PROFESSIONAL GRADUATE CERTIFICATE IN EDUCATION
(POST-COMPULSORY EDUCATION)
Course Handbook 2012/13
1 Introduction .............................................................................3
2 Overview .................................................................................4
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
2.10
2.11
2.12
Calendar 2012-2013 .................................................................................... 6
Meet the Staff:............................................................................................. 7
Studying at the University of Bedfordshire ................................................. 8
Aims of the Course ...................................................................................... 8
2.5.1 Overall Outcomes ........................................................................... 9
Accreditation ............................................................................................... 9
Course Values .............................................................................................. 9
Unit Structure and Progression to Year Two ............................................. 10
The Spiral Curriculum ................................................................................ 11
2.9.1 Year 2 ............................................................................................ 11
Learning Contracts - The Personal Development Planner ........................ 12
Professional Practice units......................................................................... 12
2.11.1 Observed Practice....................................................................... 12
2.11.2 Your Subject Specialism .............................................................. 13
2.11.3 Support ....................................................................................... 13
Introduction to Assessment ...................................................................... 13
2.12.1 Award Titles and Institute for Learning terminology ................. 14
3 The Units ............................................................................... 16
3.1 Common Features ..................................................................................... 16
3.1.1 Teaching and Learning Strategies ................................................. 16
3.1.2 Taught Sessions and Personal Study ............................................ 16
3.1.3 Reading ......................................................................................... 17
3.2 Unit Assessment ........................................................................................ 18
3.2.1 Form of Assessment ..................................................................... 18
Unit 1—Planning and Preparing for Teaching and Learning ............................ 19
Unit 2—Teaching and Learning Process ............................................................ 22
Unit 3— Assessment and Evaluation ................................................................ 25
Unit 4—Professional Practice 1 ......................................................................... 28
Unit 5—Theories and Principles of Inclusive Learning and Teaching ............. 32
Unit 6—Researching Practice ............................................................................ 34
Unit 7—Curriculum Design and Development.................................................. 36
Unit 8—Professional Practice 2 ......................................................................... 38
16 OCTOBER 2012 PAGE 1
PGCE (Post-Compulsory Education)
4 Practice and Reflection .......................................................... 41
4.1 Observation of your practice ..................................................................... 41
4.1.1 Procedure for Mentor and Tutor visits ......................................... 41
4.1.2 Your observation of others’ practice ............................................ 42
4.2 Mentors ..................................................................................................... 42
4.2.1 Appointment of Mentors.............................................................. 43
4.2.2 Mentors’ role in summative assessment...................................... 43
4.3 Professional Reflection and the Journal .................................................... 43
4.3.1 As a log.......................................................................................... 44
4.3.2 As a tool for reflection .................................................................. 44
4.3.3 Actually doing it ............................................................................ 44
4.3.4 Submitting for assessment ........................................................... 45
5 For Reference ........................................................................ 46
5.1 Entry Requirements ................................................................................... 46
5.1.1 Accreditation of Prior Learning..................................................... 46
5.2 Attendance ................................................................................................ 46
5.2.1 Absence ........................................................................................ 47
5.2.2 Suspension of Studies or Withdrawal........................................... 47
5.3 Inclusivity ................................................................................................... 47
5.4 University Libraryand Learning Resources ................................................ 48
5.4.1 External Learning Resources......................................................... 48
5.5 Assessment Matters .................................................................................. 48
5.5.1 Grades........................................................................................... 49
5.5.2 Failed work ................................................................................... 49
5.5.3 Deadlines and Extensions ............................................................. 49
5.5.4 Ethical considerations................................................................... 49
5.5.5 Transfer between Courses (Change of Academic Level) .............. 49
5.6 Procedure for Handling Submitted Work .................................................. 49
5.6.1 Submission procedure .................................................................. 50
5.6.2 Turnitin ......................................................................................... 50
5.7 Course Management ................................................................................. 50
5.7.1 Complaints .................................................................................... 52
5.8 Academic Offences .................................................................................... 52
Appendix 1: How to Write a Submission............................................................ 54
Appendix 2: Presentation of Work .................................................................... 56
Appendix 3: Referencing Guidelines .................................................................. 59
Appendix 4: Submission Proposal and Self-Assessment ................................... 66
Appendix 5: Observation Protocol - Guidance for Observers ............................ 70
Glossary and References .................................................................................... 75
PAGE 2
Course Handbook 2012: Overview
1 Introduction
Hello and welcome to the Professional Graduate Certificate in Education (Post-Compulsory
Education). We are delighted to welcome you to the course and hope that your time studying with
us is a stimulating and enjoyable experience.
By studying this course, you will join over 500 students, spread over ten centres in a network that
reaches as far afield as Nottingham in the North to Stevenage in the South. This network of people
will become invaluable throughout your journey towards your final qualification and you will get to
meet many of them at our Study Days, held twice a year at the Bedford Campus (check the course
calendar for exact dates).
In this Handbook you will find essential information about the course, including teaching content,
timetables, book lists and assessment information. We hope that we have included everything you
need in this document but if not – just ask!
The Post Compulsory Education courses at the University of Bedfordshire are well established and
we take pride in both their quality and their relevance to students. Much of what you will do is
personalised to your own needs and the assessment takes a submission based approach where you
propose the assessments and then discuss these proposals in a tutorial.
We hope that you enjoy your time on the course and please do not hesitate to ask if you have any
questions.
The Course Team.
Using this Handbook
The handbook is available as hard copy and in electronic format (accessed via the “Course
Documentation” button on BREO). It is organised in the following way:

an Overview to give you a quick idea of how things fit together

a description of each Unit

notes on issues to do with direct practice

a Reference section with more detail and the course regulations

and appendices on negotiating and preparing submissions and using the paperwork.
PAGE 3
PGCE (Post-Compulsory Education)
2 Overview
Course Codes
Professional Graduate Certificate in Education (Post-Compulsory Education)
PRPCE
Useful Addresses and Contact Numbers
Course Administrator (Post Compulsory Education)
Faculty of Education and Sport
Registry Office
University of Bedfordshire
Polhill Campus
Bedford
MK41 9EA
Centre ’phone no. (01234) 400400
Name
Role
tbc
Course Leader
tbc
Course Administrator
Direct Line and e-mail
pce@beds.ac.uk
Services
Library and Computer Centre
01582 743488
www.beds.ac.uk/lrc
Student Information Desk
0300 300 0042
sid@beds.ac.uk
There are also two electronic sources of information that you will need to use during your time on the
course:
BREO
Bedfordshire Resources for Education Online (BREO) includes the University’s virtual learning
environment (Blackboard) and a range of other technologies. Through BREO you will have access to
a range of materials and resources to help and support you in each of the units you study and it is
important that you access BREO regularly to find out about any changes. You can access BREO
directly via http://breo.beds.ac.uk.
Your username will be your University of Bedfordshire student ID. Your password will initially be
your date of birth in the format ddmmyy, so for example if you were born on the 20th of November
1989 your password would be 201189.
For security purposes, once you have logged in you should change your password to something you
will remember. Further details on how to do this are available under the help menu on the top bar of
BREO.
There is also an unofficial open access site: www.bedspce.org.uk. This enables people who are not
registered students (such as applicants and mentors) access to the course information, and hosts a
blog with the latest news.
Student Record System (SITS / e-Vision)
SITS / e-Vision allows you access to the University’s Student Record System to review your personal
and academic record. You can also use it to amend your address and other contact details. It’s this
information that we will use to contact you about your progress, results and other matters so it is
important that you keep them up to date. You can access e-vision through the link at
https://sits.luton.ac.uk/urd/sits.urd/run/siw_lgn or via the log-in screen of BREO (see below)
Your results will also appear here so please make sure you familiarise yourself with it!
PAGE 4
Course Handbook 2012: Overview
SITS / e-Vision can be
accessed via a link at
the bottom of the log in
screen of BREO. Click on
the link and then follow
the instructions.
PAGE 5
PGCE (Post-Compulsory Education)
2.2 Calendar 2012-2013
2012
(Events in Italics may be on different dates depending on Centre)
Date
Event
w/b
17 September
Autumn Term Teaching starts
Sat
6 October
Study Day Year One: (UoB Bedford) Induction/Registration
Sat
10 November
Study Day Year Two: (UoB Bedford)
22 November
Field Committee / Network Tutor Meeting and StAR Board.
14 December
Autumn Term Teaching ends
10 January
(Staff only) Network Tutor Meeting
11 January
Submission Deadline for Units: PCE001-1 / PCE101-3 and PCE006-2 /
PCE106-3
14 January
Spring Term Teaching starts
14 February
Moderation (including mentor observation moderation)/Field
Committee/StAR Board .
Sat
2 March
Study Day Year Two: (UoB Bedford)
Sat
23 March
Study Day Year One: (UoB Bedford)
w/e
29 March
Spring Term Teaching ends
w/b
15 April
Summer Term Teaching starts
18 April
(Staff only) Network Tutor Meeting / Away Day (Manor Restaurant, Corby
(TBC)
19 April
Submission deadline for Units: PCE002-1 / PCE102-3 and PCE005-2 /
PCE105-3
24 May
Summer term teaching ends
24 May
Submission Deadline for Units: PCE003-1 / PCE103-3 and PCE007-2 /
PCE107-3/PCE004-1 / PCE104-3 and PCE008-2 / PCE108-3
10 June
Deadline for submission of (unmoderated) results to Bedford Registry, 12
noon
14 June
Moderation / Pre-Board and Field Committee
20 June
Meet with External Examiners and provide samples of work
Field Board of Examiners
27 June
UNDERGRADUATE SCHEME BOARD
Mid-Aug
Re-submission deadline for all units
End Aug
Deadline for submission of (unmoderated) results to Bedford Registry, 12
noon
End Aug
Moderation and Pre-Board (rooms and times TBC)
Start Sep
Field Board of Examiners (rooms and times TBC)
TBC
UNDERGRADUATE SCHEME BOARD
w/e
2013
w/b
PAGE 6
Course Handbook 2012: Overview
2.3 Meet the Staff:
(to be completed by Centres)
PAGE 7
PGCE (Post-Compulsory Education)
2.4 Studying at the University of Bedfordshire
You are studying a University of Bedfordshire award within one of our partner organisations. Your
first point of contact for all questions related to your course is the Centre Leader in the college
where your studies are based. The overall Course Leader’s contact details are listed in this handbook
(page 4) if your query can not be answered at a local level. You are enrolled as a student of the
University of Bedfordshire and we will do all we can to further support you with your studies.
Registration
Each year, you must register for the course and the units you will be taking. For Year One students
this will happen at the first Study Day (6th October 2012). Year Two students will be re-registered at
their local centre. If you have problems registering, please discuss them with the Administrator
(details – page 4).
Your timetable
Your timetable will be provided by your Centre Leader in the partner college in which you are
studying.
Professional Academic Development (PAD)
It is not unusual to need some extra advice and guidance on developing your academic skills. The
University has a specialist support area- Professional Academic Development (PAD) who can help
and support you in a range of areas including:

The quality of your written assignments

Your organisational skills and how you approach studying

Your time management and prioritising

The strategies you use when reading

Your language skills
 Aspects of your ICT skills
There is no cost for PAD’s services. If you feel that you would benefit from some additional help with
your studies then do contact them. You can visit their web site at http://lrweb.beds.ac.uk/pad to
find out the dates of workshops on a range of topics or to book one-to-one appointments. You will
also find a Professional Academic Development link on your home page within BREO which provides
access to a range of additional on-line resources.
2.5 Aims of the Course
1
2
3
4
5
To provide a core professional training in teaching for staff working in the area of postcompulsory education.
To provide opportunities for staff additionally to pursue relevant areas of professional
educational interest in greater depth through Professional Practice Units.
To equip staff to understand and work with professional, organisational and policy change in this
area of education.
To provide an effective base for further personal and professional development by the
encouragement of reflective practice.
To enable participants to gain Qualified Teacher: Learning and Skills status (QTLS) and associated
awards.
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Course Handbook 2012: Overview
2.5.1 Overall Outcomes
On completion of the Course, you should—in the context of your professional discipline—
1. Be able to demonstrate your understanding of the core elements of the professional teaching
task, in respect of:
 Your roles and responsibilities
 Curriculum planning
 Diagnosing and providing for the needs of students at a variety of levels in your discipline
 Design of taught sessions using a variety of methods and media
 Managing learning in groups
 Using action research to develop practice
 Assessment and evaluation of teaching
2. Have demonstrated your competence in:
 Planning, delivery and evaluation of taught sessions
 Communicating effectively with students
 Using a variety of resources and media to support teaching
 Facilitating students’ active learning
 Assessing student learning and performance
 Setting individual goals with learners
 Evaluating and further developing your teaching
3. Have understood and shown your ability to apply professional values appropriate to teaching in
post-compulsory education, including those of:
 Respect for students and their potential and needs
 Equal opportunities
 Professional obligations for the delivery of high-quality services
 Commitment to development of your competence in your original discipline.
 Effective working as a member of an organisation and of a team
 Reviewing and revising practice in the light of increased understanding and of external
change
2.6 Accreditation
The course is endorsed by the Institute for Learning (IfL), as addressing the National Standards for
Teaching and Supporting Learning in Further Education in England and Wales, preparing you for
Qualified Teacher, Learning and Skills (QTLS) status. It incorporates the “Diploma in Teaching in the
Lifelong Learning Sector” (commonly known as “DTLLS”). This matters to you if you work in publiclyfunded post-compulsory education (other than universities). If you are exclusively engaged in inhouse education or training in business or public services, or full-cost private practice, QTLS is not
obligatory. It does however confer greater flexibility, and a nationally-recognised qualification.
In response to the Wolf Report on vocational education (March 2011), the Secretary of State
immediately accepted her recommendation to allow qualified further education lecturers to teach in
school classrooms on the same basis as qualified school teachers. This means that from 1st April
2012, QTLS holders are able to work as qualified teachers within the school sector.
2.7 Course Values
The course is based on the following values and convictions which apply to and have implications for
both students and staff:
1. That you, the students on this course, are competent adults, already acquainted with the field
of work and study, and having more or less clear ideas about what you need to learn to
improve your knowledge and practice.
PAGE 9
PGCE (Post-Compulsory Education)
2.
That those ideas will vary according to the nature of your experience, but need to be
respected, even when it is necessary to show their limitations and to go beyond them.
3. That you will learn most effectively when you are both involved in and have appropriate
control over your learning experiences.
4. That the accumulated experience of members of the student group is one of the most valuable
resources available to the course, and every effort should be made to utilise it.
5. That in view of the continuing change which characterises this area of practice, the ability and
motivation to learn from continuing experience through disciplined reflection is a defining
characteristic of a professional, and should be fostered by the course.
6. That the experience of being a learner in a formal educational setting is an important resource
in itself, enabling you to appreciate anew the experience of your own students and their
corresponding opportunities and difficulties.
7. That a course which purports to teach good educational practice must itself embody and model
such practice, and lay it open to scrutiny.
8. That this includes attention to inclusivity and the active mitigation of disadvantage experienced
by minority groups.
9. ...And a commitment to the highest standards of scholarship in respect of the disciplines
contributing to the course.
(And naturally, the course conforms to the IfL standards for QTLS, which include professional values.
The IfL Code of Professional Practice is available for download from:
http://www.ifl.ac.uk/membership/professional-standards/code-of-professional-practice/). Informed
by these values, the curriculum is based on two organising principles; the Learning Outcomes
approach, and a Spiral curriculum. (See below.)
2.8 Unit Structure and Progression to Year Two
The course consists of eight units in total. You have to pass all of them to get your award, and there
are no options or electives, although the Professional Practice units will take different forms
according to your particular area of practice.
You pass any unit when you have demonstrated that you have met the learning outcomes
associated with it.
On the Professional Graduate Certificate in Education (Post Compulsory Education), your units are
assessed at QAA Level 6.
Each unit is worth 15 credits at the appropriate level.
Before you can start Year 2 units, you must have passed all the Year 1 units.
PAGE 10
Course Handbook 2012: Overview
2.9 The Spiral Curriculum
Practice in a professional activity does not fit neatly into “subjects” to be taught, because everything
happens at once and there is no simple starting point. For this reason we have adopted a spiral
curriculum approach (Bruner, 1960) whereby we offer you an overview of everything, then ‘dig
down’ into the detail when you know how it all fits together. This means that you may go over
material several times, each time in greater depth, and with the benefit of some familiarity with all
the other issues which affect it.
Unit 1 is called Planning and Preparing for teaching and learning. It is about getting yourself ready
to teach, and also about designing courses and sequences and sessions, and thus everything you do
before you even set foot in the classroom. It is also an overview of everything, a general preparation
for teaching. Alongside it runs the first part of Professional Practice 1 (Unit 4), providing practical
instruction on study skills for the course and the basic techniques of teaching in the classroom
through opportunities for you to practise and to examine the practice of your fellow-students
(micro-teaching). Unit 4 runs all through the year, because it incorporates your directed observed
practice of teaching and your tutorials and it is where you are assessed on the practical elements of
all first year units, including the setting of individual targets using the Personal Development
Planner.
On completion of Unit 1 and the micro-teaching component of Professional Practice 1, you will be
entitled to confirmation from the university that you have satisfied the requirements for the
“Preparing to Teach in the Lifelong Learning Sector” (PTLLS) award. Not everyone will need this, so
it is up to you to request it through your Centre Leader.
Later in Year 1 we take a closer look at topics already introduced in the first half. We cover how
people learn and alternative approaches to teaching in Teaching and Learning Process (Unit 2), and
then consider how learning may be assessed in Assessment and Evaluation (Unit 3).
2.9.1 Year 2
Year two follows a similar format, whereby the Unit 8 Professional Practice 2 runs through the year,
now concentrating on bringing all the learning to date to bear on your own particular area of
practice.
PAGE 11
PGCE (Post-Compulsory Education)
Theories and Principles of inclusive Learning and Teaching (Unit 5) explores the principles of
inclusive learning and teaching and focuses on the idea of ensuring that all learners are engaged
with the material being explored. Researching Practice (Unit 6) builds on themes in Unit 3, and
introduces “action research” as an approach to professional development which can be used
throughout your teaching career. Curriculum Design and Development (Unit 7) provides an
opportunity to review curriculum design and development in relation to the contexts in which
education and training are provided in the sector.
2.10 Learning Contracts - The Personal Development Planner
In keeping with the values of the course and their emphasis on self-direction, your personal course is
based on a Learning Contract model. This helps to focus on your learning needs in respect of the
Course as a whole. You draw it up in consultation with a Course Tutor during your first term,
although it may be modified later with the agreement of your Tutor and your Mentor at any time1.
Our version of a Learning Contract (the Personal Development Planner) includes:

A self-assessment of your understanding and practice in respect of the objectives of the
course, identifying any areas in which you need to gain experience over the period of the
course.

A record of meetings/discussions with your tutor and mentor, highlighting targets to meet
your individual learning needs and linked to the self assessment2.

A structured review of learning and achievement of targets.

A section outlining the agreement between you and your mentor.
 Progress logs at the end of each year.
The Personal Development Planner is primarily a self-development tool for you, and although
assessable work has to be related to it, failure to achieve personal objectives set out within it which
are not part of the specified Learning Outcomesof the units will not disqualify you from claiming
credit for that unit.
2.11 Professional Practice units
These units are not conventional term-long taught units like the others. We shall consider them
together because they are really two halves of a single unit which runs throughout the course:
2.11.1 Observed Practice
This part of the course is based on your own professional practice and is about promoting your
teaching skills and your ability to reflect. This will be supported by your Tutor and your Mentor, who
will observe your teaching and provide formative feedback for assessment purposes as well as
informing your Personal Development Planner. You will also be observing and observed by your
fellow students.
1 “A learning contract is a document used to assist in the planning of a learning project. It is a written
agreement negotiated between a learner and a teacher … that a particular activity will be
undertaken in order to achieve a specific learning goal or goals.” (Anderson, Boud and Sampson,
1996; 2)
2 We recognise that there may well be some needs which the course cannot meet: it is of course
desirable that these should be clarified as well, so you can make your own arrangements to
address them (ICT training is the most obvious example).
PAGE 12
Course Handbook 2012: Overview
2.11.2 Your Subject Specialism
In most cases, this will refer to a subject or discipline, but is also used to include students whose
specialism is working with a particular category of learners, such as people with learning disabilities
rather than teaching a specific subject. This theme makes use of a variety of methods to create a
learning community across the course’s network, which will help develop and share expertise in all
the particular areas of practice represented. In particular, a course of Study Days at the University
will enable Special Interest Groups to form around specialist areas of practice, and to work together
both through face-to-face meetings and online communities.
Other components
In Year 1, Professional Practice 1 also includes the development of personal skills and ability to
support your learners with their language, literacy, numeracy and ICT needs. Your route through this
unit will be guided by tutorials and your Personal Development Planner.
2.11.3 Support
You are not alone! Once we get going, you are likely to find that your greatest source of support is
your peers in the group, and indeed we believe that this is such an important part of the course that
outcomes relating to working together are built into every unit. Through events such as the Study
Days, provision such as the website and the BREO presence, and close collaboration in the network
of tutors, we make every effort to build up a learning community to make maximum use of the
enormous range of experience and fund of resources we all have to share with each other.
However, there are also more formal sources of support:
Tutors
Each of you will be allocated a personal tutor, whose job it is not only to supervise your Professional
Practice work, but also to provide guidance throughout the course and (in many cases), to observe
your practice.
Mentors
You will also have a work-place based mentor, who will usually be a specialist in the subject you
teach. You initially nominate your mentors, but they are appointed by the Centre Leader.
And...
Feedback from assessments is detailed, and tutors are happy to discuss it with you. This facility is
used quite extensively, particularly in respect of the “dry-run” assessment; this is the facility by
which you are encouraged to negotiate and submit part of the assessment for the first Unit of the
year in order to get formative feedback.
2.12 Introduction to Assessment
The assessment strategy is outcomes-based and marking is on a pass/fail basis only. There are no
tutor set assignments. Instead, you decide what evidence you will submit to address the specified
Unit outcomes at the required academic level. 3 You are asked to use a “submission proposal” to
confirm at the planning stage that if you deliver what you promise, it will meet the requirements.
An example of a completed submission proposal is included in the Appendix. This is also available
electronically via the BREO site. This approach has been adopted for the following reasons:
3
Note: in some instances (such as the Professional Practice units), there are specific requirements,
e.g., the inclusion of lesson observation reports, lesson plans etc. Where this is the case, tutors
will provide detailed information about what should be included.
PAGE 13
PGCE (Post-Compulsory Education)

It ensures the relevance of submitted work to your learning needs, and encourages links
between theory and practice.

Given the diversity of settings and subjects you teach, it would be very difficult to devise
meaningful “assignments” which could be addressed by all of you.

The specification of academic level is achieved by explicit reference within the additional
course-specific outcomes.
 The approach is student-centred and puts you “in the driving seat”.
The Pass/Fail marking is adopted as more suited to the negotiated, outcomes-based assessment
regime. Marks or grades do not convey much information when the submitted items of work are not
comparable other than with reference to the outcomes. You will receive detailed feedback on your
submissions both on the text itself and on the marksheet. The latter is in two parts; a feedback
commentary on the work submitted, and a feedforward guide to how to make it even better for the
next submission.
Using the Submission Proposal
What do I have to
know or be able to
do?
The process works something like this:
How would someone
else know I knew it or
could do it?
What do I have to know or be able to do? The unit outline
sets that out very clearly, as a set of outcomes.
Check your
answer with
the tutor
Is it agreed by
the tutor?
Revise the
proposal
No
How would someone else know I knew it or could do it? In
other words, what kind of evidence would count?
Check this with your tutor, before going ahead, or revising
the proposal.
Yes
Develop the
evidence, and
explain it in a
submission
Submit it
Revise in the
light of
feedback
Tutor
marks it
Develop the evidence and prepare the submission, drawing
on your practice. If applicable, collect things which illustrate
that you know or can do what is required. Make sure that you
explain/explore it by drawing on relevant ideas and theories
and at the level required for PGCE.
Then... submit the work.
Does it meet
the Outcomes
at the required
level?
Yes
No
If the submission meets the Outcomes, at the required level,
you pass. If it doesn’t, you get feedback to revise and resubmit.
Credit
awarded
2.12.1 Award Titles and Institute for Learning terminology
On the title page of this handbook you will see a course “sub-title”; “Diploma in Teaching in the
Lifelong Learning Sector” (DTLLS). That is the official name of the award, and the name of any
awards made by non-HE bodies.
PAGE 14
Course Handbook 2012: Overview
The Certificate in Education (Post Compulsory Education) and Professional Graduate Certificate in
Education (Post Compulsory Education) are awards of the University of Bedfordshire. They embrace
all the requirements of IfL and LSIS.
PAGE 15
PGCE (Post-Compulsory Education)
3 The Units
The following pages describe the Course units in more detail.
We have included all of them because whichever year of the Course you are on, you will need to look
beyond the unit you are currently doing, to see how it fits into the whole — that follows from the
principle of the Spiral Curriculum.
3.1 Common Features
The following features are common to units 1-3 and 5-7, and are set out here to save repeating them
for every unit:
3.1.1 Teaching and Learning Strategies
Units 1-3 and 5-7 are taught units, each one of which represents 150 hours of study, of which only
24-30 hours will be classroom-based. This means you have to be prepared to do a fair amount of
studying on your own, although since that study is related to your ongoing practice as a teacher, it
will not all be purely academic. The Professional Practice units are mentored and tutored, supported
by group sessions, but closely integrated with your own teaching practice, which is where the main
work is done.
3.1.2 Taught Sessions and Personal Study
An important working principle in the delivery of the Course is that taught sessions will be used
only for those activities for which they are most appropriate. This means:

That they will not generally be used to pass on information which you can get as well or
better from personal reading, or BREO etc. They will however provide you with guidance
on that reading, and they may be used for discussion and exchange of information about it.

They will make full use of the fact that the students are gathered together in a group, and
promote learning from each other as much as possible. This is why attendance at the
sessions is important not only for yourself, but also for everyone else, and why we insist on
attendance for at least four out of every five sessions.
 They do not pretend to cover all the Indicative Content of any unit.
The taught sessions use a variety of teaching approaches, including seminar sessions, small-group
work, practical and theoretical exercises, role-play and student presentations—and even the
occasional formal lecture. You will be expected to undertake specific work between sessions in order
to benefit from subsequent sessions. You will be encouraged to draw on your own teaching
experience and where relevant to present for discussion material you have prepared.
The details of each teaching sequence will be negotiated with the group at the start, using a baselining exercise to work out how class time together can most profitably be used. In general, as you
progress through the course, more of the onus for learning passes to you and your colleagues as you
increasingly teach each other.
The face-to-face teaching tries to embody the best practice in this kind of adult education, and in
addition to formal evaluation and review procedures at the conclusion of each unit, tutors
encourage you to discuss the teaching methods being employed and their effectiveness as we go
along.
PAGE 16
Course Handbook 2012: Units
3.1.3 Reading: Common Texts
You can’t undertake this course successfully without reading quite widely. There is no single
textbook, although there are several which attempt to cover the field. The following texts apply
across the Units; the introductions on the next few pages provide additional recommendations
suited to particular Units.
In all the reading lists, some books are shown with an (e) after the title which indicates that they are
available as ebooks from the University Library.
Armitage A, Bryant R et al (2007) Teaching and Training in Post-Compulsory Education. (3nd edition)
Buckingham; OU Press. (e)
Coffield F (2008) Just suppose Teaching and Learning became the First Priority… London; Learning
and Skills Network.
Available (free download) at :
https://www.lsneducation.org.uk/user/order.aspx?code=080052&src=XOWEB
Coffield F (2009) All you ever wanted to know about Teaching and Learning, but were too cool to ask
London; Learning and Skills Network.
Available as above.
Cowley S (2009) Teaching Skills for Dummies London; John Wiley
“Don’t let the title fool you; this is an essential guide for any aspiring teacher. Sue Cowley uses
her experience and insight to provide a comprehensive and informative resource, packed with
excellent advice and brilliant suggestions for making both teaching and learning effective…”
(From Peter Hadfield’s endorsement on the cover)
(This is not a PCE-specific book.)
Crawley J (2005) In at the Deep End: A Survival Guide for Teachers in Post-compulsory Education
London; David Fulton Publishers (e)
Jim Crawley also has a great portal-type web-site at
http://www.itslifejimbutnotasweknowit.org.uk/
Curzon L (2004) Teaching in Further Education: an outline of principles and practice (6th edition)
London: Continuum
Hattie J (2009) Visible Learning; a synthesis of over 800 meta-analyses relating to achievement
London; Routledge (e)
Jarvis P (ed.) (2006) The Theory and Practice of Teaching (2nd edn.) London; Kogan Page (e)
Petty G (2009) Teaching Today: a practical guide (4th edition) Cheltenham; Nelson Thornes (e)
Petty G (2009) Evidence-Based Teaching; a practical approach Cheltenham; Nelson Thornes (e)
Race P (2010) Making Learning Happen: A Guide for Post-Compulsory Education London; Paul
Chapman
Reece I and Walker S (2007) A Practical Guide to Teaching Training and Learning. (6th revised
edition) London. Business Education Publishers.
Rogers J (2007) Adults Learning (4th revised edition) Buckingham; OU Press (e)
Sotto E (2007) When Teaching Becomes Learning: A Theory and Practice of Teaching (2nd revised
edition) London: Continuum
See also the “Essential FE Toolkit” series from Continuum Publishing.
...and unless you are absolutely confident about it, you should read, mark, learn and inwardly digest:
Truss, L (2003) Eats, Shoots and Leaves: the zero tolerance approach to punctuation London; Profile
Books
Guidelines can be found on page on page 59ff. on how to refer to reading.
PAGE 17
PGCE (Post-Compulsory Education)
3.2 Unit Assessment
3.2.1 Form of Assessment
You will be required to provide evidence that you can meet requirements for the outcomes in a
negotiated project or portfolio of evidence. The outcomes are listed in these unit descriptions and
can be downloaded from BREO in the Course Documentation section. With all the units, you can
produce one submission to address all the Outcomes at the end of the unit, or you may choose to do
more than one, as you go along. We do not recommend that you tackle each of the Outcomes
separately. In any event, use the Submission Proposal Form to clarify your ideas, and discuss them
with your tutor. The form is available for download, via BREO or at
http://www.bedspce.org.uk/downloads/ and a specimen form is included as an appendix in this
handbook on page 75.
Submissions should normally be between 3,000 and 5,000 words. If you think your submission may
exceed this length, please clear the reasons with your tutor before submission.
Material in appendices does not contribute to the word count.
There is more guidance on preparing your submissions at;

Appendix 1: How to Write a Submission (p.62) and

Appendix 2: Presentation of Work (p.65)
Note on the Unit information
The unit information on the following pages covers the Learning Outcomes for each unit including
those specified by LSIS.
PAGE 18
Course Handbook 2012: Units
Unit 1—Planning and Preparing for Teaching and Learning
PGCE
Code
Level
Credits
Status
PCE 101-3
QAA6
15
Mandatory
This unit provides an overview of the Course as a whole and flags many issues which will later be
taken up in greater depth.
Aims

To provide a general orientation to the professional task of teaching and the facilitation of
inclusive learning in this sector
 To address the major issues affecting the planning and preparation of teaching
To that end it has the following subsidiary aim:
 To provide practical “survival” skills for teachers in;
 Developing and planning sessions and schemes of work
 Delivering material
 Using individual learning goals to assess performance
 Working with students in classes
 Assessing student progress and learning
Outcomes
These are what you should know or be able to do when you have successfully completed this unit:
Code
Learning Outcomes
1.1
Evaluate at least two perspectives on your own role and responsibilities
1.2
Evaluate different ways in which teachers and other professional may work together in
lifelong learning
1.3
Understand own responsibility for maintaining a safe and supportive learning
environment
1.4
Be able to negotiate priorities and agree individual learning goals with learners
1.5
Be able to communicate with learners and other learning professionals to enhance
learning; and discuss the forms such communication may take in different settings
1.6
Demonstrate session planning skills, including priorities and opportunity costs
1.7
Be able to evaluate practice in planning inclusive learning and teaching in your own
setting and at least one other
1.8
Be able to plan inclusive learning and teaching in accordance with internal processes
and external requirements
1.9
Be able to use inclusive learning and teaching in accordance with internal processes and
external requirements
1.10
Understand principles of inclusive learning and teaching and key curriculum issues in
your own and at least one other specialist area
1.11
Understand how types and methods of assessment are used in lifelong learning, and
how they affect participants’ experiences and learning.
PAGE 19
PGCE (Post-Compulsory Education)
Code
1.12
Learning Outcomes
Understand the principles of evaluating learning programmes, including potential
alternative perspectives
Understand how to select, use, modify and develop resources for inclusive learning and
teaching in a specialist area
Note: alongside this unit, the Professional Practice sessions in the first term include micro-teaching
exercises, and emphasise the translation of principles into practice.
1.13
Indicative Content
Centres (and tutors) will devise individual schemes of work to address the content of this unit; the
following list provides an overview of potential content; so it may change, depending on the ways in
which centres adapt it to meet the needs and interests of their groups.

The nature of “education”.

The role of the teacher: professional requirements: different understandings of the role.
Keeping learners safe.

Effective communication for teaching and learning.

Interested parties in course construction and their requirements and expectations.

Matching Students and courses, initial assessment and guidance.

Approaches to curriculum design.

Formulating aims and objectives.

Planning the Session/Course.

Developing lesson plans.

Assessing learning and using feedback.

Introduction to monitoring and evaluation

Use of feedback
Reading List
Note that we don't expect you to read everything on this list: we have included quite a number of
texts which cover the same material, sometimes from different angles. If you can't find one of them,
you may well find another: consult your tutor for guidance. Nor is this list exhaustive: you may well
find material from other disciplines which you can draw on to enhance your practice.
Corder N (2002) Learning to Teach Adults London; Routledge Falmer
Gray D, Griffin C and Nasta T (2005) Training to Teach in Further and Adult Education Cheltenham;
Nelson Thornes Ltd.
Huddleston P and Unwin L. (2007) Teaching and Learning in Further Education: Diversity and Change
(3rd edition) London. Routledge.
Kelly A V (2009) The Curriculum (Theory and Practice) (6th revised edition) London; Sage
Neary, M (2002) Curriculum Studies in Post-Compulsory and Adult Education Cheltenham; Nelson
Thornes
Rogers A (2007) Teaching Adults (3rd revised edition) Buckingham; OU Press
Tight M. (2002) Key Concepts in Adult Education and Training (2nd edition) London; RoutledgeFalmer
Wallace, S (2005) Teaching and Supporting Learning in Further Education Exeter; Learning Matters
Ltd.

Please also refer to Journals and Periodicals as recommended.
PAGE 20
Course Handbook 2012: Units

and to web links which will be available through the course site and BREO.
Unit Assessment:
A negotiated submission of between three and five thousand words (not counting appendices)
which provides evidence of meeting the unit outcomes with reference to your particular setting and
subject.
Formative Feedback
Since this is the first unit in the teaching sequence, there will be an opportunity to practise preparing
a submission in the middle of the first term. You may submit evidence, direct to a tutor, of meeting
the first two outcomes of the unit. The tutor will give you formative feedback on this partsubmission and get it back to you as soon as possible. If it reaches the required standard, you can
include it as part of your final submission for summative assessment.
If it does not reach the required standard, you will have learned from the experience and feedback
and you have a chance to re-work it for final submission.
PAGE 21
PGCE (Post-Compulsory Education)
Unit 2—Teaching and Learning Process
PGCE
Code
Level
Credits
Status
PCE 102-3
QAA6
15
Mandatory
The main purpose of this unit is to ensure that you are familiar with three key areas for a teacher
within the post-16 sector. Firstly, it will look at the use of resources within your learning setting,
secondly it will look at the principles and practical application of group working and finally it will
investigate behaviour management in some depth. All three areas fall under the general heading
of the teaching and learning process and they build nicely on the initial planning and preparing
unit
Aims

The aim of this unit is to provide you with opportunities to explore ideas and research about
learning and communication in the context both of your own discipline and practice, and of
wider considerations, with particular reference to the principle of inclusive lifelong learning .
Its subsidiary aims are:



To inform you of research and analytical tools which will enable you to examine, discuss and
improve teaching and learning practice.
To enable you to examine factors that contribute to a positive learning environment.
To enable you to apply these ideas to your own practice and that of colleagues on the course.
Outcomes
These are what you should know or be able to do when you have successfully completed this unit:
Code
Learning Outcomes
2.1
Be able to use, modify and develop resources for the delivery of inclusive learning and
teaching.
2.2
Be able to evaluate own use of resources in the delivery of inclusive learning and
teaching, including the impact of resources on the nature of participant learning.
2.3
Understand the principles and practices of managing learning and development in
groups
2.4
Be able to select and manage different group learning and development environments
for different purposes.
2.5
Be able to manage learning and development in groups to comply with legal and
organisational requirements.
2.6
Be able to select and apply a range of methodologies to manage learning and
development in groups, according to task, context and setting
2.7
Understand and evaluate organisational policies relating to managing behaviours in the
learning environment
2.8
Understand potential factors leading to behaviours that disrupt a learning
environment, demonstrating awareness of several applicable perspectives
2.9
Be able to manage behaviours that disrupt a purposeful learning environment
PAGE 22
Course Handbook 2012: Units
Code
2.10
Learning Outcomes
Be able to promote behaviour and a culture that contributes to a purposeful learning
environment
Indicative Content
Centres (and tutors) will devise individual schemes of work to address the content of this unit; the
following list provides an overview of potential content; so it may change, depending on the ways in
which centres adapt it to meet the needs and interests of their groups.

motivation and its maintenance.

Theories and models of learning and their applicability.

Selecting appropriate methods, for subjects, settings, groups.
 Communication in class
 Signals and noise, and which is which in teaching
 Inclusivity and communication; language skills, sensory impairment, cultural background,
etc.
 Evidence-based practice
 Questioning and giving feedback
 Designing resources, including e-learning

Presentation skills
 Managing learning in groups
 Understanding potential factors leading to disruptive behaviour
 Managing challenging behaviour and promoting a positive classroom environment
Reading List
Note that we don't expect you to read everything on this list: we have included quite a number of
texts which cover the same material, sometimes from different angles. If you can't find one of them,
you may well find another: consult your tutor for guidance. Nor is this list exhaustive: you may well
find material from other disciplines which you can draw on to enhance your practice.
Armitage A, Bryant R et al (2007) Teaching and Training in Post-Compulsory Education. (3nd edition)
Buckingham; OU Press.
Curzon L (2004) Teaching in Further Education: an outline of principles and practice (6th edition)
London: Continuum
Petty G (2004) Teaching Today: a practical guide (3rd edition) Cheltenham; Nelson Thornes
Race P (2005) Making Learning Happen: A Guide for Post-Compulsory Education London; Paul
Chapman
Reece I and Walker S (2007) A Practical Guide to Teaching Training and Learning. (6th revised
edition) London. Business Education Publishers.
Coffield F (2008) Just suppose Teaching and Learning became the First Priority… London; Learning
and Skills Network.
Coffield F (2009) All you ever wanted to know about Teaching and Learning, but were too cool to ask
London; Learning and Skills Network.
Cowley S (2009) Teaching Skills for Dummies London; John Wiley
Crawley J (2005) In at the Deep End: A Survival Guide for Teachers in Post-compulsory Education
London; David Fulton Publishers
PAGE 23
PGCE (Post-Compulsory Education)
Goldacre B (2008) Bad Science London; Fourth Estate
Hattie J (2009) Visible Learning; a synthesis of over 800 meta-analyses relating to achievement
London; Routledge
Jarvis P (ed.) (2006) The Theory and Practice of Teaching (2nd edn.) London; Kogan Page
Petty G (2006) Evidence-Based Teaching; a practical approach Cheltenham; Nelson Thornes
Rogers J (2007) Adults Learning (4th revised edition) Buckingham; OU Press
Sotto E (2007) When Teaching Becomes Learning: A Theory and Practice of Teaching (2nd revised
edition) London: Continuum
You may find the web-site www.learningandteaching.info/ particularly useful for this unit
Unit Assessment:
A negotiated submission of between three and five thousand words (not counting appendices)
which provides evidence of meeting the unit outcomes with reference to your particular setting and
subject.
Special note on assessment for this unit
It is a requirement that you include as appendices to your submission examples of resources that
you use in your teaching. These may include handouts, exercises, worksheets, homework briefings,
presentations, or whatever is appropriate to your particular area of practice. Check with the unit
tutor about what is required, and note it under the “Resources” section of the Submission Proposal.
If you include examples which may identify individual learners, make sure that you anonymise them.
PAGE 24
Course Handbook 2012: Units
Unit 3— Assessment and Evaluation
PGCE
Code
Level
Credits
Status
PCE 103-3
QAA6
15
Mandatory
This unit explores the principles which underpin good practice in both assessment and evaluation.
Aims
The aim of this unit is to enable you to:

Understand the principles and purposes of assessment

Appreciate the range of assessment techniques and strategies
 Select appropriate assessment techniques and evaluate their effectiveness
To these ends, its subsidiary aims are to:

assist you in evaluating assessment methods in terms of validity, reliability, fairness and
practicability

help you find solutions to problems in assessment design

enable you to design assessments for practical use

explore how evaluation can lead to improved learning programmes.
Outcomes
These are what you should know or be able to do when you have successfully completed this unit:
Code
Learning Outcomes
3.1
Be able to design formal and informal assessments for both formative and summative
purposes
3.2
Be able to use types and methods of assessment to meet the needs of learners and
forms of knowledge, skill and values.
3.3
Understand theories, principles and applications of formal and informal assessment,
and their implications for validity, reliability and fairness
3.4
Be able to conduct and record assessments in accordance with internal and external
processes and requirements
3.5
Be able to conduct formal and informal assessments for both formative and summative
purposes
3.6
Understand the range of potential ways in which learners might be involved in the
assessment process
3.7
Understand requirements for keeping records of assessment in lifelong learning, the
forms these may take, and issues in managing them.
3.8
Be able to evaluate own assessment practice using several different “lenses”
(Brookfield)
3.9
Be able to evaluate and improve assessment practice in your own discipline or setting,
and at least one other.
PAGE 25
PGCE (Post-Compulsory Education)
Code
Learning Outcomes
3.10
Understand and use evaluation methods appropriate to your own discipline or setting,
and at least one other.
3.11
Understand how to collect and analyse data for the purpose of evaluating learning
programmes for a range of purposes
3.12
Understand how evaluation results can be used to improve learning programmes, and
some of the problems with a naive application of results
3.13
Understand a range of approaches to the evaluation of the effectiveness of own
practice with reference to different criteria and principles
Indicative Content
Centres (and tutors) will devise individual schemes of work to address the content of this unit; the
following list provides an overview of potential content.
 The principles and purposes of assessment:
 reasons and assumptions;
 competing models;
 summative and formative assessment (assessment of learning and assessment for
learning;
 competence-based and developmental models;

Reliability and validity of different approaches.

Planning, designing and administering assessment

Processing and interpreting data

Assessment and the evaluation of teaching courses (and institutions)

Approaches to evaluation of teaching
Reading List
Note that we don't expect you to read everything on this list: we have included quite a number of
texts which cover the same material, sometimes from different angles. If you can't find one of them,
you may well find another: consult your tutor for guidance. Nor is this list exhaustive: you may well
find material from other disciplines which you can draw on to enhance your practice.
Black P (1997) Testing: friend or foe? The theory and practice of assessment London; Falmer Press
Black P, Harrison C, Lee C, Marshall B, Wiliam D (2007) Assessment for Learning: Putting It into
Practice Buckingham; OU Press
Broadfoot P (2007) An Introduction to Assessment London; Continuum
Ecclestone K (2002) Learning autonomy in post-16 education : the politics and practice of formative
assessment London: RoutledgeFalmer
Ecclestone K (2005) Understanding assessment and qualifications in post-compulsory education :
principles, politics and practice (2nd edn.) Leicester, NIACE
Falchikov N (2004) Improving Assessment Through Student Involvement: Practical Solutions for
Higher and Further Education Teaching and Learning London; Routledge Falmer
Freeman R and Lewis R (1998) Planning and Implementing assessment. London; Kogan Page
Klenowski V (2002) Developing Portfolios for Learning and Assessment London; Routledge Falmer
Rowntree D (1987) Assessing Students; how shall we know them? London; Kogan Page
Stobart G (1997) Assessment : a teacher's guide to the issues 3rd edn. London : Hodder & Stoughton
PAGE 26
Course Handbook 2012: Units
Tummons J (2007) Assessing Learning in the Lifelong Learning Sector (Achieving QTLS) Exeter;
Learning Matters
Woolhouse M (2001) Teaching the post-16 learner: a guide to planning, delivering and assessing
learning. London; Tavistock
Unit Assessment:
A negotiated submission of between three and five thousand words (not counting appendices)
which provides evidence of meeting the unit outcomes with reference to your particular setting and
subject.
PAGE 27
PGCE (Post-Compulsory Education)
Unit 4—Professional Practice 1
PGCE
Code
Level
Credits
Status
PCE 104-3
QAA6
15
Mandatory
This unit has been developed in order to contain the practical elements of the first year of the
course and provides the framework for micro teaching, the evidence of development of literacy,
numeracy and ICT skills and tutorial and mentor support.
Aim
The aim of the unit is:

To provide opportunities to develop your skills in teaching—particularly in your specialist
subject—through structured exercises and feedback on actual practice.
To this end, its subsidiary aims are to:

Provide a framework for practising your teaching skills through micro-teaching

Provide a framework for skill development through tutor and mentor observation of, and
feedback on, your practical teaching

Develop skills in teaching in your own subject areas through the work of mentors and
course-wide special interest groups

Promote reflection on practice to contribute to learning from experience

Provide a single location for the assessment of “minimum core” requirements
Outcomes
Code
Learning Outcomes
4.1
Understand expectations of the minimum core in relation to delivering lifelong
learning
4.2
Understand expectations of the minimum core in relation to using resources for
lifelong learning
4.3
Understand expectations in relation to the minimum core in assessing learners in
lifelong learning
4.4
Be able to meet minimum core expectations in relation to enabling learning and
assessment
4.5
Understand expectations of the minimum core in relation to planning inclusive
learning and teaching
4.6
Understand the potential and limitations of technology for the enhancement of
learning
4.7
Understand the aims and philosophy of education and training in your own
specialist area, and how these differ from at least one other area.
4.8
Understand the aims and structure of key qualifications and learning
programmes available to learners in a specialist area, with special reference to
the principles of progression.
PAGE 28
Course Handbook 2012: Units
Code
Learning Outcomes
4.9
Be able to work with others within a specialist area to develop own practice,
appreciating how such working might be structured differently according to
setting and subject
4.10
Be able to evaluate, improve and update own knowledge and skills in a specialist
area.
4.11
Be able to use feedback to develop practice
4.12
Demonstrate practical teaching skills
4.13
Be able to evaluate own practice in delivering inclusive learning and teaching
4.14
Be able to set realistic targets to enhance the development of teaching skills
Directly Observed Practice
This unit assesses your practical teaching skills through observations of a micro-teaching session, as
well as two observations carried out by your tutor and two observations carried out by your mentor.
The Observation headings used in this process can be found on page 70, and for more information
about the practicalities see Practice on page 41.
Teaching and Learning Strategy
This unit will involve scheduled teaching sessions but is essentially practice-based. You must
demonstrate completion of a minimum of 50 hours of teaching during the year.

The micro-teaching exercise hours are attributable to this unit, and the exercise will take
place concurrently with Planning and Preparing for Teaching and Learning term 1.
(Teaching within the micro-teaching exercise is deemed to count towards the 50 hour
requirement and towards the observed practice requirement for PTLLS.)
You also act as tutors to each other through observing each others’ practice.
Literacy, Language, Numeracy and ICT requirements for QTLS
The minimum core (literacy, language, numeracy and ICT) requirements are set out in this link
http://www.excellencegateway.org.uk/node/66. The portfolio of evidence for this unit is
demonstration of the minimum core elements of the course and it is within this unit that it will be
recorded that you have met the requirements.
Micro-teaching
Much of the class-contact time will be devoted to micro-teaching, in which you will teach a topic of
your choice to a group of fellow-students for about 20 minutes. The session will be videoed, and
reviewed afterwards. This exercise serves several functions, but mainly:

it allows for direct feedback and very practical learning about technique

it helps you to diagnose your own learning needs
 and it leads to some fascinating learning about a variety of topics for all of us.
Also in the time allocated for this, tutors will lead sessions about specific issues not covered in the
“normal” units, but raised in discussion of micro-teaching sessions, as well as introducing aspects of
academic practice (such as referencing and the Harvard system) not provided for elsewhere.
PAGE 29
PGCE (Post-Compulsory Education)
Study Days
Issues concerning particular areas of practice will be addressed through Special Interest Groups
which will meet each year on two Study Days (see the calendar for exact dates), which are integral
and required components of the course. The work of the groups will also be complemented by
visiting speakers or other plenary events.
How the Study Days work
At the first Study Day, when registration and induction take place, you will choose and sign up for a
Special Interest Group (SIG) most suited to your needs.
The SIGs, which will be able to work together between physical meetings through BREO, permit
students from across all Centres to meet in groups based on their subjects or areas of teaching, so
that they can address their specialist concerns and interests. The groups are self-managing, with
tutor support available as needed, and the Course provides a framework to get their work started.
At the first Study Day you will be set an assessment that is designed to meet outcomes 4.7, 4.8, 4.9
and 4.10. You will start the work during your meeting in October and continue the work (via BREO)
throughout the year.
There may be some variation depending on numbers and speaker availability, but usually there will
be a plenary “keynote” session on a topic of general interest (for example the first one is planned to
be on behaviour management, with Sue Cowley), to complement the work in the groups.
The Student Consultative Committee
Having everyone together is also an ideal opportunity to convene the Student Consultative
Committee, which meets with the Course Leader in the lunch break. This is the principal formal
opportunity to feed back on your experience of the course, and make suggestions for development.
Each Centre will be asked to appoint a representative to present a written report to the Committee
in advance (since the course is now so big there is not enough time to raise everything verbally), so
that items can be selected for live discussion at the meeting. Outcomes and responses to this
committee will be available on BREO shortly after the Study Day and key issues will also be discussed
at the Field Committees. We understand that some of you live at a distance from the University and
have busy schedules, but student representatives are welcome to attend the Field Committee if they
so wish.
Note that issues of particular concern to one Centre or cohort should be dealt with at the Centre
itself; the Committee is intended to deal with Course-wide business.
Unit Assessment
This unit has a practical base, and the assessment is driven by direct observation of practice.
Nevertheless, practice needs to be informed by a sound understanding of the reasons for it, so the
evidence of that observation has to be supported by a critical commentary. It is all contained in a
portfolio, which as a whole addresses the unit outcomes. All the assessment criteria need to be
met, but the manner in which evidence is presented may vary from student to student, so each of
you needs to produce a portfolio cross-referenced to the assessment criteria. The following list
should be a useful starting point:
A table showing those 50 hours of teaching have been completed during the year.
Completed report forms for a minimum of four separate hours of observed practice, assessed
according to a standard protocol. Two observations need to be by a mentor, two by a course tutor.
Session plans for ten hours of teaching per year, with greater detail of objectives, selection of
methods, etc. These hours may include those observed.
PAGE 30
Course Handbook 2012: Units
A critical reflective evaluation of ten hours of teaching per year, discussing the principles on which
practice has been based and relating it to learning from the taught units. (Again, this may well refer
to the same ten hours as above, but does not have to). (2000 words maximum)
Edited excerpts of a reflective professional journal; the reflection for this item may concern any
aspect of the course and your professional learning over the year. It is not tied to sessions taught by
you. (2000 words maximum)
Two reports of peer observations; your reports of your observation of course colleagues, signed by
them. If you would like to include copies of their observations of you, that’s fine, but we don’t insist.
Certificates of attendance for two Study Days, and completed work from the SIGs for outcomes 4.74.10.
Evidence of making use of the minimum core requirements in teaching (this may of course be
evidenced through other items).
This evidence should be accumulated throughout the year in the natural process of your work and
study - the key is to be organised and to file items away as they are acquired.
Submission via Turnitin
Note that it is only possible to process items 4 and 5 above through Turnitin, but its reports for those
items need to be included.
Reading
There is no distinctive required reading for this unit: obviously ideas from reading for the other units
will inform your practice, and it is expected that you will refer to the literature where appropriate in
your submission.
Progression to Year 2
In order to progress, by the start of teaching for Year 2 you need to have passed all the Year 1 units.
PAGE 31
PGCE (Post-Compulsory Education)
Unit 5—Theories and Principles of
Inclusive Learning and Teaching
PGCE
Code
Level
Credits
Status
PCE 105-3
QAA6
15
Mandatory
The content of this unit relates to planning to learning with an emphasis on meeting individual
needs to encourage participation by all learners.
Aims
The aims of this unit are:

to understand the theories and principles for planning and enabling learning
 Appreciate the range of techniques and strategies used within the post compulsory sector
To these ends, its subsidiary aims are to;

assist you in selecting teaching techniques for your learners

help you understand how special educational needs can be addressed in theory and in
practice

enable you to plan sessions that will encourage participation by all learners
Outcomes
.Code
Learning Outcomes
5.1
Critically appreciate the interaction between theories and principles of learning and
communication and inclusive learning and teaching.
5.2
Be able to relate and translate theories and principles of learning and communication
to the practice of inclusive learning and teaching.
5.3
Be able to ensure that the “expectations of the minimum core” are taken into account
in planning and actual teaching—with reference to at least one other setting beyond
your own current teaching practice.
5.4
Be able to evaluate and improve own application of theories and principles of learning
and communication to inclusive learning and teaching.
5.5
Evaluate the impact on teaching of the current assumption and beliefs which govern
the term ‘special needs’ in the LLS.
5.6
Evaluate the types of special needs likely to be encountered in specialist areas and use
current theories and principles of learning and communication to promote inclusion
and differentiation
5.7
Consider and evaluate the impact of working with learners at different levels in the
same group on learners and teachers and develop strategies for promoting effective
teaching and learning.
PAGE 32
Course Handbook 2012: Units
Indicative Content
Centres (and tutors) will devise individual schemes of work to address the content of this unit; the
following list provides an overview of potential content.

Inclusive learning – definitions

Communication strategies within the learning environment

Challenges to the inclusive learning environment

Minimum Core and the inclusive learning environment

Special educational needs – definitions

Teaching strategies adopted for identified groups

The “fragile learner”

Government policy in the area of inclusive learning

Post compulsory education targets and impact on the learners

Subject specific impacts on inclusivity.
Reading List
Note that we don't expect you to read everything on this list: we have included quite a number of
texts which cover the same material, sometimes from different angles. If you can't find one of them,
you may well find another: consult your tutor for guidance. Nor is this list exhaustive: you may well
find material from other disciplines which you can draw on to enhance your practice.
Ecclestone K and Hayes D (2009) The Dangerous Rise of Therapeutic Education, Abingdon, Routledge
Hayton A (ed) (1999) Tackling Disaffection and Social Exclusion: education perspectives and policies,
London: Kogan Page
Kennedy H (1997) Learning Works: Widening Participation in Further Education, Coventry: FEFC
Knowles M, Holton E and Swanson R (2005) The Adult Learner (6th edn.) London; ButterworthHeinemann
Mittler P (2000) Working Towards Inclusive Education: Social Contexts, London: David Fulton
Publishers
Nind M, Rix J, Sheehy K and Simmons K (2003) Inclusive Education: Diverse Perspectives, London:
David Fulton Publishers
Nind M, Sheehy K and Simmons K (2003) Inclusive Education: Learners and Learning Contexts,
London: David Fulton Publishers
Rogers A (2007) Teaching Adults Buckingham: O U Press (d)
Syed M (2010) Bounce; the myth of talent and the power of practice London; Fourth Estate
Tomlinson J (1996) Inclusive Learning: Report of the Learning Difficulties and/or Disabilities
Committee, London: The Stationery office
Tummons J and Powell S (2011) Inclusive practice in the lifelong learning sector, Learning Matters
Limited
Unit Assessment
A negotiated submission of between three and five thousand words (not counting appendices)
which provides evidence of meeting the unit outcomes with reference to your particular setting and
subject.
PAGE 33
PGCE (Post-Compulsory Education)
Unit 6—Researching Practice
PGCE
Code
Level
Credits
Status
PCE 106-3
QAA6
15
Mandatory
As you get further into Year 2, the curriculum becomes more focused on your particular area of
practice, and on enabling you to make use of your acquired learning and expanding experience to
address issues in your own practice. This unit is at the heart of that process.
Aims
The aim of this unit is to provide opportunities to:

Develop the habit of reviewing both direct practice and the working situation in such a way
as to improve effectiveness in teaching and learning.
To this end its subsidiary aims are to;

Seek direct feedback on the effectiveness of teaching;

Analyse and evaluate information from a range of sources to contribute to that feedback;

Introduce (at a basic level) a range of small-scale and informal research methods which
may be used to provide effective feedback, and

Use this evidence to improve teaching.
Outcomes
These are what you should know or be able to do when you have successfully completed this unit:
Code
Learning Outcome
6.1
Understand own continuing personal and professional needs according to several
different perspectives
6.2
Be able to engage in continuing personal and professional development to improve own
practice
6.3
Understand and critically evaluate the principles, purpose and nature of action research
6.4
Be able to initiate action research
6.5
Understand ways of carrying out action research, and how these might vary according
to context.
6.6
Be able to carry out action research
6.7
Be able to present and evaluate the findings and outcomes of action research
6.8
Be able to evaluate own practice in relation to action research
Indicative Content
Centres (and tutors) will devise individual schemes of work to address the content of this unit; the
following list provides an overview of potential content.

Introduction; role analysis
 Approaches to professional development; competence-based, developmental, etc.
 Coaching and mentoring
 Role of professional bodies in supporting CPD
PAGE 34
Course Handbook 2012: Units
 Introduction to action research as an approach to professional development;
 the action research cycle

Basic introduction to range of research methods which might be used in action research

Using action-research evidence as a means of developing practice.
Reading List
Note that we don't expect you to read everything on this list: we have included quite a number of
texts which cover the same material, sometimes from different angles. If you can't find one of them,
you may well find another: consult your tutor for guidance. Nor is this list exhaustive: you may well
find material from other disciplines which you can draw on to enhance your practice.
Armstrong, F and Moore, M (eds.) (2004) Action research for inclusive education : changing places,
changing practice, changing minds London : RoutledgeFalmer
Bell J (2005) Doing your Research Project Buckingham: Open University Press
Cohen L, Manion L and Morrison K (2011, 7th edn.) Research Methods in Education London,
Routledge
Eraut M (1994) Developing Professional Knowledge and Competence London: Falmer Press
Hopkins D (2008) A Teacher’s Guide to Classroom Research (4th edn.) Buckingham: Open University
Press
Kember D (2000) Action Learning and Action Research: improving the quality of teaching and
learning London; Kogan Page
McNiff, J (2005) Action research for teachers: a practical guide. London: David Fulton,
McNiff, J (2006) All you need to know about action research. London: Sage
McNiff, J and Whitehead J (2002) Action research: principles and practice London: RoutledgeFalmer
Moon J (1999) Reflection in Learning and Professional Development: theory and practice London;
Kogan Page
Newby P (2010) Research Methods for Education, Essex: Pearon Education Ltd
Schön D A (1983) The Reflective Practitioner: how professionals think in action London: Temple Smith
Whitehead J and McNiff J (2006) Action research: living theory, London: Sage
Unit Assessment:
A negotiated submission of between three and five thousand words (not counting appendices)
which provides evidence of meeting the unit outcomes with reference to your particular setting and
subject.
PAGE 35
PGCE (Post-Compulsory Education)
Unit 7—Curriculum Design and Development
PGCE
Code
Level
Credits
Status
PCE 107-3
QAA6
15
Mandatory
Unit 7 provides an opportunity to review curriculum design and development to prepare for
inclusive teaching and learning.
Aims
The aim of this unit is to provide opportunities to:

Review curriculum content in relation to the contexts in which education and training are
provided in the sector.
To this end its subsidiary aims are to:

Consider the impact of curriculum design on inclusive learning and teaching.

Be able to contribute to quality improvement and quality assurance systems.

Evaluate and improve own practice in curriculum design and development.
Outcomes
Code
Learning Outcome
7.1
Understand the contexts in which education and training are provided in the lifelong
learning sector and the different demands these present.
7.2
Critically evaluate the impact of theories, principles and models of curriculum design
on learning and teaching.
7.3
Appreciate the issues in the application of theories, principles and models of
curriculum design to curriculum development and practice, and potential approaches
to their resolution, with reference to your own area of practice.
7.4
Be able to evaluate and improve your own practice in curriculum design and
development, with reference to competing aspirations such as inclusivity, excellence,
assured safe practice, etc.
7.5
Be able to contribute to quality improvement and quality assurance systems and
procedures, and to evaluate their effectiveness to both teaching and the goals of the
organisation.
7.6
Evaluate policies and regulatory requirements relating to the lifelong learning sector
Indicative content
Centres (and tutors) will devise individual schemes of work to address the content of this unit; the
following list provides an overview of potential content.

Introduction, overview of the context of PCE

Forms and levels of learning, planning for teaching and learning

Curriculum models and curriculum design

The hidden curriculum

Evaluating curriculum design and development
PAGE 36
Course Handbook 2012: Units

working with diverse groups of learners and promoting inclusivity

Quality assurance and quality improvement processes

Policies and regulatory requirements relating to the Lifelong learning sector
Reading List
Note that we don't expect you to read everything on this list: we have included quite a number of
texts which cover the same material, sometimes from different angles. If you can't find one of them,
you may well find another: consult your tutor for guidance. Nor is this list exhaustive: you may well
find material from other disciplines which you can draw on to enhance your practice.
Barton L and Armstrong F (eds) (2008) Policy, Experience and Change: Cross-cultural Reflections on
Inclusive Education (2nd edn) London: Springer
Coles A (Ed) (2004) Teaching in Post Compulsory Education. Policy, Practice and Values, London:
David Fulton Publishers
Hayton A (ed) (1999) Tackling Disaffection and Social Exclusion: education perspectives and policies,
London: Kogan Page
Huddleston P and Unwin L (2002) Teaching and Learning in Further Education, London: Routledge
Kelly A V (2009) The Curriculum (Theory and Practice) (6th revised edition), London: Sage
Kennedy H (1997) Learning Works: Widening Participation in Further Education, Coventry: FEFC
Mittler P (2000) Working Towards Inclusive Education: Social Contexts, London: David Fulton
Publishers
Neary M (2002) Curriculum Studies in Post Compulsory and Adult Education, Cheltenham: Nelson
Thornes
Nind M, Rix J, Sheehy K and Simmons K (2003) Inclusive Education: Diverse Perspectives, London:
David Fulton Publishers
Nind M, Sheehy K and Simmons K (2003) Inclusive Education: Learners and Learning Contexts,
London: David Fulton Publishers
Tomlinson J (1996) Inclusive Learning: Report of the Learning Difficulties and/or Disabilities
Committee, London: The Stationery office
Unit Assessment:
A negotiated submission of between three and five thousand words (not counting appendices)
which provides evidence of meeting the unit outcomes with reference to your particular setting and
subject.
Alternatively, a presentation with a 1000 word summary may be used. Students may negotiate with
the tutor whether any of the Assessment Criteria may be addressed by the presentation. If that is
the case, a video record of the presentation will be required for moderation and quality assurance
purposes.
PAGE 37
PGCE (Post-Compulsory Education)
Unit 8—Professional Practice 2
PGCE
Code
Level
Credits
Status
PCE 108-3
QAA6
15
Mandatory
This unit builds on the work completed for Unit 4 and again focuses on the professional practice
element of the course.
Aims
The aim of this unit is to provide opportunities to:

develop further skills in teaching—particularly in a student’s specialist subject—through
feedback on actual practice.
To this end its subsidiary aims are to:

Provide a framework for skill development through tutor and mentor observation of, and
feedback on, students’ practical teaching

Develop skills in teaching in students’ own subject areas through the work of mentors and
course-wide special interest groups

Promote reflection on practice to contribute to learning from experience

Further develop skills and knowledge in respect of students’ particular areas of practice
through dedicated study days.
Outcomes
Code
Learning Outcome
8.1
Evaluate the competing concepts of professionalism and core professional values in the
lifelong learning sector
8.2
Understand the potential and problems of the application of theories, principles and
models of reflective practice to continuing personal and professional development
8.3
Be able to evaluate and improve own wider professional practice
8.4
Demonstrate proficiency in the practice of teaching
8.5
Use experience and feedback from observations to refine your teaching and to develop
new ideas
8.6
Demonstrate reflective practice informed by scholarship and a commitment to
continuous professional development
8.7
Be able to integrate knowledge, ideas and practice from across the course into a
coherent approach to teaching in your subject area
8.8
Be able to set realistic targets to enhance development of teaching skills
8.9
Understand how to develop learners' wider skills in own specialist area
8.10
Be able to complete a project with negotiated outcomes relating to own professional
practice.
PAGE 38
Course Handbook 2012: Units
Teaching and Learning Strategy
This unit contains scheduled teaching sessions, but is principally practice-based. Each student must
demonstrate completion of a minimum of 50 hours of teaching during the year. Much of the
information provided for Professional Practice 1 also applies to this unit, with the exception of the
“minimum core” material, which will have been completed by the end of Year 1. Particular area of
practice issues will be addressed through Special Interest Groups which will meet on two Study Days.
The Professional Development Planner
The unit’s form is governed substantially by the Professional Development Planner that is the basis
of much of the course. The Planner identifies your main learning needs with particular reference to
the requirements of your current or intended work, and the assessment of the unit is concerned in
large part with the extent to which you have used the opportunities afforded by the course to meet
these needs.
Reading List
There is no essential reading for this unit; however the following provide a variety of guidance on
fundamental topics:
Anderson G, Boud D and Sampson J (1996) Learning Contracts, a practical guide London: Kogan
Page
Cowan J (1998) On Becoming an Innovative University Teacher: reflection in action, Buckingham: OU
Press/SRHE
Kolb D A (1984) Experiential Learning: experience as the source of learning and development, New
Jersey: Prentice-Hall
Moon J A (1999) Reflection in Learning and Professional Development, London: Kogan Page
Neighbour R (1992) The Inner Apprentice, Plymouth: Petroc Press
Schön D A (1983) The Reflective Practitioner: how professionals think in action, London: Temple
Smith
Unit Assessment
Your portfolio will need to include;
A table showing that 50 hours of teaching have been completed during the year. Note that specific
regulations may determine what is acceptable as “teaching”.
Complete report forms for a minimum of four separate hours of observed practice, assessed
according to a standard protocol. Two observations need to be by a mentor, two by a course tutor.
Session plans for ten hours of teaching per year, with greater detail of objectives, selection of
methods, etc. These hours may include those observed, but they do not have to.
A critical reflective evaluation of ten hours of teaching per year, discussing the principles on which
practice has been based and relating it to learning from the taught units. (Again, this may well refer
to the same ten hours as above, but does not have to). (2000 words maximum)
Edited excerpts of a reflective professional journal; again there may be some overlap with the
previous element. (2000 words maximum)
Two reports of peer observations; your reports of your observation of course colleagues, signed by
them. If you would like to include copies of their observations of you, that’s fine, but we don’t insist.
Certificates of attendance for two Study Days, and documented evidence of participation in on-line
study between them.
PAGE 39
PGCE (Post-Compulsory Education)
So far the requirements are the same as for Professional Practice 1; but this time around you need
to include;
A negotiated project on an aspect of teaching and or assessment in your particular area of practice
not exceeding 3,000 words.
(Note that the Action Research project which forms the basis of Unit 6—Researching Practice, may
be used as a contributory component of this project)
This may also be linked to work undertaken in the Study Day SIGs, where ideas may be tried out, etc.
If the principal component of the project is some form of learning resource, it will need to be
accompanied by a rationale and evaluation.
Submission via Turnitin
Note that it is only possible to process items 4, 5 and 8 above through Turnitin, but its reports for
those items need to be included
PAGE 40
Course Handbook 2012: Practice and your Journal
4 Practice and Reflection
4.1 Observation of your practice
Observations of your practice do form part of the summative assessment for this course but that's
not the whole picture..... they also provide an opportunity to gain valuable feedback on your
teaching skills. It may be very tempting to invite tutors and mentors to observe those sessions which
are likely to 'go well' but try to remember that the most important feedback from observations is
that which is formative and for this reason, you may want to invite observers in to those sessions
where you think you may benefit from additional advice.
You will be observed at least:

Twice each year by your Mentor, and
 Twice each year by a Course Tutor:
—so that each of the performance outcomes on the Observation Protocol can be demonstrated at
least three times over the duration of the course.
The first observation should be in your first term.
All observers will be guided by the Observation Protocol so familiarise yourself with the headings on
this paperwork before the observation so that you know when observers are looking for.
At the end of the Observation Protocol is a section for “Action Points” which will be completed by
the observer. You will also notice a section called "Professional Challenge" - this is for you to
complete showing a very brief reflection on what you might do the same, or differently:

after your first observation you should bring the previous observation’s Action Points to
the next one and of course to any follow-up tutorial, so that you and the observer (tutor or
mentor) can discuss how you are making progress with them. Much of this information will
link to your personal development planner and may be the basis on which you set yourself
development goals.
4.1.1 Procedure for Mentor and Tutor visits
It is up to you to approach your mentor and tutor to arrange the visits.

While we will make every effort to accommodate you, please remember that we also have
other commitments, and that if we have to travel to observe you, we may have to set aside
as much as half a day.

Do not leave observations to the last minute: they are sometimes simply impossible to
arrange, and that can mean that you cannot complete the Course or progress to Year 2 as
appropriate. You should have at least one visit in your first term on the course, and if there
has been any delay in getting your mentor fixed up, be sure to arrange one with your tutor.

Do check with your line manager that there is no problem about observing on this
particular occasion – you are not in the middle of Ofsted inspection, for example!
It is also up to you to provide the observer with:

Travel directions and contact numbers if necessary: a mobile number is useful if we get
stuck in traffic.

A scheme of work for the course and a session plan for the session to be observed,
together with a set of handouts or exercises to be used. (Please do not include the
observer in the normal handing-out process in class—it simply draws attention to us.)

A copy of the Observation Protocol, and at least the final page of the preceding observation
report.
PAGE 41
PGCE (Post-Compulsory Education)

Somewhere unobtrusive where she or he can sit to observe, with a surface to write at. (It is
up to you whether you tell the class about the visit in advance, and how you introduce the
observer. We are aware that having a strange observer present affects the dynamics of the
class, but the actual effects are so variable that we cannot give rules as to how to minimise
them.)
Meet the observer a few minutes before the class starts, to fill them in on any last minute changes,
or anything you would particularly like feedback on. It is also a good idea to talk about relevant
student attributes and show that you have a good idea of how things are likely to go.
Similarly, allow about twenty to thirty minutes after the session for discussion. This can be the most
productive event of the whole course, when points have been experienced live, and can be
discussed while still fresh. Some items on the Protocol can only be filled in after this discussion.
Your observer will usually leave the Observation Protocol with you. Keep this safe as the assessment
regulations call for the originals, not photocopies, and the observer will not usually keep a copy.
4.1.2 Your observation of others’ practice
Teaching in the post-compulsory sector covers a multitude of practices and settings, many of which
are quite different from your own. You will get some flavour of this from the micro-teaching
exercises in Year 1, but you will get an even clearer impression from observing some of your
colleagues in their natural habitat. Former students report immense benefit from this exercise,
particularly in terms of reflection on their own teaching.
Please remember that you are going not as an assessor, but in order to learn about the issues other
teachers have to deal with—although you may be able to offer some useful feedback simply by
being an outsider.
Procedure for observing others
You should observe at least two of your colleagues on each year of the course, which will of course
involve being observed yourself. You should start to arrange the visits as soon as possible; it can
take time. Try to avoid simply observing those colleagues who teach the same subjects as you whilst this does have some benefits, it also has limitations. It is also best not to 'pair up' so that you
observe the same people each year - you will get much more from this if you try to observe different
subjects and approaches to teaching.
On completion of your observation, you will need to write a short report (around 500 words/a page
of A4 or so), to be included in the portfolio. This should be signed by both of you. The report may be
in any format which seems useful to you (and probably to the person you are observing) and if in any
doubt about the format, discuss it with your tutor who will be able to offer further guidance.
4.2 Mentors
You need to have a Mentor appointed from within your work setting or your particular area of
practice (your specific subject area, or distinctive student group), to assist you with:

applying Course material to your own practice

reflecting on the significance of learning for the development of the work setting and
personal practice

any other particular issues identified and agreed in the Professional Development Planner

The Mentor also has a role in:

assessing your observed practice (the Mentor undertakes two observations per year, as
does a Course Tutor);
PAGE 42
Course Handbook 2012: Practice and your Journal

endorsing material gathered for the Professional Practice portfolio, as representing an
accurate account of developmental work you have undertaken in practice.
4.2.1 Appointment of Mentors
You nominate your own Mentor, but he or she must be approved by the Centre Leader. Mentors
should be:

experienced members of teaching staff, normally holding a teaching qualification of at least
equivalent level to that at which your are studying.

Working in a similar area to yourself, but
 Normally without direct line management responsibility for you4.
It is of course expected that you will inform your line manager about the appointment of the
Mentor, but the appointment is a University one, rather than a work-place one. Further details of
the University contract with mentors can be found in the “Working Papers” (see the Course
Documentation tab on BREO).
Mentors are provided with comprehensive information about the course and their role in it, through
the mentor handbook. They are also offered training and consultation opportunities through
meetings at the appropriate Course Centre and discussion with Tutors when they make their
Professional Practice visits. Mentoring is acquiring a higher profile in PCE in general; the University
also offers a University Diploma in Mentoring which may be available at your Centre; do ask for
details.
You should start thinking about who is to be your Mentor as soon as possible. It is in your interest
to have one appointed from the very start of the Course.
4.2.2 Mentors’ role in summative assessment
As noted above, your mentor contributes to the summative assessment of your Observed Practice.
However, she or he does so by providing you with material (observation reports) which you
incorporate in your submission to support your claim for credit, and technically these reports have
the same status as any other material submitted by yourself.
The decision to pass or fail on the basis of teaching observations rests with course tutors, and not
mentors. If there is any discrepancy between tutor and mentor reports and judgements, further
evidence will be sought, if necessary through further tutor observations.
4.3 Professional Reflection and the Journal
Taking time out to reflect on your practice forms the basis of your professional development so it is
important to start this habit as soon as possible (we say 'start' because if all goes well you will never
finish...). Your Professional Journal is not just an assessment requirement, it is a major development
tool and we want you to get used to using it starting now, in the hope that you will continue to make
use of it after the course and throughout your career. It works in two ways, as a log and as a tool to
promote reflection and it can be written in any format; as a document, file, album, blog... whatever
works for you as a way of capturing all those experiences that make you think.
4 This is because of potential conflicts of interest with appraisal schemes. If you are having difficulties,
it is important from the course point of view that you should be able to discuss them with your
mentor, which you may be reluctant to do if that person also has responsibility for appraising you.
If—but only if—you are happy with your line manager being your mentor, we may approve the
choice.
PAGE 43
PGCE (Post-Compulsory Education)
4.3.1 As a log
Whatever one’s discipline or field, keeping a rigorous record of practice characterises all serious
endeavours. Without a careful record of every experimental set-up and its results, for example,
scientists would be lost.

For the teacher, it is routine to keep a log of material covered in classes, assessments and
so on, via schemes of work and session plans. We are suggesting you expand this, but this
time for your own sake.

Record every relevant book and article you read: there are few things more frustrating
than, “Oh, I read something about that somewhere only recently—where was it?”

Record other people’s recommendations of what to read: you never know, you might
actually do it sometime!

Record the results of your innovations in practice, and how you might improve them. That
helps you to work out what works with what group.

Record pertinent points people make in conversation—in class and out of it.

Record your reactions to situations, as they happen so that you have an account not
distorted by hindsight. When you come to the end of the course, surrounded by familiar
friends and breezing through the assessment procedures, you may find it difficult to recall
how uncomfortable and confused you felt when you started—but it is salutary to remind
yourself of how your students may be feeling. It’s worth making a note of what it is like not
to understand something, and why. It may be embarrassing to re-read later, but the more
embarrassing it is, the more authentic it probably is!
4.3.2 As a tool for reflection
“Reflection on action” is a buzz-phrase among professionals, ever since Schön articulated it (1983),
and it is certainly indispensable for personal and professional development. But it is not just
“thinking about what you have done”. Just “thinking” can lead to self-justification, blaming others,
self-pity, a sense of impotence, unrealistic self-satisfaction, and a host of other distortions.
It needs to be disciplined thinking. One of the best ways of attaining this is to talk things through
with a “critical friend” (your mentor, perhaps?), who is not afraid to help you correct some of those
distortions. But almost as effective is to write it all down. Writing engages your rational capacities (it
may be something to do with using the left-hand side of your brain). It forces you to structure your
thoughts, and to concentrate on what you are saying — and this very act can suggest new angles on
your experience.
And it is even better if it is dialogic thinking. That means being prepared to talk about it with
someone else—certainly your mentor, but also colleagues at work or on the course. It is important
that this discussion is not just a “grumble group”, in which you both agree how awful things are, but
that it is constructive discussion. Bring your journal material to the discussion (because once it is
written down you are in some measure held to it); and record highlights of the discussion in your
journal.
4.3.3 Actually doing it
There are no hard and fast rules about how to write the journal, except that the more regularly you
do it, the easier and more effective it becomes. Aim to write up your journal at least once a week.
Some people may find that it helps to set aside a particular time — last thing on Friday afternoon
before you disengage from work for the week, for example. If you try to write up great chunks at the
end of a term, you will lose almost all the point, because immediacy is essential.

You could use a note-book: this is the tried and tested method in use for centuries. If you
do, use a good one, because it will take quite a battering before it is full. The disadvantages
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Course Handbook 2012: Practice and your Journal
are difficulties in finding material later; and trivially, having to type it up for submission. Do
not use loose-leaf paper: it gets lost.

You could use a computer or a phone: that is easy to tag and search (and it is even easier to
corrupt the files—so back them up—preferably online).

Of course, you could always do a blog.

You could dictate: you miss out on the discipline of writing, but you can easily lay down
very rich material. Transcribing is a chore, but dictation software can help.

Whatever you do, keep it safe and keep it confidential.
4.3.4 Submitting for assessment
There is no need to submit your entire journal - for two reasons:

First, it’s primarily for you. If we wanted to see it all, you would end up writing with an eye
to the reader.

Second, editing it, and judging which bits to submit and which not (2,000 words does not
go very far) is a useful discipline.
So what to choose? We suggest that you identify a few themes, and you illustrate them with
material perhaps from the beginning and end of the course. You might explore how far you have
come in some areas—such as planning sessions, or increasing confidence in letting the learners have
their heads a little when you know you can settle them down again easily. You may equally want to
include critical incidents, which were perhaps uncomfortable at the time, but really moved your
learning along. You may want to explore how it was when you met a new class at the beginning of
the year just as you started this course, and how different (or not) it was as you began your second
year...
Do make sure that anything submitted is rendered anonymous; if you included photos, for example
(as people working with learners with learning disabilities sometimes do, because it provides a
means of assessment) make sure that you blur or pixelate them or gain informed consent to their
use.
Remember you can also use your journal to provide evidence for your ordinary unit submissions,
cited just like any other source.
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PGCE (Post-Compulsory Education)
5 For Reference
5.1 Entry Requirements
The University specifies standard entry requirements which must be met by all students; these are set out
on the university website at www.beds.ac.uk/howtoapply/
For this course you must also:

Be engaged in teaching in post-compulsory (i.e. Further, Higher or Adult) education for at least 50
hours per year.

Hold an honours degree at Class 2.2 or above

Be able to communicate clearly in spoken and written standard English, and demonstrate
appropriate skills in numeracy (QCF level 2). The simplest way of showing this is a pass at Grade C
or above in GCSE English and Mathematics, but other accredited evidence from a recognised
awarding body is equally acceptable, providing that you can demonstrate their equivalence at
interview.
 You need to bring documentary evidence with you to your interview.
 If documentary evidence is not available, you will be asked to undertake a skills test.
 You might in any case find it useful to do such a test if you have been out of formal education (in a
student role, of course) for some time. You may have to undertake a similar test for QTLS, and we
would not want anyone to be too distracted by having to work too hard to meet the grade for
that.
 You must not have been previously excluded from teaching or working with young people.
 If you are planning or applying to work with young people under 18 (under Eligibility Code 04)
your employer will need to seek Criminal Records Bureau clearance, although under some
circumstances you may be liable for the fee. See www.crb.gov.uk for details.
5.1.1 Accreditation of Prior Learning
Accreditation of Prior Learning (APL) is possible on the Course for the four Year 1 units. Note that if you are
claiming any form of APL, you cannot be credited with any “conventional” units until the APL claim has been
accepted.
The assessment approach—of claiming credit for the attainment of specified learning outcomes—enables
you to produce a portfolio of evidence demonstrating your prior achievement, cross-referenced to the
outcomes.
Accreditation of Prior Certificated Learning (APCL)
LSIS lists “legacy” qualifications on its website with their academic level and recommended credit value; note
however that this course is not only a DTLLS, but also a University award, and our internal procedures may
differ. Please contact the Centre Leader for full details.
All APL/APCL claims need to be completed by the date of registration
5.2 Attendance
Mutual learning and co-operative working are very important elements of the course. In order to ensure that
you can all benefit from this, a minimum of 80% attendance is required. Attendance at the Study Days is
also a requirement. Exemptions will be granted only in exceptional circumstances. Alternative arrangements
will be made for work equivalent to attendance, undertaken for the benefit of fellow-members of a Special
Interest Group, by default through BREO.
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Course Handbook 2012: Appendices
5.2.1 Absence
If you are going to miss a session, please let us know in advance if you can.
If you are working in a small group at the time, it is also up to you to inform your colleagues of your absence
and to help them to work without you.
5.2.2 Suspension of Studies or Withdrawal
We hope you won’t want to but if you are thinking about withdrawing from the course then do discuss it
with us first. It may be possible to consider alternative actions such as suspending your studies for a while.
See your Centre Leader, or if you want more independent advice then contact the Student Engagement
Team (SID@beds.ac.uk), the appropriate administrator at the University or the Student Union. If you do
decide to withdraw or suspend your studies, then you will need to let us know by completing the
appropriate form available from your Centre Leader (if you don’t then you may be charged full tuition fees).
5.3 Inclusivity
Equality and Diversity
The University is committed to promoting equality of opportunity in all of its activities; it aims to enable
students and staff to reach their full potential, and provide them with an environment that is free from
unfair and unlawful discrimination. The University recognises and appreciates the diversity of its student
body and the community it serves, and works to develop a curriculum to meet the needs of a varied and
contemporary society. This commitment is embodied in the aims and principles of the University’s Equality
and Diversity policy. http://www.beds.ac.uk/aboutus/qa/foi/policies/eq-div/
Disability
If you have a disability or long-term medical condition (including mental health) which is likely to affect your
studies you are encouraged to declare it at registration or as soon as you become aware of it. Contact your
Centre Leader or other nominated staff member so that we can put in place a process to review your needs
and make any necessary adjustments to your studies. The College’s disability advice team will coordinate
this and may be able to identify additional support and resources that can help you with your studies. They
can also provide more detailed advice and guidance.
For further information please refer to the Disability Section (Chapter 10) of the Quality Handbook http://www.beds.ac.uk/aboutus/quality/regulations
Student Engagement Team
The Student Engagement team provide the gateway to support services for students, academic teams and
other areas within the University.
The Team will provide students with independent and confidential advice.
Typical reasons as to why you might wish to contact the team are:

if you are having problems attending classes

if your course is more difficult than you expected

if you are thinking of leaving the University or wish to suspend your studies

If you have a complex problem and you are unsure of the way forward or what student support
service you need to access
They can be contacted via the Student Information Desk (SID) at sid@beds.ac.uk
PAGE 47
PGCE (Post-Compulsory Education)
Health and Safety
We are committed to ensuring that the University is a healthy and safe place in which to study. You can help
us by ensuring you understand the health and safety procedures and by reporting any issues that give you
cause for concern.
Students’ Union contact information
The University of Bedfordshire Students’ Union (UBSU) can provide advice and help with academic as well as
welfare matters. They also support a range of clubs and societies. See the UBSU website for full information
www.ubsu.co.uk.
5.4 University Libraryand Learning Resources
You automatically become a member of the University Library when you register. Your ID card (which you
receive when you register) also serves as your library card, and the registration number is your user name
for BREO.
You can borrow 12 items from the University Library. Any 2-week or 7-day loan item can usually be renewed
up to 20 times. Loans can be renewed in person, by phone or on-line. Late returns are subject to fines (and if
you have any debts outstanding to the University at the conclusion of the Course, your award cannot be
confirmed until they are settled).
In the library you will find journals, teaching materials and audio-visual materials, as well as books. But most
of the collection is now electronic. There are over 10,000 electronic books and 20,000 electronic journals
which you can read online. You can find the ebooks on the UoB library catalogue (http://library.beds.ac.uk).
Change the “Location” of your search results to “ebooks” and follow the onscreen link. Most of our ebooks
can be downloaded (for 3 days) if you have limited access to the Internet. To use the ejournals, click on the
mauve Digital Library tab and select “Education” in the “Databases for my subject” menu.
If you photocopy anything in the libraries, please pay attention to the copyright information posted by the
machines!
The world of post-compulsory education is changing fast, and it is important to keep up-to-date. We strongly
recommend that you read the Times Education Supplement (TES) and Times Higher Education (THE) every
week. They may make special subscription offers available to students—if so we will make you aware of
them.
5.4.1 External Learning Resources
As a student in an Associate College centre, you are also able to use your local resources, and you will be
issued with a College library card, but you will still need your University card if you wish to use the University
facilities at a Study Day or any other time.
If you live close to another university, you can register to use some of their services with the Sconul Access
scheme. Read this page:
http://lrweb.beds.ac.uk/guides/subjectguides/education/other-libs for detail of how to apply.
5.5 Assessment Matters
Details of assessment strategies and procedures for each unit are specified in the introduction to the Units (“
Unit Assessment” on page 13) and within each unit description. All units are assessed and together lead to
the award of the Professional Graduate Certificate in Education (Post Compulsory Education). This is both a
course of professional training, and one which has academic accreditation, so both elements have to be
taken into account in the assessment system. As professional training, the standards of practice and
knowledge which you need to demonstrate are established, and follow IfL requirements. They are enshrined
in the objectives of the course, and translated in more detail into the desired outcomes of each unit.
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Course Handbook 2012: Appendices
5.5.1 Grades
There are no grades. The University of Bedfordshire’s Pass/Fail mark scheme applies to these units.
5.5.2 Failed work
If you fail on your first submission of work, or you do not submit any work by the given deadline, then the
Exam Board may grant you a referral opportunity. This means that you need to complete the necessary work
in time for the September Referral Board. If you are deemed not to have engaged sufficiently with the
course then the Exam Board will recommend that you repeat the unit in the next academic year before
progressing to the next level of the course.
5.5.3 Deadlines and Extensions
Late work is not accepted, and will be deemed a fail and graded G (0) (no work submitted). If you are unable
to complete the assessment by the deadline, it is vital that you inform your Centre Leader so that the
options available to you can be discussed.
5.5.4 Ethical considerations
It is expected that all submitted work which refers to work with students and colleagues will exhibit respect
for them and their privacy. In particular, any action research or similar project should not jeopardise student
learning. The fact that any research involving human subjects is being undertaken for this course does not
absolve you of responsibility for conforming to the ethical clearance requirements of the institution in which
the research is located.
The submission proposal includes a requirement to identify any ethical issues raised by the proposed work.
Failure to complete this section of the proposal will normally mean that the resulting submission is deemed
unacceptable and automatically referred. The basic principles to be taken into account are minimisation of
risk, confidentiality, and anonymity.
5.5.5 Transfer between Courses (Change of Academic Level)
At interview you will be advised whether to register on the Certificate in Education (Post Compulsory
Education) or Professional Graduate Certificate in Education (Post Compulsory Education) route, usually
dependent on previous levels of study. In exceptional circumstances it is possible to transfer between
levels. This decision is based on your achievement in the first assessed piece of work and must be made
with your tutor who will provide advice on the most appropriate level and the procedures governing all
transfers. Please note: once a piece of work has been assessed at a particular level it cannot be changed to
meet an alternative level.
There are strict quality procedures governing all transfers. Transfers cannot take place without tutor
approval and all level transfers must be done within the first year of the course prior to the scheduled
deadline.
5.6 Procedure for Handling Submitted Work
Check the submission content with the unit tutor in advance, using the “Submission Proposal” form supplied
for each taught unit, and obtain ethics clearance. Tutors cannot normally comment on drafts but may be
prepared to offer a tutorial to discuss work in progress5.There are submission deadlines for specific units in
January, April and May, and a re-submission deadline in mid-August.
5 We should like to comment on drafts, and we regard it as educationally desirable (at this level, at least), but
the reality is that we must be fair. Do it for one and we must do it for all; and sadly we do not have the
time. So do make full use of the organised opportunities for formative feedback.
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PGCE (Post-Compulsory Education)
5.6.1 Submission procedure
The portfolio or project must be accompanied by:
The E:vision cover sheet (Polhill students only): you will need to log in to E:vision and print this out before
submitting your hard copy version. Without doing that, the system will have no record of you having
submitted and you will fail the unit.
The Turnitin report from your electronic submission (see next section).
The Submission Proposalfrom the Working Papers including signed ethical clearance (if required).
and should be accompanied by a Self-Assessment form.
We may make use of anonymised material as an exemplar to other students, or copy and use similarly
redacted material for research purposes. (We do however undertake to make reasonable efforts to contact
you and seek your consent before using it for any wider purposes.)
Keep your receipt: it is your only evidence that you have actually handed in the submission if anything goes
awry.
5.6.2 Submission procedure
The portfolio or project must be accompanied by:
1. The E:vision cover sheet (Polhill students only): you will need to log in to E:vision and print this out
before submitting your hard copy version. Without doing that, the system will have no record of you
having submitted and you will fail the unit.
2. The Turnitin report from your electronic submission (see next section).
3. The Submission Proposalfrom the Working Papers including signed ethical clearance (if required).
and should be accompanied by a Self-Assessment form.
We may make use of anonymised material as an exemplar to other students, or copy and use similarly
redacted material for research purposes. (We do however undertake to make reasonable efforts to contact
you and seek your consent before using it for any wider purposes.)
Keep your receipt: it is your only evidence that you have actually handed in the submission if anything goes
awry.
5.6.3 Turnitin
Each submission needs to be submitted both in hard copy form and electronically via Turnitin.
Once the work has been submitted, you will need to print out your Turnitin report and include it with the
hard copy. Please make sure that you submit the work electronically prior to the deadline.
A full guide to submitting via Turnitin is below:
Turnitin can be found on BREO,
once you are in the Post
Compulsory Education site, click
on the centre where you are
studying
PAGE 50
Course Handbook 2012: Appendices
... and the
Course you
are on
...and the Unit
you are
submitting for.
Look for the
Turnitin logo
and click on it
You will then be asked to upload
your work (this is done in a
similar way to attaching
something to an email)
Remember to check back later
and click on the “view/complete”
button to have a look at the
report
PAGE 51
PGCE (Post-Compulsory Education)
5.7 Course Management

The Course Leader is responsible for the overall conduct of the Course at all Centres, including
conformity with University regulations and Quality Assurance procedures.

Centre leaders are similarly responsible for the conduct of the Course in their own (University or
Associate College) Centres.
The course is managed by the Post-Compulsory Education Field Committee. It meets three times per
academic year and reports to the Faculty Quality Assurance Committee. The Field Board of Examiners meet
to agree assessment decisions as shown on the calendar.
5.7.1 Complaints
You have a right to raise issues of concern about the services provided by the University. If you are not
satisfied with a service you should first raise your concerns with your centre of delivery, while there is still
time to resolve the issue. The University aims to resolve as many concerns as possible at this stage through
local measures. If you are not satisfied with steps taken to resolve your concerns at a local level, you may
make a formal complaint to the university. Further information on the University Complaints Procedure,
including how to make a formal complaint, can be obtained from the appropriate Administrator.
Appeals against grades
Your work will be assessed by your tutor and may also be second marked independently to ensure that the
assessment is appropriate. In addition, an independent external examiner from outside the University
samples student’s work to ensure that our standards are broadly consistent with those at other universities.
As a result, the initial feedback that you receive on your work is provisional.
Because of the safeguards the University has in place to prevent error and unfairness, you cannot appeal
against a grade you have been given just because you believe it deserved better. However, you can discuss
the grade awarded with your tutor who will explain the reasoning behind the grade.
Appeals are allowed in certain circumstances, for example where there has been an administrative error or
where University regulations were not followed. Further details can be found in the Quality Handbook at:
http://www.beds.ac.uk/aboutus/quality/regulations
We want your student experience while you are at the University to be outstanding and memorable.
Sometimes, however, things can go awry, and we have a variety of means to enable you to express your
views and seek regress. Thus you can:

Make suggestions about how to improve one of the University’s services by completing the online
form at www.beds.ac.uk/aboutus/qa/students

Raise the matter directly with your personal tutor, Field Administrator, Head of Department or
faculty office

Ask your course representative to raise the matter at the field committee meeting

Ask the Students’ Union for advice

Complete the online complaints form at www.beds.ac.uk/aboutus/qa/students (See the complaints
policy in the Quality Handbook at www.beds.ac.uk/aboutus/qa/documents )

Send an appeal to the Faculty Manager, if you believe that an assessment decision has been taken
unfairly (see the appeals code of practice in the Quality Handbook at
www.beds.ac.uk/aboutus/qa/documents )
5.8 Academic Offences
Academic offences include a range of actions designed to deceive examiners and gain an unfair advantage
over other students. This is unethical and threatens the integrity of our assessment procedures and the
value of the University’s academic awards. Your academic performance will be assessed on the basis that it
PAGE 52
Course Handbook 2012: Appendices
is your own work. Anyone thought to be gaining an unfair advantage in any form of assessment is subject to
formal investigation in accordance with University’s Regulations available at
http://in.beds.ac.uk/documents/qd. It is your responsibility to ensure that you are not vulnerable to any
allegation that you have breached these regulations (for example by sharing your assignments with friend in
such a way that they can copy your work and claim it as their own).
Plagiarism
Plagiarism takes the form of repeating another person’s words or images and claiming them as your own, or
presenting someone else’s line of thinking as if it were your own. To plagiarise is to give the impression that
you have written, or designed, or thought something that you have, in fact, borrowed from someone else.
You can use other people’s ideas, words and images, but it’s important that you acknowledge them through
appropriate referencing. Remember that your tutors are looking to assess your ability, not those of others,
so it’s important that you are also able to interpret others’ work and that there is a sufficient amount of your
own work in your assignments that your ability can be assessed.
You should keep a careful record of all the sources you use, including all internet material, and ensure that
you understand correct referencing practices. These are outlined above.
Further information on the University’s policy and procedures on academic discipline can be found at:
http://www.beds.ac.uk/aboutus/quality/regulations
Double-counting
You are not permitted to re-present any assessment already submitted for one unit as if for the first time in
another unit. Double counting of assessed work is not normally allowed. If submitting work previously
included in another assessment then you should attribute the section of text from the earlier work so that it
can be taken into account by the assessor.
Working together
Discussing ideas with your fellow students is part of learning and we would encourage you to do this and to
exchange interesting and relevant sources and references. However, there is a distinction between sharing
ideas and collusion which is an academic offence. You must not work with others to the extent of exchanging
written materials you have prepared, such as notes or drafts of assignments unless you have been expressly
told that this is permissible. If these types of materials are shared this will be regarded as an assessment
offence for the person who lends the material as well as for the person who uses it. Your own work should
be regarded as your own property and you should protect it.
If you are working in a shared space, log off from the computer you are working on whenever you take a
break so that others cannot access or copy your own work; take care to destroy printed drafts or copies of
work, rather than just discarding them; and, don’t give your work to others in any format. If you are working
on a group assignment make sure you understand the allocation of responsibilities between yourself and the
other members of the group.
Disclaimer
The content of this handbook is provided in good faith and represents to the best of its authors’ knowledge, a
true account of the PGCE (PCE) course; but the University reserves the right to make such changes as it deems
necessary to any previously advertised course.
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PGCE (Post-Compulsory Education)
Appendix 1: How to Write a Submission
We do not have any “assignments” on this course, in that we do not assign you an assessment task
(such as an essay title). Instead the ball is in your court; you submit the evidence you think
appropriate and necessary, based on your experience, to show that you have met the learning
6
outcomes of the unit at the appropriate level . This is done by using a submission proposal to outline
your plan for the submission, highlighting where you think the outcomes for the unit will be
addressed.
Although you will be producing evidence linked to the outcomes in each unit, it is unlikely that this
will take the form of a portfolio of evidence (with the exception of units 4 and 8 which demonstrate
your professional practice). In all other units, it is expected that you will be writing a coherent piece
of work which makes and argument and demonstrates your knowledge.
These notes provide a starting point for structuring your work and are likely to be supplemented by
further information provided by your tutors.
Structure
The biggest problem is how to structure a submission. For present purposes, there are basically two
approaches:

The first is to treat each Outcome as a separate topic and to write a short piece about it.

The second is to write a piece which hangs together as an essay, and in so doing provides
evidence of the outcomes
The first may “work”. It may enable you to claim credit for the unit, if done competently but when
you become familiar with the outcomes, you will notice that they are not really separate and
discrete; they are intended to link together and illuminate each other, and if you treat them as
separate they can’t do that, and you lose the overall picture. It is also very likely that you will end up
repeating yourself a lot!
We assess not just to “test” you, but also as part of the learning process itself, to help you to think
and refine your ideas and test them against your experience. In practical terms, take, for example,
the following assessment criterion associated with 2 outcome 2.8 in unit 2:
2.8
Understand potential factors leading to behaviours that disrupt a learning environment.
You could describe some of the factors which influence behaviour, but more interestingly, and more
profitably from the point of view of your own learning, you could demonstrate your knowledge by
discussing a particular class and applying your own learning to the example you are using.
This shows that you are using the material for practical purposes, and constitutes evidence of
understanding. A submission imbued with similar understanding would more than demonstrate
meeting the criterion.
The outcomes have been constructed to reflect real-world issues, and they can therefore be
demonstrated through discussion of such issues.
All well and good, but what do I do?
Think of a potential topic. Make notes of likely topics as you think of them: in taught sessions, make
a note of issues at work that the taught material may apply to; do the same thing when you are
reading round the topic on your own; and at work, note issues which relate to the unit content. (Put
it all in your reflective journal)
6 Technically, according to university regulations, any assessment other than an examination is
however an “assignment”.
PAGE 54
Course Handbook 2012: Appendices
Discuss potential topics with anyone and everyone; colleagues at work and on the course, and of
course with the unit tutor.
Finalise the topic in the Submission Proposal with the tutor.
One way forward7
Assemble your thoughts. Don’t bother with the order of them just yet. Use a concept map, or just
list key-words on paper. Better still, put the key words on separate sheets of paper and shuffle them
about. Put it all away and forget about it for a bit.
Come back to it and revise your ideas if you need to.
You might like to do a rough check at this stage that you are going to address most of the outcomes.
Flesh out the key-words into the basic points you want to make; a sentence is enough.
Do the necessary reading.
Now think about your reading and your references. How does what you have read fit into these
points? (Remember, you are free to disagree with what you have read.)
Shuffle your ideas until they fall into a logical sequence. Group them under sub-headings if you like.
Get some idea of how much space you are going to devote to each one.
Now start to write about the topics. Some people like to take one topic at a time, some like to start
at the beginning and work through to the end; experiment and see what works for you.
Do not waste space re-hashing what you have already been taught; Remember, you are using the
material, not regurgitating it.
Put it away again.
Now read it all through for “flow”, particularly if you did it topic by topic. Edit. Prune. Check against
outcomes. Edit again.
Write the conclusion.
Write the introduction. Opening remarks — brief outline of the sequence of the argument — and
exclusions.

Exclusions are valuable ways of forestalling criticism. If you know that the reader is going to
think, “but what about so-and-so?” and you have not mentioned it either because of space
or because it goes off the point, state that you know it is an issue, but you’re not going to
deal with it because…
Spell-check and check your grammar (particularly apostrophes), or get someone else to do it for you.
Check your references and put in your bibliography and appendices.
That’s it! Nothing to it, is there?
See also; http://www.doceo.co.uk/tools/baking.htm
How many words?
The unit outlines specify word limits (3-5k). When you start, you are likely to have doubts about your
ability to write so much: later, you will find your problem is the opposite—how do I cram what I
want to say into so few words?
A unintended consequence of the outcomes approach is that you may well ask yourself if you have
provided enough evidence for a certain outcome, and so you put a bit more in. And then there is
that other bit of work you put so much effort into—you can’t possibly leave that bit out! The result is
a very unwieldy piece of work so if in doubt, ask your tutor; we shall be happy to advise you about
what needs to go in and what can be left out.
7 But only one of many ways: you will find your own as you practise.
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PGCE (Post-Compulsory Education)
Appendix 2: Presentation of Work
Not all submissions will be written pieces, but most of them will be. These notes are intended as
guidance for their composition and presentation. They are not intended to present you with an
additional burden, but on the whole, you have said that you welcome clear guidance and it is no
more effort to get it right (i.e. in accordance with academic norms) than to get it wrong. So:
Binders
If a submission needs a binder, please use the slim plastic clear-fronted “project folders” or a single
plastic sleeve with a staple in the top-left-hand corner of the papers if at all possible.
Please do not put each page in a separate plastic sleeve: taking them out to annotate them is a pain,
and tutors have recently resolved not to do so. So if you do use individual plastic sleeves you will not
get written feedback on the script.

However, do put the submission for each unit in a different binder. There have been cases
where work was overlooked, because it was included in the same binder as a piece for
another unit (and perhaps even a different tutor).

If you have a substantial amount of material in appendices, and especially if it is to be read
alongside the main text, consider putting the appendices in a separate binder so that the
reader or marker can have both of them open alongside each other, rather than continually
having to thumb between the front and back of a single binder.
Layout
Submissions should be double- or one-and-a-half spaced, (like this paragraph) with
numbered pages, written on one side of A4 paper only with wide (at least 1½”/4 cm/
9 pica) margins, for marker comments. 12-point text (also like this paragraph) is a good
standard size. To be really picky, a serif typeface (such as Times New Roman), leftaligned rather than justified, is easier on the eye for solid text. It also helps if your ID
number (or name) appears at the top or bottom of each page (in case the marker has to
undo the binder and pages get separated).
Submissions must be word-processed, so that they can be submitted electronically via Turnitin
(apart from hand-written content for Units 1 and 4, where originals should be submitted; but it is
still wise to keep a copy.)
If you use sub-headings, please make them identifiable as such with bold type or similar. Similarly,
numbered paragraphs make for easy reference to particular sections on a marking sheet, but
whether to use them or not depends somewhat on the nature of the submission. Some people
actually cite the code numbers for the outcomes in the margins; not all submissions lend themselves
to this, but it is a useful device if you can use it. Note that the outcomes do not have to be addressed
in numerical order: let the sense of the work dictate their order.
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Course Handbook 2012: Appendices
Quotations
Quotations should be clearly separated from the rest of the text with quotation marks. They can be
single-spaced, but anything longer than a single line should be indented and separated from the
body of the text by a blank line.
“So a substantial piece of quoted material will look rather like this, standing in the same
relationship to the rest of the text as does this paragraph” (Wolstencroft, 2012:58)
Note that all quotations need the source, date and page number (or at least the chapter reference)
alongside them. See below for the conventions.
The Turnitin anti plagiarism software the University uses only recognises a piece of text demarcated
with double quotation marks (“”) as a quotation.
Only use quotations when:

the author has made a point particularly well, and probably more concisely than you could
say it, and/or
 you are going on to discuss in detail what she or he has said at this particular point.
There is no point in quoting directly from standard textbooks; confine yourself to “primary sources”.
But of course you will refer extensively to all the texts you have used. Do not use quotations simply
as a way of proving that you have actually read the book or article! Or for padding.
See the Library guidance in the next Appendix on the use of the Harvard, or “author/date”
referencing scheme.
Diagrams and pictures
Diagrams can be very effective ways of succinctly conveying complex information, and there is value
in developing your skill in presenting information visually, so they may be a useful adjunct to the
text.

However, there is no need to reproduce diagrams of, say, Maslow’s hierarchy of needs or
Kolb’s learning cycle, which are already likely to be familiar to the marker.
Some diagrams may be self-explanatory to you, but they may need a commentary for a reader
coming upon them for the first time.
Generally speaking, other illustrations such as photographs should be placed in appendices. Only use
pictures which add something to the work: clipart decoration for its own sake may have its place in
handouts, but is not appropriate here.
Non-written Submissions
If you are submitting material on CD or DVD, then:

Ensure that it is clearly marked with your name and the title of the Unit (do use the special
pens for marking CDs, which do not rub off.)

Enclose the media with any accompanying written material in a plastic wallet, and note the
contents when you sign the submission in.

Do not rely exclusively on sending files electronically; there should be a physical object
which can be receipted and tracked like any other submission.

Discuss with your tutor whether equipment is available to access the material (some DVD
formats, for example, will not run on all DVD players).

Computer media submissions should include a run-time version of the application used to
generate the data, unless you have already checked that we have access to the application.
PAGE 57
PGCE (Post-Compulsory Education)

Accompany the media with a brief note of instructions and contents, such as where to find
the bits you want to use as evidence. Devoted as the staff are, we still do not want to
plough through three hours of an E180 video to get at three minutes of evidence. If using a
DVD, make sure you have incorporated a menu system to allow direct jumps to the
important bits.
Portfolios
When you submit a portfolio, you will need to include a lot of appended supporting evidence. This
can be put in plastic sleeves at the back of a project binder, or in a separate folder (one item, rather
than page, per sleeve), but only use sleeves if you have to.
A clear table of contents should be supplied, and each item clearly identified for cross-referencing
with the main text.
Do not include things we already know about, such as handouts from this course.
If there is a lot of material (such as for an APEL claim), book a tutorial session to go through it and
get the tutor’s advice as to what to include and what to leave out. If you use a questionnaire, for
example, we do not need every completed copy, nor every single cross-tabulation that your statistics
package has generated.
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Course Handbook 2012: Appendices
Appendix 3: Referencing Guidelines
Prepared by Learning Resources for the Faculty of Education, Sport and Tourism
Referencing is a way of acknowledging that you have used ideas and written material belonging to
another author. It applies to what you have read, watched, or listened to including electronic
sources, like websites. There are several different ways of referencing. The Faculty uses the
‘Harvard’ referencing system, described below.
Why do it?
Accurate referencing demonstrates you have undertaken appropriate reading and have an
appreciation of the links between theory and practice.
Proper and consistent referencing is an important aspect of achieving academic standards in your
work and you will lose marks for lack of (or poor) referencing. So it is important to note all the
sources you use when researching your assignment
To paraphrase not referencing the original source is an academic offence1 and you may be penalised
for it. Failure to acknowledge another writer’s work or ideas will be considered plagiarism (literary
theft).
Where do you put this information?
References should be included in all kinds of assignments – essays, portfolios, posters, presentations
and dissertations. Each reference has two halves:
a) in the body of the text
Whenever you refer to someone else’s work, either directly or indirectly, indicate whose work it is.
This applies equally to quotations or paraphrases in your own words. If you are paraphrasing the
author’s actual words, acknowledge the source in brackets at the end of the section or sentence. For
direct quotations (“ “), the relevant page number is also needed. Examples are given overleaf.
It is not enough to just put a reference at the end of the paragraph; you need to let the reader
know where your use of a source begins and ends. Long quotations (more than three lines)
should be indented (from the left margin). This paragraph is indented, as an example.
b) at the end of the assignment
A Reference List including the full details for all the references (discussed, quoted or paraphrased)
should be provided. The list should be left-aligned and in alphabetical order (according to author). In
addition, Bibliographies are required for postgraduate coursework and some undergraduate projects
and dissertations. A bibliography is a separate list of sources that informed your work but are not
referenced in the body of your text.
Do not create separate lists according to source type. However, each type of resource has its own
specific layout that must be followed scrupulously (as illustrated in the following pages).
What should you include?
The basic principle is that you should cite enough information for the reader to locate the source in
the future. In the text of your essay, if there are more than three authors, you do not need to list
them all. You can use “et al” (meaning ‘and others’) after the first author’s surname. However, in the
Reference List at the end of the essay, all the authors should be listed. See the “Wearmouth”
example in section 1 below.
PAGE 59
PGCE (Post-Compulsory Education)
Format examples
1
Books in general
Always use the title page and the ‘copyright’ page information, rather than the book’s cover, to find
these details.
Author(s) (surname followed by initial(s))
(Year of publication) (in round brackets)
Book title (in italics, in sentence case): Subtitle (separated by colon)
Edition of book (only if not the first edition; abbreviate to ‘edn.’)
Place of publication: (the first named if there is more than one place)
Publisher
In text:
Cottrell (2008, p.133) recommends to “use your own words, even if you don’t think you write
well – they count for more than copied text.”
The Department of Work & Pensions (2004) states that 26% of 16-19 year old trainees are
unwaged.
Internationally, there is a drive towards inclusion of all students in mainstream education
(Wearmouth et al, 2004).
In reference list:
Cottrell, S. (2008) The study skills handbook. 3rd edn. Basingstoke: Palgrave Macmillan.
Department of Work & Pensions (2004) Supporting young people to achieve: towards a new
deal for skills. London: The Stationery Office.
Wearmouth, J., Richmond, R.C., Glynn, T. and Berryman, M. (2004) Understanding pupil
behaviour in school: a diversity of approaches. London: David Fulton.
Remember that some resources have a corporate author, instead of a person’s name. The
Department of Work & Pensions reference above illustrates this.
Edited books consist of writings by a number of people, collected together and organised by one or
more editors. If you use an edited book, the reference should look like this:
Briggs, A. and Coleman, M. (eds.) (2007) Research methods in educational leadership and
management. (2nd edn.) London: Sage.
1.1 Chapter in an edited book
(i) Author(s) of chapter
(ii) (Year of publication)
(iii) ‘Title of chapter’, followed by ‘in’
(iv) Name of editor(s) (abbreviated to ‘ed.’ or ‘eds.’)
(v) Book title (in italics, in sentence case) : Subtitle separated by colon
(vi) Edition of book (if not the first edition, abbreviate to ‘edn’)
(vii) Place of publication: (the first named if there is more than one place)
(viii) Publisher
(ix) Chapter page numbers
In text:
Mandell (2007, p.118) states that “the only really enthusiastic greetings of the preparation for
the 1936 games came from Japan and Italy”.
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Course Handbook 2012: Appendices
The case study presented by McKenna (2003) has similarities…
In reference list:
Mandell, R.D. (2007) ‘Sportsmanship and Nazi Olympism’, in Tomlinson, A. (ed.) The sport
studies reader. Abingdon: Routledge, pp.118-123.
McKenna, M.S. (2003) ‘Mechanism of muscle fatigue’, in Hargreaves, M. and Hawley, J. (eds.)
Physiological bases of sports performance. Sydney: McGraw-Hill, pp.79-107.
1.2 Electronic books
Referencing an electronic book is similar to referencing a print book, but you need to include extra
elements (see the list above). If you are referencing an edited electronic book you will need to
combine layouts 1.1 and 1.2, as the Lavin reference below illustrates.
(i) Author(s)
(ii) (Year of publication) -If no date can be identified type “(no date)”.
(iii) Book title (in italics, in sentence case): Subtitle separated by colon
(iv) Name of e-book supplier
(v) [Online]
(vi) Available at: URL8
(vii) (Accessed: relevant date)
In text:
Cheminais (2008) identifies four areas of support.
“The notion of creativity has been a consistent focus of government initiatives over recent
years” (Lavin, 2008, p.1).
In reference list:
Cheminais, R. (2008) Every child matters: a practical guide for teaching assistants. NetLibrary
[Online]. Available at: http://library.beds.ac.uk/record=b1432497~S20 (Accessed: 8 August
2009)
Lavin, J. (2008) ‘The creative agenda and its relationship to physical education’, in Lavin, J. (ed.)
(2008) Creative approaches to physical education: helping children to achieve their true
potential. Dawsonera [Online]. Available at: http://library.beds.ac.uk/record=b1442449~S20
(Accessed: 30 April 2009).
2 Journals
2.1 Print journals
(i) Author(s) (surname followed by initial(s))
(ii) (Year of publication)
(iii) ‘Title of article’
(iv) Title of the journal (in italics, in Title Case)
(v) Volume number (issue number), page numbers (pp. …)
In text:
Reflection is a key part of learning and formative assignments promote this habit (Heron,
2008).
Barnes et al (2009) describe many different situations where…
8 URL stands for ‘uniform resource locator’ and means the web address
PAGE 61
PGCE (Post-Compulsory Education)
In reference list:
Barnes, C.J., Getelman, M.H. and Snyder, S.J. (2009) ‘Results of arthroscopic revision anterior
shoulder reconstruction’ The American Journal of Sports Medicine, 37(4) pp.715-719.
Heron, G. (2008) ‘Using students’ written feedback on ‘race’ issues to enhance self-regulated
learning’ British Journal of Social Work, 38 (2) pp.376-394.
2.2 Electronic editions of print journals
(i) Author(s) (surname followed by initial(s))
(ii) (Year of publication)
(iii) ‘Title of article’
(iv) Title of the journal (in italics, in Title Case)
(v) Volume number (issue number), page numbers (pp. …)
(vi) Name of electronic journal supplier (See ‘Note’ field on Catalogue page)
(vii) [Online]
(viii) Available at: URL of collection
(ix) (Accessed: date month year)
In text:
Reflection is a key part of learning and formative assignments promote this habit (Heron,
2008).
Barnes et al (2009) describe many different situations where…
In reference list:
Barnes, C.J., Getelman, M.H. and Snyder, S.J. (2009) ‘Results of arthroscopic revision anterior
shoulder reconstruction’ The American Journal of Sports Medicine, 37(4) pp.715-719 Ebscohost
EJS [Online]. Available at: http://0-journals.ebsco.com/brum.beds.ac.uk. (Accessed: 19 August
2009).
Heron, G. (2008) ‘Using students’ written feedback on ‘race’ issues to enhance self-regulated
learning’ British Journal of Social Work, 38 (2) pp.376-394 Ebscohost EJS [Online]. Available at:
http://0ejournals. ebsco.com.brum.beds.ac.uk. (Accessed: 3 May 2009).
If you are referencing a journal which is only available on the Internet, the layout is slightly different.
Have a look at the online version of this guide or look at Pears & Shields (2008, p.32)
Newspaper articles
(i) Author(s)
(ii) (Year of publication)
(iii) Title of article
(iv) Name of Newspaper (in italics, in Title Case)
(v) Date and month of publication
(vi) [Online]
(vii) Available at: URL (include the web page’s full address, not just the generic website)
(viii) (Accessed: date month year)
If you get your information from the online version of a newspaper, you need to include the same
additional information as for electronic articles (see list above).
In text:
In 2004, the UK fertility rate was 1.77 children per woman, considerably lower than the 1960s
peak of 2.95 children (Gillan, 2006).
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Course Handbook 2012: Appendices
In reference list:
Gillan, A. (2006) ‘Britons put work and fun before babies: ICM poll reveals changing attitudes
behind UK’s low birthrate’, The Guardian, 2 May, p.17.
Gillan, A. (2006) ‘Britons put work and fun before babies: ICM poll reveals changing attitudes
behind UK’s low birthrate’, The Guardian, 2 May [Online]. Available at:
http://society.guardian.co.uk/children/story/0,,1765568,00.html (Accessed: 5 June 2009).
Internet sites
If you cannot identify the originator or age of a webpage, you should consider whether the
information is of reliable quality.
(i) Author(s)
(ii) (Year of publication)9
(iii) Name of webpage (in italics, in Sentence case)
(iv) Available at: URL2 (include the web page’s full address, not just the generic website)
(v) (Accessed: date month year)
In text:
According to Sport England (2009) the unemployed are more likely to be active participants in
sport if…
In reference list:
Sport England (2009) Demographic profile of sports participants. Available at:
http://www.sportengland.org/research/sport_facts/idoc.ashx?docid=615a9197-254e-4018ac932a1955d11157& version=4 (Accessed: 7 August 2009).
Audio visual materials – CDs, DVDs…
For the citation order, adapt the layout for books (see Section 1). It is not acceptable to reference a
television programme you have viewed unless you can produce a recording (or transcript) of it.
In text:
The fast-food industries’ marketing budgets are far greater than governmental health
promotion funding (Super size me, 2005).
In reference list:
Super size me (2005) Directed by Morgan Spurlock [DVD]. London: World Cinema Ltd.
Legislation (post-1963)
(i) Great Britain
(ii) Name of Act: Name of sovereign: Chapter number
(iii) (Year of publication)
(iv) Place of publication: Publisher
In text:
The statute (Great Britain. Children Act 2004) established that…
In reference list:
Great Britain. Children Act: Elizabeth II. Chapter 31. (2004) London: The Stationery Office.
9 Use the date the page was updated (preferably) created or copyrighted. If no publication date is
given, write (No date).
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PGCE (Post-Compulsory Education)
Secondary referencing
Please note that it is bad practice habitually to use secondary referencing. It is a useful technique but
only for infrequent use. One acceptable application is when an author refers to another author’s
work and the primary source is not available (for example because the primary source is very old).
Lecturers may also tolerate the use of secondary references to arguments/quotations that are not
central to your essay or when the secondary reference is used only to reinforce the argument made
from original work already discussed; you should check with them to be sure. However, remember
that it is good practice to consult the original text whenever possible.
In text:
Parkinson (1817) cited by Butlin (2000) describes the symptoms which a client seeking a
personal trainer…
In the key text on counselling, Egan (2002) refers to a model by Jones (1986, p.37)…
In reference list:
Butlin, J. (2000) ‘Parkinson’s disease’, Positive Health, 53, pp.28-31.
Egan, G. (2002) The skilled helper. 7th edn. Pacific Grove, CA: Brooks/Cole.
Multiple works by one author
Frequently you may need to cite more than one work by the same author. When these are published
in different years, this is not a problem.
In text:
The statutory framework published by Department for Children, Schools and Families (2008)
reflects the core skills identified for the children’s workforce (Department for Children, Schools
and Families, 2005).
To distinguish between works published in the same year, you should attach a lower-case letter of
the alphabet to the publication date, starting with ‘a’. The letter used is determined by the
alphabetical list of references at the end of the document, not the order in which the citations
appear in your assignment. This example illustrates what to do.
In text:
The statutory framework (Department for Children, Schools and Families, 2008b) was
published simultaneously with practice guidance (Department for Children, Schools and
Families, 2008a).
In reference list:
Department for Children, Schools and Families (2008a) Practice Guidance for the Early Years
Foundation Stage. London: The Stationery Office.
Department for Children, Schools and Families (2008b) Statutory Framework for the Early
Years Foundation Stage. London: The Stationery Office.
Referencing software
The referencing management software RefWorks is licensed to all University of Bedfordshire staff
and students. Users of Refworks will need to create a personal account and download Write-N- Cite
software.
Contact your librarian for more details. Access Refworks via the University of Bedfordshire library
catalogue http://library.beds.ac.uk
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Course Handbook 2012: Appendices
How to find out more about referencing
If you are confused about referencing for your assignment, talk to your lecturer, the PAD advisers or
contact your librarian for help (http://lrweb.beds.ac.uk/contact/alls). Also, read the feedback you
receive on the references you include in your initial assignments.
If you want to reference a resource not listed above, have a look at the University’s Referencing
Guidelines website (http://lrweb.beds.ac.uk/help/guide-to-ref) where you will find more
information. Alternatively, Pears & Shields (2008) have written an excellent guide to referencing.
There are copies in all the LRCs.
Glossary
Citing: the act of referring to a piece of work in the body of your text Paraphrasing: putting
someone else’s thoughts, ideas or opinions in your own words Secondary referencing: referencing a
piece of work that has been referred to in something you have read i.e. you have not seen the
original document.
Sentence case: capital letters are used for the first letter of the first word, and for proper nouns and
acronyms, e.g. The tales of Beatrix Potter
Title case: all words begin with a capital letter except for short words such as ‘of’, ‘in’, ‘and’ etc, e.g.
British Journal of Educational Psychology
Reference List
Pears, R. & Shields, G. (2008) Cite them right: the essential referencing guide. Newcastle-upon- Tyne:
Pear Tree Books.
Acknowledgement
The bulk of this document was created by Hilary Johnson & Dawn Haysom, Subject Librarians, and
Susan Malherbe, Lecturer. Authors: Adele Robinson, Bill Mortimer & Hilary Johnson, Subject
Librarians
Created: June 2007; Updated: August 2009
PAGE 65
PGCE (Post-Compulsory Education)
Appendix 4: Submission Proposal
and Self-Assessment
Unit Title
Planning and Preparing for teaching and learning
Student Name
Freda Fern
Cert Ed / PGCE (delete one)
Date of this Proposal
20 December 2012
Submission
date
Setting/context of
teaching
HE
FE
Adult
basic ed.
Special
needs
11 Jan 13
Workbased
Other
Part A: Complete this and discuss it with your tutor
before you embark on your work to meet the unit outcomes
1 Apart from the general course requirements, what do you hope to get out of
doing this piece of work? (This may draw on items in the Learning Contract)
I want to develop a Scheme of Work and teaching resources that I can use this year
for the new 14-19 Diploma course in construction.
Learn more about curriculum and course design and how to create a scheme of work
that reflects innovative and good teaching practice.
2 Ethical considerations. Note any issues associated with this piece of work,
including

Anything which could jeopardise learning opportunities for subjects

Any potential infringement of privacy or other rights

Any requirements for anonymisation of material

(Unless the situation is entirely straightforward, seek ethics clearance)
I think this is straightforward: I am writing about unit preparation, which is what I
would have done anyway as part of my teaching. I am not making any special
demands on my students, and I shall not identify any of them.
PAGE 66
Make sure the reader
knows what it is all
about in a couple of
Tutor
paragraphs at the
Signature
start
Course Handbook 2012: Appendices
3
Brief outline of Project/ Portfolio proposal
Outcomes
addressed
(when
assessed)
Introduction; describing my area of practice.
Outline: the shape of the submission.
Produce a Scheme of work for the new Construction Diploma
14-19 course with 6 session plans for the first part of the
course.
1.6
Write a rationale for the Scheme of Work explaining; the
background to the new applied learning Diplomas and how
they influence the design of my scheme of work.
Include in the rationale and SoW an explanation of the
assessment strategies that will be used to record student
progress and achievement.
Make explicit reference to how literacy/numeracy and ICT
(Minimum core) are incorporated into the teaching of this
unit
My role and responsibilities as unit tutor and personal values
and experiences of education and how they impact upon
teaching and learning.
The importance of effective communication and how this has
influenced my SoW and teaching practice
The demands that the course (unit) makes on the students
and the skills/knowledge they need to be able to cope with
such demands; making explicit reference to the importance
of inclusion and motivation for this group of learners

alternative approaches to curriculum design and
development, vocational and non-vocational.

the way in which I have constructed the SoW,
including topic analysis, sequence and assessment
strategies.

My choice and selection of learning and teaching
methods, resources and facilities.
the value of discussing ideas and issues with colleagues
Reflection on the essay and conclusion
References and appendices
PAGE 67
The session plans
will be appendices
Not every section
will directly address
an Outcome
1.8
Include relevant
outcome for each
of the points made
PGCE (Post-Compulsory Education)
4
Specific Tutor assistance required
Help with references for curriculum design
Functional skills and PTLS assessment information
Agreed
5
David Short
(Tutor)
Date 20.12.12
Specific Mentor assistance required
Help with understanding the new Diploma requirement and assessment regulations,
procedures and policies
Agreed
6
Kasia Kijewski
(Mentor)
Resources you plan to use
Books from the library
Initial assessment materials
Resources for learning and teaching
PowerPoint slides
Information from websites DSCF, LSN etc
PAGE 68
Date 19 Dec 12
Course Handbook 2012: Appendices
Part B: Complete this when you have finished the work:
but consult the questions as you go along as an aid to revising and polishing your submission
7
Things which only you (the student) can assess
7.1 On reflection, what do I now know or understand that I didn’t before I started
this piece of work?
Much more about the importance of the planning process in making teaching and
learning effective.
I didn't realise just how useful a Scheme of Work could be in developing session plans
and planning resources.
The value in studying other approaches to curriculum design and implementation
was really useful and I gained a lot from colleagues' advice and suggestions.
7.2 How has this work helped my professional development?
(Check with answer to Q.1)
I didn't realise how critical a Scheme of Work is to the overall planning of successful
sessions.
7.3 Has this submission highlighted any development needs that you might have?
(e.g. academic writing. Literacy, ICT, areas of future study).
Yes, clearly I need to re-visit my Schemes of Work and think them through in the light
of these new developments.
I want to produce a detailed Scheme of Work for ALL my groups.
7.4 Reflections on group work (if appropriate to this submission)
Group discussion was really interesting and helpful. I was able to appreciate other
people's perspectives and share good teaching practice.
Signed
Freda Fern
Date
PAGE 69
11 Jan 13
PGCE (Post-Compulsory Education)
Appendix 5: Observation Protocol - Guidance for Observers
Introduction
These notes are for use by mentors and tutors in the assessment of Professional Practice (units 4
and 8). The notes simply provide information and do not have to be submitted as part of the
assessment. The observation form used in this process will be provided in the working papers when completed, this form must be given to the student so that it can be submitted as part of the
assessment.
Observation Form
The observation headings on the following page mirror the format of the observation form. They
are presented as a series of questions which embody the criteria on which the observer makes the
assessment judgement. They are not assessment outcomes as such but should provide guidance
about what to look for in the observation.
The questions are in two columns - 'stage 1' and 'stage 2' to represent the appropriate stage on the
course. It is expected that students at 'stage 2' will address both columns.
Procedure
It is important that students are able to evidence that assessment outcomes have been met at least
twice. This will be done by including the original (not photocopied) observation report forms from
both tutors and mentors.
Tutors and mentors are advised to hand-write the report forms in coloured ink, so that it is clear that
the submission contains originals. Or, in the case of typed reports, ensure that an original signature
is included on the form.
It is the student's responsibility to gather evidence for professional practice submissions, therefore
all observation forms should be given to them when complete.
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Course Handbook 2012: Appendices
Guidance for Observers - Observation Headings
Stage 1
Stage 2

Are the objectives of the session
clear?

Is the plan of the session clear?

Does the tutor have a good
understanding of learners' needs and
capabilities?
1

Has the tutor made plans to adapt to
foreseeable problems?

Are the room and facilities suitably
set up, with attention to health and
safety considerations as required?

Does the tutor have a clear and
empathic understanding of what
students need to know and be able
to do, to take advantage of the
session?

Does the tutor understand the
different motivations and
expectations within the group?
Opening the Session

Are the objectives of the session
made clear to the students?

Is the session re-negotiated if
necessary?

Does the tutor outline the plan of
the session?


Are links made with other sessions?

Does the tutor check the present
level of students' knowledge and
skills?
Does the tutor make particular
efforts to link the session with
students' other experiences or
interests?

Are late-comers dealt with
appropriately?

Does the tutor deal appropriately
with unprepared students?

Is the trade-off between complexity
and comprehensibility managed
appropriately (ie neither oversimplification or confusion)?
2
Presenting material

Has the material been structured so
that it is ease for the students to
follow?

Is the language used appropriate for
both subject and students?

Does the tutor emphasise the key
points appropriately?

Is the tutor's voice both clear and
varied for emphasis?

Does the tutor check understanding?

Does the tutor show enthusiasm for
the subject?
3
PAGE 71
PGCE (Post-Compulsory Education)
Resources
4

Are resources appropriate for the
students and the topic?

Are all necessary resources
available?

Are a variety of resources, type and
media used?

Are resources used effectively to
enhance learning?

Are resources differentiated in order
to accommodate different levels of
skill and knowledge?

Are extension activities used where
appropriate?

Where appropriate, are TAs
deployed effectively?

Do resources used support the
development of additional skills
(such as literacy, numeracy,
preparation for assessment).

Where appropriate, is targeted
support provided by TAs?

Relating to students and supporting them individually

Does the tutor distribute attention
fairly among the students?

5






Do all students get the attention
they require? Are all students
involved?
Is the tutor aware of what is going
on in the class whilst working with an
individual student?

Is verbal and non-verbal
communication appropriate for the
students and the topic?
Does support promote student's
own problem solving skills and
develop confidence?

Are the tasks set for individual
students suitable for the student and
the topic?
Does the tutor deal with challenging
students consistently and
effectively?

Does the tutor give appropriate
feedback and encouragement?
Does the tutor create and maintain
an appropriate social distance to suit
the student group and the task?

Is a suitable working culture created
and maintained?
How does the tutor respond to
students 'off task' activity?

Does the tutor help all students feel
that their contributions are valuable
and valued?
Does the tutor respond
constructively to questions and
comments?
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Course Handbook 2012: Appendices
Using activities, exercises and promoting active learning

Are the teaching methods
appropriate for the students and the
subject matter?

Do methods actively contribute to
meeting session objectives?
6

If groups are used, are they selected
to maximise effective working?

Is the tutor's intervention pitched at
the most effective level?

Does the tutor make use of the
results of the activity to modify the
rest of the session?

Has the tutor briefed everyone
clearly?

Has the tutor got the timing right?


Does the tutor create opportunities
for students to take responsibility for
their own learning?
Do the methods promote deep
learning?

Does the tutor play to students'
strengths?

Does the tutor create opportunities
for students to learn from each
other?

Do the students seem to feel they
have a contribution to make to the
learning process?
Appropriateness of selected methods and checks on learning
7

Does the tutor question students?

Does the tutor use open questions?

Does the tutor ensure that it is not
always the same people answering
questions?

Are questions to the tutor
encouraged?

Does the tutor explore with students
where they might be going wrong?

Do the exercises used stretch
students appropriately?

Is differentiated material used to
check learning?

Does the tutor pay attention to what
students reveal about their
assumptions and understanding, in
their general contributions?
Managing the session, sequence, timings and response to events
8

Does the work fit the time allocated?

Does the tutor allocate time
according to session priorities?

Does the tutor move smoothly
between activities?

Do students know where they are
and what they should be doing at all
times?
PAGE 73

Does the tutor make good use of
unexpected events?
PGCE (Post-Compulsory Education)
Concluding the session

Does the session have a clear
conclusion?

Does either the tutor or students
sum up?

Is there an assessment of what has
been learned?

Are links made with the next
session?

If work is set.... are expectations
made clear?
9

Does the tutor involve the students formally or informally in evaluating
the lesson?
Equal opportunities and Safeguarding issues identified/addressed
10

Is the tutor aware of all the students with special needs of any kind?

Are such needs taken into consideration in the methods, resources and assessments
used?

Does the tutor monitor the interaction within the class to ensure as far as possible
that no student is being discriminated against by other members?
Development of Functional Skills

Are students encouraged to make relevant and extended contributions to
discussions, allowing for and responding to others’ input?

Are students expected to identify key points and ideas from written material?

Are students expected to write clearly and coherently, including an appropriate
level of detail?

Are students involved in interpreting, analysing or representing data?

Do students have the opportunity to use ICT?
11

Professional Challenge (this section is completed by the student)

Were the objectives of the session
met? How do you know?

Can you see opportunities for
developing your practice further?

What might you do the same next
time?


What will you do differently next
time?
What did the students learn, apart
from what you set out to teach
them?
12
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Course Handbook 2012: Appendices
Glossary and References
APL
Accreditation of Prior Learning.
Assignment
There aren’t any! See “Submission” below. However, technically any
assessment other than an examination is an “assignment” as far as the
university is concerned.
BREO
Bedfordshire Resources for Education Online; the UoB version of the
BlackBoard Virtual Learning Environment or VLE (q.v.)
DBIS
Department for Business Innovation and Skills
DfE
Department for Education
Evidence
Material which shows that an Outcome has been met
HE
Higher Education (as in levels: see below)
IfL
Institute for Learning; the body which will maintain the register of QTLS
holders, and oversee continuing professional development
opportunities and requirements. www.ifl.ac.uk The heir to LLUK.
Learning
Contract
A way of making explicit the learning and assessment bargain. It states
that if you produce something you specify to meet the Course
requirements (at the required level), then the Course will award you
credit for it.
Of course it has to be negotiated: it is an agreement, by definition.
Levels 1, 2 and 3
Refer (in this handbook) to HE academic levels. See “FHEQ” below.
LLUK
Lifelong Learning UK: now superceded, and its remaining functions
have been split between IfL and LSIS
LSIS
Learning and Skills Improvement Service: it has taken over the
monitoring and accreditation of teacher training in the sector from
LLUK/SVUK.
Minimum Core
In order that all QTLS holders are equipped to support students in their
classes who may have learning needs in language, literacy, numeracy
and ICT, they are required to demonstrate their own proficiency in
those areas and understanding of students’ difficulties. The minimum
core refers to topics in that area which courses are required to address
and assess.
Outcome
A statement of what someone should know and/or be able to do when
they have completed a unit or course.
Portfolio
A collection of evidence, mainly material produced for purposes other
than unit assessment as such.
QTLS
Qualified Teacher, Learning and Skills status: this corresponds to “QTS”
(Qualified Teacher Status) for school-teachers, and is the endorsement
you will acquire if you have satisfied the IfL (q.v.) requirements on
completion of this Course and joined the organisation.
Project
A piece of material produced especially for unit assessment purposes,
usually but not necessarily in essay format.
PAGE 75
PGCE (Post-Compulsory Education)
SFA
Skills Funding Agency: replacement for the Learning and Skills Councils.
Submission
The Course’s name for an “assignment”. We use this term because
tutors do not assign you tasks or essay titles; instead, you submit
whatever evidence you think will demonstrate that you have met the
outcomes of a unit.
Unit
A part of a course which is assessed discretely (separately). Elsewhere
known as a “module”
VLE
Virtual Learning Environment. This is a password-protected web
“portal” which contains information tailored to your needs and
includes conferencing and other facilities to support your learning.
References
Anderson G, Boud D and Sampson J (1996) Learning Contracts; a practical guide London, Kogan Page
Bruner J (1960) The Process of Education, Cambridge, Mass.; Harvard University Press
Coffield F (2008) Just Suppose Teaching and Learning became the First Priority London; Learning and
Skills Network, available on-line at https://crm.lsnlearning.org.uk/user/order.aspx?code=080052
(accessed 28.07.10)
Hattie J (2003) “Teachers Make a Difference: What is the research evidence?” address at Australian
Council for Educational Research Annual Conference on “Building Teacher Quality” [on-line, NZ]
available http://www.visionschools.co.nz/assets/documents/john_hattie.PDF (Accessed 28.07.10)
Higher Education Academy (2006) Professional Standards for teaching and supporting learning in
higher education [on-line, UK] available from
http://www.heacademy.ac.uk/resources/detail/publications/
professional_standards_framework (accessed 28.07.10)
LLUK (2007a) New overarching professional standards for teachers, tutors and trainers in the lifelong
learning sector London; Lifelong Learning UK; [on-line, UK] available http://lluk.org/4597.htm
(accessed 28.07.10)
LLUK (2007b) Developing qualifications for teachers, tutors and trainers in the lifelong learning sector
in England London; Lifelong Learning UK; [on-line, UK] (appears no longer to be available—but
you’re not missing anything.)
Petty G (2006) Evidence-based Teaching; a practical approach Cheltenham; Nelson Thornes
QAA (2001) The framework for higher education qualifications in England, Wales and Northern
Ireland London; Quality Assurance Agency [on-line, UK] available from
http://www.qaa.ac.uk/academicinfrastructure/FHEQ/EWNI/default.asp (accessed 28.07.10)
Schön D A (1983) The Reflective Practitioner: how professionals think in action London: Temple Smith
SEEC (2010) Credit level descriptors for Higher Education. Southern England Consortium for Credit
Accumulation and Transfer (retrieved 11 May 2011 from www.seec.org.uk)
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