Student Handbook 2015 – 2016
Full Time Pre-Service
English Pathway
Faculty of Education and
Professional Graduate Certificate in
Post-Compulsory Education and
Training
Contents
Welcome and introduction
2
Course Staff Contact Information
3
Starting the Programme
4
What will I Study?
5
Aims and Outcome of the Programme
6-7
The Education & Training Foundation Professional Standards 2014
8
Professional Conduct Agreement
9
Study and Learning Support
10-12
Student Representation and Feedback
12
Supporting Equality and Celebrating Diversity
13-15
How will I be Assessed?
16
Attendance Expectations
16
Submission of Assessed Coursework
17-27
Outline of Modules and Assessment Tasks
28-46
Key Websites
47-50
1
Welcome & Introduction
Welcome to the University of Sunderland, the Faculty of Education & Society and the FullTime Pathway Programmes of Initial and Continuing Teacher Education in the Post
Compulsory Education and Training Sector. The University of Sunderland validates these
programmes in Collaborative Partnership with six Colleges of Further Education across the
North of England and is nationally one of the Sector’s largest providers for the Professional
Development of lecturers, teachers and trainers.
The University was awarded Centre for Excellence in Teacher Training in 2007, one of 11
Centres for Excellence nationally. Sunderland University Centre for Excellence in Teacher
Training (SUNCETT) is committed to developing innovative and collaborative approaches to
the professional development of new and qualifying teachers in Post Compulsory Education
and Training (PCET). SUNCETT’s extended team works closely with all its partners to
ensure that all PCET students have challenging learning experiences which give trainee
teachers the confidence to adopt creative approaches to teaching in both their training and
also throughout their careers. Please visit the SUNCETT website for regular updates and
reviews. To access the PGCE PCET Student area on www.suncett.com you will need to
enter PGCEPCET1516 as the password.
Overarching Aims and Ethos of the Programme
The overarching aim and ethos of the Professional Graduate Certificate and Certificate in
Education for the PCET sector programme is to foster the holistic development of critical,
creative and inspirational teachers and trainers. The programme is concerned to develop the
‘whole teacher’ and the ‘whole learner’ through the development of Professional Knowledge,
Practical Skills, Key Skills and Professional Values.
The programme recognises the centrality of ensuring equality and promoting diversity in
teaching and learning, and endeavours to translate these values into the day-to-day
practices of lecturers, trainers and teachers. It is integral to the design of the programme,
that these values are not ‘dislocated’ or discrete parts of the course, but situated in the ethos
and experience of the programme itself.
Your Programme Team is made up of the University Programme Leader, university tutors,
tutor-observers, Assistant Programme Leaders and Tutors from each of the University’s
Partner Colleges.
It is important to us to live up to key educational values and ethics. We value each other, our
students, our profession and ourselves. We hope that through your experiences of working
with us, your students and each other, you will be able to do the same.
Introduction to the Student Handbook
All students study for the Professional Graduate Certificate in Education (PCET). The
generic pathway supports the development of teachers across a wide range of subjects eg.
sociology, psychology, sport, history, media, etc. Your mentor on placement supports the
development of subject specialist pedagogy. Generic teaching skills eg. lesson planning,
classroom management, assessment etc are introduced in class and tested out in practice.
Online Versions of the Handbook and Other Information
Online versions of this Handbook and other related documents and information can be found
on the University’s Virtual Learning Environment Sunspace and at www.suncett.com
We look forward to working with you! Best Wishes from the Programme Team
2
Course Staff Contact Information
If you need to know more about general academic aspects of the programmes
contact,
PGCE PCET University Programme Leader, Full-Time Pathway: Trish Spedding
Telephone:
0191 515 2416
Email:
Address:
trish.spedding@sunderland.ac.uk
University of Sunderland
Faculty of Education & Society
Forster Building
Chester Road
Sunderland
SR1 3SD
General Administration
Senior Administrator: Cathy Malcolm
Telephone:
0191 515 2373
Email:
Address:
cathy.malcolm@sunderland.ac.uk
University of Sunderland
Administration Department
Priestman Building
City Campus
Sunderland
SR1 3PZ
Opening Hours of the Faculty of Education & Society Administration Office
The Faculty of Education & Society Administration Office is located at the entrance
of Forster Building and is open between the following hours on working days.
Monday – Thursday
Friday
8.30 a.m. – 5.00 p.m.
8.30 a.m. – 4.45 p.m.
3
Starting the Programme
Essentials of Enrolment and Registration

You must enrol and register for your Programme (September to September). If
you are not fully registered for a Year of Study /Module and/or if you have not
paid your Tuition Fee your work cannot be submitted to be assessed and
recorded by the Programme Assessment Board. If you are in any doubt about
your registration status you should contact Cathy Malcolm at the University
(0191-515-2373).

You must inform the Education Administration office (Cathy Malcolm) and your
tutor at the University, in writing of any change of name, title, address, telephone
numbers or if you become aware of anything regarding your programme or
personal details that are recorded incorrectly.
Entry Qualifications
Standard entry qualifications for the pre-service PGCE PCET include, a Degree in a
subject specialist area with a minimum classification at 2:2 and GCSE maths and
English grade ‘c’ or above or recognised equivalent.
Stages of the Award
Students who withdraw from the programme after EPF134 (20 credits) will be
credited with Preparing to Teach in the Lifelong Learning Sector, (NQF Level 4) and
those withdrawing before full completion of the programme will be awarded HE
credits for any modules successfully assessed and completed.
All student teachers who complete the course in full will be able to apply for QTLS
status upon receipt of their PGCE PCET certificate and at the start of their teaching
post. At the time of writing arrangements for the application and award of QTLS
resides with the Education Training Foundation (ETF). Student teachers are advised
to consult regularly the ETF website http://www.et-foundation.co.uk/ for advice,
updates, information and all matters concerned with the professional development of
teachers in the further education and training workforce.
The PGCE PCET programme has been designed to meet the standards of the full
teacher’s award of Diploma in Education and Training.
4
What will I study?
The following table details the modules you will take over the course of your
study:
Module Title
Preparing to Teach in the Lifelong
Learning Sector
Module
Code
EPF 134
Credits
20 at HE Level 1
(NCF LEVEL 4)
Subject Specialist Knowledge and
Pedagogy (English/Functional English)
Practical Teaching & Professional
Development
EPF 238
Contextualising Policy and Curriculum
in PCET
EPF 304
20 at HE Level 3
(NCF LEVEL 6)
Enhancing subject Specialist Learning
through Innovation & Change
EPF 309
20 at HE Level 3
(NCF LEVEL 6)
Advancing Subject Specialist
Teaching & Professional Development
EPF 308
20 at HE Level 3
(NCF LEVEL 6)
EPF 140
20 at HE Level 2
(NCF LEVEL 5)
20 at HE Level 1
(NCF LEVEL 4)
5
Aims & Outcomes of the PGCE PCET Programme
Learning Aims
The PGCE/Cert Ed (PCET) Programme will provide student teachers with the
opportunity to:

undertake a challenging programme of academic study which is relevant to their role as a
teacher in the learning and skills sector.

develop knowledge and skills relevant to successful planning, teaching, class management and
evaluation, and the embedded development of adult literacy and numeracy relevant to the age,
ability and background of their learners.

understand the purpose and nature of monitoring and assessment and implement procedures to
assess and record the progress of individual learners.

develop their ability to test and criticise ideas and evidence in a creative and imaginative way
and to build commitment to research and inquiry in their own practice using ICT where
appropriate to enhance and update their subject knowledge and pedagogy.

demonstrate that they have high expectations of themselves and their learners, promote positive
values and be able to improve their own teaching and learning.

strengthen and secure their subject knowledge and understanding by providing a conceptual
and pedagogical framework to assist them in developing their own contextualised theory of
learning and professional ethics

develop student teachers’ abilities to critically evaluate philosophies of teaching, learning and
assessment to develop a critical appreciation of their own contextual and professional ethic.

foster the deepening and broadening of student teachers’ skills, knowledge bases and reflective
capacities required, in relation to educational research and philosophical and sociological
perspectives on education in the post compulsory sector.
Learning Outcomes

Use first principles in planning and managing teaching, learning and assessment

Apply key pedagogical concepts and skills in the classroom

Use ICT within their subject to extend their subject knowledge and understanding

Build a repertoire of approaches to planning and managing teaching, learning, assessment and
evaluation
6

Analyse key pedagogical concepts and skills in the classroom.

Design, use and evaluate a range of learning resources, technologies and aids competently and
effectively to improve subject and pedagogical knowledge and understanding

Embed the development of adult literacy and numeracy in the teaching of their subject
specialism

Plan and manage an individual programme of professional development and subject updating

Advance a repertoire of approaches to planning and managing teaching, learning, assessment
and evaluation

Synthesise key pedagogical concepts and skills in the classroom

Demonstrate the creative application of a broad range of learning resources, technologies and
aids to improve subject knowledge and understanding and pedagogy

Develop, test and justify their personal theory of learning through a planned programme of
professional development and subject updating

Relate their own professional ideas and practices to an organisational, local, regional and
national context

Evaluate the impact of major curriculum, organizational and policy changes on their own
professional practice

Conduct a small-scale evaluation study of your own practice

Adopt a professional commitment and the necessary skills to reflect on values and ethical
issues in professional practice

Use current educational research and philosophical and sociological perspectives to develop
teaching and learning.
7
The Education & Training Foundation Professional Standards 2014
As a professional teacher or trainer you should demonstrate commitment to the
following in your professional practice.
Professional values and attributes
Develop your own judgement of what works and does not work in your teaching
and training
1 Reflect on what works best in your teaching and learning to meet the diverse needs of learners
2 Evaluate and challenge your practice, values and beliefs
3 Inspire, motivate and raise aspirations of learners through your enthusiasm and knowledge
4 Be creative and innovative in selecting and adapting strategies to help learners to learn
5 Value and promote social and cultural diversity, equality of opportunity and inclusion
6 Build positive and collaborative relationships with colleagues and learners
Professional knowledge and understanding
Develop deep and critically informed knowledge and understanding in theory and
practice
7 Maintain and update knowledge of your subject and/or vocational area
8 Maintain and update your knowledge of educational research to develop evidence-based
practice
9 Apply theoretical understanding of effective practice in teaching, learning and assessment
drawing on research and other evidence
10 Evaluate your practice with others and assess its impact on learning
11 Manage and promote positive learner behaviour
12 Understand the teaching and professional role and your responsibilities
Professional skills
Develop your expertise and skills to ensure the best outcomes for learners
13 Motivate and inspire learners to promote achievement and develop their skills to enable
progression
14 Plan and deliver effective learning programmes for diverse groups or individuals in a safe and
inclusive environment
15 Promote the benefits of technology and support learners in its use
16 Address the mathematics and English needs of learners and work creatively to overcome
individual barriers to learning
17 Enable learners to share responsibility for their own learning and assessment, setting goals
that stretch and challenge
18 Apply appropriate and fair methods of assessment and provide constructive and timely
feedback to support progression and achievement
19 Maintain and update your teaching and training expertise and vocational skills through
collaboration with employers
20 Contribute to organisational development and quality improvement through collaboration with
others
From the: Education and Training Foundation 157-197 Buckingham Palace Road, London
SW1W 9SP. www.et-foundation.co.uk
For comprehensive guidance and amplification of 2014 professional standards follow
the link http://www.et-foundation.co.uk/our-priorities/professional-standards/
8
Professional Conduct Agreement
As the PG/CE PCET department we are committed to supporting our student teachers by:
 Providing a varied and challenging learning experience.

Valuing links with mentors and placement providers to
enhance our student teachers’ experience.

Providing detailed and timely formative feedback to
support individuals’ progression and achievement.

Encouraging a democratic learning environment that
values difference and promotes equality amongst
learners.

Providing opportunities for our student teachers to reflect
on their personal and professional development.

Empowering our student teachers to find the confidence to become the teachers they
aspire to be.
Student teachers on the PG/CE PCET will be expected to:
 Be punctual and attend all PGCE sessions.

Be committed to all placement obligations.

Meet all required deadlines.

Show commitment to all planning and preparation in all aspects of
the course.

Act professionally in all situations.

Treat others with sensitivity and respect regardless of gender,
sexuality, race, religion, economic status, culture or disability.

Show responsibility for the learners in their care.

Demonstrate a commitment to continuing professional
development.

Effectively communicate with their tutors and mentors.

Provide challenging opportunities in order for their learners to
achieve.
Signatures
Programme Leader/Tutor:
Student:
Date:
9
Study and Learning Support
One of the aims of the Programme is to provide opportunities for students to develop
independent study skills so that by the end of the programme they may become
autonomous learners, though students are not expected to achieve this alone.
Your Programme Leader and course tutors together with your mentors in your
teaching placements will provide stable reference points and continuity of contact for
academic guidance for you as you progress through the Programme. They will seek
to establish an open and supportive relationship with you. Through the personalised
tutorial and action planning process they will offer regular opportunities for you to
meet them to review your progress and discuss any problems you may have related
to your studies. They will monitor and record your attendance and progress and keep
records of your meetings with them including any decisions/agreed action arising
from tutorials and teaching practice observations.
In addition, you may draw upon the services of the University’s Student Services
which include Student counselling, Student Welfare and Financial Advice to
students. The University’s Learning Development Services can also help to support
students who may have additional learning support requirements. Student teachers
can find out more about these services through the University's Web Site at
www.sunderland.ac.uk
Access to Learning Support
The University is committed to meeting students’ differing learning needs. These
can range from a tutorial to address a specific issue, such as how to reference using
the Harvard System, to an assessment of educational needs that might require
access to specialised equipment. The important point to note is that your tutors are
aware of the different types of support that are available and that you should consult
as soon as possible with them if you feel you need help with any issue.
University Library Services
University Library Services, (ULS), supports students with the provision of a high
quality learning environment, comprehensive print collections, extensive e–
resources, 1400 study places, 300+ PCs, My Module Resources and Skills for
Learning Support.
All (including foundation and collaboration) students have the full use of the
University’s two libraries. The libraries are open extensive hours and are staffed for
59 hours a week, including weekends and evenings. During core teaching weeks,
The Murray library is open 24x7 and St Peters library is open until 12 midnight.
Students can access library resources either on campus or off campus via the web.
The ULS web site www.library.sunderland.ac.uk provides a gateway to information
resources and services for students both on and off campus. Tailored resources and
support are available from specific subject areas of the ULS web site. Single sign-on
using your university user ID and password is used to allow student access to
electronic resources regardless of location.
10
My Module Resources
Your module reading list is a live interactive resource list available from within your
online module space and the University’s library website.
What do you get?
• Real time library information, both availability and location of print books, plus
being able to place reservations on books that are already on loan
• Direct access/links to electronic resources
• Allows you to set up RSS alerts for changes and additions to your Module
Resource list
• Smartphone and tablet friendly – providing QR capture, touch screen
functionality and e-resource access
How does this help you?
• Getting the right resources easily from flexible access points
• Receive guidance from your tutor on what to read at a point of need by using
search filters e.g. useful website, teaching practice, teaching and learning
• Helping you to use a wider range of resources to support your learning and
achieve better grades
https://moduleresources.sunderland.ac.uk/
Skills for Learning
Your librarians and study skills tutors will be working closely with you and your
lecturers to develop and deliver the skills you need to succeed at university.
You can find and use our online and printed resources from either My Sunderland
Sunspace or the University Library website’s Skills for Learning pages.
Throughout the year you will be able to find help and advice by either attending or
completing on line workshops to develop and improve your academic and
employability skills.
Don’t struggle, improve your skills by using our Skills for Learning resources
http://library.sunderland.ac.uk/skills/
11
Support Services
Name
Email address
Student Services including:
 Chaplaincy Services
 Disability Services
 Counselling
 Health & Wellbeing
 Student Financial Services
 Student Support Fund
chaplain@sunderland.ac.uk
disability.support@sunderland.ac.uk
counselling@sunderland.ac.uk
health.wellbeing@sunderland.ac.uk
studentfinancialadvice@sunderland.ac.uk
alfenquiries@sunderland.ac.uk
Students Union
ussu@sunderland.ac.uk
3030
Edinburgh
building
Library
Students studying overseas or
independently can email our
Off-Campus Library Service at
libraryhelp@sunderland.ac.uk.
2909
Murray
3059
David
Goldman
ces.enquiries@sunderland.ac.uk
2920
Gateway
2992
Unit 1
Technology
Park
Careers & Employability
Services
IT services including Sunspace helpdesk@sunderland.ac.uk
VLE
Internal
Location
Telephone
Ext.
2933
Edinburgh
building
What Career and Further Options will be open to me after the course?
Successful completion of the PGCE PCET can lead to a graduate teaching career in
Post 16 Education and Training and on to the University’s Higher or Research
Degree Programme at Masters Level or above.
Student Representation
We welcome and value student representation on the PG/CE (PCET). This is an
integral part of improving the quality of the programme, through regular consultation
with nominated student representatives. One person from each group will have the
opportunity to periodically contribute to the staff/student liaison committee, which
feeds into the bi-annual programme studies board.
Student Teacher Feedback to the University
The Faculty of Education & Society has a policy of gathering Student feedback on
Programmes through the Nominal Group Technique. Your tutor and student
representative will help you to use this process to generate feedback on the
programme.
12
Supporting Equality and Celebrating Diversity
“The University of Sunderland celebrates and values the diversity of all students and
staff. We are a multicultural community that values and promotes equality and
diversity.
We do not tolerate discriminatory practices of any kind. In line with our strategic
aims, we work to continue to deliver a positive environment for the conduct of all our
activities, where all members of our community treat one another with mutual respect
and dignity.
Through our policies and practices we work to ensure that all students and staff are
welcome in our community and do not face discrimination with regard to any aspect
of their identity, such as race, disability, gender, age, religion and belief or sexual
orientation.” University of Sunderland Equality and Diversity Statement 2009
Your rights as a Trainee Teacher on this course
In PCET we aim to live up to the above values by designing all our teaching and
learning activities so that they incorporate approaches that will enable you to ensure
Equality and promote Diversity in every aspect of your own teaching, to the benefit of
all your own current and future learners. To support our trainees and each other in
this venture, we maintain that there are fundamental rights and responsibilities that
all learners should experience and all teachers should ensure:

That all learners are free from bullying, harassment or any form of
discrimination at all times;

That all learners enjoy security, safeguarded both by their teachers and
by their educational institutions;

That our educational provision is adapted to ensure that every learner can
achieve to their full potential.
We will do our utmost to ensure that you enjoy these entitlements as learners on this
programme. If you have any reasons for believing that either yourself, or any other
trainee on this programme, or any individual on your Teaching Practice Placement,
is having their rights infringed or ignored, please contact your course tutor in the first
instance. Remember you can always approach another member of the PG/CE
PCET programme team at your institution or the University programme leader.You
also have the option of talking to Kate Duffy who is the named Equality and
Diversity advocate for the programme based at the University of Sunderland. Kate
can be contacted at: 0191 515 3038 and kate.duffy@sunderland.ac.uk
13
Reporting incidents of racism or discrimination flow chart:
PGCE/PCET Programme (Flow Chart A)
This is a quick guide for students who feel that they have encountered
discrimination. This guide tells students what to do to report the incident and
explains how agreed actions are arrived at and how we record what has
happened.
This guide is informed by the Faculty of Education Society ‘Discriminatory Incidents
Monitoring Procedures. (Jan 2011)’.
An incident occurs that you feel is racist or discriminatory
Choose a member of staff that you feel comfortable discussing the incident with.
On the PG/CE PCET programme your course tutor might be your first choice.
Remember you can always approach another member of the PG/CE PCET programme
team at your institution or the University programme leader.
You also have the option of talking to Kate Duffy who is the named Equality and
Diversity advocate for the programme based at the University of Sunderland. Kate can
be contacted at: 0191 515 3038 and kate.duffy@sunderland.ac.uk
The member of staff will discuss the incident with you and together you can consider
the next steps to take. Depending on the seriousness of the incident other staff and/or
agencies may be involved. This will be negotiated with you.
You and the member of staff will then agree the actions to be taken to address this
incident. The member of staff will make a note of the basic details of the incident and
agreed actions.
The member of staff will complete the:
Incident Report Form
The Incident Report Form
is placed in the: Folder for recording
Racist/discriminatory incidents.
The student will complete the:
Student details and related information
form
The Student details and related
information form is kept by the
member of staff. It is destroyed once it
is clear that the incident had been
dealt with satisfactorily
Monitoring
Cluster and Programme Leaders review the Folder for recording Racist/Discriminatory
Incidents. Incidents and actions taken will be reported back to the Faculty Equality and
Diversity Group
14
Student Teacher Responsibilities
As a trainee teacher, you also have responsibilities towards all learners in your care.
With our help and guidance, we require you to discharge these responsibilities in
regard to your own learners and peers.
In working towards realising these values, all teachers and trainees will be engaged
on a continuing journey to learn about the needs of learners from different
backgrounds, cultures and lifestyles.
Ensuring Equality and promoting Diversity can be a very challenging aspect of
teaching, and there is often no single correct response to a problematic situation. We
are fully aware that the significant responsibilities for ensuring Equality and
promoting Diversity can at times seem daunting to both experienced and trainee
teachers.
No-one can ever be expected to always “get it right” in their attempts to ensure
Equality and promote Diversity, and reflective teachers acknowledge that building on
(sometimes painful) experience leads to better decision-making.
All that we ask is that every teacher and trainee commit themselves fully to
attempting to achieve our aims, and embrace challenge rather than avoid it. In
return, we commit ourselves to supporting your efforts, and see ourselves as joint
learners in this venture to create a more just, and more educated, society.
15
How will I be Assessed?
You will be assessed in a number of ways, including written assignments,
observation of teaching practice, case studies, presentations, group work, and
tutorials.
Teaching Practice Requirements
The Professional Graduate Certificate (PCET) is a major professional teaching
qualification for the post compulsory sector. In order to fulfil the requirements of the
course you must complete a minimum of 100 hours of practical teaching.
Your teaching/lecturing/training role should enable you to take significant
responsibility for the following:






Planning and implementing learning activities
Assessing students’ or trainees’ learning using a range of methods
Reflecting on your teaching/training development and skills
Planning and realising individual teaching
Planning and realising group teaching
Experience of other modes of delivery (flexible/open/lectures for example)
For more detail on practical teaching requirements and responsibilities you must
refer to the Reflection, Action Planning and Target Setting (RAPTS) handbook.
Attendance Expectations
Attendance and attendance rates will be recorded/monitored by all staff teaching
Modules on the Programme. 100% attendance on the course is expected. Where a
student teacher’s attendance is causing concern (approaching 80% for the Module)
the tutor will inform the Programme Leader and the faculty administrator for
attendance. The Programme leader having been alerted to a possible problem will
make enquiries to establish the student teacher’s overall attendance pattern.
A student teacher whose attendance of scheduled classes is below 80% for a
Module will not normally be recommended to the Board of Examiners as having
successfully completed the Module.
For overall programme attendance except in exceptional circumstances the
minimum attendance requirement is 80%. This applies to an academic year as a
whole. Where overall attendance approaches the 80% threshold for the year as a
whole the University will write to the student teacher to express concern and the
Programme Leader will organise a tutorial with them to explore the problem and
clarify any difficulties. Student teachers whose overall programme attendance falls
below 80% may be required to withdraw.
16
Submission of Assessed Coursework
Assignments must be:




Word processed
Single sided
Typed in size 12 font
Appropriately spaced (1.5 or double)
Guiding Principles






Due time and place of presentation is specified for all coursework.
Failing to present coursework at the specified time and place is equivalent to
failing to attend for a written examination at that time and place. The
preparation of coursework for presentation is equivalent to preparation for an
examination. Where coursework is handed in late, it will normally be failed.
Except where student teachers can demonstrate that circumstances outside
their control reasonably led to a failure to present, or sufficiently influenced their
ability to prepare, they should present coursework by the due date and be
judged on its condition at that point.
Where there is deemed to be insufficient adverse effect from circumstances
outside a student teacher’s control, then a student teacher should not be
advantaged by being given additional time for preparation.
Student teachers using computers, or other equipment for the production of
coursework should allow time to recover from any difficulties thereby
encountered and may not normally claim computer, or other similar failure, as a
circumstance outside their control.
Student teachers are personally responsible for ensuring that coursework is
presented at the due time and place and for obtaining a receipt confirming its
presentation. Where a student teacher chooses to present other than in person,
for example by mail, or through a fellow student, it remains the student teacher’s
responsibility to ensure due presentation. Where due presentation, by whatever
means, does not take place then the coursework will be deemed to have not
been received in time.
Student teachers should record/highlight the submission dates on the Programme
Calendar of Work. These are the agreed dates when student teachers should hand
in their work to their tutor.
In cases of genuine difficulty, student teachers can apply for an extension on the
grounds of 'extenuating circumstances'. This should be done in writing to their
tutor, giving reasons why they need more time.
17
Extension and Extenuating Circumstances
Extension and extenuating circumstances are intended as exceptional procedures,
designed to avoid the penalisation of students who are experiencing significant and
unavoidable difficulties which make it impossible for a time to carry on studies in a
normal way. The Faculty of Education & Society will make all reasonable allowance
where an accident, debilitating ill-health, or some other acute personal or family
crisis affects student teachers’ work, either over a significant period or at a crucial
time. Should this happen, the student teacher should notify their tutor as early as
possible and keep them informed about the situation until it clears.
Extension and extenuating circumstances are not designed to save student teachers
from the consequences of poor time management and leaving things to the last
minute. Student teachers should plan the preparation and completion of their
coursework to avoid foreseeable crises.
Where a student teacher wishes to claim that circumstances outside his/her control
prevented due presentation, or sufficiently influenced his/her ability to prepare, so
that s/he is thereby clearly disadvantaged relative to other students, then the student
may request either extension, or extenuating circumstances. Before seeking
either, students should consult with their tutor then if there is a problem, the tutor
may confer with the university Programme Leader.
Extension
If a student teacher’s tutor or Module Leader has accepted that the student teacher
may have a good case in terms of personal circumstances and (ii) the student
teacher can complete coursework given extra time up to a maximum of 72 hours, the
student teacher should then complete the Extension Form and hand in to the tutor
for signature, before the due date. If the extension is granted, part of the form will
be returned to the student teacher and they must keep this safely. If a student
teacher is given an extension, it is essential that they hand in the coursework to the
person specified on the extension form at the stated time and place. If the student
teacher does not meet this new deadline they will fail the module.
Extension may be granted by the Tutor/Module Leader of the affected module(s),
depending on his/her evaluation of the substantiation and effect of the claimed
circumstances. The student teacher must apply for extension to the Module Leader,
submitting the form obtainable from the Faculty of Education & Society (and included
in Student Handbook for photocopying), and provide any evidence, including
documentation, required by the Module Leader, to substantiate the claimed
circumstances. In the light of his/her evaluation, the tutor or Module Leader may
grant an appropriate extension up to 72 hours, or may refuse to grant an extension.
Where Tutor /Module Leaders deem an extension of 72 hours to be insufficient, they
will advise the student to seek extenuating circumstances. Where no extension, or
an extension less than the 72 hours is given and the student wishes to claim that this
does not compensate for the effect of their adverse circumstances, s/he may apply
for extenuating circumstances.
18
Extenuating circumstances is something which student teachers should not ask for
lightly. They should discuss their circumstances and prepare a letter of request for
extenuating circumstances with their tutor and possibly, in some circumstances the
Programme Leader. Student teachers should, where possible, give their tutor prior
notice that they will be requesting an extension. Where extenuating circumstances
is accepted, and if the year marks depend on it, student teachers will be deferred
pending a decision as to whether you can proceed at a later date. Special cases can
sometimes be allowed for where student teachers may wish to take longer or
suspend their studies for a certain period of time. In any case, each request will be
looked at individually and assessed on its own merits.
Extenuating circumstances can only be granted by the Extenuating Circumstances
Panel (ECP) to the Chair of the Board of Examiners, at the University. Extenuating
circumstances should normally only be applied for where:
-
-
A student teacher is confident that s/he can demonstrate satisfactorily to the Panel
that circumstances outside his/her control prevented due presentation, or
sufficiently influenced his/her ability to prepare for presentation
Recovery from the effect of the adverse circumstances cannot reasonably be
accomplished within the period of extension which (the) relevant College
Tutor/Module Leader(s) is (are) able, or willing to grant.
The Extenuating Circumstances Panel will make its decisions solely on the evidence
made available to it. It is for the student teacher seeking extenuating circumstances
to supply the necessary evidence.
The Extenuating Circumstances Panel can either refuse to accept a claim for
extenuating circumstances or agree a claim. Where a claim is accepted, the
Extenuating Circumstances Panel will recommend to the relevant Subject Board of
Examiners that there should be deferral of a student's assessment in the modules
for which extenuating circumstances is sought. The Extenuating Circumstances
Panel may further recommend, in the light of its knowledge of the circumstances,
either
 a deferral of presentation to a specified earliest time, or
 deferral to a further review of a student teacher's circumstances by a specified
time.
 The Subject Board of Examiners will normally accept the Extenuating
Circumstances Panel's recommendations of extenuating circumstances, but
may vary any recommended term of deferral in the light of a student teacher’s
complete assessment profile.
In those cases where a student teacher actually presents by the due time but is also
granted extenuating circumstances on the grounds that that circumstances outside
his/her control sufficiently influenced his/her ability to prepare for the presentation,
neither the Extenuating Circumstances Panel, nor the Subject Board of Examiners is
in a position to estimate what grade the work might have achieved, but for the
19
adverse circumstances. Here too, the Extenuating Circumstances Panel will
recommend a deferral of assessment. The relevant coursework will be returned as
received, without grade or feedback, to the student teacher for further development
by the new due date specified by the Subject Board of Examiners. Where, in these
cases, extenuating circumstances is requested, but not granted, work will be graded
as first received.
Procedures for Extension and Extenuating Circumstances
As soon as it seems likely that a student teacher could have a problem meeting the
due date, they should arrange to see the tutor who is teaching them, or the Assistant
Programme Leader, or your Programme Leader and explain what the problem is.
Once it is clear that a student teacher may be unable to avoid presenting late, they
should see their tutor or in some circumstances the University Programme Leader to
discuss the possible need for an extension as early as possible.
The student teacher will then need to complete either the Extension or the
extenuating circumstances form indicating:
 the nature of the unavoidable circumstance that affected the student teacher's
ability to prepare/present coursework for all the module(s) claimed to be
affected
 The period of time for which the adverse circumstances are claimed to have
been operative. Depending on the nature of the difficulty, further evidence
(for example, medical certificates) is also likely to be required.
Summary: Extenuating Circumstances
If the student teacher is confident that they can demonstrate that adverse
circumstances will prevent them from meeting the due date, or will materially affect
the quality of what they can produce, and that an extension of up to 72 hours will be
insufficient to compensate for their disadvantage, they should complete the
extenuating circumstances form and hand it in to the Faculty Administrator before
the coursework due date. They should discuss their claim of extenuating
circumstances with their Programme Leader and with the School Administrator, who
will be able to advise on the specific documentation that should accompany their
claim.
Regulations Relating to the Exclusion of Students on Health Grounds
https://docushare.sunderland.ac.uk/docushare/dsweb/View/Collection-2784
20
Fit to Sit
Submission of coursework and attendance at exams will be taken as evidence of the
candidate’s fitness to be assessed. No exceptions will be made subsequent to
assessment based on retrospective claims of ill health.
Forms for extensions, extenuating circumstances, leave of absence, transfer,
and withdrawal are included later in this Student Handbook
Passes, Referrals, Deferrals and Fails
A Pass
When a student teachers assignment is handed in on time and meets all the
assessment criteria identified on the criteria sheet, they will gain a 'Pass' for that
particular module.
A Referral
If a student teacher’s work does not meet the criteria, and may need further work, it
is 'Referred' by the tutor. This work, if suitably modified, can then be resubmitted
once more to gain a pass. A student teacher cannot resubmit work more than once:
if the work is referred a second time, it becomes a 'fail' (see below). A student
teacher may also get a 'Referral' if their work is not submitted on time and they had
no extenuating circumstances.
A Deferral
In some extenuating circumstances, a student teacher can apply for a deferral extending the submission date. Sometimes this happens at the end of the
programme when the Programme Assessment Board considers all the marks of
those students who are completing a full year. When a tutor brings such marks to
the assessment board, there must usually be a very good reason why the marks
have not been dealt with earlier.
A 'Fail'
If a student teacher has resubmitted the assignment and it still doesn't meet the
criteria, it becomes a 'fail' and is considered by the Module Assessment Board. The
student teacher would then normally have to repeat the whole module
Internal and External Moderation of Student Teachers’ Work
Three times a year, the Programme Leader, Assistant Programme Leaders and
tutors, moderate assignments from all the partner colleges and the University. A
sample of work is cross-marked, to make sure that our expectations of standards are
consistent across the partnership, and to make sure that we are all interpreting the
assessment criteria to the same standards. Samples of this cross- moderated work
are then sent to our two External Examiners who verify our feedback and compare
the standards of work and our expectations with work produced on Certificates and
Post Graduate Certificates in Education in other Universities and Colleges.
21
Students (trainees) studying on the PG/CE PCET programme will develop their skills
and confidence as trainee teachers over the year(s). Trainees are encouraged and
supported to experiment and challenge their own expectations and those of their
learners. Making a ‘mistake’ and having the confidence to recognise it and learn
from it in order to develop practice is an integral part of the programme’s
developmental model. The feedback tutors (university based tutor) and mentors
(placement based subject specialist) offer to trainees is designed to reinforce this
reflective and developmental process. This feedback provides trainees with
individualised, practical and timely advice.
However, in some circumstances tutors or mentors may become concerned that
trainees are at risk of failing, or are close to the borderline of failure or may have
other significant concerns.
In these circumstances the following procedure should be followed.
1. Informal counselling
The tutor and/or mentor should identify the specific nature of the concerns about the
trainee’s practice and progress. The tutor, or where appropriate the tutor and
mentor, should identify a course of remedial action to help the trainee improve their
performance. The tutor, in almost all instances, would be expected to take a lead.
She/he will offer informal feedback to the trainee, as a supplement to the normal
tutorial process. Specific areas of practice to develop should be identified and
discussed. Clear strategies to support improvement, should be identified and their
implementation agreed. The tutor should keep notes of this discussion. The tutor
should also carry out an observation at the earliest opportunity.
2. Formal counselling – stage 1
If there are continuing difficulties, the tutor and a colleague or mentor should discuss
the situation. The tutor may wish to inform the programme leader of the situation.
The tutor and colleague or mentor should then meet with the trainee. Together, they
should construct an action plan for progress. The trainee must be made aware, at
this point, that there is a risk of failure.
It is recognised that trainees at risk of failure will normally require a higher level of
input of staff time than other trainees. They will normally require extra support above
and beyond the design and agreement of the action plan.
This support will
commonly take the form of focused tuition and help backed up with regular reviews
of progress. On the PCET programme this additional support will, in almost all
cases, be offered by the tutor with additional support from the mentor.
At this stage the tutor and mentor should arrange a joint observation visit (if this has
not already happened).
22
3. Formal counselling – stage 2
If progress through the action plan is not achieved, the tutor will draw the attention of
the programme leader to the problem. The programme leader will discuss the
situation with the tutor. If necessary the programme leader will visit the college or
training provider to consult the mentor. A revised action plan will then be drawn up
with the trainee via a meeting involving the programme leader, the tutor and the
trainee. Again, the tutor will lead on supporting the trainee’s implementation of the
action plan.
4. Assessment
Assessment will be made at the usual time and the appropriate module assessment
board will decide on the appropriate action.
Definition of terms
Mentor = Teacher working in PCET placement institution, mentoring the trainee.
Trainee = Student teacher on programme.
Tutor = University tutor of the trainee.
Programme Leader = University based Programme Leader.
Action Plan
A typical action plan would be expected to include:
1. A clear list of development points.
2. Identify additional support offered to the learner (where appropriate)
3. Set out a reasonable time scale for addressing these development points.
4. Specify a review date. At this meeting progress will be reviewed against the
action plan.
Leave of Absence Procedures
Eligibility:







Students must have good academic standing
Requests must be made for a substantial period of time (but no more than
one year)
The decision will be made by the Programme Leader
The student must have completed the first semester of his or her first year of
study
Students must apply for leave of absence before the leave period commences
– there should be no retrospective leave of absence
Students must sign a ‘Return to Study’ form, and they must be aware of:
financial consequences of taking an extended leave of absence, and that
there may be structural changes to their programme.
A recommendation from the mitigation panel must be sought for leave of
absence.
23
UNIVERSITY OF SUNDERLAND
NOTICE OF A LEAVE OF ABSENCE
IMPORTANT NOTES;
There may be financial implications if you suspend studies. Please refer to the Student Handbook- Regulations, Policies
and Procedures 2012
STUDENT FULL NAME: ………………………………………………………………………………………………………………………………………………………
STUDENT REGISTRATION NUMBER: ………………………………………….. DATE OF BIRTH: …………………………………………………………..
PROGRAMME TITLE: ....................................................................... COLLEGE (IF APPLICABLE): ...........................................
LAST DATE OF ATTENDANCE**: …………………………………………………… AGREED RETURN DATE: …………………………………………...
REASON FOR THE LEAVE OF ABSENCE: ………………………………………........................................................................................
…………………………………………………………………………………………………………………….……………………………………………………………………
IF ON MEDICAL GROUNDS, HAS EVIDENCE BEEN PROVIDED?
YES / NO
ARE THERE ANY CONDITIONS ASSOCIATED WITH YOUR LEAVE OF ABSENCE? PLEASE GIVE DETAILS. (e.g. repeat period of
study/repeat semester of study involved on return to your programme, completion of outstanding work, extended
duration etc).
…………………………………………………………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………………………………………………………..
ARE YOU LIVING IN UNIVERSITY ACCOMMODATION?
YES / NO
If yes, please complete this section.
ROOM/ FLAT: ……………………………………………………………. HALL/HOUSE: ……………………………………………………………………………….
DATE YOU PLAN TO LEAVE THE HALL/HOUSE: ……………………………………………………………………………………………………………………
If, on vacating the premises, you fail to hand in your keys to the Hall Manager or security officer (Halls) or the
Residential Service Officer (University Houses), the locks will be changed and you will be charged accordingly.
NAME OF PROGRAMME LEADER: ………………………………………………………………………………………………………………………………………
STUDENT HAS BEEN ADVISED BY THE PROGRAMME LEADER TO CONTACT:
FINANCE CREDIT CONTROL (TEL: 515 3717) (IF REQUIRED)

STUDENT RECORDS (TEL: 515 2077)

FINANCIAL ADVISERS (TEL: 515 3478)

SIGNATURE OF PROGRAMME LEADER: ………………………………………………… DATE: …...............................................................
SIGNATURE OF ASSESSMENT BOARD CHAIR: …………….………………………… DATE: …………………………………………………………………
SIGNATURE OF STUDENT: ……………………………………………………………………. DATE: ……..…………………………………………………………
**It is crucial that the last date of attendance is accurate. This affects the amount of tuition fee due and your
entitlement to student support.NB. You must complete a Return To Study Form on your return to university studies.
International Students ONLY
International students MUST meet one of the International Student Advisers at The Gateway at City Campus to discuss
the visa and immigration implications for leave of absence.
Flight tickets/booking confirmation seen Y / N
Information attached
Y/N
SIGNATURE OF INTERNATIONAL STUDENT ADVISER: ……………………………………………………………………………………………………….
Please return this form to Cathy Malcolm, Faculty of Education and Society
For Official Use Only:
 Actioned in SITs End Date Amended

Copied to Accommodation
Signature: …………………………………… Date: …………………….
24
UNIVERSITY OF SUNDERLAND
RETURN TO STUDY FORM AFTER A LEAVE OF ABSENCE
IMPORTANT NOTES;
There may be financial implications when you return to studies. Please refer to the Student Handbook- Regulations,
Policies and Procedures 2012.
STUDENT’S SURNAME (FAMILY NAME): ………………………………………………………………………………………………….……………………………………..
STUDENT’S FIRST NAME: ………………………………………………………………………………………………………………………………………………………………..
STUDENT’S REGISTRATION NUMBER: …………………………………………… DATE OF BIRTH: ………………………………………………………..…………..
DATE LOAB BEGAN: ………………………………………………………................. INITIAL AGREED RETURN DATE: ..................................................
ACTUAL RETURN DATE: (Cannot be more than 1 year since LOAB began): ………………...........................................................................
YEAR OF STUDY (UPON RETURN): …………………………………………..........SEMESTER OF STUDY (UPON RETURN): ......................................
PROGRAMME TITLE: …………………………………………....................................................................................................................................
COLLEGE (IF APPLICABLE): .......................................................................................................................................................................
NEW PROGRAMME END DATE: ………………………………………….......................... NEW MODE OF ATTENDANCE: ...............FT/PT: .............
STUDENT RESPONSIBILITIES:
Please ensure the student has fulfilled their responsibilities before returning on the course.
Is there an outstanding debt to the University?
Is a fitness to return attached? (Medical LOAB)
Yes


No


N/A


International Students ONLY
International students MUST meet one of the International Student Advisers at The Gateway at City Campus to discuss the
immigration implications of your return to study.
An up to date copy of both passport and visa is required.
SIGNATURE OF INTERNATIONAL STUDENT ADVISER: ……………………………………………………………………………………………………………………..
DECLARATION
I the above name Student agree that any; support needs, medical grounds or financial responsibilities, and any other implications of
my leave of absence, have been addressed, discussed and resolved with the appropriate body. I hereby declare that I wish to return
to study and I do this with the intent to complete my chosen course of study.
SIGNATURE OF STUDENT: …………………………………….…………………….…………. DATE: ……………………………………………………..……….………….
NAME OF PROGRAMME LEADER: …………………………………………………………………………………………………………………………………………………
SIGNATURE OF PROGRAMME LEADER: ………………………………………………… DATE: …..............................................................................
Please return this form to Cathy Malcolm, Faculty of Education and Society
For Official Use Only:
 Actioned in SITs
Signature: …………………………….………………………………………………………….……………………………………….
 Copied to Student Records Date: ……………………………………………………………………………………………………………..…………………………
 Advised Student Records that student has returned within the same academic year (if applicable)
Date:……………………….
25
UNIVERSITY OF SUNDERLAND
NOTICE OF WITHDRAWAL
IMPORTANT NOTES:
There will be financial implications when you withdraw from your studies. Please refer to the Student Handbook-Regulations,
Policies and Procedures 2012.
STUDENT NAME (In full): ………………………………………………………………………………………………………………………………………
STUDENT REGISTRATION NUMBER: ……………………………………………………………………………………………………………………..
DATE OF BIRTH: …………………………………………………………………………………………………………………………………………………….
CONTACT NUMBER: ……………………………………………………………………………………………………………………………………………..
PROGRAMME TITLE……………………………………………………………………………………………………………………………………………….
LAST DATE OF ATTENDANCE**: …...……………………………………………………………………………………………………………………….
REASON FOR LEAVING PROGRAMME: …………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………
ARE YOU LIVING IN UNIVERSITY ACCOMMODATION?
If yes, please complete this section.
ROOM / FLAT: ………………………………………………………….. HALL / HOUSE: ………………………………………….……………………..
DATE YOU PLAN TO LEAVE THE HALL / HOUSE: ……………………………………………………………………………………………………..
If, on vacating the premises, you fail to hand in your keys to the Hall Manager or security officer (Halls) or the
Residential Service Officer (University Houses), the locks will be changed and you will be charged accordingly.
NAME OF PROGRAMME LEADER: ………………………………………………………………………………………………………………………….
STUDENT HAS BEEN ADVISED BY THE PROGRAMME LEADER TO CONTACT:
FINANCE CREDIT CONTROL (TEL: 515 3717)
STUDENT RECORDS (TEL: 515 2077)
FINANCIAL ADVISERS (TEL: 515 3478) (If required)



SIGNATURE OF PROGRAMME LEADER: ………………………………………………….…..DATE: ………..……………………………………
SIGNATURE OF ASSESSMENT BOARD CHAIR: ……………….……..……………………..DATE: ………………………………………………
SIGNATURE OF STUDENT: …………………………………………………………..……..…..….DATE: ………………………………………………
**It is crucial that the last date of attendance is accurate. This affects the amount of tuition fee due and your
entitlement to student support.
International Students ONLY
International students MUST meet one of the International Student Advisers at The Gateway at City Campus to
discuss the immigration implications for withdrawals.
Flight tickets / booking confirmation seen Y / N
Information attached
Signature of International Student Adviser: ………………………………………………………………………………………….
Please return this form to your Cathy Malcolm, Faculty of Education and Society.
For Official Use Only:
 Actioned in SITs
Signature: ………………………………….. Date: …………………………

Copied to Accommodation
Y/N
26
27
Outline of Modules and Assessment Tasks
EPF134:
Preparing to Teach in the Lifelong Learning Sector
EPF238:
Subject Specialist Knowledge and Pedagogy (English/Functional English)
EPF140:
Practical teaching & Professional Development
EPF304:
Contextualising Policy & Curriculum in PCET
EPF309:
Enhancing Subject Specialist Learning through Innovation & Change
EPF308:
Advancing Subject Specialist Teaching & Professional Development
28
EPF134: Preparing to Teach in the Lifelong Learning Sector
Credits
20
Level
4
Faculty
Education & Society
Module Board
PCET
Pre-requisites
None
Co-requisites
None
200 Notional Learning Hours (Classroom Based Learning and
Tutorials 40 hours: Private Reading 70 hours: Non Assessed
Learning Hours
Written Coursework 20 hours: Assessed Written Coursework 70
hours)
This Module is Pass/Fail. All components must be addressed to
Accreditation
gain a pass grade.
Module Leader
Trish Spedding
LEARNING OUTCOMES
Upon successful completion of this module, you will have demonstrated your ability
to:
Knowledge
1. Recognise and describe own role, responsibilities and the boundaries of your
role in relation to teaching
2. Identify and describe appropriate teaching and learning approaches in the
specialist area
3. Demonstrate how to deliver inclusive sessions which motivate learners
4. Identify a range of methods of assessment and recording achievement
5. Reflect upon your personal experiences of learning and teaching
Skills
6. Plan a series of learning sessions in your subject specialist area
7. Develop a Personal Learning Plan
CONTENT SYNOPSIS
This module begins with a general overview of the diverse nature of the education
and training sector, the range of roles within it and the Education & Training
Foundation (ETF) Professional Standards which inform your practice and conduct.
There will be a focus on safeguarding, ‘unseen children’ and the Prevent strategy. It
will provide you with an introduction to first principles in planning and preparing for
teaching, learning and assessment. It will include ideas about how people learn, the
learning cycle, domains and levels of learning, models of good teaching, methods
and procedures for assessing leaning and recording achievement, the physical
environment and learning resources.
29
EPF134: ASSESSMENT TASKS
1a
1b
2a
2b
2c
Identify the key roles and responsibilities of a teacher in the Education and Training sector.
Include a discussion of safeguarding, ‘unseen children’ and the Prevent strategy. (1,000 words)
LO1 (Professional Standard 12) Submission Date Week 8
In addition submit the following documents - Contacts Grid, Professional Conduct Agreement,
H&S Checklist and your self- evaluation against the professional standards. (this will form part of
the Induction Phase of your Practical Teaching File)
Observe and evaluate two sessions, one delivered by a subject specialist teacher and one by a
trainee teacher. (500 words equivalent) LO 2 and 4 (Professional Standard 9) Submission
Date Week 10
Plan a session in your subject specialist area of teaching. Produce a session plan with clearly
defined aims and objectives informed by Bloom’s Taxonomy. In addition support this session plan
with a rationale. Use the Professional Standards to guide your planning for successful teaching,
learning and assessment activities. LO 2,3,4 & 6 (500 words equivalent) (Professional
Standards ALL). Submission Date Week 10
Plan, teach and reflect on a micro-teach. Produce a session plan and supporting rationale. In light
of feedback from your tutors and peers reflect on the session and complete the ‘Next Steps to
Success’ pro-forma. (500 words equivalent) LO 2, 3, 4 & 5. (Professional Standard 3 & 10)
Submission Date Week 10
Prepare for your tutorial by ensuring your Practical Teaching File is up to date and available for
review with your tutor. Follow the guidance in section 4 of your Reflection, Action Planning and
Target Setting (RAPTS) Handbook. (500 words equivalent). LO1, 5, 7. (Professional Standards
2 & 10) Submission Date Week 11
Use this space to note key points of clarification related to the above assessment tasks during
classroom discussion/assessment briefing for this Module
30
KEY TEXT:
Gregson, M., Hillier, Y., Biesta, G., Duncan, S., Nixon L, Spedding T., Wakeling P.
(2015) Reflective Teaching in Further, Adult and Vocational Edcuation. London,
Bloomsbury. In particular see Chapter 10 Planning: How are we implementing
the curriculum?
Gregson, M., Pollard, A., S., Nixon L, Spedding T. (2015) Readings for Reflective
Teaching in Further, Adult and Vocational Edcuation. London, Bloomsbury. In
particular see Chapter 10 Planning: How are we implementing the curriculum?
INDICATIVE READING LIST:
Armitage, A. et al (2012) Teaching and Training in Lifelong Learning, (4th edn)
London: Routledge.
Ginnis, P. (2002) The Teachers’ Toolkit: raise classroom achievement with strategies
for every learner. Carmathen: Crown House Publishing.
Gravells, A. (2008) Preparing to Teach in the Lifelong Learning Sector. Exeter:
Learning Matters.
Harper, H. (2013) Outstanding Teaching in Lifelong Learning London: OUP Press
Mc Graw-Hill Education
Ofsted (2013) Unseen children: access and achievement 20 years on Evidence
report London: Ofsted
Peart, S. and Atkins, L. (2011) Teaching 14-19 Learners in the Lifelong Learning
Sector (Achieving QTLS). Exeter: Learning Matters.
Petty, G. (2009) Teaching Today: A Practical Guide (4th edn) Cheltenham: NelsonThornes.
Reece, I. & Walker, S. (2007) Teaching Training and Learning: A Practical Guide (6th
edn) Sunderland: Business Education Publishers.
Rogers, B. (2006) Classroom Behaviour: A Practical Guide to Effective Behaviour
Management and Colleague Support (Second Edition) London: Paul Chapman.
Tummons, J (2011) Assessing Learning in the Lifelong Learning Sector (Achieving
QTLS) . Exeter: Learning Matters.
Wallace, S. (2011) Teaching, Tutoring and Training in the Lifelong Learning Sector
(4th edn) Exeter: Learning Matters.
Wright, A .M. et al (2006) FE Lecturer's Guide to Diversity and Inclusion London:
Continuum
Please refer to Key Websites listed in the final section of the Handbook
31
EPF 238:
Subject Specialist Knowledge and Pedagogy
(English: Literacy)
Credits
Level
Faculty
Module Board
Pre-requisites
Co-requisites
Learning Hours
Accreditation
Module Leader
20
5
Education & Society
PCET
None
Practical Teaching of 40 hours
200 Notional Learning Hours (Classroom Based Learning and
Tutorials 40 hours: Private Reading 70 hours: Non Assessed
Written Coursework 20 hours: Assessed Written Coursework 70
hours)
This Module is Pass/Fail. All components must be addressed to
gain a pass grade.
Lawrence Nixon
LEARNING OUTCOMES
Upon successful completion of this module, students will
Knowledge
1. Discuss different definitions of literacy and how these relate to learners’ own language,
spoken and written.
2. Understand the significance of language change and variety including Standard English,
dialect and accent.
3. Understand theories and principles relating to literacy learning and development.
4. Understand the processes involved in the development of speaking, listening, reading
and writing skills.
Skills
5. Analyse the personal, social, cultural, economic and political factors which influence the
development of spoken and written language.
6. Analyse the relationship between language and social processes.
7. Analyse and apply theories and principles relating to language acquisition and learning.
8. Analyse written and spoken language.
CONTENT SYNOPSIS
This module aims to provide students with an understanding of key issues relating to the
English language and key factors that influence language and literacy acquisition, learning and
use. Different definitions of literacy are examined and students will consider language change
and language variety, including Standard English, dialect and accent. The relationship
between language and social processes is also examined.
The module also aims to provide students with an understanding of literacy theories and
frameworks. They will consider theories and principles relating to language acquisition and
learning, literacy learning and development and how language can be described and analysed.
Students will consider the processes involved in the development of speaking, listening,
reading and writing skills for literacy learners.
32
1a
1b
1b
2
Produce an annotated bibliography (see template and illustrative example) identifying 3
publications which inform the development of teaching/learning/assessment of English. (1,000
words) LOs 1, 2, 3. (Professional Standards 7 & 8) Submission Date Week 16
Using data from student tracking systems (eg. ProMonitor or iFile) produce individual student
profiles for one cohort of learners. Submission Date Week 6 & 12 for workshop in class
Following this, work in small groups to identify the Maths needs of your learners to develop a
range of practical strategies to progress their skills. Select a strategy to test out with your learners
and evaluate the impact of your teaching on the progress they make. (500 words Equivalent) LOs
1,2,3,4. (Professional Standards 15& 16). Submission Date Week 16
Produce a commentary that describes the English Language curriculum at one of the following
levels: Functional Skills, GCSE or A Level. Identify one significant challenge associated with
delivering this curriculum and identify one practical way this could be addressed. (1000 words)
LO 1, 2, 5 and 6. (Professional Standards 16 &5) Submission Date Week 16
Identify a behaviour management issue in your practice. Investigate strategies to address this
barrier to learning. Describe and justify the strategies you would use to promote a positive learning
environment. Make reference to educational theory and literature to support your discussion. (500
words) LO, 1,2,3. (Professional Standards 1, 5, 6, 11, 14) Submission Date Week 16
Use this section to note key points of clarification related to the above assessment tasks during classroom
discussion/assessment briefing for this Module
INDICATIVE READING LIST:
Gregson, M., Hillier, Y., Biesta, G., Duncan, S., Nixon L, Spedding T., Wakeling P.
(2015) Reflective Teaching in Further, Adult and Vocational Edcuation. London,
Bloomsbury. In particular see Chapter 12: Communication how does language
support learning (pp. 275-297)
33
Gregson, M., Pollard, A., S., Nixon L, Spedding T. (2015) Readings for Reflective
Teaching in Further, Adult and Vocational Edcuation. London, Bloomsbury. In
particular see Chapter 12: Communication how does language support
learning (pp. 194-209)
Hughes, N and Schwab, I. (eds.) (2010) Teaching Adult Literacy: Principles and
Practice. Maidenhead: Open University Press
Barton, Geoff (2010) Grammar Survival. A teacher’s toolkit. London. David
Fulton Book
Barton, Geoff (2010) Don’t call it Literacy What every teacher needs to know
about speaking, listening, reading and writing. London. David Fulton Book
Didau, D. (2014) The Secret of Literacy. Making the Implicit explicit.
Carmarthen. Independent thinking Press
Appleby, Y and Barton, D, (2008) Responding to people’s lives. Developing Adult
Teaching and Learning: Practitioner Guides. Leicester: NIACE.
Bynner, J. and Parsons, S. (2006) New Light on Literacy and Numeracy. London:
NRDC
Byram, M. & Grundy, P. (Eds) (2002) Context and culture in language teaching and
learning. Clevedon: Multilingual Matters.
Cameron, D. (2007) The Teacher's Guide to Grammar. Oxford: OUP
Carter, R. (2007) Working with Texts: A Core Introduction to Language Analysis. 3rd
Ed. London: Routledge
Cornbleet, S. (2001) The Language of Speech and Writing. London: Routledge
Crystal, D. (2004) Making Sense of Grammar. London: Longman
Crystal, D, (2004). Rediscover Grammar: 2nd edition London: Longman
Crystal, D. Cambridge Encyclopedia of the English Language various editions.
Felstead, A., Fuller, A., Jewson, N. and Unwin, L. (2009) Improving Working for
Learning. London: Routledge.
Jenkins, J. (2009) World Englishes: A Resource Book for Students (Routledge
English Language Introductions). London. Routledge
Lightbrown, P. and Spada, N. (2013) How Languages are Learned. 4th ed. Oxford:
Oxford Univeristy Press
34
Illingworth M., Hall, N. (2013) Teaching English Language 16-19. A comprehensive
guide for teachers of AS/A2 Level English Language. London. Routledge
McNeill, B. (2008) Working with Young Adults. Developing Adult Teaching and
Learning: Practitioner Guides. Leicester: NIACE
Maxted, P. (1999) Understanding Barriers to Learning. London: Campaign for
Learning
Moseley, D. B., V. Elliott, J. Gregson, M. Higgins, S., Miller, J. Newton, D. (2005).
Frameworks for Thinking. A handbook for teaching and learning. Cambridge,
Cambridge University Press. See, especially, section on Bloom’s Taxonomy pages
49-55.
Norton, B. (2000) Identity and Language Learning: Gender, Ethnicity and
Educational Change. Harlow: Longman
Tusting K and Barton, D (2003) Models of adult learning: a literature review.
Leicester: NIACE.
Usborne (2003) The Usborne guide to Better English. Grammer, spelling and
punctuation. London: Usborne
Westwood, P. (2010) Commonsense Methods for Children with Special Educational
Needs. 6th Ed. London. Routledge
English Functional Skills websites:
http://www.excellencegateway.org.uk Excellence Gateway.
www.lancaster.ac.uk/lflfe Lancaster University: Literacies for Learning in Further
Education.
www.niace.org.uk The National Institute of Adult Continuing Education.
www.nrdc.org.uk The National Research and Development Centre for adult literacy
and numeracy.
www.skillsforlifenetwork.com/ Skills for Life Network
David Bartram (2013)Ten steps to effective SEN provision. Special Educational
Needs Magazine. Find
at:https://www.senmagazine.co.uk/articles/articles/senarticles/ten-steps-to-effectivesen-provision
35
EPF140: Practical Teaching & Professional Development
Credits
20
Level
4
Faculty
Education & Society
Module Board
PCET
Pre-requisites
None
Co-requisites
Practical Teaching of 50 hours
200 Notional Learning Hours (Classroom Based Learning and
Tutorials 40 hours: Private Reading 70 hours: Non Assessed
Learning Hours
Written Coursework 20 hours: Assessed Written Coursework 70
hours)
This Module is Pass/Fail. All components must be addressed to
Accreditation
gain a pass grade.
Module Leader
Trish Spedding
LEARNING OUTCOMES
Upon successful completion of this module, you will have demonstrated your ability
to:
Knowledge
1. Reflect upon and evaluate your own teaching and identify ways to improve
your practice.
2. Apply principles of teaching, learning and assessment in the context of your
practice showing how you are extending the range of approaches used.
Skills
3. Develop and demonstrate effective planning and management of learning.
4. Review your Personal Learning Plan to include how you plan to develop your
learners’ literacy, language, numeracy and ICT skills
CONTENT SYNOPSIS
This is a practical module in which you will be required to demonstrate your ability to
develop and improve detailed lesson plans and rationales which you will use to guide
your teaching. Practical teaching is a major priority as it is the glue that binds
together every aspect of the programme. You will also be expected to reflect upon
and evaluate key aspects of learning, teaching and assessment, to set targets and
record these in your Reflection, Action Planning and Target Setting (RAPTS)
workbook and your ‘Mentor and Trainee Review of Practical Teaching Log’ . Models
of good practice and the development of teacher identity and thinking will be further
explored with an emphasis on embedding maths and English into subject specialist
areas. Assessment for/as learning and creative teaching are key elements of
successful teaching and learning and evaluation of the student experience is a
central source of data for the improvement of teaching. Practical teaching workshops
and tutorials are also offered to support learning in this module.
36
EPF140: ASSESSMENT TASKS
1
2a
&
2b
2c
Drawing upon assessment theory report on a formative assessment activity you have used with
your learners. Collect evidence of the impact this activity has had on your learners’ progress.
(1000 words) LO 1,2,3. (Professional Standards 10, 17 & 18) Submission Date Week 22
Plan, teach and evaluate a series of sessions in your subject specialist area of teaching. Produce
session plans with clearly defined aims and objectives informed by Bloom’s Taxonomy and a
Rationale informed by the literature which justifies your planning decisions. Following the
observation complete a ‘Next Steps to Success Form’ Use the Professional Standards to guide
your planning for successful teaching, learning and assessment activities.(1,000 equivalent)
LO1,2,3. (Professional Standards ALL)
2a: Submit two completed practical teaching observations one by your tutor and one by your
mentor, include your rationale, lesson plan and ‘Next Steps to Success’ form. Ensure your
Practical Teaching File is up to date and available at each observation. (Practical teaching
assessment point 1) Submission Date Week 12
2b: Submit two completed practical teaching observations one by your tutor and one by your
mentor, include your rationale, lesson plan and ‘Next Steps to Success’. Ensure your Practical
Teaching File is up to date and available at each observation. (Practical teaching assessment
point 2) Submission Date Week 22
Include Observation Record Sheet 1
Prepare for your tutorial by ensuring your Practical Teaching File is up to date and available for
review with your tutor. Follow the guidance in section 4 of your Reflection, Action Planning and
Target Setting (RAPTS) Handbook. (1,000 words equivalent) LO 1,2,4. (Professional
Standards 2 & 10) Submission Date Week 23
Use this section to note key points of clarification related to the above
assessment tasks during classroom discussion/assessment briefing for this
Module
37
KEY TEXT
Gregson, M., Hillier, Y., Biesta, G., Duncan, S., Nixon L, Spedding T., Wakeling P.
(2015) Reflective Teaching in Further, Adult and Vocational Edcuation. London,
Bloomsbury. In particular see Chapter 3: Reflection: How Can We Develop the
Quality of Our Teaching?, Chapter 11: Pedagogy: How can we develop effective
strategies? And Chapter13: Assessment. How can assessment enhance learning?
Gregson, M., Pollard, A., S., Nixon L, Spedding T. (2015) Readings for Reflective
Teaching in Further, Adult and Vocational Edcuation. London, Bloomsbury. In
particular see Chapter 3: Reflection: How Can We Develop the Quality of Our
Teaching?, Chapter 11: Pedagogy: How can we develop effective strategies? and
Chapter13: Assessment. How can assessment enhance learning?
INDICATIVE READING LIST:
Armitage, A., Evershed, J., Hayes, D., Hudson, A., Kent, J., Lawes, S., Poma, S.,
Renwick, M. (2012) Teaching and Training in Lifelong Learning (Berks: Open
University Press).
Barton, G (2013) Don’t Call it Literacy! Abingdon: Routledge
Black, P. & Wiliam, D. (2004) Working Inside the Black Box: Assessment for
Learning in the Classroom London: Kings College.
Donovan, G. (2005) Teaching 14-19: Everything you need to know about learning
and teaching across the phases London: Fulton.
Ecclestone, K. (2010) Transforming Formative Assessment in the Lifelong Learning
Sector. Berkshire: Open University Press.
Peart, S. and Atkins, L. (2011) Teaching 14-19 Learners in the Lifelong Learning
Sector (Achieving QTLS). Exeter: Learning Matters.
Petty, G. (2009) Teaching Today: A Practical Guide (4th edn) Cheltenham: NelsonThornes.
Reece, I. & Walker, S. (2007) Teaching Training and Learning: A Practical Guide (6th
edn) Sunderland: Business Education Publishers.
Wallace, S. (2011) Teaching, Tutoring and Training in the Lifelong Learning Sector
(4th ed). Exeter: Learning Matters.
Please refer to Key Websites listed in the final section of the Handbook
38
EPF304: Contextualising Policy & Curriculum in Post Compulsory Education &
Training
Credits
20
Level
6
Faculty
Education & Society
Module Board
PCET
Pre-requisites
None
Co-requisites
Practical Teaching of 90 hours
200 Notional Learning Hours (Classroom Based Learning and
Tutorials 40 hours: Private Reading 70 hours: Non Assessed
Learning Hours
Written Coursework 20 hours: Assessed Written Coursework 70
hours)
This Module is Pass/Fail. All components must be addressed to
Accreditation
gain a pass grade.
Module Leader
Lawrence Nixon
LEARNING OUTCOMES
Upon successful completion of this module, you will have demonstrated your ability
to:
Knowledge
1. Critically consider a range of policy initiatives which have impacted upon
PCET
2. Analyse key concepts within these initiatives and the ways in which they
construe teaching, learning and assessment
3. Critically consider the key changes which have impacted upon the teaching,
learning and assessment of your subject specialist area
Skills
4. Present arguments outlining how regulation and inspection influence learner
experience
CONTENT SYNOPSIS
This module looks at PCET in the wider policy context. Currently these include
amongst others, 16-19 Study Programmes, changes to assessment at A level and
BTEC, embedding maths and English, employability, personal skills, Inspection,
funding and the management of schools, colleges and training organisations.
Curricula are framed by policy initiatives and priorities at national level to satisfy
national aspirations and ensure learner entitlement. However centrally imposed
requirements can inhibit local curricular adaptation and can stifle teacher innovation.
The module looks at current policy developments and how these affect teaching,
learning and assessment and builds upon theories of learning. It will examine the
ways in which learner entitlement and teachers’ roles and responsibilities are
construed. Commentaries on the balance to be stuck between the imposition of
centrally prescribed curricula and the need for teacher innovation when developing
programmes of study are examined. Agendas which have driven education and
training including funding, inspection and targets alongside the effects of policy
initiatives will be explored. The module will look at how the Department for Education
and Skills, and other government agencies have influenced pedagogy and practice.
39
EPF304: ASSESSMENT TASKS
1
Consider how government priorities, including regulation and inspection, have attempted to
improve teaching and learning experiences in the education and training sector. (1000 words
equivalent) LO3, 4. (Professional Standard 20) Submission Date Week 25
2
Analyse and evaluate your subject specialist programme of learning with reference to the various
theories of learning which underpin your approaches to teaching, learning and assessment. How do
you ensure the quality of learning experience while responding to government priorities. (2000
words equivalent) LO 1,2,3. (Professional Standards 9, 10 & 20 ) Submission Date Week 25
Use this section to note key points of clarification related to the above
assessment tasks during classroom discussion/assessment briefing for this
Module
40
KEY TEXT
Gregson, M., Hillier, Y., Biesta, G., Duncan, S., Nixon L, Spedding T., Wakeling P.
(2015) Reflective Teaching in Further, Adult and Vocational Edcuation. London,
Bloomsbury. In particular see Chapter 14: Outcomes: How Do We Monitor
Student Learning Achievements? And Chapter 17:Professionalism: How does
reflective teaching contribute to society and to ourselves?
Gregson, M., Pollard, A., S., Nixon L, Spedding T. (2015) Readings for Reflective
Teaching in Further, Adult and Vocational Edcuation. London, Bloomsbury. In
particular see Chapter 14: Outcomes: How Do We Monitor Student Learning
Achievements? Chapter 17:Professionalism: How does reflective teaching
contribute to society and to ourselves? “Welcome to the 16-19 study
programmes: a toolkit for practitioners - Interactive PDF”
INDICATIVE READING LIST:
Avis, J, Fisher, R and Thompson, R.(2014) Teaching in Lifelong Learning: A Guide
to Theory and Practice 2nd Edition. (Berks, OUP ).
Ball, S. J. (2008) The Education Debate. Bristol: The Policy Press
Ball. S. (2012) Global Education Inc. New policy networks and the neo-liberal
imaginary. London, Routledge.
Biesta, G. 2011. ‘The future of teacher education: Evidence, competence or
wisdom?’2020 The Future of Teacher Education' conference, Vienna, 3-4 March
2011
Biesta, G. (2007) ‘Why “What Works” Won’t Work: Evidence-Based Practice & The
Democratic Deficit In Educational Research’, Journal of Educational Theory, Vol. 57,
No. 1, pp. 1-22.
Frank Coffield, Cristina Costa, Walter Müller and John Webber (2014) Beyond
Bulimic Learning: Improving teaching in further education.
Coffield,F and Williamson, B ( 2011) From Exam Factories to Communities of
Discovery London: IOE Press
Coffield, F. (2008) Just Suppose Teaching and Learning Became the First Priority …
London: Learning and Skills Network
Coffield, F. (2009) All You Ever Wanted to Know About Learning & Teaching But
Were Too Cool to Ask. London: Learning & Skills Network.
Coles, A . (ed) (2013) Teaching in Post Compulsory Education Policy, Practice and
Values (2nd Ed) London: Fulton
Hodgson, A., Spours, K. and Waring, M. (2011) (eds) Post-Compulsory Education
and Lifelong Learning across the United Kingdom: Policy, organisation and
governance London: Institute of Education.
Ofsted (2012) Handbook for the inspection of further education and skills from
September 2012. London Ofsted
Pring,R (2009) Education for All: The Future of Education and Training for 14-19
year-olds London Routledge
Schuller, T. and Watson, D. (2009) Learning Through Life Inquiry into the future for
Lifelong Learning Leicester: NIACE.
Wallace, S. (2011) Teaching, Tutoring and Training in the Lifelong Learning Sector
(4th ed). Exeter: Learning Matters.
41
EPF309: Enhancing Subject Specialist Learning through Innovation & Change
Credits
20
Level
6
Faculty
Education & Society
Module Board
PCET
Pre-requisites
None
Co-requisites
Practical Teaching of 50 hours
200 Notional Learning Hours (Classroom Based Learning and
Tutorials 40 hours: Private Reading 70 hours: Non Assessed
Learning Hours
Written Coursework 20 hours: Assessed Written Coursework 70
hours)
This Module is Pass/Fail. All components must be addressed to
Accreditation
gain a pass grade.
Module Leader
Lawrence Nixon
LEARNING OUTCOMES
Upon successful completion of this module students will have demonstrated:
Knowledge
1. Critical examination of models of inclusive curriculum development
2. Up to date and well developed subject and pedagogical knowledge in their
specialist area of practice
Skills
3. Analysis and application of the expertise of colleagues and support services
to facilitate learner achievement and progression
4. Design of high quality materials and strategies to actively promote inclusive
practice
5. Critical application of models of inclusive practice in own specialist area
CONTENT SYNOPSIS
This module addresses the wide variety of issues in diversity and inclusion often
encountered in classroom practice. It provides a background to inclusive practice
and introduces a range of practical strategies in the field of inclusive education. To
promote inclusion involves judgements based on values and the development of a
range of creative and engaging teaching strategies. In the context of each student
teachers practice this module uses collaborative approaches to evaluation and
problem solving to identify potential areas for innovation and change in teaching,
learning and assessment.
Models of innovation and change are introduced and compared. In addition, the
module explores the personal and interpersonal skills, dispositions and values
required to maintain and develop professional standards in specialist communities of
practice and discovery.
The identification and development of subject specialist knowledge and skills forms
the central focus for this module. It further examines theories of teaching, learning
and assessment which are developed in the context of the student teacher’s
specialist area of practice.
42
EPF309: ASSESSMENT TASKS
1a
1b
2
Describe the institutional support available to help learners develop their skills in English and
Maths. Identify key examples from your teaching where you have addressed the English and
Maths needs of your learners. Investigate how collaboration could further enhance learning and
promote inclusion. (1,500 words) LO3 (Professional Standard 6, 16 & 20) Submission Date
Week 29
How do you use technology to promote higher order thinking skills? Use practical examples to
illustrate how technology supports active learning.
(1,500 words) LOs 1,2,5. (Professional Standards 6, 9 & 15) Submission Date Week 29
Prepare and deliver a short (10 minute) presentation which demonstrates the materials which you
use to address prejudice and discrimination within your own teaching context. Refer to a range of
publications to provide a well-argued rationale to support your presentation. (1000 words
equivalent) LOs 1,4. (Professional Standard 1, 5 & 11 ) Submission Date Week 25 – in class
Use this section to note key points of clarification related to the above
assessment tasks during classroom discussion/assessment briefing for this
Module
43
KEY TEXT
Gregson, M., Hillier, Y., Biesta, G., Duncan, S., Nixon L, Spedding T., Wakeling P.
(2015) Reflective Teaching in Further, Adult and Vocational Edcuation. London,
Bloomsbury. In particular see Chapter 7: Engagement: How Are We Managing
Behaviour? Chapter 8: Spaces: How are we creating environments for
learning? and Chapter 15: Inclusion: How are we enabling opportunities?
Gregson, M., Pollard, A., S., Nixon L, Spedding T. (2015) Readings for Reflective
Teaching in Further, Adult and Vocational Edcuation. London, Bloomsbury. In
particular see Chapter 7: Engagement: How Are We Managing Behaviour?
Chapter 8: Spaces: How are we creating environments for learning? and
Chapter 15: Inclusion: How are we enabling opportunities?
INDICATIVE READING LIST
Adams, M. et al (2007) Teaching for Diversity and Social Justice: A Sourcebook (2nd
edn) London: Routledge
Bailey, B and Robson, J. (2004) ‘Learning Support Workers in Further Education in
England: A hidden revolution?’ Journal of Further and Higher Education. 28. (4)
Bergman, A. S. (2013). Flip Your Classroom: Talk to Every Student in Every Class
Every Day. International Society for Technology in Education.
Coughlan, S. (2014). Online students can't help being sociable. Retrieved April 9,
2014, from http://www.bbc.co.uk/news/business-26925463
Edwards, A. (2012) New Technology and Education. London: Continuum
Fuller, A. and Unwin, L. (2015) Creating and Managing Expansive Learning
Environments: Improving Vocational and Professional Education. London: Routledge
Hamdan Noora et al. (2013). A Review of Flipped Learning. Retrieved March 2014,
from:
http://researchnetwork.pearson.com/wpcontent/uploads/LitReview_2014_FlippedLea
rning_vFinal_JK_WEB.pdf
Steve Ingle & Vicky Duckworth (2013) Enhancing learning through technology in lifelong
learning Open University Press
James, D. Biesta, G. (2007) Improving Learning Cultures in Further Education.
London. Routledge
Kress, G. (2010) ‘The Profound Shift of Digital Literacies‘, in Gillen, J. and Barton, D.
(eds) Digital Literacies. TLRP – Technology Enhanced Learning. London: Institute of
Education, 2–3.
Laurillard, D. (2008) Digital technologies and their role in achieving our ambitions for
education (Inaugural Professorial Lecture) London: Institute of Education.
Laurillard, D. (2014). Five myths about Moocs. Retrieved January 2014, from
http://www.timeshighereducation.co.uk/comment/opinion/five-myths-aboutmoocs/2010480.article
Peart, S. and Atkins, L. (2011) Teaching 14-19 Learners in the Lifelong Learning
Sector (Achieving QTLS). Exeter: Learning Matters.
Pring,R (2009) Education for All:The Future of Education and Training for 14-19
year-olds London Routledge
Wells, G. & Claxton G (2002) Eds Learning for Life in the 21st Century Oxford:
Blackwell
Please refer to Key Websites listed in the final section of the Handbook
44
EPF308: Advancing Subject Specialist Teaching & Professional Development
Credits
20
Level
6
Faculty
Education & Society
Module Board PCET
PreNone
requisites
Co-requisites Practical Teaching of 50 hours
200 Notional Learning Hours (Classroom Based Learning and
Learning
Tutorials 40 hours: Private Reading 70 hours: Non Assessed Written
Hours
Coursework 20 hours: Assessed Written Coursework 70 hours)
This Module is Pass/Fail. All components must be addressed to
Accreditation
gain a pass grade.
Module
Lawrence Nixon
Leader
LEARNING OUTCOMES
Upon successful completion of this module students will have demonstrated:
Knowledge:
1. A justification of their approach to teaching, learning and assessment in their
subject specialist area with engagement with and reference to the literature
Skills
2. How they have developed the quality of their teaching capability by critically
reflecting upon their previous teaching experience and the feedback they
have received from mentors, tutors, learners and peers and the reading they
have engaged with.
3. Critical application of the principles of Joint practice Development (JPD) to
improve an aspect of their subject specialist teaching
Content Synopsis
This module extends the concept of using JPD methodology to investigate and
improve an aspect of your practice. It requires you to demonstrate your ability to
judge the effectiveness of your teaching by implementing/adapting a curriculum
intervention you have developed, using a systematic approach to research, analysis
and presentation. Evaluation should be informed by feedback you have received
from mentors, tutors, learners and peers. This approach encourages you to
collaborate in adapting well-researched innovations and ideas and incorporating
these into existing aspects of practice in mutually supportive ways. By extending
your repertoire of approaches to improving teaching, learning and assessment
through JPD teachers can enhance the experiences and achievements of staff and
learners.
45
EPF308: ASSESSMENT TASKS
1a
1b
2a
2b
2c
In discussion with your tutor/mentor/peers identify an aspect of practice you wish to improve.
Prepare and present a poster which details how you propose to use Joint Practice Development to
investigate and enhance this aspect of your subject specialist teaching. Make reference to the
literature. (500 words equivalent) LO 1,3. (Professional Standards 1, 8, 9, 10 & 20 ) Submission
Date Week 18
Review and develop your proposal in light of feedback. Implement the plan and collect
appropriate evidence for analysis. Lead a practical presentation that demonstrates what you did,
your findings and recommendations for the improvement of this aspect of your subject specialist
teaching. Support this presentation with a personal reflection on how your professional practice
has developed. (1,000 words equivalent) LO1,3. (Professional Standards 1, 8, 9, 10 & 20 )
Submission Date Week 29
Plan, teach and evaluate a series of sessions in your subject specialist area of teaching. Produce
session plans with clearly defined aims and objectives informed by Bloom’s Taxonomy and a
Rationale informed by the literature which justifies your planning decisions. Following the
observation complete a ‘Next Steps to Success Form’ Use the Professional Standards to guide
your planning for successful teaching, learning and assessment activities.(1,000 equivalent)
LO1,2,3. (Professional Standards ALL)
2a: Submit two completed practical teaching observations one by your tutor and one by your
mentor, include your rationale, lesson plan and ‘Next Steps to Success’ form. Ensure your
Practical Teaching File is up to date and available at each observation. (Practical Teaching
Assessment Point 3) Submission Date Week 27
2b: Organise two practical teaching observations one by your tutor and one by your mentor,
include your rationale, lesson plan and ‘Next Steps to Success’ form. Ensure your Practical
Teaching File is up to date and available at each observation. (Practical Teaching Assessment
Point 4) Submission Date Week 31 Submit Observation record Sheet 2
In preparation for working as a newly qualified teacher complete the final review of progress
against the Professional Standards.
Drawing on this self-assessment, the outcomes from reviews of practical teaching with your
mentor and teaching practice observation feedback reflect on the progress you have made as a
student teacher and identify the areas of practice you wish to further enhance in your first year of
teaching.
Participate in the Summer Conference and complete your Career Entry Development Profile
(CEDP) (1,500 words equivalent) LO 1,2. (Professional Standards 1, 10, 19) Submission Date
Week 31
Use this section to note key points of clarification related to the above
assessment tasks during classroom discussion/assessment briefing for this
Module
46
KEY TEXT
Gregson, M., Hillier, Y., Biesta, G., Duncan, S., Nixon L, Spedding T., Wakeling P.
(2015) Reflective Teaching in Further, Adult and Vocational Edcuation. London,
Bloomsbury. In particular see Chapter 16: Expertise. Conceptual tools for
career long fascination?
Gregson, M., Pollard, A., S., Nixon L, Spedding T. (2015) Readings for Reflective
Teaching in Further, Adult and Vocational Edcuation. London, Bloomsbury. In
particular see Chapter 16: Expertise. Conceptual tools for career long
fascination?
INDICATIVE READING LIST:
Bell, J. (2014) Doing Your Research Project: A Guide for First-Time Researchers in
Education, Health, and Social Science (6th Ed). Berks: Open University Press.
Coffield, F. (2010). Yes, but what has Semmelweis to do with my professional
development as a tutor. London LSN
Convery, A., (1992) ‘Insight, direction and support: a case study of collaborative
enquiry in classroom Research’, in Working and learning together for change. Biott,
Colin & Nias, Jennifer (eds) Buckingham: Open University Press.
Cox, P. & V. Smith (2004). From Little Acorns: towards a strategy for spreading good
practice within colleges. London, Learning and Skills Development Agency.
Donovan, G. (2005) Teaching 14-19: Everything you need to know about learning
and teaching across the phases London: Fulton
Hillier, Y. & Thompson, A (2005) Readings in Post Compulsory Education: Research
in the Learning and skills sector London: Continuum,
McNiff, J., Whitehead, J., Lomax, P. (2011) All You Need to Know About Action
Research Sage London
The SAGE Encyclopedia of Action Research (2014) Editors. Coghlan D & BrydonMiller M London: Sage
Forthcoming:
Gregson, M, Nixon, L & Spedding, P (2015) Helping Good Ideas Become Good
Practice: a guide to joint practice development in Adult and Vocational Education
and Training. London: The Education and Training Foundation.
Please refer to Key Websites listed in the final section of the Handbook
47
Key Websites
SUNCETT: Sunderland University Centre for Excellence in Teacher Training. Up to
date and archived resources including case studies from previous PCET trainees.
ETF/SUNCETT outputs from Research Development Fellowship work. Trainees can
access the PGCE PCET page with the password PGCEPCET1516
www.suncett.com
TeamSUNCETT Twitter: Tweeting about current affairs in the sector. Follow us
@TeamSUNCETT
Bloomsbury: The Reflective Teaching site offers additional professional resources. In
particular you will find two reports that relate to planning, implementing and
evaluating your JPD project:
 Enquiry: Critical reflection and systematic investigation of our practice
 Techniques of Enquiry: Collecting and using descriptive, dispassionate,
discerning and diagnostic information
reflectiveteaching.co.uk
Government & National Agencies:
Education and Training Foundation (ETF): The E & T Foundation work to support
and enhance the quality, professionalism and efficiency of the education and training
system. Their website has links to up to date bulletins on teaching resources,
research and CPD training including the process for gaining Qualified Teacher
Learning & Skills (QTLS).
http://www.et-foundation.co.uk
Department for Business, Innovation and Skills (BIS):
http://www.bis.gov.uk/
OFSTED: Gives access to reports, inspection findings such as National Literacy
Project and a database of reports for all inspections carried out by OFSTED.
www.ofsted.gov.uk
Qualifications and Curriculum Authority: Combines the former NCVQ and SCAA and
provides information for early years, National Curriculum Key Stages 1-4, A Levels,
NVQs, GNVQs, lifelong learning and links to 25 other agencies working in education.
http://www.gca.org.uk
The Excellence Gateway: Is now fully supported by the Education & Training
Foundation and provides online access to an unrivalled breadth of resources for
everyone working in the wider learning and skills sector in England.
http://www.excellencegateway.org.uk
BECTA (British Educational Communications and Technology Agency): Government
lead agency in the use of ICT in education. It seeks to evaluate existing practice,
support existing applications and investigate emerging technologies – note this is
now archived material only.
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www.becta.org.uk
General Educational Interest:
BBC Education Sites: The BBC have on-line learning areas with ideas for teaching
accountancy, business, nursing, child care and social studies and much more.
http://www.bbc.co.uk/learning/subjects/adult_learning.shtml
http://www.bbc.co.uk/schools/websites/16/
Guardian Education: Guardian webpage; often has accessible critiques of emerging
policies and innovations.
www.education.guardian.co.uk
Times Educational Supplement: The TES publish daily articles concerning all areas
of education. Their website also hosts job advertisements, up-to-date teaching
resources and discussion forums on current affairs. A highly useful website for
trainees and graduates.
http://www.tes.co.uk
Behaviour for learning: Understand student behaviour and develop your teaching
performance. Includes resources for course work, news and discussion and links to
key practical websites.
www.behavior4learning.ac.uk
Jorum: The UK's largest repository for discovering and sharing Open Educational
Resources for HE, FE and Skills.
http://www.jorum.ac.uk/
Pearson: Part of the global media and education group Pearson, a sister company
of Penguin and the Financial Times newspaper. Resources are available to
purchase and some are available for free.
http://www.pearsonschoolsandfecolleges.co.uk/home.aspx
Edutopia: A comprehensive website and online community that increases
knowledge, sharing, and adoption of what works in K-12 education.
http://www.edutopia.org/
Doceo: Irreverent perspectives on learning and teaching; short, snappy and
provocative articles.
www.doceo.co.uk
Geoff Petty: A useful for site for practical ideas and tips on many aspects of learning
and teaching.
www.geoffpetty.com
Infed: Informal general education site with useful references.
www.infed.org
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International Centre for Distance Learning: Also attached to Open University.
Contains a literature database of abstracts of articles and books covering distance
learning. Also, on ICDL services page, details of upcoming conferences on distance
learning.
http://www-icdl.open.ac.uk
In Service Training and Educational Development (INSTED): Resources on for
inclusion and diversity.
http://insted.co.uk
INTUTE: Intute is a free online service providing you with access to resources for
education and research. A network of UK universities and partners creates this
service.
http://www.intute.ac.uk/
National Research & Development Centre: Information and resources on adult
literacy and numeracy.
www.nrdc.org.uk
NIACE: The leading non-governmental organisation for adult learning in England and
Wales
http://www.niace.org.uk/
Vocational Education and Training Bibliography
http://www.leeds.ac.uk/bei/vetbib.htm
Literacy:
Literacy for Learning in Further Education: The Literacies for Learning in Further
Education (LfLFE) project was a collaboration between two universities - Stirling and
Lancaster - and four colleges, Anniesland, Lancaster and Morecambe, Preston and
Perth.
www.lancaster.ac.uk/lflfe
Information Literacy: Information Literacy’s key task is to build understanding and
support each other as practitioners. There is a need to increase visibility of our
existing activity and develop a stronger voice.
http://www.informationliteracy.org.uk/sectors/further-education/
Inclusion and SEND websites:
David Bartram (2013)Ten steps to effective SEN provision. Special Educational
Needs Magazine: https://www.senmagazine.co.uk/articles/articles/senarticles/tensteps-to-effective-sen-provision
SEND Gateway:The SEND (Special Educational Needs and Disabilities) gateway
provides a link to UK based voluntary and community sector organisations (VCOs)
and other organisations supporting the SEND sector. http://www.nasen.org.uk/
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SEND and behaviour management 2014
http://www.bild.org.uk/our-services/positive-behaviour-support/#7-powerful-questions
Multiverse: A website for teacher educators and student teachers addressing the
educational achievement of pupils from diverse backgrounds – archived materials
only. http://www.multiverse.ac.uk/
Government Publications: Departmental advice for all post-16 colleges and
academies about implementing the 0 to 25 special needs system from September
2014.
https://www.gov.uk/government/publications/implementing-the-0-to-25-specialneeds-system-further-education
Everybody Included: The SEND Code of Practice explained - See more at:
http://www.sendgateway.org.uk/resources.everybody-included-the-send-code-ofpractice-explained.html#sthash.qBiWNve5.dpuf
SEND and behaviour management:
http://www.bild.org.uk/our-services/positive-behaviour-support/#7-powerful-questions
Useful job sites:
https://www.tes.co.uk/jobs/
http://jobs.theguardian.com/jobs/schools/
http://www.indeed.co.uk/
http://firstclasssupply.co.uk/
http://www.pkeducation.co.uk/northeast/
http://www.keystagerecruitment.co.uk/
http://www.capitaeducation.co.uk/education-jobs-newcastle
http://www.hays.co.uk/job/education-jobs/
http://www.principalteachers.co.uk/
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