INTRODUCTION TO MODULE 1
Welcome to the first part of the work for the Postgraduate Certificate in Teaching and
Learning in Higher Education (PG Cert TLHE)! The module co-ordinator for module 1
is Louisa Sheward. Module 1 provides a base reference point for a number of topics
critical to the professional development of a new or recent lecturer and starts a
process of reflective practice and responding to constructive feedback.
The material and activities covered in Module 1 create a foundation for work to be
undertaken in the other two modules. In particular, the creation and maintenance of
a teaching portfolio will provide an important record of achievement. The intended
learning outcomes for Module 1 (along with the taught content and assessed work)
are carefully mapped against the areas of activity, core values and professional
standards outlined in the Professional Standards Framework, and current
requirements for Associate of the Higher Education Academy (AHEA) (Standards
Descriptor 1). For further information on the Professional Standards Framework
please see:
http://www.heacademy.ac.uk/assets/York/documents/ourwork/professional/Professio
nalStandardsFramework.pdf
Units covered include "Creating a Teaching Portfolio, "Curriculum Design",
“Developing Reflective Practice” and "Understanding Student Learning". The content
of the module will include promoting the development of reflective skills; making
possible entries in a teaching portfolio; reviewing engagement in research and
scholarship and how this may inform and be integrated within teaching and learning
practice; defining learning and – last, but not least – linking outcomes to delivery and
assessment and preparing to teach.
Module 1 is introductory, but is seen as a core module for everyone – whether you
are very new to higher education or have done some higher education teaching
already. How you respond to the readings, activities and even the assessment is
likely to be influenced by your experience. Achievement of the module will be more
related to the quality of reflection on experience than the particular nature of the
experience itself. It is expected that a cohort of programme members with a mixed
range of teaching experience will be able to learn a lot from one another: the novice's
fresh eye can be as valuable as the experienced teacher's knowledge.
Print version available here: Module 1 Handbook
MODULE DESCRIPTOR
Module Descriptor: Print Version
Click the File to open, view or download.
Format
Module 1 Descriptor
Descriptor Excerpts
Module Information
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Title of Module: Practice and Theory in HE
Code: EDUC 11004 - 0
SCQF Level: 11 (Scottish Credit and Qualifications Framework)
Credit Points: 20
ECTS: 10 (European Credit Transfer Scheme)
School: Education
Module Co-ordinator: Dr. Louisa Sheward
Summary of Module
The module aims to provide a base reference point for a number of topics critical to
the professional development of a new or recent lecturer and start a process of
reflective practice and responding to constructive feedback. As a core module for the
Postgraduate Certificate in TLHE Module 1 incorporates an induction programme as
well as a teaching observation in which the programme member is observed
teaching and feedback is provided on the planning and delivery of that teaching
session. Topics include creating a teaching portfolio, developing reflective practice,
curriculum design, constructive alignment, understanding student learning, student
support and feedback and reviewing engagement in research and scholarship and
how this may inform and be integrated within teaching and learning practice. The
material and activities create a foundation for work to be undertaken in the other two
modules of this programme. In particular, the creation and maintenance of a
teaching portfolio will provide an important record of achievement.
The intended learning outcomes for module one (along with the assessed work) are
carefully mapped against the areas of activity, core values and professional
standards outlined in the Professional Standards Framework, and current
requirements for Associate of the Higher Education Academy (AHEA) (Standards
Descriptor 1).
The module is offered in two different modes of study: Blended Learning (requiring
some attendance on campus) and Online Learning. All programme members must
have regular computer and internet access and are directed to instructional material
regarding the Virtual Learning Environment. All programme members are expected
to participate in online activities.
AIMS AND LEARNING OUTCOMES
As outlined in the introduction and module descriptor, the module aims to provide a
base reference point for a number of topics critical to the professional development
of a new or recent lecturer and start a process of reflective practice and responding
to constructive feedback.
After completing the work and activities for Module 1, you should be able to:
L1. Develop and implement appropriate strategies for planning and delivering
teaching;
L2. Critically examine and integrate approaches to teaching and constructive
feedback and engagement in research and scholarship so as to review effective
teaching practices and plan for continuing professional development;
L3. Take responsibility for a process of programme design, including writing and
justifying clear and explicit intended learning outcomes and matching assessment
techniques to them;
L4. Participate effectively in and, when required, initiate discussions about theories
of learning, teaching practices and their relationship with student learning;
L5. Demonstrate competence in significant incident analysis as part of a process of
portfolio development.
TEACHING AND LEARNING STRATEGY
This module is offered in two different modes of study: Blended Learning and Online
Learning.
Programme members will be introduced to a range of teaching, learning and
assessment approaches. These include:
An online induction to Moodle to familiarise all programme members with Moodle
and the online activities embedded within the PG Cert TLHE modules, such as
discussion boards, creating a PG Cert TLHE blog, creating an e-portfolio and
commenting on a voice thread.
Programme members enrolled in the Blended Learning option participate in a threeday induction course on "Teaching, Learning and Assessment in Higher
Education," which the University of the West of Scotland currently runs in
collaboration with the University of Strathclyde. An equivalent 3 day induction is
provided for the Online Learning option which uses discussion boards, group wiki,
video thread and wallwisher. This induction is incorporated in Module 1. All
programme members have access to all materials used for the Blended
Learning and Online Learning inductions.
The induction is an important opportunity for you to get to know colleagues on the
programme and be introduced to a range of theoretical and practical approaches to
teaching and learning at tertiary level. Key elements of the curriculum include:
student learning, lecturing, small group teaching, assessment and evaluation, course
design and a micro teaching session. It is this final session that many participants
find the most useful (if somewhat daunting): an opportunity to view your own
teaching and receive constructive feedback on it.
The outcomes for the induction are that course participants will be able:
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to describe the principles of student-centred learning and active teaching;
to apply these principles to an analysis of existing teaching and learning
situations;
to assess the appropriateness of different teaching and learning
methodologies to their own teaching contexts and purposes;
to evaluate practice in using new technologies to enhance teaching and
learning;
to construct a critique of different models of curriculum development.
You are encouraged to keep a reflective record/blog throughout your studies on the
PG Cert TLHE and this can start during the induction programme. This can be used
to jot down notes on practice, observations, points of interest, sources, etc. You are
likely to find it useful in a number of ways – including providing material and ideas for
future assignments.
All programme members have Units of Study to complete. These are available as
on Moodle in electronic format using Wimba Create (and have a print option).
These units take as their focus readings from the core text as well as websites and
other online resources. These are linked to discussion boards and blogs.
All programme members attend four scheduled seminars (Blended Learning) or
four webinars (Online Learning) per module. ‘Webinar’ is the term used to refer to
a Web-based seminar which may take different forms: lecture, workshop or
seminar that is transmitted over the web. These seminars/webinars will encourage
opportunities for social interaction and to share good practice. At the seminars
this will include, for example, use of case studies, small group work and in webinars
this will include case studies, discussion boards and feedback blog, voice thread
and Nefsis. All programme members will have access to all materials used for
both the seminars and webinars.
Since attendance at the seminars/webinars is linked to the summative assessment
programme members are expected to attend/engage with all arranged
seminars/webinars for each module. Failure to attend one seminar/webinar can
be compensated for by catch-up tutorials; however if a programme member misses
two or more seminars/webinars he/she may be asked to re-enrol in the module.
Regular contact (face to face, phone, email or Nefsis) with personal/programme
tutors and mentors for tutorials plays an important part in the provision of
academic and personal support. During these tutorials programme members will be
assisted in all aspects of development and progression in respect to the certificate:
being guided through the programme, and discussing and confirming arrangements
for assessment.
The same material, assessment criteria, moderator and external examiner are
applied to both Blended Learning and Online Learning modes of study.
Seminars/Webinars
There are four core seminars/webinars associated with Module 1 and you are
expected to attend/engage (with) them all. Please note that absence from one
session can usually be made up by a catch-up session or additional tutorials – but
more than one absence may mean you have to re-enrol for the module. If you have
difficulty attending a session for any reason please get in touch promptly with your
Personal Tutor.
These seminars/webinars are:
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Getting Started
Curriculum Design
Understanding Student Learning
Developing Reflective Practice
Some flexibility will be built in, and the Programme Team may run or facilitate
additional voluntary seminars on areas of interest. Discussions begun at the
sessions may also spill over into Moodle Discussion Boards.
Preparation for the Seminars/Webinars
It is important that you prepare for the seminar/webinars. Here are a few
suggestions, but you may also wish to read the appropriate chapters in the core
textbook. This is available in the UWS library as a hard copy and as an e-copy.
The core text book is: Fry, H., Ketteridge S. and Marshall S. (eds.) (2009) A
Handbook for Teaching and Learning in Higher Education. 3rd ed. Oxon: Routledge.
Getting Started
Start to think about what is your educational philosophy and how might this shape
the evidence you will provide in your teaching portfolio?
Curriculum Design
Bring some intended learning outcomes of your own to the seminar/webinar that you
would be willing to discuss with colleagues. These could either be: (a) actual
outcomes on which you would like feedback or (b) your thoughts on learning
outcomes you need to write.
It might also be useful to reflect on the advantages and disadvantages of using
learning outcomes in your teaching.
Understanding Student Learning
“Academic development is less about the development of teaching skills, and more
about the development of an enhanced awareness of students’ perceptions of
learning and teaching situations.”
In terms of your own learning about higher education teaching, think about how far
you agree with that statement?
Developing Reflective Practice
Think about a possible significant incident you might like to write about as part of the
Module 1 assignment and that you will be willing to discuss at the seminar/webinar.
The programme tutors leading the seminars/webinars may on occasion get in
touch via email/Moodle to request specific preparation in addition to the
above.
Time Scale: week by week activities
Here is an approximate plan of the weekly activities which you are expected to
engage with.
Week (approx)
Pre-trimester
Event
INDUCTION:
Getting to know Moodle
3 day Induction to Teaching, Learning and Assessment
(Blended Option)
or
Induction to Teaching, Learning and Assessment
(Online Option)
Module 1
1
2
Seminar/Webinar: Welcome and Getting Started
Complete
Creating a Teaching Portfolio Study Materials
2
Tutorial
3
Complete Preparing for Teaching Study Materials
4
Seminar/Webinar: Curriculum Design
5
Complete Curriculum Design Study Materials
5
Tutorial
6
7
Seminar/Webinar: Understanding Student Learning
Complete
Understanding Student Learning Study Materials
8
Portfolio Development Activities
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9
SUBMIT DRAFT ASSIGNMENTS
Teaching Observation should be completed by week 9
and associated paperwork.
9
Tutorial
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10
Seminar/Webinar: Developing Reflective Practice
Complete Developing Reflective Practice Study
Materials
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SUBMIT SUMMATIVE ASSIGNMENTS
15
Module Evaluation Questionnaire
MODULE STUDY MATERIALS
The module study materials provide a route to support your studies during this
module.
The materials refer to selected chapters in the set textbook for this course: A
Handbook for Teaching and Learning in Higher Education (3rd edition, 2009) by Fry,
Ketteridge and Marshall. You will also be guided to websites and other resources for
further reading.
On occasions we still refer you to the 2nd edition: Fry, H., Ketteridge S. and Marshall
S. (eds) (2003) A Handbook for Teaching and Learning in Higher Education. London:
Kogan Page. This is because key chapters, which we feel are particularly useful are
not included in the 3rd edition. The 2nd edition chapters have been scanned and can
be accessed via Moodle.
Open Learning material is typically designed for students to work at their own pace
and in their own environment. This makes it very flexible for someone who is
working full time. However, the degrees of “openness” depend on the requirements
of the course. Please see time scale: week by week activities. You will find it
necessary to cover some of the reading at particular times in order for you to be able
to contribute to the seminars/webinars and/or Moodle discussions.
From time to time in the study guide materials (and in the textbook itself), the written
text is broken up with activities or questions. These are likely to have the effect of
making you pause to think. Your Personal Tutor will monitor your progress with these
activities.
CORE TEXT
The core text for this module is:
Fry, H., Ketteridge S. and Marshall S. (eds.) (2009) A Handbook for Teaching and
Learning in Higher Education. 3rd ed. Oxon: Routledge.
FURTHER READING
The following list is not essential reading however, reference to sections from these
or similar texts will enhance your understanding of the module material.
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Brockbank A. and McGill I. (1998) Facilitating Reflective Learning in
Higher Education. The Society for Research into Higher Education.
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Campbell A. and Norton L. (2007) Learning, Teaching and Assessing in
Higher Education: Developing Reflective Practice: Meeting the
Professional Standards for teaching and learning in HE. Exeter: Learning
Matters.
Please see Useful Resources in Moodle.
STAFF ON THE MODULE
Louisa Sheward is the module one co-ordinator. If you have any queries about the
module please contact the module co-ordinator in the first instance, but of course if
you prefer, please contact another member of staff. Contact details are:
Dr Louisa Sheward
Email: Louisa.sheward@uws.ac.uk
Professor Moira Lewitt
Email: moira.lewitt@uws.ac.uk
Dr David McGillivray
Email: david.mcgillivray@uws.ac.uk
Dr Vicki O’Donnell
Email: Victoria.odonnell@uws.ac.uk
Dr David Ross
Email: david.ross@uws.ac.uk
Mr Hugh Smith
Email: hugh.smith@uws.ac.uk
Mr Bill Steele
Email: b.steele@uws.ac.uk
HOW THE MODULE IS ASSESSED
There are two types of assessment in this module: formative and summative. The
core textbook defines these as:
Formative Assessment (p.504), ‘This is assessment that is used to help teachers
and learners gauge the strength and weaknesses of the learners’ performance while
there is still time to take action for improvement. Typically it is expressed in words
rather than marks or grades. Information is used diagnostically.’
Summative Assessment (p.511), ‘The type of assessment process that typically
comes at the end of a module or section of learning and awards the learner with a
final mark or grade for that section. The information for the learner is often used by
third parties to inform decisions about the learner’s abilities.’
You will find the glossary in the core textbook useful for other terms also.
The formative assessment is on work that you are expected to undertake, but is not
treated as something to be passed or failed. One important thing to note, however,
is that the formatively assessed elements for Module 1 will be included in your
teaching portfolio, and will form part of the summative assessment of the portfolio
content which takes place in Module 3. For programme members completing Module
1 only, all formatively assessed elements must be completed prior to the end of the
module.
As you keep in touch with your Personal Tutor and your Mentor, you are likely to
engage in a considerable amount of formative assessment throughout the
programme (details on choosing a Mentor and on the role of the Mentor can be
found in the Programme Handbook). You can also seek formative assessment by
way of feedback from your Tutor with respect to your day-to-day work.
Overview of Module Assignments
There are two summative written assignments for the module:
Design or Revise a Module: Learning Outcomes Assignment
Significant Incident Analysis
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In addition, there are two formative assignments:
Writing an educational philosophy
Teaching Observation
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Finally, and as with all of the modules, you are summatively assessed on your:
Participation in seminars and related activities.
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If you are studying for module 1 only of the PG Cert TLHE your portfolio
demonstrating how you meet the requirements to become an Associate of the
Higher Education Academy must be submitted also at the end of module one.
Design or revise a module: Learning Outcomes Assignment
The Learning Outcomes assignment requires you to design or revise a module, or
significant element of an educational programme, in terms of aims and intended
learning outcomes that could or will be offered as part of your teaching practice.
(Module Learning Outcomes 1, 2 and 3).
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An introduction which provides a context for the design or revision of a
module or educational programme and justifies its development (this will also
include a clear statement of intent, and an indication of the scope of the
assignment: in other words, what it will actually cover);
in the main body, a set of learning outcomes for the module- probably no
more than five
observations on the teaching towards these outcomes: this may include
examples of content and outcomes for a specific class or session during the
module or programme;
a reflective commentary on the choice of outcomes
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notes on what assessment techniques will be used in relation to each of the
learning outcomes (exams, essays, practical work etc);
a conclusion briefly reviewing the main issues/points emerging (and not
including new material – nor discussion which could be in the commentary)
appropriate references to underpinning theory and links to practice
The highlighted words may serve as section headings in your assignment
submission, though this is not compulsory.
This means you are expected to design or revise a module or significant element of
a programme in terms of a set of learning outcomes. The module or programme
should be one that could or will be offered by the University, or in your place of
employment, and thus it should follow the University's or any equivalent in-house
professional guidelines on the use of learning outcomes.
If you have any questions about this assignment, or would like to negotiate a slightly
different approach then you should arrange to discuss this with your Personal Tutor.
This kind of assignment can be very useful for a lecturer who has a specific module
or educational programme to design. It means that you can complete Module 1 of
this programme and receive feedback or support for doing work that has to be done
anyway.
The details of what you will undertake for your summative assessment will be
discussed, negotiated and agreed with your Personal Tutor (and if necessary with
the Programme Leader). In this way, you will continue to develop and refine the
process of reflective practice which has been integral to programme activities since
the outset.
The criteria for assessment of the assignment are:
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an introduction which provides a context for the design or revision of the
module or programme and justifies its development is included;
the intended learning outcomes are clear and explicit;
teaching towards the learning outcomes is appropriate;
their usefulness as a source of assessment items is evident and justified;
an appreciation of the implications of the proposed learning outcomes for the
choice of teaching and assessment methods is included;
appropriate reference is made in the commentary to underpinning theory and
links to practice and;
it is written to a satisfactory professional standard in respect to content, style
and references.
Significant Incident Analysis (SIA)
The SIA assignment consists of a review of practice by means of significant incident
analysis (Learning Outcomes 2 and 5).
The textbook (Fry, et al. p. 502) defines a "critical (significant) incident" as:
"An event which, when reflected upon, yields information resulting in
learning from experience".
This is a fairly broad definition and allows for a range of experiences to be brought
into consideration. "Critical" isn't necessarily associated with "crisis" here, but
provides you with an opportunity to reflect upon, describe and analyse a situation
which may have been (and may continue to be) difficult or testing. It can, of course,
be something with positive and motivating components too. Whatever the content or
approach, do take care to respect confidentiality.
The following structured framework (Gibbs, 1984) can be used as headings for your
significant incident and thus provide evidence of your learning and development for
your portfolio:
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(Description) What took place:
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(Feelings and reactions) What I thought and did at the time:
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(Reflection and Evaluation) What I thought subsequently:
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(Analysis and Conclusion) What issues does this raise? What else could you
have done? What has happened since?
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(Action plan) What have you learned from this situation which might affect
your future practice?
The criteria for assessment of the critical incident are:
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The quality of reflection and analysis, and exploration of the issues raised in
respect to developing good practice;
A clear structure for presentation of the analysis, and appropriate style and
discourse.
Guidelines for the significant analysis will be discussed further within the seminars or
Moodle forums and with your Personal Tutor and/or Mentor. But any episode that
crops up in the course of teaching, or in providing academic support, or in
professional relations with students or colleagues can serve as a focus here. It's
good to keep some regular reflection going as part of a personal blog – even briefly
jotted down – so you have a choice of material.
Perhaps a small change in delivery appeared to produce a real change in class
attitudes; perhaps instruction for an assignment or element of clinical practice led to
unexpected confusion, and needed to be sorted; perhaps something emerged in
feedback or evaluation that made you re-consider your overall approach to a
module, or your subject matter. Have you learned something from feedback or
contact with a student, or students, or as part of a professional relationship?
You may also find it helpful to read pages 14-18 in the course textbook.
Writing an educational philosophy
You are asked to write a draft educational philosophy at the start of module 1 and to
revise it at the end of module 1.
If this is something you have not considered in depth before then it may help to think
about your responses to the following questions:
1. How do you see the relationship between teaching and learning?
2. What are the main features of your own approach to teaching and why do you
think they are effective?
3. What do you do to help your students learn and develop as individuals?
Your educational philosophy will also include a review of your engagement in
research and scholarship and how this informs your approaches to teaching and
learning.
Your educational philosophy does not need to be too long (approximately one-two
pages in length). It is your philosophy but should be supported by relevant
references e.g. in relation to relevant pedagogy and your discipline area.
(If you are completing modules 2 and 3 you will return to the draft educational
philosophy again during the final module of the programme and revise it further.)
Submission of Draft Assignments
Submission of draft assignments is requested by week 9 to facilitate formative
feedback. The drafts should be close to complete first drafts, that is, it is more than
just headings and bullet points.
Assignment Submission Dates
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Submission of Draft Written Assignments: week 9 of the Module
approximately.
Date confirmed at start of module.
This refers to your learning outcomes assignment, SIA and educational
philosophy.
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Draft Submission for the above written assessments is via Turnitin.
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Submission of Final Written Assignments: Week 13 of the module
approximately.
Date confirmed at start of module.
This refers to your learning outcomes assignment, SIA and educational
philosophy.
Final Submission for the above written assessments is via Turnitin.
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Please note that Turnitin will accept only 1 item (i.e. 1 document) per Turnitin
submission. Hence any appendices must be included within this 1 item.
Turnitin is accessed via the Moodle Module site.
When a programme member satisfactorily completes the requirements for a module
this indication of professional competence will be recorded as Pass. Unsatisfactory
performance will be recorded as Fail. A maximum of one re-submission of
coursework will be allowed in order for the performance to be upgraded to Pass.
There are no credit or distinction awards in the current system.
Second diet dates will be made available on Moodle.
Teaching Observation
You will deliver a teaching session to students, which will be observed by at least
one member of the programme team and this will be formatively assessed.
A teaching plan and any accompanying teaching and learning materials should
be sent to the Programme Tutor who is to perform the teaching observation a few
days before the session is due to take place - and you should also send a copy to
your Personal Tutor.
Teaching Plan
Rich Text Format (*rtf)
Teaching Plan
Make sure you provide details of the venue, and the start and finish time of the
teaching session. Where it is impractical for the tutor to attend you must arrange for
your mentor to be present and for the teaching session to be video recorded. A copy
of the video of the teaching observation should be downloaded into your e-portfolio.
To do this you will require:
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To record you teaching observation using a video recorder, such as flip
camera.
This will be a large file. So record a 50-60 minute teaching session and no
more.
Remember to include the date and time when recording.
To share this video you will need a private media host account.
You will then embed your video into your e-portfolio in Moodle from your host
account.
(N.B. A new account is being set up within UWS and should be available shortly to
host such video recordings. This is currently referred to as the helix library)
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The Programme Tutor will access and view your teaching via your e-portfolio,
so please allow them access to this, as appropriate to its storage location.
As teaching at the University will for some programme members finish at the end of
Week 12, and for others scheduling sessions will depend on a variety of factors, you
will need to consider carefully the timing of the teaching session for your assignment.
We shall be flexible, but strongly recommend that the session is scheduled
before week 9.
The teaching observation feedback pro forma will provide the basis for feedback.
A separate copy should be completed both by you and the member of the
programme team who observed the session. This will be used to assess your
teaching quality and competence.
Teaching Observation Feedback Pro forma
Rich Text Format (*rtf)
Feedback Proforma
The criteria for assessing the session may vary according to local requirements or
constraints but are expected to include (Learning Outcomes 1 and 3):
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the effectiveness with which the learning outcomes are established and their
visibility
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the appropriateness of the content, structure and method of delivery
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the effectiveness of the presentation, and the rapport established with
students
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the degree of interactivity (when appropriate) and the students'
responsiveness within the learning environment
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the extent to which issues of access and inclusion have been acknowledged
and, where possible, resolved
In a follow-up tutorial, you will discuss the session with the member of the
programme team who observed the teaching session. You will also be able to offer
some evaluation of your own performance by discussing the points you made on
your pro forma and comparing these to the feedback provided by the Programme
Tutor.
Additional Teaching Feedback
In addition to the feedback from a Programme Tutor on your teaching as detailed in
the Formative Assessment section, we also encourage you to seek feedback on your
teaching from your mentor, other PG Cert TLHE programme members and/or other
relevant colleagues, from your own or other discipline. This is optional and can be
carried out any time during module 1, though it may be useful to consider doing this
prior to a Programme Tutor observing/viewing your teaching.
Please use the same forms as above for any additional teaching observations.
Assignment Style Guide
General Points about Essays, Reports and Reviews.
Any piece of structured writing should have a beginning, middle and end. The
introduction should set the scene and let the reader know where the essay or
report is heading. It should make reference to the aim and scope of the assignment:
that is, what you are setting out to do, the issues to be discussed and how you are
going to approach these. The middle, or main body, should then expand on these
issues and present any findings. The end or conclusion reminds the reader where
you have been, and should sum up the main points from the findings and discussion,
but should not introduce new material. It should also indicate any proposed actions
to be taken. In large assignments a contents page or map of some kind may be
beneficial.
Readability
 Headings and sub-headings for different sections of your assignments are
helpful to the reader.
 Keep paragraphs relatively short (approximately half a page at most) and stick
to one topic in each. Topic sentences (most often the first sentence of each
paragraph) will outline the main issue/ set the scene.
 Ensure paragraphs are well spaced.
 Aim for conciseness and a writing style aimed at an educated adult (but not a
specialist). This can be partly achieved by keeping sentences fairly short and
only trying to say one thing in each.
 Explain all abbreviations and acronyms at first use.
 Check for coherence and relevance: for example, that the essay has a logical
sequence.
 Assignments are usually written in the ‘third person’ unless it is a reflective
piece of work, in which case ‘I’ can be used.
Format
 Use Standard English written grammar.
 Size 12 Font should be used.
 Use 1.5 line spacing where possible.
 Fonts: Times New Roman or Arial tend to be easy to read.
Finally
 Always remember to read your assignments before submitting.
 Check the punctuation.
 Check references are correct.
 Include a reference list.
 Check work is neatly laid out.
 Always spell-check!
Referencing
Please note all written assignments should adhere to the UWS Referencing
Guidelines. These can be accessed via the UWS Library at:
http://www.uws.ac.uk/about-uws/services-for-students/library/guides-and-online-help/
Word Count
Total (Summative) Word Count: 3000-4500 words
This total is based on the indicative total word count as detailed in the University
Assessment Policy. Guidance on this and other elements of the assessment will
form part of your assessment negotiations with your Programme Tutor.
Mitigating Circumstances
If you are unable through illness or other reasonable cause to present your work for
assessment by the required date, you may wish to apply for mitigation. The relevant
application forms may be accessed on the university website:
http://www.uws.ac.uk/current-students/rights-and-regulations/academic-appeals-andmitigation/
Participation in seminars/webinars and related activities
The criteria for assessment (Learning Outcome 4) are:

A satisfactory level of engagement and participation in the ongoing
discussion and activities in both seminars/webinars and tutorials, based on
full compliance with University attendance regulations;

Communication and interpersonal skills which reflect a professional
approach, including respect for the views of other participants, and an
ability to respond to constructive feedback.
Submission of Portfolio for those completing only Module 1 e.g.
PhD students
Submission of Teaching Portfolio (for those completing only Module 1) is week 13
of the module approximately. Date confirmed at start of module.
N.B. If you are only completing module 1, you will be required to submit your
portfolio at the end of module 1 based on the following checklist:
Portfolio Checklist
Entries
Contents Page for Portfolio
Narrative CV
Single pages in Poly-pockets (hard copy only)
Module 1
Contents Page for Module 1
Draft Educational Philosophy
PDP: Academic Writing Template
Teaching Plan
Teaching Material used for Teaching Observation
Recording of Teaching Observation (where appropriate)
Self Evaluation of Teaching
Feedback from Tutor on Teaching (signed)
Summative Assignments
Design or revise a module: Learning Outcomes Assignment
Significant Incident Analysis
Feedback from Tutor on Module 1 Assignments
PDP: Final Reflections on Module 1
PDP: Personal Attributes Template
Map contents of portfolio against UKPSF Descriptor 1 (relevant to those
completing module 1 only)
Any additional appendices e.g. samples of teaching media used - these
should demonstrate a variety of methods and media (not just PowerPoint)
As you will see above you are requested to provide a narrative CV. This is for the
benefit of the External Examiner in particular who reads each portfolio ‘cold’ so to
speak. The External Examiner looks for a ½ - 1 page story (rather than just bullet
points and dates) of who you are, your role, what you do. This then sets the context
for the portfolio.
You will gradually build up these assignments for your portfolio during the module.
Mapping contents of portfolio against UKPSF: Associate Fellow of
the HEA (relevant to those completing only module 1)
The Higher Education Academy (HEA) is an organisation in the United Kingdom that
supports individuals and higher education institutions to provide the best learning
experience for students. They do this by developing and disseminating evidence-
informed practice as well as providing access to professional recognition, advice,
support and networking opportunities.
This programme is accredited by the HEA and therefore after successfully
completing Module 1 of this programme you can apply for Associate Fellowship of
the HEA.
To become an Associate of the Higher Education Academy you are required to
provide relevant evidence of meeting the United Kingdom Professional Standards
Framework (UKPSF). This evidence is provided under three headings: areas of
activity, core knowledge and professional values. Although the framework identifies
the dimensions as three separate parts they are in inter-related in practice. There
are:



Areas of activity undertaken by teachers and supporters of learning within
Higher Education
Core knowledge that are needed to carry out those activities at the
appropriate level and
Professional values that someone performing these activities should
embrace and exemplify
To gain Associate Fellow of the Higher Education Academy you are expected to
demonstrate ‘an understanding of the student learning experience through
engagement with at least 2 of the 6 areas of activity, appropriate core knowledge
and professional values; the ability to engage in practices related to those areas of
activity; the ability to incorporate research scholarship and/or professional practice
into those activities’.
This means that you will need to provide evidence in your portfolio in relation to the
following UKPSF Associate Fellow Requirements.
Areas of Activity (Associate Fellows to engage with at least two of the five Areas of
Activity)
1. Design and plan learning activities and/or programmes of study.
e.g. this might include involvement in the design or review of modules, programmes
and/or planning different kinds of interaction with learners in various contexts, creation
of resource packs or open-learning materials or the development of virtual learning
environments (VLE).
Please comment on the evidence provided in your portfolio:
2. Teach and/or support student learning.
e.g. this covers a range of teaching and learning support activities e.g. lecturing,
tutorials, clinical, laboratory or work-based teaching, distance learning and use of VLEs,
supervision of post graduates and mentoring.
Please comment on the evidence provided in your portfolio:
3. Assess and give feedback to learners.
e.g. explain types of formative and/or summative assessment used and why, marking is
reliable, how feedback is given to students and how it helps students to improve their
performance and develop as learners.
Please comment on the evidence provided in your portfolio:
Not Applicable for Associate Fellows
4. Develop effective learning environments and approaches to student support and
guidance.
e.g. ways in which you contribute to making the learning environment effective for
learners. This may include working with students and service providers to ensure
students can access and use a broad range of learning opportunities, liaison and
planning in support of work placements.
Please comment on the evidence provided in your portfolio:
5. Engage in continuing professional development in subjects/disciplines and their
pedagogy, incorporating research, scholarship and the evaluation of professional
practice
e.g. examples of ways in which you draw upon discipline based and pedagogical
research, scholarly activity and/or professional activities in the support of teaching and
learning and how you evaluate the effectiveness of your teaching and learning support
activities and how you develop your approach in the light of experience.
Please comment on the evidence provided in your portfolio:
Core Knowledge
Associates to provide evidence of appropriate core knowledge and understanding of
at least K1 and K2.
1. The subject material.
2. Appropriate methods for teaching and learning in the subject area and at the level
of the academic programme.
3. How students learn, both generally and within their subject/disciplinary area(s).
4. The use and value of appropriate learning technologies.
5. Methods for evaluating the effectiveness of teaching.
6. The implications of quality assurance and quality enhancement for academic and
professional practice with a particular focus on teaching.
Please also comment on how your understanding of the student learning experience is
informed by the above core knowledge:
Professional Values
1. Respect individual learners and diverse learning communities.
2. Promote participation in higher education and equality of opportunity for learners.
3. Use evidence-informed approaches and the outcomes from research, scholarship
and continuing professional development.
4. Acknowledge the wider context in which higher education operates recognising the
implications for professional practice.
Please also comment on how your understanding of the student learning experience is
informed by the above professional values:
Web link
Further information can be accessed at
 http://www.heacademy.ac.uk/ourwork/policy/framework
CHECKLIST OF ENTRIES IN THE TEACHING PORTFOLIO
Below is a list of entries in the Teaching Portfolio based on activities and
assignments in the PG Cert TLHE, for all three modules. If you are not intending to
complete all the modules, then please focus on the entries relevant to your
requirements.
Please note this content will build up naturally over the programme. You may also
choose, and we would encourage you, to consider individual items for inclusion
which will give your portfolio distinctiveness and character.
Rich Text Format (*.RTF)
PORTFOLIO CHECKLIST
Portfolio Checklist
Entries
Module 1 Handbook Portfolio Checklist
Contents Page for Portfolio
Narrative CV
Single pages in Poly-pockets (hard copy only)
Module 1
Contents Page for Module 1
Draft Educational Philosophy
PDP: Academic Writing Template
Teaching Plan
Teaching Material used for Teaching Observation
Recording of Teaching Observation (where appropriate)
Self Evaluation of Teaching
Feedback from Tutor on Teaching (signed)
Summative Assignments
Design or revise a module: Learning Outcomes Assignment
Significant Incident Analysis
Feedback from Tutor on Module 1 Assignments
PDP: Final Reflections on Module 1
PDP: Personal Attributes Template
Map contents of portfolio against UKPSF Descriptor 1 (relevant to those
completing only module 1)
MODULE 2
Contents Page for Module 2
Teaching Plan
Teaching Material used for Teaching Observation
Recording of Teaching Observation (where appropriate)
Self Evaluation of Teaching
Feedback from Tutor on Teaching (signed)
Summative Assignments
TLA Assignment
Assessment Appendices
Feedback from Tutor on Module 2 Assignments
PDP: Final Reflections on Module 2
MODULE 3
Contents Page for Module 3
Summative Assignments
Evaluation Assignment
Evaluation Appendices
PDR and Commentary, including example of documentation used
Revised Educational Philosophy
Significant Incident Analysis
Feedback from Tutor on Module 3 Assignments
Mapping of portfolio contents against UKPSF
Mapping of portfolio contents against NMC Teacher Standards (for those
seeking NMC Teacher Registration)
Record of Teaching Hours (using NMC or Other Form as relevant)-signed
by Mentor
PDP: Final Reflections on Module 3
Final Words
PDP: Review of Programme
Any additional appendices e.g. samples of teaching media used - these
should demonstrate a variety of methods and media (not just PowerPoint)
As you will see above you are requested to provide a narrative CV. This is for the
benefit of the External Examiner in particular who reads each portfolio ‘cold’ so to
speak. The External Examiner looks for a ½ - 1 page story (rather than just bullet
points and dates) of who you are, your role, what you do. This then sets the context
for the portfolio.
Don’t be too daunted at this stage by the list above. It will offer a useful framework:
an initial map of what your portfolio is likely to contain. However, for many
programme members this will only be a skeleton and it is anticipated that within a
cohort there will be different styles of portfolio.
TEACHING HOURS: GENERAL
During this module programme members are required to have an ongoing teaching
commitment at HE level (SCQF level 7 or above) to extend over the duration of the
programme. This should normally be a minimum of 100 hours of teaching over the
duration of the programme (33 hours for one module), of which at least half should
be spent in direct teaching contact time. Please use the form below to keep an
accurate record of teaching and teaching related activities (and a note of other
professional activities) to ensure you meet the minimum number of teaching hours
required to complete this module.
For UWS Post Graduate students studying for Module 1 of the PG Cert, please note
that it is recommended that teaching duties should not exceed 6 hours per week (on
average).
Teaching Hours Form
Rich Text Format (*rtf)
Teaching Hours Form
Note: this form should be signed by yourself and your mentor and a copy kept in
your portfolio.
TEACHING HOURS: Nursing and Midwifery Council
If you are seeking a recordable teaching qualification with the NMC you must keep a
record of the number and type of teaching hours during the PG Cert TLHE using the
form below.
Teaching Hours Form
Rich Text Format (*rtf)
NMC Teaching Hours Form
Note: this form should be signed by yourself and your mentor and a copy kept in
your portfolio.
Web link
Details of the NMC standards can be found at:
http://www.nmc-uk.org/Publications/Standards/
Programme members who are seeking a Nursing and Midwifery Council (NMC)
recordable teaching qualification through the completion of the PG Cert TLHE must
meet the NMC requirements. These include assessed teaching activity which must
include experience in both academic and practice settings, at least equivalent to a
minimum of 12 weeks (or 360 hours), with students studying an NMC approved
programme.
Evidence of a minimum of 360 hours of relevant teaching activity, as above, must be
provided within your teaching portfolio. The majority of hours provided as evidence
must be on an NMC approved programme.
ACADEMIC SETTINGS
This includes:
 Direct Teaching within the university e.g. Lectures, Small Group Teaching
 Marking of Summative Assessments e.g. written assignments
 Mentor Preparation Programmes.
Preparation Time
 A maximum of one hour of preparation time for each hour of direct teaching.
Feedback
 Self, Mentor and Tutor feedback time can be included and must be evidenced
in portfolio e.g. Feedback on Observation of Teaching.
PRACTICE SETTINGS
Please note also that:
'The NMC expects teachers who are nurses and midwives to be able to support
learning and assessment in both academic and practice learning environments.
Teachers are therefore expected to spend a proportion of their time supporting
student learning in practice (Recommendation 26 from Fitness for Practice, UKCC
1999). The NMC (2008) advises that supporting student learning in practice ‘should
be approximately 20% of a teachers normal teaching hours. Teachers in HE might
specialise in teaching, research or practice and these specialities may at times be in
conflict. The NMC requirement for teachers to support practice-based learning may
be achieved through a variety of strategies such as:






Acting as a clinical teacher or a link tutor.
Preparing, supporting and updating mentors and practice teachers.
Taking part in practice-based action learning groups.
Contributing to practice development.
Undertaking practice-based research activity.
Any other strategies that would enable teachers to maintain practice
knowledge and awareness, and where appropriate, practice skills, i.e.
midwifery teachers would require effective registration as a midwife, specialist
community public health nurses teachers would normally have a limited
caseload, nurse teachers working in specialist areas may similarly wish to
maintain a limited caseload’ (NMC, 2008, p.40).
N.B. Teaching in skills laboratory where students are being supported to
develop direct care skills counts as a practice setting.
NMC STANDARDS TO SUPPORT LEARNING & ASSESSMENT IN
PRACTICE
In addition to the teaching hours as outlined above, evidence of how the NMC
Standards to Support Learning and Assessment in Practice (2008) (Stage 4 of the
Framework) have been met will be required as part of the process for application for
a recordable qualification. Please see checklist. We will discuss these and the
teaching hours at our seminars and in tutorials. Since we have matched the
programme aims and outcomes carefully to what is required for the NMC there
should be a good correspondence between what you complete as part of summative
assessment in the PG Cert TLHE and what is required by these detailed standards.
Rich Text Format (*rtf)
NMC Standards Checklist
NMC Standard
Stage 4 of the Framework – Qualified Teacher (NMC)
Establishing effective working relationships
Demonstrate effective relationships with other members of the teaching
teams in practice and academic settings based on mutual trust and respect
Maintain appropriate supportive relationships with a range of students,
mentors, practice teachers and other professionals
Foster peer support and peer learning in practice and academic settings for
all students
Support students to integrate into new environments and working teams to
enhance access to learning.
Facilitation of learning
Promote development of enquiring, reflective, critical and innovative
approaches to learning
Implement a range of learning and teaching strategies across a wide range of
settings
Provide support and advice, with ongoing and constructive feedback to
students, to maximise individual potential
Co-ordinate learning within an interprofessional learning and working
environment
Facilitate integration of learning from practice and academic settings
Act as a practice expert to support development of knowledge and skills for
practice
Assessment and Accountability
Set and maintain professional boundaries that are sufficiently flexible for
interprofessional learning
Develop, with others, effective assessment strategies to ensure that
standards of proficiency for registration, or recordable qualifications at a
level beyond initial registration, are met
Support others involved in the assessment process, students, mentors and
peers
NMC Standard
Stage 4 of the Framework – Qualified Teacher (NMC)
Assessment and Accountability cont’d
Provide constructive feedback to students and assist them in identifying
future learning needs and actions. Manage failing students so that they
either enhance their performance and capabilities for safe and effective
practice, or be able to understand their failure and the implications of this for
the future.
Be accountable for their decisions related to fitness to practise for
registration or recordable qualifications-underpinning such decisions with an
evidence-base derived from appropriate and effective monitoring of
performance. N.B. Only those teachers with a practice role and who have
met the additional criteria for a sign-off mentor may assess students in
practice settings.
Evaluation of learning
Determine and use criteria for evaluating the effectiveness of learning
environments, acting on findings, with others, to enhance quality
Foster and participate in self and peer evaluation to enable students to
manage their own learning in practice and academic settings and to enhance
personal professional development
Evaluate the effectiveness of assessment strategies in providing evidence to
make judgements on fitness for practise
Report on the quality of practice and academic learning environments to
demonstrate that NMC requirements have been met, particularly in relation
to support of students and achievement of standards of proficiency
Creating an environment for learning
Develop, in partnership with others, opportunities for students to identify
and access learning experiences that meet their individual needs
Ensure such opportunities maintain the integrity of the student’s professional
role whilst responding to the interprofessional context of practice
Determine, with others, audit criteria against which learning environments
may be judged for their effectiveness in meeting NMC requirements
Support and develop others involved to ensure that learning needs are
effectively met in a safe environment
Explore and implement strategies for continuous quality improvement of the
learning environment
NMC Standard
Stage 4 of the Framework – Qualified Teacher (NMC)
Context of practice
Support students in identifying ways in which policy impacts on practice
Contribute effectively to processes of change and innovation, implementing
new ways of working that maintain the integrity of professional roles
Negotiate ways of providing support so that they can achieve their learning
needs within the context of professional and interprofessional practice
Act as a role model to enable students to learn professional responsibilities
and how to be accountable for their own practice
Adapt to change, demonstrating to students how flexibility may be
incorporated whilst maintaining safe and effective practice
HIGHER Education Academy (HEA): THE UK PROFESSIONAL
STANDARDS FRAMEWORK
The Higher Education Academy (HEA) is an organisation in the United Kingdom that
supports individuals and higher education institutions to provide the best learning
experience for students. They do this by developing and disseminating evidenceinformed practice as well as providing access to professional recognition, advice,
support and networking opportunities.
This programme is accredited by the HEA and therefore after successfully
completing Module 1 of this programme you can apply for Associate Fellow of the
HEA and after completing all three modules you can apply for Fellow of the HEA.
To become an Associate or Fellow of the Higher Education Academy you are
required to provide relevant evidence of meeting the United Kingdom Professional
Standards Framework (UKPSF). This evidence is provided under three headings:
areas of activity, core knowledge and professional values. Although the framework
identifies the dimensions as three separate parts they are in inter-related in practice.
There are:



Areas of activity undertaken by teachers and supporters of learning within
Higher Education
Core knowledge that are needed to carry out those activities at the
appropriate level and
Professional values that someone performing these activities should
embrace and exemplify
To gain Associate Fellow of the Higher Education Academy you are expected to
demonstrate ‘an understanding of the student learning experience through
engagement with at least 2 of the 6 areas of activity, appropriate core knowledge
and professional values; the ability to engage in practices related to those areas of
activity; the ability to incorporate research scholarship and/or professional practice
into those activities’.
To gain Fellow of the Higher Education Academy you are expected to demonstrate
‘an understanding of the student learning experience through engagement with ALL
of the 6 areas of activity and ALL core knowledge and professional values; the
ability to engage in practices related to those areas of activity; the ability to
incorporate research scholarship and/or professional practice into those activities’.
It will be emphasised at each phase of the PG Cert TLHE, that it is important that you
are aware of how your work in the programme relates to the UK Professional
Standards Framework for Teaching and Supporting Learning in Higher Education.
You will be expected to provide evidence in your portfolio that you meet these
standards.
Fellow of the HEA
Here is the form that you will use to map the contents of your portfolio against the
UKPSF.
Rich Text Format (*rtf)
HEA PSF Checklist (Fellow)
Areas of Activity
1. Design and plan learning activities and/or programmes of study.
e.g. this might include involvement in the design or review of modules, programmes
and/or planning different kinds of interaction with learners in various contexts, creation of
resource packs or open-learning materials or the development of virtual learning
environments (VLE).
Please comment on the evidence provided in your portfolio:
2. Teach and/or support student learning.
e.g. this covers a range of teaching and learning support activities e.g. lecturing, tutorials,
clinical, laboratory or work-based teaching, distance learning and use of VLEs,
supervision of post graduates and mentoring.
Please comment on the evidence provided in your portfolio:
3. Assess and give feedback to learners.
e.g. explain types of formative and/or summative assessment used and why, marking is
reliable, how feedback is given to students and how it helps students to improve their
performance and develop as learners.
Please comment on the evidence provided in your portfolio:
4. Develop effective learning environments and approaches to student support and
guidance.
e.g. ways in which you contribute to making the learning environment effective for
learners. This may include working with students and service providers to ensure
students can access and use a broad range of learning opportunities, liaison and
planning in support of work placements.
Please comment on the evidence provided in your portfolio:
5. Engage in continuing professional development in subjects/disciplines and their
pedagogy, incorporating research, scholarship and the evaluation of professional
practice
e.g. examples of ways in which you draw upon discipline based and pedagogical
research, scholarly activity and/or professional activities in the support of teaching and
learning and how you evaluate the effectiveness of your teaching and learning support
activities and how you develop your approach in the light of experience.
Please comment on the evidence provided in your portfolio:
Core Knowledge
1. The subject material.
2. Appropriate methods for teaching and learning in the subject area and at the
level of the academic programme.
3. How students learn, both generally and within their subject/disciplinary area(s).
4. The use and value of appropriate learning technologies.
5. Methods for evaluating the effectiveness of teaching.
6. The implications of quality assurance and quality enhancement for academic
and professional practice with a particular focus on teaching.
Please also comment on how your understanding of the student learning experience is
informed by the above core knowledge:
Professional Values
1. Respect individual learners and diverse learning communities.
2. Promote participation in higher education and equality of opportunity for
learners.
3. Use evidence-informed approaches and the outcomes from research,
scholarship and continuing professional development.
4. Acknowledge the wider context in which higher education operates recognising
the implications for professional practice.
Please also comment on how your understanding of the student learning experience is
informed by the above professional values:
Web link
Further information can be accessed at
 http://www.heacademy.ac.uk/ourwork/policy/framework
FINAL WORDS!
Don’t be too daunted by the checklists and requirements for your portfolio. This will
build gradually and you will be kept on track throughout the programme by your
Personal Tutor, Mentor and other Programme Staff.