School of Sport and Education
PGCert Secondary Computer Science and Information and
Communications Technology (CS-ICT) Education
with
Recommendation for
Qualified Teacher Status
2013-2014
Module Study Guides
ED55019
ED55020
ED55021
September 2013 (SH)
1
Contents
Module Code and Title: ED55019 Education Studies I ..................................................... 6
Intended Learning Outcomes for Computer Science and ICT ............................................ 6
Module Content CS-ICT ..................................................................................................... 8
Induction Week ............................................................................................................... 8
Week 2 ........................................................................................................................... 9
Week 3 ......................................................................................................................... 10
Week 4 ......................................................................................................................... 11
Week 5 ......................................................................................................................... 13
Week 6 ......................................................................................................................... 14
Week 7 ......................................................................................................................... 15
Weeks 8, 10-16............................................................................................................. 16
Week 9 (Half term)........................................................................................................ 17
Week 11 and 12............................................................................................................ 18
Week 16 ....................................................................................................................... 18
ED55019: Assignment 1 ................................................................................................... 19
ED55019: Reading List .................................................................................................... 20
Intended Learning Outcomes ........................................................................................... 23
University Closure Period ............................................................................................. 24
Week 17 ....................................................................................................................... 24
Week 18 ....................................................................................................................... 25
Week 19 ....................................................................................................................... 26
Week 20 ....................................................................................................................... 27
Week 21 ....................................................................................................................... 28
Weeks 22-29................................................................................................................. 29
Week 28 ....................................................................................................................... 29
ED55020: Assignment 2 ................................................................................................... 30
ED55020: Reading List (to accompany ED55019) ........................................................... 32
Module Code and Title: ED55021 Education Studies III ................................................. 35
Intended Learning Outcomes ........................................................................................... 35
Module Content ................................................................................................................ 36
Weeks 30-34................................................................................................................. 36
Week 35 ....................................................................................................................... 36
Week 36 ....................................................................................................................... 36
ED55021: Assignment 3 ................................................................................................... 38
ED55021: Reading List (to accompany ED55019 and ED55020) .................................... 39
Assignment Guidance and Using the Harvard Referencing System ............................. 41
Assessment ...................................................................................................................... 41
Handing-in Coursework .................................................................................................... 41
Deadlines and Extensions ................................................................................................ 41
Mitigating Circumstances ................................................................................................. 41
Marking Criteria ................................................................................................................ 42
Marking Procedures ......................................................................................................... 42
2
A Guide to Marking Criteria .............................................................................................. 43
Undergraduate Grade Descriptors ................................................................................... 43
Postgraduate Grade Descriptors ...................................................................................... 44
Length of Coursework ...................................................................................................... 45
Returning Coursework and Feedback .............................................................................. 45
Failing a Module ............................................................................................................... 45
Presentation ....................................................................................................................... 46
Presentation of Assignments ............................................................................................ 46
Spelling ............................................................................................................................ 46
General Conventions ........................................................................................................ 46
Writing in the Third Person ............................................................................................... 47
Reference to organisations or abbreviations .................................................................... 47
Illustrations ....................................................................................................................... 47
APA System ..................................................................................................................... 47
Copies .............................................................................................................................. 47
Title Page ............................................................................................................................ 48
Literature Searching .......................................................................................................... 49
Making and Organising Notes .......................................................................................... 50
Citation Management ....................................................................................................... 50
Referencing ........................................................................................................................ 51
Terms ............................................................................................................................... 51
Citing ................................................................................................................................ 51
Conventions ..................................................................................................................... 51
Reference to authors ........................................................................................................ 51
Quotes under two lines ..................................................................................................... 51
Quotes longer than two lines ............................................................................................ 52
Reference to a single author, or group of authors ............................................................ 52
Reference to an author cited in another publication ......................................................... 52
Other Electronic References ............................................................................................ 52
Lecture Notes ................................................................................................................... 53
References ......................................................................................................................... 53
General Guidelines........................................................................................................... 53
Book by a single author .................................................................................................... 53
Book by more than one author ......................................................................................... 53
Article in a journal ............................................................................................................. 53
Chapter in a book ............................................................................................................. 53
Paper presented at a conference ..................................................................................... 54
Unpublished paper/Master's thesis/PhD thesis ................................................................ 54
Internet References Individual works ............................................................................... 54
Citing E-Journals .............................................................................................................. 54
Newspaper ....................................................................................................................... 54
TV and Radio ................................................................................................................... 54
3
Lecture Materials .............................................................................................................. 55
Library .............................................................................................................................. 55
Ethics .................................................................................................................................. 56
Confidentiality ................................................................................................................... 56
Negotiating Access........................................................................................................... 56
Data .................................................................................................................................. 56
Plagiarism and Cheating .................................................................................................. 56
Appendix 1 ......................................................................................................................... 58
Marking System ................................................................................................................ 58
Appendix 2 ......................................................................................................................... 59
Task: Using the Harvard Referencing System.................................................................. 59
Appendix 3: Writing at Masters Level .............................................................................. 63
Planning ........................................................................................................................... 63
The Topic ......................................................................................................................... 63
The Focus ........................................................................................................................ 63
Reading ............................................................................................................................ 64
Planning the Writing ......................................................................................................... 64
Writing .............................................................................................................................. 65
The Format and Structure ................................................................................................ 65
Some Cultural Aspects of Academic Writing .................................................................... 66
Critical Evaluation............................................................................................................. 67
Using Other People’s Ideas .............................................................................................. 67
Revising ........................................................................................................................... 68
Checking the Language ................................................................................................... 68
Checking the Organisation ............................................................................................... 69
Reference ......................................................................................................................... 70
4
Please note: This document must be read in conjunction with all other course
documentation. The content of sessions is indicative and subject to change.
The aims for the course can be categorised into Knowledge and understanding,
cognitive skills and other skills and attributes, as follows:
Knowledge and understanding of:
 The nature of each of the core and foundation subjects and the statutory documentation
relating to their teaching and learning
 Theory, practice and legislation related to inclusive provision
(i) ability to identify, assess and provide for pupils with SEN, drawing on academic
literature, theory and practice
(ii) awareness of common principles and practices of inclusive practice in the
secondary school sector
(iii) ability to identify and provide for the needs of pupils considered to be Gifted
and/or Talented, drawing on academic literature, theory and practice
(iv) ability to identify a range of needs in pupils with EAL, drawing on academic
literature, theory and practice
 Relevant technical knowledge and skills in ICT
 Underlying values, ideologies and issues related to learning and teaching within the
relevant subjects
 Theoretical perspectives underpinning learning and development and how these can be
applied to their own professional practice
 A range of research relating to strategies for managing and organising a secondary
classroom for effective learning, including planning for a range of abilities, the
management of behaviour and managing other adults and theories about effective
teaching skills
 Theories about effective teaching skills, such as questioning, demonstrating, explaining
and giving feedback to pupils
 The statutory frameworks relating to teachers’ responsibilities
Cognitive skills to enable you to:
 Develop critical thinking and discuss issues and concepts relating to the teaching and
learning of English, Mathematics, Science, Physical Education or Computer Science and
Information and Communications Technology as appropriate
 Critically review and evaluate different models and theories of assessment, including
pupils with SEN
 Critically reflect on their own and others’ practice and provision for pupils with SEN in
English, Mathematics, Science, Physical Education or Computer Science and
Information and Communications Technology as appropriate, including in the context of
their school experience
 Critically evaluate research- based and policy-based literature relating to curriculum
development
 Evaluate their own strengths and development needs relevant to teaching, and the
setting of challenging targets to further their professional development
5





Evaluate and analyse, to identify areas of strength and development needs relevant to
their on-going professional development in the wider educational context
Critically analyse, reflect upon and evaluate chosen issues of policy and practice in
education
Apply pedagogical research and theories in the context of the classroom
Develop the core interpersonal skills of questioning, listening, giving feedback and
preparing action
Develop an awareness of how to promote moral and spiritual values in the secondary
classroom
Skills and attributes to enable you to:
 Develop personal subject knowledge suitable for the teaching at Secondary level of
English, Mathematics, Science,
Physical Education or Computer Science and
Information and Communications Technology as appropriate
 Develop the ability to read research and theoretical sources critically, and apply new
knowledge and understanding in both practical contexts and written assignments
 Develop enquiry based learning for teaching
 Develop a personal capacity to utilise ICT based resources
 Develop inter-personal and presentation skills
 Secure an appropriate pedagogical knowledge, understanding and skills sufficient for the
successful attainment of the Teachers Standards
These aims are also in the PGCert course handbook and underpin the Secondary
Education Courses. Further details below outline the intended learning outcomes for
each module, both for the General Professional Education and subject specific
aspects of the course.
Please note that the department of Education and the School of Information Systems,
Computing and Mathematics (SISCM) are working collaboratively with the aim to help you
further develop/recap and/or enhance your subject knowledge and skills in programming.
Therefore you will be required to attend specified lectures and labs as part of the CS1702
‘Introductory Programming’ module provided and delivered by SISCM. This will include
sessions/lectures/laboratories and self-directed study over two terms. Furthermore SISCM’s
innovative way of teaching programming through the use of Finch Robots will allow you to
engage with programming in a more creative manner and develop skills that you can take
into the secondary school classroom context.
Module Code and Title: ED55019 Education Studies I
Intended Learning Outcomes for Computer Science and ICT
By the end of this module through a combination of the following contexts: University staff
led sessions (theory and practical); discussion; active note taking; group work;
individual/group tutorials; directed study tasks; video analysis; school based teaching and
training activities; you will be able to:
6
 Understand what it means to be a teacher and in particular the concepts of professionalism
and a ‘reflective practitioner’. (TS1, 8, Part 2)
 Appreciate the role of a teacher through focused observations and subsequent feedback
sessions (TS8)
 Understand and experience how to maximise the use of your voice when in the classroom
environment (TS1, 7, 8)
 Consider theories about learning styles, their differences and how these impact on the
management of individual learning as appropriate to subject (TS2, 3, 5)
 Understand the importance of literacy and classroom dialogue (TS3)
 Develop an awareness of difficulties adolescents experience with reading and how to support
them (TS5).
 Reflect critically on the issues of inclusion and its role within the wider curriculum (TS5)
 Develop a critical knowledge and understanding of key documents and policies which inform
teaching at secondary level in an inclusive classroom (TS5)
 Develop an awareness of the importance and implications of safeguarding needs within the
remit of statutory provision, including knowledge of E-safety (Part 2)
 Develop an understanding of assessment strategies and practices (TS6)
 Consider factors which affect pupil behaviour when supporting learners and learning (TS7)
 Acquire knowledge of the implications of Policy and Practice in Education (TS8, Part 2)
 To work collaboratively to plan and deliver CS-ICT peer-led sessions/activities at Brunel (TS3,
4)
 Prepare for your school experience by engaging in planning at various levels (TS2, 3, 4)
 Understand the National Curriculum (NC) (TS3)
 Understand and engage in discussions related to: The importance of ICT/Computing- Drivers
for adopting ICT/Computing in education. History of ICT and Computer Science in education.
Past and current debates in the field. Implications of the new Computing curriculum (TS3)
 Understand, and critically engage with the new Computing programme of study (TS3)
 Consider and understand the importance of integrating ICT across the curriculum (TS8)
 Consider and identify opportunities across the curriculum for applications of key concepts and
general principle in authentic contexts (TS4)
 Identify areas for development in subject knowledge and work to further improve confidence
(TS3).
 Reflect on the primary school experience and articulate key issues relating to primary and
secondary transition and the impact of this on continuity and progression in pupil learning
(TS2, 3, 6)
 Consider approaches for differentiation in order to meet the needs of all pupils (TS5)
 The ‘Introductory Programming’ lectures and labs you will enable you to: Demonstrate
understanding of the basic concepts of programming. Analyse a problem, and produce a
computer program as a solution to that problem using a process of design, implementation
and testing. Develop skills in the use of a high-level object-oriented language. Use a simple
development environment to produce viable program code (TS3)
 In reflecting upon these Programming lectures and labs and drawing upon knowledge and
skills developed you will consider how to plan an innovative lesson introducing programming
to secondary school pupils using a robot (TS3, 4)
7
Module Content CS-ICT
Induction Week
GPE focus: Introduction to the Secondary PGCert course
Date
Session
Brunel Partnership Staff
timings
and venue
Thursday 5th 0930-1000 Professor Viv Ellis
September
LC-F
1000Various
11.30
11.30Dr Sarmin Hossain (SH)
12.00
HB202
1245-1315 University Staff
LC-F
1315-1500
HB202,
Neil Newland, Brunel ICT
officer
15.1516.00
HB202
Activities
Welcome talk
Induction activities including library tour, campus
tour, registration
Induction to PGCert CS-ICT course
Introduction to University Services
Introduction to Blackboard Learn
SH
Induction to PGCert CS-ICT course (Continued)
Friday 6th
Directed Study- Please see tasks below
September
Study task and related activities: 1. Complete PGCert CS-ICT Pre-Placement Questionnaire- this can be found on
Blackboard Learn within the CS-ICT folder. Submit by email to tutor by the Wed 11th Sep
2. Complete Overview Profile and email to tutor by Monday 9 th Sep
3. Develop a starter activity to present on Tuesday 10th Sep
4. Familiarise yourself with the SWELTEC folder and expectations for you as a student teacher
5. Organise Primary School experience if required
8
TS
Week 2
GPE focus: Becoming a teacher; professionalism
Date
Session
Brunel Partnership Staff
timings
and venue
Monday 9th
0930-1230 Professor Viv Ellis
September
LC-F
1330-1530
HB202
SH
Tuesday 10th
September
10.00 16.00
HB202
SH
Wednesday
11th
September
10.0016.00
HB202
SH
9
Activities
TS
Becoming a teacher
Professionalism & reflective practice
8, Part
2
CS-ICT Session1- Tutor led Starter activity
Introductions to the University based study- and
the PGCert CS-ICT course content: The wider
macro issues. Teaching in schools- the
micro/practical issues. Being a trainee teacher in
schools. Identifying strengths and weaknesses in
subject knowledge- developing/enhancing
knowledge and skills.
CS-ICT Session 2-Student led starter activities
Introduction to the SWELTEC and Brunel
Partnership Folder Documentation,
Familiarisation and engagement with QTS
Standards,
Consideration of evidence as a trainee teacher
CS-ICT Session 3- Introduction and critical
engagement with the wider/macro issues of ICT
and Computer Science in Education: Importance of
ICT/Computing in education. History of
ICT/Computing in UK Education. Computer
Science- implications and debates.
Introduction to and engagement with the: National
Curriculum. Old ICT Curriculum. New Computing
Programme of Study. CAS and NAACE
Curriculums.
8, Part
2
3, 4, 8
3, 4
Thursday 12th
September
Friday 13th
September
9.153.30pm
10.0015.00
HB202
Brunel Staff
Induction activities at Hillingdon Outdoor Activity
Centre HOAC
Tutorials- and assigning of new software
application to learn (pairing with expert) and to
present in peer-led presentations Thursday 26th
Sep /Directed study* –please see below:
Study task and related activities: 1. Familiarise yourself with the course handbook and key documentation on
BBL. 2. Readings Chapters 1 & 5 ‘Learning to teach in the secondary school. Familiarise yourself with a few key
software applications used in schools (please note these should be free to download) such as: Scratch
(http://scratch.mit.edu/ ), Python (http://www.python.org/download/releases/2.7.3/) , GameMaker Lite
(http://www.yoyogames.com/gamemaker/windows/ )
Directed study for Friday and next week: Read ICT National Curriculum (2007) docs Key Stage 3 and 4- and
carefully go through the attainment levels highlighting the main differences between each level. Read the CAS
curriculum document; familiarise yourself with the NAACE curriculum documents. Read the new Computing
Programme of study (Feb 2013). As a task locate the National Curriculum 2007 document. Read the Royal
Society Report- Restart or Shutdown- although it is a long document- read relevant sections especially their
recommendations and we will have a discussion in two weeks time about your views about what they proposed
and what is being implemented i.e. the new Computing Programme of study (Feb 2013)
3
Week 3
GPE focus: observing and being observed; good and outstanding lessons; developing the use of VOICE for teaching
Date
Session timings
Brunel Partnership Staff
Activities
TS
and venue
Monday 16th
9.30 – 12.30pm
Staff at River’s Academy
Rivers (Ma, Sc) & Bishop Ramsey (PE, CSICT) 1, 8
September
River’s Academy and Bishop Ramsey
– observing lessons, Ofsted expectations of
Part 2
or Bishop
School
good & outstanding lessons
Ramsey School
13.30-15.30
SH
CS-ICT Session 4- Exploring the GPE Lesson
2,
Observations. School-Based Practical-Items
3,4,5
Tuesday 17th 10.00-13.00
Staff in the Dept of
Induction to ‘Introductory Programming’ module 3
September
SISCM –St
Information Systems and
John’s Building
Computing
CS-ICT Session 5- Assignment 1, 2 and 3- with
14.00-16.00
focus on Assignment 1; Conducting a literature
HB202
review
10
Wednesday
18th
September
10.00-16.00
HW223/4/
Brunel Staff
Thursday 19th
September
10.00-16.00
HB202
SH
Tutorials
VOICE sessions
throughout the
day
1000-1130
1130-1300
1330-1500
HW223/4
CS-ICT Session 6- Teaching in School- Lesson
Planning
- National Curriculum 2013
3, 4
3, 4
Friday 20th
September
Directed Study- Pair up- with assigned expert3, 8
prepare for Peer-Led presentation- use software
applications available in HB202/Primary School
Experience
Study task and related activities: Ensure Primary Experience booklet is completed if applicable; subject
knowledge development activities; complete a draft of the overview profile in preparation for tutorials and for
meeting with mentors on 27/9/13.
Week 4
GPE focus: Theories of learning; Language for learning 1; working at M level; reflective practice
Date
Session
Brunel Partnership Staff
Activities
timings
and venue
Monday 23rd
0930-1300 Dr Rob Toplis
Theories of learning
September
LC-066
0930-1045
Professor Viv Ellis
Language for learning 1
Classroom talk, literacy
1115-1230
Sunita Babbar, Anne
Chappell
(tba)
Introduction to assignment ED55019
Briefing for Student Staff Liaison Committee
11
TS
2, 3, 5
3
Tuesday 24th
September
14.0016.00
HB202
10.0012.00
HB202
SH
CS-ICT Session 7- Managing behaviour for
Learning-some initial steps
SH
13.00 14.00
SISCM
Brunel SISCM staff
CS-ICT Session 8- Being in Schools-Practical
Items
 SWELTEC folder/Brunel Partnership
Documentation and Lesson Dividers
 Locate Introduction Lesson Observation
Feedback Sheet-Guidance/Lesson Planning
pro forma-Examine
 Initial Needs Analysis DocumentationPreparation
JAVA-lecture- Module Introduction
14.0016.00
Wednesday
25th
September
10.0013.00
HB202
SH
14.0016.00
HB202
SH
Directed study- 1. Familiarise with CS1702materials- readingD. Flanagan Java in a nutshell. O'Reilly.ISBN10: 0596-00773-6 (highly recommended)
2. Work on Peer-led Presentations
CS-ICT Session 9- Introduction to Software
Application Scratch
1. Basic intro to Scratch
2. Focus on Programming
3. Re-examining Computing Programme of study
and CAS curriculum
CS-ICT Session 10- Being in Schools-Practical
Items- Initial Needs Analysis DocumentationPreparation
- Pre-Course Information
- Bishop Ramsey Observation
- Pre-Placement Questionnaire
- Skills audit
- Refer to TS
12
7
7
3, 4
Thursday 26th
September
10.0016.00
SH
CS-ICT Students Peer-led sessions-software
applications used in schools
3, 4
Friday 27th
September
10.00SH/Brunel Staff
Brunel Secondary Partnership Conference
(Students to meet mentors)
12.00 HB
202/ 9.3015.30
Study task and related activities: Remote GPE Phonics session – tasks to be completed this week, as per weblink
given by VE on 23/9/13; complete a draft of the overview profile in preparation for tutorials and for meeting with
mentors on 27/9/13;
Week 5
GPE focus: Inclusion 1 (SEND)
Date
Session
Brunel Partnership Staff
timings
and venue
Monday 30th
0930-1045 Maria Duckett,
September
Bishop Ramsey School
Tuesday 1st
October
Activities
TS
SEND
5
1115-1230
LC-066
Tracey Meredith,
Marjory Kinnon School
Perspective from a Special School
14.0016.00
10.0012.00
SH
Continuing Peer-led presentations
3,4
SH
CS-ICT Session 11: Being in schools – Induction
and pre-block experience
First Placement Induction and Pre-Block
experience
Initial Needs Analysis Document- check
School Experience Activities
Lesson Observation Guides
General expectations/professional etiquettes
3, 8
Part 2
13
13.00 14.00
SISCM
Brunel SISCM staff
14.0016.00
HB202
Wednesday
2nd October
Thursday 3rd
JAVA-lecture- Introduction to Programming and
Variables
4
CS-ICT Session 11 continue- Guest speakerBeing in schools: Ex-student
Induction day in school A
12.0018.00
SISCM
(tba)
Pre-block in school A/ JAVA Lab -Introduction
Friday 4th
Pre-block in school A
October
Study task and related activities: Remote GPE session: Working at M level, Dr Andrew Green, BBL; Chapter 4
‘Learning to teach in the secondary school
Week 6
GPE focus: Safeguarding, child protection, e-safety
Date
Session
Brunel Partnership Staff
timings
and venue
Monday 7th
0930-1230 Jenny Capstick
October
LC-066
Hounslow Early Intervention
Team, Kingston University
Dr Sarmin Hossain
13.3015.30
SH
Activities
TS
Safeguarding – child protection
0930-1100
1, part
2
Safeguarding – e-safety
1115-1230
CS-ICT Session 12- Reflections on initial school
experience/activities
14
Tuesday 8th
October
Wednesday
9th October
Thursday 10th
October
HB202
10.0012.00
HB202
13.00 14.00
SISCM
10.0013.00
HB202
14.0016.00 CSICT HB202
12.0018.00
SISCM
(tba)
Lawrence Williams/SH
ICT Cross-Curricular Theme-Bilingualism and
PowerPoint/ CS-ICT Session
3,4,5
Brunel SISCM staff
JAVA-lecture- Conditional Statements
3
CAS Team- Stacey Jenkins
(AST)
CAS Workshop- Computing through Dance,
(Algorithms, Scratch)
3, 4
Directed Study
Pre-block in school A/ JAVA Lab -Variables
Friday 11th
Pre-block in school A
October
Study task and related activities: Safeguarding activity XXXX from Professional Learning activities; developing
subject knowledge; pre-block activities as outlined in Activity XXXX from Professional Learning activities;
Week 7
GPE focus: Assessment for learning
Date
Session
Brunel Partnership Staff
timings
and venue
Monday 14th
0930-1230 Queensmead School
October
LC-066
Professor Paul Black
13.3015.30
SH
Activities
TS
Assessment for learning, practical approaches
0930-1045
Assessment for learning
1115-1230
CS-ICT Session 13- Planning for SEND pupils in
an ICT class/lesson
6
15
4, 5
Tuesday 15th
October
Wednesday
16th October
Thursday 17th
October
13.00 14.00
SISCM
(tba)
10.0012.00
JC127
13.0016.00
Brunel SISCM staff
JAVA-lecture- Loops
SH
CS-ICT Session 14- Planning for and
assessment for learning in the ICT classroom
SH
CS-ICT Session 15- Preparation for Assignment
2- How to do research- develop a research
proposal- ethical issues?
Pre-block in school A/ JAVA Lab -Conditionals
12.0018.00
SISCM
(tba)
1, 8, part
2
3
4, 6
Thursday
10th
October
Friday 18th
Pre-block in school A
October
Study task and related activities: Pre-block activities as outlined in Activity XXXX from Professional Learning
activities; Chapter 6 ‘Learning to teach in the secondary school’.
Weeks 8, 10-16
Date
Session
timings
and venue
21st October
to end of termplease note
exceptions
below:
Tuesday 22nd
13.00 October
14.00
SISCM
(tba)
Brunel Partnership Staff
Activities
TS
Foundation Phase school placement – school A
Brunel SISCM staff
Foundation Phase A/ JAVA-lecture- Objects and
Arrays
16
3
Thursday 24th
October
12.0018.00
SISCM
(tba)
Week 9 (Half term)
Date
Session
timings
and venue
Monday 28th
0930-1230
October
LC-066
1330-1530
tba
th
Tuesday 29
10.00October
12.00
Wednesday
30th October
Thursday 31st
October
Friday 1st
November
13.00 14.00
SISCM
(tba)
10.0016.00
12.0018.00
SISCM
(tba)
Foundation Phase A/ JAVA Lab- Loops
3
Brunel Partnership Staff
Activities
TS
Anne Chappell
Supporting learners to learn
Education team, Brunel
University
Lawrence Williams/SH
Presenting research
Brunel SISCM staff
JAVA-lecture- Pseudo Code
SH
Tutorials/Directed Study
CS-ICT Session -ICT Cross-Curricular ThemeScratch and Literacy
3,4
JAVA Lab –Objects/Arrays
Directed Study
Study task and related activities: Remote GPE session on BBL: Policy and Practice, Dr David Crook (TS8, part 2);
activities as outlined in Activity XXXX from Professional Learning activities; Chapter 3 ‘Learning to teach in the secondary
school
17
Week 11 and 12
Date
Session
Brunel Partnership Staff
Activities
TS
timings
and venue
Wednesday
All day
HEI Day at Brunel
13th
HB202
ED55019 Assignment Submission
November
Study Task and related activities: Week 11 Self-directed study using materials from JAVA lecture – Built in Functions and
Methods and JAVA Lab- Pseudo Code.
Week 12 Self-directed study using materials from JAVA lecture- User Defined Functions and Methods and JAVA LabFunctions
Week 16
Date
Wednesday
18th
December
Session
timings
and venue
All day
HB202
Brunel Partnership Staff
Activities
HEI Day at Brunel
Profile submission
Evaluations ED55019
Tutorials
Preparation for ED55020 assignment
18
TS
ED55019: Assignment 1
(0 credits)
A critical analysis of General Professional issues in relation to the teaching of your subject
You are required to write a critical analysis (1500 words) which demonstrates your understanding of the teacher as a
professional and as a reflective practitioner.
Your response should demonstrate the following:



a critical understanding of the concept of professionalism within teaching, using general and subject specific literature in
this field;
a critical understanding of the concept of reflective practice, again using general and subject specific literature in this
field;
the ability to articulate emerging personal philosophies about being a professional teacher and a reflective practitioner
using the above literature and selected experiences and supporting evidence from pre-block experience.
The assignment should demonstrate accuracy in spelling, punctuation and grammar.
You should make reference to relevant pedagogic literature and professional theory in your submission and provide a
selective portfolio of supporting evidence from school experience as appropriate (this does not contribute to the 1500 word
requirement).
All references must make use of the Harvard referencing system. Please ensure you have read and understood all
guidance contained within the PGCert handbooks which is relevant to this assignment.
Submission Date: Wednesday 13th November 2013
19
ED55019: Reading List
Use this reading list in conjunction with those from other modules.
*Denotes essential reading
Education
Ball. S. The education debate: policy and politics in the twenty-first century. London: Policy.
Bell, B. (2011) Theorising Teaching in Secondary Classrooms: Understanding our practice from a sociocultural perspective.
London: Routledge.
Bolton, G. (2010) Reflective practice: writing and professional development (3rd edition). London: Sage.
*Capel, S. Leaske, M. and Turner, T. (2013) (Eds.) Learning to teach in the secondary schools; a companion to school
experience. (6th Edition). London: Routledge.
Cowley, S. (2011) Getting the Buggers to Behave (4th Edition). London: Continuum.
Cowley, S. (2011) Getting the Buggers to Write. London: Continuum.
Cowley, S. (2007) Getting the Buggers to Think (2nd Edition). London: Continuum.
Cowley, S. (2007) Guerilla Guide to Teaching (2nd Edition). London: Continuum.
Curtis, W. and Pettigrew, A. (2009) Learning in contemporary culture. Exeter: Learning Matters Ltd.
*Day, C. (1999) Developing teachers: The challenges of lifelong learning. London: Routledge Falmer.
Day, C. and Sachs, J. (2004) (Eds.) International handbook on the continuing professional development of teachers.
Maidenhead: Open University Press.
Day, C., Sammons, P., Stobart, G., Kington, A. and Gu, Q. (2007) Teachers matter: Connecting lives, work and
effectiveness. Maidenhead: Open University Press.
Dixie, G. (2003) Managing Your Classroom. London: Continuum.
Dymoke, S. (2012) Reflective teaching and learning in the secondary school (2nd edition). London: Sage.
Ellis, V. (Ed.) (2013) Learning and teaching in secondary schools (5th Edition). London: Sage/Learning Matters.
Fautley, M. and Savage, J. (2010) Secondary education: Reflective reader. Exeter: Learning Matters Ltd.
Goodson, I. (2003) Professional knowledge, professional lives. Maidenhead: Open University Press.
James, M. and Pollard, A. (Eds) (2011) Principles for Effective Pedagogy: International responses to evidence from the UK
Teaching and Learning Research Programme. London: TLRP
Keay, J. and Lloyd, C. (2012) Linking Children’s Learning with Professional Learning. Rotterdam: Sense Publishers.
Lee, C. (2007) Resolving Behaviour Problems in your School: A Practical Guide for Teachers and Support Staff. London:
Sage.
McNally, J. and Blake, A. (2009) Improving learning in a professional context. London: Routledge.
*Moon, J.A. (1999) Reflection in Learning and Professional Development. Abingdon: RoutledgeFalmer.
20
Mufti, E. and Peace, M. (2012) Teaching and Learning and the Curriculum: A Critical Introduction. London: Continuum.
Ollerton, M. (2004) Creating Positive Classrooms. London: Continuum.
Pettigrew, A. and Curtis, W. (2009) Learning in Contemporary Culture. London: Learning Matters.
Pollard, A. (2008) Reflective Teaching: Evidence-Informed Professional Practice (3rd Edition). London: Continuum.
Prashnig, B. (2006) Learning Styles in Action. Stafford: Network Educational Press.
*Roffey, S. (2011) Changing Behaviour in Schools. London: Sage.
Roffey-Barentsen, J. and Malthouse, R. (2013) Reflective practice in education and training. London: Sage/Learning
Matters.
Rogers, B. (2011) Classroom Behaviour: A Practical Guide to Effective Teaching, Behaviour Management and Colleague
Support (3rd Edition). London: Sage.
Rogers, B. (2009) How to Manage Children's Challenging Behaviour (2nd Edition). London: Sage.
Rogers, B. (2007) Behaviour Management: A Whole-School Approach (2nd Edition). London: Sage.
Schon, D.A. (1991) The Reflective Practitioner: How Professionals Think in Action. Bury St. Edmunds: Arena.
*Timperley, H. (2011) Realizing the Power of Professional Learning. Maidenhead: Open University Press.
Wragg, E.C. and Brown, G. (2001) Questioning in the secondary school. London: Routledge.
*Zwozdiak-Myers, P. (2012) The Teacher’s Reflective Practice Handbook: becoming an extended professional through
capturing evidence-informed practice, Abingdon: Routledge.
CS-ICT Subject Studies
*Bell, T., Witten, I., and Fellows, M. (1998). Computer Science Unplugged: Off-line Activities and Games for All Ages.
Citeseer, 1998.
(http://csunplugged.org/sites/default/files/activity_pdfs_full/unpluggedTeachersMar2010-USletter.pdf)
Bradley, R. (2001) Understanding Computer Science for Advanced Level: study guide, Cheltenham, Nelson Thornes.
*Kennewell, S. (2002) Learning to Teach ICT in the Secondary School, Routledge, Falmer, London
Kölling, M (2009) Introduction to Programming with Greenfoot New York, US: Pearson. (http://www.greenfoot.org/book)
*Wing,
J
(2006)
Computational
Thinking
Communications
of
the
ACM
49
3
(http://www.cs.cmu.edu/afs/cs/usr/wing/www/publications/Wing06.pdf)
Introductory Programming reading:
D. Flanagan Java in a nutshell. O'Reilly.ISBN10: 0-596-00773-6 (highly recommended)
Other readings:
21
*DfE (2013) The National Curriculum in England: Framework document for consultation. Feb 2013. This includes the
Computing programme of study and can be found at (http://socialwelfare.bl.uk/subject-areas/services-activity/educationskills/departmentforeducation/143051nationalcurriculumconsultationframeworkdocument.pdf)
Gove’s ministerial speech (2012)
http://www.education.gov.uk/inthenews/inthenews/a00201864/harmful-ict-curriculum-set-to-be-dropped-this-september-tomake-way-for-rigorous-computer-science
*The Royal Society (2012) ‘Shutdown or Restart? The way forward for computing in UK schools. Report for the Royal
Society found athttp://royalsociety.org/uploadedFiles/Royal_Society_Content/education/policy/computing-in-schools/2012-01-12Computing-in-Schools.pdf
Government websites:
Department of Education website- http://www.education.gov.uk/
School Curriculum- http://www.education.gov.uk/schools/teachingandlearning/curriculum
Exam board websites:
www.edexcel.com
www.aqa.org.uk
www.ocr.org.uk
OCR GCSE Computing 2012
http://www.ocr.org.uk/qualifications/type/gcse_2012/ict_tec/computing/
OCR GCSE ICT 2012- http://www.ocr.org.uk/qualifications/type/gcse_2012/ict_tec/ict/
Websites to Software (These are some of the software and programming applications that we will be referring to on the
course so it will be useful if you could familiarise yourself with these. Please note these should be free to download and the
ones in bold are essential to look at):
ALICE (http://www.alice.org)
Audacity (http://audacity.sourceforge.net/ )
GameMaker Lite (http://www.yoyogames.com/gamemaker/windows/ )
Greenfoot (http://www.greenfoot.org/)
MSW Logo (http://mswlogo.en.softonic.com/)
Scratch (http://scratch.mit.edu/ )
Python (http://www.python.org/download/releases/2.7.3/)
CS-ICT Professional Organisations:
22
BCS (British Computer Society) http://www.bcs.org.uk/
Computing at School http://www.computingatschool.org.uk/
NAACE (Advancing Education through ICT) http://www.naace.co.uk/
Computing at School- http://www.computingatschool.org.uk/
Computer
Science:
A
Curriculum
for
Schoolsfound
http://www.computingatschool.org.uk/data/uploads/ComputingCurric.pdf
Greenfoot- site for learning programming i.e. JAVA aimed at school level education- http://www.greenfoot.org/home
at
Module Code and Title: ED55020 Education Studies II
Intended Learning Outcomes
By the end of this module through a combination of the following contexts: University staff led sessions (theory and
practical); discussion; active note taking; group work; individual/group tutorials; directed study tasks; video analysis; school
based teaching and training activities; you will be able to:
 Understand how issues connected with gender, ethnicity, sexuality and social class impact upon pupils learning
experiences within the context of mathematics (TS 1, 2, 5);
 Construct a letter of application and curriculum vitae in a professionally recognised format in preparation for your first post
(TS1, 8)
 Reflect upon the needs of EAL learners and begin to develop an understanding for how to plan to meet their needs (TS3,
5)
 Gain an understanding of the importance of accurate data when monitoring planning for pupil progress (TS6)
 Share and further develop strategies for behaviour for learning (TS7)
 To gain, share and further develop strategies for differentiation in teaching (TS 4, 5)
 To evaluate critically how different methods and/or approaches can be applied to the choice of assessment strategies in
the classroom (TS6)
 To understand the characteristics of an ‘outstanding’ lesson through critical reflection on both planning and delivery (TS1,
2, 8)
 Prepare for your school experience by engaging in planning at various levels (TS2, 3, 4)
 To work collaboratively to plan and deliver CS-ICT peer-led sessions/activities at Brunel (TS3, 4)
 To reflect on current computing/programming experiences in contributing to the debates in the field (TS3)
23
 To engage in innovative ways of planning for and delivering an introduction to programming using robots in a secondary
classroom context (TS3,4)
 To understand the importance of integrating ICT across the curriculum (TS3,4,8)
 Consider the opportunities across the curriculum for applications of key concepts and general principle in authentic
contexts (TS3,4,8)
 To adopt a collaborative approach with the other curriculum subject-teachers (TS8)
 To reflect on the approaches and evaluate the benefits of cross-curricular work i.e. integrating ICTs across the
curriculum (TS3,4,8)
 To gain skills in conducting and presenting research at Master’s Level
University Closure Period
Date
Session
timings and
venue
Friday 3rd
Council
January 2014
Chamber,
Hamilton
Centre
Timings TBC
Week 17
GPE focus: Applying for Jobs
Date
Session
timings and
venue
Monday 6th
January
1330-1530
LC-262
Tuesday 7th
9.00 -10.00
January
SISCM (tba)
10.30-15.00
Wednesday 8th
January
10.00-16.00
Brunel Partnership Staff
Activities
Brunel Placement and
careers centre
Teacher’s Fair
Brunel Partnership Staff
Activities
TS
Anne Chappell
Directed study
Job applications and interviews
1, 8
Brunel SISCM staff
JAVA-lecture- Testing
SH
CS-ICT Session 16- Welcome BackAssignment Concerns-tba
CS-ICT- Post Placement 1 Questionnaire/
Tutorials
SH
24
TS
Thursday 9th
January
10.00-12.00
SH
Directed study/Tutorials
12.00-18.00
JAVA Lab –Debugging
SISCM (tba)
Friday 10th
Timings TBA
ED55020 Assignment Presentation
January
HB201, 203,
204, 206, 207
Study task and related activities: ED55020 Assignment Submission at TPO
Week 18
GPE focus: Inclusion 2 (Equalities, gender, race and sexuality 1)
Date
Session
Brunel Partnership Staff
Activities
timings and
venue
Monday 13th
10.00-12.30
SH
CS-ICT Session 16- Differentiation
January
1330-1530
Professor Ian Rivers
Inclusion and equalities 2
Venue TBC
Gender, race and sexuality (1)
Tuesday 14th
January
Wednesday
15th January
Thursday 16th
January
9.00 -10.00
SISCM (tba)
10.30-15.00
Am – River’s
Academy or
Bishop
Ramsey
School
(tba) Mentor
trainingmeeting
12.00-18.00
SISCM (tba)
Brunel SISCM staff
JAVA-lecture- Further algorithms and Flow
charts
CS-ICT Session 17- ICT across the curriculum
Preparation for the job interview process
SH
River’s Academy, Bishop
Ramsey school staff
Mentor training-meeting
PCMs, mentors, school
staff
Induction day school B/ JAVA Lab- Testing
25
3
TS
5
5
3
3, 4
Friday 17th
January
PCMs, mentors, school
staff
Pre-block school B
Study task and related activities: Task related to adopting ICT cross curricular
Week 19
GPE focus: Language for learning 2
Date
Session
Brunel Partnership Staff
timings and
venue
Monday 20th
10.00-12.30
SH
January
Tuesday 21st
January
1330-1530
LC268
Hounslow Language
Services
9.00 -10.00
SISCM (tba)
Brunel SISCM staff
10.30-15.00
Wednesday
22nd January
Am – River’s
Academy or
Bishop
Ramsey
School
10.00-13.00
HB202
14.00-16.00
CS-ICT
HB202
River’s Academy, Bishop
Ramsey school staff
CAS team-Stacey Jenkins
(AST)
SH
26
Activities
TS
CS-ICT Session 18-Issues and Concerns-Post
Placement 1 Questionnaire- Peer-led
presentations
Language and learning 3
EAL – generic followed by subject specific
Hounslow Language Services
GPE session
JAVA-lecture- Good Programming Practice
3, 5
CS-ICT Session 19- Conducting researchmethodology, findings, writing –up.
Preparation for the job interview process
7
CAS workshop
3,4
Tutorials/Directed study- preparing Peer-led
presentations
3, 5
3, 4
Thursday 23rd
January &
12.00-18.00
SISCM (tba)
Friday 24th
January
Study task and related activities:
PCMs, mentors, school
staff
Pre-block in school B/ JAVA Lab-Algorithms
PCMs, mentors, school
staff
Pre-block in school B
Week 20
GPE focus: Inclusion and equalities 3 (Equalities, gender, race and sexuality 2)
Date
Session
Brunel Partnership Staff
Activities
timings and
venue
Monday 27th
10.00-12.30
SH
CS-ICT Session 20- Review of Foundation
January
placement, preparation for developmental
phase, school experience files
1330-1530
Dr Pam Alldred,
Inclusion and equalities 3
Venue TBC
Department of Social
Gender, race and sexuality (2)
Sciences and Dr Heather
Mendick, Education
Department, Brunel
University
Tuesday 28th
January
10.00-16.00
HB202
SH
CS-ICT Session 21- Preparing for a innovative
lesson using Finch Robots/
Behaviour strategies- sharing and developing
further
-Assessment strategies-sharing and
developing further
Wednesday
29th January
Am – River’s
Academy or
Bishop
River’s Academy, Bishop
Ramsey school staff
Preparation for the job interview process
27
TS
5
3, 4,6.7
Ramsey
School
14.00-16.00
SH
Thursday 30th
PCMs, mentors, school
January &
staff
Friday 31st
January
Study task and related activities: tba
Week 21
GPE focus: Using data to plan for progress
Date
Session
Brunel Partnership Staff
timings and
venue
Monday 3rd
10.00-12.30
SH
February
1330-1530
LC-262
Tuesday 4th
February
10.00-16.00
Wednesday 5th
February
Am – River’s
Academy or
Bishop
Ramsey
School
14.00-16.00
Thursday 6th
February &
Friday 7th
CS-ICT Session 22- Preparing for observationusing OFSTED grade descriptors/framework
Pre-block in school B
All
Activities
TS
CS-ICT Session 23- tba
Isleworth and Syon
School or Feltham
Community College
SH
Using data to plan for progress
River’s Academy, Bishop
Ramsey school staff
Preparation for the job interview process
SH
PCMs, mentors, school
staff
Peer-led presentations/sessions
Pre-block in school B
Peer-led presentations/sessions
28
2, 6
February
Study task and related activities: tba
Weeks 22-29
Date
Session
timings and
venue
Brunel Partnership Staff
Activities
10th February
to 27th March
Developmental Phase school placement –
school B
w/b 17th
February –
school half
term
Directed Study/tutorial
Week 28
Date
Friday 28th
March
Session
timings and
venue
HB201, 203,
204, 206,
207, 209
Brunel Partnership Staff
Activities
HEI Day at Brunel
ED55021 Assignment Presentation
Profile submission
29
TS
TS
ED55020: Assignment 2
(30 M Level credits)
Summary and Guidance
In order to support your progress in meeting the Teachers’ Standards, you are required to
select from one of the following key Standards themes for your small scale research
proposal and project:




Standard 2 – Promoting good progress and outcomes by pupils
Standard 5 – Adapting teaching to respond to the strengths and needs of all pupils
Standard 6 – Making accurate and productive use of assessment
Standard 7 – Managing behaviour effectively to ensure a good and safe learning
environment
The same theme will apply to ED55021 Assignment 3.
Poster Presentation - Proposal for a small-scale research project
You are required to prepare and present a poster, detailing your proposal for a small-scale
action research project, to be conducted during your Developmental Phase. It is expected
that the poster will feature the following sections:
a. Introduction
This section should identify the research question (and sub-questions as appropriate) and
the rationale for interest in the issue. The aspects which are to be investigated should be
discussed and the objectives of the research, stated.
b. Background to the Research and Literature Review
The key sources of literature and documentation used to support the development of the
research should be critically discussed, under a series of key themes, identified to support
the research question and sub-questions.
c. Methodology
The approaches you intend to adopt should be identified and related to research methods
employed in previous/related studies, making the reasons for your choices clear. Potential
ethical considerations should be identified and detailed in the ethics checklist (see below).
d. Intentions of the Research
What are the expected outcomes of the research?
Accompanying Portfolio
This must be submitted to TPO on Monday 6th January 2014 and should include:




An A4 copy of the poster.
The completed School of Sport and Education ethics checklist.
A timeline for the research with clear milestones and outcomes
A full list of references, which should make use of the Harvard system as per course
Assignment Guidance (u-Link).
30
Presentation of Poster
This will take place on Friday 10th January 2014.
The size of the poster should be a maximum of A1 (841 x 594 mm; 33.1 x 23.4 inches).
There is no requirement to have this professionally printed or laminated and indeed the
poster may, for example, be comprised of a collection of A4 pages.
The poster must be formatted to demonstrate accurate referencing, and high levels of
accuracy in spelling, punctuation and grammar as well as good use of academic vocabulary.
The following criteria will be used for assessment:
 visual impact and clarity
 quality and organisation of content
 ability to deal with questions as relevant.
More detailed criteria will be made available prior to the submission date.
Your poster will be displayed in a room with those of PGCert students from across the
secondary programme on Friday 10th January 2014. Further details about where, when and
how to display your poster will be provided prior to the submission date. You will be
required to stand with your poster for an allocated period of time to present your work to
staff from across subject courses and an External Examiner may also be present.
All references must make correct use of the Harvard referencing system and the
assignment must demonstrate accuracy in spelling, punctuation and grammar.
Please ensure you have read and understood all guidance contained within the
PGCert handbooks which is relevant to this assignment.
Submission Date: Monday 6th and Friday 10th January 2014
31
ED55020: Reading List (to accompany ED55019)
Use this reading list in conjunction with those from other modules.
*Denotes essential reading
Education
Bell, B. (2011) Theorising Teaching in Secondary Classrooms: Understanding our practice
from a sociocultural perspective. London: Routledge.
*Black, P., Harrison, C., Lee, C., Marshall, B., and Wiliam, D. (2003) Assessment for
learning: putting it into practice. Maidenhead: Open University Press.
*Clarke, S. (2005) Formative Assessment in the Secondary Classroom. London: Hodder
and Stoughton.
*Fautley, M. and Savage, J. (2008) Assessment for Learning and Teaching in Secondary
Schools (Achieving QTS). Exeter: Learning Matters.
House of Commons Select Committee (2006) Special Educational Needs – Third Report of
Session 2005-06. London: HMSO.
Kerry, T. (2004) Learning objectives, task setting and differentiation. Cheltenham: Nelson
Thornes.
Kerry, T. (2004) Explaining and questioning. Cheltenham: Nelson Thornes.
Pomerantz, M. and Pomerantz, K.A. (2002) Listening to Able Underachievers. London:
David Fulton.
Riddick, B., Wolfe, J. and Lumsden, D. (2002) Dyslexia. London: Fulton
Ripley, K. (2001) Inclusion for children with dyspraxia. London: Fulton
Roulstone, A. and Prideaux, S. (2008) More policies, greater inclusion? Exploring the
contradictions of New Labour inclusive education policy. International Studies in Sociology
of Education. 18 (1): 15-29.
Stobart, G. and Gipps, C. (1997) Assessment - A teacher's guide to the issues. London:
Hodder and Stoughton.
Whetton, C. (2009) A brief history of a testing time: national curriculum assessment in
England 1989-2008. Educational Research. 51 (2): 137-159.
Research
Alvesson, M. (2010) Interpreting Interviews. London: Sage.
Alvesson, M. and Skoldberg, K. (2009) Reflexive Methodology: New Vistas for Qualitative
Research: New Vistas in Qualitative Research. London: Sage.
Andrews, M, Squire, C. and Tamboukou, M. (2013) Doing narrative research. London:
Sage.
Archer, M.S. (2010) Conversations About Reflexivity. London and New York: Routledge.
Armour, K. and MacDonald, D. (Eds.) (2012) Research Methods in Physical Education and
Youth Sport. London: Routledge.
Basit, T. (2010) Conducting research in educational contexts. London: Continuum.
Bell, J. (2010) Doing Your Research Project: A Guide for First-Time Researchers in
Education, Health and Social Science (5th Edition). Maidenhead: Open University Press.
Blaxter, L., Hughes, C., and Tight, M. (2010) How to Research (3rd Edition). Buckingham:
Open University Press.
Bold, C. (2011) Using narrative in research. London: Sage.
32
Cohen, L., Manion, L. and Morrison, K. (2011) Research methods in education (7th Edition).
Abingdon: Routledge.
Denscombe, M. (2010) The good research guide for small scale social research projects
(4th Edition). Maidenhead: Open University Press.
Denzin, N. and Lincoln, Y. (2012) Strategies of qualitative inquiry (4th edition). London:
Sage.
Denzin, N. and Lincoln, Y. (2012) Collecting and interpreting qualitative materials (4th
edition). London: Sage.
Denzin, N. and Lincoln, Y. (2012) The landscape of qualitative research (4th edition).
London: Sage.
Denzin, N.K. and Lincoln, Y.S. (2011) The SAGE Handbook of Qualitative Research.
London: Sage.
Flick, U. (2009) An introduction to qualitative research (4th Edition). London: Sage.
Kvale, S. and Brinkmann, S. (2008) InterViews: Learning the Craft of Qualitative Research
Interviewing. London: Sage.
Lichtman, M. (2012) Qualitative Research in Education: A User's Guide. London: Sage.
Luttrell, W. (Ed.) (2010) Qualitative educational research: Readings in reflexive methodology
and transformative practice. Abingdon: Routledge.
May, T. (ed.) (2002) Qualitative research in action. London: Sage.
May, T. (2001) Social research: issues, methods and process (3rd edition). Maidenhead:
Open University Press.
Miller, T., Birch, M., Maunthner, M. and Jessop, J. (2012) Ethics in qualitative research.
London: Sage.
Mitchell, N. and Pearson, J. (2012) Inquiring in the Classroom: Asking the Questions That
Matter About Teaching and Learning. London: Continuum.
Robson, C. (2011) Real world research (3rd edition). Chichester: John Wiley & Sons Ltd.
Roulston, K. (2010) Reflective Interviewing: A Guide to Theory and Practice. London: Sage.
Saldana, J. (2012) Coding manual for qualitative researchers. London: Sage.
Seale, C., Giampetro, G., Gubrium, J.F., and Silverman, D. (2004) Qualitative research
practice. London: Sage.
Silverman, D. (2011) Qualitative research (3rd Edition). London: Sage.
Silverman, D. (2011) Interpreting Qualitative Data. London: Sage.
Somekh, B. and Lewin, C. (Eds.) (2011) Theory and methods in social research (2nd
Edition). London: Sage.
Wertz, F.J., Charmaz, K., McMullen, L.M., Josselson, R., Anderson, R. and McSpadden, E.
(2011) Five Ways of Doing Qualitative Analysis: Phenomenological Psychology, Grounded
Theory, Discourse Analysis, Narrative Research, and Intuitive Inquiry. Hove: Guilford Press.
Wilson, E. (2009) School-based Research: A Guide for Education Students. London: Sage.
Yin, R.K. (2009) Case Study Research: Design and Methods. London: Sage.
33
CS-ICTSubject Studies
As for ED55019 & ED55020
CS-ICT Professional Organisations
As for ED55019 & ED55020
CS-ICT Government Documentation and Websites
As for ED55019 & ED55020
34
Module Code and Title: ED55021 Education Studies III
Intended Learning Outcomes
By the end of this module through a combination of the following contexts: University staff
led sessions (theory and practical); discussion; active note taking; group work;
individual/group tutorials; directed study tasks; video analysis; school based teaching and
training activities; you will be able to:
 Write a Transition Plan which details strengths and areas for development in your NQT
year (TS 1, 3, 8);
 Access support for professional learning and use this to support you in writing actions as
part of your Transition Plan (TS1, 3, 8)
 Acquire knowledge of the experiences and responsibilities of being an NQT (TS1, 3, 8)
 Understand the implications of the new secondary CS-ICT curriculum (TS3)
 Further develop and share knowledge and use of differentiation, assessment, behaviour
for learning strategies (TS5, 6, 7)
35
Module Content
Weeks 30-34
Date
Session
timings
and venue
31st March
to 23rd
May
Brunel Partnership Staff
Activities
Consolidation Phase school placement – school B
Week 35
GPE focus: Professional Learning, Induction and the Transition Profile
Date
Session
Brunel Partnership Staff
Activities
timings
and venue
Monday
Bank Holiday
26th May
School half
term
Tuesday
0930-1230 Anne Chappell
Professional Learning, Induction and the Transition
27th May
LC-067
Profile
13.3015.30
SH
Wed 28th
SH
May-Friday
30th May
Study task and related activities
Week 36
Date
Session
timings
and venue
TS
Brunel Partnership Staff
TS
CS-ICT Session-tba
CS-ICT Session-tba
Activities
36
TS
Monday 2nd
June
SH
SH
CS-ICT Session-tba
CS-ICT Session-tba
Tuesday 3rd
June
SH
CS-ICT Session-tba
SH
CS-ICT Session-tba
Wednesday
4th June
SH
CS-ICT Session-tba
SH
CS-ICT Session-tba
Thursday
5th June
SH
CS-ICT Session-tba
SH
CS-ICT Session-tba
Friday 6th
June
Final day at Brunel
37
ED55021: Assignment 3
(30 M Level credits)
Summary and Guidance
The theme will be the same as your chosen theme for ED55020 Assignment 2.
Presentation of a small-scale research project
You are required to give a 15 minute PowerPoint presentation detailing your research and
should also expect a further 5 minutes for questions. Your presentation should feature:
a. Introduction and Background to the Research
This should provide a summary of the research rationale, aims and objectives, the research
question and sub-questions, and the themes from the literature review.
b. Methodology
The research process should be detailed and rationale for decisions provided. This should
draw on relevant literature and other sources of evidence. The consideration of ethical
issues and how these were addressed should be discussed.
c. Results and Analysis
The research findings related to the initial research question (and sub-questions as
appropriate) should be presented, analysed and discussed.
d. Conclusions
The work should be summarised, related to the initial research question (and sub-questions
as appropriate) and evaluated – you should evaluate your approaches making explicit any
limitations, and suggest implications for future practice.
Accompanying Portfolio
This must be submitted to TPO on Friday 28th March 2014 and should include:
 A hard copy of slides used (in handout format: 3, 4 or 6 per page)
 The completed School of Sport and Education ethics checklist, annotated to make
explicit any adaptations necessary during the process of research.
 A completed timeline for the research with clear milestones and outcomes, annotated
to make explicit any adaptations necessary during the process of research.
 A full list of references, which should make use of the Harvard system as per course
Assignment Guidance (u-Link).
Your presentation will be marked according to the content of your presentation as
well as the clarity of communication. More detailed criteria will be made available prior to
the submission date. All references must make correct use of the Harvard referencing
system.
Your presentation may be recorded for moderation purposes.
Presentation Date: Friday 28th March 2014
38
ED55021: Reading List (to accompany ED55019 and ED55020)
Use this reading list in conjunction with those from other modules.
*Denotes essential reading
Education
Abbott, I., Rathbone, M. and Whitehead, P. (2012) Education policy. London: Sage.
Bell, B. (2011) Theorising Teaching in Secondary Classrooms: Understanding our practice
from a sociocultural perspective. London: Routledge.
Capel, S., Heilbronn, R, Leaske, M. and Turner, T. (2004) Starting to teach in the
secondary school (3rd Edition). London: Routledge.
Conway, M. (2003) A National Strategy for PE, School Sport and Club Links. British Journal
of Teaching Physical Education. 34 (2): 6-8.
Cowley, S. (2009) How to Survive your First Year in Teaching (2nd Edition). London:
Continuum.
Cox, E. (2012) Understanding essentials of coaching: A Pragmatic Inquiry into the Coaching
Process. London: Sage.
Department for Education (2012) Induction for Newly Qualified Teachers (England). London:
Crown.
General Teaching Council for England (2009) Code of Conduct and Practice for Registered
Teachers. London: GTC.
Hayler, M. (2011) Autoethnography, Self-Narrative and Teacher Education. Rotterdam:
SensePublishers.
Mercier, C., Philpott, C. and Scott, H. (2013) Professional issues in secondary teaching.
London: Sage.
Research (as ED55020)
CS-ICT Subject Studies
As for ED55019 and ED55020
CS-ICT Government Documentation and Websites
As for ED55019 and ED55020
CS-ICT Professional Organisations
As for ED55019 and ED55020
39
SWELTEC PGCE DATES FOR 2013/2014
PGCE WEEK Monday
Tuesday
Wednesday Thursday Friday
1
02-Sep
University based study (including at least 6 days' school experience,
2
09-Sep
not in partner school) University arrangements may vary
3
16-Sep
4
23-Sep
5
30-Sep
Induction day
6
07-Oct
School based pre-block
7
14-Oct
experience
8
21-Oct
School based block experience (Foundation phase)
9
28-Oct
University based study (School half term)
10
04-Nov
School based block experience (Foundation phase)
11
11-Nov
Day in HEI
12
18-Nov
13
25-Nov
14
02-Dec
15
09-Dec Profile to be completed this week
16
16-Dec
Day in HEI
Spring Term
17
06-Jan
University based study
18
13-Jan
Induction day
19
20-Jan
Pre block experience (in
20
27-Jan
school 2). Possible other
University based study
21
03-Feb
setting for 2 days
22
10-Feb
School based block experience
23
17-Feb
School based preparation (School half term)
24
24-Feb
School based block experience
25
03-Mar
26
10-Mar
(in school 2)
27
17-Mar
28
24-Mar
Profile to be completed this week
HEI Day
29
31-Mar
School based block Exp (Consolidation Phase - School B)
Summer Term
30
21-Apr Bank holiday School based block experience continues
31
28-Apr
32
05-May Bank holiday
33
12-May
34
19-May
Final profile and grading completed this week
Bank
holiday
35
26-May
University based study (School half term)
University
based
study
to include 2 days in school or other
36
02-Jun
37
09-Jun
settings
Students return to University for a whole day on Wed 13 Nov 2013, Wed 18 December 2013
and Friday 28 March 2014
40
Assignment Guidance and Using the Harvard Referencing System
Assessment
This guidance material is intended to be used to support your academic work and
must be used in conjunction with the School of Sport and Education programme
documentation which contains the most recent University regulations and course
specific handbooks.
As well as informing you of your progress, assessment enables you to reflect on your own
learning and identify the learning outcomes you have achieved.
Assessment is viewed as an integral part of the learning process. Throughout your course,
you will encounter different kinds of assessment procedures. Assessment details for each
module are provided by the module leader. Modules may employ learning and assessment
methods which involve group work of various kinds. The ways in which such activities are
assessed varies, but in all cases the criteria by which an individual's work is assessed will
be made clear to you at the outset of the module.
Handing-in Coursework
To help you plan your work, the hand-in dates for coursework are published for you. Module
outlines clearly specify the hand-in date and time for coursework. Failure to hand in
coursework by the due date means that a mark of zero is recorded. Resubmission and
guidelines for marking are then at the discretion of the Examination Board.
Deadlines and Extensions
Coursework must be submitted by the deadline specified by the module leader unless there
is written evidence of medical or other good reasons why an extension should be granted.
‘Late submission’ may be granted for reasons beyond a student’s control (e.g. illness). ‘Late
submission’ cannot be given for reasons within the student’s control (e.g. poor budgeting of
time, pressure of work, lapse of memory). Computer failure (unless University wide) will not
normally be deemed to be a mitigating circumstance.
To request a ‘Late Submission’ you must contact the School of Sport and Education Taught
Programmes Office (TPO) or complete a Mitigating Circumstances Form and provide
relevant documentary evidence within 7 days of the original submission deadline. If you
are unable to attend University within this deadline you should contact the TPO for advice.
Work submitted late without valid University approved evidence will fail and be awarded a
mark of zero.
Mitigating Circumstances
If for any reason you consider that there have been mitigating circumstances which have
41
significantly affected your performance in an examination or a piece of coursework, you may
apply for these to be taken into account at the relevant Examination Board. In the first
instance, you should contact the Taught Programmes Office to obtain a Mitigating
Circumstances proforma. You must complete this form and submit it with supporting
evidence, which must be independent (e.g., a medical certificate). Self-certification will not
be acceptable as evidence to support absence, lateness or poor performance in
assessment.
NB. This proforma and supporting evidence must be submitted no later than 7 days after the
examination or coursework deadline to which it applies.
Mitigating circumstances that are personal and sensitive can be discussed by appointment
with your personal tutor, subject tutor, Year/Course Leader or the Senior Tutor, who may
advise on the nature of the information required by the Examination Board.
In the first instance, the office staff will forward the pro forma to the Mitigating
Circumstances Committee. Acceptance or rejection of the mitigating circumstances will
then be confirmed by the Examination Board. Any information provided will be treated in
strict confidence by each member of the Board. Boards of Examiners may exercise their
discretion where mitigating circumstances are severe and you should ensure that the Board
has sufficient information to allow it to exercise such discretion.
Marking Criteria
Each piece of work is marked according to specific marking criteria which relate to the
learning outcomes of each module. The marking criteria are stated on the module outlines
and it is important that you are familiar with these as you embark on any work that is to be
assessed. The module leader can also give you guidance on them.
There are also generic criteria known as descriptors which apply to all modules and which
are used as a guide against which to judge the standard of your work. These general criteria
are listed overleaf.
Marking Procedures
Assignments are subject to both internal and external scrutiny. Assignments are marked by
one of the team, and a selection are second marked by another member of the team. In
addition, a sample is marked by the External Examiner. See appendix 1 for an example of
the type of marking system that may be used.
42
A Guide to Marking Criteria
The Secondary Physical Education Awards use guidelines agreed within the University for
marking all assessed work to ensure comparability across modules and subjects. The
grade descriptors should be read in conjunction with the learning outcomes associated with
the assessment. You will find it helpful to have these marking criteria for future reference.
Undergraduate Grade Descriptors
Grade A*
Clearly demonstrates a highly sophisticated, critical and thorough understanding of the
topic. Provides clear evidence of originality and independence of thought and clearly
demonstrates exceptional ability to develop a highly systematic and logical or insightful
argument, solution or evaluation at the current Level. Demonstrates exceptional ability in the
appropriate use of the relevant literature, theory, methodologies, practices, tools, etc., to
analyse and synthesise at the current Level. Shows an exceptionally high level of clarity,
focus and cogency in communication at the current Level.
Grade Band A (A+, A, A-)
Clearly demonstrates a sophisticated, critical and thorough understanding of the topic.
Provides evidence of independence of thought and clearly demonstrates the ability to
develop a highly systematic and logical or insightful argument, solution or evaluation at the
current Level. Demonstrates excellence in the appropriate use of the relevant literature,
theory, methodologies, practices, tools, etc., to analyse and synthesise at the current Level.
Shows a high level of clarity, focus and cogency in communication at the current Level.
Grade Band B (B+, B, B-)
Clearly demonstrates a well-developed, critical and comprehensive understanding of the
topic. Provides some evidence of independence of thought and clearly demonstrates the
ability to develop a systematic and logical or insightful argument, solution or evaluation at
the current Level. Demonstrates a high degree of competence in the appropriate use of the
relevant literature, theory, methodologies, practices, tools, etc., to analyse and synthesise at
the current Level. Shows clarity, focus and cogency in communication at the current Level.
Grade Band C (C+, C, C-)
Demonstrates a systematic and substantial understanding of the topic. Demonstrates the
ability to develop a systematic argument or solution at the current Level. Demonstrates a
significant degree of competence in the appropriate use of the relevant literature, theory,
methodologies, practices, tools, etc., to analyse and synthesise at the current Level.
Provides evidence of clarity and focus in communication at the current Level.
Grade Band D (D+, D, D-)
Provides evidence of a systematic understanding of the key aspects of the topic.
Demonstrates the ability to present a sufficiently structured argument or solution at the
current Level. Demonstrates an acceptable degree of competence in the appropriate use of
the relevant literature, theory, methodologies, practices, tools, etc., to analyse and
synthesise at the current Level. Provides evidence of effective communication at the current
Level.
43
Grade Band E (E+, E, E-)
Provides evidence of some understanding of key aspects of the topic and some ability to
present an appropriate argument or solution at the current Level. Demonstrates some
competence in the appropriate use of the relevant literature, theory, methodologies,
practices, tools, etc at the current Level. Provides some evidence of effective
communication at the current Level. However, there is also evidence of deficiencies which
mean that the threshold standard (D-) has not been met.
Grade F
Work that is unacceptable.
Postgraduate Grade Descriptors
Grade A* (Masters dissertations only)
Work of exceptionally high quality, commensurate with publication in a highly esteemed
peer-reviewed journal. Clearly demonstrates a sophisticated, critical and thorough
understanding of the topic. Provides clear evidence of originality and clearly demonstrates
the ability to develop an independent, highly systematic and logical or insightful argument or
evaluation. Demonstrates exceptional ability in the appropriate use of the relevant literature,
theory, methodologies, practices, tools, etc., to analyse and synthesise at Masters Level.
Shows exceptional clarity, focus and cogency in communication.
Grade A
Clearly demonstrates a sophisticated, critical and thorough understanding of the topic.
Provides evidence of originality of thought and clearly demonstrates the ability to develop an
independent, highly systematic and logical or insightful argument or evaluation.
Demonstrates excellence in the appropriate use of the relevant literature, theory,
methodologies, practices, tools, etc., to analyse and synthesise at Masters Level. Shows
excellent clarity, focus and cogency in communication.
Grade B
Clearly demonstrates a well-developed, critical and comprehensive understanding of the
topic. Clearly demonstrates the ability to develop an independent, systematic and logical or
insightful argument or evaluation. Demonstrates a high degree of competence in the
appropriate use of the relevant literature, theory, methodologies, practices, tools, etc., to
analyse and synthesise at Masters Level. Shows a high level of clarity, focus and cogency in
communication.
Grade C
Demonstrates a critical and substantial understanding of the topic. Demonstrates the ability
to develop an independent, systematic and logical or insightful argument or evaluation.
Demonstrates a significant degree of competence in the appropriate use of the relevant
literature, theory, methodologies, practices, tools, etc., to analyse and synthesise at Masters
Level. Provides evidence of clarity, focus and cogency in communication.
44
Grade D
Provides evidence of some critical understanding of the topic. Demonstrates some ability to
develop a structured argument or evaluation. Demonstrates an acceptable degree of
competence in the appropriate use of the relevant literature, theory, methodologies,
practices, tools, etc., to analyse and synthesise, but not at Masters Level. Provides evidence
of effective communication.
Grade E
Work that demonstrates significant weaknesses, but which provides strong evidence that
Grade D is within the reach of the student.
Grade F
Work that is unacceptable.
Length of Coursework
Each piece of coursework has a word limit. The word limit refers to the main body of the text
(and includes everything in the main body of the text). It does not include the list of
references or appendices. Students must specify wordage at the end of the main body of
the text (before the references and appendices). Keeping within the set word limit is an
assessment criterion for all written work. The University has a clear policy on this which you
will find in the PGCert Secondary Course Handbook. This process is enforced to be fair to
other students who abide by the limits set. While there is no formal penalty for not using the
full word limit, students who submit work well below the limit will normally obtain a lower
mark because they have not used the opportunity available to them to fully explain their
reasoning and address the criteria. You are advised to use the full word limit.
Returning Coursework and Feedback
Your coursework feedback will be normally be provided for you within five weeks of the hand
in date. However, marks are always provisional until after the exam board. The written
feedback that you receive is detailed and designed to help you with future assignments. It is
in your best interests to read and consider the feedback that has been given to help you in
your future work. Tutors will also be happy to discuss this feedback with you by
appointment.
Coursework is handed into, and returned via, the TPO. Where coursework is handed in
towards the end of the term, it is held in the TPO for collection. You will be notified by the
TPO of the specific dates and times when each item of coursework may be collected and
assessment marks will given once work has been collected. Marked coursework for all
modules is held in the TPO for one term after its completion. Any work that remains
uncollected will be destroyed.
Failing a Module
Failure to achieve the threshold standard normally results in a resit.
circumstances, only one resit is allowed for each module failed.
45
Under normal
Modules in both education and subject studies must normally be passed at threshold level
as these provide evidence for meeting the Standards for QTS.
Presentation
Presentation of Assignments
The requirements for presentation on submission are as follows:
 A4 size white paper;
 Fonts ‘Times New Roman’ or ‘Arial’ size 12
 3 cm margins on the left hand side and 2.5 cm margins on the right hand side, and the top
and bottom of the pages;
 Double spacing, except in the case of direct quotations which should be single line spaced
and indented on both the right and left hand sides (see the examples in the section on
referencing);
 A line must be left between each paragraph and paragraphs must not be indented;
 Page numbered in the centre at the bottom of each page;
 The title page to be completed as detailed later;
 The word count must be included at the end of the main body of the text (just below the last
paragraph);
 The assignment is organised as outlined by the criteria for the assignment, which will be
given to you for each module. Sub-headings would be used to support the organisation of
the writing.
 Assignments need to be submitted in a clear fronted presentation folder. In the case of
assignments with portfolios of evidence you may require more than one folder. Do ensure
that your name, student number, and module code are included on everything you submit.
The use of ring binders should be avoided.
 Plastic wallets/ sleeves must only be used for appendices or in a portfolio of evidence and
not for the main body of text. Where plastic wallets are used in portfolios, any sections
which the marker is referred to should be immediately visible.
 Do not use footnotes.
Spelling
Use U.K. English spellings unless using a direct quotation from a non-U.K. English source
(e.g., U.S. English journal). Also, in the references, use the original spellings of journals
(e.g., Journal of Sport Behavior rather than Journal of Sport Behaviour).
General Conventions
 Standard English must be used throughout assignments.
 No reductions, such as 'don't' or 'can't'.
 It may be appropriate to write using the first person i.e. ‘I’, but you must ensure that direct
reference is made to relevant evidence to support the statement made.
46
 Avoid Americanisms (this will prevent you modelling them for pupils in the professional
context).
Writing in the Third Person
When writing in the third person you may need to reconstruct your sentences. An example
is identified below:
First Person
When I was teaching I noticed that…
Alternative
Whilst teaching it became clear that…
Reference to organisations or abbreviations
Initials are acceptable providing when first mentioned, the full name followed by the initials is
included in brackets, e.g. National Curriculum (NC). No full stops are required between the
letters of abbreviations.
Illustrations
All illustrations must have a legend. The legend should be informative and appear beneath
the figure or, in the case of a table, it should be at the top of the table. All tables must be
individually labelled e.g. Table 1, Table 2, etc. All illustrations including graphs, charts,
pictures and diagrams must also be individually labelled e.g. Figure 1, Figure 2, etc.
APA System
For Undergraduate Students in Sport Sciences, the APA style of referencing is used.
Information on how to reference the texts that you have used in the APA style is given in the
Sport Sciences guidance. Do not use the APA system for education modules.
Copies
You must retain a copy of all the assignments and the relevant appendices that you submit.
It is important to keep these until after the Examination Board have met and confirmed your
assessment grades.
47
Title Page
SCHOOL OF SPORT AND EDUCATION
BRUNEL UNIVERSITY
Module Code
Module Title
Assignment Title
by
Student Number: 00112233
September 2013
48
Literature Searching
Assignments need to contain supporting information from literature. There are a number of
different sources that you may make use of and there is an expectation that all assignments
will demonstrate the use of a balance of sources including books, journals, government
documents, the internet etc.
Before beginning a trawl of literature, break down the topic into 'Key Words' - this will help
when/if you engage in an electronic search. The library provides a range of guides on using
the library effectively and will also be happy to help you if you go to the enquiry desk.
Carolyn Mustard is our subject liaison librarian for any specific enquiries. She would
welcome contact from you with any enquiries.
To undertake an electronic search you need to select a database from those available at:
http://intranet.brunel.ac.uk/library/subjects/education/resources.html
EBSCO is good because you can download full text articles. ERIC is a source of education
based material.
The internet is also a useful tool for researchers and can offer a quick way of accessing
references to literature. There are also sites which give useful tips on aspects of academic
writing such as writing a literature review. However much of the information that you can
access via the internet is not filtered or checked for accuracy. It is important to ensure that
the sources you obtain it from are sound and appropriate, and that this source of material is
not over-used.
Journals are a valuable source of material and can be accessed electronically via the ejournals gateway as well as on the shelves in the library:
 Use them to gain an historic perspective on research developments in your chosen area;
 Use them to gain a contemporary perspective;
 Key texts are often reviewed in journals, and if you have difficulty gaining access to some
of these key texts, reviews allow you at least a second-hand view - be aware of their
evaluative nature.
Subject bibliographies list material on a particular topic. Entries often have annotations to
help you decide how useful they will be. Some examples are listed:
 Brooking, C. (1987) Teaching for Equality: educational resources on race and gender.
London: Runnymede Trust.
 Clarke, P.B. (1990) Finding out in Education: a guide to sources of information. Harlow:
Longman.
 Richards, C. (1984) Curriculum Studies: an introductory annotated references (second
edition). Lewes: Falmer Press.
Indexes will help you locate or trace articles within Journals. They are often organised with
author, as well as subject sections. Therefore, if you know that a particular author writes on a
particular subject, you can quickly locate any articles that s/he may have written. Many
49
authors condense into articles in journals, what they have published in books - it is
much quicker to read a journal article. Some useful starting points might be:
 British Education Index, quarterly, Leeds, The Brotherton Library: University of Leeds.
 British Humanities Index, quarterly, London: The Library Association.
 The Times Index, monthly, Reading: Research Publications Ltd.
Some examples of general educational sources are given below:
 Directory of British Associations and Associations in Ireland, (10th ed, 1990), Beckenham:
CBD Research Ltd.
 Education A to Z: A-Z of sources of all major educational topics, (5th ed, 1991), London:
Advisory Centre for Education Ltd.
 Education Authorities Directory, annual, Redhill: School Government Publishing Company
Ltd.
 Education Year Book, annual, Harlow: Longman.
Making and Organising Notes
Keep thorough notes from the start or ‘suffer later’! Things you should do:
 Write a note of everything you read.
 Start an index immediately (index cards, loose sheets, note book).
 Record sources fully: author’s surname and initials, date of publication, title, edition, place
of publication, publisher.
 Begin referencing as soon as you can.
 Use one side of cards, paper, note books to record information.
 List possible categories for reading.
 Note (or photocopy) all quotations fully and accurately at the time that you read them.
 Photocopy articles or chapters.
 Make use of index cards, note books and a research diary
“Finding information in the first place can be hard enough. Finding it again sometime
afterwards can be harder unless your methods of recording and filing are thorough and
systematic.” (Bell, 1993: 24)
Citation Management
You may wish to use software such as RefWorks to help you organise your literature. It is
an application that enables users to store, manage, and output (in a variety of styles)
bibliographic references from various sources, including online article databases. RefWorks
can help you effectively organise and manage citations while conducting research,
incorporate references into word processing documents, and create independent
bibliographies in a variety of styles. Carolyn Mustard and other staff in the library will be
able to assist you with this.
50
Referencing
Terms
Citing means formally recognising, within your text, the resources from which you have
obtained information.
Reference is the detailed description of the item from which you have obtained your
information.
References is the list of sources you have used.
Citing
When making references to any published or unpublished work, credit to the author(s) must
be included in the text and in the references to avoid plagiarism (see the section on this
later). Recognised conventions must be adhered to, both in the use of correct punctuation
(commas, colons and full stops) as well as the layout and format used to present references.
See appendix 3 for an annotated example.
Conventions
Reference to authors
Surname only, plus date,
e.g. Lofthouse (1990) noted that the time devoted to physical education in primary schools
may be as low as 4% of the school day; or
A survey carried out in primary schools, as discussed by Read (1995) revealed that the
majority of PE lessons are taken by the class teacher who generally has responsibility for
teaching all curriculum subjects (a factor also identified by Williams, 1993; Evans et al.,
1996).
Quotes under two lines
Must be written into the text and marked off by inverted commas. Author, date and page
number lead or follow the quote but if the quote is included in the middle or at the end of a
long sentence then the date and page number must follow the quote.
e.g. As Lawton (1992: 132) reveals, ‘many primary schools are inadequately housed and
poorly equipped’; or
‘Many primary schools are inadequately housed and poorly equipped’ (Lawton, 1992: 132);
or
Lawton supports the findings of this piece of research through a similar study which reveals
that ‘many primary schools are inadequately housed and poorly equipped’ (Lawton, 1992:
132).
Note here that in the first example a comma precedes the quote only because the sentence
structure requires one. A comma would not be required if the quote is part of a fluid
sentence that does not need a comma. Note also that the quote only begins with a capital
letter when it starts the sentence.
51
Quotes longer than two lines
Must be inset, single spaced, without inverted commas. A line must be left before and after
the quote so that it is clearly identifiable in the main body of the text. Author, date and page
number may lead or follow the quote.
e.g. This period in a child’s education is considered to have potentially far-reaching
consequences for each individual, as Jennings and Hargreaves (1981: 35) comment:
The transition from junior to secondary school is of great importance in
the life of a child. It may encourage development, presenting
challenge and stimulation, or it may have a detrimental effect...
or This period in a child’s education is considered to have potentially far-reaching
consequences for each individual:
The transition from junior to secondary school is of great importance in
the life of a child. It may encourage development, presenting
challenge and stimulation, or it may have a detrimental effect...
(Jennings and Hargreaves, 1981: 35)
Note here that in both examples quotes are preceded by a colon. The quote starts with a
capital letter because that is how it appears in the original source.
Reference to a single author, or group of authors
In brackets in the text,
e.g. It is suggested that careful recording and organising of sources of literature used in
academic writing is key in making the process easier (Bell, 1993); or
There has been a range of work examining the transitions which children make from one
educational establishment to another (Measor and Woods, 1984; Beynon, 1985; Pugsley et
al., 1996).
Reference to an author cited in another publication
Must be acknowledged as follows:
e.g. At secondary school they will be in unfamiliar larger buildings, with many teachers, and
older noisier pupils (Jackson, 1968 cited in Bennett and LeCompte, 1990).
NB. This should be avoided whenever possible and original sources used.
Other Electronic References
These must include the author’s name/s and date (if available), or URL for references,
adding the page number for direct quotes in the same way as any other source. If you are
absolutely certain that the copy you find online/on a database is identical to the printed
version, you may omit the URL and reference in the same way as a printed book or journal.
Either quote the URL address of the page containing the cited information in the text, or
quote the author in the same way as above:
e.g. recommendations follow best practice in referencing electronic resources
(www.bournemouth.ac.uk/library/citing_references/docs/Citing_Refs.pdf: 3); or
52
recommendations follow best practice in referencing electronic resources (Support, 2008:
3).
Lecture Notes
Lecture Notes
We would prefer that students did not reference lecture notes. The module outline reading
list indicates the influences which have shaped the lecture content. There are often
references in presentations which can be cross referenced to the reading list. However, if
absolutely necessary then a reference to material from a lecture would be accompanied by
(author, year) with an appropriate inclusion in the references.
References
All references to authors made within the text must be included in the ‘References’ section.
Exact details of each reference are essential. See appendix 4 for an annotated example.
General Guidelines
 The references is single line spaced with a line between each entry;
 Publications must be listed in alphabetical order by author’s surname;
 Titles must be in italics (see detail below identifying how this applies to different sources).
 List multiple publications by an author chronologically, with the most recent first.
 Add a, b, c if an author has published more than once in the same year.
 List all individual publications before collaborations.
Book by a single author
Format: Surname, initials. (Date) Title. Place of publication: Publisher.
e.g. Schmidt, R.A. (1982) Motor Control and Learning. Champaign, IL: Human Kinetics.
Book by more than one author
Format: Surname, initials. (Date) Title. Place of publication: Publisher.
e.g. Loy, J.W. and Kenyon, G.S. (1969) Sport, Culture and Society. New York: Macmillan.
and
Cohen, L., Manion, L. and Morrison, K. (2000) Research Methods in Education. London:
RoutledgeFalmer.
Article in a journal
Format: Surname, Initials. (Date) Title of article. Title of Journal, Volume (Number): Pages.
e.g. Howarth, K. and Head, R. (1988) Curriculum Continuity in Physical Education. British
Journal of Physical Education, 19 (6): 241 - 243.
Chapter in a book
Format: Surname of author, Initials. (Date) Title of article. Surname of Editor, Initials (ed.)
Title of Book. Place of publication: Publisher.
e.g. Kroll, W. (1978) Psychological Aspects of Wrestling. In Straub, W.F. (ed.) Sport
Psychology: an analysis of athlete behaviour. Ithaca, NY: Movement
53
Paper presented at a conference
Format: Surname of author, Initials. (Date) Title of paper. Paper presented at 'Name of
conference', Location of conference, dates of conference.
e.g. Terry, P.C. (1984) The coaching preferences of elite athletes competing at Universiade
'83. Paper presented at the Olympic Scientific Congress, Eugene, Oregon, 19-23 July.
Unpublished paper/Master's thesis/PhD thesis
Format: Surname of author, Initials. (Date) Title of the paper or thesis. Unpublished
paper/Master's thesis/PhD thesis. University/College.
e.g. Brown, M.S. (1968). Sex differences in achievement motivations and performance in
competitive and non-competitive situations. Unpublished PhD thesis. University of Michigan.
Internet References Individual works
Format: Surname of author/editor, Initials. (Date) Title [online]. (Edition) Place of publication:
Publisher (if ascertainable). Available from: URL [Accessed Date]. Write "No date" when the
electronic publication date is not available.
e.g. Support, A. (2008) Guide to citing Internet sources [online]. Poole, Bournemouth
University. Available from:
http://www.bournemouth.ac.uk/library/citing_references/docs/Citing_Refs.pdf
[Accessed
27th August 2008].
Citing E-Journals
Format: Surname of author, Initials. (Date) Title. Journal Title [online], Volume (number),
location
within
host.
Available
from:
URL
[Accessed
Date].
e.g. Korb, K.B., 1995. Persons and things: book review of Bringsjord
on
Robot-Consciousness.
Psycholoqy
[online],
6
(15).
Available
from:
www.psycprints.ecs.soton.ac.uk/archive/00000462/ [Accessed 20 May 2004].
Newspaper
Format: Name of writer, year, title of article, name of paper, date (minus year): page
number.
e.g. Bowcott, O. (1996) Tug battles to stop tanker breaking up. The Guardian. 19 February:
2.
TV and Radio
Format: Title of programme, episode number, title of episode, transmitting organisation,
channel, full date (Year, Month, Day), time of transmission.
e.g. Island of Dreams. (1996) Episode 2. ‘For Better or Worse’ TV. Ch.4. 1996 19th
February, 2100 hrs.
For individual contributions within a programme are quoted, such as the Prime Minister
being interviewed on the TV news, format is as follows:
e.g. Major, John. (1996) Interview. In: Six O'Clock News. Television. BBC1. 1996. 19th
February, 1823 hrs.
54
Lecture Materials
It is essential that all references to other works are referenced fully as outlined above but in
the case where you are making reference to a session at the University then you need to
include in the references the author, year, title of the module and session, date of the
session:
e.g. Gower (2008) ED2075 lecture, 27th November, 2008.
Library
There is information provided by the library which can also be used to assist you:
http://www.brunel.ac.uk/services/library/learning/referencing
55
Ethics
As a final note to this guide you are reminded of the ethics of your position in writing
assignments, particularly those which rely on data collected from school. In the collection of
relevant data and its subsequent publication there must be appropriate respect for those who
have co-operated with or were involved as part of the work. Ethics and any relevant
University, School and Course requirements will be explored with you by the module leader.
Confidentiality
Conventions found in the fieldwork environment should be maintained and appropriate
protection given to respondents (e.g. fictitious names should be used for schools, teachers
and pupils in the final submission/presentation).
Confidentiality must be maintained throughout the work including appendices.
Negotiating Access
In the current climate, it is essential that appropriate permissions are sought from all who are
involved in the study where necessary. Your module leader will discuss this with you.
Negotiating access and maintaining access appropriately in collaboration with school
colleagues are essential features of some research work that you may be required to
undertake.
Data
All data must be stored carefully to ensure that confidentiality is maintained.
All data pertaining to the assignment must be available throughout the course – it can
be requested by the School at any time.
Plagiarism and Cheating
Plagiarism is the presentation of another person's thoughts, writings or inventions as your
own. It includes the incorporation of another person's work from published or unpublished
sources without indicating that the material is derived from those sources. Published
sources include information obtained from internet sources. Unpublished sources include
other students’ work. Copying another student's work is plagiarism and allowing another
student to copy your work is also cheating. Please note that it is NOT permitted to use the
same material in more than one piece of assessed work (whether coursework or
examination) in the same or in different modules at the same or different levels. This counts
as cheating and is penalised as such.
If you cannot write the essay or report yourself for whatever reason, or if you are in any
doubt about inclusion of work from any source, discuss it with the module leader.
Please note that plagiarism is a form of cheating. Plagiarism is regarded very seriously by
Boards of Examiners and normally results in a mark of zero for the piece of work submitted
or for the examination. The Board makes a report to the University Disciplinary Board, which
may, having heard your case, require you to withdraw from the University; at the very least,
56
your prospects of progressing and of obtaining a degree are jeopardised. The
consequences of cheating and plagiarism are set out in the Senate Ordinances.
Please note that it is NOT permitted to use the same material in more than one piece of
assessed work (whether coursework or examination) in the same or in different modules at
the same or different levels. This counts as cheating and is penalised as such.
57
Appendix 1
Marking System
The following will be used by markers on the text of your work to indicate any arising issues:
Sp
P
?
Ev
C
^
//
(-)
()
T
SE
Gr
Ref
Bib
L
R
Q
Pg
A
S
/
F
Spelling error
Punctuation
Unclear and/or further explanation required
Evidence required
Capital Letter
Word or letter missing
New paragraph required
Unnecessary word(s)
Brackets missing
Incorrect tense
Standard English required
Grammar
Incorrect referencing format
Author/source missing from the text/references
Excessively long sentence
Relevance is unclear
Quote incorrectly formatted
Page number omitted from a direct quote
Incorrect abbreviation error
Source unclear
Single line spacing
Format/layout
58
Appendix 2
Task: Using the Harvard Referencing System
Look at the following extracts of text and references. Use the guidance provided earlier in
this handbook to correct the mistakes in the underlined sections. Check your response to
this task using the additional document ‘Assignment Guidance 2011-2012 Appendix 4’.
Chapter 2
Review of Literature – Extract
This chapter seeks to analyse the role of the primary and secondary school in delivering
Physical Education (PE); and in doing so to ascertain if and why differences between the
two learning environments exist. Moreover, it also seeks to discuss the impact of ‘pupil’s
folklore’ (Pugsley et al., 1996: 133) and the organisation of the transfer process upon the
pupils moving up to the secondary school.
Primary School Physical Education
I would suggest that the PE programme in primary schools is often a
matter of compromise (Boniface, 1990: 303).
Within key stages 1 and 2 there are nine N.C. subjects including PE and each of these
subjects have detailed guidelines which teachers must adhere to in their planning and
organisation of the curriculum. Within PE there are three areas of activity which should be
covered during key stage 1; namely games, gymnastic activities and dance (DFE, 1995).
This increases to six areas in key stage 2 where athletic activities, outdoor and adventurous
activities and swimming must be taught along with those areas already introduced in key
stage 1 (1995 DFE). As such, the primary school teacher is expected to cover more areas
of activity than the secondary school teacher.
This appears to be a somewhat ironic
situation given that it has been clearly identified that in primary schools there are few
specialists in all areas of the curriculum (Gray, 1995). A survey carried out in primary
schools, as discussed by Read (1995) revealed that the majority of PE lessons are taken by
the class teacher who generally has responsibility for teaching all curriculum subjects (a
factor also identified by Williams and Evans et al.). As such a situation is created where,
59
along with other subjects, PE is being taught predominantly by non-specialist teachers. This
is a cause of some concern when it is also highlighted that ‘this is a subject about which
most teachers (in primary schools) express uncertainty and apprehension’ (Read, 1995).
The situation is exacerbated by the view that it is ‘a low priority subject’ (Gray: 145). As
there is an increasing demand for success in the traditionally ‘academic’ subjects this may
inevitably marginalise the importance of PE (Dodds, 1993; see also Evans et al., 1996).
This increasing demand has been brought to the fore of educational discussion recently
through the government’s new proposals to increase literacy in key stages 1 and 2. This
rise in literacy skills requires more ‘direct teaching time’ (Sweetman, 1998: 21) and is likely
to take more time away from other subject areas, and narrow the breadth of education.
It is not intended to suggest that primary school teachers are not fulfilling their professional
responsibilities. Rather it suggests that, despite the role fulfilled by curriculum co-ordinators
who support individual subject areas within the curriculum, there is excessive demand
placed upon the class teacher’s knowledge and confidence - especially so when both may
be limited (Southworth, 1990: 33). At this point it is pertinent to suggest that this situation is
not improved by the level of provision in Initial Teacher Education (ITE).
It should be
acknowledged that the time allocated to PE training for primary teachers is minimal
(Williams, 1993) and often restricted in the components of knowledge and understanding
which are covered. This situation is exacerbated as an increasing proportion of time is now
spent training in school rather than at higher education establishments (Capel, 1996).
Carney and Armstrong (1996) recognise that if positive role models are provided by the
schools responsible for training teachers, then the knowledge, understanding, and
confidence of the teacher will be increased. In their research they also acknowledge that for
a range of reasons this is not always the case. Williams makes practical reference to the
restrictions:
...dance is rarely taught unless there is a particular expertise in the school, and gymnastics is
also avoided by teachers who lack confidence and professional support.
She further supports this by suggesting that ITE makes use of competitive games to the
detriment of the other activities (Williams, 1993).
60
References - Extract
Borg, W. R. and Gall, M. D. (1983) Educational Research: An Introduction (4th Edition).
New York: Longman.
Burgess, R. G. (1984) In the Field: An Introduction to Field Research. Routledge.
Capel, S. (1996) Recent Government Influences on Education, Physical Education and
Initial Teacher Education in England and Wales. British Journal of Physical Education, 27
(2): 29-31.
Carney, C. and Armstrong, N. (1996) The Provision of Physical Education in Primary Initial
Teacher Training Courses in England and Wales. European Education Review, 2 (1): 6474.
Claxton, G. (1990) Teaching To Learn. London: Cassell Educational Ltd.
Cohen, L. and Manion, L. (1994) Research Methods in Education (4th Edition). London:
Routledge.
Conner, C. and Lofthouse, B. (1990) The Study of Primary Education. A Source Book.
Volume 1: Perspectives (2nd Edition). London: The Falmer Press.
DES (1989) Education Observed 10: Curriculum Continuity at 11-plus.
Majesty’s Inspectorate.
London: Her
DFE (1995) Physical Education in the National Curriculum. London: HMSO.
Delamont (1984) Readings on Interaction in the Classroom. London: Methuen & Co. Ltd.
Delamont, S. and Galton, M. (1987) Anxieties and Anticipations - Pupils’ Views of Transfer
to Secondary School. In Pollard, A. (Ed.) Children and their Primary Schools - A New
Perspective. Lewes: The Falmer Press.
Evans, J. and Davies, B. (1993) Equality, Equity and Physical Education. In Evans, J. (Ed.)
Equality, Education and Physical Education. London: The Falmer Press.
Dodds, P. (1993) Removing the Ugly ‘Isms’ in Your Gym: Thoughts for Teachers on Equity.
In Evans, J. (Ed.) Equality, Education and Physical Education. London: The Falmer Press.
Evans, J. and Penney, D. (1996) The Role of the Teacher in Physical Education: Towards a
Pedagogy of Risk. British Journal of Physical Education, 27 (4): 28-35.
Evans, J.; Penney, D.; Bryant, A. and Hennink, M. (1996) All Things Bright and Beautiful?
P.E. in Primary Schools Post the Education Reform Act. Educational Review, 48 (1): 29-40.
61
Giddens, A. (1993) Sociology (2nd Edition).
Gray, J. (1995) Physical Education. In Ashcroft, K. and Palacio, D. (Eds.) THE PRIMARY
TEACHER’S GUIDE TO THE NEW NATIONAL CURRICULUM. London: The Falmer
Press.
Hamilton, D. (1984) First Days at School. In Delamont, S. (Ed.) Readings on Interaction in
the Classroom. London: Methuen & Co. Ltd.
Hammersley, M. (Ed.) (1983) The Ethnography of Schooling. Chester: The Bemrose Press
Ltd.
Haralambos, M. (1980) Sociology: Themes and Perspectives. Slough: University Tutorial
Press.
62
Appendix 3: Writing at Masters Level
Writing assignments is an important aspect of the PGCert course. Different modules will
require different tasks with particular emphasis for some on assignments, but most
assignments can be improved if you pay attention to the way of writing and revising your
work.
Tutors would like all course participants to produce good assignments. These notes should
help you to do this (but you also need to take careful note of what module tutors say about
the precise requirements for particular assignments). A good assignment is the result of:



careful planning (including reading and thinking)
careful writing
careful revision.
Planning
For your planning:









choose the topic carefully
find a focus
read up-to-date material within the focus to get a systematic understanding
be prepared to change the focus to find a good view of the topic
read research articles within the focus so that you can show that parts of your work are
informed by cutting-edge knowledge
read of recent professional developments
think about different points of view (theories, models, arguments, approaches)
write a plan outlining the main ideas
be clear about what the main point of this plan really is.
The Topic

Think about the topic in relation to your interests and experience.
Read the precise wording of the guidance for the particular assignment, as set by the
module tutor. This may consist of a set title, or you may be required to choose your own
topic. Before making a decision, think carefully about how your proposed topic fits the
general guidance the tutor has given. If you are doubtful about the choice of topic, consult
the tutor.
The Focus

Find a focus which you think is interesting or fresh.
Think about what you would really like to do and relate it to the intended learning outcomes
for the module and the criteria of assessment. This should help you to understand what you
need to do to complete the assignment successfully. This may also help you to define the
scope of what you will do. The best assignments usually have a clear focus and limit the
topic so that it becomes possible within this narrow scope (and within word limits) to provide
63
depth of discussion and critical evaluation. When you are deciding on the focus, try to find
an angle which is interesting or fresh. You should be able to judge how far your views are
indeed interesting or fresh through your reading and reflection on the topic; this means that
you should be prepared to shift the focus if you can find a better one. Make sure that what
you are planning is feasible, and can be supported by reference to relevant material, to a
professional context or to your experience.
Reading


Read around the topic with the focus in mind
Keep a careful note of sources.
When you begin reading, you’ll probably start with the reading lists from the module. The
tutors probably think of this list as a starting point so unless this list is already very
comprehensive try to go beyond this list by keeping mainly within your focus. It may also be
useful to look at introductory accounts: these should be easier to understand and could give
you a useful background. However, it is a mistake to rely mainly on introductory literature
because you will end up saying mainly basic things, with the risk that your assignment does
not seem appropriate for Masters level. So, wherever you begin reading, make sure that you
move on to more focused reading as soon as you can; some more focused references can,
of course, be found in introductory books. You will want to work towards a systematic
understanding of the topic. For Masters level, your aim should be to show that your
assignment is informed by some of the work which is at the forefront of relevant disciplines
and areas of professional practice. This will mean trying to read something, at least, which is
at the cutting-edge of knowledge or research, or becoming informed about crucial aspects of
recent professional developments. This could mean drawing on recent research articles.
Some course participants find that it is useful to set up an informal reading circle so that you
meet to share your reading and discuss key references together.
When you are locating what to read, try to get hold of key texts (both books and articles)
which approach the topic from different angles. This will make it easier to define different
arguments and to take a balanced perspective between them. It will also be easier to clarify
your own viewpoint and relate the topic to your own professional context by arguing that one
view is more relevant than another and why. To find these key texts, use the references
provided by the tutor. To get a good overview of the topic you can save a lot of time by
finding any recent survey articles or state of the art reviews (as found in Review of
Educational Research or in some abstracting journals like Language Teaching) which give
overviews of current developments on the topic. This, plus the use of computer-based
literature searches, can tell you something about the main theories, models, current
research and directions. To check your understanding of key concepts you also can save
time by using the reference section in the library; encyclopaedias, dictionaries and
handbooks of different disciplines and subject areas, or research handbooks can be
particularly helpful (there are a lot of recent publications of this sort). Remember to keep
complete notes of sources which you will quote or refer to in your writing.
Planning the Writing

Plan your writing so that there is a clear argument or framework.
64
To help develop a writing plan, some people use cards with key ideas written on them.
Other people find flow charts or diagrams useful to help organise their thoughts. When you
have a plan, review it to check what you think the main point of your assignment is. The
main point might be to identify, interpret and substantiate particular themes; to critically
review theory and practice through each other; to critique certain research and assess its
impact; to reflect critically on your own experience or professional context to evaluate links
between theory and practice; or it might be something else, like conducting a small scale
project. If the tutor or another member of your course group has time, you might at this
stage discuss your plan to see how it may be improved.
Some people find it easier to write a few pages of what they know or want to say, and then
they review this carefully to look for a framework or argument to tidy up the structure and
organise and revise the writing. People who work this way know that the first version is not
at all like the final one, but writing something helps to overcome a writing block and it is one
way of starting.
Writing
In your writing:
 put your main points into a logical sequence
 briefly define key terms and concepts
 be aware of possible differences in cultural aspects of academic work
 try to balance your account of what the reader might already know with fresh aspects
 try to develop an analysis; avoid too much description
 try to develop a critical approach; make sure there is some critical evaluation
 you may quote others, but often it is enough to give the reference
 give the references and sources for other people’s ideas which you have used
 think about putting some material into an appendix.
To get an idea of what a good assignment looks like you could ask a tutor to show you an
example: notice the format, the introduction and conclusion, the way in which references are
used, the extent of the references, and any appendices.
The Format and Structure



Think about using a range of material
Keep checking the overall structure
Try to get a balance between what the reader may already know and something new.
Decide on the format for your assignment by thinking about the main point and other
important points you want to make and put these points into a logical sequence. Think about
the most effective way to use any material you have in hand. This material may range from
reading notes and questionnaire results to reflective journal and diary accounts; curriculum
documents or classroom textbooks; newspaper cuttings; tape or video recordings. Using a
range of this kind of detailed material can make a lively assignment. To avoid problems with
the length of the assignment such material is often really for reference so it is best placed in
an appendix, but it can be discussed concisely in the main text.
65
As you write different sections, according to your plan, make sure that there is a clear
overall structure. You can check this overall structure by writing sub-headings and making
sure that they are clear and in a suitable sequence. Also make sure that you are writing all
the relevant points in a logical order. This order should take a hypothetical reader (a tutor,
local teachers, your peers, or the informed public) into account and consider what such an
audience know already and what they need to know to make sense of what you are writing.
For example, if you are discussing a particular context or education in another country, a
crucial issue will be how much background information to give for a British audience and
whether this could be in an appendix. Striking this balance between what you assume the
reader already knows and what you still need to say is very important because if you get the
balance wrong readers will think your work is a bit basic or too descriptive. In striking this
balance, try to say something fresh: develop a new angle, a personal interpretation, a
professional application, and especially a critical approach.
Some Cultural Aspects of Academic Writing


Be aware of cultural patterns of academic writing
Define key terms but keep the groundwork brief.
Often international course participants will have studied for their first degree in different
academic traditions compared to those developed in Britain. This sometimes means that the
cultural expectations of academic writing for assignments are different from those of tutors.
For example, there are some cultural writing patterns which give background knowledge or
the history of a topic before making a major point about it (i.e. lead up to the main idea
slowly by carrying the reader with you). In a British academic cultural style, however, it is
more likely that the writer will clearly signal what the main point is, before giving background
and then perhaps reiterating or elaborating the main point (i.e. lead from the main point so
that the reader knows where the argument is going). To produce a good assignment in a
British context, therefore, it is important to find out what these British expectations are, so
that you can try to meet them, even if this means learning new ways of writing (of course,
British course members also need to learn to think and write in new ways at Masters level
too). If you become aware that your own cultural background in academic writing is in some
way different from the predominant expectations of your MA course it would be a good idea
to talk about this with tutors; this will help them understand your own background and
experience and if you can discuss such issues with them this is useful for their own
professional understanding so in a way such discussion will help tutors too.
Even if you think your readers are experts on the topic, you will still be expected to define
key terms and concepts, and to indicate major arguments or issues. This is not telling the
readers what they already know; it is telling the readers what you understand (actually, by
struggling to write it, you may understand it better). You can still show the experts how you
interpret knowledge in the discipline (or how you believe others interpret it). The problem
with giving basic descriptive groundwork or quoting the work of those you have read is that it
may take up too much space in a brief assignment. Some of this groundwork can be
covered quite briefly by referring to sources without quoting or repeating what they say but
simply indicating in a phrase what they are about or what aspect of their work you want to
highlight (since you will cite the sources, perhaps with page references, you have already
66
shown that you know what they are and where the information actually is, without
unnecessary quotes). Sometimes you can save a lot of space by making a main point,
especially if it is a commonly recognised one, and simply bracket several references
together to support this point (as long as you are sure that these sources actually discuss
the matter in the way you say). If you are not sure of how this works in academic writing, reread one of your academic sources, such as a recent journal paper, and notice how the
writer has handled these things.
Critical Evaluation

Work towards being critical through an analysis, critical argument or informed reflection.
A major aspect of your writing will be to show that you are critically evaluating the issues
under discussion (other people’s ideas, current perspectives, even your own experience). In
British contexts, and many others, being critical in this way is not simply being negative and
it goes beyond simply agreeing or disagreeing with others. It is trying to look at things and
ask fundamental questions. You could ask yourself what the key issues are, and why they
are important; what position writers take on these issues, why they take a certain stance and
how it differs from that of others. You should try to be reflexive; think about why you think
whatever you think, try to examine any personal bias and try to be explicit about what this
bias is in your writing. To show other people’s stances or to reveal your own, you could reexamine how you quote other people’s words or refer to their work. For example, you could
vary the verbs you use to show powerful differences of stance. Compare:




‘X says’ (this seems rather neutral, but in choosing this verb you may have lost the
chance to show a stance)
‘X claims’ (this implies lack of evidence or that you - or others - disagree)
‘X demonstrates’ (this implies that there is clear evidence for this - make sure you refer
to the evidence in some way)
‘X convincingly argues’ something (this implies that you - or others - have been
convinced and that you agree).
Using Other People’s Ideas


Acknowledge all the sources you have used
Get credit for your knowledge of the literature.
When you use other people’s ideas or words, make sure that you give the sources for these
(i.e. by giving author and date in brackets, with full bibliographic information among the
references at the end). This is trickier than it seems. In some cultures, it is necessary to
follow acknowledged authorities but not always necessary to say who those authorities are
(since everybody knows). Thus one might quote a well-known source, or a lecture or one’s
teacher, without giving the sources, as a kind of homage or respect (the teacher who reads
the writing will know these anyway). However, British academic culture, like that of many
countries, puts value on independent thinking, creativity and individuality, so writers do not
feel they have to follow others (although they should show that they know others’ work and
show the place of their work in the field), but if you are drawing on someone else’s thinking
you should say who that person is (because that is their creativity). Acknowledging sources
67
is tied up with recognising others as authors, and, in a way, as owners of the words (as in
‘copyright’). Some novice academic writers become reluctant to give all the references they
have used since it may seem to the reader that they have copied ideas from a lot of other
people and that they therefore have none of their own (in any case, is difficult to have your
own ideas until you know the topic fairly well). However, the reader in British and other
academic contexts who notices that the words or ideas of others have been used in this
way, without acknowledgement, will probably think of this as plagiarism (copying other
people’s work or cheating) see section on Plagiarism and Cheating in the generic section of
this handbook. On the other hand, giving credit to all the authors whose work you have used
gives you credit, too, because it shows that you know their work. If you can critically
evaluate their work (which means you must give the sources of it) you can get the credit of
being an independent critic (unless you quote someone else’s criticism, in which case you
must give that source!). Notice that you should give the source even if you are paraphrasing,
or if you are using information from internet sources (give the www address and date). If you
are quoting from a lecture, or oral comments, you can say this as the reference (e.g. the
person, year, and ‘lecture notes’ or ‘personal communication’). If you cannot find the source,
say so; at least, readers will understand your problem here, and they may help. Of course,
the basic rule for academic writers regarding sources is to make a clear note of the source
and all the relevant bibliographic information at the time when you first come across it; this
avoids the sometimes awful problem of having to chase sources long after they have been
read and perhaps after they have been forgotten.
Revising


Revise your work in different ways
Allow time for revisions.
For many writers, the real work of writing is in the revision: drafting, re-drafting, revising and
revising. There is a tendency for some students to do their writing at the last minute and
hand in their assignment after a brief check; this is a mistake. Professional writers and
academic authors revise their work, often many times, before they are satisfied with it. They
do not only check spelling, grammar, and presentation; they also check sources, evidence,
argument, levels of being critical, and whether what they have written makes sense from the
reader’s point of view. The message here is that you should allow time for such revision. In
your revision:



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use a spell check and grammar check
check the organisation of ideas
make sure the introduction really introduces the assignment
write an orientation paragraph which say how the assignment is organised
check that there is a clear conclusion
make sure that the assignment makes sense as a whole
cross-check with the marking criteria to improve the assignment before you submit it
check all the references systematically to make sure all are referred to in the references
check the references to make sure all necessary details are there.
Checking the Language
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Check for a range of language points
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Try to check your work in the way that journal editors might do so.
Obviously you will want to re-read what you have written to see if it makes sense, and you’ll
probably do a spell check or grammar check to see if there are minor errors (remember
computers do not spot all of these, so you need to look yourself as well). Try to make sure
that there are no language errors; apart from detracting from the standard of presentation,
too many obvious errors may distract your readers from what you are trying to say but draw
too much attention to how you are saying it. You could show your writing to other people
and ask them to check the language and whether the writing is clear (but remember that the
assignment has to be your work, not someone else’s).
Gosden (1992) lists the most important skills which journal editors think are important when
they read the work of non-native speaking researchers who want to publish for international
audiences. This list includes, I think, some aspects which tutors are looking for in
assignments (in any case, it is a good standard to aim for):
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logical and clear linking of sentences for the reader
development of the topic from sentence to sentence in a coherent way
use of grammatically correct sentences
ability to use English skilfully when making a claim
appreciate the level of claim that can justifiably be made
organisation of different sections in a clear and logical way
writing in academic English and not using a style of everyday spoken English
use of a wide range of vocabulary.
At this stage, you will probably find you have written more than the required length so you
may need to condense parts of the text by deleting unnecessary words or finding places
where one word can substitute for three. You should check to see whether every reference
and citation in the text is mentioned with the full details in your references. It is easy to
suppose that the references is complete when a careful check (of the kind tutors carry out)
will show that it is not.
Checking the Organisation
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Use the marking criteria to check the assignment as a whole.
However, the main work of revision should be to revise the logical exposition of ideas, to see
if the text really makes sense to the hypothetical reader, and that the assignment is clearly
introduced and concluded. You could check whether your introduction includes an
orientation section in which you tell the reader what the theme or direction of argument is
and how the assignment is structured. Many people find this is easier to write last because
by then you know exactly what you have written and what the main emphasis is, so it is
fairly clear what to introduce. Also, in your introduction try to explain why the topic is
interesting and important (if it isn’t, why did you choose it?). Similarly, make sure that there
is a clear conclusion: this is not the same as a summary, as a conclusion is likely to show a
clear judgement or outcome, some logical point of arrival which follows from the preceding
points. This conclusion may include an indication of limitations, difficulties and constraints,
or of likely future developments. It is also useful to check your use of signalling words which
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mark the use of logic: thus, so, however, moreover, nevertheless, etc. It is all too easy to
use some of these in draft writing only to find that when you check the final version the logic
is not quite what it is supposed to be.
Most importantly, read through the nearly finished assignment to make sure that it makes
sense as a whole and that it is really saying what you want it to say. If your tutor or a peer
has time to check through in this way this will be useful, but ultimately you need to develop
the academic skill of revising for yourself. As you revise, ask yourself if the assignment is
really at Masters level; you have a good idea of what this level is from the marking criteria.
During this revision, therefore, have the marking criteria or intended learning outcomes in
front of you so that you learn to read your work in the way that academic readers (like tutors)
might read it. Try to see how your work meets (or does not yet meet) these criteria. Using
the criteria in this way may help you to internalise what is required to produce the best work
at this level, and (if you haven’t left the revision to the last minute) then you still have time to
improve your work to reach these levels.
Reference
Gosden, H. (1992) Research Writing and NNSs: from the Editors, Journal of Second
Language Writing, 1 (2): 123-139.
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