Certificate in Education (Learning and Skills)
Postgraduate Certificate (Learning and Skills)
Award Handbook
2013-2014
Department of Education
University of the West of England, Bristol
Frenchay Campus, Coldharbour Lane,
Bristol BS16 1QY
Tel. 0117 965 6261
Year 2 PG Cert/Cert Ed L&S 2013-14
2013
2014
Week beginning
7/10
14/10
21/10
28/10
4/11
11/11
18/11
25/11
2/12
9/12
16/12
23/12
30/12
6/1
13/1
20/1
27/1
3/2
10/2
17/2
24/2
3/3
10/3
17/3
24/3
31/3
7/4
14/4
21/4
28/4
5/5
12/5
19/5
26/5
2/6
9/6
16/6
23/6
30/6
Module/Sessions
Deadlines
UTLGN3-40-3/M
Session 1 Intro
Session 2
Session 3
Half term
Session 4
Session 5
Session 6
Session 7
Session 8
Session 9
Session 10
Xmas
Xmas
Session 11
Session 12
Session 13
Session 14
Session 15
Session 16
.
GN3 Comp A Assessment
Half term
Session 17
Session 18
Session 19
Session 20
Session 21
Session 22
GMY Comp A
Easter break
Easter break
Session 23
Session 24
Session 25
Session 26
Session 27
Half term
GN3 Comp B
Session 28
Session 29
Session 30
Session 31
Session 32
GMY Comp B
Module
Assignment Deadlines Summary 2013-14
Exam
Comp A
Comp B (Thursdays)
Board
GN3
GMY
Aug 2014
Aug 2014
w/b 16/12/13
w/b 16/6/14
w/b 2/6/14
w/b 16/6/14
WELCOME
Welcome to the University of the West of England. You are beginning a programme of study
that leads to an Award which is validated by the Department of Education at the University of
the West of England (UWE). You have joined a programme committed to providing you with:



A well designed and professionally relevant curriculum
High quality teaching and learning experiences
Access to student support and guidance
Within this Award Handbook you will find comprehensive information about the Award route
upon which you have embarked. You will be supplied with additional Module Handbooks as
you progress through the programme.
We welcome student feedback on any aspect of our provision. If you have any comments or
recommendations to make about this handbook, then please pass them on to us.
Good luck. We wish you every success in your studies.
Yvonne Finn (Programme Manager)
My personal details:
Name……………………………………………………………………………………..
Institution…………………………………………………………………………………
Mentor
name……………………………………………………………………………………...
Mentor contact
details…………………………………………………………………………………….
University Tutor
name……………………………………………………………………………………..
University Tutor contact
details…………………………………………………………………………………….
N.B. If there are any changes in the above details during the course, you MUST
notify your both the College and the University as soon as possible.
STAFF CONTACT DETAILS
Yvonne Finn (Programme Manager, Learning and Skills awards)
Tel. 0117 328 4278 yvonne2.finn@uwe.ac.uk
Student Support and Advice:
Website: http://www1.uwe.ac.uk/students
Email: infopoint@uwe.ac.uk
Tel: 0117 3285678
Bolland Library, UWE Frenchay:
http://www1.uwe.ac.uk/library/
Disclaimer - Using this Handbook
This Handbook is an informal guide for course members. The Cert Ed and PG Cert L&S awards operate under
the Modular Assessment Regulations. For full details of the regulations you should refer to the UWE web site.
http://www.1.uwe.ac.uk/students/academicadvice
Should there be, or appear to be, any conflict between the statements in this handbook and the full regulations
then the latter shall prevail.
Although the information in this Handbook is accurate at the time of publication, aspects of the programme may
be subject to modification or revision. Information provided by the tutors during the course of the year should be
regarded, where appropriate, as superseding the information contained in the handbook.
Please keep this handbook in a safe place as you will need to refer to it throughout your programme of study.
PLEASE READ THIS CAREFULLY
IMPORTANT INFORMATION FOR STUDENTS ON
ELECTRONIC ACCESS AND COMMUNICATION
MyUWE PORTAL, BLACKBOARD (VLE) AND UWE EMAIL
 Your UWE user ID and password will be provided as part of your
online registration process. It is very important that you log on to the
MyUWE portal and that you familiarise yourself with this at the start
of the course. You will need to log on regularly to check your module
status and your module/award results. You will not be sent a paper
copy of final results through the post, only via MyUWE portal.
Please note that results will be posted on MyUWE portal, five working
days after each Examination Board (February and August), not
immediately after marking.
 You will also be given a UWE email account and address, which you
are expected to check regularly (at least weekly) for messages
and important information. This is the means by which we will contact
you while you are on the course. You can use this to have emails
redirected to your personal email address if you wish.
CONTENTS
1
INTRODUCTION TO THE AWARDS .............................................................. 1
1.1
1.2
1.3
1.4
1.5
1.6
Purpose of the awards ........................................................................ 1
Routes through the programme..............................................................1
Credit values and levels of modules .................................................... 4
Structure of the course ........................................................................ 5
Module assessment tasks.......................................................................6
Programme reading list...........................................................................8
2
PRACTICAL TEACHING AND PROFESSIONAL DEVELOPMENT............... 9
2.1
Practical teaching ................................................................................ 9
2.2
Professional Development Record (PDR) ......................................... 10
2.3
Mentor ............................................................................................... 10
2.4
Mentoring agreement ........................................................................ 10
2.5
Why the role of mentor? .................................................................... 10
2.6
The role of mentor ............................................................................. 10
2.7
What mentorship arrangements are acceptable? .............................. 11
2.8
What will be expected of the Mentor?................................................ 11
3
THE MODULES............................................................................................. 13
3.2
3.3
3.4
3.5
3.6
3.7
3.8
4
Preparing for Teaching GMU............................................................. 13
Practical Teaching 1 GMV ................................................................. 14
Practical Teaching 2 GMY ................................................................. 17
Preparing for Advanced Study GMX.................................................. 19
National Minimum Core (NMC)............................................................20
Planning and Enabling Learning & Assessment GMW........................24
Context and Curriculum GN3................................................................25
ATTENDANCE and ADMISSIONS .............................................................. 28
4.1
4.2
4.3
4.4
5
Attendance..............................................................................................28
Withdrawal.............................................................................................. 28
Timescales............................................................................................. 28
Accredited Learning............................................................................... 28
ASSESSMENT .............................................................................................. 29
5.1
5.2
5.3
5.4
5.5
5.6
5.7
5.8
5.9
5.10
5.11
5.12
Assessment Framework .................................................................... 29
Assessment Criteria .......................................................................... 29
Grading Criteria ................................................................................. 32
Differential Outcomes of Assessment................................................ 34
Preparation of Work for Assessment ................................................. 35
Procedure for Submitting Assignments ............................................. 36
Extenuating Circumstances ............................................................... 36
Assessment Offences ....................................................................... 36
Moderation of Assessments and Examining Boards .......................... 38
Notification of Results ....................................................................... 38
Feedback and Return of Work to Students ........................................ 38
Appeals ............................................................................................. 38
6
REFERENCING and BIBLIOGRAPHY ......................................................... 39
7
PROGRAMME VALUES and AIMS................................................................ 40
7.1
Values.....................................................................................................40
7.2
LLUK Values.......................................................................................... 41
7.3
Educational Aims of the Programme..................................................... 42
8
STUDENT SUPPORT and GUIDANCE......................................................... 43
8.1
8.2
8.3
8.4
8.5
8.6
8.7
8.8
8.9
8.10
8.11
9
Student Administration........................................................................43
Study Skills Support .......................................................................... 43
UWE Library Services.........................................................................43
Information and Communication Technology (ICT) Support .............. 45
Disability Support .............................................................................. 45
Counselling Support .......................................................................... 46
Peer Support ..................................................................................... 46
Financial Support .............................................................................. 46
The Student’s Union .......................................................................... 46
Careers Support ................................................................................ 46
Health and Safety............................................................................... 47
MAINTAINING QUALITY ............................................................................... 48
9.1
9.2
9.3
10
Faculty Policy on Quality Management, Monitoring and Evaluation ... 48
Module Evaluation ............................................................................. 48
Programme Committee ..................................................................... 48
PROGRESSION and ACHIEVEMENT ......................................................... 48
10.1
10.2
10.3
Further Study .................................................................................... 48
Publication ........................................................................................ 49
Award Ceremony .............................................................................. 49
11 APPENDICES.................................................................................................. 50
11.1
List of Forms and Documents............................................................. 51
1.
INTRODUCTION TO THE PROGRAMME
1.1
Purpose of the awards
The purpose of these awards is to provide teachers, tutors and trainers working with a range
of learners with the necessary skills, knowledge and competence to undertake their
professional role with confidence and to the mutual benefit of both teacher and learner. The
awards recognise that learning can take place in a variety of contexts and that both the
variety of provision and contexts is likely to increase in the future. The programmes are
structured to take account of the progression that participants will make in the context of
their experiences and the changing environment of the Learning and Skills sector. They will
therefore be of value to those working in Further Education (FE) Colleges, and the range of
adult training contexts in the public and private sectors.
The awards meet the Government’s requirements for compulsory qualifications for FE
teachers and are endorsed by Standards and Verification UK (SVUK), a wholly owned
subsidiary of Lifelong Learning UK (LLUK). The Awards are recognised and increasingly
required by employers across the Learning and Skills sector.
Neither award qualifies you to teach in the compulsory phase of secondary education except
where 14 and 15 year olds are permitted to be taught in FE colleges. The whole course
provides coverage of the criteria required for the LLUK’s Diploma in Teaching in the Lifelong
Learning Sector (DTLLS) award. It also provides the qualification needed for the QTLS
(Qualified Teacher Learning and Skills) awarded by the Institute for Learning (IfL). This has
been needed by all new “full” teachers in the sector since September 2007. For further
details and to keep abreast of developments on this please see the IfL website www.ifl.ac.uk
1.2
Routes through the programme
The modules are intended to provide a framework that enables participants to meet both
personal and organisational development needs.
There are various routes through the programme depending on whether you are following
the Cert Ed or PG Cert and whether you have credit against any modules. These are
illustrated on the following two pages.
The PG Cert is open only to those who have a first degree or equivalent.
To gain credit for professional (usually teaching) courses/qualifications, students must go
through the Accredited Learning procedures. The first stage in this process is to complete
an Application for Accredited Learning form at interview. Please see Section 4.4 for further
details.
1
The modules in each of the awards
Part time Certificate in Education (Learning and Skills)
Year 2
Practical
Teaching (2)
Context and Curriculum in Lifelong Learning
UTLGN3-40
Level 2 or 3
UTLGMY20-2
Planning and Enabling Learning and Assessment
UTLGMW-20-1
Practical
Teaching
(1)
Preparing for Advanced Study
UTLGMX-10-2
UTLGMV10-1
Preparing for Teaching in Lifelong Learning
UTLGMU-20-1
Year 1
2
Part time Postgraduate Certificate (Learning & Skills)
Year 2
GMU-20-1
Practical
Teaching (2)
Context and Curriculum in Lifelong Learning
UTLGMY20-3
UTLGN3-40-M
(Masters Level)
Planning & Enabling Learning and
Assessment
UTLGMW-20-2
Practical
teaching (1)
Preparing for Advanced Study
UTLGMV-10-1
UTLGMX-10-3
Preparing for Teaching in Lifelong Learning
UTLGMU-20-1
3
1.3 Credit values and levels of modules in each award
Cert Ed
L&S
PG Cert
L&S
Module Title
Credits
Level
Year One
UTLGMU20-1
UTLGMU20-1
UTLGMX10-2
Preparing for teaching 20
in lifelong learning
1
Preparing for
advanced study
10
2
10
3
Planning and enabling 20
learning and
assessment
20
1
Practical teaching 1
10
1
20
2
20
3
40
2 or 3
depending
on route
UTLGMX10-3
UTLGMW20-1
UTLGMW20-2
GMV-10-1
GMV-10-1
2
Year Two
UTLGMY20-2
Practical teaching 2
UTLGMY20-3
One of:
UTLGN340-2
UTLGN340-3
Context and
curriculum
UTLGN340-M
M
4
Credits and levels
Each award (Cert. Ed. or PG Cert.) totals 120 credits.
The “level” relates to the academic standard of the study and the work you produce which is
assessed against level specific criteria (see Section 5.3). Level 1 is equivalent to the first
year, level 2 is equivalent to the second year and Level 3 is equivalent to the final year of
undergraduate study. Level M is postgraduate in standard. The table below shows how
these levels relate to the National Qualification Framework.
Equivalent levels of study
HE/UWE level
Level of Year 1 of degree course
Level of Year 2 of degree course
Level of Year 3 of degree course
Level of Masters’ degree
1
2
3
M
National Qualification
Framework (NQF) level
4
5
6
7
Credit volume indicates notional student study time. A 20 credit module normally has
associated with it notional student study time of 200 hours. This includes contact time,
guided reading and independent study. This ratio works in proportion for modules of other
sizes.
1. 4 Structure of the course
In Year 1 the modules GMU, GMV and GMW focus on developing your teaching/training
competencies, using the knowledge, understanding and skills developed in the modules to
extend your practices. They concentrate on developing a relevant professional approach to
planning, implementing, monitoring, assessing and evaluating your work. In taking these
modules the course member will also demonstrate the criteria required for LLUK’s Preparing
for Teaching in the Lifelong Learning Sector (PTLLS) and Certificate in Teaching in the
Lifelong Learning Sector (CTLLS) awards.
Module GMX, which is threaded through Year 1, focuses on advanced study skills and the
National Minimum Core skills (Literacy, Numeracy and ICT), as well as the ways in which
these core skills/functional skills may be embedded in your own teaching.
In Year 2 the focus in module GN3 is on developing and researching reflective professional
practice alongside Practical Teaching 2 (GMY), as identified in the values outlined later in
this document. This means that there is more emphasis on broader contextual issues while
encouraging you to concentrate on specific aspects of your work and roles within the
framework of the intentions and content of the modules. There will be scope for some
specialist sessions within this module to allow you to pursue your professional interests
and/or explore new areas to assist in your professional development. These sessions will
vary from centre to centre, so please check with your tutors. There may be scope for
attending some of these sessions at another centre.
5
1. 5 Module assessment tasks
The table below provides a summary of the assessment tasks for each module.
Module Title
Assessment comprising:
Component A – practical task
Component B – written task
Preparing for Teaching in
L&S
Module GMU
A - Micro teaching
B - Professional Development
Record Part 1
Practical Teaching (1)
Module GMV
A - 3 observations by tutor
2 observations by a mentor
Log of 50 hours teaching
Teaching File, including IAP and
PDR (ongoing)
B - 1500 word assignment
Planning, Learning &
Assessment
Module GMW
A - Team presentation
B -1500 word assignment
Practical Teaching (2)
Module GMY
A - 3 observations by tutor
2 observations by a mentor
Log of 100 hours teaching
Teaching File, including IAP and
PDR (completed)
B - 1500 word assignment
Preparation for Advanced
Study
Module GMX
A - Individual Presentation
B - 1500 word assignment
Context & Curriculum in
L&S
Module GN3
A - Group discussion
B - 4500 word assignment
6
Module Handbooks
You will be given a module handbook or pack at the start of each module, which will contain
the full module description, together with information relevant for that module and
assessment guidance. You are advised to keep these separately in a ring binder (one for
each module).
7
1.6 Programme Reading List:
The following list (provided in alphabetical order by author) is offered to provide a core
selection of the sort of books and texts that we expect you to read and consult. Many of
these titles are suitable for coverage across several or all modules. You will be given
guidance to additional module-specific readings in Module Handbooks, as you progress
through the Programme. Additional readings will be uploaded onto your Centre VLE.
Titles are available in the Frenchay library, and may be also located in your own college
library. Most titles are accessible electronically from the UWE library (indicated as ‘Ebook’).
You will be shown how to access these and electronic journals remotely, during the
Programme induction.
Avis, J., Fisher, R. and Thompson, R. (2010) Teaching in the lifelong learning sector, Milton Keynes:
The Open University Press Ebook
Blakemore, S-J. and Frith, U. (2005) The learning brain, Oxford: Blackwell Ebook
Clow, R. and Dawn, T. (2007) The ultimate FE lecturer’s handbook, London: Continuum
Duckworth, V. (2010) Successful teaching practice in lifelong learning, Exeter: Learning Matters
Ebook
Gravells, A. (2006) Preparing to teach in the lifelong learning sector, Exeter: Learning Matters
Gravells, A. and Simpson, S. (2008) Planning and enabling in the lifelong learning sector, Exeter:
Learning Matters Ebook
Harkin, J., Turner, G. And Dawn, T. (2001) Teaching young adults, London: Routledge Ebook
Hattie, J. (2009) Visible learning, London: Routledge Ebook
Howard-Jones, P. (2010) Introducing neuroeducational research: neuroscience, education and the
brain from contexts to practice London: Routledge Ebook
Keeley-Browne, L. (2007) Training to teach in the learning and skills sector, Harlow: Pearson
Longman Ebook
Lucas, N. (2004) Teaching in further education, London: Institute of Education
Petty, G. (2004) Teaching today (3rd ed.), Cheltenham: Nelson Thornes Ebook
Petty, G. (2006) Evidence-based teaching, Cheltenham: Nelson Thornes
Reece, I. and Walker, S. (2007) Teaching, training and learning (6th ed.) Sunderland: Business
Education Publishers
Scales, P. (2008) Teaching in the lifelong learning sector, Milton Keynes: The Open University Press
Ebook
Tennant, M. (2006) Psychology and adult learning, (3rd ed.), London: Routledge Ebook
Tummons, J. (2007) Becoming a professional tutor, Exeter: Learning Matters Ebook
Wallace, S. (2007) Teaching, tutoring and training in the lifelong learning sector, and Managing
behaviour in the lifelong learning sector, (2nd ed.) Exeter: Learning Matters Ebook
Watkins, C., Carnell, E. and Lodge, C. (2007) Effective learning in classrooms, London: Sage
Publications Ebook
8
For GMX and general study and academic skills: Cottrell, S. (2003) The study skills handbook,
(2nd ed.) Basingstoke: Palgrave Macmillan
This is available now as a web resource called Skills4Study – UWE has a subscription to this
and it can be accessed from the university’s my skills website at
http://www.uwe.ac.uk/library/resources/hub/ (Athens username needed)
For GN3 and research study skills: Bell, J. (any edition) doing your research project, Milton
Keynes: The Open University Press Ebook
2 PRACTICAL TEACHING AND PROFESSIONAL DEVELOPMENT
2 .1 Practical Teaching

You need to show that you have taught 150 hours over the two years of the course (50
hours for Practical Teaching 1 GMV Yr 1 and 100 hours for Practical Teaching 2 GMY
Yr 2).

At least a quarter of this should be group teaching (i.e. normally at least 5 students
taught as a group).

The teaching must be in an approved context, with students 16yrs and over (and 1415yrs in FE college)

You are expected to log your practical teaching hours during the programme on the
appropriate form and have these verified by your Line Manager (see forms relating to
practical teaching in Teaching File).

It is your responsibility to ensure that you have sufficient appropriate hours of teaching.
You must let your Tutor and the Programme Leader know if your situation changes with
respect to your hours.

You will have the support of a University Tutor who will formally visit you three times for
each Practical Teaching module. He/she will observe your teaching and will spend time
after each observation discussing your progress, giving feedback and reviewing your
ongoing PDR and Teaching File.

One of the three Professional Practice Visits will involve viewing a video-recorded
session jointly with your tutor. You are responsible for making this recording of one of
your teaching sessions. If this is not possible, discuss this with your tutor.

You will also have a subject-specific mentor who will observe you formally at least twice
per practical teaching module. One of your observations will take the form of a coobservation with both UT and mentor present.

You will be expected to broaden your understanding of teaching in the Learning and
Skills sector by visiting, observing and possibly teaching in an institution or subject area
different from your own.

You are expected to adhere to all the codes of professional practice which apply to your
own particular teaching area and setting.

You will be expected to demonstrate knowledge and understanding of, and adherence
to the LLUK Standards for Teachers, Tutors and Trainers in the Lifelong Learning Sector
in order to gain this qualification.
9
2.2 Professional Development Record (PDR)
You will maintain a Professional Development Record (PDR) throughout the course.
Guidance will be given on this in the taught modules, particularly in GMU, Preparing for
Teaching in the Lifelong Learning Sector. It will provide a framework for you to keep a
reflective journal on your professional development with particular reference to the LLUK
Standards. It is one way of personalising your learning and professional development,
requiring you to engage in an ongoing cycle of review of your learning and experiences,
action planning, target setting, and evaluation (see diagram Section 7.1). In module GMU,
you are expected to begin the PDR, which forms Component B of the formal assessment for
this module. The PDR will continue through Year 2, will be monitored formally at each
University Tutor professional practice visit, and should also be discussed and reviewed with
your Mentor during formal meetings. In the second Practical Teaching module (GMY) the
PDR forms part of the documentary supporting evidence (along with the Teaching File)
which must be signed off as satisfactory by the University Tutor in order to receive a final
satisfactory recommendation (pass or fail). Documents relating to the PDR are in your
Teaching File pack.
2.3 Mentor
All trainees must arrange for an experienced and qualified teacher within your subject area
to take on the role of Mentor, and this arrangement must be in place when the course starts.
The final choice of who the person is rests with the applicant (see detailed guidance on this,
under the heading “What mentorship arrangements are acceptable?”). This section explains
why we have this role, what is expected of a Mentor. You and your Mentor will be given a
Mentor/ Mentee Handbook, which contains all the information in this section, copies of
appropriate forms and further guidance on assessment of practical teaching, giving feedback
etc. The whole Mentor and Mentor Handbook is available with open access on the UWE
website (see the front of this handbook for details).
It is your responsibility as Mentee to ensure your Mentor is given his/her copy of the
Mentor/Mentee Handbook.
2.4 Mentoring Agreement
We have produced a form for Mentor and Mentee to complete in order to formalise this
position with us. This can be found in the Mentor/ Mentee Handbook, and in your Teaching
File.
2.5 Why the role of Mentor?
There is now a universal expectation in the Learning and Skills sector that all in-service as
well as pre-service trainee teachers work with a mentor in the workplace and receive
subject-specific support.
We are aware of the different organisations that comprise the Learning & Skills Sector, so all
our suggestions for implementing and developing the role of Mentor are made on the
understanding that they will have to be adapted to suit these different circumstances.
2.6 The Role of Mentor
The main purpose of a Mentor in this context is to help the Mentee to develop their subject
specific teaching skills. The taught sessions for the awards are necessarily generic, applying
as much as possible to all course members irrespective of their own subject or training area.
This applies to most teacher education for the sector nationally, so the role of the subjectspecific Mentor is an important one in this respect
We would like the Mentor to have all the following characteristics:
 A subject specialist, experienced and qualified in the same field as the participant
 An experienced and qualified teacher or trainer willing to support and promote the
Mentee’s insights and skills in relevant aspects of professional practice in their
subject
 Interested in issues in teaching and learning in their subject
10


Committed to improving the quality of teaching and learning in their subject
Able to offer and receive constructive feedback in a sensitive and appropriate
manner
2.7 What mentorship arrangements are acceptable?
The trainee must satisfy the programme team on admission that they have arranged suitable
mentor support. These arrangements will be monitored by the university tutor on routine
visits. The list below offers, in order of preference, what we would regard as potentially
acceptable mentorship arrangements.
1. An experienced and qualified subject specialist teacher capable of offering support in
the same general area as the trainee at the same establishment.
2. As above, except where the experienced and qualified member of staff acting as
Mentor does not have the detailed subject specific expertise required for the role. In
this case another member of staff works with the Mentor to provide subject specific
support and share the observations with the mentor.
3. As above except where no subject specialist exists in the institution who could work
with the Mentor to provide support for the trainee. A colleague in the same specialist
area from another institution carries out the subject support role.
4. Where no subject specialist is available either in the trainee’s own institution or in
another locally, the Mentor may be an appropriately experienced and qualified
teacher who will undertake to oversee the trainee’s independent subject
development. The trainee would need to present to Mentor and University Tutor
evidence of ongoing subject development e.g. by web based research, attendance at
subject updating conferences, awarding body events etc. The trainee must arrange
to undertake at least one observation of an experienced teacher in their subject area
in a different institution.
2.8 What will be expected of the Mentor?
Remember that your Mentor will have many other demands on their time and they may have
been given no additional time for fulfilling this role. You will therefore probably need to
“manage” your Mentor, negotiating with them flexibly over meeting and observation times,
setting up meetings, agendas and prompting the submission of forms etc.
The amount of time actually committed to the role depends largely on the needs of the
Mentee and how much time you both agree to devote to meeting these needs. Discussion
between Mentor and Mentee will normally be confidential unless there is a mutual
agreement that matters can be discussed more widely.
A Mentor will be expected to:
 undertake Mentor training
 carry out two formal teaching observations of the Mentee per practical teaching
module (this normally means at least twice a year) at times agreed with their Mentee.
Give constructive, developmental feedback on the Mentee’s performance. (See
Appendix for the 2 observation proformas needed for each formal observation).
 at each observation ensure the Mentee provides the Mentor with his/her Teaching File
which will include the session plan for the current session and previous session plans,
self appraisals and feedback from Mentor and the University Tutor. This is how the
Mentor stays in touch with the Mentee’s progress and is very important.
 meet the Mentee on a regular basis by mutual agreement (at least 4 times a year
including observation feedback tutorials). The Mentee is expected to complete a
Tutorial Record Form after each of these, and will ask the Mentor to add any agreed
action to be taken and add their initials to the form. This form provides a kind of agenda
which includes the Mentee’s PDR (Professional Development Record) and Teaching
File which the Mentor is expected to look at and discuss.
11



provide advice on teaching and learning in the subject and matters related to
developing the Mentee’s skills in teaching their subject, including alerting the Mentee to
relevant subject teaching materials and events.
discuss the Mentee’s progress with the University Tutor. This should happen shortly
after a University Tutor professional practice visit with the participant, and should
happen at least once for each year/practical teaching module.
contribute to the final decision on the assessment of practical teaching in
conjunction with the University Tutor who will ensure the Mentor completes the relevant
form and discusses the recommendation as appropriate.
In addition:
 be observed teaching at least once per practical teaching module at an agreed time by
the Mentee
 encourage and facilitate opportunities for the Mentee to observe other experienced
teachers and college professionals in order to broaden their understanding of their
subject and the workings of the institution.
 help Mentee to make links between their academic study and their work context
and to reflect on their practice in the light of educational theory and current professional
issues.
 discuss the benefits of possible additional informal observations with the Mentee.
12
3. The Modules
3.1 The following section provides a brief summary of the content and assessment of each
module. Detailed information on each module will be provided by your module lecturer at the
start of each module in the form of a Module Handbook or pack. We advise you to store this
in a separate ring binder for each module.
There are two differing sets of requirements you need to address in each assignment:
Firstly, the learning outcomes, as detailed in the assignment briefs in the separate Module
Handbooks distributed at the beginning of each module.
Secondly, each module has different UWE domain criteria (see Section 5). You are
advised to be clear which criteria apply to each module assessment and read these
carefully. Your module tutor will explain and discuss each assignment with you.
3.2
Preparing for Teaching in the Learning and Skills Sector
UTLGMU-20-1
Level: 1
Credits: 20
The purpose of this module is to introduce you to a range of ideas about teaching and
learning within the structure of a reflective approach. It includes all the learning outcomes for
the PTLLs programme. Microteaching (teaching an assessed session to your peers) forms
part of this module. You will receive a letter verifying that you have passed the PTLLs
equivalent. The module includes significantly more study time and content than the PTLLs
programme and addresses the fundamental skills and learning required for teaching within
the sector.
Assessment:
Component A
Students must be observed teaching in 15 to 30 minutes of microteaching and participate in at
least 60 minutes, meeting specified criteria and receiving a final satisfactory recommendation
(pass or fail).
Component B
Component B consists of the first section of a Professional Development Record (PDR)
(1,500 word equivalent) which will be maintained through the programme beyond this module
and further assessed in a later module. The mark for this component gives your percentage
grade for these modules, but you must also pass Component A to pass the module overall.
Domain criteria for Component B:
Conceptual Domain: AL1
The assignment demonstrates that the student can identify and use relevant ideas and
perspectives for purposes of reflection upon issues under study.
Contextual Domain: CL1
The assignment demonstrates that the student has an awareness of contextual factors
(e.g. personal, locational, historical, political etc) influencing the area of study.
Action Domain: GL1
The assignment demonstrates that the student has awareness of a relationship between
theory and practice in the workplace, and can use reflection to develop a personal theory
and refine professional practice, with due regard to issues of equity and social justice.
13
Note: The following two modules (GMV and GMY) have no specific taught sessions
although support is provided by your University Tutor (UT). Time will be spent on preparing
you for these modules in other module sessions and further guidance will be issued to you,
together with a detailed Teaching File. They are assessed, like all the others, by a two-part
assignment:
Component A – practical teaching (including Teaching File and PDR) – Pass or Fail
Component B – written assignment - % mark is given. The mark for this component gives
your percentage grade for these modules, but you must also pass Component A to pass the
module overall.
3.3
Practical Teaching and Professional Development (1) - Year 1
UTLGMV-10-1
Professional Practice Module
Level 1
Credits 10
The purpose of this module is for you to receive feedback on your teaching and to evaluate
your teaching. You are observed by a university tutor, your mentor and a peer.
N.B. Component B of the assessment for this module requires you to discuss a
lesson delivered by an experienced teacher, so you should arrange this observation
in good time for the completion of the assignment.
Scope of module
 Two complementary assessed constituents: supported practical teaching experience,
including observation of experienced teachers; supported induction into the
immediate subject specialist teaching context
 Trainees are required to teach for 50 hours.
Support and assessment
 Observation, feedback and other support are offered by a University Tutor and a
Mentor. Assessment is co-ordinated by the University Tutor and the final decision
must be taken jointly with the Mentor.
 Peer observations of the trainee do not contribute to the summative assessment and
are for formative purposes.
Observations
 50 hours of trainee teaching experience is organised and logged (form PT1)

Trainees are observed teaching and receive formal written feedback (forms PT9, 10,
11) and follow up tutorials (recorded on form PT5). Normally, for this module, three
observations are made by a University tutor (including one of a session videorecorded by the trainee and viewed together with the trainee), two by a mentor and at
least one by a fellow trainee. Both mentor and peer observations will normally be
reciprocated.

As soon as trainees are judged to be ‘at risk’ of failure in the module an action plan
and a further observation will normally be arranged.

Before the start of the observed lesson, trainees must hand the observer an up to
14
date Teaching File (see form PT14 for details). The file must include the current
lesson plan and lesson materials as well as previous planning, feedback and selfevaluative paperwork relating to teaching activities, meetings with the Mentor and the
placement process generally. Lesson plans for observed lessons should follow the
University lesson plan form issued at Programme Induction. ‘In house’ session plans
may be used to provide complementary information but may not replace the University
proformas unless they include the same information. This will be “signed off” on the
Record of Practical Teaching Visits form (PT3)

Each observation of the trainee must result in a tutorial between the trainee and the
observer (recorded on form PT5). The tutorial will include an oral self evaluation by
the teacher and a mutual discussion of feedback from the observer, given in relation
to the areas listed above. The trainee will then complete a Post lesson Self Appraisal
Form (PT4). Discussions between the trainee and the University Tutor and Mentor
will normally include a consideration of this module’s assignment requirements and
the Teaching File.

The trainee must also show and discuss with the UT or mentor their ongoing
Professional Development Record (PDR) at each observation visit. This will also be
“signed off” on the Record of Practical Teaching Visits form (PT3)

The trainee and mentor together organise trainee observations of experienced
teachers at work. One of these observations is required for Component B of the
assignment for this module.
Assessment:
Component A
Students must be observed teaching meeting specified criteria and receive a final
satisfactory recommendation (pass or fail). Towards meeting the Component A criteria
below, the student must have presented two ongoing personal portfolios: a Teaching File
and a Professional Development Record (PDR) and these must have been signed off by a
University Tutor as meeting the appropriate guidelines for this stage in the programme,
before a Pass decision is possible. Trainees must have shown the foundations of technical
competence in the activities listed below, related to the following domains of the LLUK
professional standards. This means that while the trainee is unlikely at this stage to be
fully effective in all areas, adequate grounds now exist for an expectation that by the end
of the programme, professional competence will have been reached in each area.
Professional values and practice
 Professional conduct with learners and in liaison with appropriate and relevant parties to
meet effectively the needs of learners
Planning for learning
 Planning the appropriate use of a variety of delivery methods
 Devising session plans which meet the aims and needs of individual learners and
groups
 Reflective practice
Specialist Learning & Teaching
 Demonstration of willingness and capacity to develop their own knowledge and
skills in teaching the subject specialism
Learning and Teaching
 Establishing and maintaining an orderly and inclusive learning environment
 Selection and use of inclusive learning activities to enthuse and motivate learners,
15



ensuring that curriculum requirements are met
Selection and use of a range of resources to promote inclusive and, where appropriate,
self directed learning
Use of different communication methods and skills to meet the needs of learners and
the organisation
Embedding elements of functional skills, including as appropriate, numeracy, oracy,
literacy and ICT, in their subject specialist teaching
Assessment of and for learning
 Use of feedback from learners and appropriate others in the assessment of learning
 Conducting and recording assessments which meet the requirements of the learning
programme and the organisation including, where appropriate, the requirements of
external bodies
 Use of a range of informal assessment methods ensuring that learners produce valid
and usable evidence
 Communication of relevant assessment information to those with a legitimate interest in
learner achievement
Access and progression
 Supporting learners and referring them as appropriate for further support
Component B
This consists of a 1500 word report comparing two teaching sessions in the subject specialism
– one delivered by the trainee and one delivered by an experienced teacher and observed by
the trainee.
Domain criteria for Component B
Conceptual Domain: AL1
The assignment demonstrates that the student can identify and use relevant ideas and
perspectives for purposes of reflection upon issues under study.
Literature Domain: BL1
The assignment demonstrates that the student has an awareness of appropriate literature
and its relevance to the task.
Action Domain: GL1
The assignment demonstrates that the student has awareness of a relationship between
theory and practice in the workplace, and can use reflection to develop a personal theory
and refine professional practice, with due regard to issues of equity and social justice.
16
3.4
Practical Teaching and Professional Development (2) - Year 2
UTLGMY-20-2 (and -3)
Professional Practice Module
Level 2 (Cert Ed) and Level 3 (PG Cert)
Credits 20
The purpose of this module is for you to build on the previous assessment of your practical
teaching and to explore different approaches to your practice.
Scope of module
 Two complementary assessed constituents: supported practical teaching experience,
including observation of experienced teachers; supported induction into the
immediate subject specialist teaching context
 Trainees are required to teach for 100 hours (recorded on form PT1).
Support and assessment
 Observation, feedback and other support are offered by a University Tutor and a
Mentor. Assessment is co-ordinated by the University Tutor and the final decision
must be taken jointly with the Mentor.
 As soon as trainees are judged to be ‘at risk’ of failure in the module an action plan
and further observations will normally be arranged.
 Peer observations of the trainee do not contribute to the summative assessment and
are for formative purposes.
Observations
 Trainees are observed teaching and receive formal written feedback (forms PT9, 10,
11) and follow up tutorials. Normally for this module three observations are made by
a University tutor (including one of a session video-recorded by the trainee and
viewed together with the trainee), two by a mentor and at least one by a fellow
trainee. Both mentor and peer observations will normally be reciprocated.
 Before the start of the observed lesson, trainees must hand the observer an up to
date Teaching File (see form PT14). The file must include the current lesson plan
and lesson materials as well as previous planning, feedback and self-evaluative
paperwork relating to teaching activities, meetings with the Mentor and the
placement process generally. Lesson plans for observed lessons should follow the
University lesson plan form in Teaching File. ‘In house’ session plans may be used to
provide complementary information but may not replace the University proformas
unless they include the same information. This will be “signed off” by your UT/Mentor
on the Record of Visits form (PT3)
 Each observation of the trainee must result in a tutorial between the trainee and the
observer, recorded on form PT5. The tutorial will include an oral self evaluation by
the teacher and a mutual discussion of feedback from the observer, given in relation
to the areas listed above. The trainee will then complete 'post lesson appraisal' forms
(PT4). Discussions between the trainee and the University Tutor and Mentor will
normally include a consideration of this module’s assignment requirements and the
Teaching File.
 The trainee must also show and discuss with the UT or mentor their ongoing
Professional Development Record (PDR) at each observation visit. This will also be
“signed off” on the Record of Practical Teaching Visits form (PT3)
 The trainee and mentor together organise trainee observations of experienced
teachers at work.
17
Assessment:
Component A
Students must be observed teaching meeting specified criteria and receive a final satisfactory
recommendation (pass or fail). Students must have shown professional competence assessed
as equivalent to what could reasonably be expected from a satisfactorily functioning newly
qualified teacher in their subject specialism. Towards meeting the Component A criteria below,
the student must have presented two ongoing personal portfolios: a Teaching File and a
Professional Development Record (PDR) and these must have been signed off by a University
Tutor as meeting the appropriate guidelines, before a Pass decision is possible. Specifically,
trainees must have demonstrated professional competence in the following:
Professional values and practice
1. Behaviour with students, colleagues and others consistent with an ethical
professionalism and an understanding of the appropriate professional standards for
teachers
2. Reflective practice and learning from experience
Planning for Learning
3. Planning the appropriate use of a variety of delivery methods
4. Devising sessions and programmes of study consistent with approved
curricula and schemes of work and with the diverse and changing needs of
individual learners and groups
Specialist Learning and Teaching
5 Development of a reflexive command of knowledge, skills, resources, conventions
and debates within the subject specialism
Learning & Teaching
6 Establishing and maintaining orderly and inclusive learning environments
7 Selection, development and varied use of inclusive learning activities to enthuse and
motivate learners, ensuring that curriculum requirements are met
8 Selection, development and extensive use of a range of resources to promote
inclusive learning and teaching
9 Sensitive and confident use of different communication methods and skills to meet the
needs of learners and the organisation
10 Embedding and informally assessing elements of functional skills, including
numeracy, oracy, literacy and ICT, in their subject specialist teaching
Assessment for and of Learning
11 Systematic use of feedback from learners and appropriate others in the assessment
of learning
12 Appropriate use of a range of initial, formative and summative assessment methods,
ensuring learners produce assessment evidence that is valid, reliable, sufficient,
authentic and current
13 Conducting, and recording the results of, initial, formative, evaluative and summative
assessments which meet the requirements of the learning programme and the
organisation including, where appropriate, the requirements of external bodies
14 Communicating relevant assessment information to those with a legitimate interest
in learner achievement
Access and Progression
15 Liaison with appropriate and relevant parties to meet the needs of learners
effectively
16 Readiness and sensitivity in challenging discriminatory behaviours
18
Component B
This assignment is equivalent to 1500 words. It consists of a comparative description and
detailed critical evaluation of three linked sessions taught by the trainee, relating to quality in
planning and delivery as well as to the tracking and evaluation of progression in individual
learning. It will demonstrate reflection on links between performance in the delivered
sessions and the writer’s ongoing targets as identified in the Professional Development
Record (PDR).
Domain criteria for Component B
Conceptual Domain: AL2
The assignment demonstrates that the
student can use and organise coherently
relevant ideas and perspectives to
interpret and/or explore issues under
study.
AL3
The assignment demonstrates that the
student can use and organise coherently
relevant ideas, perspectives or theories to
interpret and/or explore issues under
study and in addition can critically analyse
and/or evaluate those ideas, perspectives
or theories.
Contextual Domain: CL2
The assignment demonstrates that the
student can differentiate contextual
factors (e.g. personal, locational,
historical, political etc) influencing the
area of study.
CL3
The assignment demonstrates that the
student has an awareness of the significance
of relevant contextual factors (e.g. personal,
locational, historical, political etc) influencing
the area of study
Action Domain: GL2
The assignment demonstrates that the
student has awareness of a relationship
between theory and practice in the
workplace, and can use reflection to
develop a personal theory and refine
professional practice, with due regard to
issues of equity and social justice.
GL3
The assignment demonstrates that the
student can explore the relationship
between theory and practice in the
workplace, and use reflection to develop
personal theory and refine professional
practice, with due regard to issues of
equity and social justice, appraising
professional development needs and/or
outcomes.
3.5
Preparing for Advanced Study: Reflective Professional Practice
UTLGMX-10-2 (and -3)
Level 2 (Cert Ed) and Level 3 (PG Cert)
Credits 10
The purpose of this module is to help students prepare for challenging forthcoming study by
consolidating existing strengths and guiding them towards reflective study skills and a critical
awareness of the requirements of education study. It will offer support in the development of
the National Minimum Core skills of literacy, numeracy and ICT and it will address the
possible ways in which these core or functional skills may be embedded in teaching.
Assessment:
Component A (25% weighting)
A prepared five-minute oral presentation, following issued guidelines related to the learning
outcomes, where the student describes and evaluates their approach to embedding National
19
Minimum Core (NMC skills) of Literacy, Numeracy and ICT into their teaching practice. The
presentation will provide evidence that students have demonstrated:

They have met the Lifelong Learning UK (LLUK 2007 or subsequent) minimum core in
numeracy and literacy (CPPD 5).

A designated professional range of skills in information and communications technology.
A possible way in which students may demonstrate this will be to produce an interactive
resource showing how they embed at least two of the skills of Lit/Num/ICT into their subject
teaching.
Domain criteria for Component A
Conceptual Domain: AL2
The assignment demonstrates that the
student can use and organise coherently
relevant ideas and perspectives to
interpret and/or explore issues under
study.
AL3
The assignment demonstrates that the
student can use and organise coherently
relevant ideas, perspectives or theories to
interpret and/or explore issues under
study and in addition can critically analyse
and/or evaluate those ideas, perspectives
or theories.
Component B (75% weighting)
A 1500 word essay in which the student describes and evaluates their approach to reflective
practice and their current level of skill in study. A personal programme of study advancement
is proposed and related to the student’s ongoing Professional Development Record (PDR).
The action plan will ask students to identify strengths and development areas for both study
skills and NMC skills.
Domain criteria for Component B
Conceptual Domain: AL2
The assignment demonstrates that the
student can use and organise coherently
relevant ideas and perspectives to
interpret and/or explore issues under
study.
Literature Domain: BL2
The assignment demonstrates that the
student has an awareness of appropriate
literature and can discuss its relevance to
the task.
AL3
The assignment demonstrates that the
student can use and organise coherently
relevant ideas, perspectives or theories to
interpret and/or explore issues under
study and in addition can critically analyse
and/or evaluate those ideas, perspectives
or theories.
BL3
The assignment demonstrates that the
student can reference appropriate
literature and utilise it in the development
of analysis and discussion of ideas.
3.6 The minimum core skills for teachers in the sector (National Minimum
Core)
The programme recognises the government’s guidelines on the minimum literacy, numeracy
and ICT skills required of teachers in the Learning and Skills sector. The following section is
extracted from the LLUK publication Addressing literacy, language, numeracy and ICT
needs in education and training: Defining the minimum core of teachers’ knowledge,
understanding and personal skills (June 2007) available at
http://www.lluk.org/documents/minimum_core_may_2007_3rd.pdf
Summary of minimum core elements
a) Literacy
20
Personal, social and cultural factors influencing language and literacy learning and
development
• The different factors affecting the acquisition and development of language and literacy
skills
• The importance of English language and literacy in enabling users to participate in public
life, society and the modern economy
• Potential barriers that can hinder development of language skills
• The main learning disabilities and difficulties relating to language learning and skill
development
• Multilingualism and the role of the first language in the acquisition of additional languages
• Issues that arise when learning another language or translating from one language to
another
• Issues related to varieties of English, including standard English, dialects and attitudes
towards them
• The importance of context in language use and the influence of the communicative
situation
Explicit knowledge about language and of the four skills: speaking, listening, reading
and writing:
Speaking
• Making appropriate choices in oral communication episodes
• Having a knowledge of fluency, accuracy and competence for ESOL learners
• Using spoken English effectively
Listening
• Listening effectively.
Reading
• Interpreting written texts
• Knowledge of how textual features support reading
• Understanding the barriers to accessing text
Writing
• Communicating the writing process
• Using genre to develop writing
• Developing spelling and punctuation skills
Personal Language Skills
Speaking
• Expressing yourself clearly, using communication techniques to help convey meaning and
to enhance the delivery and accessibility of the message
• Showing the ability to use language, style and tone in ways that suit the intended audience,
and to recognise their use by others
• Using appropriate techniques to reinforce oral communication, check how well the
information is received and support the understanding of those listening
• Using non-verbal communication to assist in conveying meaning and receiving information,
and recognising its use by others
Listening
• Listening attentively and responding sensitively to contributions made by others.
21
Reading
• Find, and select from, a range of reference material and sources of information, including
the Internet
• Use and reflect on a range of reading strategies to interpret texts and to locate information
or meaning
• Identify and record the key information or messages contained within reading material
using note-taking techniques
Writing
• Write fluently, accurately and legibly on a range of topics
• Select appropriate format and style of writing for different purposes and different readers
• Use spelling and punctuation accurately in order to make meaning clear
• Understand and use the conventions of grammar (the forms and structures of words,
phrases, clauses, sentences and texts) consistently when producing written text
b) Numeracy
Personal, social and cultural factors influencing numeracy learning and development
• The different factors affecting the acquisition and development of numeracy skills
• The importance of numeracy in enabling users to participate in, and gain access to, society
and the modern economy
• Potential barriers that hinder development of numeracy skills
• The main learning difficulties and disabilities relating to numeracy skills learning and
development
• The common misconceptions and confusions related to number-associated difficulties
Explicit knowledge of numeracy communication and processes:
Communication
• Making and using decisions about understanding
• Communicating processes, and understandings
Processes
• A knowledge of the capacity of numeracy skills to support problem solving
• Making sense of situations and representing them
• Processing and analysis
• Using numeracy skills and content knowledge
• Interpreting and evaluating results
• Communicating and reflecting on findings
Personal Numeracy Skills
Communication
• Communicate with others about numeracy in an open and supportive manner
• Assess own, and other people’s, understanding
• Express yourself clearly and accurately
• Communicate about numeracy in a variety of ways that suit and support the intended
audience, and recognise such use by others
• Use appropriate techniques to reinforce oral communication, check how well the
information is received and support understanding of those listening
Processes
• Use strategies to make sense of a situation requiring the application of numeracy
• Process and analyse data
• Use generic content knowledge and skills
• Make decisions concerning content knowledge and skills
• Understand the validity of different methods
22
• Consider accuracy, efficiency and effectiveness when solving problems and reflect on what
has been learnt
• Make sense of data
• Select appropriate format and style for communicating findings
c) Information and Communication Technology (ICT)
Personal, social and cultural factors influencing ICT learning and development
• The different factors affecting the acquisition and development of ICT skills
• The importance of ICT in enabling users to participate in and gain access to society and
the modern economy
• Understanding of the range of learners’ technological and educational backgrounds
• The main learning disabilities and difficulties relating to ICT learning and skill development
• Potential barriers that inhibit ICT skills development
Explicit knowledge about ICT:
Communication
• Making and using decisions about understanding
• Communicating processes and understandings
Processes
• Purposeful use of ICT
• Essential characteristics of ICT
• How learners develop ICT skills
Personal ICT Skills
Communication
• Communicate with others with/about ICT in an open and supportive manner
• Assess own, and other people’s, understanding
• Express yourself clearly and accurately
• Communicate about/with ICT in a variety of ways that suit and support the intended
audience, and recognise such use by others
• Use appropriate techniques to reinforce oral communication, check how well the
information is received and support understanding of those listening
Processes
• Using ICT systems
• Finding, selecting and exchanging information
• Developing and presenting information
It is important to note again that the requirement detailed in the minimum core
document is a minimum requirement. Teachers must demonstrate the level of
personal skills in English, Mathematics and ICT required for teaching their area of
specialism. That may often require higher levels of knowledge, understanding and
personal skills. However, this is not to prepare trainee teachers to teach literacy,
language, numeracy and ICT. The minimum core will support all teachers in
developing inclusive approaches to learners with literacy, language, numeracy and
ICT needs and raise the achievement of learners on their learning programmes.
(LLUK 2007 p.56 ibid.)
23
3.7
Planning and Enabling Learning and Assessment
UTLGMW-20-1 (and -2)
Level 1 (Cert Ed) and Level 2 (PG Cert)
Credits 20
The purpose of this module is to enable you to develop and build further skills in planning for
learning and assessment.
Assessment:
Component A (50% weighting)
This should be equivalent in demand to a written assignment of 1500 words.
Evident and effective participation in preparation and delivery of a team presentation,
including five minutes of exposition from the trainee. The presentation as a whole should
define and compare the complementary roles of those involved in supporting inclusive
student learning. The presentation might, for example, cover the respective team roles of the
learning support assistant, the full and ‘associate’ teacher, and other support services. The
presentation should identify issues and offer suitable suggestions for good practice in a
teaching team aiming to deliver inclusive education.
Domain criteria for Component A
Conceptual Domain: AL1
The assignment demonstrates that the student
can identify and use relevant ideas and
perspectives for purposes of reflection upon
issues under study.
AL2
The assignment demonstrates that
the student can use and organise
coherently relevant ideas and
perspectives to interpret and/or
explore issues under study.
Action Domain: GL1
GL2
The assignment demonstrates that the student
The assignment demonstrates that
has awareness of a relationship between
the student can articulate a
theory and practice in the workplace, and can
relationship between theory and
use reflection to develop a personal theory and
practice in the workplace, and can
refine professional practice, with due regard to
use reflection to develop a personal
issues of equity and social justice.
theory and refine professional
practice, with due regard to issues of
equity and social justice.
Component B (50% weighting)
This is a written assignment of 1500 words. The student will have
 Developed a scheme of work (SOW) for a block of 6-10 sessions including aims,
objectives, outline content and indications of resources. This should be added as an
Appendix to the assignment.
 Written a rationale for the chosen methods of assessment.
 Written a rationale for chosen methods of communication with and among learners.
 Described and discussed briefly the extent to which both available and emerging
technologies are or might be used as resources for learning or teaching in the scheme
of work.
24
Domain criteria for Component B
Conceptual Domain: AL1
The assignment demonstrates that the student
can identify and use relevant ideas and
perspectives for purposes of reflection upon
issues under study.
Ethical Domain: EL1
The assignment demonstrates that the student
has an awareness of ethical issues associated
with the area of study.
AL2
The assignment demonstrates that
the student can use and organise
coherently relevant ideas and
perspectives to interpret and/or
explore issues under study.
EL2
The assignment demonstrates that
the student has an awareness of
ethical issues arising in or associated
with the area of study and can
discuss how these can be applied.
Literature Domain: BL2
The assignment demonstrates that
the student has an awareness of
appropriate literature and can discuss
its relevance to the task.
3.8
Context and Curriculum in Lifelong Learning
UTLGN3-40-2 (and -3 and -M)
Level 2, 3 and M (L2 or L3 Cert Ed; LM PG Cert)
Credits 40
The purpose of this module is for you to explore a range of issues (e.g. social, political,
management, learning and curriculum) concerned with learning in the sector and then to
research a particular significant issue related to your practice. You will have up to two hours
of individual tutorial time with a tutor who will be allocated to you to support you for the
written assignment.
Assessment:
Component A (25% weighting)
Participation in an observed and assessed discussion involving no more than five trainees,
in which the total time is calculated on the basis of five minutes per participant. The
discussion will relate to inclusivity and curriculum management and will be based upon a
question, agreed by the tutor.
Domain criteria for Component A
Conceptual Domain: AL2
AL3
The assignment
The assignment
demonstrates that the
demonstrates that the
student can use and
student can use and
organise coherently relevant organise coherently relevant
ideas and perspectives to
ideas, perspectives or
interpret and/or explore
theories to interpret and/or
issues under study.
explore issues under study
and in addition can critically
analyse and/or evaluate
those ideas, perspectives or
25
ALM
The assignment
demonstrates that the
student can use and
organise coherently relevant
ideas, perspectives or
theories to interpret and/or
explore issues under study
and in addition can critically
analyse and/or evaluate
those ideas, perspectives or
theories.
Values Domain: FL2
The assignment
demonstrates that the
student can clearly identify
and articulate their own
value position - and where
relevant, compare it with the
value position of others in
relation to the area of study.
theories showing the ability
to synthesise and/or
transform ideas in the
process of developing an
argument.
FL3
FLM
The assignment
The assignment
demonstrates that the
demonstrates that the
student can clearly identify
student can clearly identify
and analyse the basis of their and analyse the basis of their
own value position and
own value position and
where relevant, the value
where relevant, the value
position of others in relation
position of others in relation
to the area of study.
to the area of study, and
critically evaluate associated
claims to knowledge.
Component B (75% weighting)
The written assignment of 4500 words presents and discusses the outcomes of a limited
enquiry into influences upon learners’ ‘journeys’ in the relevant subject area, using a
combination of primary and secondary sources. The precise focus must be discussed with
the curriculum mentor and the study must include at least one element of empirically derived
data collected by the trainee.
Domain criteria for Component B
Conceptual Domain: AL2
AL3
The assignment
The assignment
demonstrates that the
demonstrates that the
student can use and
student can use and
organise coherently relevant organise coherently relevant
ideas and perspectives to
ideas, perspectives or
interpret and/or explore
theories to interpret and/or
issues under study.
explore issues under study
and in addition can critically
analyse and/or evaluate
those ideas, perspectives or
theories.
Literature Domain:BL2
The assignment
demonstrates that the
student has an awareness of
appropriate literature and
can discuss its relevance to
the task.
BL3
The assignment
demonstrates that the
student can reference
appropriate literature and
utilise it in the development
of analysis and discussion of
ideas.
26
ALM
The assignment
demonstrates that the
student can use and
organise coherently relevant
ideas, perspectives or
theories to interpret and/or
explore issues under study
and in addition can critically
analyse and/or evaluate
those ideas, perspectives or
theories showing the ability
to synthesise and/or
transform ideas in the
process of developing an
argument.
BLM
The assignment
demonstrates that the
student can reference an
extensive range of relevant
literature and utilise it in the
development of analysis and
discussion of ideas, including
critical engagement with that
literature.
Research Domain: DL2
The assignment
demonstrates that the
student can plan for and
execute a small scale
enquiry in a systematic
manner, showing how their
thinking was affected as the
enquiry unfolded and
showing that they can
discuss the suitability of
alternative approaches.
DL3
The assignment
demonstrates that the
student can plan for and
execute a small-scale
enquiry in a systematic and
reflexive manner, clearly
justifying plans and methods
on technical grounds and
evaluating research
outcomes.
27
DLM
The assignment
demonstrates that the
student can plan for and
execute a small scale
enquiry in a systematic and
reflexive manner, identifying
and explaining
methodological and
epistemological issues
around the research process
and critically analysing and
evaluating research
outcomes.
4.
ATTENDANCE and ADMISSIONS
4.1 Attendance
It is a requirement that you attend all the taught module sessions. Tutors will take a register
and failure to attend the taught programme may jeopardise your continuation on the course
and/or have this brought to the attention of the Examining Board. It is certainly the case that
attendance is a pre-requisite to success in your studies.
Attendance at assessments, including presentations, is vital. (See University
assessment regulations: UWE website Home/Students/Academic
Advice/Assessments/Guide to assessment rules)
If you are unable to attend for any reason, please inform your Programme Leader, Module
Leader or Module Tutor. See contact details in the front of this handbook.
If you are absent for longer than one week as a result of illness, consult your tutor and also
contact:
Student Support and Advice:
Website: http://www1.uwe.ac.uk/students
Email: infopoint@uwe.ac.uk
Tel: 0117 3285678
4.2
Withdrawal
If for any reason you decide to withdraw from a module or from your Award, please contact
the infopoint@uwe.ac.uk as soon as possible. You will need to complete a withdrawal form,
to formalise your status should you later wish to return. Please do let us know should this
represent any dissatisfaction with our provision.
You will also need to write to your funding body and inform them of your situation.
4.3
Timescales
The periods of registration set out in the University’s Academic Regulations identify a
minimum for each Award and allow for full and part-time study.
The normal expectation is that if you are studying part-time and balancing study with
professional demands you will complete your study for the award within two years.
Having specified normal maximum periods of study as a guide, the Programme accepts
currency wherever possible within a six year period and this may be extended even further
if you can make a case for continuing currency of knowledge beyond this period.
Your opportunity for study will also be constrained by the maximum opportunities for reassessment as indicated under the Modular Assessment Arrangements.
4.4 Accredited Learning (AL)
The Scheme offers the opportunity for appropriate learning, wherever it occurs and providing it
is assessable against our academic criteria, to be credited towards a range of professional
qualifications.
Where you can demonstrate equivalence of learning outcomes to modules on your Award route
from previous assessed study, this can, within defined limits, exempt you from taking the taught
module. More information is available on this from the Programme Manager.
28
5. ASSESSMENT
5.1
Assessment Framework
The philosophy of assessment within this programme is that assessment should be
developmental for you the student, and integral to the learning process (rather than an
isolated event).
A common assessment framework with specified criteria guides the assessment of all
student work in the Award. This framework is operated in line with the University Modular
Assessment Regulations (see the UWE website for full information on these regulations).
Details of the assessment, together with any set criteria, are presented to you in written form
at the outset of each module in the Module Handbook or pack and clarification offered in
sessions by the module tutor. Summary assessment information is also given for each
module in this Award Handbook in Section 4. Assessment criteria are given in full in Section
5.2 below. Please remember that criteria vary from module to module and you need to be
clear which ones apply to each module you take.
5.2
Assessment Criteria
The assessment criteria are listed under eight domains (A-H) of which one, the conceptual
domain (Domain A), is core and a requirement for any assessed piece of work. Module
outlines in Section 3 of this handbook indicate clearly for each piece of work which other
assessment criteria are to be met. In addition to the tutor specified criteria, you may select
up to two further assessment criteria for each piece of work submitted.
The criteria are specified in each domain at four levels: threshold (HE level 1 and level 2);
honours (HE level 3); postgraduate (level M).
N.B. In the National Qualifications Framework (NQF) HE Level 1 = NQF 4, HE Level 2 =
NQF 5, HE Level 3 = NQF 6 and Level M = NQF 7.
In addition, the expectations are cumulative, i.e. it is to be assumed that in fulfilling the
higher level criteria, the lower level criteria will also have been met.
Each assessed piece of work will be awarded a percentage mark. (Note however, that
Component A in GMU, GMV and GMY, by the nature of these practical assessments, are
graded as Pass/Fail. The percentage award applies to Component B only in these modules,
but Component A must be passed to succeed in the module overall.)The following criteria
statements come from the Definitive Document governing the award.
A: Conceptual Domain (Core)
L1 The assignment demonstrates that the student can identify and use relevant ideas
and perspectives for purposes of reflection upon issues under study.
L2 The assignment demonstrates that the student can use and organise coherently
relevant ideas and perspectives to interpret and/or explore issues under study.
L3 The assignment demonstrates that the student can use and organise coherently
relevant ideas, perspectives or theories to interpret and/or explore issues under study and
in addition can critically analyse and/or evaluate those ideas, perspectives or theories.
29
LM The assignment demonstrates that the student can use and organise coherently
relevant ideas, perspectives or theories to interpret and/or explore issues under study and
in addition can critically analyse and/or evaluate those ideas, perspectives or theories
showing the ability to synthesise and/or transform ideas in the process of developing an
argument.
B: Literature Domain
L1 The assignment demonstrates that the student has an awareness of appropriate
literature and its relevance to the task.
L2 The assignment demonstrates that the student has an awareness of appropriate
literature and can discuss its relevance to the task.
L3 The assignment demonstrates that the student can reference appropriate literature
and utilise it in the development of analysis and discussion of ideas.
LM The assignment demonstrates that the student can reference an extensive range of
relevant literature and utilise it in the development of analysis and discussion of ideas,
including critical engagement with that literature.
C: Contextual Domain
L1 The assignment demonstrates that the student has an awareness of contextual
factors (e.g. personal, locational, historical, political etc) influencing the area of study.
L2 The assignment demonstrates that the student can differentiate contextual factors
(e.g. personal, locational, historical, political etc) influencing the area of study.
L3 The assignment demonstrates that the student has an awareness of the significance
of relevant contextual factors (e.g. personal, locational, historical, political etc) influencing
the area of study.
LM The assignment demonstrates that the student has an awareness of the significance
of relevant contextual factors (e.g. personal, locational, historical, political etc) influencing
the area of study and is able to critically engage with the contextual significance.
D: Research Domain
L1 The assignment demonstrates that the student can plan for and execute a small
scale enquiry in a systematic manner, showing how their thinking was affected as the
enquiry unfolded.
L2 The assignment demonstrates that the student can plan for and execute a small
scale enquiry in a systematic manner, showing how their thinking was affected as the
enquiry unfolded and showing that they can discuss the suitability of alternative
approaches.
L3 The assignment demonstrates that the student can plan for and execute a smallscale enquiry in a systematic and reflexive manner, clearly justifying plans and methods
on technical grounds and evaluating research outcomes.
LM The assignment demonstrates that the student can plan for and execute a small
scale enquiry in a systematic and reflexive manner, identifying and explaining
methodological and epistemological issues around the research process and critically
analysing and evaluating research outcomes.
30
E: Ethical Domain
L1 The assignment demonstrates that the student has an awareness of ethical issues
associated with the area of study.
L2 The assignment demonstrates that the student has an awareness of ethical issues
arising in or associated with the area of study and can discuss how these can be applied.
L3 The assignment demonstrates that the student has an awareness of ethical issues
arising in or associated with the area of study, showing sensitive engagement with an
appropriate ethical framework for interpretation of ideas or for practice.
LM The assignment demonstrates that the student has an awareness of ethical issues
arising in or associated with the area of study, showing sensitive engagement with an
appropriate ethical framework for interpretation of ideas or for practice. In addition, there
is exploration of some of the problematics arising in relation to ethical dilemmas or
decisions.
F: Values Domain
L1 The assignment demonstrates that the student can clearly identify and articulate their
own value position - and where relevant, the value position of others in relation to the
area of study.
L2 The assignment demonstrates that the student can clearly identify and articulate their
own value position - and where relevant, compare it with the value position of others in
relation to the area of study.
L3 The assignment demonstrates that the student can clearly identify and analyse the
basis of their own value position and where relevant, the value position of others in
relation to the area of study.
LM The assignment demonstrates that the student can clearly identify and analyse the
basis of their own value position and where relevant, the value position of others in
relation to the area of study, and critically evaluate associated claims to knowledge.
G: Action Domain
L1 The assignment demonstrates that the student has awareness of a relationship
between theory and practice in the workplace, and can use reflection to develop a
personal theory and refine professional practice, with due regard to issues of equity and
social justice.
L2 The assignment demonstrates that the student can articulate a relationship between
theory and practice in the workplace, and can use reflection to develop a personal theory
and refine professional practice, with due regard to issues of equity and social justice.
L3 The assignment demonstrates that the student can explore the relationship between
theory and practice in the workplace, and use reflection to develop personal theory and
refine professional practice, with due regard to issues of equity and social justice,
appraising professional development needs and/or outcomes.
LM The assignment demonstrates that the student can explore the relationship between
theory and practice in the workplace, and use reflection to develop personal theory and
refine professional practice, with due regard to issues of equity and social justice, critically
evaluating professional development needs and/or outcomes.
31
H: Negotiated Domain
In addition to criteria specified under domains A-F, we accept the possibility of tutor and
student negotiating an appropriate assessment criterion, to encompass specific elements
of significance not addressed through the existing criteria. With tutors new to the
programme it is important that such negotiated criteria are approved by the relevant
Award Leader.
Interpretation of Key Words in M Level Criteria
Theory: an abstract conceptual scheme, which may be predictive, eg constructivist theory
of learning.
Framework: practical application of theory or theories within certain parameters, eg
Highscope approach of plan/do/review.
It is assumed that most theories and/or frameworks used will be ones previously identified
within the literature available. However, they can be the student's own, if such examples
can be justified as useful to the assignment.
Critical Reflection: reflection should be reflexive and formative, leading to decisions about
what to do next. Reflection is based upon application of a theoretical position that allows
deconstruction of what may appear, at a superficial level, to be non-problematic. This
means making explicit our epistemological assumptions.
Epistemology: theory of knowledge, i.e. a conceptual scheme that attempts to explain
what it is to ‘know'. There are different epistemologies.
Methodology: related to epistemology, your methodology must include a philosophical
discussion of our underlying ontological and epistemological assumptions.
Reflexive: the ability to be self-aware, implying a readiness to change your practise in the
light of what is happening
5.3
Grading Criteria
We have articulated a set of grading criteria that differentiate work at all levels. This may
help you in knowing what you are aiming to achieve to reach a certain standard.
Grade
Level 1, 2, 3, M FAIL
0%
Failure through non-submission.
127.9%
Failure to meet any of the stated criteria with a substantial proportion of the work wholly
irrelevant to the assignment set. Minimal reference to appropriate literature and/or
relevant experience.
2834.9%
Failure to meet most of the stated criteria with the work largely irrelevant to the
assignment set. Inappropriate reference to the literature and/or relevant experience.
3539.9%
Unsatisfactory coverage of the criteria for assessment with a substantial degree of
irrelevance and inaccuracy apparent. Reflectivity acknowledged but lacking in
substance. A marked absence of analysis and evaluation. Use of secondary sources
only and little acknowledgement of the module learning outcomes.
Level 1, 2, 3 PASS
Level M FAIL
32
4043.9%
Barely satisfactory coverage of the criteria
for assessment with a substantial degree
of irrelevance and inaccuracy apparent.
Reflectivity acknowledged but lacking
substance. Little analysis and evaluation.
Use of secondary sources only and little
more than acknowledgment of the module
learning outcomes.
Unsatisfactory coverage of the criteria for
assessment with a substantial degree of
irrelevance and inaccuracy apparent.
Reflectivity acknowledged but lacking
substance. Little analysis and evaluation.
Use of secondary sources only and little
more than acknowledgment of the module
learning outcomes.
4446.9%
Adequate relevant coverage of the main
criteria for assessment. Some irrelevance
and/or inaccuracies in the selection of
content. Reflection apparent but minimal
analysis and evaluation. Module learning
outcomes referred to appropriately. Level
of study insular.
Inadequate coverage of the main criteria
for assessment. Some irrelevance and/or
inaccuracies in the selection of content.
Reflection apparent but minimal analysis
and evaluation. Module learning outcomes
referred to appropriately. Level of study
insular.
4749.9%
Adequate relevant coverage of the criteria
for assessment with some development of
the criteria but little interpretation apparent.
Some irrelevance and/or inaccuracies in
the selection of content. Reflection
apparent with beginning of development
but erratic analysis and evaluation. Level of
study insular.
Inadequate coverage of the criteria for
assessment with some development of the
criteria but little interpretation apparent.
Some irrelevance and/or inaccuracies in
the selection of content. Reflection
apparent with beginning of development
but erratic analysis and evaluation. Level of
study insular.
Level M PASS
Level M
Level 1-3
5053.9%
Largely relevant coverage of the main
criteria for assessment and a satisfactory
level of reflectivity upon a range of sources
that is largely relevant but mostly
secondary. Some attempt at analysis with
moderate success. Module learning
outcomes acknowledged and some
implications reviewed.
5456.9%
Largely relevant coverage of the criteria for Adequate coverage of the criteria for
assessment with the main issues or
assessment with the main issues or
principles identified explicitly. A satisfactory principles identified explicitly. A
level of reflectivity upon a range of
satisfactory level of reflectivity upon a
sources, all relevant but mostly secondary. range of sources, all relevant but mostly
Analysis and/or evaluation attempted with
secondary. Analysis and/or evaluation
moderate success. Module learning
attempted with moderate success. Module
outcomes acknowledged with some
learning outcomes acknowledged with
implications reviewed.
some implications reviewed.
5759.9%
Largely relevant coverage of the criteria for assessment with the main issues or
principles identified explicitly. A satisfactory level of reflectivity upon a range of sources,
all relevant but mostly secondary. Analysis and/or evaluation attempted with success.
Module learning outcomes acknowledged with some implications reviewed.
Coverage of all criteria for assessment with some interpretation apparent. Main issues or
principles clearly elaborated and with creditable degree of reflection. A good range of
sources utilised, with some being original. Good analysis and evaluation, coherently and
fluently expressed. Opportunities taken to refer to module learning outcomes and
national and local policy statements and their implications at appropriate points in the
submission.
6062.9%
33
Barely satisfactory coverage of the main
criteria for assessment and a minimal level
of reflectivity upon a range of sources that
is largely relevant but mostly secondary.
Some attempt at analysis with moderate
success. Module learning outcomes
acknowledged and some implications
reviewed.
6366.9%
Extensive coverage of all criteria for assessment with some interpretation apparent.
Main issues or principles clearly elaborated and with creditable degree of reflection. A
good range of sources utilised, with some being original. Good analysis and evaluation,
coherently and fluently expressed. Opportunities taken to refer to module learning
outcomes and national and local policy statements their implications at appropriate
points in the submission.
6769.9%
Extensive coverage of all criteria for assessment with sound interpretation apparent.
Main issues or principles are clearly elaborated in clear, cogent and reflective argument.
A good range of sources utilised and the use of primary sources is prioritised. Good
analysis and evaluation, coherently and fluently expressed demonstrating a scholarly
presentation of ideas and an astute sense of audience. Opportunities taken to refer to
module learning outcomes and national and local policy statements and their
implications as appropriate to the submission.
7075.9%
Comprehensive coverage of all criteria for assessment, many of which have been
explicitly interpreted. Extensive interrelating of alternative viewpoints or resources with
abundant evidence of reflection. Access to, and judicious selection from, a wide range
of sources, many of which are original. Analysis and evaluation clearly and appropriately
expressed. Opportunities taken to refer to and engage critically with module learning
outcomes and national and local policy statements and their implications as appropriate
to the submission.
7682.9%
Comprehensive coverage of all criteria for assessment, many of which have been
explicitly interpreted. Extensive interrelating of alternative viewpoints or resources with
the introduction of novel or original ideas and in depth reflection. Access to, and
judicious selection from, a wide range of sources, many of which are original. Analysis
and evaluation clearly and appropriately expressed and a confident discussion of ideas
and texts is demonstrated. Opportunities taken to refer to and engage critically with
module learning outcomes and national and local policy statements and their
implications as appropriate to the submission.
Comprehensive coverage of all criteria for assessment, all of which have been explicitly
interpreted. Extensive interrelating of alternative viewpoints or resources with the
development of novel or original ideas and in depth reflection. Access to, and judicious
selection from, a wide range of sources, many of which are original. Analysis and
evaluation clearly and appropriately expressed demonstrating a confident integration of
appropriate ideas and concepts in a succinct and elegant manner. Opportunities taken
to refer to and engage critically with module learning outcomes and their implications as
appropriate to the submission. The work demonstrates the student's ability to engage
with appropriate dimensions of genre and discourse
8389.9%
90100%
Meeting all of the requirements for the 89.9% mark and in addition demonstrating a
creative and unique synthesis of ideas and concepts including an evaluation of the
methodological approach adopted
5.4
Differential Outcomes of Assessment
The pass mark for modules overall is:
40% for modules at Levels 1, 2 and 3
50% for modules at Level M
The module mark is calculated on the basis of the weighting of the components of the
module. For practical teaching modules and GMU there is only one mark (for Component B)
as Component A is pass/fail. This means that you must reach 40% in Component B in order
to pass, in these modules.
Where a module has two components, both of which are given percentage marks, you must
pass both components in order to pass the module overall.
34
The pass mark for individual components is:
35% for modules at Levels 1, 2 and 3
40% for modules at Level M
Example:
 You receive a mark of 38% for Component A and 52% for Component B at Level 2. If
the weighting is 50%:50% you would still pass this module because your overall mark is
over 40% and you passed both components.
Merits and distinctions
A PG Cert (L&S) with merit shall be awarded where credit has been achieved in all level M
modules within the first attempt and not less than 60% has been achieved as a weighted
average of level M modules amounting to at least 40 credits.
A PG Cert (L&S) with distinction shall be awarded where credit has been achieved in all
level M modules within the first attempt and not less than 70% has been achieved as a
weighted average of level M modules amounting to at least 40 credits.
The Cert Ed (L&S) award is equally awarded as merit or distinction grades as above.
5.5
Preparation of Work for Assessment
The following guidelines should be followed in all written work.
For all assignments you must:
a.
Number pages and indicate sections clearly and include where appropriate, a contents list
b.
Present your work in a legible form, preferably word processed or typed, and if not, to
be hand-written with comparable clarity. Write or print only on one side of each sheet of
paper
c.
Do not use plastic covers, ring binders or folders for binding except where absolutely
necessary; just ensure pages are secured together by staples/treasury tags as
assignments may not be returned to you
d.
Not exceed the word limit by more than 10%. You will be penalised if you either exceed
or do not meet the word count by more than 10%
e.
Note your word count at the end of all assignments.
f.
Leave a generous margin on the left-hand side of each sheet.
g.
Double-space or 1½ space your work except in the case of indented quotations that
should be single spaced
h.
Use the Harvard convention for referencing in your work and in your bibliography. See
the UWE library online guide: http://www1.uwe.ac.uk/library/
i.
Use appropriately the conventions of standard written English.
j.
Avoid plagiarism.
k.
In all of your work, it is important to be guided by a code of professional ethics. In
relation to submitting written work for assessment, it is important that your text does not
break the ethic of trust or compromise any colleague, learner or participant in research
or enquiry. Institutions referred to should usually be anonymised, as should individuals.
35
l.
You must also complete a UWE Assignment Submission Sheet (available from your
Centre course tutor and online at your local Centre) as well as an ‘Additional
Assignment Submission Sheet’ - form PT7, also available online and in your Teaching
File. This second sheet is intended to help you ensure that you have covered all the
assessment criteria for the assignment. It asks you to identify the assessment criteria
and their constituent elements and to say how you think you have met them and asks
you to indicate how you have met any targets set in previous assignment feedback. You
should indicate where (e.g. by giving page numbers) in your assignment you can
provide evidence of each relevant assessment criterion.
5.6
Procedure for Submitting Assignments
The following guidelines should be followed in the submission of all written work:
a.
Submit two copies of your assignment with a completed Assignment Submission Sheet
(available from your Centre Course Leader/Module Tutor) and the Additional
Assignment Submission Sheet (in your Teaching File).
b.
Keep your own copy of your assignment.
c.
Submit your assignment by 2.00pm on the deadline day. You will be informed by your
Programme Leader or Module Tutor during induction about approved submission
arrangements. If sent by post you should obtain proof of postage time by the deadline
date.
Note: Federation Centres have established individual local hand-in arrangements in
place. It is your responsibility to follow the process as advised at your Centre.
d.
You should not submit your work directly to the Module Tutor.
e.
All students will be permitted a sit and resit irrespective of non-submission at the
sit. This will apply to all modules except the Teaching Practice (GMV & GMY).
f.
Extensions to assignment deadlines are not possible under university regulations.
g.
Do not submit work more than two weeks before the deadline date.
h.
Mark the envelope with the Module Code and Title on the front cover.
i.
Faxed and emailed assignments will not be accepted.
5.7
Extenuating Circumstances
In the event that you and your Module Tutor feel extenuating circumstances may apply, it is
advisable to contact:
Website: http://www1.uwe.ac.uk/students
Email: infopoint@uwe.ac.uk
Tel: 0117 3285678
5.8
Assessment Offences
Please read carefully the following definitions of cheating, collusion and plagiarism. These
are serious offences and it is very important that you know how to avoid them. The
36
University procedures for dealing with allegations of assessment offences are laid out in the
in the Academic Regulations. See website http://www1.uwe.ac.uk/students
The Department has an Assessment Offences officer to whom cases of possible
assessment infringements are referred.
Cheating, collusion and plagiarism
Definitions
Cheating (in the widest sense of the word) is the use of unfair means of presenting work for
assessment. It is a serious academic offence as it prevents examiners from being able to
make a realistic judgement of a student's knowledge, understanding, ability and/or creativity.

Collusion includes:
a. presenting work as one's own which is derived from unauthorised collaboration with
others
b. assisting another person by giving substantial help with ideas or with text which are
not then acknowledged.

Plagiarism is a form of theft. It includes:
a. the quotation of another person's words without quotation marks
b. the quotation of another person's words or ideas without acknowledgement
c. the use of another person's ideas without acknowledgement
d. the use of another person's facts or experimental results without acknowledgement.
Avoiding Collusion
 Most collusion is unintentional. You are often required to work on a topic or activity in
groups and then to produce individual work for assessment. You must be careful to
follow the instructions regarding the assessment. Some assessments may require the
group to produce joint ideas or proposals, whereas others might assign this initiative to
the individual. Unless the instructions specifically require a group report, you must
produce your own written work without the help of other people.
 It is a normal part of the learning process to discuss ideas for written work with each
other. However, you should be cautious about lending un-assessed essays or computer
files to other students in order to avoid the danger of the second student producing an
essay or report similar to that of your own.
 Discussion between students can be a good way of learning. However, you should be
careful to ensure that you think out and write the detail of your essays/assignments by
yourself.
Avoiding Plagiarism
 In order to produce good essays, assignments, etc, it is expected that you will base your
ideas on several sources and will quote from them. Plagiarism is often a result of poor
academic practice rather than a deliberate attempt to cheat. Good academic standards
require that:
a. any phrase or longer text which is taken from another author must be quoted
precisely using quotation marks and the bibliographical reference
b. where an author's text is summarised the summary must be in your own words.
Merely changing the order of words or using synonyms does not form an acceptable
summary
c. any facts, tables, diagrams or results taken from another person must be
acknowledged and referenced
d. any ideas or conclusions taken from another person must be duly acknowledged and
referenced.
37
Avoiding Duplication
 You must not use the same material for different pieces of assessed coursework, unless
given express permission to do so.
Archiving Work
 You must keep all your assessed coursework until you have completed your Award.
Such work must be available for both internal and external examiners to consult, should
the need arise, when the final results of your award examinations, or student appeals,
are being considered.
 In the case of dissertations you should also keep your research notes and any other
material upon which your final draft is based. These should be kept at least until the
date that degree results are published.
 It is in your own interest to keep notes and working drafts of all assessed coursework
since, in the event of an alleged assessment offence, you may be required to produce
these for the investigation panel.
5.9
Moderation of Assessments and Examination Boards
All assessment in the Faculty has a procedure for second marking and internal moderation.
A sample of 10% of scripts is internally moderated and where there is significant difference
in the mark awarded this is moderated by a third internal examiner. All fails and distinctions
are internally moderated.
A sample of scripts is sent to the External Examiner prior to the Examination Board (Field
Board) for the rigour of our internal assessment procedures to be monitored.
Marks awarded by the module teaching staff are provisional until confirmed by the
Examining Board.
5.10 Notification of Results
Your results will be published on the fifth working day after the Examination Board’s
meeting. Results are ONLY published online via MyUWE Portal. You will need your
UWE user ID and password to access this. If you wish to appeal you need to do so within 10
working days of this publication. Please note that the results will not be given out to you over
the telephone under any circumstances.
5.11 Feedback and Return of Work to Students
Feedback forms including tutor comments on your work against the specified assessment
criteria will be returned to you. Tutor feedback on submissions will normally be provided
within 4 working weeks of the assignment submission deadline date.
5.12 Appeals
An application for review of an Examination Board decision may only be made in
accordance with the University of the West of England Examination Regulations. For further
information:
Website: http://www1.uwe.ac.uk/students/academicadvice/academicappeals.aspx ; Email:
infopoint@uwe.ac.uk or Tel: 0117 3285678
38
6.
REFERENCING AND BIBLIOGRAPHY
You will find detailed guidance on referencing and bibliographies in the UWE Library
website, accessed via the UWE intranet home page:
http://www1.uwe.ac.uk/library/
Written assignments must contain references in the body of the text and a bibliography at
the end. Your bibliography should contain only those references which you have cited in
the text. The Harvard system, which you must use consistently in your work, is explained
below.
A. What is a reference?
In the course of your studies you will be expected to acknowledge books, journal articles,
etc, used in preparation for assignments, projects, essays, and dissertations, by producing
a list of references/bibliography with each one.
CITING: acknowledging within your text the document from which you have obtained
your information.
REFERENCE: the detailed description of the document from which you have obtained
your information.
B. Why reference?
When writing reports or essays you are expected to read around your subject.
Referencing is a way of demonstrating that you have done that reading. Each time you use
someone else’s ideas or words it is essential that you acknowledge this in your work. Not
acknowledging other people's work is not only intellectually dishonest but also illegal.
PLAGIARISM: is the act of presenting the ideas or discoveries of another as one's own.
The Department has an Assessment Officer to whom cases of possible assessment
infringements are referred.
You should provided references:
 As a courtesy to the person who provided the material.
 To avoid plagiarism
 To demonstrate the body of knowledge upon which your writing is based
 To help you keep track of your reading and note taking
 To substantiate your arguments
 To enable all those who read your work easily to locate your sources
C. When to reference?
Whenever you use any source of information for:
 Your inspiration
 A particular theory
 Specific information such as statistics
 A direct quotation
D. Where and how to reference?
Citation in the text of your work
Any citation within the text of a document should be linked to the corresponding
bibliographic reference. In the text you refer to a particular document by using only the
author's surname and year of publication, even if the reference is from an electronic
source e.g. internet. You must give the page number for all quotes.
39
7. PROGRAMME VALUES and AIMS
7.1 Values
The Department of Education has a statement of pedagogic principle, which outlines the
values that underpin its programmes.
Our statement of pedagogic principle has been developed to maintain and enhance the
quality of all of the School’s programmes. It is based on a commitment to partnership with
teachers and learners in a variety of workplaces and especially with schools, colleges, the
rest of the university, and the wider academic and international community.
Basic to our pedagogic principle is enquiry into, and improvement of, the educational
experience and achievement of all learners, informed by a commitment to inclusivity,
expanding opportunity, equality, internationalism and social justice.
We are concerned to research our pedagogic principle and practice in order to develop
ourselves to be able to make a difference to students’ experience of becoming, and
developing as, professionals; through these students, we are concerned to make a
difference to the clients (pupils, students, patients etc) with whom they work.
The goals of our pedagogic principle are to:








place the lived experience of the workplace at the core of professional learning;
enable students to relate this lived experience to other vital learning experiences
provided by the university;
facilitate skilled, justifiable and ethical actions;
develop critical analysis of orthodoxies, and generate new ways of conceptualising
issues and questions;
provide a conceptual basis for the particular roles of the university tutors and the other
practitioners who work with our students, identifying and respecting the unique yet
interdependent contribution of each;
help us to comply with external requirements on our courses in ways that are congruent
with our underlying values and beliefs;
give coherence to our work in Initial Teacher Education (ITE), Continuing Professional
Development (CPD) and research:
give meaning to the notion of professional wisdom.
The reflective process
Our pedagogic principle achieves these goals by making an intellectually demanding
statement of what it means to be a reflective practitioner within a moral framework. We
argue that this reflective practice calls for, and develops:




open-mindedness about one’s actions and their effects, taking account of evidence
about, and from, learners, colleagues and managers;
responsibility, taking account of long-term effects as well as immediate outcomes;
whole-heartedness, which involves an honest examination of one’s values and actions;
a realistic approach, which in informed by the characteristics of the particular context in
which the student is working.
Reflection is therefore a demanding intellectual process in which plans, actions, and
evaluations are informed by a wide range of criteria including:

the general context (including the values of the societies within which the professional is
operating, the current legal context, and historical insights),
40

the specific context (including the attitudes of learners, colleagues and managers,
institutional policies, values and ethos, the characteristics of the learners, recent
institutional history);
personal values;
theories (including espoused theories providing philosophical, sociological,
psychological, insights, insights from specific pieces of research, insights from
professional literature such as specific teaching schemes etc) and personal implicit
theories (including pedagogical knowledge and craft knowledge premised on the lived
experience of the learning environment).


When actions are planned, taken and evaluated against this framework, new thinking, as
well as new actions, emerges.
These basic ideas can be summarised in the following diagram:
Theory Context Values
Planning
New theory
Determination to
change context
Theory
Reconceptualisation
Action
Context
Values
Altered values
Evaluation
[Based on
Kolb’s 1984
Learning Cycle]
Theory Context Values
This model recognises that professional decisions are contextually based, but it also
recognises the professional’s responsibility to question, and seek to influence, aspects of
any given context.
The complexity of the decision-making and the contradictory nature of messages from
different theories can often only be resolved by reference to values. In this sense the model
never reduces the teacher to technician nor teaching to the automated operation of a
decision-making matrix.
The model can be used over different timescales and with different emphasis at different
stages of professional development, from novice to expert.
7.2
LLUK Values
Lifelong Learning UK (LLUK) summarised its position as follows in the “New overarching
professional standards”:
Teachers in the lifelong learning sector value all learners individually and equally.
They are committed to lifelong learning and professional development and strive for
continuous improvement through reflective practice. The key purpose of the teacher
is to create effective and stimulating opportunities for learning through high quality
teaching that enables the development and progression of all learners.
41
(LLUK 2007:2, available at
http://www.lluk.org/documents/professional_standards_for_itts_020107.pdf
There are 6 “domains” making up these standards. They are:
Domain A Professional values and practice
Domain B Learning and teaching
Domain C Specialist learning and teaching
Domain D Planning for learning
Domain E Assessment for learning
Domain F Access and progression
For details of each of these please go to the web address above. This programme has been
designed to enable trainees to meet these standards. In the introduction to this document,
LLUK points out that:
These standards cover the whole lifelong learning sector and describe, in generic
terms, the skills, knowledge and attributes required of those who perform the wide
variety of teaching and training roles undertaken within the sector with learners and
employers. Not all standards will necessarily relate to all teaching roles. Rather they
supply the basis for the development of contextualised role specifications and units
of assessment, which provide benchmarks for performances in practice of the variety
of roles performed by teachers, trainers, tutors and lecturers within the lifelong
learning sector.
(LLUK 2007 ibid.)
7.3
Educational aims of the programme
The programme aims to provide trainees with opportunities to develop and eventually
demonstrate their competence in the New Overarching Professional Standards for
Teachers, Tutors and Trainers in the Lifelong Learning Sector as set out by the LLUK. The
programme draws upon the “core units” which have been developed by LLUK and which
expand these Standards. It aims to develop practitioners who will be able to understand and
work within the professional codes developed by the Institute for Learning (IfL) and who are
committed to their ongoing professional development.
Trainees completing the programme successfully will be prepared not only to teach their
subject at the correct level but also be able to work effectively and creatively with colleagues
from the wider workforce in inter-professional teams. The UWE teacher is educated as a
reflective and extended practitioner, able to critically analyse and theorise their own practice,
to articulate and critically evaluate underlying value positions and to engage critically with a
range of educational literature and other sources in order to improve their effectiveness in a
range of contexts.
42
8. STUDENT SUPPORT and GUIDANCE
8.1 Student Administration
Refer to:
Website: http://www1.uwe.ac.uk/students
Email: infopoint@uwe.ac.uk
Tel: 0117 3285678
8.2 Study Skills Support
It may have been some time since you were last a student or had to write an academic
essay and this is often a source of worry to students on returning to study.
There are a number of sources of support for you provided by UWE:

You will find that your programme of study incorporates workshops on study skills
(Module GMX).

There may be occasions, particularly in the early part of your studies, when you may
want further guidance in writing assignments to meet specified criteria. If this is the
case, contact your module leader who will be happy to discuss this with you.

Your own institution may be able to help you with study skills and areas such as literacy,
numeracy and ICT as part of your staff development or CPD.

Tutorials may also be offered as part of the teaching and learning experience on
modules. Do make use of these to support you in planning and preparing your work.

Your attention is drawn to guidance provided in this Handbook Section 6 regarding the
use of the Harvard system in compiling bibliographies. If you want further clarification
about this, refer to the UWE Libarary website: http://www1.uwe.ac.uk/library/

You should receive written feedback from your tutor about your written assignments
within four working weeks of the submission date. Tutor feedback aims to be formative
against the assessment criteria and supportive in developing your confidence and levels
of achievement.

If you are having difficulty with your work, please ask for support and advice. Don’t just
struggle on alone.
8.3 UWE LIBRARY SERVICES: A BRIEF GUIDE
 Access to materials from outside the University.
You can access the Library catalogue, and any support material or information on the
Library web pages from any PC with internet access. You will usually need a username
and password (see below) to access databases and electronic journals from school or
home.
 Athens username and password
To access the Education databases or electronic journals, you will need to use your
UWE network username and password. The first time you try to use one of these
resources you will be guided to a page which validates your username and password
and that you are a member of UWE.
43
 Bolland (Frenchay) Library
This is where you will find all the books and journals about Education, about how to teach
your subject, and related areas such as sociology and psychology. To remind yourself about
the Library, see the web pages, especially the iSkillZone section:
http://www1.uwe.ac.uk/library/
 Borrowing books for course work
You can borrow up to 13 books at a time from the Library to support your coursework.
The standard loan period is 4 weeks, but 1 week and short loan options also apply to
some books and videos. Full details are available in the Library Services Handbook.
 Databases
You may want to find supporting literature for assignments through databases such as
the British Education Index or education research Complete. You can access these
resources, and many others through the UWE eLibrary. http://www1.uwe.ac.uk/library/
If you need to remind yourself how to search a database, there are online tutorials at
iSkillZone.
 Electronic books and journals
Electronic journals and e-books are referenced in the catalogue in the same way as print
items. You will find a link to the relevant web pages directly from the catalogue. You may
need your UWE username and password to look at e-books and journals from outside
the university.
 Email
The Library will communicate with you via your University email. This applies to
information about reservations, inter library loans etc. Responses to email enquiries will
be sent to whichever address sends the original message. Details of support services
via email are at: http://www1.uwe.ac.uk/library/
 Enquiry services
There is an Enquiry Desk on Level 3 of the Frenchay Library. From outside the
University you can use http://www1.uwe.ac.uk/library/
 Library PIN
Your Library PIN will be sent to you. You need your PIN to renew materials online or by
phone. You will also need it to issue books using the SELF ISSUE terminals in the
Frenchay Library.
 Opening hours
Please see the Library web pages to confirm opening hours of the University’s campus
Libraries. During term time, the Frenchay Library is open 24/7. Please note: The
Resources Collection on Level 5 closes at 8pm on weekday evenings, and is open
10am-4pm on Saturdays.
 Photocopying and printing
There are photocopiers on each floor of the Frenchay Library. There is a colour copier
on Level 4. For more detailed information go to: http://www1.uwe.ac.uk/library/
Printing from networked PCs is done through the Pharos print network. To use this, you
will need to credit your Pharos account, and log on to a print station using your network
username. More details are available at:
http://www.uwe.ac.uk/its/knowledgebase/helpdesk/printing/
44
 Postal loans
You can have books posted to you. For further details of this service, and the charges
involved, please see: http://www1.uwe.ac.uk/library/
 Renewing books
Most books can be renewed three times. You can do this in person, over the phone, by
email, or online, as long you do not have outstanding fines, and the book has not been
reserved by another student.
There is a 24 hour automated telephone renewals service. See Library website for
details. You will need your student number and Library PIN
 St Matthias Library and Bower Ashton Library
 Depending on your subject specialism, you will find these other UWE libraries a rich
source of materials for your subject knowledge. Some members of your group will
probably be familiar with them from their undergraduate studies, so ask for directions
and guidance, or look for directions on the UWE web pages.
http://www1.uwe.ac.uk/comingtouwe/campusesmapsandtravel
 Telephone services
A range of services are available via the phone or email. These include book retrieval,
photocopying, and renewals. See here for more details: http://www1.uwe.ac.uk/library/
8.4 Information and Communication Technology (ICT) Support
As a student, you will have access to a wide range of ICT support and resources. The MICE
(Media and Information Centre for Educational Technologies) team has a Helpdesk in room
3S710 where its experienced members can help you with your ICT queries.
The team also offers a range of multimedia equipment for loan to students and runs ICT
skills workshops for groups. Contact MICE by either visiting their Helpdesk or phoning or
emailing them on 0117 3284247 and mice@uwe.ac.uk
The Open Learning Area (3S710) offers a range of faculty specific ICT facilities to students
More information on ICT support and facilities is available online in a booklet produced by
the university’s IT services and available from MICE Helpdesk. You can also find up-to-date
information at http://www.uwe.ac.uk/its
To log onto the myUWE portal, access it via the main university website. Please note that
essential course documents, materials and your results/module records are only available
via myUWE. Simply follow the on-screen instructions to access the information you want.
8.5 Disability Support
UWE is committed to providing access to education for students with disabilities. Refer to:
Website: http://www1.uwe.ac.uk/students
Email: infopoint@uwe.ac.uk
Tel: 0117 3285678
The Disability Officer acts as a referral point to and from the DRC. Should you at the point of
application wish to discuss what support the Faculty can provide, a meeting can be set up
with the Disability Resource Centre, where a preliminary assessment of your educational
support needs can be undertaken.
Some assistive technology is available on designated PCs in libraries on all campuses and a
student lab based in DRC. The library has a PC equipped with assistive software packages
such as JAWS, Zoomtext and Kurzweil, and also offers a book collection, photocopying, and
45
personal support service to disables students. It also provides a DRC Web site where you
can find out further information.
8.6 Counselling Support
The University operates a counselling support service for all its students. This is available
free of charge and offers the opportunity for individual counselling, group therapy and stress
management groups, as appropriate. Refer to:
Website: http://www1.uwe.ac.uk/students
Email: infopoint@uwe.ac.uk
Tel: 0117 3285678
Students may also benefit from contacting Niteline on: 0117 926 6266. This facility is
available outside normal working hours.
If you are experiencing personal difficulties that are affecting your progress with your
studies, you may want to let your Programme Leader know. You may need guidance on how
best to manage the study demands including assessment in light of difficult personal
circumstances.
8.7 Peer Support
Unlike full-time programmes, part-time modular programmes do not normally provide the
ideal structure to develop a high degree of group cohesion. However your Programme
Leader will encourage you to develop a system for peer group support whilst you are
working on the programme. This will be in the form of the exchange of telephone numbers
and/or e-mail addresses and participation in a virtual learning environment and discussion
boards. Some of your assessments will involve working in teams. You may find alternative –
and better – approaches that best suit your group’s needs. You will be teamed up with a
colleague for peer observations of teaching which we hope will be supportive.
The Faculty is keen to explore new forms of facilitating peer-support for part-time students
and if you have any ideas or views on this to share then please contact your Programme
Director or Leader.
8.8
Financial Support
There may be some financial support opportunities available to part-time students. For
further information please see Website: http://www1.uwe.ac.uk/students
Email: infopoint@uwe.ac.uk
Tel: 0117 3285678
8.9
The Students’ Union
Remember that you are entitled to join the Students’ Union. Membership means that you
have access to the full range of the Union’s social and welfare services. An NUS card
entitles you to many discounts in shops, museums, clubs and cinemas. There is a Union
Office on the Campus (F Block).
8.10 Careers Support
Whilst the majority of students registering on the In-service Programmes and associated
Awards tend to be in permanent full time employment, you may be considering a change in
professional direction or you may require support in seeking employment. Such support is
available at any stage of your study through the central University Careers Service which
provides advice through:


An open-access careers information room with details of employment, courses and
occupations
Career talks and employment presentations
46





Computer guidance system
Events with specific focus
Advice on career choice including mid-life changes
Group work sessions
Job vacancies
Information on careers advice is also available at http://www1.uwe.ac.uk/students.
8.11 Health and Safety
For information on the University’s Health and Safety policy and related matters, see the
information at http://www.uwe.ac.uk/healthandsafety/
47
9.
MAINTAINING QUALITY
9.1
Faculty Policy on Quality Management, Monitoring and Evaluation (QMME)
The Faculty is committed to maintaining and enhancing the quality of its provision and to
ensuring high standards in the work that students undertake. Your Award is located for
QMME purposes within the Faculty Scheme.
You can contribute formally to improving the quality of this programme through


Module Evaluation
Feedback to your Programme Leader
9.2
Module Evaluation
Your views and feelings about the learning experience on each module are canvassed by
use of a written module evaluation form distributed by your module tutor at the end of each
module.
The module evaluation form helps us to gauge the extent to which the learning opportunities
we have provided have allowed you to achieve the intended learning outcomes for the
module. Such feedback is crucial to us in identifying areas for improvement and so we very
much appreciate it when you take time to complete and return it to us.
Once we have received your evaluation forms, we do a quantitative and qualitative analysis
of the feedback and the Module Leader/Course Leader uses this information along with
information from other sources (assessment results, withdrawal rates, External Examiner
comments) to produce an action plan to address issues raised.
In addition to this formal process we welcome informal and interim feedback on the quality of
your learning experience. It’s nice to hear if things are going well; if things are not going well
we need to know about it to put them right. You can raise issues with your Module Leader,
Programme Leader or Scheme Director.
9.3
Student Representatives
A student representative will be elected by students to provide a learner voice. We very
much welcome student feedback. Further information will be provided.
You may also be invited to represent fellow students at staff:student fora at your Centre.
10.
PROGRESSION and ACHIEVEMENT
10.1 Further Study
Having completed your studies, we hope you will feel inspired to continue on with further
study. A good example of this is the MA Lifelong Learning award, geared to meet the needs
of practitioners in the post-compulsory education sector. It has a flexible approach to
studying, in particular allowing a fair degree of freedom as to which topics to pursue on your
assignments. See Dr Richard Waller, MA Lifelong Learning leader for further information
richard.waller@uwe.ac.uk Tel. 0117 32 84100.
Within the Modular Programme for Professional Development at UWE the credits you gain
for your current Award can be used once you have successfully completed one Award to
progress onto another Award. Your PG Cert (L&S) could offer progression on to a PG
Diploma or MA. The Award of Cert Ed (L&S) can be used to progress onto a postgraduate
qualification direct (a PG Diploma or MA) if you can demonstrate that you are able to be
successful at postgraduate level.
48
In addition, the Department of Education at UWE has an ESRC recognised MA Applied
Social Research (Education) award and a doctoral level programme leading to an EdD.
There is also of course more traditional higher degree by research supervision leading to
MPhil and PhD.
Once you have started, you might find that you just can’t stop! For further information and
guidance on the possible routes for progression, please contact your Course Leader or
Award Leader who will be happy to supply you with further information.
You may find that en route, you decide you want to transfer onto a larger Award before
completing the Award for which you initially registered. This is possible, if you have
appropriate module credit and the Department of Education at UWE approves the transfer.
10.2 Publication
The Department of Education at UWE regularly finds that much of the written work that
arises as a result of assessment on the Award is of suitable quality to achieve publication.
This can be for professional or academic audiences. If you are interested in pursuing
submission of your written work for publication then you may wish to attend the ‘Writing for
Publication’ workshop.
The Faculty of Education at UWE publishes an in-house journal New Redland Papers which
can be a very supportive environment for first timers to try out their work in the public
domain.
Once your assessment is completed you may wish to consider writing for publication with
your tutor. This can be a supportive and productive way to achieve publishable outcomes
(for both parties). However, in recognition of the need to protect the interests of students in
this relationship and to ensure ethical conduct in such collaboration, the Education Faculty
Scheme has Notes of Guidance for tutors on writing and publishing with students. This is
available to you on request from your Programme Leader.
10.3 Award Ceremony
The culmination of your studies and success in gaining the Award is to attend an Award
Ceremony in the July following your final Examination Board which confirms conferment of
your Award. Your Centre will advise you of this.
We do hope that you are able to attend. After extensive commitment and hard work in your
studies, it is an ideal opportunity to celebrate your success with family, friends and tutors.
We look forward to applauding you on that day.
49
APPENDIX
List of forms and documents
used in programme –
where to locate
50
List of Forms and Documents
All the forms and documents listed below are available from your Programme Leader.
This is a check list of forms which you will need for your Teaching File/ PDR. Copies are
provided in your copy of the Teaching File, and can also be downloaded for this purpose. You
will need to make additional copies as appropriate.
[TF = Teaching File PDR = Professional Development Record PH = Programme Handbook
Form
Where to
find/keep?
Purpose
TF/
PDR
PT1 L& S
Teaching Log
You must keep a log of the relevant number of hours
of your teaching for your Teaching File
PT2 Practical
Teaching
Schedule
You must complete this schedule at Induction, as it
will go to your University Tutor. You should complete
one each term or teaching block so that we can plan
your observation visits. You should notify the Student
Admin Office of any changes.
X
PT3 Record of
Practical
Teaching Visits
You need to get your Uni Tutor, Mentor and peer
observer to sign this form after each visit. UT and
Mentor will need to check off your Teaching File and
PDR when they have been discussed as an essential
part of your assessment for GMV and GMY (Practical
Teaching 1 and 2).
X
PT4 Post Lesson
Self Appraisal
Form
After each visit you must complete your own
appraisal of your teaching, to be shown to and
discussed with your Uni Tutor and Mentor at their
next observation/tutorial.
X
PT5 UT/Mentor
Tutorial Record
Form
You must record the outcomes of your tutorial
meetings with your Uni Tutor and Mentor on these
forms. Any action planned must also be recorded
here, and be reviewed at the next meeting.
X
PT6 Mentor
agreement and
CV
Your Mentor should complete this and send to UWE
as soon as possible. (This need not be kept in your
Teaching File).
X
PT7 Additional
Assignment
Submission
Form
You need to submit a completed copy of this form
when you submit each assignment, together with the
normal UWE cover sheet available from your Centre.
X
FTPT8 Session
Plan
You should try to use the UWE Session Plan form for
all observation visits. If you cannot or prefer not to,
please ensure that all of the categories of our
proforma are on the chosen form i.e. add them in if
necessary.
FTPT9 and
FTPT10 Open
Feedback Forms
Your observers (UT, Mentor and peer) will write their
comments on these Open Feedback Forms. There is
also a Continuation Sheet (FTPT10). You keep a
copy for your Teaching File. Your Uni Tutor files the
other copies.
51
P
H
X
X
X
X
PT11 Structured
Feedback Form
Your observers will also write comments under each
heading on this form, towards the end of the
observation. It will enable you to review and action
plan following each observation.
X
PT12
UT/Mentor’s First
Summary report
Form
After the final visit for Practical Teaching 1 (GMV)
your Uni Tutor and Mentor will complete this
summary form. It will include a pass/fail decision for
the practical teaching element of this module.
X
PT13
UT/Mentor’s
Final Summary
Report Form
After the final visit for Practical Teaching 2 (GMY)
your Uni Tutor and Mentor will complete this
summary form. It will include a Pass/Fail decision on
Practical Teaching
X
PT14 Teaching
File Guidelines
This provides guidance on how to organise your
Teaching File.
PT 15
Professional
Development
Record (PDR)
This explains the purpose, structure and role in
assessment of the Professional Development
Record.
PT16 PDR First
Part Guidelines
Outlines the items needed for the first part of your
PDR to be assessed in Component B of module
GMU.
X
PT17 PDR
Personal Needs
Analysis
This is an initial self assessment to be completed
early in the course. It includes an Individual Action
Plan which will be an ongoing part of the PDR during
the course
X
PT18 Reflective
Log (for PDR)
You will complete one of these after every taught
session for the first few weeks of module GMU as
part of the PTLLS requirement.
X
PT19 PTLLS
checklist (for
PDR)
This is a way of checking you have met the criteria
for PTLLS. Your GMU tutor will discuss how you
might best use this form.
GMU
PT20 PDR
Second Part
Guidelines
This document explains what you need to do to
complete your ongoing PDR2, The Reflective
Journal, which you must show and discuss with your
Mentor/Uni Tutor at each observation/tutorial. It forms
part of the assessment for Component A of modules
GMV and GMY (Practical Teaching 1 and 2)
52
X
X
Handbook
X