.
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5.3
Deadlines/Extensions/Extenuating circumstances (ECs)
Deadlines for the submission of assessed work are strictly applied. There are
procedures in place for you to request a short extension to a deadline but this request
has to be made no later than two working days after the published submission date.
Late requests for extensions are not accepted and you run the risk of scoring a
maximum of 40% for that piece of work if submitted late but within 5 working days of the
original deadline, or 0% if submitted later than this without an approved extension.
The University understands that there may be times when your ability to complete a
piece of assessed work or to concentrate on your studies may be hindered by factors
beyond your control – such as illness or personal difficulties. The regulations include a
process to allow students who are affected in this way to bring these extenuating
circumstances (ECs) to the attention of the relevant people in the School (such as the
Course Assessment Board) so that proper account can be taken. Please be aware that
a claim for ECs will usually only be accepted where you’ve been able to demonstrate
that the circumstances described have had a direct impact on you and were substantial
and unexpected - in all other cases students would be expected to negotiate an
extension. The regulations for ECs can be found in Section 5 at
www.hud.ac.uk/registry/regulationsandpolicies/studentregs
When completing an EC form please be careful to include the correct modules and
assessments and to be sure that you attach appropriate and acceptable evidence to
your claim, you should submit a request via the Student Portal.
Extenuating circumstances claims should be sent by post to the address below. Inservice trainees should also send a copy to their Centre Manager.
Address for Extenuating Circumstances Claims
Extenuating circumstances claims must be sent to Julie Gledhill as stated below, to
arrive no later than 5 working days after the submission date.
Janine Downs
School of Education and Professional Development
University of Huddersfield
Queensgate
Huddersfield HD1 3DH
5.4
Arrangements for the return of work and feedback
You should normally receive feedback on your assessments three teaching (i.e. term
time) weeks after the submission date for the assessment. Submission dates are
detailed on the Module Assessment Timetable which may be viewed at hyperlink.
Feedback should help you understand why you received the mark and what you can do
to improve your performance in future assessments.
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For all students
Quality of Feedback
We always endeavour to provide trainees with feedback that is timely, clearly expressed
and constructive. All Centres will, whenever practicable, adhere to the following
guidelines:
 Dates for submission of written work, including both drafts and final submissions,
should be provided to trainees during the induction period. Dates should be
chosen so that holidays or other events that may delay feedback do not
significantly disrupt the assessment process.
 Trainees submitting written work by the relevant deadline should normally receive
written feedback within three weeks of the deadline. You should normally receive
feedback on your assessments three teaching (i.e. term time) weeks after the
submission date for the assessment. See section 5.2 for how to access the
deadlines if you are studying at the University. Feedback should help you
understand why you received the mark and what you can do to improve your
performance in future assessments.
 Feedback on written work should comprise both annotations on the script and
overall evaluative comments.
 Constructive language should be used and should highlight strengths of the
submitted work as well as areas for development.
 Overall evaluative comments should make clear the main priorities for
improvement and what needs to be done to close the gap between current
performance and the level of performance to be targeted (for example, what
needs to be done to pass; what needs to be done to achieve a higher grade)
 Feedback on practical performance (for example, teaching observations or
trainee-led presentations) should be given as soon as possible after the
performance has taken place. This will normally include oral feedback, but in the
case of practical performance which is part of an assignment (teaching
observations, microteaching sessions and the Personal Skills Presentation are
the main examples), written feedback should also be provided.
 Feedback on the various stages of the Specialist Conference Paper will follow the
guidance provided by the Conference Organisers. Information on the assessment
and feedback process for the Conference is available on the Conference
UniLearn website.
Moderation is undertaken to ensure consistency of assessment and to monitor the
standards of students’ work. Normally a small sample of assessed work from each group
of students is selected for moderation and these assignments will be looked at by the
course external examiners.
Student assignments selected for moderation will be returned as soon as the moderation
process has finished. An Internal moderation event will take place each year, normally in
May or June at the University. External examination of written work takes place in June.
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Course Assessment Boards (CABs)
The main CAB is usually held in July. The role of the Board is to approve the
recommendation of the tutor marking the assignments and to confer the credit for each
module passed onto the student. You receive confirmation of their credits achieved after
each exam board via the web. We will let you know the date and how to receive your
results via your University email account.
A sample of scripts from all modules is internally moderated by the staff team. External
examiners are approved by School Board and appointed by the University's Learning
and Teaching Committee. A sample of scripts from all modules is read by external
examiners who report to the Course Assessment Board. Their role is to 'exercise an
oversight of students' overall performance and carry out a responsibility for monitoring
the comparability and fairness of the assessment processes for all the modules which
comprise the course, including the condonement of modules.
Feedback for assessed work will normally be available within three weeks of the
submission date; however scripts may need to be retained for internal and external
moderation. All work will be available for collection once the student’s results have been
confirmed via the web.
5.5
Arrangements for borrowing equipment/accessing labs/studios
The School has a range of equipment to help you study if you are based at the
University, mainly to help you record audio or video files. The technical support team
based on the second floor, room 1 in Lockside can advise you on what will suit you best.
5.6
Requests to change personal tutor/modules/courses/ withdraw/suspend studies
At the start of your course you will be allocated a personal tutor.
It may be possible early in the academic session to ask to swap modules or courses if
you’re unhappy with the choices you have made. This cannot be guaranteed and can
only happen if you make your request within the first three weeks of your course and if
the tutors involved agree. If you’re thinking about making a change please discuss this
as soon as possible with a member of academic staff – probably your personal tutor or
Course Leader.
If you wish to make any changes for example withdrawing or suspending your studies,
or would like to request a different personal tutor, please contact your Centre Manager
or the Course Leader.
5.7
Use of University email account
If anyone from the University needs to contact you by email, we will only use your
Unimail account. There is a facility within that for you to forward all emails arriving in
your Unimail account to your private email account. If you wish to activate this facility
please do so by following the directions at www.hud.ac.uk/students/it/unimail/
You should check your email account regularly to be sure that you have not missed any
important emails.
The regulations regarding the use of the University’s IT system, including emails can be
found in Section 10 at www.hud.ac.uk/registry/regulationsandpolicies/studentregs/
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5.8
Intellectual property (IP)
Postgraduate -taught
The default position is that postgraduate students studying on taught courses shall own
all IP in their work. The University reserves the right to acquire IP from such students; it
is anticipated that this is most likely to occur where a Masters project contributes to a
larger commercial opportunity from the research group of the supervising academic.
6
6.1
Academic integrity
Student’s responsibilities
The University regards any action by a student that may result in an unfair academic
advantage as a serious offence. It is your responsibility to ensure at all times that the
assessments you complete are entirely your own work and that you have used the
relevant referencing technique correctly and in full. Please be particularly careful when
discussing your assessments with others – it is a breach of regulations to share your
work with other students. The full set of regulations which govern academic integrity can
be found under Section 4, Assessment Regulations 3 and 4 at
www.hud.ac.uk/registry/regulationsandpolicies/studentregs/
If you are struggling with an assignment and need help with academic protocols in terms
of referencing please contact your module tutor or the School’s Academic Skills Tutor,
Jane Mullen (see the contact details, section 1 above)
All trainees should learn about plagiarism and how to avoid it, as well as other aspects
of academic writing and use of literature, as part of their work on the module DFD7135
Personal and Professional Development (DMD7135 in the case of the PGDipE). In the
case of direct entrants to Year Two, advice on plagiarism should form part of the
induction process.
Please remember that making your work available to another student (even if you tell
them not to copy it) may lead to an allegation of a breach of the academic integrity
regulations being brought against you.
Guidance on Academic Integrity
As a member of a professional and academic course community, it is of the utmost
importance that your academic conduct (including the way you approach assessed work
and also your relationships with others) is of a high standard. In particular, academic
integrity such as plagiarism is viewed extremely seriously by the University.
As stated earlier, all trainees should learn about plagiarism and how to avoid it, as well
as other aspects of academic writing and use of literature.
During taught sessions and tutorials, and during other time spent on campus, on
placement and with other students and staff, you should bear in mind the University’s
Fitness to Practise Regulations. Students on professional courses must behave
professionally at all times.
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Learning support; E-learning services and support
There is an increasing range of facilities and services available to you “on-line”. Up-todate information is available either from the separate “Consortium E-Learning
Handbook”, or from consortium.hud.ac.uk and then “Learning Resources” in the
Student Area. You can directly access the sites below by clicking on the links under
‘services’ on the consortium home page
TITLE & ADDRESS
The University of
Huddersfield
www.hud.ac.uk
The University Library
www.hud.ac.uk/cls
UniLearn
(The University’s VLE)
unilearn.hud.ac.uk
Consortium
(The on-line presence of
CPCET)
consortium.hud.ac.uk
6.2
DESCRIPTION
The main web site of the University with details of
all the services it provides for its students,
including those who study off-campus – and a
direct link to UniLearn with guidance on accessing
it.
For a range of information on learning resources
and on-line services – from ordering books and
downloading e-journals, to using self-study packs
on study skills and remote and/or specialised
databases. It also has a wide selection of advice,
FAQs, guides etc in its “Help” section.
A Virtual Learning Environment (VLE) with noticeboards, resources and selected course documents.
UniLearn is accessible once you are registered as
a student of the University on the in-service course
for Cert. Ed or PGCE.
A “gateway” to many other relevant web sites (see
“Links”); this site provides information and a wide
variety of services and “tools” for enhancing your
learning and teaching.
Support for referencing
Academic reading and referencing
As well as being a programme of professional training, the course is a higher education
course and as such you are expected to engage in scholarship related to the discipline
of education. This means that you are required to read widely and systematically, and to
make use of your reading in the work you produce for assessment. Some of the ways in
which the course supports this requirement are set out below:



All modules have reading lists associated with them. You should make yourself
familiar with their contents and make use of a range of these texts in your work.
An extremely comprehensive guide to reading in post-compulsory education and
training is produced by the University, along with a course reader. The guide will be
helpful in exploring topics in more depth, or from a different perspective. The reader
provides a number of recent key articles relevant to your work on the course.
The catalogue of the University library is available online at the University website
http://www.hud.ac.uk. You will also be able to gain electronic access to online
journals and e-books through this website, using Summon (see
www.hud.ac.uk/library/finding-info/e-resources/summon/ ).
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It is important to understand that the course assessment criteria require you to make use
of appropriate literature in your assessed work. You cannot pass a module without doing
this. You also need to be aware of the distinction between primary and secondary
sources:


A primary source is an article in a refereed journal, a book by an original author, a
government report or piece of legislation etc. Thus Schön (1983) is a primary source.
A secondary source is a publication (usually a book, but it may be a review article,
website etc.) containing summaries of primary sources. Thus Hillier (2002) describing
and analysing Schön’s work is a secondary source.
In foundation level modules, secondary sources are perfectly acceptable but you should
also make use of at least some primary sources. The course reader will be helpful here.
In honours level modules, it is a requirement that you make use of a range of primary
as well as secondary sources (see the course assessment criteria for honours level).
The course reader and module reading lists will provide starting points, but you should
also carry out your own literature searches to find further relevant reading.
Remember that you should not only read, but also refer to your reading in reflections,
assignments and other coursework. Use the ideas you have found in your reading to
support and enrich your arguments, giving quotations where appropriate.
When referring to published work, you should use our referencing system (other
correctly applied systems of academic referencing will not be penalised, but tutor
feedback will recommend that you use this system). Persistently incorrect or inadequate
referencing will be penalised and you should expect to have work returned to you for
correction in such cases.
You can find a guide to the referencing system in the virtual guide
7
7.1
Research
Staff research interests
If you are interested about the background and research interests of the staff who are
teaching you, you can find their profiles on the University website on this page and
search for them by their surname.
7.2
Opportunities to access research and other public seminars
There are lots of opportunities to attend public lectures and seminars across the
University and they cover a vast range of subjects. Most are advertised on the University
website and any of particular interest will be posted on the School Facebook site and
through our Twitter account (eduhuduni).
8
8.1
Learning support
Tutors
The tutors will give you all the support you need or post you in the right direction to get
the help you need. All you need to do is to ask!
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8.2
E-learning opportunities including UniLearn
We use UniLearn in a myriad of ways and try to build your e-learning experience through
the course. In addition to your tutors, the School has a specialist technician who can
help advise and support you in using UniLearn and other online forms of learning. Jebar
Ahmed can be contacted in the Technical Support Office at the end of the second floor
of Lockside. He offers induction sessions to help you find your way round in the first few
weeks of your course and you can contact him at any stage of your course.
8.3
Learning Centre/Academic skills tutor
The library and computing centres operate as one service and aim to enhance your
learning experience. You will find more information in the support services guide below.
We work very closely with the librarians and computing services to ensure your needs
are met.
The Academic Skills Tutor for the School of Education and Professional Development is:
Jane Mullen 01484 478103
j.mullen@hud.ac.uk
You should ask your Centre Manager about academic skills support available in your
centre.
8.4
IT support – School and Computing Services helpdesks
There are two contacts to help you with technical enquiries. The first is operated by the
School on the second floor of Lockside where technical support can help with logons,
UniLearn access, the use of applications and equipment and they support the computers
and printers/scanners in the labs. We hold some specialist applications you may find
useful, which you can access on any computer you can log onto across the University,
including in the library. If you find any problems please let them know. They also offer
loan of equipment, mainly for audio and video recordings and can help advise on what
will suit your needs best and transfer your materials to discs etc. if you need help. They
have a helpline phone number which is 01484 478181. They are available during office
hours.
University computing services also offer a helpline which is open 24 hours a day on
01484 473737 which you can use as an alternative.
8.5
Students with specific circumstances or other responsibilities
If you feel you have a condition or circumstances that require specific support or, for
example, you want to talk to someone about being assessed for dyslexia, please make
contact with Disability Support Services.
Please remember that at any point in your studies if you are facing any difficulties or
challenges in managing your work, you are welcome to approach any of your tutors or
discuss the matter with your personal tutor.
School of Education and Professional Development, University of Huddersfield
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In-service Cert Ed/PGCE/PgDipE (Lifelong Learning) Course Handbook 2015/16
9
9.1
Other sources of support
PortalPlus
You can change your personal details (including your address), view your end of year
results and re-register for the next stage of your course on-line via PortalPlus
This is your 24/7 online one-stop shop that gives you access to a wealth of University
resources from any location.
Login using your University username (e.g. u0812345) and password. PortalPlus
understands who you are, logs you in automatically and displays information, options
and applications which are relevant to your personal profile.
Use PortalPlus for instant access to:







Your library account; catalogue, E-journals and e-resources via Summon
UniMail
UniLearn
My details, My results
Personal Storage
Timetables
University and World News and much more
PortalPlus can be found at portalplus.hud.ac.uk whether you are on or off campus and
is available to you 24/7.
9.2
Student’s Union
The Student’s Union represents, supports and advises students on all aspects of their
time at university. It offers you a chance to have a say in the things that affect your daily
life as a student.
The Student Central building is located centrally on the main Queensgate campus – and
iPoint, which is a one-stop resource centre for all things to do with student activities.
Here you can find out about sports clubs, societies, volunteering, events and student
media including RadioHUDD and the Huddersfield Student, the Union’s own newspaper.
You can access more advice and information on anything related to the Students’ Union
at www.huddersfieldstudent.com/
9.3
Showcasing your research
Interested in showcasing your research? Fields: journal of Huddersfield student research
is a peer reviewed journal that features primarily work by undergraduate students but
can include occasional postgraduate taught work. The journal will only accept
submission from students registered at the University of Huddersfield and will include
articles but also welcomes submissions from practice based research which can include
poems, designs, music scores, drama productions, case studies etc. Where creative or
non-textual work is submitted a short commentary is required. The remit is to support
and showcase the best of our student work in terms of research across all the seven
Schools that make up the University of Huddersfield. More information at:
www.hud.ac.uk/tali/fields/
School of Education and Professional Development, University of Huddersfield
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9.4
Academic librarians
The Library staff are organised into subject teams to help students get the most out of
the service. You can request help in your subject by contacting the team direct. For
more details, see the website at www2.hud.ac.uk/cls/library/subjects/
The Library and Computing Centre
The University Library and Computing Centre provides you with full access to a wide
range of books, journals, electronic information, IT facilities and staff support (available
evenings and weekends). Services can be accessed electronically from home or
workplace and orders/requests can be made by e-mail, fax or telephone. In some
instances orders can be delivered for a nominal charge.
Drop in IT facilities are available all the time on Lockside first floor in floor 1, room 42,
and there are many other rooms with PCs in which you can use when they are not in
use for teaching. We post on the plasma screen in Lockside reception which labs are
free each day of the week so you can check there anytime (or ask at the reception
desk).
9.5
Wellbeing and disability services
We are here to support you throughout your time at University so that you can make the
most of your experience while you are here and leave better equipped to face the future.
We provide disability support and support with personal issues through welfare,
counselling and mental health support. We help students who are falling behind with
their studies or attendance, or experiencing difficulties with their course through Back on
Track.
We offer one-to-one drop-in, booked appointments and group sessions. We provide a
wide range of information at events and through our website and Facebook page and
Twitter.
Web: www.hud.ac.uk/student-services
Facebook: UoHWellbeing Twitter: @Disability_HudU
Contact us: 01484 472227 or visit us in the Student Central
9.6
Careers and employability
How do you become an employable graduate? Who is in control of your career planning
at University? Where can you turn to when you need support and advice?
We offer careers appointments, free workshops and dropins all year round and you can
still receive help from us for up to three years after graduation. You can also use our
Student JobShop where we advertise full and part time vacancies.
Look out for the green EmployableME character around campus and particularly within
the Careers Centre in Student Central. EmployableME is our innovative and fresh
approach to careers and employability at the University of Huddersfield. It is about taking
control of your own career planning – with support from your professionally qualified and
experienced award winning careers team.
School of Education and Professional Development, University of Huddersfield
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In-service Cert Ed/PGCE/PgDipE (Lifelong Learning) Course Handbook 2015/16
Whatever point you’re at on your course, the Careers and Employability Service is here.
From the moment that you arrive on campus everything that you do and learn from that
point onwards – whether from Careers, your course, the Student’s Union or on work
placement – will help you reach your end destination of becoming an employable
graduate.
Find out more about us at Student Central or online at
www.hud.ac.uk/careers
@HudUniCareers
Facebook HuddCareers
9.7
Student Finance Office
The Student Finance Office offers information and guidance regarding possible sources
of funding for all courses in the University. You can also access budgeting advice and
discuss a variety of options and strategies in order to manage on a budget.
The service manages facilities for the billing and payment of income to be collected by
the University, and can offer debt advice via personal and confidential sessions with
trained staff.
9.8
Health Centre
All students (and their partners and children) are eligible to register, as long as you live
in the practice area. The Heath Centre’s website can be found at
www.universityhealthhuddersfield.co.uk/ .
9.9
Student Centre
If you have queries about aspects of your course to do with fees, replacement ID cards,
council tax letters and fee queries – or if you want to make an appointment to see a
Disability Advisor or Welfare Officer, please refer to the iPoint team in Student Central.
9.10 Faith Centre
The Faith Centre is for all students, whatever your faith and even if you haven’t got one.
It has a range of prayer rooms and quiet rooms and its website can be found at
www.hud.ac.uk/wellbeing-disability-services/faithcentre///index.php
9.11 Student Charter
The Students’ Union has agreed a charter which sets out what you can expect from the
University and what the University can expect of you in return.
School of Education and Professional Development, University of Huddersfield
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References
Avis, J., Fisher, R. and Thompson, R. (Eds.) (2014) Teaching in Lifelong Learning: A guide
to theory and practice. Maidenhead: Open University Press.
Boud, D. & Walker, D. (1985) Barriers to reflection on experience, in Boud, D., Keogh, R.
and Walker, D. Reflection: Turning Experience into Learning. London: Kogan Page.
Brookfield, S. (1995) Becoming a Critically Reflective Teacher. San Francisco: Jossey
Bass Wiley.
Dewey, J. (1933) How we Think: A Restatement of the Relation of Reflective Thinking to
the Educative Process. Boston: D. C. Heath.
DfES (Department for Education and Skills) (2002) Success for All. London: DfES
Publications.
DfES (2004) Equipping our Teachers for the Future: Reforming Initial Teacher Training for
the Learning and Skills Sector. London: DfES Publications.
Freire, P. (1970) Pedagogy of the Oppressed. Harmondsworth: Penguin.
Further Education White Paper (2006) Raising Skills, Improving Life Chances. Nottingham:
DfES Publications.
Heath, S., Brooks, R., Cleaver, E. and Ireland, E. (2009) Researching Young People’s
Lives. London: Sage.
Hillier, Y. (2002) Reflective Teaching in Further and Adult Education. London: Continuum
International Publishing Group.
LLUK (Lifelong Learning UK) (2007a) Addressing Literacy, Language, Numeracy and ICT
Needs in Education and Training: Defining the Minimum Core of Teachers’ Knowledge,
Understanding and Personal Skills. London: LLUK.
LLUK (2007b) Inclusive Learning Approaches for Literacy, Language, Numeracy and ICT.
London: LLUK.
LLUK (2007c) New Overarching Professional Standards for Teachers, Tutors and Trainers
in the Lifelong Learning Sector. London: LLUK.
Mezirow, J. (1991) Transformative Dimensions of Adult Learning. San Francisco: Jossey
Bass.
Quality Assurance Agency (2004) Policy statement on a progress file for Higher Education
[online]. Available at www.qaa.ac.uk. Accessed 21 July 2006.
Schön, D. (1983; reprinted 2004) The Reflective Practitioner: How Professionals Think in
Action. New York: Basic Books.
Smith, M (1999) Reflection. http://www.infed.org/biblio/b-reflect.htm, (Accessed 1 July
2004).
Thompson, R. & Robinson, D. (2008) Changing step or marking time? Teacher education
reforms for the learning and skills sector, Journal of Further and Higher Education, 32 (2),
pp. 161-173.
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