School of Sport and Education
PGCert Secondary Education: Science with Biology, Science
with Chemistry, Science with Physics
and Physics with Mathematics
with
Recommendation for
Qualified Teacher Status
2013-2014
Module Study Guides
ED55019
ED55020
ED55021
September 2013 (RT)
1
Contents
Module Code and Title: ED55019 Education Studies I ... Error! Bookmark not defined.
Intended Learning Outcomes ...................................................................................... 6
Module Content ........................................................................................................... 8
Induction Week ........................................................................................................ 8
Week 2 .......................................................................................................................
Week 3 .......................................................................................................................
Week 4 .......................................................................................................................
Week 5 .......................................................................................................................
Week 6 .......................................................................................................................
Week 7 .......................................................................................................................
Weeks 8, 10-16 ..........................................................................................................
Week 9 (Half term) .....................................................................................................
Week 11 .....................................................................................................................
ED55019: Reading List .............................................................................................. 21
Module Code and Title: ED55020 Education Studies II ............................................ 24
Intended Learning Outcomes .................................................................................... 24
Module Content ......................................................................................................... 25
University Closure Period ....................................................................................... 25
Week 17 .....................................................................................................................
Week 18 .....................................................................................................................
Week 19 .....................................................................................................................
Week 20 .....................................................................................................................
Week 21 .....................................................................................................................
Weeks 22-29 ..............................................................................................................
Week 28 .....................................................................................................................
ED55020: Assignment 2 ............................................................................................ 32
ED55020: Reading List (to accompany ED55019) .................................................... 35
Module Code and Title: ED55021 Education Studies III ........................................... 38
Intended Learning Outcomes .................................................................................... 38
Module Content ......................................................................................................... 39
Weeks 30-34 ..............................................................................................................
Week 35 .....................................................................................................................
Week 36 .....................................................................................................................
ED55021: Assignment 3 ............................................................................................ 40
ED55021: Reading List (to accompany ED55019 and ED55020) ............................. 42
Assignment Guidance and Using the Harvard Referencing System ...................... 43
Assessment ............................................................................................................... 43
Handing-in Coursework ............................................................................................. 43
Deadlines and Extensions ......................................................................................... 43
Mitigating Circumstances ........................................................................................... 44
2
Marking Criteria ......................................................................................................... 44
Marking Procedures................................................................................................... 45
A Guide to Marking Criteria ........................................................................................ 46
Undergraduate Grade Descriptors ............................................................................. 46
Postgraduate Grade Descriptors ............................................................................... 47
Length of Coursework ................................................................................................ 48
Returning Coursework and Feedback ....................................................................... 49
Failing a Module ........................................................................................................ 49
Presentation ................................................................................................................ 49
Presentation of Assignments ..................................................................................... 49
Spelling ...................................................................................................................... 50
General Conventions ................................................................................................. 50
Writing in the Third Person ........................................................................................ 50
Reference to organisations or abbreviations ............................................................. 51
Illustrations ................................................................................................................ 51
APA System............................................................................................................... 51
Copies ....................................................................................................................... 51
Title Page ..................................................................................................................... 52
Literature Searching ................................................................................................... 53
Making and Organising Notes ................................................................................... 54
Citation Management................................................................................................. 55
Referencing ................................................................................................................. 56
Terms ........................................................................................................................ 56
Citing ......................................................................................................................... 56
Conventions ............................................................................................................... 56
Reference to authors ................................................................................................. 56
Quotes under two lines .............................................................................................. 56
Quotes longer than two lines ..................................................................................... 57
Reference to a single author, or group of authors ..................................................... 57
Reference to an author cited in another publication................................................... 57
Other Electronic References ...................................................................................... 58
Lecture Notes ............................................................................................................ 58
References ................................................................................................................... 58
General Guidelines .................................................................................................... 58
Book by a single author ............................................................................................. 59
Book by more than one author................................................................................... 59
Article in a journal ...................................................................................................... 59
Chapter in a book ...................................................................................................... 59
Paper presented at a conference............................................................................... 59
Unpublished paper/Master's thesis/PhD thesis .......................................................... 59
Internet References Individual works ......................................................................... 60
Citing E-Journals ....................................................................................................... 60
3
Newspaper ................................................................................................................ 60
TV and Radio ............................................................................................................. 60
Lecture Materials ....................................................................................................... 61
Library........................................................................................................................ 61
Ethics ........................................................................................................................... 62
Confidentiality ............................................................................................................ 62
Negotiating Access .................................................................................................... 62
Data ........................................................................................................................... 62
Plagiarism and Cheating ............................................................................................ 62
Appendix 1 ................................................................................................................... 64
Marking System ......................................................................................................... 64
Appendix 2 ................................................................................................................... 65
Task: Using the Harvard Referencing System ........................................................... 65
Appendix 3: Writing at Masters Level ........................................................................ 70
Planning..................................................................................................................... 70
The Topic ................................................................................................................... 70
The Focus .................................................................................................................. 71
Reading ..................................................................................................................... 71
Planning the Writing................................................................................................... 72
Writing ....................................................................................................................... 72
The Format and Structure .......................................................................................... 73
Some Cultural Aspects of Academic Writing ............................................................. 74
Critical Evaluation ...................................................................................................... 75
Using Other People’s Ideas ....................................................................................... 75
Revising ..................................................................................................................... 76
Checking the Language ............................................................................................. 77
Checking the Organisation ........................................................................................ 77
Reference .................................................................................................................. 78
4
Please note: This document must be read in conjunction with all other course
documentation. The content of sessions is indicative and subject to change.
The aims for the course can be categorised into Knowledge and understanding,
Cognitive skills and other skills and attributes, as follows:
Knowledge and understanding of:
 The nature of each of the core and foundation subjects and the statutory
documentation relating to their teaching and learning
 Theory, practice and legislation related to inclusive provision
o (i) ability to identify, assess and provide for pupils with SEN, drawing on
academic literature, theory and practice
o (ii) awareness of common principles and practices of inclusive practice in the
secondary school sector
o (iii) ability to identify and provide for the needs of pupils considered to be
Gifted and/or Talented, drawing on academic literature, theory and practice
o (iv) ability to identify a range of needs in pupils with EAL, drawing on
academic literature, theory and practice
 Relevant technical knowledge and skills in ICT
 Underlying values, ideologies and issues related to learning and teaching within the
relevant subjects
 Theoretical perspectives underpinning learning and development and how these can
be applied to their own professional practice
 A range of research relating to strategies for managing and organising a secondary
classroom for effective learning, including planning for a range of abilities, the
management of behaviour and managing other adults, and theories about effective
teaching skills
 Theories about effective teaching skills, such as questioning, demonstrating,
explaining and giving feedback to pupils
 The statutory frameworks relating to teachers’ responsibilities
Cognitive skills to enable you to:
 Develop critical thinking and discuss issues and concepts relating to the teaching
and learning of English, Mathematics, Science, Physical Education or Computer
Science and Information and Communications Technology as appropriate
 Critically review and evaluate different models and theories of assessment, including
pupils with SEN
 Critically reflect on their own and others’ practice and provision for pupils with SEN
in English, Mathematics, Science, Physical Education or Computer Science and
Information and Communications Technology as appropriate, including in the
context of their school experience
 Critically evaluate research-based and policy-based literature relating to curriculum
development
 Evaluate their own strengths and development needs relevant to teaching, and the
setting of challenging targets to further their professional development
5





Evaluate and analyse, to identify areas of strength and development needs relevant
to their on-going professional development in the wider educational context
Critically analyse, reflect upon and evaluate chosen issues of policy and practice in
education
Apply pedagogical research and theories in the context of the classroom
Develop the core interpersonal skills of questioning, listening, giving feedback and
preparing action
Develop an awareness of how to promote moral and spiritual values in the
secondary classroom
Skills and attributes to enable you to:
 Develop personal subject knowledge suitable for the teaching at Secondary level of
English, Mathematics, Science, Physical Education or Computer Science and
Information and Communications Technology as appropriate
 Develop the ability to read research and theoretical sources critically, and apply new
knowledge and understanding in both practical contexts and written assignments
 Develop enquiry based learning for teaching
 Develop a personal capacity to utilise ICT based resources
 Develop inter-personal and presentation skills
 Secure an appropriate pedagogical knowledge, understanding and skills sufficient
for the successful attainment of the Teachers Standards
These aims are also in the PGCert course handbook and underpin the Secondary
Education Courses. Further details below outline the intended learning outcomes
for each module, both for the General Professional Education and subject
specific aspects of the course.
Module Code and Title: ED55019 Education Studies I
Intended Learning Outcomes for the sciences (including physics with
mathematics)
By the end of this module through a combination of the following contexts: University
staff led sessions (theory and practical); discussion; active note taking; group work;
individual/group tutorials; directed study tasks; video analysis; school based teaching
and training activities; you will be able to:
 Understand what it means to be a teacher and in particular the concepts of
professionalism and a ‘reflective practitioner’. (TS1, 8, Part 2)
 Appreciate the role of a teacher through focused observations and subsequent feedback
sessions (TS8)
 Understand and experience how to maximise the use of your voice when in the
classroom environment (TS1, 7, 8)
 Consider theories about learning styles, their differences and how these impact on the
management of individual learning as appropriate to subject (TS2, 3, 5)
6
 Understand the importance of literacy and classroom dialogue (TS3)
 Develop an awareness of phonics and how this might support learners who struggle with
reading (TS5)
 Reflect critically on the issues of inclusion and its role within the wider curriculum (TS5)
 Develop a critical knowledge and understanding of key documents and policies which
inform teaching at secondary level in an inclusive classroom (TS5)
 Develop an awareness of the importance and implications of safeguarding needs within
the remit of statutory provision, including knowledge of E-safety (Part 2)
 Develop an understanding of assessment strategies and practices (TS6)
 Consider factors which affect pupil behaviour when supporting learners and learning
(TS7)
 Acquire knowledge of the implications of Policy and Practice in Education (TS8, Part 2)
 To work collaboratively to plan and deliver activities for a science event in a partnership
school (TS3, 4)
 Prepare for your school experience by engaging in planning at various levels (TS2, 3, 4)
 Understand various aspects of the school curriculum, including the National Curriculum
(NC) (TS3)
 Identify areas for development in subject knowledge and work to further improve
confidence
 Develop an awareness of the potential of Interactive Whiteboards (IWB) in the science
(and mathematics where appropriate) classroom (TS2, 3)
 Develop an understanding of approaches to teaching strands within the science (and
mathematics where appropriate) curriculum (TS3, 4, 6)
 Reflect on the primary school experience and articulate key issues relating to primary and
secondary transition and the impact of this on continuity and progression in pupil learning
(TS2, 3, 6)
 Consider approaches for differentiation in order to meet the needs of all pupils (TS5)
7
Module Content
Term 1.
Induction Day
Date
Time
Activity
Location
Thursday
5th
September
09301100
Introduction
to
science teaching
HB209
11001130
Campus Tour from
Halsbury
Steps
Registration
Student Centre
Library Tour
11301200
12001245
13001500
and
Partnership
staff
TS
Detail
Reading and Directed Tasks
Kevin
Smith
(Marjory
Kinnon
School)
TS3
Starter- why is science
important?
MainTeaching
techniques x 2 to
explore creatively the
curriculum
Plenary- Why is it
important
to
be
creative as a science
teacher?
Review PGCert Handbooks
The Craft of the Classroom
(Marland, 2002)
GPE
sessionIntro
and
SWELTEC doc
w/c 9th September 2013
Date
Time
Activity and
Location
Partnership
staff
TS
Detail
Reading
Tasks
Monday 9th
September
090012.30
Venue
TBC
Education
Studies
Becoming
teacher
Prof Viv
Ellis
+
Bishop
Ramsay
School
pupils
All
Becoming a teacher:
Professionalism &
reflective practice
The Ethics of Teaching –
Podcast and associated
tasks
–
a
and
Directed
Review TES resources &
8
131517.15
Tuesday
10th
September
Wednesday
11th
September
10.001530
10.001100
What is it like
being a
Science
teacher
Kevin
Smith
(Marjory
Kinnon
School)
Subject
Knowledge:
All
TS3/TS8
Physics
with Maths
Babatope
Anjorin
(Brentside
School)
The teaching
standards
Kevin
Smith
(Marjory
Kinnon
School)
All
Starter- Draw a picture
of a typical science
teacher
Main- Review range of
activities that a typical
science teacher
encounters during a
typical day- Review
teaching standards in
light of a science
teacher
Plenary- Is it like you
think?
Starter- Review of the
essential content and
skills in the curriculum.
You will each complete
an audit of your subject
knowledge needs.
Main – There will be a
general
session
on
where to find out
additional
information
and courses
Plenary- what are my
CPD needs as a science
teacher?
Starter: If you had to
imagine
a
set
of
standards
teachers
should aim for what
would they include
Main:
Explore
the
standards
including
what they could do to
demonstrate they have
met the standards
Preparing for school:
how to keep a school
experience file
9
case files
Capel, Leask and Turner
(2009)
Chapter 1.2: The student
teacher’s
roles
and
responsibilities.
All of you will need to
review and complete the
subject audit
Complete GCSE Papers.
Higher tier in your own
specialism + Foundation
tier in the other two
sciences
from:
http://www.edexcel.com/q
uals/gcse/gcseleg/science/science/Page
s/default.aspx
Review
teaching
standards and interpret
them in light of science
teaching
Answer the question:
What is happening with
the National curriculum
for science at the moment
and
why
is
it
controversial?
11301300
10.001100
Long
term
planning- the
curriculum
including the
National
curriculum
Summative
assessment
–
levelling
and grades
Physics
with Maths
see note
Hillingdon
Outdoor
Activity
Centre
(HOAC)
Lesson
planning 1
113012.30
Starters
Purpose
13451530
Thursday
12th
September
Friday 13th
September
–
Kevin
Smith
(Marjory
Kinnon
School)
Kevin
Smith
(Marjory
Kinnon
School)
TS3/6
TS3/6
Hillingdo
n Centre
staff
Plenary- Imagine what
the structure of your file
will be like.
Starter- What do I
teach?
Main- Exploration of the
skills and content across
phases x ref with subject
audit
Main – an overview of
levels and grading as it
stands and experience a
piece of summative
assessment
Hillingdon
Outdoor
Activity Centre
Dr Rob
Toplis
TS3/4/6
Dr Rob
Toplis
TS3/4/6
Starter- What do you
understand about lesson
structure?
Main- exploration of the
main phases of a
science
lessonemphasise the idea of a
‘learning journey’ with
stop off points
PlenaryCheck
understanding of the
reasons why we have
certain ‘types’ of activity
and what are their
purposes
Starter: What are the
reasons we might use
an activity to start a
lesson?
10
Jenny Frost (2009)
Learning to Teach
Science in the Secondary
School: 3rd Edition
Letts 101 Red Hot
Starters (2003) ISBN-10:
1840854618
13.3016.00
StartersPractice
Dr Rob
Toplis
TS3/4/6
Main- Explore the use of
starters and the range of
starters that can be
used- provide examples
and play!
Plenary- Revise use of
starter activities
Plan a starter to present
to the class
Main-You will be placed
in one of 2 groups- Each
student will present a
starter and then reflect
on the effectiveness of
that starter with their
group using WWW/EBI
Plenary- How much time
and effort did you put
into this and is it
sustainable?
All of you will prepare
‘Starter Activity’
You will have time to do
this in the sessions but
you can bring one with
you if you wish
5 minutes per student,
plus 5 minutes allowed for
questions
w/c 16th September 2013
Date
Time
Monday 16th
September
09001230
13.301430
Activity and
Location
Education
Studies
–
Professional
ism
and
Reflective
Practice Lesson
Observation
s and the
teaching
standards
Partnership staff
TS
Detail
Rivers
Academy
staff
TS Part
2
School Visit: Rivers Academy
Dr Rob
Toplis
TS3/4/6
Starter – What to expect in an
observation
Main- Explore the subject
guidance from OFSTED and
then how this translates into
the classroom- Brunel school
observations
11
Reading
and
Directed Tasks
Generic
grade
descriptors
and
supplementary
subject-specific
guidance
for
inspectors
on
making judgements
during
visits
to
schoolsOFSTED
http://www.fft.org.u
k/
Using
data
,
14451600
Tuesday 17th
September
Wednesday
18th
September
09.45
-1530
10.0012.00
13.0015.30
Thursday 19th
September
10.0012.00
13.0015.30
Communicat
ion in
science
Visit to
Chalfonts
Community
College
Lesson
planningIntroducing
new
learning
Lesson
planning –
exploring
and
consolidatin
g learning
Objectives
and
Outcomes
Plenaries
Dr
Rob
Toplis
TS3/4/6
Mrs Eileen
Fisher
(PCM) and
All
Science
staff
Kevin Smith
(Marjory
Kinnon
School)
Kevin Smith
(Marjory
Kinnon
School)
Dr
Rob
Toplis
Dr
Rob
Toplis
Why
communication
is
important;
types
of
communication
Students practice their skills of
matching TS to activities
TS3/4/6
Starter- What is the best way
to introduce a new idea to
pupils? Main- exploring a
range of different techniques.
TS3/4/6
Starter- what is the difference
between
introducing
new
learning and consolidation
Main – exploring techniques to
consolidate learning using
contexts and applications and
then
how
to
check
understanding
PlenaryRAG
against
objectives
Starterwhat
is
an
objective/outcome
Main- The general principals
of planning
differentiated
lesson
objectives
and
outcomes using the
All/most/some model
Explore and get students to
plan from general teaching
intentions ( i.e. National
curriculum statements)
Generic features of a plenary
as an assessment tool. Use
objectives and outcomes from
the morning session to plan a
plenary to check progress
TS1/5
TS1/5
12
improving
OFSTED
schools:
Write-up
observations
from
Chalfonts
Community College
with a particular
emphasis on the use
of
ICT
in
the
classroom.
Learning to Teach
Science
in
the
Secondary School:
3rd Edition Jenny
Frost (2010) 978-0415-55020-8
Learning to Teach
Science
in
the
Secondary School:
3rd Edition Jenny
Frost (2010) 978-0415-55020-8
Wellington
and
Ireson
(2007),
Chapter 4: Learning
and
teaching
science.
Plan a lesson for a
topic you are not
familiar with
Friday
20thSeptember
10.001100
11301300
13451530
Health and
safety
in
Science
(CLEAPSS)
(confirmed
24.6.13)
Practical
work
in
science
Matt
Endean
CLEAPSS
TS1/3/5
Dr
Rob
Toplis
All
Continued
Dr
Rob
Toplis
All
CLEAPSS
will introduce
students to H+S in the lab –
booked with Matt Endean
(matt.endean@cleapss.org.uk)
CLEAPSS
online
guides
(http://www.cleapss.
org.uk/ )
Starter- spot the hazard
Main- The purpose and nature
of practical work in the
curriculum – reflecting the
proposed changes to the
national curriculum
Consolidation- using a focus
practical such as oxidising
magnesium
students will
develop their own check list for
planning and implementing
safe and stimulating practical
work
Plenary- what advice would
you give an applicant for
teacher training re:H+S
Allen, M. (2011) The
place of scientific
inquiry in the How
Science
Works
curriculum’ in Toplis,
R.
(Ed.)
How
Science
Works:
Exploring effective
pedagogy
and
practice
TS
Detail
Reading
and
Directed Tasks
TS2/8
Theories of learning
0930-1045
Classroom talk, literacy
Viv Ellis 1115-1230
Wellington
Ireson
Chapter
Becoming
teacher
West, A. (2011)
‘Enhancing
investigative
science’ in Toplis,
R.
(Ed.)
How
Science
Works:
Exploring effective
pedagogy
and
practice
w/c 23rd September 2013
Date
Time
Activity
Location
and
Monday 23rd
September
09001300
Education
Studies –
Theories of
learning/Classr
oom talk.
Introduction to
Partnership
staff
Dr Rob
Toplis
Prof Viv
Ellis
13
and
(2007),
2:
a
ED55019
14001600
Developing
understanding
using the key
ideas of
Energy
09301100
Misconceptions
in Science
1130-1600
Overcoming
misconceptions:
focus session
Wednesday
25th
September
09001600
Thursday 26th
September
09001600
Friday
27th
September
09001600
Tutorials
by
appointment.
Physics with
Maths
Tutorials
by
appointment
Physics with
Maths
Tutorials
by
appointment
Physics with
Maths
Mentor
meeting
afternoon
24th
Tuesday
September
13.30 1600
Dr Rob
Toplis
Dr Mick
Allen
TS2/8
TS
2/3/4/5
TS
2/3/4/5
Starter- Why is energy an
abstract idea?
Main – Explore how a pupils
understanding
can
be
developed
i.e.
from
concrete/familiar
to
abstract/less familiar (x ref
Piaget and Blooms) in relation
to science and the activities we
plan
PlenaryRank
activity
according to difficulty level
Misconceptions quiz
Review misconceptions article
from SSR
Task- Take one area of
misconception, explore it and
explain it to another person in
the class using an appropriate
analogy or model
Andrew
Tate
Discuss audit and any other
issues
Andrew
Tate
Discuss audit and any other
issues
Andrew
Tate
Discuss audit and any other
issues
School
Mentors
Meet mentors in the afternoon
14
Kinchin,
I.
M.
(2000).
Concept
mapping activities
to help students
understand
photosynthesis
–
and
teachers
understand
students.
School
Science Review, 82
(299), 11-14.
Allen, M. (2007).
Allowing
biased
experimenting
leads to improved
pupil learning: a
useful
paradox.
School
Science
Review, 88 (325),
pp81-91.
Allen. M ( 2010)
‘misconceptions in
primary science’
OUP
w/c 30th September 2013
Date
Time
Activity
Location
Monday
30thSeptember
09001300
Education
Studies –
SEND
and
Perspective
from a Special
School
14001600
Tuesday
October
1st
Inclusive
science
teachingbasics
Partnership
staff
Maria
Duckett,
Bishop
Ramsey
School
TS
Detail
Reading
and
Directed Tasks
All
SEND
GPE session
Writing at M-Level
–
Podcast
and
associated tasks
Tracey
Meredith,
Marjory
Kinnon
School
Dr Rob
Toplis
TS 1/5
The
Starter- What is TS5 about?
Main – Why do I need to adapt
my lesson planning? Looking
at a range of issues you might
encounter in a science lesson
Plenary- Reflection
Starter- what do I consider to
be poor behaviour?
What specifically is the danger
of off task behaviour in
science?
10001100
Causes of poor
behaviour
Kevin
Smith
(Marjory
Kinnon
School)
TS7
11301300
Behaviour
management
Kevin
Smith
(Marjory
Kinnon
School)
TS7
Language and behaviourHow
can
the
language
promote,
deescalate
or
perpetuate poor behaviour?
TS7
De escalation techniqueslooking at the conflict spiral
and why it is important to
‘deescalate’ situations
14001600
15
Piggott, A. (2002).
Putting
differentiation into
practice
in
secondary science
lessons.
School
Science Review, 83
(305), 65-71.
Capel, Leask and
Turner
(2009)
Chapter
3.3:
Behaviour
for
learning
http://www.tes.co.u
k/teachingresource/Establishi
ng-the-GroundRules-Tough-Love6044201/
http://www.tes.co.u
k/teachingresource/ClassManagement6083127/
http://www.tes.co.u
k/teaching-
Wednesday
2nd October
Thursday
October
Friday
October
School
Induction Day
3rd
Pre-Block
School 1
Pre-Block
School 1
4th
Meet the science department
staff
and
Professional
Coordinating Mentor (PCM).
Note the names of staff.
Collect school and department
documentation.
Where is the science teaching
area?
–
–
resource/TeachersTV-MakingYourself-Heard6044178/
Get to know the technicians.
Check your route to school.
What is the easiest route?
Find out about school policies
on marking and assessment.
Discuss the curriculum with
staff science in the school.
Examine schemes of work and
examination syllabuses. Start
observing science lessons:
discuss
with
colleagues
possible foci for observation.
Examine the textbooks used
with pupils.
w/c 7th October 2013
Date
Monday
October
7th
Time
Activity
Location
and
09001300
Education
Studies
–
Safeguarding
Partnership
staff
Guru
Nanak
Dr
Sarmin
Hossain
TS
Detail
Reading
and
Directed Tasks
Safeguarding – child protection
GPE
0930-1045
Safeguarding – e-safety
GPE
1115-1230
Beauchamp,
G.
and Parkinson, J.
(2005). Beyond the
wow
factor:
developing
interactivity with the
interactive
16
14001600
Tuesday
October
8th
Dr Rob
Toplis
StarterAudit
of
ICT
capabilities
Main- Exploring the range of
ICT opportunities there are to
deliver interactive science
lessons and what to be aware
of ( e safety) when using ICT
in the lab
Plenary- What can I do to
improve the range of ICT in my
classroom?
100011.30
Lesson
Planning
–
What is in a
lesson plan?
Kevin
Smith
(Marjory
Kinnon
School)
All
12.1300
Inclusive
science
teaching Pitch of
lessons
Kevin
Smith
(Marjory
Kinnon
School)
All
14001600
Assessment
for
and
Assessment of
learning
Kevin
Smith
(Marjory
Kinnon
School)
TS6
Directed Study
Physics with
Maths SKE
Pre-Block
–
School 1
Pre-Block
–
School 1
Andrew
Tate
Wednesday 9
h October
Thursday 10th
October
Friday
11th
October
ICT 1 including
e safety
All day
All day
Starter- what do I need to
know before planning a
lesson?
Main- An introduction to
planning proformas
Plenary- What else do I need
to plan a successful lesson?
Starter- what is referred to as a
‘pitch’?
Main- How to pitch a lesson
appropriately and then adjust
pitch checking age appropriate
and conceptual level.
Plenary- Have a go…..
Starter- What are the ways in
which we mark work
Main- Exploring the range of
approaches to marking and
setting targets...
Have a go
Plenary- Look at TS6
Preparing for pre-block
Learn the names of some
pupils.
Do
pupils
work
individually, in groups or is
there ‘whole class’ teaching?
17
whiteboard. School
Science Review, 86
(316), 97-103.
Wishart, J. (2011)
‘The
Role
of
Information
and
Communications
Technology’
in
Toplis, R. (Ed.)
How
Science
Works:
Exploring
effective pedagogy
and practice.
Note
the
layout
of
worksheets/handouts used - is
there a common layout? How
do technicians support? How
is
equipment/apparatus
ordered? Is there a ‘bank’ of
teaching resources? What is
the
procedure
for
photocopying? What strategies
do teachers use for managing
classes?
Discuss
planning
and
preparing of lessons...how do
experienced teachers do this?
Think about how to plan for
inclusion.
Develop
your
timetable with your mentor.
Support some classes you will
be teaching. Ensure you know
the department Health and
Safety policy. Prepare your
first lessons. What sanctions
are available to you, as a
teacher, in dealing with unruly
behaviour or poor work?
Notable Dates in Foundation phase
Date
14th October – end of
term
Time
Activity and Location
School Experience – School 1 – Foundation Phase
Monday 14th October
0930-1230
13.1516.00
All day
Education Studies – Assessment for learning
Assessment for learning in Science Rm 209
Monday 28th October
Presenting Research – Education Team
Supporting learners to learn
Policy and practice (Remote)
18
13th November ED55019 Assignment Hand In.
18th December 2013: All day at Brunel – Profile submission and tutorials to discuss profile and targets for
next phase
19
ED55019: Assignment 1
(0 credits)
A critical analysis of General Professional issues in relation to the teaching of
your subject
You are required to write a critical analysis (1500 words) which demonstrates your
understanding of the teacher as a professional and as a reflective practitioner.
Your response should demonstrate the following:



a critical understanding of the concept of professionalism within teaching, using
general and subject specific literature in this field;
a critical understanding of the concept of reflective practice, again using general and
subject specific literature in this field;
the ability to articulate emerging personal philosophies about being a professional
teacher and a reflective practitioner using the above literature and selected
experiences and supporting evidence from pre-block experience.
The assignment should demonstrate accuracy in spelling, punctuation and grammar.
You should make reference to relevant pedagogic literature and professional theory in
your submission and provide a selective portfolio of supporting evidence from school
experience as appropriate (this does not contribute to the 1500 word requirement).
All references must make use of the Harvard referencing system. Please ensure
you have read and understood all guidance contained within the PGCert
handbooks which is relevant to this assignment.
Submission Date: Wednesday 13th November 2013
20
ED55019: Reading List
Use this reading list in conjunction with those from other modules.
*Denotes essential reading
Education
Ball. S. The education debate: policy and politics in the twenty-first century. London:
Policy.
Ball, S. (2003) The RoutledgeFalmer Reader in Sociology of Education. London
Routledge.
Bailey, R. (2009) The Philosophy of Education: An Introduction. London: Continuum.
Bell, B. (2011) Theorising Teaching in Secondary Classrooms: Understanding our
practice from a sociocultural perspective. London: Routledge.
Bolton, G. (2010) Reflective practice: writing and professional development (3 rd edition).
London: Sage.
*Capel, S. Leaske, M. and Turner, T. (2013) (Eds.) Learning to teach in the secondary
schools; a companion to school experience. (6th Edition). London: Routledge.
Cowley, S. (2011) Getting the Buggers to Behave (4th Edition). London: Continuum.
Cowley, S. (2011) Getting the Buggers to Write. London: Continuum.
Cowley, S. (2007) Getting the Buggers to Think (2nd Edition). London: Continuum.
Cowley, S. (2007) Guerilla Guide to Teaching (2nd Edition). London: Continuum.
Curtis, W. and Pettigrew, A. (2009) Learning in contemporary culture. Exeter: Learning
Matters Ltd.
*Day, C. (1999) Developing teachers: The challenges of lifelong learning. London:
Routledge Falmer.
Day, C. and Sachs, J. (2004) (Eds.) International handbook on the continuing
professional development of teachers. Maidenhead: Open University Press.
Day, C., Sammons, P., Stobart, G., Kington, A. and Gu, Q. (2007) Teachers matter:
Connecting lives, work and effectiveness. Maidenhead: Open University Press.
Dixie, G. (2003) Managing Your Classroom. London: Continuum.
Dymoke, S. (2012) Reflective teaching and learning in the secondary school (2 nd
edition). London: Sage.
Ellis, V. (Ed.) (2013) Learning and teaching in secondary schools (5th Edition). London:
Sage/Learning Matters.
Fautley, M. and Savage, J. (2010) Secondary education: Reflective reader. Exeter:
Learning Matters Ltd.
Goodson, I. (2003) Professional knowledge, professional lives. Maidenhead: Open
University Press.
James, M. and Pollard, A. (Eds) (2011) Principles for Effective Pedagogy: International
responses to evidence from the UK Teaching and Learning Research Programme.
London: TLRP
Keay, J. and Lloyd, C. (2012) Linking Children’s Learning with Professional Learning.
Rotterdam: Sense Publishers.
Lee, C. (2007) Resolving Behaviour Problems in your School: A Practical Guide for
Teachers and Support Staff. London: Sage.
21
McNally, J. and Blake, A. (2009) Improving learning in a professional context. London:
Routledge.
*Moon, J.A. (1999) Reflection in Learning and Professional Development. Abingdon:
RoutledgeFalmer.
Mufti, E. and Peace, M. (2012) Teaching and Learning and the Curriculum: A Critical
Introduction. London: Continuum.
Ollerton, M. (2004) Creating Positive Classrooms. London: Continuum.
Pettigrew, A. and Curtis, W. (2009) Learning in Contemporary Culture. London:
Learning Matters.
Pollard, A. (2008) Reflective Teaching: Evidence-Informed Professional Practice (3rd
Edition). London: Continuum.
Prashnig, B. (2006) Learning Styles in Action. Stafford: Network Educational Press.
Prashnig, B. (1998) The Power of Diversity. Stafford: Network Educational Press.
*Roffey, S. (2011) Changing Behaviour in Schools. London: Sage.
Roffey-Barentsen, J. and Malthouse, R. (2013) Reflective practice in education and
training. London: Sage/Learning Matters.
Rogers, B. (2011) Classroom Behaviour: A Practical Guide to Effective Teaching,
Behaviour Management and Colleague Support (3rd Edition). London: Sage.
Rogers, B. (2009) How to Manage Children's Challenging Behaviour (2nd Edition).
London: Sage.
Rogers, B. (2007) Behaviour Management: A Whole-School Approach (2nd Edition).
London: Sage.
Schön, D.A. (1991) The Reflective Practitioner: How Professionals Think in Action.
Bury St. Edmunds: Arena.
*Teaching and Learning Research Programme. (2006) Improving teaching and learning
in schools. ESRC & IOE
*Timperley, H. (2011) Realizing the Power of Professional Learning. Maidenhead: Open
University Press.
Tomlinson, S. (2005) Education in a post-welfare society (2nd Edition). Maidenhead:
Open University Press.
Wragg, E.C. (1993) Class management. London: Routledge
Wragg, E.C. and Brown, G. (2001) Questioning in the secondary school. London:
Routledge.
*Zwozdiak-Myers, P. (2012) The Teacher’s Reflective Practice Handbook: becoming an
extended professional through capturing evidence-informed practice, Abingdon:
Routledge.
Science Subject Studies
Association for Science Education (2006). Safeguards in the School Laboratory (11th
ed). ASE, Hatfield. (Available from www.ase.org.uk ).
Frost, J. (2009) Learning to Teach Science in the Secondary School. 3rd edition.
London: Routledge
Wellington, J. and Ireson, G. (2011) Science Teaching, Science Learning. Second
Edition. London: Routledge.
22
Professional Organisations
Association for Science Education (ASE) www.ase.org.uk
Society of Biology https://www.societyofbiology.org
Royal Society of Chemistry www.rsc.org
Institute of Physics www.iop.org
Government Documentation and Websites
Department of Education www.dfe.gov.uk
23
Module Code and Title: ED55020 Education Studies II
Intended Learning Outcomes for the sciences (including physics with
mathematics)
By the end of this module through a combination of the following contexts: University
staff led sessions (theory and practical); discussion; active note taking; group work;
individual/group tutorials; directed study tasks; video analysis; school based teaching
and training activities; you will be able to:
 Understand how issues connected with gender, ethnicity, sexuality and social class
impact upon pupils learning experiences within the context of mathematics (TS 1, 2,
5);
 Construct a letter of application and curriculum vitae in a professionally recognised
format in preparation for your first post (TS1, 8)
 Reflect upon the needs of EAL learners and begin to develop an understanding for
how to plan to meet their needs (TS3, 5)
 Gain an understanding of the importance of accurate data when monitoring planning
for pupil progress (TS6)
 To work collaboratively to plan and deliver activities for a local science event (TS3, 4)
 Understand the implications of the new GCSE in science (and mathematics as
appropriate), Functional Skills and the 14-19 curriculum in the science (and
mathematics as appropriate) classroom (TS3, 6)
 Further develop and share knowledge and use of differentiation strategies (TS5)
 Consider creative approaches to planning revision sessions (TS2, 3, 6)
 Revisit specific topics in A level sciences (TS3)
 Consider approaches to developing literacy in science (TS3)
 Share and further develop strategies for behaviour for learning (TS7)
 Consider scientific enquiry strategies used in primary teaching, to support KS2 to KS3
transition (TS2, 3)
 To investigate common misconceptions in science (and mathematics as appropriate)
and how these could be used when teaching (TS3)
 To evaluate critically how different methods and/or approaches can be applied to the
choice of assessment strategies in the classroom (TS6)
 To appreciate the importance of rich tasks and problem solving in science (and
mathematics as appropriate) and to begin to consider planning to incorporate these in
lessons (TS2, 3)
 To understand the characteristics of an ‘outstanding’ lesson through critical reflection
on both planning and delivery (TS1, 2, 8)
 Prepare for your school experience by engaging in planning at various levels (TS2, 3,
4)
24
Module Content
Term 2
Date
Friday 3rd January
Time
1000-1300
1300-1600
Activity and Location
Careers Fair
Education Studies – LCA
Interviews – Anne Chappell
(Applications
and
Reading and Directed Tasks
Wellington and Ireson
(2007), Chapter 5: Planning and managing learning
in science.
(N.B. ASE Conference is being held at the University of Birmingham Wednesday 8th to Saturday 11th January 2014
http://www.ase.org.uk/conferences/ We have timetabled this event as it provides a unique opportunity to engage with
a vast number of activities and resources. See below.
Note: Trainee membership of the ASE provides one day free entry to the ASE conference.
w/c 6th January 2014
Date
Monday
January
Tuesday
January
6th
7th
Time
Activity and Location
09.3012.30
13.3016.30
Sources of employmentEducation studies - Job
Applications
and
Interviews
Anne
Chappell
10001130
Talk/Discussions
Science
Dr Rob
Toplis
11301300
Reading in science
Partnership
staff
in
Kevin
Smith
(Marjory
TS
All
All
Detail
Reading and Directed Tasks
Looking at publications such as TES
online /Guardian jobs etc V agencies
Potential to include a brief session on
‘what to apply for’ i.e. the range of schools
out there and how the choice can affect
their conditions of service???
Drafting a CV
Drafting a personal statement
Starter- what types of talk do we use in
science?
Main- considering how to organise talk in
science especially in group work/different
types of group work from ‘think pair share’
to full blown discussions
Plenary- Reflect on how you might
organise talk about a controversial topic
Starter- what types of reading do we use
in science?
Main- considering different types of
Draft CV
25
Explore
http://www.tes.co.uk/jobs/
Science: the use of language
(SCAA, 1997;COM/96/653)
Language for learning in Key
Stage
3
(QCA,
2000;
QCA/00/595).
Simon,
S.
(2011)
Argumentation. In Toplis, R.
Kinnon
School)
14001600
Wednesday
8th January
All day
Writing in science
Earth Science
Kevin
Smith
(Marjory
Kinnon
School)
Mr Paul
Grant
(formerly
Imperial)
All
TS3
reading; skim/scan/close
Looking at different types of DART’s
Plenary- Reflect on how you might teach
using a given piece of text unfamiliar to
you.
Starter- what types of writing do we use in
science?
Main- learning the ‘sequence for teaching
writing’ technique and how it can be
applied to all types of writing
Plenary- Reflect on how you might teach
writing an explanation for an abstract
question.
Hands-on workshops on teaching Earth
Sciences
(Ed.) How Science Works:
exploring effective pedagogy
and practice
Levinson, R. (2011) ‘Teaching
controversial issues’ in Toplis,
R. (Ed.) How Science Works:
Exploring effective pedagogy
and practice
Williams ,J. (2011) ‘How do
scientists work?’ in Toplis, R.
(Ed.) How Science Works:
Exploring effective pedagogy
and practice
(confirmed
25.6.13)
Thursday 9th
January
Friday
10th
January
All day
ASE conference day
09301630
ED55020 Assignment –
Poster Presentation
TS
3
ASE conference day at the University of
Birmingham
TS
Detail
Reading and Directed Tasks
TS
1,2,
5
Starter- Provide IoP quote ‘For girls,
physics was the 19th most-common A-level
choice. Of those who took physics A-level,
34% achieved an A grade. In 2005 only
14% of girls who were awarded an A* or A
for GCSE Double Award Science or
Physics sat A-level physics.’
Main: Discuss the quote and possible
reasons why and what they can do about
it?
Widen discussion into factors that can
Institute of Physics report:
Girls
in
the
physics
classroom; A teachers guide
for action December 2006
w/c 13th January 2014
Date
Monday
January
13th
Time
Activity and Location
093010.45
Factors affecting
engagement with and
progress in science
Partnership
staff
Dr
Dawn
Leslie
26
Tuesday
January
14th
Wednesday
15th January
Thursday 16th
January
11.0012.00
GCSE Science
Dr
Dawn
Leslie
TS
3
13001600
Inclusion
and
equalities 2 Gender,
race and sexuality (1)
Advanced
differentiation
Prof Ian
Rivers
TS
1,2,
5
TS
1,2,
5
10001130
11301300
14001600
10001600
A-Level
(Biology)
Science
Dr Rob
Toplis &
Dr
Dawn
Leslie
Kevin
Smith
(Marjory
Kinnon
School)
TS
3
affect engagement with and progress in
Science.
Discuss techniques for making science
more accessible for all groups
Plenary: Why do I need to worry about
engagement in my teaching?
Starter -A review of the current
requirements for GCSE science and
generic grading criteria.
Main- Exploration of a current GCSE paper
from the new linear series and a controlled
assessment.
Plenary- SWOT analysis of GCSE
Starter- Remind ourselves of the previous
session on ‘basics’ i.e. what are the needs
that need to be met? Include in discussion
SEND/Literacy/Numeracy
Main- Look at specific forms of
differentiation include
Objectives/outcomes/task/resource/groupin
g/use of TA’s
Try adapting a resource to meet a specific
need.
Be conscious of timing
Plenary- Develop a check list to help you
differentiate.
Starter- How do the ideas in KS4 develop in
KS5?
Main- Explore the specifications
Explore a typical A level practical
with an eye on differentiation and safety
Explore 1x terminal assessment
Plenary- Develop a list of questions to ask
before observing/teaching A level lesson
Induction Day – School
2
27
Download 1 x sample
science paper from each of
the main exam boards
http://www.aqa.org.uk/
http://www.edexcel.com/Pag
es/Home.aspx
http://www.ocr.org.uk/
Wellington
and
Ireson
(2007), Chapter 6: Meeting
different needs in science.
Capel, Leask and Turner
(2009)
Chapter 4.4: Responding to
diversity
Piggott, A. (2002). Putting
differentiation into practice in
secondary science lessons.
School Science Review, 83
(305), 65-71.
ASE John Murray Science
Practice:
Teaching
Secondary Biology
Friday
January
Pre-Block – School 2
17th
w/c 20th January 2014
Date
Monday
January
Tuesday
January
20th
21st
Wednesday
22nd January
Thursday 23rd
January
Friday
24th
January
Time
Activity and Location
09001200
The use of key words
in science
13001600
Education studies Inclusion
and
equalities 3
10001600
A-Level
(Physics)-
TBC
TBC
Inclusion
and
equalities 3- Voice
workshop
Induction Day – School
2
Pre-Block – School 2
Science
Partnership
staff
Dr
Dawn
Leslie &
Dr Rob
Toplis
Dr
Dawn
Leslie
TS
Detail
Reading and Directed Tasks
TS
1,2,
3
Starter- What is a key word in science?
Main- Looking at the problems of
misspellings and everyday use of a range
of scientific words
Developing key word lists
Strategies for introducing new vocabulary
Plenary-
Science: the use of language
(SCAA, 1997;COM/96/653)
TS
1,2,
5
Language for learning (to include a phonics
workshop and EAL)
TS
3
Starter- How do the ideas in KS4 develop in
KS5?
Main- Explore the specifications
Explore a typical A level practical
with an eye on differentiation and safety
Explore 1x terminal assessment
Plenary- Develop a list of questions to ask
before observing/teaching A level lesson
28
Language for learning in Key
Stage
3
(QCA,
2000;
QCA/00/595).
Literacy
across
the
curriculum, Key Stage 3
National Strategy. Apr 2004
Ref: 0263-2004
ASE John Murray Science
Practice:
Teaching
Secondary Physics
w/c 27th January 2014
Date
Monday
January
27th
Tuesday
January
28th
Wednesday
29th January
Thursday 30th
January
Friday
31st
January
Time
Activity and Location
09001200
13001600
10001600
Education Studies – LC
(EAL)
Tutorials by appointment
A-Level
(Chemistry)
Science
Education studies :
Inclusion
and
equalities 4
Gender,
race
and
sexuality (2)
Pre-Block – School 2
Pre-Block – School 2
Partnership
staff
School
TBC
TS
Detail
Dr Rob
Toplis
TS
3
Starter- How do the ideas in KS4 develop in
KS5?
Main- Explore the specifications
Explore a typical A level practical
with an eye on differentiation and safety
Explore 1x terminal assessment
Plenary- Develop a list of questions to ask
before observing/teaching A level lesson
Prof Ian
Rivers
How is provision for EAL pupils organized?
How are EAL pupils supported in their
science learning
How is the pastoral system in the school
organized? Ensure you are attached to a
tutor group. Ensure that you schedule to
observe PSHE/Citizenship teaching. How is
this organized in the school? Who is
responsible?
29
Reading and Directed Tasks
ASE John Murray Science
Practice:
Teaching
Secondary Chemistry
.
w/c 3rd February 2014
Date
Monday
February
Tuesday
February
3rd
4th
Time
Activity and Location
Partnership
staff
TS
Detail
Reading and Directed Tasks
100015.30
Practical day – you will
encounter a number of
common practicals and
turn your reflective
teachers
eye
onto
them.
Kevin
Smith
(Marjory
Kinnon
School)
TS3,8
Starter- what practical activities
have you encountered so far?
How did you find them?
Main – Look at the case for
including practical work in your
lessons including OFSTED view
on practical work.
Take a number of common
practicals found in schools and
put them in a circus- students
will try each one and complete a
SWOT analysis of each one.
I suggest the following:
Bio: Testing a leaf for starch
Preparing
an
onion
epidermis slide
Chem: Titration
Thiosulphate clock
Physics: Making and testing an
electromagnet
Length of wire and
resistance
The outcomes will be used in
tomorrows sessions
http://www.ofsted.gov.uk/
Read an OFSTED report of the school
you have been placed on your second
practice
Planning for practical
work
Kevin
Smith
(Marjory
Kinnon
School)
TS4,8
Reviewing how a typical busy
school organises practical work
and what it will be important to
do
including
advance
preparation and ordering of
equipment
10001130
Dr Rob
Toplis &
Dr
Dawn
Leslie
Dr Rob
Toplis &
Dr
Dawn
Leslie
30
11301600
Wednesday
5th February
Thursday
February
Friday
February
Numeracy in science
Reviewing your BER
from the foundation
phase
7th
Pre-Block – School 2
8th
Pre-Block – School 2
Dr Dawn
Leslie
Dr Rob
Toplis &
Dr
Dawn
Leslie
TS3,5
All
Starterwhat
kind
of
mathematics skills have you
encountered so far in this
course/in your schools?
Main- Looking at specific
techniques
for
teaching
graphical work
Common problems associated
with graphical work
Common
approaches
to
mathematical skills with Maths
department
Plenary- How will you prepare
students for the mathematical
demand of your lessons?
Review your BER- Identify
where your evidence needs to
be improved- is your file
organised and ready for your
placement?
Lenton, G., Stevens, B. and Iles, R.
(2000). Numeracy in science: pupils’
understanding of graphs. School Science
Review, 82 (299), 15-23.
Getting to grips with graphs: Anne
Goldsworthy et al
Publisher: Association for Science
Education
Meet staff, technicians, and other
students. Get to know the layout of the
school and science department. Check
your
route
to
school.
What
similarities/differences
are
there,
compared with your previous school in
terms of size, layout, catchment area?
Which syllabuses are used at key stage
4?
Note the range of text books in the
science department. Note how and when
teachers use these with pupils.
How does the school identify and support
gifted and talented pupils? How is
enrichment and extension work organized
in the science curriculum?
Find out about the pattern of post 16
provision in your school AVCE, AS/A2,
NVQ, IB.
What ICT facilities are available in
school.... and within the science
department? How do science teachers
31
use IT in their teaching and in
administrative
work?
What
software/hardware is available for use in
teaching classes? Ensure you are familiar
with setting up computers for use in data
collection. Ensure you know your
teaching timetable and that you are
prepared for your block teaching practice
Notable Dates
Date
10th February – 24th
March
Half Term
Monday 17th FebruaryFriday 28th March 2014
Time
Activity and Location
School Experience – School 2 - Developmental Phase
0900-1200 Education Studies –Analysing and Presenting Data (remote)
All day
31st March – 23rd May
Day at Brunel – ED55021 Assignment Hand In/ Profile
submission
Tutorials to discuss progress and set targets for C phase
School Experience – School 2 – Consolidation Phase
ED55020: Assignment 2
(30 M Level credits)
Summary and Guidance
In order to support your progress in meeting the Teachers’ Standards, you are required to select from one of the following
key Standards themes for your small scale research proposal and project:
 Standard 2 – Promoting good progress and outcomes by pupils
 Standard 5 – Adapting teaching to respond to the strengths and needs of all pupils
 Standard 6 – Making accurate and productive use of assessment
 Standard 7 – Managing behaviour effectively to ensure a good and safe learning environment
The same theme will apply to ED55021 Assignment 3.
32
Poster Presentation - Proposal for a small-scale research project
You are required to prepare and present a poster, detailing your proposal for a small-scale action research project, to be
conducted during your Developmental Phase. It is expected that the poster will feature the following sections:
a. Introduction
This section should identify the research question (and sub-questions as appropriate) and the rationale for interest in the
issue. The aspects which are to be investigated should be discussed and the objectives of the research, stated.
b. Background to the Research and Literature Review
The key sources of literature and documentation used to support the development of the research should be critically
discussed, under a series of key themes, identified to support the research question and sub-questions.
c. Methodology
The approaches you intend to adopt should be identified and related to research methods employed in previous/related
studies, making the reasons for your choices clear. Potential ethical considerations should be identified and detailed in the
ethics checklist (see below).
d. Intentions of the Research
What are the expected outcomes of the research?
Accompanying Portfolio
This must be submitted to TPO on Monday 6th January 2014 and should include:




An A4 copy of the poster.
The completed School of Sport and Education ethics checklist.
A timeline for the research with clear milestones and outcomes
A full list of references, which should make use of the Harvard system as per course Assignment Guidance (u-Link).
Presentation of Poster
This will take place on Friday 10th January 2014.
The size of the poster should be a maximum of A1 (841 x 594 mm; 33.1 x 23.4 inches).
33
There is no requirement to have this professionally printed or laminated and indeed the poster may, for example, be
comprised of a collection of A4 pages.
The poster must be formatted to demonstrate accurate referencing, and high levels of accuracy in spelling, punctuation and
grammar as well as good use of academic vocabulary.
The following criteria will be used for assessment:
 visual impact and clarity
 quality and organisation of content
 ability to deal with questions as relevant.
More detailed criteria will be made available prior to the submission date.
Your poster will be displayed in a room with those of PGCert students from across the secondary programme on Friday 10th
January 2014. Further details about where, when and how to display your poster will be provided prior to the submission
date. You will be required to stand with your poster for an allocated period of time to present your work to staff from across
subject courses and an External Examiner may also be present.
All references must make correct use of the Harvard referencing system and the assignment must demonstrate
accuracy in spelling, punctuation and grammar. Please ensure you have read and understood all guidance
contained within the PGCert handbooks which is relevant to this assignment.
Submission Date: Monday 6th and Friday 10th January 2014
34
ED55020: Reading List (to accompany ED55019)
Use this reading list in conjunction with those from other modules.
*Denotes essential reading
Education
Bell, B. (2011) Theorising Teaching in Secondary Classrooms: Understanding our practice from a sociocultural perspective.
London: Routledge.
*Black, P., Harrison, C., Lee, C., Marshall, B., and Wiliam, D. (2003) Assessment for learning: putting it into practice.
Maidenhead: Open University Press.
*Clarke, S. (2005) Formative Assessment in the Secondary Classroom. London: Hodder and Stoughton.
*Fautley, M. and Savage, J. (2008) Assessment for Learning and Teaching in Secondary Schools (Achieving QTS).
Exeter: Learning Matters.
House of Commons Select Committee (2006) Special Educational Needs – Third Report of Session 2005-06. London:
HMSO.
Kerry, T. (2004) Learning objectives, task setting and differentiation. Cheltenham: Nelson Thornes.
Kerry, T. (2004) Explaining and questioning. Cheltenham: Nelson Thornes.
Pomerantz, M. and Pomerantz, K.A. (2002) Listening to Able Underachievers. London: David Fulton.
Riddick, B., Wolfe, J. and Lumsden, D. (2002) Dyslexia. London: Fulton
Ripley, K. (2001) Inclusion for children with dyspraxia. London: Fulton
Roulstone, A. and Prideaux, S. (2008) More policies, greater inclusion? Exploring the contradictions of New Labour
inclusive education policy. International Studies in Sociology of Education. 18 (1): 15-29.
Stobart, G. and Gipps, C. (1997) Assessment - A teacher's guide to the issues. London: Hodder and Stoughton.
Whetton, C. (2009) A brief history of a testing time: national curriculum assessment in England 1989-2008. Educational
Research. 51 (2): 137-159.
Research
Alvesson, M. (2010) Interpreting Interviews. London: Sage.
Alvesson, M. and Skoldberg, K. (2009) Reflexive Methodology: New Vistas for Qualitative Research: New Vistas in
Qualitative Research. London: Sage.
Andrews, M, Squire, C. and Tamboukou, M. (2013) Doing narrative research. London: Sage.
Archer, M.S. (2010) Conversations About Reflexivity. London and New York: Routledge.
Basit, T. (2010) Conducting research in educational contexts. London: Continuum.
35
Bell, J. (2010) Doing Your Research Project: A Guide for First-Time Researchers in Education, Health and Social Science
(5th Edition). Maidenhead: Open University Press.
Blaxter, L., Hughes, C., and Tight, M. (2010) How to Research (3rd Edition). Buckingham: Open University Press.
Bold, C. (2011) Using narrative in research. London: Sage.
Cohen, L., Manion, L. and Morrison, K. (2011) Research methods in education (7th Edition). Abingdon: Routledge.
Denscombe, M. (2010) The good research guide for small scale social research projects (4th Edition). Maidenhead: Open
University Press.
Denzin, N. and Lincoln, Y. (2012) Strategies of qualitative inquiry (4th edition). London: Sage.
Denzin, N. and Lincoln, Y. (2012) Collecting and interpreting qualitative materials (4th edition). London: Sage.
Denzin, N. and Lincoln, Y. (2012) The landscape of qualitative research (4th edition). London: Sage.
Denzin, N.K. and Lincoln, Y.S. (2011) The SAGE Handbook of Qualitative Research. London: Sage.
Etherington, K. (2004) Becoming a Reflexive Researcher - Using Our Selves in Research. London: Jessica Kingsley
Publishers.
Flick, U. (2009) An introduction to qualitative research (4th Edition). London: Sage.
Gilbert, N. (2008) Researching social life (3rd edition). London: Sage.
Janesick, V. (2011) Stretching exercises for qualitative researchers (3rd edition). London: Sage.
Horsdal, M. (2012) Telling Lives: Exploring dimensions of narratives. London: Routledge.
Kvale, S. and Brinkmann, S. (2008) InterViews: Learning the Craft of Qualitative Research Interviewing. London: Sage.
Lichtman, M. (2012) Qualitative Research in Education: A User's Guide. London: Sage.
Luttrell, W. (Ed.) (2010) Qualitative educational research: Readings in reflexive methodology and transformative practice.
Abingdon: Routledge.
May, T. (ed.) (2002) Qualitative research in action. London: Sage.
May, T. (2001) Social research: issues, methods and process (3rd edition). Maidenhead: Open University Press.
Miller, T., Birch, M., Maunthner, M. and Jessop, J. (2012) Ethics in qualitative research. London: Sage.
Mitchell, N. and Pearson, J. (2012) Inquiring in the Classroom: Asking the Questions That Matter About Teaching and
Learning. London: Continuum.
Robson, C. (2011) Real world research (3rd edition). Chichester: John Wiley & Sons Ltd.
Roulston, K. (2010) Reflective Interviewing: A Guide to Theory and Practice. London: Sage.
Saldana, J. (2012) Coding manual for qualitative researchers. London: Sage.
Seale, C., Giampetro, G., Gubrium, J.F., and Silverman, D. (2004) Qualitative research practice. London: Sage.
Silverman, D. (2011) Qualitative research (3rd Edition). London: Sage.
Silverman, D. (2011) Interpreting Qualitative Data. London: Sage.
Somekh, B. and Lewin, C. (Eds.) (2011) Theory and methods in social research (2nd Edition). London: Sage.
36
Wertz, F.J., Charmaz, K., McMullen, L.M., Josselson, R., Anderson, R. and McSpadden, E. (2011) Five Ways of Doing
Qualitative Analysis: Phenomenological Psychology, Grounded Theory, Discourse Analysis, Narrative Research, and
Intuitive Inquiry. Hove: Guilford Press.
Wilson, E. (2009) School-based Research: A Guide for Education Students. London: Sage.
Yin, R.K. (2009) Case Study Research: Design and Methods. London: Sage.
Sciences
Driver, R., Squires, A., Rushworth, P. and Wood-Robinson, V. (1994) Making sense of secondary science. London:
Routledge
Wellington, J. and Ireson, G. (2007) Science Teaching, Science Learning. Second Edition. London: Routledge.
Allen, M. (2010) Misconceptions in Primary Science. Maidenhead: Open University Press.
Barton, R. (Ed.) (2004). Teaching Secondary Science with ICT. Open University Press, Maidenhead.
Black, P. and Wiliam, D. (1998) Inside the Black Box: Raising Standards through Classroom Assessment. London: Kings
College University Press (available on-line).
Frost, J. (Ed.)(2010) Learning to Teach Science in the Secondary School. 3rd Edition. London: Routledge.
Millar, R and Osborne, J (eds) (1998) Beyond 2000 London: King's College (available on-line).
Osborne, J. and Dillon, J. (2010) Good Practice in Science Teaching: What Research Has to Say Second Edition.
Maidenhead: Open University Press
Professional Organisations – as ED55019
Government Documentation and Websites – as ED55019
37
Module Code and Title: ED55021 Education Studies III
Intended Learning Outcomes
By the end of this module through a combination of the following contexts: University staff led sessions (theory and
practical); discussion; active note taking; group work; individual/group tutorials; directed study tasks; video analysis; school
based teaching and training activities; you will be able to:
 Write a Transition Plan which details strengths and areas for development in your NQT year (TS 1, 3, 8);
 Access support for professional learning and use this to support you in writing actions as part of your Transition Plan (TS1,
3, 8)
 Acquire knowledge of the experiences and responsibilities of being an NQT (TS1, 3, 8)
 Understand the implications of the new secondary science (and mathematics if appropriate) (TS3)
 Further develop and share knowledge and use of differentiation, assessment, behaviour for learning strategies (TS5, 6, 7)
38
Module Content
Term 3
w/c 26th May 2014
Date
Monday 26th May
Tuesday 27th May
Time
0900-1300
1400-1600
Wednesday 28th May
Thursday 29th May
Friday 30th May
Activity and Location
Bank Holiday
Education Studies – LCE (Transition to the first year
of teaching – Anne Chappell)
Tutorials
Half Term - Tutorials
Reading and Directed Tasks
Prepare CEDP
Revisit SK Audits
Submit Consolidation Phase Profile
w/c 2nd June 2014
Date
Time
Monday 2nd June
All day
Tuesday 3rd June
10-3.30
Wednesday
4th
June
Thursday 5th June
Friday 6th June
Activity
and
Location
Field
Course
Your
NQT
year/
Final
preparat
ion
of
files
Partnership
Staff
Jackie
Rham,
Field
Studies
Council
TS
Detail
Reading
and
Directed Tasks
TS3
You will visit Amersham
field centre where they will
take you through the
common types of field work
and different ecosystems
students can expect at
KS3. You will need to wear
appropriate clothing and
expect to encounter bugs!
An overview of what to
expect in your NQT year
Dillon, J. (2011)
‘Teaching science
outside
the
classroom’
in
Toplis, R. (Ed.)
How
Science
Works: Exploring
effective pedagogy
and practice.
TS8
Final
day of
course
39
ED55021: Assignment 3
(30 M Level credits)
Summary and Guidance
The theme will be the same as your chosen theme for ED55020 Assignment 2.
Presentation of a small-scale research project
You are required to give a 15 minute PowerPoint presentation detailing your research and should also expect a further 5
minutes for questions. Your presentation should feature:
a. Introduction and Background to the Research
This should provide a summary of the research rationale, aims and objectives, the research question and sub-questions,
and the themes from the literature review.
b. Methodology
The research process should be detailed and rationale for decisions provided. This should draw on relevant literature and
other sources of evidence. The consideration of ethical issues and how these were addressed should be discussed.
c. Results and Analysis
The research findings related to the initial research question (and sub-questions as appropriate) should be presented,
analysed and discussed.
d. Conclusions
The work should be summarised, related to the initial research question (and sub-questions as appropriate) and evaluated
– you should evaluate your approaches making explicit any limitations, and suggest implications for future practice.
Accompanying Portfolio
This must be submitted to TPO on Friday 28th March 2014 and should include:
 A hard copy of slides used (in handout format: 3, 4 or 6 per page)
 The completed School of Sport and Education ethics checklist, annotated to make explicit any adaptations
necessary during the process of research.
 A completed timeline for the research with clear milestones and outcomes, annotated to make explicit any
adaptations necessary during the process of research.
40

A full list of references, which should make use of the Harvard system as per course Assignment Guidance (u-Link).
Your presentation will be marked according to the content of your presentation as well as the clarity of
communication. More detailed criteria will be made available prior to the submission date. All references must make
correct use of the Harvard referencing system.
Your presentation may be recorded for moderation purposes.
Presentation Date: Friday 28th March 2014.
The External Examiner for the Sciences is invited to observe presentations
41
ED55021: Reading List (to accompany ED55019 and ED55020)
Use this reading list in conjunction with those from other modules.
*Denotes essential reading
Education
Abbott, I., Rathbone, M. and Whitehead, P. (2012) Education policy. London: Sage.
Bell, B. (2011) Theorising Teaching in Secondary Classrooms: Understanding our practice from a sociocultural perspective.
London: Routledge.
Capel, S., Heilbronn, R, Leaske, M. and Turner, T. (2004) Starting to teach in the secondary school (3rd Edition). London:
Routledge.
Conway, M. (2003) A National Strategy for PE, School Sport and Club Links. British Journal of Teaching Physical
Education. 34 (2): 6-8.
Cowley, S. (2009) How to Survive your First Year in Teaching (2nd Edition). London: Continuum.
Cox, E. (2012) Understanding essentials of coaching: A Pragmatic Inquiry into the Coaching Process. London: Sage.
Department for Education (2012) Induction for Newly Qualified Teachers (England). London: Crown.
General Teaching Council for England (2009) Code of Conduct and Practice for Registered Teachers. London: GTC.
Hayler, M. (2011) Autoethnography, Self-Narrative and Teacher Education. Rotterdam: SensePublishers.
Mercier, C., Philpott, C. and Scott, H. (2013) Professional issues in secondary teaching. London: Sage.
Research – as ED55020
Sciences Subject Studies – as ED55020
Government Documentation and Websites – as ED55019
Professional Organisations – as ED55019
42
Assignment Guidance and Using the Harvard Referencing System
Assessment
This guidance material is intended to be used to support your academic work and must be used in conjunction
with the School of Sport and Education programme documentation which contains the most recent University
regulations and course specific handbooks.
As well as informing you of your progress, assessment enables you to reflect on your own learning and identify the learning
outcomes you have achieved.
Assessment is viewed as an integral part of the learning process. Throughout your course, you will encounter different
kinds of assessment procedures. Assessment details for each module are provided by the module leader. Modules may
employ learning and assessment methods which involve group work of various kinds. The ways in which such activities are
assessed varies, but in all cases the criteria by which an individual's work is assessed will be made clear to you at the
outset of the module.
Handing-in Coursework
To help you plan your work, the hand-in dates for coursework are published for you. Module outlines clearly specify the
hand-in date and time for coursework. Failure to hand in coursework by the due date means that a mark of zero is
recorded. Resubmission and guidelines for marking are then at the discretion of the Examination Board.
Deadlines and Extensions
Coursework must be submitted by the deadline specified by the module leader unless there is written evidence of medical or
other good reasons why an extension should be granted. ‘Late submission’ may be granted for reasons beyond a student’s
control (e.g. illness). ‘Late submission’ cannot be given for reasons within the student’s control (e.g. poor budgeting of time,
pressure of work, lapse of memory). Computer failure (unless University wide) will not normally be deemed to be a
mitigating circumstance.
43
To request a ‘Late Submission’ you must contact the School of Sport and Education Taught Programmes Office (TPO) or
complete a Mitigating Circumstances Form and provide relevant documentary evidence within 7 days of the original
submission deadline. If you are unable to attend University within this deadline you should contact the TPO for advice.
Work submitted late without valid University approved evidence will fail and be awarded a mark of zero.
Mitigating Circumstances
If for any reason you consider that there have been mitigating circumstances which have significantly affected your
performance in an examination or a piece of coursework, you may apply for these to be taken into account at the relevant
Examination Board. In the first instance, you should contact the Taught Programmes Office to obtain a Mitigating
Circumstances proforma. You must complete this form and submit it with supporting evidence, which must be independent
(e.g., a medical certificate). Self-certification will not be acceptable as evidence to support absence, lateness or poor
performance in assessment.
NB. This proforma and supporting evidence must be submitted no later than 7 days after the examination or coursework
deadline to which it applies.
Mitigating circumstances that are personal and sensitive can be discussed by appointment with your personal tutor, subject
tutor, Year/Course Leader or the Senior Tutor, who may advise on the nature of the information required by the
Examination Board.
In the first instance, the office staff will forward the pro forma to the Mitigating Circumstances Committee. Acceptance or
rejection of the mitigating circumstances will then be confirmed by the Examination Board. Any information provided will
be treated in strict confidence by each member of the Board. Boards of Examiners may exercise their discretion where
mitigating circumstances are severe and you should ensure that the Board has sufficient information to allow it to exercise
such discretion.
Marking Criteria
Each piece of work is marked according to specific marking criteria which relate to the learning outcomes of each module.
The marking criteria are stated on the module outlines and it is important that you are familiar with these as you embark on
any work that is to be assessed. The module leader can also give you guidance on them.
44
There are also generic criteria known as descriptors which apply to all modules and which are used as a guide against
which to judge the standard of your work. These general criteria are listed overleaf.
Marking Procedures
Assignments are subject to both internal and external scrutiny. Assignments are marked by one of the team, and a
selection are second marked by another member of the team. In addition, a sample is marked by the External Examiner.
See appendix 1 for an example of the type of marking system that may be used.
45
A Guide to Marking Criteria
The Secondary Physical Education Awards use guidelines agreed within the University for marking all assessed work to
ensure comparability across modules and subjects. The grade descriptors should be read in conjunction with the learning
outcomes associated with the assessment. You will find it helpful to have these marking criteria for future reference.
Undergraduate Grade Descriptors
Grade A*
Clearly demonstrates a highly sophisticated, critical and thorough understanding of the topic. Provides clear evidence of
originality and independence of thought and clearly demonstrates exceptional ability to develop a highly systematic and
logical or insightful argument, solution or evaluation at the current Level. Demonstrates exceptional ability in the appropriate
use of the relevant literature, theory, methodologies, practices, tools, etc., to analyse and synthesise at the current Level.
Shows an exceptionally high level of clarity, focus and cogency in communication at the current Level.
Grade Band A (A+, A, A-)
Clearly demonstrates a sophisticated, critical and thorough understanding of the topic. Provides evidence of independence
of thought and clearly demonstrates the ability to develop a highly systematic and logical or insightful argument, solution or
evaluation at the current Level. Demonstrates excellence in the appropriate use of the relevant literature, theory,
methodologies, practices, tools, etc., to analyse and synthesise at the current Level. Shows a high level of clarity, focus and
cogency in communication at the current Level.
Grade Band B (B+, B, B-)
Clearly demonstrates a well-developed, critical and comprehensive understanding of the topic. Provides some evidence of
independence of thought and clearly demonstrates the ability to develop a systematic and logical or insightful argument,
solution or evaluation at the current Level. Demonstrates a high degree of competence in the appropriate use of the
relevant literature, theory, methodologies, practices, tools, etc., to analyse and synthesise at the current Level. Shows
clarity, focus and cogency in communication at the current Level.
Grade Band C (C+, C, C-)
Demonstrates a systematic and substantial understanding of the topic. Demonstrates the ability to develop a systematic
argument or solution at the current Level. Demonstrates a significant degree of competence in the appropriate use of the
relevant literature, theory, methodologies, practices, tools, etc., to analyse and synthesise at the current Level. Provides
evidence of clarity and focus in communication at the current Level.
46
Grade Band D (D+, D, D-)
Provides evidence of a systematic understanding of the key aspects of the topic. Demonstrates the ability to present a
sufficiently structured argument or solution at the current Level. Demonstrates an acceptable degree of competence in the
appropriate use of the relevant literature, theory, methodologies, practices, tools, etc., to analyse and synthesise at the
current Level. Provides evidence of effective communication at the current Level.
Grade Band E (E+, E, E-)
Provides evidence of some understanding of key aspects of the topic and some ability to present an appropriate argument
or solution at the current Level. Demonstrates some competence in the appropriate use of the relevant literature, theory,
methodologies, practices, tools, etc at the current Level. Provides some evidence of effective communication at the current
Level. However, there is also evidence of deficiencies which mean that the threshold standard (D-) has not been met.
Grade F
Work that is unacceptable.
Postgraduate Grade Descriptors
Grade A* (Masters dissertations only)
Work of exceptionally high quality, commensurate with publication in a highly esteemed peer-reviewed journal. Clearly
demonstrates a sophisticated, critical and thorough understanding of the topic. Provides clear evidence of originality and
clearly demonstrates the ability to develop an independent, highly systematic and logical or insightful argument or
evaluation. Demonstrates exceptional ability in the appropriate use of the relevant literature, theory, methodologies,
practices, tools, etc., to analyse and synthesise at Masters Level. Shows exceptional clarity, focus and cogency in
communication.
Grade A
Clearly demonstrates a sophisticated, critical and thorough understanding of the topic. Provides evidence of originality of
thought and clearly demonstrates the ability to develop an independent, highly systematic and logical or insightful argument
or evaluation. Demonstrates excellence in the appropriate use of the relevant literature, theory, methodologies, practices,
tools, etc., to analyse and synthesise at Masters Level. Shows excellent clarity, focus and cogency in communication.
Grade B
47
Clearly demonstrates a well-developed, critical and comprehensive understanding of the topic. Clearly demonstrates the
ability to develop an independent, systematic and logical or insightful argument or evaluation. Demonstrates a high degree
of competence in the appropriate use of the relevant literature, theory, methodologies, practices, tools, etc., to analyse and
synthesise at Masters Level. Shows a high level of clarity, focus and cogency in communication.
Grade C
Demonstrates a critical and substantial understanding of the topic. Demonstrates the ability to develop an independent,
systematic and logical or insightful argument or evaluation. Demonstrates a significant degree of competence in the
appropriate use of the relevant literature, theory, methodologies, practices, tools, etc., to analyse and synthesise at Masters
Level. Provides evidence of clarity, focus and cogency in communication.
Grade D
Provides evidence of some critical understanding of the topic. Demonstrates some ability to develop a structured argument
or evaluation. Demonstrates an acceptable degree of competence in the appropriate use of the relevant literature, theory,
methodologies, practices, tools, etc., to analyse and synthesise, but not at Masters Level. Provides evidence of effective
communication.
Grade E
Work that demonstrates significant weaknesses, but which provides strong evidence that Grade D is within the reach of the
student.
Grade F
Work that is unacceptable.
Length of Coursework
Each piece of coursework has a word limit. The word limit refers to the main body of the text (and includes everything in the
main body of the text). It does not include the list of references or appendices. Students must specify wordage at the end of
the main body of the text (before the references and appendices). Keeping within the set word limit is an assessment
criterion for all written work. The University has a clear policy on this which you will find in the PGCert Secondary Course
Handbook. This process is enforced to be fair to other students who abide by the limits set. While there is no formal
penalty for not using the full word limit, students who submit work well below the limit will normally obtain a lower mark
48
because they have not used the opportunity available to them to fully explain their reasoning and address the criteria. You
are advised to use the full word limit.
Returning Coursework and Feedback
Your coursework feedback will be normally be provided for you within five weeks of the hand in date. However, marks are
always provisional until after the exam board. The written feedback that you receive is detailed and designed to help you
with future assignments. It is in your best interests to read and consider the feedback that has been given to help you in
your future work. Tutors will also be happy to discuss this feedback with you by appointment.
Coursework is handed into, and returned via, the TPO. Where coursework is handed in towards the end of the term, it is
held in the TPO for collection. You will be notified by the TPO of the specific dates and times when each item of coursework
may be collected and assessment marks will given once work has been collected. Marked coursework for all modules is
held in the TPO for one term after its completion. Any work that remains uncollected will be destroyed.
Failing a Module
Failure to achieve the threshold standard normally results in a resit. Under normal circumstances, only one resit is allowed
for each module failed.
Modules in both education and subject studies must normally be passed at threshold level as these provide evidence for
meeting the Standards for QTS.
Presentation
Presentation of Assignments
The requirements for presentation on submission are as follows:
 A4 size white paper;
 Fonts ‘Times New Roman’ or ‘Arial’ size 12
 3 cm margins on the left hand side and 2.5 cm margins on the right hand side, and the top and bottom of the pages;
 Double spacing, except in the case of direct quotations which should be single line spaced and indented on both the right
and left hand sides (see the examples in the section on referencing);
49
 A line must be left between each paragraph and paragraphs must not be indented;
 Page numbered in the centre at the bottom of each page;
 The title page to be completed as detailed later;
 The word count must be included at the end of the main body of the text (just below the last paragraph);
 The assignment is organised as outlined by the criteria for the assignment, which will be given to you for each module.
Sub-headings would be used to support the organisation of the writing.
 Assignments need to be submitted in a clear fronted presentation folder. In the case of assignments with portfolios of
evidence you may require more than one folder. Do ensure that your name, student number, and module code are
included on everything you submit. The use of ring binders should be avoided.
 Plastic wallets/ sleeves must only be used for appendices or in a portfolio of evidence and not for the main body of text.
Where plastic wallets are used in portfolios, any sections which the marker is referred to should be immediately visible.
 Do not use footnotes.
Spelling
Use U.K. English spellings unless using a direct quotation from a non-U.K. English source (e.g., U.S. English journal). Also,
in the references, use the original spellings of journals (e.g., Journal of Sport Behavior rather than Journal of Sport
Behaviour).
General Conventions
 Standard English must be used throughout assignments.
 No reductions, such as 'don't' or 'can't'.
 It may be appropriate to write using the first person i.e. ‘I’, but you must ensure that direct reference is made to relevant
evidence to support the statement made.
 Avoid Americanisms (this will prevent you modelling them for pupils in the professional context).
Writing in the Third Person
When writing in the third person you may need to reconstruct your sentences. An example is identified below:
First Person
When I was teaching I noticed that…
Alternative
Whilst teaching it became clear that…
50
Reference to organisations or abbreviations
Initials are acceptable providing when first mentioned, the full name followed by the initials is included in brackets, e.g.
National Curriculum (NC). No full stops are required between the letters of abbreviations.
Illustrations
All illustrations must have a legend. The legend should be informative and appear beneath the figure or, in the case of a
table, it should be at the top of the table. All tables must be individually labelled e.g. Table 1, Table 2, etc. All illustrations
including graphs, charts, pictures and diagrams must also be individually labelled e.g. Figure 1, Figure 2, etc.
APA System
For Undergraduate Students in Sport Sciences, the APA style of referencing is used. Information on how to reference the
texts that you have used in the APA style is given in the Sport Sciences guidance. Do not use the APA system for
education modules.
Copies
You must retain a copy of all the assignments and the relevant appendices that you submit. It is important to keep these
until after the Examination Board have met and confirmed your assessment grades.
51
Title Page
SCHOOL OF SPORT AND EDUCATION
BRUNEL UNIVERSITY
Module Code
Module Title
Assignment Title
by
Student Number: 00112233
September 2013
52
Literature Searching
Assignments need to contain supporting information from literature. There are a number of different sources that you may
make use of and there is an expectation that all assignments will demonstrate the use of a balance of sources including
books, journals, government documents, the internet etc.
Before beginning a trawl of literature, break down the topic into 'Key Words' - this will help when/if you engage in an
electronic search. The library provides a range of guides on using the library effectively and will also be happy to help you if
you go to the enquiry desk. Carolyn Mustard is our subject liaison librarian for any specific enquiries. She would welcome
contact from you with any enquiries.
To undertake an electronic search you need to select a database from those available at:
http://intranet.brunel.ac.uk/library/subjects/education/resources.html
EBSCO is good because you can download full text articles. ERIC is a source of education based material.
The internet is also a useful tool for researchers and can offer a quick way of accessing references to literature. There are
also sites which give useful tips on aspects of academic writing such as writing a literature review. However much of the
information that you can access via the internet is not filtered or checked for accuracy. It is important to ensure that the
sources you obtain it from are sound and appropriate, and that this source of material is not over-used.
Journals are a valuable source of material and can be accessed electronically via the e-journals gateway as well as on the
shelves in the library:
 Use them to gain an historic perspective on research developments in your chosen area;
 Use them to gain a contemporary perspective;
 Key texts are often reviewed in journals, and if you have difficulty gaining access to some of these key texts, reviews allow
you at least a second-hand view - be aware of their evaluative nature.
Subject bibliographies list material on a particular topic. Entries often have annotations to help you decide how useful they
will be. Some examples are listed:
 Brooking, C. (1987) Teaching for Equality: educational resources on race and gender. London: Runnymede Trust.
 Clarke, P.B. (1990) Finding out in Education: a guide to sources of information. Harlow: Longman.
53
 Richards, C. (1984) Curriculum Studies: an introductory annotated references (second edition). Lewes: Falmer Press.
Indexes will help you locate or trace articles within Journals. They are often organised with author, as well as subject
sections. Therefore, if you know that a particular author writes on a particular subject, you can quickly locate any articles
that s/he may have written. Many authors condense into articles in journals, what they have published in books - it is
much quicker to read a journal article. Some useful starting points might be:
 British Education Index, quarterly, Leeds, The Brotherton Library: University of Leeds.
 British Humanities Index, quarterly, London: The Library Association.
 The Times Index, monthly, Reading: Research Publications Ltd.
Some examples of general educational sources are given below:
 Directory of British Associations and Associations in Ireland, (10th ed, 1990), Beckenham: CBD Research Ltd.
 Education A to Z: A-Z of sources of all major educational topics, (5th ed, 1991), London: Advisory Centre for Education
Ltd.
 Education Authorities Directory, annual, Redhill: School Government Publishing Company Ltd.
 Education Year Book, annual, Harlow: Longman.
Making and Organising Notes
Keep thorough notes from the start or ‘suffer later’! Things you should do:









Write a note of everything you read.
Start an index immediately (index cards, loose sheets, note book).
Record sources fully: author’s surname and initials, date of publication, title, edition, place of publication, publisher.
Begin referencing as soon as you can.
Use one side of cards, paper, note books to record information.
List possible categories for reading.
Note (or photocopy) all quotations fully and accurately at the time that you read them.
Photocopy articles or chapters.
Make use of index cards, note books and a research diary
54
“Finding information in the first place can be hard enough. Finding it again sometime afterwards can be harder unless your
methods of recording and filing are thorough and systematic.” (Bell, 1993: 24)
Citation Management
You may wish to use software such as RefWorks to help you organise your literature. It is an application that enables users
to store, manage, and output (in a variety of styles) bibliographic references from various sources, including online article
databases. RefWorks can help you effectively organise and manage citations while conducting research, incorporate
references into word processing documents, and create independent bibliographies in a variety of styles. Carolyn Mustard
and other staff in the library will be able to assist you with this.
55
Referencing
Terms
Citing means formally recognising, within your text, the resources from which you have obtained information.
Reference is the detailed description of the item from which you have obtained your information.
References is the list of sources you have used.
Citing
When making references to any published or unpublished work, credit to the author(s) must be included in the text and in
the references to avoid plagiarism (see the section on this later). Recognised conventions must be adhered to, both in the
use of correct punctuation (commas, colons and full stops) as well as the layout and format used to present references.
See appendix 3 for an annotated example.
Conventions
Reference to authors
Surname only, plus date,
e.g. Lofthouse (1990) noted that the time devoted to physical education in primary schools may be as low as 4% of the
school day; or
A survey carried out in primary schools, as discussed by Read (1995) revealed that the majority of PE lessons are taken by
the class teacher who generally has responsibility for teaching all curriculum subjects (a factor also identified by Williams,
1993; Evans et al., 1996).
Quotes under two lines
Must be written into the text and marked off by inverted commas. Author, date and page number lead or follow the quote but
if the quote is included in the middle or at the end of a long sentence then the date and page number must follow the quote.
e.g. As Lawton (1992: 132) reveals, ‘many primary schools are inadequately housed and poorly equipped’; or
‘Many primary schools are inadequately housed and poorly equipped’ (Lawton, 1992: 132); or
Lawton supports the findings of this piece of research through a similar study which reveals that ‘many primary schools are
inadequately housed and poorly equipped’ (Lawton, 1992: 132).
56
Note here that in the first example a comma precedes the quote only because the sentence structure requires one. A
comma would not be required if the quote is part of a fluid sentence that does not need a comma. Note also that the quote
only begins with a capital letter when it starts the sentence.
Quotes longer than two lines
Must be inset, single spaced, without inverted commas. A line must be left before and after the quote so that it is clearly
identifiable in the main body of the text. Author, date and page number may lead or follow the quote.
e.g. This period in a child’s education is considered to have potentially far-reaching consequences for each individual, as
Jennings and Hargreaves (1981: 35) comment:
The transition from junior to secondary school is of great importance in the life of a child. It may
encourage development, presenting challenge and stimulation, or it may have a detrimental effect...
or This period in a child’s education is considered to have potentially far-reaching consequences for each individual:
The transition from junior to secondary school is of great importance in the life of a child. It may
encourage development, presenting challenge and stimulation, or it may have a detrimental effect...
(Jennings and Hargreaves, 1981: 35)
Note here that in both examples quotes are preceded by a colon. The quote starts with a capital letter because that is how
it appears in the original source.
Reference to a single author, or group of authors
In brackets in the text,
e.g. It is suggested that careful recording and organising of sources of literature used in academic writing is key in making
the process easier (Bell, 1993); or
There has been a range of work examining the transitions which children make from one educational establishment to
another (Measor and Woods, 1984; Beynon, 1985; Pugsley et al., 1996).
Reference to an author cited in another publication
Must be acknowledged as follows:
57
e.g. At secondary school they will be in unfamiliar larger buildings, with many teachers, and older noisier pupils (Jackson,
1968 cited in Bennett and LeCompte, 1990).
NB. This should be avoided whenever possible and original sources used.
Other Electronic References
These must include the author’s name/s and date (if available), or URL for references, adding the page number for direct
quotes in the same way as any other source. If you are absolutely certain that the copy you find online/on a database is
identical to the printed version, you may omit the URL and reference in the same way as a printed book or journal. Either
quote the URL address of the page containing the cited information in the text, or quote the author in the same way as
above:
e.g.
recommendations
follow
best
practice
in
referencing
electronic
resources
(www.bournemouth.ac.uk/library/citing_references/docs/Citing_Refs.pdf: 3); or
recommendations follow best practice in referencing electronic resources (Support, 2008: 3).
Lecture Notes
Lecture Notes
We would prefer that students did not reference lecture notes. The module outline reading list indicates the influences
which have shaped the lecture content. There are often references in presentations which can be cross referenced to the
reading list. However, if absolutely necessary then a reference to material from a lecture would be accompanied by (author,
year) with an appropriate inclusion in the references.
References
All references to authors made within the text must be included in the ‘References’ section. Exact details of each reference
are essential. See appendix 4 for an annotated example.
General Guidelines
 The references is single line spaced with a line between each entry;
 Publications must be listed in alphabetical order by author’s surname;
 Titles must be in italics (see detail below identifying how this applies to different sources).
 List multiple publications by an author chronologically, with the most recent first.
 Add a, b, c if an author has published more than once in the same year.
 List all individual publications before collaborations.
58
Book by a single author
Format: Surname, initials. (Date) Title. Place of publication: Publisher.
e.g. Schmidt, R.A. (1982) Motor Control and Learning. Champaign, IL: Human Kinetics.
Book by more than one author
Format: Surname, initials. (Date) Title. Place of publication: Publisher.
e.g. Loy, J.W. and Kenyon, G.S. (1969) Sport, Culture and Society. New York: Macmillan.
and
Cohen, L., Manion, L. and Morrison, K. (2000) Research Methods in Education. London: RoutledgeFalmer.
Article in a journal
Format: Surname, Initials. (Date) Title of article. Title of Journal, Volume (Number): Pages.
e.g. Howarth, K. and Head, R. (1988) Curriculum Continuity in Physical Education. British Journal of Physical Education, 19
(6): 241 - 243.
Chapter in a book
Format: Surname of author, Initials. (Date) Title of article. Surname of Editor, Initials (ed.) Title of Book. Place of publication:
Publisher.
e.g. Kroll, W. (1978) Psychological Aspects of Wrestling. In Straub, W.F. (ed.) Sport Psychology: an analysis of athlete
behaviour. Ithaca, NY: Movement
Paper presented at a conference
Format: Surname of author, Initials. (Date) Title of paper. Paper presented at 'Name of conference', Location of conference,
dates of conference.
e.g. Terry, P.C. (1984) The coaching preferences of elite athletes competing at Universiade '83. Paper presented at the
Olympic Scientific Congress, Eugene, Oregon, 19-23 July.
Unpublished paper/Master's thesis/PhD thesis
Format: Surname of author, Initials. (Date) Title of the paper or thesis. Unpublished paper/Master's thesis/PhD thesis.
University/College.
59
e.g. Brown, M.S. (1968). Sex differences in achievement motivations and performance in competitive and non-competitive
situations. Unpublished PhD thesis. University of Michigan.
Internet References Individual works
Format: Surname of author/editor, Initials. (Date) Title [online]. (Edition) Place of publication: Publisher (if ascertainable).
Available from: URL [Accessed Date]. Write "No date" when the electronic publication date is not available.
e.g. Support, A. (2008) Guide to citing Internet sources [online]. Poole, Bournemouth University. Available from:
http://www.bournemouth.ac.uk/library/citing_references/docs/Citing_Refs.pdf [Accessed 27th August 2008].
Citing E-Journals
Format: Surname of author, Initials. (Date) Title. Journal Title [online], Volume (number), location within host. Available
from:
URL
[Accessed
Date].
e.g.
Korb,
K.B.,
1995.
Persons
and
things:
book
review
of
Bringsjord
on
Robot-Consciousness.
Psycholoqy
[online],
6
(15).
Available
from:
www.psycprints.ecs.soton.ac.uk/archive/00000462/ [Accessed 20 May 2004].
Newspaper
Format: Name of writer, year, title of article, name of paper, date (minus year): page number.
e.g. Bowcott, O. (1996) Tug battles to stop tanker breaking up. The Guardian. 19 February: 2.
TV and Radio
Format: Title of programme, episode number, title of episode, transmitting organisation, channel, full date (Year, Month,
Day), time of transmission.
e.g. Island of Dreams. (1996) Episode 2. ‘For Better or Worse’ TV. Ch.4. 1996 19th February, 2100 hrs.
For individual contributions within a programme are quoted, such as the Prime Minister being interviewed on the TV news,
format is as follows:
e.g. Major, John. (1996) Interview. In: Six O'Clock News. Television. BBC1. 1996. 19th February, 1823 hrs.
60
Lecture Materials
It is essential that all references to other works are referenced fully as outlined above but in the case where you are making
reference to a session at the University then you need to include in the references the author, year, title of the module and
session, date of the session:
e.g. Gower (2008) ED2075 lecture, 27th November, 2008.
Library
There
is
information
provided
by
the
library
http://www.brunel.ac.uk/services/library/learning/referencing
61
which
can
also
be
used
to
assist
you:
Ethics
As a final note to this guide you are reminded of the ethics of your position in writing assignments, particularly those which
rely on data collected from school. In the collection of relevant data and its subsequent publication there must be
appropriate respect for those who have co-operated with or were involved as part of the work. Ethics and any relevant
University, School and Course requirements will be explored with you by the module leader.
Confidentiality
Conventions found in the fieldwork environment should be maintained and appropriate protection given to respondents (e.g.
fictitious names should be used for schools, teachers and pupils in the final submission/presentation).
Confidentiality must be maintained throughout the work including appendices.
Negotiating Access
In the current climate, it is essential that appropriate permissions are sought from all who are involved in the study where
necessary. Your module leader will discuss this with you. Negotiating access and maintaining access appropriately in
collaboration with school colleagues are essential features of some research work that you may be required to undertake.
Data
All data must be stored carefully to ensure that confidentiality is maintained.
All data pertaining to the assignment must be available throughout the course – it can be requested by the School
at any time.
Plagiarism and Cheating
Plagiarism is the presentation of another person's thoughts, writings or inventions as your own. It includes the incorporation
of another person's work from published or unpublished sources without indicating that the material is derived from those
sources. Published sources include information obtained from internet sources. Unpublished sources include other
students’ work. Copying another student's work is plagiarism and allowing another student to copy your work is also
cheating. Please note that it is NOT permitted to use the same material in more than one piece of assessed work (whether
coursework or examination) in the same or in different modules at the same or different levels. This counts as cheating and
is penalised as such.
62
If you cannot write the essay or report yourself for whatever reason, or if you are in any doubt about inclusion of work from
any source, discuss it with the module leader.
Please note that plagiarism is a form of cheating. Plagiarism is regarded very seriously by Boards of Examiners and
normally results in a mark of zero for the piece of work submitted or for the examination. The Board makes a report to the
University Disciplinary Board, which may, having heard your case, require you to withdraw from the University; at the very
least, your prospects of progressing and of obtaining a degree are jeopardised. The consequences of cheating and
plagiarism are set out in the Senate Ordinances.
Please note that it is NOT permitted to use the same material in more than one piece of assessed work (whether
coursework or examination) in the same or in different modules at the same or different levels. This counts as cheating and
is penalised as such.
63
Appendix 1
Marking System
The following will be used by markers on the text of your work to indicate any arising issues:
Sp
P
?
Ev
C
^
//
(-)
()
T
SE
Gr
Ref
Bib
L
R
Q
Pg
A
S
/
F
Spelling error
Punctuation
Unclear and/or further explanation required
Evidence required
Capital Letter
Word or letter missing
New paragraph required
Unnecessary word(s)
Brackets missing
Incorrect tense
Standard English required
Grammar
Incorrect referencing format
Author/source missing from the text/references
Excessively long sentence
Relevance is unclear
Quote incorrectly formatted
Page number omitted from a direct quote
Incorrect abbreviation error
Source unclear
Single line spacing
Format/layout
64
Appendix 2
Task: Using the Harvard Referencing System
Look at the following extracts of text and references. Use the guidance provided earlier in this handbook to correct the
mistakes in the underlined sections. Check your response to this task using the additional document ‘Assignment
Guidance 2011-2012 Appendix 4’.
Chapter 2
Review of Literature – Extract
This chapter seeks to analyse the role of the primary and secondary school in delivering Physical Education (PE); and in
doing so to ascertain if and why differences between the two learning environments exist. Moreover, it also seeks to
discuss the impact of ‘pupil’s folklore’ (Pugsley et al., 1996: 133) and the organisation of the transfer process upon the
pupils moving up to the secondary school.
Primary School Physical Education
I would suggest that the PE programme in primary schools is often a matter of compromise (Boniface,
1990: 303).
Within key stages 1 and 2 there are nine N.C. subjects including PE and each of these subjects have detailed guidelines
which teachers must adhere to in their planning and organisation of the curriculum. Within PE there are three areas of
activity which should be covered during key stage 1; namely games, gymnastic activities and dance (DFE, 1995). This
increases to six areas in key stage 2 where athletic activities, outdoor and adventurous activities and swimming must be
taught along with those areas already introduced in key stage 1 (1995 DFE). As such, the primary school teacher is
65
expected to cover more areas of activity than the secondary school teacher. This appears to be a somewhat ironic
situation given that it has been clearly identified that in primary schools there are few specialists in all areas of the
curriculum (Gray, 1995). A survey carried out in primary schools, as discussed by Read (1995) revealed that the majority
of PE lessons are taken by the class teacher who generally has responsibility for teaching all curriculum subjects (a factor
also identified by Williams and Evans et al.). As such a situation is created where, along with other subjects, PE is being
taught predominantly by non-specialist teachers. This is a cause of some concern when it is also highlighted that ‘this is a
subject about which most teachers (in primary schools) express uncertainty and apprehension’ (Read, 1995). The situation
is exacerbated by the view that it is ‘a low priority subject’ (Gray: 145). As there is an increasing demand for success in the
traditionally ‘academic’ subjects this may inevitably marginalise the importance of PE (Dodds, 1993; see also Evans et al.,
1996). This increasing demand has been brought to the fore of educational discussion recently through the government’s
new proposals to increase literacy in key stages 1 and 2. This rise in literacy skills requires more ‘direct teaching time’
(Sweetman, 1998: 21) and is likely to take more time away from other subject areas, and narrow the breadth of education.
It is not intended to suggest that primary school teachers are not fulfilling their professional responsibilities. Rather it
suggests that, despite the role fulfilled by curriculum co-ordinators who support individual subject areas within the
curriculum, there is excessive demand placed upon the class teacher’s knowledge and confidence - especially so when
both may be limited (Southworth, 1990: 33). At this point it is pertinent to suggest that this situation is not improved by the
level of provision in Initial Teacher Education (ITE). It should be acknowledged that the time allocated to PE training for
primary teachers is minimal (Williams, 1993) and often restricted in the components of knowledge and understanding which
are covered. This situation is exacerbated as an increasing proportion of time is now spent training in school rather than at
higher education establishments (Capel, 1996). Carney and Armstrong (1996) recognise that if positive role models are
provided by the schools responsible for training teachers, then the knowledge, understanding, and confidence of the
66
teacher will be increased. In their research they also acknowledge that for a range of reasons this is not always the case.
Williams makes practical reference to the restrictions:
...dance is rarely taught unless there is a particular expertise in the school, and gymnastics is also avoided by teachers who
lack confidence and professional support.
She further supports this by suggesting that ITE makes use of competitive games to the detriment of the other activities
(Williams, 1993).
67
References - Extract
Borg, W. R. and Gall, M. D. (1983) Educational Research: An Introduction (4th Edition). New York: Longman.
Burgess, R. G. (1984) In the Field: An Introduction to Field Research. Routledge.
Capel, S. (1996) Recent Government Influences on Education, Physical Education and Initial Teacher Education in
England and Wales. British Journal of Physical Education, 27 (2): 29-31.
Carney, C. and Armstrong, N. (1996) The Provision of Physical Education in Primary Initial Teacher Training Courses in
England and Wales. European Education Review, 2 (1): 64-74.
Claxton, G. (1990) Teaching To Learn. London: Cassell Educational Ltd.
Cohen, L. and Manion, L. (1994) Research Methods in Education (4th Edition). London: Routledge.
Conner, C. and Lofthouse, B. (1990) The Study of Primary Education. A Source Book. Volume 1: Perspectives (2nd
Edition). London: The Falmer Press.
DES (1989) Education Observed 10: Curriculum Continuity at 11-plus. London: Her Majesty’s Inspectorate.
DFE (1995) Physical Education in the National Curriculum. London: HMSO.
Delamont (1984) Readings on Interaction in the Classroom. London: Methuen & Co. Ltd.
Delamont, S. and Galton, M. (1987) Anxieties and Anticipations - Pupils’ Views of Transfer to Secondary School. In Pollard,
A. (Ed.) Children and their Primary Schools - A New Perspective. Lewes: The Falmer Press.
Evans, J. and Davies, B. (1993) Equality, Equity and Physical Education. In Evans, J. (Ed.) Equality, Education and
Physical Education. London: The Falmer Press.
68
Dodds, P. (1993) Removing the Ugly ‘Isms’ in Your Gym: Thoughts for Teachers on Equity. In Evans, J. (Ed.) Equality,
Education and Physical Education. London: The Falmer Press.
Evans, J. and Penney, D. (1996) The Role of the Teacher in Physical Education: Towards a Pedagogy of Risk. British
Journal of Physical Education, 27 (4): 28-35.
Evans, J.; Penney, D.; Bryant, A. and Hennink, M. (1996) All Things Bright and Beautiful? P.E. in Primary Schools Post the
Education Reform Act. Educational Review, 48 (1): 29-40.
Giddens, A. (1993) Sociology (2nd Edition).
Gray, J. (1995) Physical Education. In Ashcroft, K. and Palacio, D. (Eds.) THE PRIMARY TEACHER’S GUIDE TO THE
NEW NATIONAL CURRICULUM. London: The Falmer Press.
Hamilton, D. (1984) First Days at School. In Delamont, S. (Ed.) Readings on Interaction in the Classroom. London:
Methuen & Co. Ltd.
Hammersley, M. (Ed.) (1983) The Ethnography of Schooling. Chester: The Bemrose Press Ltd.
Haralambos, M. (1980) Sociology: Themes and Perspectives. Slough: University Tutorial Press.
69
Appendix 3: Writing at Masters Level
Writing assignments is an important aspect of the PGCert course. Different modules will require different tasks with
particular emphasis for some on assignments, but most assignments can be improved if you pay attention to the way of
writing and revising your work.
Tutors would like all course participants to produce good assignments. These notes should help you to do this (but you also
need to take careful note of what module tutors say about the precise requirements for particular assignments). A good
assignment is the result of:



careful planning (including reading and thinking)
careful writing
careful revision.
Planning
For your planning:









choose the topic carefully
find a focus
read up-to-date material within the focus to get a systematic understanding
be prepared to change the focus to find a good view of the topic
read research articles within the focus so that you can show that parts of your work are informed by cutting-edge
knowledge
read of recent professional developments
think about different points of view (theories, models, arguments, approaches)
write a plan outlining the main ideas
be clear about what the main point of this plan really is.
The Topic

Think about the topic in relation to your interests and experience.
70
Read the precise wording of the guidance for the particular assignment, as set by the module tutor. This may consist of a
set title, or you may be required to choose your own topic. Before making a decision, think carefully about how your
proposed topic fits the general guidance the tutor has given. If you are doubtful about the choice of topic, consult the tutor.
The Focus

Find a focus which you think is interesting or fresh.
Think about what you would really like to do and relate it to the intended learning outcomes for the module and the criteria
of assessment. This should help you to understand what you need to do to complete the assignment successfully. This may
also help you to define the scope of what you will do. The best assignments usually have a clear focus and limit the topic so
that it becomes possible within this narrow scope (and within word limits) to provide depth of discussion and critical
evaluation. When you are deciding on the focus, try to find an angle which is interesting or fresh. You should be able to
judge how far your views are indeed interesting or fresh through your reading and reflection on the topic; this means that
you should be prepared to shift the focus if you can find a better one. Make sure that what you are planning is feasible, and
can be supported by reference to relevant material, to a professional context or to your experience.
Reading


Read around the topic with the focus in mind
Keep a careful note of sources.
When you begin reading, you’ll probably start with the reading lists from the module. The tutors probably think of this list as
a starting point so unless this list is already very comprehensive try to go beyond this list by keeping mainly within your
focus. It may also be useful to look at introductory accounts: these should be easier to understand and could give you a
useful background. However, it is a mistake to rely mainly on introductory literature because you will end up saying mainly
basic things, with the risk that your assignment does not seem appropriate for Masters level. So, wherever you begin
reading, make sure that you move on to more focused reading as soon as you can; some more focused references can, of
course, be found in introductory books. You will want to work towards a systematic understanding of the topic. For Masters
level, your aim should be to show that your assignment is informed by some of the work which is at the forefront of relevant
disciplines and areas of professional practice. This will mean trying to read something, at least, which is at the cutting-edge
of knowledge or research, or becoming informed about crucial aspects of recent professional developments. This could
mean drawing on recent research articles. Some course participants find that it is useful to set up an informal reading circle
so that you meet to share your reading and discuss key references together.
71
When you are locating what to read, try to get hold of key texts (both books and articles) which approach the topic from
different angles. This will make it easier to define different arguments and to take a balanced perspective between them. It
will also be easier to clarify your own viewpoint and relate the topic to your own professional context by arguing that one
view is more relevant than another and why. To find these key texts, use the references provided by the tutor. To get a
good overview of the topic you can save a lot of time by finding any recent survey articles or state of the art reviews (as
found in Review of Educational Research or in some abstracting journals like Language Teaching) which give overviews of
current developments on the topic. This, plus the use of computer-based literature searches, can tell you something about
the main theories, models, current research and directions. To check your understanding of key concepts you also can
save time by using the reference section in the library; encyclopaedias, dictionaries and handbooks of different disciplines
and subject areas, or research handbooks can be particularly helpful (there are a lot of recent publications of this sort).
Remember to keep complete notes of sources which you will quote or refer to in your writing.
Planning the Writing

Plan your writing so that there is a clear argument or framework.
To help develop a writing plan, some people use cards with key ideas written on them. Other people find flow charts or
diagrams useful to help organise their thoughts. When you have a plan, review it to check what you think the main point of
your assignment is. The main point might be to identify, interpret and substantiate particular themes; to critically review
theory and practice through each other; to critique certain research and assess its impact; to reflect critically on your own
experience or professional context to evaluate links between theory and practice; or it might be something else, like
conducting a small scale project. If the tutor or another member of your course group has time, you might at this stage
discuss your plan to see how it may be improved.
Some people find it easier to write a few pages of what they know or want to say, and then they review this carefully to look
for a framework or argument to tidy up the structure and organise and revise the writing. People who work this way know
that the first version is not at all like the final one, but writing something helps to overcome a writing block and it is one way
of starting.
Writing
In your writing:
 put your main points into a logical sequence
 briefly define key terms and concepts
 be aware of possible differences in cultural aspects of academic work
72






try to balance your account of what the reader might already know with fresh aspects
try to develop an analysis; avoid too much description
try to develop a critical approach; make sure there is some critical evaluation
you may quote others, but often it is enough to give the reference
give the references and sources for other people’s ideas which you have used
think about putting some material into an appendix.
To get an idea of what a good assignment looks like you could ask a tutor to show you an example: notice the format, the
introduction and conclusion, the way in which references are used, the extent of the references, and any appendices.
The Format and Structure



Think about using a range of material
Keep checking the overall structure
Try to get a balance between what the reader may already know and something new.
Decide on the format for your assignment by thinking about the main point and other important points you want to make
and put these points into a logical sequence. Think about the most effective way to use any material you have in hand. This
material may range from reading notes and questionnaire results to reflective journal and diary accounts; curriculum
documents or classroom textbooks; newspaper cuttings; tape or video recordings. Using a range of this kind of detailed
material can make a lively assignment. To avoid problems with the length of the assignment such material is often really for
reference so it is best placed in an appendix, but it can be discussed concisely in the main text.
As you write different sections, according to your plan, make sure that there is a clear overall structure. You can check this
overall structure by writing sub-headings and making sure that they are clear and in a suitable sequence. Also make sure
that you are writing all the relevant points in a logical order. This order should take a hypothetical reader (a tutor, local
teachers, your peers, or the informed public) into account and consider what such an audience know already and what they
need to know to make sense of what you are writing. For example, if you are discussing a particular context or education in
another country, a crucial issue will be how much background information to give for a British audience and whether this
could be in an appendix. Striking this balance between what you assume the reader already knows and what you still need
to say is very important because if you get the balance wrong readers will think your work is a bit basic or too descriptive. In
striking this balance, try to say something fresh: develop a new angle, a personal interpretation, a professional application,
and especially a critical approach.
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Some Cultural Aspects of Academic Writing
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Be aware of cultural patterns of academic writing
Define key terms but keep the groundwork brief.
Often international course participants will have studied for their first degree in different academic traditions compared to
those developed in Britain. This sometimes means that the cultural expectations of academic writing for assignments are
different from those of tutors. For example, there are some cultural writing patterns which give background knowledge or
the history of a topic before making a major point about it (i.e. lead up to the main idea slowly by carrying the reader with
you). In a British academic cultural style, however, it is more likely that the writer will clearly signal what the main point is,
before giving background and then perhaps reiterating or elaborating the main point (i.e. lead from the main point so that
the reader knows where the argument is going). To produce a good assignment in a British context, therefore, it is
important to find out what these British expectations are, so that you can try to meet them, even if this means learning new
ways of writing (of course, British course members also need to learn to think and write in new ways at Masters level too). If
you become aware that your own cultural background in academic writing is in some way different from the predominant
expectations of your MA course it would be a good idea to talk about this with tutors; this will help them understand your
own background and experience and if you can discuss such issues with them this is useful for their own professional
understanding so in a way such discussion will help tutors too.
Even if you think your readers are experts on the topic, you will still be expected to define key terms and concepts, and to
indicate major arguments or issues. This is not telling the readers what they already know; it is telling the readers what you
understand (actually, by struggling to write it, you may understand it better). You can still show the experts how you
interpret knowledge in the discipline (or how you believe others interpret it). The problem with giving basic descriptive
groundwork or quoting the work of those you have read is that it may take up too much space in a brief assignment. Some
of this groundwork can be covered quite briefly by referring to sources without quoting or repeating what they say but
simply indicating in a phrase what they are about or what aspect of their work you want to highlight (since you will cite the
sources, perhaps with page references, you have already shown that you know what they are and where the information
actually is, without unnecessary quotes). Sometimes you can save a lot of space by making a main point, especially if it is a
commonly recognised one, and simply bracket several references together to support this point (as long as you are sure
that these sources actually discuss the matter in the way you say). If you are not sure of how this works in academic
writing, re-read one of your academic sources, such as a recent journal paper, and notice how the writer has handled these
things.
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Critical Evaluation
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Work towards being critical through an analysis, critical argument or informed reflection.
A major aspect of your writing will be to show that you are critically evaluating the issues under discussion (other people’s
ideas, current perspectives, even your own experience). In British contexts, and many others, being critical in this way is
not simply being negative and it goes beyond simply agreeing or disagreeing with others. It is trying to look at things and
ask fundamental questions. You could ask yourself what the key issues are, and why they are important; what position
writers take on these issues, why they take a certain stance and how it differs from that of others. You should try to be
reflexive; think about why you think whatever you think, try to examine any personal bias and try to be explicit about what
this bias is in your writing. To show other people’s stances or to reveal your own, you could re-examine how you quote
other people’s words or refer to their work. For example, you could vary the verbs you use to show powerful differences of
stance. Compare:
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‘X says’ (this seems rather neutral, but in choosing this verb you may have lost the chance to show a stance)
‘X claims’ (this implies lack of evidence or that you - or others - disagree)
‘X demonstrates’ (this implies that there is clear evidence for this - make sure you refer to the evidence in some way)
‘X convincingly argues’ something (this implies that you - or others - have been convinced and that you agree).
Using Other People’s Ideas
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Acknowledge all the sources you have used
Get credit for your knowledge of the literature.
When you use other people’s ideas or words, make sure that you give the sources for these (i.e. by giving author and date
in brackets, with full bibliographic information among the references at the end). This is trickier than it seems. In some
cultures, it is necessary to follow acknowledged authorities but not always necessary to say who those authorities are
(since everybody knows). Thus one might quote a well-known source, or a lecture or one’s teacher, without giving the
sources, as a kind of homage or respect (the teacher who reads the writing will know these anyway). However, British
academic culture, like that of many countries, puts value on independent thinking, creativity and individuality, so writers do
not feel they have to follow others (although they should show that they know others’ work and show the place of their work
in the field), but if you are drawing on someone else’s thinking you should say who that person is (because that is their
creativity). Acknowledging sources is tied up with recognising others as authors, and, in a way, as owners of the words (as
in ‘copyright’). Some novice academic writers become reluctant to give all the references they have used since it may seem
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to the reader that they have copied ideas from a lot of other people and that they therefore have none of their own (in any
case, is difficult to have your own ideas until you know the topic fairly well). However, the reader in British and other
academic contexts who notices that the words or ideas of others have been used in this way, without acknowledgement,
will probably think of this as plagiarism (copying other people’s work or cheating) see section on Plagiarism and Cheating in
the generic section of this handbook. On the other hand, giving credit to all the authors whose work you have used gives
you credit, too, because it shows that you know their work. If you can critically evaluate their work (which means you must
give the sources of it) you can get the credit of being an independent critic (unless you quote someone else’s criticism, in
which case you must give that source!). Notice that you should give the source even if you are paraphrasing, or if you are
using information from internet sources (give the www address and date). If you are quoting from a lecture, or oral
comments, you can say this as the reference (e.g. the person, year, and ‘lecture notes’ or ‘personal communication’). If you
cannot find the source, say so; at least, readers will understand your problem here, and they may help. Of course, the basic
rule for academic writers regarding sources is to make a clear note of the source and all the relevant bibliographic
information at the time when you first come across it; this avoids the sometimes awful problem of having to chase sources
long after they have been read and perhaps after they have been forgotten.
Revising
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Revise your work in different ways
Allow time for revisions.
For many writers, the real work of writing is in the revision: drafting, re-drafting, revising and revising. There is a tendency
for some students to do their writing at the last minute and hand in their assignment after a brief check; this is a mistake.
Professional writers and academic authors revise their work, often many times, before they are satisfied with it. They do not
only check spelling, grammar, and presentation; they also check sources, evidence, argument, levels of being critical, and
whether what they have written makes sense from the reader’s point of view. The message here is that you should allow
time for such revision. In your revision:
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use a spell check and grammar check
check the organisation of ideas
make sure the introduction really introduces the assignment
write an orientation paragraph which say how the assignment is organised
check that there is a clear conclusion
make sure that the assignment makes sense as a whole
cross-check with the marking criteria to improve the assignment before you submit it
check all the references systematically to make sure all are referred to in the references
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check the references to make sure all necessary details are there.
Checking the Language
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Check for a range of language points
Try to check your work in the way that journal editors might do so.
Obviously you will want to re-read what you have written to see if it makes sense, and you’ll probably do a spell check or
grammar check to see if there are minor errors (remember computers do not spot all of these, so you need to look yourself
as well). Try to make sure that there are no language errors; apart from detracting from the standard of presentation, too
many obvious errors may distract your readers from what you are trying to say but draw too much attention to how you are
saying it. You could show your writing to other people and ask them to check the language and whether the writing is clear
(but remember that the assignment has to be your work, not someone else’s).
Gosden (1992) lists the most important skills which journal editors think are important when they read the work of nonnative speaking researchers who want to publish for international audiences. This list includes, I think, some aspects which
tutors are looking for in assignments (in any case, it is a good standard to aim for):
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logical and clear linking of sentences for the reader
development of the topic from sentence to sentence in a coherent way
use of grammatically correct sentences
ability to use English skilfully when making a claim
appreciate the level of claim that can justifiably be made
organisation of different sections in a clear and logical way
writing in academic English and not using a style of everyday spoken English
use of a wide range of vocabulary.
At this stage, you will probably find you have written more than the required length so you may need to condense parts of
the text by deleting unnecessary words or finding places where one word can substitute for three. You should check to see
whether every reference and citation in the text is mentioned with the full details in your references. It is easy to suppose
that the references is complete when a careful check (of the kind tutors carry out) will show that it is not.
Checking the Organisation

Use the marking criteria to check the assignment as a whole.
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However, the main work of revision should be to revise the logical exposition of ideas, to see if the text really makes sense
to the hypothetical reader, and that the assignment is clearly introduced and concluded. You could check whether your
introduction includes an orientation section in which you tell the reader what the theme or direction of argument is and how
the assignment is structured. Many people find this is easier to write last because by then you know exactly what you have
written and what the main emphasis is, so it is fairly clear what to introduce. Also, in your introduction try to explain why the
topic is interesting and important (if it isn’t, why did you choose it?). Similarly, make sure that there is a clear conclusion:
this is not the same as a summary, as a conclusion is likely to show a clear judgement or outcome, some logical point of
arrival which follows from the preceding points. This conclusion may include an indication of limitations, difficulties and
constraints, or of likely future developments. It is also useful to check your use of signalling words which mark the use of
logic: thus, so, however, moreover, nevertheless, etc. It is all too easy to use some of these in draft writing only to find that
when you check the final version the logic is not quite what it is supposed to be.
Most importantly, read through the nearly finished assignment to make sure that it makes sense as a whole and that it is
really saying what you want it to say. If your tutor or a peer has time to check through in this way this will be useful, but
ultimately you need to develop the academic skill of revising for yourself. As you revise, ask yourself if the assignment is
really at Masters level; you have a good idea of what this level is from the marking criteria. During this revision, therefore,
have the marking criteria or intended learning outcomes in front of you so that you learn to read your work in the way that
academic readers (like tutors) might read it. Try to see how your work meets (or does not yet meet) these criteria. Using the
criteria in this way may help you to internalise what is required to produce the best work at this level, and (if you haven’t left
the revision to the last minute) then you still have time to improve your work to reach these levels.
Reference
Gosden, H. (1992) Research Writing and NNSs: from the Editors, Journal of Second Language Writing, 1 (2): 123-139.
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