Bachelor of Education (Post-Primary) 2018-2019 Year 1 ...846019,en.pdf · Assessment: 30% practical...

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Bachelor of Education (Post-Primary) 2018-2019

Year 1

Module Guide: Personal and Professional Learning 1 Module number: SPS1003

Module Coordinator: Dr Lisa McKenzie [email protected] 028 90384410 Advisor of Studies: Dr Anita Gracie [email protected] 028 90384391

mailto:[email protected]


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Rationale

Personal and professional learning lies at the heart of the journey to becoming a successful teacher and within this course you will have the opportunity to draw the personal and professional aspects of your learning together. You will develop your personal abilities in a range of areas including literacy, numeracy and UICT and, through your school based work (SBW), you will start to build professional competence in the classroom. Course Content PPL1 comprises two parts:

Part A: School Based Work (SBW) preparation - SBW experience (graded); First Subject Application; Second Subject Application

Part B: Professional Studies – generic professional studies: literacy, numeracy, Using ICT, LLW, child protection and safeguarding. A description of each of the taught elements will be provided by your subject tutor. Assessment: 30% practical (SBW) and 70% coursework (microteaching and portfolio)

Part A Part B

SBW preparation, including Professional Studies, including

SBW Literacy

Subject Application- Main Subject Numeracy

Subject Application - 2nd Subject UICT

LLW

Child protection and safeguarding

Assessment: Assessment:

SBW 30% and graded Portfolio 40%

Microteaching 30%

(Main and second subject, 15% each)

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School placement is central to your professional learning.

Week (day) Outline

Planning and teaching

During semester 1: To be agreed with your subject application tutor

Assessed micro teach to take place within College by subject application tutor.

Day visits before Christmas

Every Monday Weeks 10-15

Mon 5 Nov 2018

Mon 12 Nov 2018

Mon 19 Nov 2018

Mon 26 Nov 2018

Mon 3 Dec 2018

Mon 10 Dec 2018

Day visits to placement school.

Observation Days 1 week (Week 19):

Monday 7 January –

Friday 11 January 2019

Observation Day (Week 21):

Wednesday 23

January 2019

Observation activities and planning for block practice.

Block Practice Weeks 26-31

Monday 25 February

2019 - Friday 5 April

2019

This will involve planning, teaching and evaluation of lessons in your first and second subject areas and potentially other aspects of the curriculum e.g. Learning for Life and Work (LLW).

Students are required to teach 7-9 hours per week.

Please see appendices for relevant documentation.

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LEARNING OUTCOMES

Students will be able to:

Plan lessons in their applicable subjects and other areas such as LLW;

Deliver lessons competently in their applicable subjects and other areas such as LLW;

Reflect on their teaching using the GTCNI competences;

Develop personal skills in UICT, literacy, numeracy and study skills;

Develop awareness of child protection and safeguarding procedures for school based work.

TRANSFERABLE SKILS Students will be able to:

Employ a VLE effectively for planning and dissemination of resources;

Communicate effectively with peers, pupils and other professionals orally and in writing;

Demonstrate satisfactory competence in numeracy skills and incorporate such skills as part of their lesson planning;

Present subject knowledge in an effective and well-managed manner;

Use their voice effectively in a classroom environment;

Employ a range of effective personal study skills;

Begin to manage behaviour within a classroom environment. TEACHING AND LEARNING Teaching methods include lectures, seminars and practical workshops. Topics for reading and research will be suggested in your classes to help you develop your professional practice. Throughout this course students are encouraged to consider the implications and applications of the various taught elements on their school-based work and wider professional practice. GTC(NI) Competences Students will explore and develop competence in relation to the following key areas during this module: Professional Competence 3: Have a detailed knowledge and understanding of the learning area/subject(s) taught, including the centrality of strategies and initiatives to improve literacy, numeracy and thinking skills to all areas of learning. Have relevant curricular, subject and pedagogical knowledge. Professional Competence 4: Know and understand how the learning area/subject(s) they teach contributes to the Northern Ireland curriculum. Professional Competence 11: Examine the educational principles behind the use of technology, such as digital video, projectors, computers, graphic calculators, software, interactive whiteboards and how to use the above to aid learning in the subjects and age groups they teach.

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Professional Competence 14: Learning objectives are set that take account of what pupils know, understand and can do. Learning objectives are set to take account of what pupils need to know in relation to the requirements of the Northern Ireland Curriculum. Professional Competence 15: Lesson plans show clear objectives, relevant content, resources and well-sequenced activities. Plans show high, but realistic, expectations bearing in mind the age and attainment range of the class. Plans show an awareness of areas of potential difficulty and confusion for pupils. Professional Competence 19: Appreciate the importance of creating a safe, interactive and challenging learning environment and how others seek to create such an environment. Learn from others how to set up purposeful activities. Professional Competence 20: Use a range of teaching strategies appropriate to the age, ability, interests and experiences of pupils. Use resources that motivate and support all pupils’ learning. Capture and maintain pupils’ attention, interest and involvement through the choice of teaching strategy and resources. Professional Competence 24: Monitor pupils’ progress through observation, marking, targeted questioning, and discussion. Offer immediate feedback to reinforce learning, challenge pupils’ understanding and promote progression. Mark against the planned learning objectives and note strengths as well as areas for improvement. Use effective questioning and self-assessment tasks for pupils to reflect on and improve their learning.

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OUTLINE OF MODULE DMc = Mrs Diane McClelland LMcK = Dr Lisa McKenzie AG = Dr Anita Gracie

MI = Dr Michael Ievers PC = Ms Patricia Corrigan IB = Dr Irene Bell JMc = Dr John McCullagh

IS = Mr Ian Simons RC = Mrs Rachel Campbell

Part A Assessment of part A:

SBW (graded placement) (30%)

First Subject Micro-teach (15%), Second Subject Micro-teach (15%) o For each of your subject areas (e.g. T&D AND PE) the tutor will assess you micro-

teaching, using the SBW template and teaching competences. Full details of the tasks required for each subject area will be provided by subject tutors.

Element Content Timetable

SBW (30%)

Individual placement school

Weeks 26-31

(6 week block - Monday 25 February 2019 - Friday 5 April

2019)

Main Subject Micro-teach (15%)

Micro-teaching: preparation for classroom practice

See individual timetables, details available from subject tutors: Maths (IB); Sci (JMcC); T&D (MI); B&E (PC); RS (AG); PE (RC); Computing (IS); English (DMc).

Second Subject Micro-teach (15%)

Content of Subject Application Within your subject application classes, you will cover aspects of lesson planning with specific reference to your subject area. This will include the following:

Access relevant statements of minimum entitlement and specifications for subject areas;

Efective teaching and learning in your subject area;

identification of and use of subject-based resources;

Devising age-appropriate classroom resources (eg worksheets, powerpoint);

Lesson structure (introduction, development, plenary) and timings;

Devising appropriate learning intentions and success criteria;

Use of questioning; Lesson reflections and evaluation (to prepare for microteach and placement);

Use of interactive whiteboards.

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Assessment of Subject Application (Main and Second subject micro-teach) Both elements of Subject Application focus upon microteaching: i.e. students will prepare and present part of a lesson of 10 minutes duration to their peers during their Stranmillis classes, elements of which will be videoed. In the Stranmillis setting, the students will be assessed by their tutor against the standard SBW template and competences as appropriate;

You should produce a detailed lesson plan for the microteach and a variety of engaging

activities and resources to aid delivery. These should be presented to the tutor before the

actual microteach (on the day of delivery at the latest);

o As you plan, you should consider the resources, the strategies, timings, key questions,

learning intentions, success criteria (if appropriate), assessment;

o During delivery you should consider your posture, use of voice, questioning technique

adopted, rapport with students;

A written evaluation of the lesson (no more than 500 word) should then be submitted within

one calendar week: this aspect could be in video or written format.

The advanced planning and subsequent evaluation will form part of the final grade awarded. This should take place no later than week 24 , Monday 11 February 2019. Please submit to Angela Murtagh in the Central Administration Office.

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Part B Content of Professional Studies: This includes aspects of SBW preparation (LMcK/PC), Numeracy (IB), Literacy (DMc), UICT (LMcK) and LLW (LMcK).

For literacy and numeracy, additional details on the course and assessment will be provided by the individual lecturer responsible. Teaching of these areas will take place in semester 2 (January to April).

Literacy will focus on personal literacy, Using Communiation at key stage 2 and literacy

across the curriculum;

Numeracy will focus on Using Maths at key stage 3, Mathematics in specific subject areas,

numeracy interventions and the role of the numeracy co-ordinator.

A brief overview of part B of the module is provided below:

1. numeracy

2. literacy/communication, including academic writing

3. UICT to include: 4. Generic Professional Studies:

a. 5 E’s

b. Presentations for the classroom

c. e-books : using multimedia

d. Using C2K

e. ipads

f. interactive whiteboards

a. lesson planning

b. evaluation and reflective practice

c. child protection and safeguarding

d. use of voice

e. classroom management

f. learning for life and work

g. SBW: folders and protocols

Assessment of part B:

Portfolio (40%) – further detail on this will be distributed in week 4.

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(As per master timetable)

Professional Studies

Semester 1: Weeks 4-15, Wednesday 11-12, Room CSR5

Semester 2: Weeks: 22-25, 35-36

Source: Microsoft clipart, accessed 1 September 2015

UICT

Semester 1: Weeks 4-15, Wednesday 12-1, Room CIT 1

Source: Microsoft clipart, accessed 1September 2015

Since a range of guest speakers are being used, sometimes scheduled classes will need to be changed to

accommodate this. You must check your emails regularly for any changes, attendance is your responsibility.

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Week Date Overview Class: 9-10 (Professional Studies)

Class: 10-11 (UICT)

1-3 Mon 3 September 2018 - Fri 21 September 2018

4 Wed 26 September 2018

o Introduction to module o Planning for university o Planning for teaching (L McKenzie)

Introduction : e-learning access in Stranmillis, skills audit of

UICT competence; introduction to UICT at key stage 3

(L McKenzie)

5 Wed 3 October 2018

o Introductions to GTCNI competences o Introduction to lesson planning 1: lesson structure,

learning intentions and success criteria (L McKenzie)

Focus on UICT at key stage 3; CCEA website links

(L McKenzie)


Referencing and access to online library resources (S Johnston/M Taylor)

Classroom presentations (prezi/powerpoint) (L McKenzie)


Preparation for Primary school placement

Enhancing classroom presentations using ICT tools

Identifying useful websites for teaching resources

(L McKenzie)


Introduction to lesson planning 2 Teaching strategies and activities –

engaging the pupils

Observation day activities (L McKenzie)

E-book: working with multimedia: sound and music

Exemplar student materials

Access to C2K (L McKenzie)


Reading week

10 Wed 7 November 2018

Introduction to child protection and safeguarding 1 (Bronagh McKee)

Using C2K (E McAteer)

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Introduction to child protection and safeguarding 2 (Bronagh McKee)

E-book: working with multimedia-images (L McKenzie)

Access to Turnitin


Classroom Management session: Stephen Harrison (retired principal)


PSNI: Internet safety session

14 Wed 5 December 2018

E-book: integrating podcasts Eg Garageband/audacity

Getting the e-book together (L McKenzie)

15 Wed 12 December 2018

Preparing for school placement - observation week activities, SBW assessment. Group presentations of e-books

Christmas break …. Mon 17 Dec 2018 – Fri 4 January 2019 (Weeks 16-18)

Week Date

Week beginning Overview

19 Mon 7 January 2019

SBW Observation Week


Assessment week/Off formal timetable


Observation Day: Wednesday 23 January 2019


Reflection on SBW observation;

Preparing for the primary school placement–Numeracy in the primary school (I Bell)

23 Mon 4 February 2019

Preparing for the primary school placement–Literacy in the curriculum (A Brown, to be confirmed)

Portfolio support (LMcK)


Process of critical reflection and lesson evaluation

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Separate activities may also planned for some weeks (you will receive further details about these activities separately from other staff members)

o A separate session on ‘use of voice’ will take place in January. Details will be forwarded by Michael Ievers.

o A separate session on ‘ipad training’ will hopefully be organised in semester 1.

Learning for Life and Work 2 (LMcK)


Learning for Life and Work 1 (LMcK)

26-31 Monday 25 February 2019 – Friday 5 April 2019

School Based Work placement – 6 week block

Easter Break …. Mon 8 April 2019 – Friday 26 April 2019 (Weeks 32-34)

35 Mon 29 April 2019 Reflection on placement and portfolio preparation (LMcK)

36 Mon 6 May 2019 Portfolio preparation (LMcK)

37 Mon 13 May 2019 Assessment



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ESSENTIAL READING

Bottomley, J. Pryjmachuk, S. and Waugh, D. (2018) Academic writing and referencing for your education degree. St.Albans: Critical Publishing

Kidd, W. and Czerniawski, G. (2011) Teaching Teenagers: A Toolbox for Engaging and Motivating Learners. London: Sage Publications Ltd.

Redfern, A. (2015) The Essential Guide to Classroom Practice. London: Routledge.

RECOMMENDED READING

Beadle, P. (2010). How to teach. Carmarthen: Crown House Publishing.

Biech, E. (2015) 101 ways to make learning active beyond the classroom. Hoboken, NJ: Wiley.

Brooks, V., Abbott, I., Bills, L. (2004) Preparing to Teach in Secondary Schools: A Student Teacher’s Guide to Professional issues in Secondary Education, Berkshire: OU Press

Caldwell, H. and Bird, J. (2015) Teaching with tablets. London: Sage.

Capel, S., Leask, M., Turner, T. (2016) Learning to Teach in the Secondary School: A Companion to School Experience. 7th edition. Oxon: Routledge Falmer.

Flemming, P. (2013) Becoming a secondary school teacher. 2nd edition.London: Routledge.

Galloway et al. (2015) Learning with mobile and handheld technologies, London: Routledge.

Greasley, P. (2011) Doing essays and assignments, London: Sage.

Harris, M. (2016) How to develop the habits of outstanding teaching: A practical guide for secondary teachers, London: Routledge.

Hramiak, A and Hudson, T (2011) Understanding Learning and Teaching in Secondary Schools. New York, NY: Longman/Pearson.

Jarvis, M. (2015) Brilliant ideas for using ICT in the classroom. London: Routledge.

Poore, M. (2013) Using social media in the classroom. London: Sage Publications Ltd.

Kyriacou, C. (2009) Effective Teaching in School: Theory and Practice, Cheltenham: Nelson Thornes.

Kyriacou, C. (2007) Essential Teaching Skills 3rd edition, London: Simon and Schuster.

McCullough, Paula (2013) Learning for Life and Work in Close-Up, Key Stage 3, Year 8. Newtownards: Colourpoint Books



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Rogers, B. (2011) Classroom behaviour: A practical guide to effective teaching, behaviour management and colleague support. 3rd Edition. London: Sage Publications Ltd.

Salmon, G. (2013) Etivities: The key to active online learning (2nd edition). London: Routledge

Savage, J. (2015) Lesson planning – key concepts and skills for teachers. London: Routledge.

Useful Websites:

The Department for Education www.deni.gov.uk

The Education and Training Inspectoratehttp://www.etini.gov.uk o You may find an inspection report for your placement school here.

The Northern Ireland Curriculum www.nicurriculum.org.uk

Council for the Curriculum, Examinations and Assessment (CCEA) http://www.rewardinglearning.org.uk/

Microsoft Partners in Learning http://www.pil-network.com/

http://www.deni.gov.uk/

http://www.etini.gov.uk/

http://www.nicurriculum.org.uk/

http://www.rewardinglearning.org.uk/

http://www.pil-network.com/

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School Based Work

In order to pass this module SPS1003, the SBW element of the course MUST be passed.

To pass school-based work you must show visiting tutors, your Heads of Departments, class teachers, teacher tutor and the principal of the school that you satisfy the following criteria, in line with the GTCNI Teacher Competences:

a) Display a positive and enthusiastic attitude b) Be co-operative and helpful in school c) Establish good relationships with individuals and pupil groups d) Be able to plan individual lessons for a group of pupils or the whole class in subjects of the

Northern Ireland Curriculum both independently and with peer/s e) Identify appropriate learning intentions for the lessons f) Incorporate and use the basic techniques of lesson presentation skills

- questioning - explaining - instructing - creating and using resources, including ICT - using the whiteboard and/or interactive whiteboard - assessing pupils’ work in ways appropriate to the level of competence - supervising pupils’ work - behaviour management

g) Evaluate lessons taught and use critical reflection to guide future planning h) Reflect on your observations of teaching and learning

1. The block placement for Year 1 and Year 2 Post-primary students will be the 6 weeks before

Easter. 2. You are required to teach 7-9 hours per week.

Exceptional Circumstances regarding School-Based Work

Students have the right to submit a letter to the Dr Patricia Eaton, Director of Teaching and Learning

outlining mitigating circumstances which they believe affected their work and progress on SBW

placements. Such letters must be received within 10 working days after the end of the Year

placement. Students and schools should be aware that these are ‘discoverable’ documents. These

letters will be considered by the Exceptional Circumstances Committee which will advise the Board

of Examiners before a final decision is made on a student’s mark/grade for SBW.

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Child Protection and Safeguarding in School

Dr Bronagh E. McKee Child Protection and Safeguarding Co-ordinator

Stranmillis University College, Belfast [email protected] Tel: 028 90 384 405

Children and young people have a fundamental right to be protected from harm. Everyone in school plays a key part in protecting children and keeping them safe. There are three vital aspects to this role:

Creating a safe and supportive environment for children

Recognising pupils who are at risk or suffering from harm

Taking appropriate action. You can contribute to creating a safe and supportive environment for children through your work ethos and professionalism and in the way you communicate with and respond to children directly. By re-familiarising yourself with key indicators of adversity, you will increase the likelihood of recognising when a child is at risk or suffering from harm. Most importantly, if you are concerned about a child you can take appropriate action by reporting your concern immediately. This information leaflet tells you what to do if you are concerned about a pupil during your school-based work and where you can get information or help. It is important that you become familiar with your school’s legal child protection and safeguarding duty. We strongly suggest that you use the check list contained in this information leaflet prior to and during your first day of school-based work (see below). The school’s role in child protection:

Your school will have a designated person/teacher for pastoral care or child protection. This person is responsible for all child protection matters affecting pupils at the school

Your school must have a child protection policy. This may be contained within a safeguarding policy or as a separate document. You can ask for a copy of this if you would like to see it

All schools in Northern Ireland must follow the legislation and guidance from the Department of Education and Education and Library Boards

If a school is worried about a pupil’s welfare, they must refer this to the appropriate services, usually the Gateway Team to Children’s Social Work Service (see contacts below)

Schools may wish to inform parents that they have made a referral but they should NOT contact parents if they think that this could put a child at risk of harm

Your role in child protection:

In general, students must be observant of children’s learning, classroom behaviour and social relationships

If you are concerned about the welfare of a pupil, you must report this to the designated person/teacher in your school immediately

If the designated person/teacher is unavailable, you must report your concern to the school deputy designated teacher

If a report about a pupil’s welfare is made during school-based work, you must inform a member of the College Child Protection and Safeguarding Team that you have done so.


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If you are unhappy with decisions made in school about your concern, you must report this to any member of the College Child Protection and Safeguarding Team immediately

If you are concerned about a child, you should NOT approach the parent/guardian or discuss your concern with anyone else unless designated i.e. designated teacher.

School-based work checklist

Read the NSPCC child protection document (QoL)

Read the College Child Protection and Safeguarding Policy (internal website)

Revisit your child protection class notes and presentations

Read your school Child Protection Policy

Find out who the school Designated Teacher is

Ensure you keep a copy of this information leaflet at all times

Keep a note of contacts handy at all times

Relax, take a deep breath and good luck with your visit.

Internal Contacts:

Child Protection and Safeguarding Team 2018 – 2019

Bronagh McKee Child Protection & Safeguarding Co-ordinator

Central Building First Floor Tel: 028 90 384 405 Email: [email protected]

Noel Purdy Deputy Child Protection & Safeguarding Co-ordinator

Stranmillis House, Second Floor Tel: 028 90 384 305 Email: [email protected]

Michael Ievers (Post-Primary)

Orchard Building First Floor Tel: 028 90 384 474 Email: [email protected]

Rachel Campbell (Primary & HPAS)

Orchard Building Top Floor Tel: 028 90 384 443 Email: [email protected]

Andy Brown (International)

Central Building Ground Floor Tel: 028 90 384 259 Email: [email protected]

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Anita Gracie (PGCE)


Brenda McKay-Redmond (ECS)


Other Internal Contacts: Dr Irene Bell, TEd Post Primary Chair [email protected] Tel: 028 90 384 388 Mr Andy Brown, TEd Primary Chair [email protected] Tel: 028 90 384 259 Dr Noel Purdy, Head of Education Studies N. [email protected] Tel: 028 90 384 326 External Contacts: PSNI Inquiry Tel: 0845 600 8000 PSNI Crimestoppers Tel: 0800 555 111, Text: 180000. Gateway to Children’s Social Work Service Tel: 028 9050 7000. Northern Ireland Social Services Departments (see attached). Insert school details for easy access: Name of Designated Teacher: Designated Teacher contact: General Regulations for all University Courses

The statements below are taken from the Student Study Regulations

5.8 Full-time students are required to be in attendance at the University during the 15 weeks of each semester and whatever additional time is required by the programme of study for which they are registered. Students may normally be absent from the University during these periods only where they have permission from their Adviser of Studies or supervisor or in cases of illness or emergency or where there are extenuating circumstances.



mailto:N.%[email protected]

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5.9 Students are expected to attend all scheduled sessions and other forms of instruction as defined by the programme of study and all scheduled examinations. Specific attendance requirements, including explicit attendance thresholds, will be stated by the School. Further course details on attendance:

Attendance:

The B.Ed. is a full-time professional degree course and full attendance is therefore an important

expectation in all modules. Module guides will indicate where compulsory attendance at specific

modules/lectures is a requirement to pass the module. Where attendance becomes a matter of

concern, cases will be reported to and adjudicated by the Board of Examiners.

In all normal circumstances where a student’s attendance falls below 80% there will be a 5 mark

reduction in the final module score. Should a student’s attendance be less than 70%, this will result

in a 10 mark reduction in the final module score. Should these reductions result in a student falling

below the threshold to pass the module, sanctions will be applied, full details of which are contained

in the document entitled Attendance Penalties, which can be found on the student intranet.

It is the student’s responsibility to ensure he/she is signed in for every session. Any queries relating

to signing-in must be raised by the student with the lecturer during the session as attendance registers

will not be amended retrospectively.

All students should note that medical and permitted absences do not lower the attendance

threshold. Students should inform themselves of procedures to report medical absences or absences

due to special circumstances: such submissions will be considered by the Board of Examiners.

In this module attendance at seminars will be formally recorded and assessed by seminar tutors.

Attendance at lectures, while not formally assessed, is essential as most of the module content

will be delivered and explained in this setting. As part of our commitment to ensuring students

feel supported in developing as professionals, and are experiencing the full benefits of the module,

all lecture attendance will be informally monitored by the module team.

Additional note: The following sessions, from the ‘Professional Studies’ element of the course, are subject to compulsory attendance:

child protection (2 sessions). If these are missed, the position of the student will be reviewed by the module co-ordinator and programme leader before placement can take place.

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Plagiarism is a serious academic offence. Issues of plagiarism are taken very seriously by the University College. Students are responsible for knowing the University’s standards and abiding by them. According to the University General Regulations “It is an academic offence for a student to commit an act whereby he/she gains or attempts to gain an unfair advantage”.

Attention is drawn to the following extracts from the Regulations for Examination leading to Primary

Degrees of The Queen’s University of Belfast.

“A dissertation, essay, laboratory report, or any other similar work not undertaken in an Examination Hall but submitted by a candidate in partial satisfaction of degree requirements must be the candidate’s own work and must not contain any plagiarised material or material copied from the work of another candidate”.

“Plagiarised material will be deemed to be passages from other works (or a paraphrase of such) incorporated without acknowledgement and with the intention of it being taken to be the candidate’s own work. Passages from other works may be quoted only if shown as quotations with acknowledgement of the sources and similarly may be paraphrased only if the sources are acknowledged”.

Any breach of the above Regulation will be treated as a serious disciplinary offence.

Assignments require you to develop a written argument in response to a particular issue. This will require you to draw upon a variety of sources, as well as literature written by other academics. You are expected within your assessments to use such material, but you should always reference to the fact that you have done so. This means citing the relevant details of the author and title of the piece used (see below) every time you use them. So if you use their words you must put them in quotation marks and indicate where you got them from, if you use their ideas, you must similarly indicate the source. If you fail to do so, you could be found guilty of plagiarism. This is a serious offence and will be penalised and could result in you failing the module or even the degree. All instances of plagiarism are treated as a serious disciplinary offence, without any warning being given. The penalties can be severe: See Section 8 in the Stranmillis student handbook.

The General Regulations define plagiarism “as the presentation of the work of others as the writer’s own without appropriate acknowledgement”. The Regulations go on to say “It is also an academic offence for a student to permit another student to copy his/her work submitted for assessment”.

The following excerpt about academic dishonesty is from the Queens University’s General Regulations also duplicated in the Stranmillis Student handbook - Section 8

Plagiarism

7.10

It is an academic offence for students to plagiarise. Plagiarism is defined as the presentation of the work of others as the writer’s own without appropriate acknowledgement.

7.11 It is an academic offence for a student to permit another student to copy his/her work submitted for assessment, and both parties will be dealt with in accordance with these procedures.

PLAGIARISM

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Collusion, 7.12

It is an academic offence for two or more students to work together on an assignment that is meant to be done individually and hand the work in as if they had each worked independently. It is expected that the work being assessed, unless specifically designated as a group assessment, shall be the sole work of that student.

Fabrication 7.13

It is an academic offence for a student to claim to have carried out experiments, interviews or any form of research which he/she has not in fact carried out, or to invent or falsify data, evidence or experimental results. It is also an academic offence for a student knowingly to make use of falsified data as described above.

Plagiarism and fabrication are viewed as very serious breaches of the university regulations. They are deemed to be major offences and you should be aware of the penalty that the unit can impose in such cases. It could mean, for instance, that you would receive zero for the work, or zero for the whole module. The same could hold for any student permitting you to copy his/her work.

If you are in any doubt about the proper referencing of sources, you should seek guidance from your module co-ordinator. Please also check the post-primary programme handbook for further detail and relevant links.

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Appendix 1 LEVEL 1 ASSESSMENT CRITERIA

Conceptual Equivalent

Discrete

Point

Mark Band

Level 1 Criteria

Exceptional I High / Excellent I (in addition to criteria for Definite/low 1)

100

90

95–100

85–94

Excellent answer which:

Is comprehensive and accurate

Is presented in a clear and cogent manner

Makes full reference to appropriate material

Makes effective use of language

Displays some of the following characteristics: o integration of a wide range of learning resources o originality of exposition or treatment o evidence of insight o critical evaluation

Definite I

80

77–84

Low I

73

70-76

High 2.1 Definite / solid 2.1 Low / clear 2.1

68

65

62

67–69

64–66

60-63

Very good answer which:

Is generally accurate and reasonably detailed

Displays a good understanding of the main principles and a reasonable grasp of details

Shows strong and coherent argumentation

Is presented in a logical fashion

Makes frequent reference to appropriate material

Makes effective use of language

High 2.2 Definite / solid 2.2 Low / clear 2.2

58

55

52

57-59

54–56

50–53

Good answer which:

Is reasonably accurate and well informed, albeit with some minor omissions or inaccuracies

Is limited to the main issues and based on a limited range of learning resources

Makes some reference to appropriate material

Makes acceptable use of language, with some minor inaccuracies

High 3rd Definite 3rd

48

45

47–49

44–46

Adequate answer which:

Displays evidence of understanding of the main principles in broad terms

May contain important inaccuracies or omissions

May lack a coherent structure

May answer the question indirectly or may lack supporting evidence

Makes minimal reference to relevant material

Shows poor use of language, although the meaning is understandable

Low 3rd

42

40–43

Marginal fail

35

35–39

Marginally failing answer which:

Displays a very limited understanding of the aim of the question

Is sparse in material and lacking in organisation

Contains material that is inappropriately used or of limited relevance

Proceeds by way of assertions unsupported by appropriate evidence

Shows poor use of language with significant grammatical and other errors

Weak fail

25

25–34

Unsatisfactory, poor answer which:

Shows a complete lack of understanding of the question

Provides very little of any relevance and value to the question

Makes an incoherent argument

Shows poor use of language with significant grammatical and other errors

Poor fail

15

15–24

Nothing of merit

0

0–14

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Appendix 2 SCHOOL BASED WORK FOLDER

You must maintain a SBW file in which you will record and analyse the information gathered and the activities carried out during your 6-week block of School Based Work. The artefacts contained in your portfolio will take a range of forms, depending on the nature of the task, from readings from the literature, through diagrams and personal observations, to material from your teacher and official material from your school. Elements for inclusion in the SBW file: General information sheet including all personal details (as below) School documentation/policies/prospectus For each class you are teaching you should include:

Class list, seating plan

Link to subject specification, statements of minimum entitlement, curriculum guidance material …. as appropriate

Individually dated lesson plans for each session: these must include link to curriculum (as above), learning intentions, success criteria, introduction, development and conclusion, resources, key questions, strategies and assessment/homework

Lessons should provide evidence of having incorporated cross curricular skills and thinking skills and personal capabilities

1 copy only of all resources/activity sheets/assessment activities you are using during class (It is useful to store duplicate copies of these resources in a separate file or folder)

1 post-lesson review/evaluation to be completed per day. Please ensure you date and label these appropriately

At the front of your SBW file, you should incorporate a general information sheet which includes the following details:

PERSONAL DETAILS NAME STUDENT NUMBER

SCHOOL ADDRESS & PHONE NUMBER

MAIN TUTOR

SCHOOL PRINCIPAL TEACHER TUTOR HOD - MAIN SUBJECT / LLW / ADDITIONAL SUBJECT CLASS TEACHERS

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Appendix 3 COMPETENCE DESCRIPTORS FOR TEACHING

These are the competences used when completing the Report on Teaching form and also the performance indicators in each over-arching competence area.

PREPARATION

CLASSROOM PRACTICE TEACHING TECHNIQUES

CLASSROOM PRACTICE

CLASSROOM MANAGEMENT

EVALUATION

• Plans appropriate lessons within teaching programmes

• Can justify the selection of material in terms of curricular principles and child development

• Plans teaching strategies appropriate to the age, ability, interests, experiences and attainment level of the pupils and to the objectives of the lesson

• Prepares appropriate learning materials for children

• Employs a range of teaching strategies appropriate to the age, ability, interests, experiences and attainment level of the pupils and to the objectives of the lesson

• Captures and maintains pupils’ attention, interest and involvement

• Questions pupils effectively,

responds and supports discussion

• Provides feedback in a constructive manner

• Makes appropriate use of resources including ICT

• Teaches in whole class, group, pair or individual modes as appropriate for particular learning experiences

• Maintains pupils’ motivation

• Establishes good classroom rapport.

• Establishes clear rules and

expectations • Deals effectively

with pupil behaviour

• Identifies and responds to individual differences

• Manages own time and pupil time effectively

• Manages play and activity-based learning when appropriate

• Uses outcomes to evaluate teaching and plan for the future

• Can justify teaching methods used

• Provides pupils with regular feedback on their progress in a constructive manner which fosters their self-confidence and self-esteem

• Uses different methods of assessment as appropriate

• Assesses and records pupils’ performance in a systematic manner, using attainment targets and level descriptors where necessary

• Demonstrates awareness of the importance of informed critical reflection in evaluating his or her professional practice

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COMPETENCE DESCRIPTORS FOR TEACHING (continued)

The following are the criteria used to differentiate the grades. These are used by University College Tutors and schools. Grade A* Students in this elite group might be distinguishable from those in the ‘A’

category by more consistent or pervasive evidence of flair or originality in all the competence areas.

Grade A Very high level of proficiency in all the major areas with occasional evidence of flair and originality.

Grade B Very good / high level of proficiency in all major competence areas: typically little support or no support would be required at this stage.

Grade C Demonstrates consistently satisfactory level of performance in all major competence areas; some support still required.

Grade D Demonstrates a minimal level of capability for coping adequately with respect to preparation and implementation; considerable support still required.

Grade F Consistently low or otherwise unsatisfactory performance with regard to practical teaching.

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Appendix 4 LESSON PLAN TEMPLATE (available on QoL)

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Appendix 5 SBW: REPORT ON TEACHING FORM (available on QoL)

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Appendix 6 SBW TIMETABLE (available on QoL)

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Appendix 7 LESSON OBSERVATIONS (available on QoL)

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Appendix 8 OBSERVATION DAYS IN SCHOOLS (available on QoL)

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