Postgraduate Certificate in Educationand

Certificate in Education

(incorporating the Diploma in Education and Training)

STUDY SKILLS GUIDEUpdated 2019-20

including Module Records and assessment criteria.

Table of Contents

READING..............................................................................................................................................3Introduction:..................................................................................................................................................4Taking Notes:.................................................................................................................................................4

Starting to read:....................................................................................................................................5Key Question: Is this article/book likely to be useful?.....................................................................................5

CRITIQUING ARTICLES/BOOKS..............................................................................................................6You are now beginning your critical analysis...................................................................................................6

REFLECTIVE/REFLEXIVE PRACTICE.........................................................................................................7How to reflect:...............................................................................................................................................7

GUIDANCE ON WRITING UP YOUR RESEARCH PROJECT........................................................................8

GUIDANCE ON THE BASIC FORMAT FOR A REPORT...............................................................................9

ESSAY WRITING..................................................................................................................................10

PRESENTATIONS.................................................................................................................................10

Creating Effective Poster Presentations..............................................................................................10

TIME MANAGEMENT..........................................................................................................................11

CITING, QUOTING, REFERENCING AND LISTING...................................................................................12Short quote..................................................................................................................................................12Short quote..................................................................................................................................................12Long quote...................................................................................................................................................13Paraphrasing................................................................................................................................................13More than two authors – using et al.............................................................................................................14Citing and referencing online resources........................................................................................................14Articles in journals: paper-based, or electronic.............................................................................................15Government policy documents.....................................................................................................................15Acts of Parliament........................................................................................................................................15Electronic books (e-books)............................................................................................................................15e-Readers.....................................................................................................................................................16Twitter.........................................................................................................................................................16List of References (i.e. sources used in the article, not background reading, in alphabetical order)...............16

HARVARD REFERENCING - Checklist....................................................................................................18Essential to good practice.............................................................................................................................18Self...............................................................................................................................................................18Tutor............................................................................................................................................................18For development..........................................................................................................................................18

PLAGIARISM.......................................................................................................................................19Plagiarism....................................................................................................................................................19

ADVICE ON USING SOCIAL NETWORKS................................................................................................20Introduction.................................................................................................................................................20Access to your data......................................................................................................................................20Utilise the “friends” features........................................................................................................................21Cyber bullying..............................................................................................................................................21Be careful what you post..............................................................................................................................21Identity theft and protecting your personal data..........................................................................................21Don’t get addicted........................................................................................................................................22Retention of data.........................................................................................................................................22

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More information.........................................................................................................................................23

ADVICE ON SENDING EMAILS..............................................................................................................23What is Netiquette?.....................................................................................................................................23

FURTHER ADVICE................................................................................................................................23

Appendix 1 – Module Records............................................................................................................24

Appendix 2 – Coursework Assessment Criteria....................................................................................49

Appendix 3 - Observation of Teaching Assessment Criteria for Pass/Fail and Grading Practice............50

Appendix 4 - Professional Portfolio Assessment Criteria – includes Reflective Development Plan (RDP)...........................................................................................................................................................55

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READING

Introduction:

During your studies you will need to read a great deal of material, some of which will be quite demanding. The following notes are designed to provide some basic advice.

Terminology – as with any new endeavour, you will come across specialist words which may be unfamiliar to you. It is easy to dismiss them as ‘jargon’, but the author is trying to be precise. Try looking up unfamiliar words in a dictionary or one of the online dictionaries. But be warned, sometimes dictionary definitions are slightly different to the way in which a term is used in an academic or professional setting. You may like to start building a list of the specialist terms you come across frequently, with your own explanation of what they mean.

Difficult texts – some authors write in a dense, almost impenetrable style which makes reading their texts very heavy going! Take time to read long sentences slowly, trying to pick them apart. Reading out loud sometimes helps. You may be able to get the gist of what is being said, which will enable you to move on. Sometimes difficult passages become clearer once you have read the entire piece.

Taking Notes:

You will need to take notes of the key points of the argument, concepts, theories etc. You may wish to do this in a notebook, or on ‘concept cards’. Make notes of thoughts which occur to you as you are reading, for example any argument you have with the author, or links to other readings. Your notes need to be detailed enough for you to understand them later. Have a purpose in mind when you take notes – will you be drawing on them for a particular assignment, for example?

Always make sure that your notes are referenced (author, date of publication and page number) so that later you can tell which text you were reading! It is very annoying for you when you want to include a quote in an essay, only to find that you did not make a note of the source.

If you are reading a photocopy, you may like to underline or highlight the key terms and phrases. If an entire paragraph is key to your understanding, then you can draw a box around it, or draw a line down the right hand edge. You will also be able to make notes in the margin. For later assignments, you may need to go back and read an article or chapter again, with a new purpose in mind. This is when your previous underlining or highlighting may be an advantage – or a disadvantage!

See: Reading Effectivly

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Starting to read:

Key Question: Is this article/book likely to be useful?

If you are reading for an assignment, or exploring a theory/field of practice, ask yourself if this article or book will help. Skim read the abstract, the introduction, the conclusion, the references and possibly the index. If you have no essay question to guide you, it might help to try making up one of your own.

Read the abstract or introductory chapter. Identify the key point of the article. Authors will use phrases such as "This paper looks at …", "My focus will be on ...", "This article considers …".

An abstract should also contain the findings, if the article is a research report, or the conclusions of any argument made, if the article is theoretical.

Read the conclusion/final chapter. Identify the key findings/thrust of the argument. What did the author argue/find? Look for phrases such as "I have explored …", "I have argued that …", "The data show that …".

You now have a basic idea of what the article or book is about. Ask yourself does the argument link to (or conflict with) any knowledge you already have on the topic? Have you read other articles on this subject? Then:

Read the opening paragraph. This should set out the structure of the article. (In a book this will be contained in the Introductory chapter mentioned above). For example, "I begin by giving the historical context … I then turn to recent developments in the field … After examining Cruft's (2005) argument regarding x, I go on to argue that in fact y is the case …" etc. This will guide you as a reader.

You are now ready to read the body of the text. As you read the article/chapter(s), take time to identify, understand and make notes on:

The argument the author is making The evidence used to support the argument The theoretical standpoint Underlying theoretical assumptions e.g. that x is actually going on, or that y

always occurs. A lot of writers assume you have a certain level of theoretical knowledge, which is needed to understand the article; this is a separate issue.

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CRITIQUING ARTICLES/BOOKSYou are now beginning your critical analysis.

Remember, criticism can be positive or negative. Your aim is to:

Identify and weigh up the strengths and weaknesses of the argument.

Assess the quality of the evidence the author uses as a basis for the argument. Do the conclusions necessarily follow from the evidence? Could you have drawn other conclusions?

Separate evidence from opinion (in certain epistemological viewpoints this might not be appropriate).

Analyse whether the argument is logical and complete. Does it require 'leaps of faith'?

Identify the author's assumptions, biases, value-system etc. How have they affected the argument/story?

Consider the 'fit' between the author's theory and the work of other theorists in this field. You may wish to compare different authors' assumptions, as well as the points at which their theories meet or diverge.

Evaluate whether this piece of writing usefully adds to the body of knowledge about the topic. Ask yourself "So what?"

Try to avoid making simple good/bad, liked it/hated it statements. If it was 'good', how good was it (extremely good, reasonably good), and what made it good? What convinced you, and how long did it take? Does it align with ideas of your own, or has it brought about a change of heart in you? If you disagreed with the argument, then why? Perhaps you agreed with parts of it, but not with others. Does this destroy the author's point altogether?

For further guidance see:

Critical Thinking

Poulson, L. and Wallace, M. (eds.) (2004) Learning to Read Critically in Teaching and Learning. London: Sage. Chapter 1.

Cottrell, S (2011) Critical Thinking Skills (2nd edn). Basingstoke: Palgrave Macmillan. Chapter 9.

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REFLECTIVE/REFLEXIVE PRACTICEThroughout your programme of study you will be encouraged to reflect on your professional life and related issues. Reflection is a skill which will support your teaching practice for the rest of your life, and involves active and open-minded consideration of your work, its context, and educational theory, in order to improve knowledge and practice.

The term 'reflexivity' is used to describe a further layer, or level, of reflection in which you 'reflect on your reflections’! If you keep a written record of your reflections, you may be able to track the development of both your thinking and practice.

Reflective practice provides you with a means of actively questioning (and thereby learning from …) your practice, involving unusual or critical incidents as well as the mundane; teaching and learning methods; theoretical issues; policy - if fact all aspects of your practice. The result is ‘situated knowing’: knowledge which is embedded in the context of your practice. Your work becomes a knowledge-generating practice.

The idea is to extend your considerations beyond a casual, everyday process of ‘thinking about what happened’. It can be seen as:

"… a tool for exploration and for thinking otherwise …" (Ball cited in Ecclestone, 1996:152)

How to reflect:

Although models of reflective/reflexive practice exist, there is no standard ‘way to do it’. You may like to think of it as an orientation towards self-analysis, rather than a set of rules to be followed…

"… perhaps relishing open-endedness, chaos, or unpredictability in learning, and valuing its ambiguities, paradoxes and twists." (Bleakley, 1999:318)

That said, reflective practice is often closely linked to critical analysis: you may, for example, wish to ‘weigh up’ an event or policy. Try to pick out both the positives and negatives, or consider issues as having a position along a continuum between the two extremes. Problematise, or question situations, theories etc., rather than accepting them at face value.

It may help to actively compare your practice with ideologies (curriculum issues), with theories (best practice, praxis), with your previous experiences, and with others' experiences in order to plan and implement improvements to future practice.

Finding time for active reflection may be difficult, but you should be aware of the consequences of leaving it too long. You may forget aspects of an event, or something you heard. Just what was it that struck you as interesting, or troubled you? By looking back on an incident, you may find yourself justifying your actions in a rational way which is quite different to what occurred at the time! If you are pushed for time, try at least to take enough notes to facilitate your subsequent thinking or reflexivity.

List of References

Bleakley, A. (1999) ‘From Reflective Practice to Holistic Reflexivity’, Studies in Higher Education, 24 (3), 19–24.Ecclestone, K. (1996) 'The Reflective Practitioner: Mantra or a Model for Emancipation?', Studies in the Education of Adults, 28 (2), 146-161.Avis, J., Fisher, R. & Thompson, R (2015) Teaching in Lifelong Learning (2nd edn). Maidenhead: O U Press. Chapter 13 – ‘Reflective Practice’.

https://www.plymouth.ac.uk/uploads/production/document/path/1/1717/Reflection.pdf

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GUIDANCE ON WRITING UP YOUR RESEARCH PROJECT

A research project will usually be written up in the following format:

A research project will usually contain some or all of the following.

Title page

Table of contents – (it’s a good idea to do this last as it is important that your page numbers

match up)

List of figures, tables, photographs (if appropriate)

Glossary of terms (if appropriate)

Statement of originality – this is signed and dated and confirms that you have fully

acknowledged all your sources and that where there is no such acknowledgement the work

is your own

Acknowledgements

Abstract – at undergraduate level this is a (approximately) 200 word summary of the aims,

methodologies, key findings and conclusions of the dissertation.

Main body – (remember each new chapter should start on a new page)

Reference list

Bibliography (if appropriate)

Appendices – you should include your signed research proposal and ethical application

forms and you may also include any supporting documents such as graphs, maps,

questionnaires, transcripts etc. that you may wish to include because they provide

supplementary information that may be useful to the reader but which may obstruct the flow

of the actual dissertation and/or not be directly relevant.

For further guidance see guidance on report writing

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GUIDANCE ON THE BASIC FORMAT FOR A REPORT

Title page – name and student number, course, module code, title of report, date.

Contents page – Especially as this report may be in sections and have a number of appendices, a contents page will help to navigate the document – remember to add page numbers. Use sub-sets if it helps (A, A i, A ii, B, B i, C...)

Abstract/synopsis/summary – An important place to state, with clarity, the purpose and main findings of the report. If well written this will ‘invite the reader in’, and encourage further reading. This section could be useful to stand alone as a précis for communications.

a) Introduction with aims and objectives - This gives a brief background to the report, and the rationale – i.e. not just because your assignment brief says so (!), but your reason for the enquiry.

b) Body of the report including (critical) analysis of methods used and findings - This contains more detail and highlights specific findings or observations. It relates the methods, results, implications and possible impact of the enquiry. Avoid pure description; move towards –

Level 5 - analysis of how it applies to current practice, with minimum guidance Level 7 - evaluation and critical analysis of how the findings apply to practice

c) Conclusion and recommendations – What are the key points? Summarise the main and significant aspects of your findings and observations. By this stage you should be able reach any recommendations for your own or others’ practice, for example, and clearly show why that recommendation has come about.

Also include the following: References and Bibliography - These list the books, web resources and articles

consulted and used in support of your report (References), and those you want to suggest as further reading (Bibliography). A Bibliography is not required but if included, it should be accurately referenced and it should be clear which is which.

Appendices – Use your gathered and selected materials to illustrate your report more fully. But do not use appendices to add to the available word count. A glossary might be a useful appendix, especially as you will be referring to your subject specialist pedagogy.

Allocate an approximate word count to the above before starting to write - NB Only sections a, b and c are included in the word count.

Also see:

http://www.plainenglish.co.uk/files/reportsguide.pdf

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ESSAY WRITING

For guidance on the following:

• What is an essay?

• Why you have to write essays

• How to research, plan and write an essay

• Language and style

• Presentation of your work

• An essay-writing checklist

go to:

The Academy guide to academic writingEssay Writing

PRESENTATIONS

For guidance on giving presentations:

What is a presentation?

Planning and preparing presentations

Giving presentations

Features of a good presentation

Poster presentations

See also: Presentations

For specific guidance on academic poster presentations, go to:Creating Effective Poster Presentations

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TIME MANAGEMENT

Before starting to study, you may need to make a conscious decision about when and where you are going to study. Do you work best in the morning, the afternoon or the evening? If you do your best work in the middle of the night, consider whether this is having an adverse effect on other areas of your life. Are you getting enough sleep, enough sunlight? If you have dependents to consider, time management becomes even more important.

You need to consider what time you have left when you have identified all other commitments. What time is left for study? The purpose is to identify when you are going to put in the hours needed to get the most out of your course.

Some people prefer to work on an opportunistic basis, studying intensely when the mood hits them. If your lifestyle allows, this can be very productive, but if you hate living by a timetable, then you need to be especially vigilant in order not to find yourself falling behind. Two common problems are:

a) not doing enough reading to back up the course sessions which you attendb) leaving all of your assignment writing until the weekend (night?!) before the deadline.

Time management is as vital a skill for you as a student as it is for you as a practitioner!

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CITING, QUOTING, REFERENCING AND LISTING

N.B. These are the resources to make use of during this programme:

Pear, R. and Shields, G. (2013) Cite Them Right: The Essential Guide to Referencing and Plagiarism (9th edn). Basingstoke: Palgrave Macmillan.

Cite Them Right is available online through your studentship with Plymouth University:http://plymouth.libguides.com/referencing

A citation is when you make reference to a source whether as a general resource, direct

quotation, or a paraphrase. A quote needs to be taken directly from the source and be exactly

the same as the source – even including apparent spelling mistakes or poor punctuation. The

following are examples of how they might appear on the page.

Short quoteFurlong says teacher autonomy has been ‘fundamentally challenged’ (2000:19).

Short quoteFurlong (2000:29) equates a perceived lack of public trust in reflective practice with ‘its

insistence that all professional knowledge is so personal and so situationally specific that it

cannot be defined or held up to account’.

The same quote put another way ...Furlong equates a perceived lack of public trust in reflective practice with ‘its insistence that all

professional knowledge is so personal and so situationally specific that it cannot be defined or

held up to account’ (2000:29).

and yet another way …A perceived lack of public trust in reflective practice equates with ‘its insistence that all

professional knowledge is so personal and so situationally specific that it cannot be defined or

held up to account’ (Furlong, 2000:29).

Which of the above you chose depends on the style of your writing. For any quote, short or

long, you need a page number – even if taken from an online source. Not all online sources

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include page numbers, in which case when quoting you use: name, date, online. So, use

(Harris, 2009:19) when page number is given, or (Harris, 2009, online) when it is not.

Short quote, secondary citation (e.g. citing someone cited by another author)Although Apple (1996 cited in Furlong, 2000:16) states that ‘Authors are not mechanically

determined by ideology, or class or history’, I feel that this may not be so clear cut for formal

educators. Formal education often involves a degree of compliance to the ideology of others.

In this example, you do not refer to Apple in the List of References, you just include details of the Furlong (2000) reference – see List of References below.

Long quoteAn ellipsis (...) indicates that something has been left out of the original, and long quotes need

to be indented and single line spaced, as opposed to 1.5 or double line spacing for the

general body of your writing. For example:

When discussing responsibility and autonomy in relation to professionalism Furlong states that:

Teachers’ relative autonomy from external intervention (which might allow them to utilize their own judgement and intuition) has been profoundly challenged and they now find themselves having to be responsive both to the demands of the market and to central government in professional decision making. (Furlong, 2000:20)

Long quote – editedWhen discussing responsibility and autonomy in relation to professionalism Furlong states that:

Teachers’ relative autonomy from external intervention … has been profoundly challenged and they now find themselves having to be responsive both to the demands of the market and to central government in professional decision making. (Furlong, 2000:20)

Paraphrasing (Taking the gist of an author’s points and putting them into your own words - but making clear you are offering an interpretation of another author’s views, as exampled below)

Furlong (2000) describes the need for a set of principles that would govern teachers’ reaction to

presenting cases that may arise in practice; he aligns this with the notion of responsibility. To

gain autonomy, in his terms, it would be necessary for the teaching profession to set these

principles, rather than them being externally set. Furlong sees the influence of market

economics as being in conflict with purely educational principles; narrow, or limited,

performance indicators have become limiting, standardisation has led to centralisation. For

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example, personal practices could be influenced by a view that sees students on the Cert

Ed/PGCE as trainees, rather than experienced fellow practitioners or students studying the field

of education.

More than two authors – using et al.If more than two authors, give only the surname of the first author in the text, followed by ‘et al.’

(Latin for 'and others', put in italics and should be followed by a full stop as it is an abbreviation),

for example:

Although approximately half of our students are FE lecturers, the remainder are from a variety

of education providers, i.e. community education, public sector organisations, private training

providers and charities, and research by Harkin et al. (2003) confirms the benefit of this.

The names of all authors should be put in the List of References as shown below.

Citing and referencing online resourcesThere are many, many resources available online – internet pages, blogs, electronic journals,

internet newspapers, images, databases and so on. There is a basic formula for all of these,

with variations to help distinguish one from the other. However, in the text continue to put just

the author and date (Pears and Shields, 2006) unless you are quoting (see above).

For example, if I was writing about an educationalist such as John Dewey, and had found a

relevant source online from which I had learned something about him, I would include it as a

reference (Smith, 2001). Online is not included as it is not a direct quote. In the List of

References it would appear as shown below.

NB: take care with online sources; for example, Wikipedia is an open source and this means

anyone can contribute. Sometimes there are no peer reviews to check whether the information

is correct. This means Wikipedia can be unreliable. Also, take care with information presented

on dot.com websites; these companies have vested interests and this may mean they skew the

information to suit their purposes. In general, ask yourself if the website is trustworthy.

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Articles in journals: paper-based, or electronicThese are different because you need to add the volume, issue number and page numbers in

either format:

Templeton, L. (2003) ‘Into the Fray on the Very First Day: lessons from an unconventional mentor’, Mentoring and Tutoring, 11(2), 163-175.

Or, if you found it online:

Templeton, L. (2003) ‘Into the Fray on the Very First Day: lessons from an unconventional mentor’, Mentoring and Tutoring, 11(2), 163-175 http://www.informaworld.com/smpp/content~content=a713685487?words=lolly%7ctempleton&hash=3986438464 (Accessed: 9 September 2009).

Government policy documentsThese are referenced as with books – the author is the Government Department i.e. the DfES in

the following policy document (DfES, 2004), or if found online it would still be (DfES, 2004), but

as page numbers are given, you can add the page number in the text if you are directly quoting

from it (see List of References for paper-based and online versions).

Acts of ParliamentIn-text citation as follows:

The nine characteristics as defined in 2(1)(4) of the Equality Act (Great Britain. Equality Act,

2010) …

Explanatory note - 2(1)(4) = Part, Chapter, Section,

In the list of references:

Great Britain. Equality Act 2010: Elizabeth II. Chapter 1 (2010) London: HMSO.

If on the internet use http://www.legislation.gov.uk/ukpga/2010/15/contents (Accessed: 27 June

2012) instead of London: HMSO.

Electronic books (e-books)When referencing from an e-book (e.g. NetLibrary, MyiLibrary, Dawson Era) always use the

publication date of the book you are using, as follows:

Armitage, A., Bryant, R., Dunnill, R., Flanagan, K., Hayes, D., Hudson, A., Kent, J., Lawes, S. and Renwick, M. (2007) Teaching and Training in Post Compulsory Education. (3rd edn.) Dawson Era [Online]. Available at

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http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9780335235049 (Accessed: 27 June 2012)

e-ReadersWhen referencing from a Kindle or i-Book, in the text use a page number if given, i.e. (Yin,

2009:25) or if not (Annis-Hammond, 2009) and in the list of references type as follows:

Annis-Hammond, S. (2009) The Thin Book of Appreciative Inquiry. Amazon Kindle [e-book reader]. Available at https://www.amazon.co.uk/Thin-Book-Appreciative-Inquiry/dp/0988953803/ref=sr_1_1?s=books&ie=UTF8&qid=1535461727&sr=1-1&keywords=thin+book+of+appreciative+inquiry (Accessed: 26 June 2012)

TwitterAs these sites require registration, the main website address should be used. It is suggested you include a copy of the discussion as an Appendix, for readers who do not have access to the text. These should be referenced in the text to show the author’s surname and year and in the list of references as follows:

Gove, M. (2012) ‘Michael Gove’, Twitter, 8 December. Available at: http://twitter.com/#!/michael_gove. (Accessed: 27 June 2011)

List of References (i.e. sources used in the article, not background reading, in alphabetical order)

Department for Education and Skills (2004) Equipping our teachers for the future: reforming initial teacher training for the Learning and Skills sector. Sheffield: DfES.

However, if you found it online it would be:

Department for Education and Skills (2004) Equipping our teachers for the future: reforming initial teacher training for the Learning and Skills sector. http://dera.ioe.ac.uk/5933/ (Accessed: 8 December 2009).

The above is a Government policy document.

Furlong, J. (2000) ‘Intuition and the crisis in teacher professionalism’, 15-31, in Atkinson, T. and Claxton, G. (eds.) The Intuitive Practitioner: on the value of not always knowing what one is doing. Buckingham: O.U. Press.

The above is a reference within a chapter of an edited book and covers the secondary reference by Apple (1996) in this chapter, mentioned above.

Harkin, J., Hillier, Y. and Clow, R. (2003) Recollected in tranquillity? FE teachers’ perceptions of their initial teacher training. London: Learning and Skills Development Agency.

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The above is an example of more than two authors.

Pears, R. and Shields, G. (2006) Cite them right: the essential guide to referencing and plagiarism. Newcastle-upon-Tyne: Pear Tree Books.

The above is a book.

Smith, M. K. (2001) ‘John Dewey’, http://www.infed.org/thinkers/et-dewey.htm (Accessed: 9 September 2008).

The above is a web page from an Internet site.

Templeton, L. (2003) ‘Into the Fray on the Very First Day: lessons from an unconventional mentor’, Mentoring and Tutoring, 11(2), 163-175.

The above is a journal sourced in its paper-based version.

Templeton, L. (2003) ‘Into the Fray on the Very First Day: lessons from an unconventional mentor’, Mentoring and Tutoring, 11(2), 163-175 http://www.informaworld.com/smpp/content~content=a713685487?words=lolly%7ctempleton&hash=3986438464 (Accessed: 9 September 2009).

The above is a journal sourced in its online version.

Yin, R. (2009) Case Study Research: Design and Methods. Amazon Kindle [e-book reader]. Available at https://www.amazon.co.uk/Case-Study-Research-Applications-Methods-ebook/dp/B07C66LQX2/ref=tmm_kin_swatch_0?_encoding=UTF8&qid=&sr= (Accessed: 26 June 12)

The above is an e-reader i.e. a book read through a Kindle or i-Book.

Armitage, A., Bryant, R., Dunnill, R., Flanagan, K., Hayes, D., Hudson, A., Kent, J., Lawes, S. and Renwick, M. (2007) Teaching and Training in Post Compulsory Education. (3rd edn.) NetLibrary [Online]. Available at http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9780335235049 (Accessed 27 June 2012).

The above is an e-book.

NB A Bibliography (a list of background reading) is not required.

Recommended reading and resource:

Pear, R. and Shields, G. (2013) Cite Them Right: The Essential Guide to Referencing and Plagiarism (9th edn). Basingstoke: Palgrave Macmillan.

Cite Them Right is available online through your studentship with Plymouth University:http://plymouth.libguides.com/referencing

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HARVARD REFERENCING - ChecklistEssential to good practice Self Tutor

Enough detail to find source – have the name, year, title, place of publishing and publisher (page number in text for direct quotes) all been included?

Consistency - has the same Harvard system and format been used throughout the submission?

Currency - are the references contemporary, reliable, established, valid ...?

Is there clear delineation between references/quotes and your/the student’s own words?

Sufficiency – is the opinion of the writer adequately supported by the references? If a point has been made, it should be supported, and specific terminology clearly explained and referenced.

Relevance – are the references relevant to the point made and the themes discussed?

For development

Clear title - is the title of the book/journal/website clearly distinguishable from the other information (e.g. in italics, bold or underlined)?

Websites - all electronic/online resources should include the URL and date accessed, in addition to usual information – see ‘Enough detail’ above.

Accuracy – has the elected Harvard system (e.g. as demonstrated at http://plymouth.libguides.com/referencing been adhered to?

Alphabetical list – the List of References should be in alphabetical order.

Range of references – is a range of reading and research evident in the text?

Can use et al. – for references with more than two authors: in the body of the text has the writer used the first surname of authors listed only, followed by et al. (in italics) to indicate additional authors? Are all authors recorded in the List of References?

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PLAGIARISM

Following the referencing guidelines above will help you avoid plagiarism:

Plagiarism

See the very latest rules and information on Plagiarism here:

https://www.plymouth.ac.uk/student-life/your-studies/essential-information/regulations/plagiarism (checked 5 Aug 19)

For further information, access University of Plymouth Regulations via the programme handbook:

For further guidance:http://plymouth.libguides.com/content.php?pid=343464&sid=3130342

For a short quiz to check your understanding of plagiarism, go to:https://ilrb.cf.ac.uk/plagiarism/quiz/

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ADVICE ON USING SOCIAL NETWORKS

Check your online safety: SWGFL-Online safety from the experts

IntroductionAs a student of the University you have already signed the University computing Rules and Regulations. We would encourage you to be fully aware of these. To access the current version of the student handbook, visit here, and refer to the section titled Library, computing and information management.

This document has been produced to help students understand some of the concerns around Social Networking sites (e.g. Facebook, MySpace, Bebo, Faceparty, itsmy, Ning, Student.Com, Youmeo). These are not definitive guidelines, rather some advice on how you should use these sites.

Access to your dataFuture employers will check for your online presence. Ensure that you what you post in the open is something you would share to prospective interviewers. It is not just “inappropriate” behaviour or language you should consider, but if you are posting messages on what your career goals are it is important that they are at least related to the type of future you are working towards.

Parents and family may watch your profile to ensure you are doing well at the University.

Protect your privacy. You need to think carefully about the type of things you post and the type of responses they may prompt.

We in the University, your lecturers and potential placement sponsors will also be able to access what you post. We will not generally monitor your computing use but if any defamatory, threatening, harassing, or violent posting (particularly one that targets another individual) comes to the attention of a University official, it will be taken seriously, and the offender will be held accountable.

Use the privacy settings When you open an account with one of these sites your profile take care to check your

profile’s security settings are not set to general is generally set at default where everything will be public, so add the basic details and then set your privacy settings to allow only friends to view more.

If you leave the privacy settings at the default your profile will be seen by anyone on the Internet, details of profiles are not limited to those who are members of the site.

Be careful when adding 3rd party applications or tools to your profile. When installing these applications you agree for your details to be are sent and stored by the creators unencrypted.

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Utilise the “friends” features Be discerning about who you allow to be a friend. If you have doubts that someone’s profile is honest, do some checking. If you still have

doubts they are who they claim to be, do not accept them as a friend. Do not open group messages from strangers. There are a lot of viruses transmitted that

way. Do not be afraid to remove a friend if they start acting in any way that makes you

uncomfortable.

Cyber bullyingThis is not media-fuelled hype, we are aware of serious bullying being carried out via social networking sites. Do not become a victim and do not become one of those bullies.

If you receive any messages that upset or threaten you immediately use the onsite alerting process to complain. This is not “lacking a sense of humor” as people might say; no one has the right to upset you.

If a message has come from a “friend” or a friend of a friend remove them immediately from your contacts.

Remember we have a network of student counsellors and the Student Union Advice Unit is an excellent place to talk about any concerns.

If you are sent a message which you feel is attacking another individual DO NOT forward it. You too should be reporting these messages to the network administrators.

Remember you are measured as part of the groups and individuals you are associated with. Do you really want to be linked with someone who is bullying others?

Be careful what you post You can be held responsible by University of Plymouth and even by the courts for what

you post online.  What you say about others may also have serious consequences; people have already

been sued for things they have posted. Even email and instant messages between friends should be circumspect. Be aware the system is recording every “conversation”.

Identity theft and protecting your personal data Adopt a cautious approach to the release of any personal information. You may need to

provide some “secure” data to your bank or credit card companies. If you have posted information, like your mother’s maiden name, you allow people to have one of the more common “security questions”. You need to be sure that when you do pass this type of information it is going to be secure. You should not respond to phone calls to “verify” security information. If someone calls and offers you a “prize” but demands personal information, ask them to send you a written application and carefully scrutinize everything sent before responding. Before revealing any personally identifying information, find out how it will be used and secured, and whether it will be shared with others.

Use a separate password for your secure systems (online banking, credit cards, phone top-ups …) from your “social” networks. Ideally use a separate password for each

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system, but if that is too much for you, you really should ensure a completely different and more secure password for those services that have confidential or financial information.

Check your information regularly and maintain records of your banking and financial transactions. If you feel you have been denied credit because of Identity Theft contact your bank or credit card company immediately.

Make sure you keep track of when you expect to get a charge or Direct Debit transaction removing money from your account. A missing credit card bill could mean an identity thief has taken over your account and changed your billing address. Check the listed charges to ensure their accuracy.

Remember to shred any documents that have financial information. This is important generally, but especially if you live in shared accommodation or halls.

Try not to store financial information on a laptop unless absolutely necessary. If you do, use a strong password.

Before you dispose of a computer, delete personal information. Use a “wipe” utility program to overwrite the entire hard drive.

Always be wary for promotional scams. If it sounds too good to be true, it probably is.

If you have any questions or concerns about protecting your data or identify theft the Student Union Advice Centre is here to help. https://www.plymouth.ac.uk/business-partners/partnerships/sports-partnerships/upsu-our-students-union and https://www.upsu.com/ Contact them: advice@su.plymouth.ac.uk  or by telephone 01752 588373, or 0800 953 0155.

https://www.plymouth.ac.uk/student-life/services/learning-gateway/staying-safe

Don’t get addicted If you find yourself under pressure to respond to every message received immediately

you may need to seek advice. There are times when you may have to log out of the site(s) to allow you to concentrate. Do not use these sites during lectures or other learning activities (unless using them to

complete the task at hand). Consider the disruption your use of these sites will have on others If you find that you are spending more time meeting new friends online than you are in

person, you may want to consider trying to connect with the rest of the University of Plymouth community.

Retention of dataIt is unwise to assume that you will be able to change your online persona in the future. There are a number of sites and services where cached or stored versions are searchable. What you write today will be available in the future.

More informationThe webfolio maintained by the Central Learning Technologists also gives guidance on use of social media and other elements. It is a good idea to visit this resource on a regular basis.

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https://www.plymouth.ac.uk/your-university/teaching-and-learning/academic-support-technology-innovation

ADVICE ON SENDING EMAILS

What is Netiquette?

Use short, accurate subject descriptions: In a busy situation, a person may receive many emails a day. Prior to opening the email the only indication that an email might be relevant to that person is the email subject header. Keep this simple, short and to the point. Avoid using all upper case letters in a message: The use of letters in UPPER CASE is considered as shouting within an email. Use of all upper case (or all lower case) can also make the message difficult to read.

Be brief: People tend to 'skim read' email messages. If they are too long the chances are that the recipient will miss important information buried within the message.

Use the spell checker: Never send an email without spell checking the contents first. This can give a really poor impression about your organisation.

Respect privacy and confidentially: Never quote part of one person’s email within another email without permission. In many cases there is a message attached to the bottom of emails, stating that the contents of the email are confidential. Don't 'Flame': If someone emails you over something that is inappropriate, do not

respond and get into a series of increasingly hostile email exchanges. This is called flaming. Never reply to unsolicited email (spam), unless you want to receive even more

rubbish in your email inbox.

FURTHER ADVICE

For a range of study guides and support services access Learning Development on:

https://www.plymouth.ac.uk/student-life/services/learning-gateway/learning-development

For further support and links to information, support and key contacts for Disability assist, careers, chaplaincy, health, international students, counselling and funding, go to:

http://www.plymouth.ac.uk/services/studentresources

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Appendix 1 – Module Records

24

UNIVERSITY OF PLYMOUTH MODULE RECORD SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.  MODULE CODE: DLLS784  MODULE TITLE: Theories and Principles

of Managing Learning Environments 

CREDITS:  30  FHEQ LEVEL: 7  JACS CODE: X141  PRE-REQUISITES: N/A 

CO-REQUISITES:  N/A  COMPENSATABLE:  No 

 SHORT MODULE DESCRIPTOR: (max 425 characters) Through reflexive practice and study, this module critically evaluates theories, policies and principles for enabling inclusive learning, focusing on learning environments e.g. classroom, virtual, restricted, work-based learning, field trips and out-doors. It examines communication, resources, teaching/learning strategies and organisation policies. . ELEMENTS OF ASSESSMENT [Use HESA KIS definitions} E1(Examination)    C1  (Coursework)  Pass/Fail  P1 (Practical)  Pass/Fail 

E2 (Clinical Examination) 

  A1 (Generic assessment) 

Pass/Fail     

T1 (Test)           

 SUBJECT ASSESSMENT PANEL Group to which module should be linked:  DLL  Professional body minimum pass mark requirement: Pass  MODULE AIMS: To allow graduates to critically examine the relationship between the theories and principles for enabling learning and the context of the learner’s own professional practice. The module incorporates elements of the LSIS mandatory content for the Diploma in Education and Training.  ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to:  Demonstrate a deep and systematic knowledge of theories and principles of learning Analyse and critically evaluate the management of a specified learning situation or environment  Demonstrate the autonomous ability to improve own subject specialist teaching Identify ways to improve own approaches to planning and enabling learning making reference to the Minimum Core and Professional Standards  DATE OF APPROVAL: XX/XX/XXXX         FACULTY/OFFICE: HES DATE OF IMPLEMENTATION: X/XX/XXXX  SCHOOL/PARTNER: Education DATE(S) OF APPROVED CHANGE:  XX/XX/XXXX 

TERM:  Autumn and Spring 

25

UNIVERSITY OF PLYMOUTH MODULE RECORD Additional notes (for office use only): 

 UNIVERSITY OF PLYMOUTH MODULE RECORD 

 SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT  Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.  ACADEMIC YEAR: 2017-2018  NATIONAL COST CENTRE:  MODULE LEADER: Sue Webster  OTHER MODULE STAFF: HYPERLINK

"http://www.plymouth.ac.uk/staff/rboden"    

Summary of Module Content  Application of theories and principles of learning and communication to inclusive learning and teaching. Using a range of approaches to support classroom management. Evaluation and improvement of the selection and use of teaching and learning strategies with reference to theories and principles of communication and inclusive learning. Application of up to date knowledge of own specialist area to enable and support inclusive learning, following organisational, statutory and other regulatory requirements. Factors affecting learning, learning preferences and their potential impact on learner achievement. Ways in which theories and principles of learning and communication can be applied to promote inclusive practice. Applying the Minimum Core to practice and evaluating how this enables inclusive learning and teaching. Selecting and evaluating use of resources, including new and emerging technologies, with reference to theories and principles of communication and inclusive learning. Exploring the teaching of values. Social, psychological and environmental factors influencing behaviour in learning contexts. Impact of the teacher in learning environments.  Use of the physical environment for inclusive learning. Evidenced-based practice  Developing a research proposal and consideration of ethical protocols Research approaches, for example, developing an argument, carrying out a literature review, data collection and analysis, developing practice through a project, reflective practice, reviewing a body of knowledge, creative problem solving and analysis of research project  Reading List:  http://lists.lib.plymouth.ac.uk/lists/C02727F2-F98A-DE2C-78B4-A69E030CD225  

26

  SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions} Scheduled Activities  

Hours  Comments/Additional Information 

Lectures  60  Includes group sessions, group tutorials/meetings, VLE interactions, individual tutorials and mentor meetings 

Teaching practice  32.5  Combination of direct and non-direct teaching hours, to a minimum of 100 direct and 30 non-direct by the end of the programme. Of which one x 1hr (minimum) session will be observed by a subject specialist mentor and 1hr by a course tutor. 

Directed and independent study 

207.5 hrs 

 

Total  300 hrs  (NB: 1 credit = 10 hours of learning; 10 credits = 100 hours, etc) 

 Category  Element  Component

Name Component weighting 

Comments Include links to learning objectives 

Coursework 

C_  

A research project task   

Pass/Fail   ALOs 1 and 2 will be assessed through a research project task equivalent to 3500-4000 words.  This task will be assessed against the Programme’s Coursework criteria. 

Generic Assessment 

A_  Teaching Practice and Two Teaching Observations    

Pass/Fail  ALO 3 will be assessed through meeting the minimum teaching practice requirements and two teaching observations, one by a course tutor and one by a subject specialist mentor.  The teaching observations will be assessed against the Programme’s Teaching Observation criteria. 

Practice 

P_  

Professional Portfolio     

Pass/Fail   ALO 4 will be assessed through a Professional Portfolio with agreed action points for developing teaching practice using the relevant Professional Standards and the Minimum Core.  This task will be assessed against the Professional Portfolio criteria.  

 Updated by:                                              Date:  XX/XX/XXXX

Approved by:  Date:        X/XX/XXXX 

27

UNIVERSITY OF PLYMOUTH MODULE RECORD  SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.  MODULE CODE: DLLS779  MODULE TITLE: Curriculum and Society  CREDITS:  30  FHEQ LEVEL: 7  JACS CODE: X141  PRE-REQUISITES: N/A 

CO-REQUISITES:  N/A  COMPENSATABLE:  No 

 SHORT MODULE DESCRIPTOR: (max 425 characters) This module critically explores curriculum theories, principles and ideologies and social, economic, political and cultural differences affecting inclusive curriculum design, equality and diversity and education for sustainable development. It enables reflexive evaluation of individual subject specialisms in relation to inclusive curriculum design. .ELEMENTS OF ASSESSMENT [Use HESA KIS definitions} E1(Examination)    C1  (Coursework)  Pass/Fail  P1 (Practical)  Pass/Fail 

E2 (Clinical Examination) 

  A1 (Generic assessment) 

Pass/Fail     

T1 (Test)           

 SUBJECT ASSESSMENT PANEL Group to which module should be linked: DLL Professional body minimum pass mark requirement: Pass  MODULE AIMS: To develop a deep and systematic understanding of the history, concepts and models of curriculum; to critically analyse theories and approaches to curriculum practice and design that may differ within an educational/training context; to enable issues of inclusion and ESD to be explored and critiqued. The module incorporates elements of the LSIS mandatory content for the Diploma in Education and Training.  ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to:  Demonstrate a deep and systematic knowledge of curriculum theories and principles within own subject specialist area Critically evaluate the social cohesion of curricula with regards to the protected characteristics identified in the Equality Act 2010. Demonstrate deep and systematic knowledge and understanding of the theories and policies of Education for Sustainable Development Demonstrate continued development through breadth of teaching practice Reflexively evaluate access and progression in teaching practice DATE OF APPROVAL: XX/XX/XXXX         FACULTY/OFFICE: FAH DATE OF IMPLEMENTATION: X/XX/XXXX  SCHOOL/PARTNER: Education DATE(S) OF APPROVED CHANGE: TERM:  Autumn and Spring 

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XX/XX/XXXX UNIVERSITY OF PLYMOUTH MODULE RECORD

Additional notes (for office use only):   SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT  Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes. 

ACADEMIC YEAR: 2017-2018  NATIONAL COST CENTRE:  MODULE LEADER: Russell Shobrook 

OTHER MODULE STAFF: HYPERLINK "http://www.plymouth.ac.uk/staff/rboden"    

Summary of Module Content  Application of curriculum theories, principles, ideologies and models to curriculum development. Inclusive curriculum design and implementation for specialist subjects and different cohorts of learners. Analysing different curriculum contexts in the Further Education and Skills sector. Building equality of opportunity and respect for diversity into curriculum design Policy, legislation and codes of practice related to age, disability, gender reassignment, pregnancy and maternity, race, religion or belief, sex, sexual orientation. Duty to promote diversity and citizenship in the curriculum. National and international perspectives on cultural diversity and community cohesion. Social cohesion and religious tolerance. The impact of social, economic and cultural differences on teaching, learning and achievement. Challenging discriminatory behaviour in the learning environment. The impact of the educational use of technology on curriculum design. Theories, principles, policies and models of Education for Sustainable Development. Embedding Education for Sustainable Development in teaching practice. Proposing, justifying and evaluating changes to improve the curriculum recognising the roles of external bodies and stakeholders. Contemporary issues in education and training. 

Reading List:  http://lists.lib.plymouth.ac.uk/lists/26685436-1D90-BC99-7B30-1E4728C07C5F 

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions} Scheduled Activities   Hours  Comments/Additional Information Lectures  60  Includes group sessions, group tutorials/meetings, VLE

interactions, individual tutorials and mentor meetings Teaching practice  32.5  Combination of direct and non-direct teaching hours, to

a minimum of 100 direct and 30 non-direct by the end of the programme. Of which one x 1hr (minimum) session will be observed by a subject specialist mentor and

29

1hr by a course tutor. Directed and independent study 

207.5 hrs 

 

Total  300 hrs  (NB: 1 credit = 10 hours of learning; 10 credits = 100 hours, etc) 

 Category  Element  Component

Name Component weighting  Comments Include

links to learning objectives 

Coursework 

C_  

An essay   

Pass/Fail   ALOs 1,2 and 3 will be assessed through an essay task equivalent to 3500-4000 words.  This task will be assessed against the Programme’s Coursework criteria. 

Generic Assessment 

A_  Teaching Practice and Two Teaching Observations    

Pass/Fail   ALO 4 will be assessed through meeting the minimum teaching practice requirements and two teaching observations, one by a course tutor and one by a subject specialist mentor.  The teaching observations will be assessed against the Programme’s Teaching Observation criteria. 

Practice 

P_  

Professional Portfolio     

Pass/Fail   ALO 5 will be assessed through a Professional Portfolio with agreed action points for developing teaching practice using the relevant Professional Standards and the Minimum Core.  This task will be assessed against the Professional Portfolio criteria.  

Updated by:                                              Date:  XX/XX/XXXX 

Approved by:                 Date: XX/XX/XXXX

UNIVERSITY OF PLYMOUTH MODULE RECORD

30

 SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.  MODULE CODE: DLLS780  MODULE TITLE: Wider Practice and

Professional Development  CREDITS:  30  FHEQ LEVEL: 7  JACS CODE: X141  PRE-REQUISITES: N/A 

CO-REQUISITES:  N/A  COMPENSATABLE:  No 

 SHORT MODULE DESCRIPTOR: (max 425 characters) This module focuses upon notions of professionalism and wider professional practice enabling critical examination of professional conduct, accountability, quality assurance and improvement, and the wider context of teaching.  Participants reflexively evaluate their professional and personal development and plan future development.  ELEMENTS OF ASSESSMENT [Use HESA KIS definitions} E1(Examination)    C1  (Coursework)  Pass/Fail  P1 (Practical)  Pass/Fail 

E2 (Clinical Examination) 

  A1 (Generic assessment) 

Pass/Fail     

T1 (Test)           

 SUBJECT ASSESSMENT PANEL Group to which module should be linked: DLL  Professional body minimum pass mark requirement: Pass  MODULE AIMS: To critically understand the wider context of education and reflexively evaluate their professional development. The module incorporates elements of the LSIS mandatory content for the Diploma in Education and Training.  ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to:   Critically investigate the range of roles and responsibilities of a teacher in the Further Education and Skills sector Demonstrate a deep and systematic knowledge of issues of professional conduct and accountability Critically analyse systems of quality assurance and improvement Demonstrate proficiency and capacity in teaching practice Reflexively evaluate own subject specialist teaching and professional values 

DATE OF APPROVAL: XX/XX/XXXX         FACULTY/OFFICE: FAH DATE OF IMPLEMENTATION: X/XX/XXXX  SCHOOL/PARTNER: Education DATE(S) OF APPROVED Change: XXXX  TERM:  Spring/Summer  

31

UNIVERSITY OF PLYMOUTH MODULE RECORD  Additional notes (for office use only):  SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT  Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.  ACADEMIC YEAR: 2017-2018  NATIONAL COST CENTRE:  MODULE LEADER: Russell Shobrook 

OTHER MODULE STAFF: HYPERLINK "http://www.plymouth.ac.uk/staff/rboden"    

Summary of Module Content  Teaching roles, responsibilities, contexts and breadth of practice in the Further Education and Skills sector. Roles and responsibilities in relation to working with other professionals in continuing development of subject specialism and team working. Concepts of professionalism, core professional values and dual professionalism for teachers in this sector. The contribution of learning and developing wider skills to motivation, confidence, achievement, economic growth and community development. Impact of own beliefs, assumptions and behaviours on learners and other professionals. Building equality of opportunity and respect for diversity into own practice. Impact of own professional, personal and interpersonal skills on learners and other professionals. Theories, principles and models of reflective practice and continuing personal and professional development and how these support own development as an autonomous learner. Identifying CPD needs, including literacy, numeracy and ICT, and opportunities for development and evaluating the impact on own practice. Integrating Education for Sustainable Development in teaching practice. Impact of own values and judgements on learners. Professional conduct and accountability to stakeholders and external bodies in this sector. Implications and impact of government policies on teaching and learning in this sector. The differences and relationship between evaluation and assessment in the quality cycle. Production of accurate assessment data and records. Validity and reliability of data and effectiveness of data collection methods/instruments. Roles of funding bodies, regulatory bodies, systems, inspection regimes and stakeholders in education and training and own responsibilities in relation to this. Own responsibilities relating to taking risks in own teaching, evaluating learning programmes within statutory requirements and underpinning principles in relation to own subject specialism.  Reading List:  

32

http://lists.lib.plymouth.ac.uk/lists/26685436-1D90-BC99-7B30-1E4728C07C5F 

  SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions} Scheduled Activities  

Hours  Comments/Additional Information 

Lectures  60  Includes group sessions, group tutorials/meetings, VLE interactions, individual tutorials and mentor meetings 

Teaching practice  32.5  Combination of direct and non-direct teaching hours, to aminimum of 100 direct and 30 non-direct by the end of the programme. Of which one x 1hr (minimum) session will be observed by a subject specialist mentor and 1hr by a course tutor. 

Directed and independent study 

207.5 hrs 

 

Total  300 hrs  (NB: 1 credit = 10 hours of learning; 10 credits = 100 hours, etc) 

 Category  Elemen

t Component Name 

Component  weighting 

Comments Include links to learning objectives 

Coursework 

C_  

Preparing a presentation task   

Pass/Fail   ALOs 1, 2 and 3 will be assessed throughpreparing a presentation task equivalent to 3500-4000 words.  This task will be assessed against the Programme’s Coursework criteria. 

Generic Assessment 

A_  Teaching Practice and Two Teaching Observations    

Pass/Fail   ALO 4 will be assessed through meeting the minimum teaching practice requirements andtwo teaching observations, one by a course tutor and one by a subject specialist mentor.  The teaching observations will be assessed against

33

the Programme’s Teaching Observation criteria.  

Practice 

P_  

Professional Portfolio     

Pass/Fail   ALO 5 will be assessed through a Professional Portfolio with agreed action points for developing teaching practice using the relevant Professional Standards and the Minimum Core.  This task will be assessed against the Professional Portfolio criteria.   

 Updated by:    Date:  XX/XX/XXXX 

Approved by:                                           Date: XX/XX/XXXX 

 

34

UNIVERSITY OF PLYMOUTH MODULE RECORD SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.  MODULE CODE: DLLS690  MODULE TITLE: Learning, Teaching and

Assessment  CREDITS:  30  FHEQ LEVEL: 6  JACS CODE: X141  PRE-REQUISITES: N/A 

CO-REQUISITES:  N/A  COMPENSATABLE:  No 

 SHORT MODULE DESCRIPTOR: (max 425 characters)  This module addresses processes, principles and theories of planning, preparing and enabling learning.  It critically examines theories, principles and processes of assessment including inclusive assessment practices. It critically investigates key aspects of the roles and responsibilities of teachers, trainers and tutors in this Sector.    ELEMENTS OF ASSESSMENT [Use HESA KIS definitions} E1(Examination)    C1  (Coursework)  Pass/Fail  P1  (Practical)  Pass/Fail 

E2 (Clinical Examination) 

  A1 (Generic assessment) 

Pass/Fail     

T1 (Test)           

 SUBJECT ASSESSMENT PANEL Group to which module should be linked:  DLL  Professional body minimum pass mark requirement: Pass  MODULE AIMS: To enable graduates to develop and apply the practical skills, critical knowledge and understanding which underpin professional educational practice in the Further Education and Skills Sector. The module incorporates elements of the LSIS mandatory content for the Diploma in Education and Training  ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to:   Critically analyse the role of a teacher in the Further Education and Skills Sector Demonstrate the ability to effectively and coherently plan a series of teaching sessions Critically analyse own assessment practices and make reasonable adjustments for a range of disabilities Apply lesson planning concepts and assessment strategies to individual teaching sessions Critically analyse and develop own strengths and weaknesses against the Minimum Core Critically reflect on teaching performance using the Professional Standards  

35

 DATE OF APPROVAL: XX/XX/XXXX         FACULTY/OFFICE: FAH DATE OF IMPLEMENTATION: XX/XX/XXXX 

SCHOOL/PARTNER: Education 

DATE(S) OF APPROVED CHANGE:  XX/XX/XXXX 

TERM:  Autumn 

 UNIVERSITY OF PLYMOUTH MODULE RECORD

 Additional notes (for office use only):  

UNIVERSITY OF PLYMOUTH MODULE RECORD SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT  Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.  ACADEMIC YEAR: 2017-2018  NATIONAL COST CENTRE:  MODULE LEADER: Russell Shobrook 

OTHER MODULE STAFF: HYPERLINK "http://www.plymouth.ac.uk/staff/rboden"    

Summary of Module Content  Theories, principles and practice of teaching, learning and assessment in own specialist area. Aims, objectives, outcomes, differentiation, lesson plans, schemes of work and record keeping. Embedding functional skills and applying the minimum core in own specialist area. Planning engaging and motivating teaching and learning sessions which meet the needs of individuals, groups and curriculum requirements. Parties and points of referral available to effectively meet the potential needs of learners. Establishing ground rules with learners which underpin appropriate behaviour and respect for others. Using, justifying and evaluating a variety of teaching, learning, assessment and communication approaches. Using, justifying and evaluating a range of sustainable and inclusive learning resources including new and emerging technologies. The implications of equality and diversity issues, including bilingualism, in teaching, learning and assessment. The role of assessment in evaluation and quality processes. Formal and informal initial, diagnostic, formative and summative assessment. Sustainable tutor, self and peer assessment approaches. Assessment schemes, methods and instruments, including the use of new and emerging technology. Notions of validity, reliability, sufficiency, authenticity and currency in assessment. Use and justify skills and approaches to give verbal and written feedback and plan, negotiate and record targets and strategies for improvement, to maximise success for

36

learners. Recording and reporting learning progress and achievement, using organisational and awarding institution protocols. Establishing and maintaining an inclusive learning environment. Opportunities for learners to provide feedback to inform practice. Every Child Matters, safeguarding and E-safety. Key aspects of relevant codes of practice and current legislative requirements, including legislation relating to disability, health, safety and welfare.  Role, responsibilities, professional standards and boundaries of own role as a teacher. Using CPD, reflection and feedback to evaluate and improve own teaching, learning and assessment practice.  Reading List:  http://lists.lib.plymouth.ac.uk/lists/3C11B99F-59B9-C555-3377-32F0F6B1A359  SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions} Scheduled Activities   Hours  Comments/Additional Information Lectures  60  Includes group sessions, group tutorials/meetings,

VLE interactions, individual tutorials and mentor meetings 

Teaching practice  32.5  Combination of direct and non-direct teaching hours, to aminimum of 100 direct and 30 non-direct by the end of the programme. Of which one x 1hr (minimum) session will be observed by a subject specialist mentor and 1hr by a course tutor.    

Directed and independent study 

207.5 hrs 

 

Total   300 

(NB: 1 credit = 10 hours of learning; 10 credits = 100 hours, etc) 

 Category  Element  Component

Name Component  weighting 

Comments Include links to learning objectives 

Coursework 

C_  

Essay   

Pass/Fail  

ALOs 1, 2 and 3 will be assessed through an essay task of 3000-3500 words.  This task will be assessed against the Programme’s Coursework criteria. 

Generic Assessment 

A_  Teaching Practice and Two Teaching Observations    

Pass/Fail  ALO 4 will be assessed through meeting the minimum teaching practice requirements andtwo teaching observations, one by a course tutor and one

37

by a subject specialist mentor.  The teaching observations will be assessed against the Programme’s Teaching Observation criteria. 

Practice 

P_  

Professional Portfolio     

Pass/Fail   ALO 5 and 6 will be assessed through a Professional Portfolio with agreed action points for developing teaching practice using the relevant Professional Standards and the Minimum Core.  This task will be assessed against the Professional Portfolio criteria.   

 Updated by:    Date:  XX/XX/XXXX 

Approved by:                                           Date: XX/XX/XXXX 

38

UNIVERSITY OF PLYMOUTH MODULE RECORD SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.  MODULE CODE: DLLS684  MODULE TITLE: Theories and Principles of

Managing Learning Environments  CREDITS:  30  FHEQ LEVEL: 6  JACS CODE: X141  PRE-REQUISITES: N/A 

CO-REQUISITES:  N/A  COMPENSATABLE:  No 

 SHORT MODULE DESCRIPTOR: (max 425 characters) Through reflective practice and study, this module critically evaluates theories, policies and principles for enabling inclusive learning, focusing on learning environments e.g. classroom, virtual, restricted, work-based learning, field trips and out-doors. It examines communication, resources, teaching/learning strategies and organisation policies.  ELEMENTS OF ASSESSMENT [Use HESA KIS definitions} E1(Examination)    C1  (Coursework)  Pass/Fail  P1 (Practical)  Pass/Fail 

E2 (Clinical Examination) 

  A1 (Generic assessment) 

Pass/Fail     

T1 (Test)           

 SUBJECT ASSESSMENT PANEL Group to which module should be linked:  DLL 

Professional body minimum pass mark requirement: Pass  MODULE AIMS: To allow graduates to critically examine the relationship between the theories and principles for enabling learning and the context of the learner’s own professional practice. The module incorporates elements of the LSIS mandatory content for the Diploma in Education and Training.  ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to:   Demonstrate a comprehensive knowledge of theories and principles of learning Analyse and critically evaluate the management of a specified learning situation or environment  Demonstrate the autonomous ability to improve own subject specialist teaching Identify ways to improve own approaches to planning and enabling learning making reference to the Minimum Core and Professional Standards  DATE OF APPROVAL: XX/XX/XXXX         FACULTY/OFFICE: HES DATE OF IMPLEMENTATION: X/XX/XXXX  SCHOOL/PARTNER: Education DATE(S) OF APPROVED CHANGE:  XX/XX TERM:  Autumn and Spring 

39

UNIVERSITY OF PLYMOUTH MODULE RECORD  Additional notes (for office use only): 

 SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT  Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.  ACADEMIC YEAR: 2017-2018  NATIONAL COST CENTRE:  MODULE LEADER: Sue Webster 

OTHER MODULE STAFF: HYPERLINK "http://www.plymouth.ac.uk/staff/rboden"    

Summary of Module Content  Application of theories and principles of learning and communication to inclusive learning and teaching. Using a range of approaches to support classroom management. Evaluation and improvement of the selection and use of teaching and learning strategies with reference to theories and principles of communication and inclusive learning. Application of up to date knowledge of own specialist area to enable and support inclusive learning, following organisational, statutory and other regulatory requirements. Factors affecting learning, learning preferences and their potential impact on learner achievement. Ways in which theories and principles of learning and communication can be applied to promote inclusive practice. Applying the Minimum Core to practice and evaluating how this enables inclusive learning and teaching. Selecting and evaluating use of resources, including new and emerging technologies, with reference to theories and principles of communication and inclusive learning. Exploring the teaching of values. Social, psychological and environmental factors influencing behaviour in learning contexts. Impact of the teacher in learning environments.  Use of the physical environment for inclusive learning. Evidenced-based practice  Developing a research proposal and consideration of ethical protocols Research approaches, for example, developing an argument, carrying out a literature review, data collection and analysis, developing practice through a project, reflective practice, reviewing a body of knowledge, creative problem solving and analysis of research project 

40

 Reading List:  http://lists.lib.plymouth.ac.uk/lists/C02727F2-F98A-DE2C-78B4-A69E030CD225 

Hours  Comments/Additional Information 60  Includes group sessions, group

tutorials/meetings, VLE interactions, individual tutorials and mentor meetings 

32.5  Combination of direct and non-direct teaching hours, to a minimum of 100 direct and 30 non-direct by the end of the programme. Of which one x 1hr (minimum) session will be observed by a subject specialist mentor and 1hr by a course tutor. 

207.5 hrs   300 hrs  (NB: 1 credit = 10 hours of learning; 10

credits = 100 hours, etc)  Category  Element  Component

Name Component  weighting 

Comments Include links to learning objectives 

Coursework 

C_  

A research project task   

Pass/Fail   ALOs 1 and 2 will be assessed through a research project task equivalent to 3500-4000 words.  This task will be assessed against the Programme’s Coursework criteria. 

Generic Assessment 

A_  Teaching Practice and Two Teaching Observations    

Pass/Fail  ALO 3 will be assessed through meeting the minimum teaching practice requirements andtwo teaching observations, one by a course tutor and one by a subject specialist mentor.  The teaching observations will be assessed against the Programme’s Teaching Observation criteria. 

Practice  P_  

Professional Portfolio   

Pass/Fail   ALO 4 will be assessed through a Professional Portfolio with agreed action points for

41

  

developing teaching practice using the relevant Professional Standards and the Minimum Core.  This task will be assessed against the Professional Portfolio criteria.   

 Updated by:                                              Date:  XX/XX/XXXX 

Approved by:                                           Date: XX/XX/XXXX 

42

UNIVERSITY OF PLYMOUTH MODULE RECORD  SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.  MODULE CODE: DLLS679  MODULE TITLE: Curriculum and Society  CREDITS:  30  FHEQ LEVEL: 6  JACS CODE: X141  PRE-REQUISITES: N/A 

CO-REQUISITES:  N/A  COMPENSATABLE:  No 

 SHORT MODULE DESCRIPTOR: (max 425 characters) This module critically explores curriculum theories, principles and ideologies and social, economic, political and cultural differences affecting inclusive curriculum design, equality and diversity and education for sustainable development. It enables critical evaluation of individual subject specialisms in relation to inclusive curriculum design.  ELEMENTS OF ASSESSMENT [Use HESA KIS definitions} E1(Examination)    C1  (Coursework)  Pass/Fail  P1 (Practical)  Pass/Fail 

E2 (Clinical Examination) 

  A1 (Generic assessment) 

Pass/Fail     

T1 (Test)           

 SUBJECT ASSESSMENT PANEL Group to which module should be linked:  DLL  Professional body minimum pass mark requirement: Pass  MODULE AIMS: To develop a comprehensive understanding of the history, concepts and models of curriculum; to critically analyse theories and approaches to curriculum practice and design that may differ within an educational/training context; to enable issues of inclusion and ESD to be explored and critiqued. The module incorporates elements of the LSIS mandatory content for the Diploma in Education and Training.  ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to:   Demonstrate a comprehensive knowledge of curriculum theories and principles within own subject specialist area Critically evaluate the social cohesion of curricula with regards to the protected characteristics identified in the Equality Act 2010. Demonstrate comprehensive knowledge and understanding of the theories and policies of Education for Sustainable Development Demonstrate continued development through breadth of teaching practice Critically evaluate access and progression in teaching practice  DATE OF APPROVAL: XX/XX/XX    FACULTY/OFFICE: FAH DATE OF IMPLEMENTATION: XX/XX SCHOOL/PARTNER: Education DATE(S) OF APPROVED CHANGE:  XX/XX  TERM:  Autumn and Spring  

43

UNIVERSITY OF PLYMOUTH MODULE RECORD  Additional notes (for office use only):  SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT  Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.  ACADEMIC YEAR: 2017-2018  NATIONAL COST CENTRE:  MODULE LEADER: Russell Shobrook  OTHER MODULE STAFF: HYPERLINK

"http://www.plymouth.ac.uk/staff/rboden"    

Summary of Module Content  Application of curriculum theories, principles, ideologies and models to curriculum development. Inclusive curriculum design and implementation for specialist subjects and different cohorts of learners. Analysing different curriculum contexts in the Further Education and Skills sector. Building equality of opportunity and respect for diversity into curriculum design Policy, legislation and codes of practice related to age, disability, gender reassignment, pregnancy and maternity, race, religion or belief, sex, sexual orientation.. Duty to promote diversity and citizenship in the curriculum. National and international perspectives on cultural diversity and community cohesion. Social cohesion and religious tolerance. The impact of social, economic and cultural differences on teaching, learning and achievement. Challenging discriminatory behaviour in the learning environment. The impact of the educational use of technology on curriculum design. Theories, principles, policies and models of Education for Sustainable Development. Embedding Education for Sustainable Development in teaching practice. Proposing, justifying and evaluating changes to improve the curriculum recognising the roles of external bodies and stakeholders. Contemporary issues in education and training. 

Reading List:  http://lists.lib.plymouth.ac.uk/lists/26685436-1D90-BC99-7B30-1E4728C07C5F 

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions} Scheduled Activities   Hours  Comments/Additional Information Lectures  60  Includes group sessions, group tutorials/meetings,

VLE interactions, individual tutorials and mentor meetings 

Teaching practice  32.5  Combination of direct and non-direct teaching hours, to aminimum of 100 direct and 30 non-direct by the end of the programme. Of which one x 1hr (minimum) session will be observed by a subject specialist mentor and 1hr by a course tutor. 

Directed and independent study 

207.5 hrs 

 

Total  300 hrs  (NB: 1 credit = 10 hours of learning; 10 credits = 100 hours, etc) 

44

 Category  Element  Component

Name Component  weighting 

Comments Include links to learning objectives 

Coursework 

C_  

An essay   

Pass/Fail   ALOs 1,2 and 3 will be assessed through an essay task equivalent to 3500-4000 words.  This task will be assessed against the Programme’s Coursework criteria. 

Generic Assessment 

A_  Teaching Practice and Two Teaching Observations    

Pass/Fail  ALO 4 will be assessed through meeting the minimum teaching practice requirements andtwo teaching observations, one by a course tutor and one by a subject specialist mentor.  The teaching observations will be assessed against the Programme’s Teaching Observation criteria. 

Practice 

P_  

Professional Portfolio     

Pass/Fail   ALO 5 will be assessed through a Professional Portfolio with agreed action points for developing teaching practice using the relevant Professional Standards and the Minimum Core.  This task will be assessed against the Professional Portfolio criteria.   

 Updated by:                                              Date:  XX/XX/XXXX 

Approved by:                                           Date: XX/XX/XXXX 

     

45

 UNIVERSITY OF PLYMOUTH MODULE RECORD 

 SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.  MODULE CODE: DLLS680  MODULE TITLE: Wider Practice and

Professional Development  CREDITS:  30  FHEQ LEVEL: 6  JACS CODE: X141  PRE-REQUISITES: N/A CO-REQUISITES:  N/A  COMPENSATABLE:  No  SHORT MODULE DESCRIPTOR: (max 425 characters) This module focuses upon notions of professionalism and wider professional practice enabling critical examination of professional conduct, accountability, quality assurance and improvement, and the wider context of teaching.  Participants reflexively evaluate their professional and personal development and plan future development.  ELEMENTS OF ASSESSMENT [Use HESA KIS definitions} E1(Examination)    C1  (Coursework) Pass/Fail  P1 (Practical) Pass/Fail 

E2 (Clinical Examination) 

  A1 (Generic assessment) 

Pass/Fail     

T1 (Test)           

 SUBJECT ASSESSMENT PANEL Group to which module should be linked: DLL  Professional body minimum pass mark requirement: Pass  MODULE AIMS: To critically understand the wider context of education and reflexively evaluate their professional development. The module incorporates elements of the LSIS mandatory content for the Diploma in Education and Training.  ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to:   Investigate the range of roles and responsibilities of a teacher in the Further Education and Skills sector Demonstrate a comprehensive knowledge of issues of professional conduct and accountability Critically analyse systems of quality assurance and improvement Demonstrate proficiency and capacity in teaching practice Reflect on own subject specialist teaching and professional values  DATE OF APPROVAL: XX/XX/XXXX         FACULTY/OFFICE: FAH DATE OF IMPLEMENTATION: XX/XX/XXXX  SCHOOL/PARTNER: Education DATE(S) OF APPROVED CHANGE:  XX/XX/XXXX 

TERM:  Spring/Summer 

 

46

 UNIVERSITY OF PLYMOUTH MODULE RECORD 

 Additional notes (for office use only): 

 UNIVERSITY OF PLYMOUTH MODULE RECORD 

 SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT  Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.  ACADEMIC YEAR: 2017-2018  NATIONAL COST CENTRE:  MODULE LEADER: Russell Shobrook  OTHER MODULE STAFF: HYPERLINK

"http://www.plymouth.ac.uk/staff/rboden"    

 

Summary of Module Content  Teaching roles, responsibilities, contexts and breadth of practice in the Further Education and Skills sector. Roles and responsibilities in relation to working with other professionals in continuing development of subject specialism and team working. Concepts of professionalism, core professional values and dual professionalism for teachers in this sector. The contribution of learning and developing wider skills to motivation, confidence, achievement, economic growth and community development. Impact of own beliefs, assumptions and behaviours on learners and other professionals. Building equality of opportunity and respect for diversity into own practice. Impact of own professional, personal and interpersonal skills on learners and other professionals. Theories, principles and models of reflective practice and continuing personal and professional development and how these support own development as an autonomous learner. Identifying CPD needs, including literacy, numeracy and ICT, and opportunities for development and evaluating the impact on own practice. Integrating Education for Sustainable Development in teaching practice. Impact of own values and judgements on learners. Professional conduct and accountability to stakeholders and external bodies in this sector. Implications and impact of government policies on teaching and learning in this sector. The differences and relationship between evaluation and assessment in the quality cycle. Production of accurate assessment data and records. Validity and reliability of data and effectiveness of data collection methods/instruments. Roles of funding bodies, regulatory bodies, systems, inspection regimes and stakeholders in education and training and own responsibilities in relation to this. Own responsibilities relating to taking risks in own teaching, evaluating learning programmes within statutory requirements and underpinning principles in relation to own subject specialism.  

Reading List:  http://lists.lib.plymouth.ac.uk/lists/50F3D937-D251-5F95-7150-35E0D8789D03  

47

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions} Scheduled Activities   Hours  Comments/Additional Information Lectures  60  Includes group sessions, group tutorials/meetings, VLE

interactions, individual tutorials and mentor meetings Teaching practice  32.5  Combination of direct and non-direct teaching hours, to

aminimum of 100 direct and 30 non-direct by the end of the programme. Of which one x 1hr (minimum) session will be observed by a subject specialist mentor and 1hr by a course tutor. 

Directed and independent study 

207.5 hrs   

Total  300 hrs  (NB: 1 credit = 10 hours of learning; 10 credits = 100 hours, etc) 

 Category  Element Component

Name Component  weighting 

Comments Include links to learning objectives 

Coursework 

C_  

Preparing a presentation task   

Pass/Fail   ALOs 1, 2 and 3 will be assessed throughpreparing a presentation task equivalent to 3500-4000 words.  This task will be assessed against the Programme’s Coursework criteria. 

Generic Assessment 

A_  Teaching Practice and Two Teaching Observations    

Pass/Fail   ALO 4 will be assessed through meeting the minimum teaching practice requirements andtwo teaching observations, one by a course tutor and one by a subject specialist mentor.  The teaching observations will be assessed against the Programme’s Teaching Observation criteria.  

Practice 

P_  

Professional Portfolio     

Pass/Fail   ALO 5 will be assessed through a Professional Portfolio with agreed action points for developing teaching practice using the relevant Professional Standards and the Minimum Core.  This task will be assessed against the Professional Portfolio criteria.   

 Updated by:    Date:  XX/XX/XXXX 

Approved by:                                           Date: XX/XX/XXXX  

  

48

Appendix 2 – Coursework Assessment Criteria   Grade  Critical reading  Research & investigation  Communication skills 

LEVEL 7   

A pass in demonstrating the knowledge and understanding to achieve the assessed learning outcomes linked to the coursework 

Relevant and wide range of texts, to include journal articles, national and local policy documents, with accurate and consistent referencing. Reflexively evaluate reliability, validity and significance of data.  Deep systematic analysis and synthesis of complex, incomplete or contradictory areas of knowledge in relation to own practice and impact on learning. 

Deep and systematic engagement in / with current research to encourage innovation / creativity and improve own practice.  Reflexive engagement with related ethical issues.  Reflexively evaluates impact on practice and learners. 

Consistently demonstrating highly effective and coherent communication of complex ideas and meaning.  Format is appropriate, readable and accessible, with accurate and consistent grammar and punctuation. 

A fail in demonstrating the knowledge and understanding to achieve the assessed learning outcomes linked to the coursework 

Irrelevant and limited range of inaccurately and / or inconsistently referenced texts.  Lacking deep and systematic analysis, evaluation and synthesis.   

Lacking deep and systematic engagement in research, ethical implications.  Lack of reflexive evaluation of impact on practice and learners. 

Lacking consistency and coherence in communicating complex ideas and meanings.  Inappropriate format which lacks readability and accessibility.  Inaccurate and / or inconsistent in grammar and punctuation.   

LEVEL 6   

A pass in demonstrating the knowledge and understanding to achieve the assessed learning outcomes linked to the coursework 

Relevant and wide range of texts to include journal articles and policy documents, with generally accurate and consistent referencing.   Critically evaluate reliability, validity and significance of data.  Comprehensive and detailed analysis and critique of theories and contexts and an awareness of the provisional nature of knowledge. 

Engagement with own / others’ research to encourage innovation / creativity and improve own practice. Critical analysis of related ethical issues.  Critically reflects and evaluates impact on own practice and learners. 

Effective and coherent communication of ideas and meaning, using appropriate format, which is readable and accessible, with generally accurate and consistent grammar and punctuation. 

A fail in demonstrating the knowledge and understanding to achieve the assessed learning outcomes linked to the coursework 

Irrelevant and limited range of poorly sourced and referenced texts. Lacking comprehensive analysis, evaluation and critique.    

Lacking engagement in research and critical evaluation of ethical issues.  Lack of critical reflection of impact on practice and learners.  

Lack of coherency and ineffective communication of ideas and meaning.  Inappropriate format and accuracy and  / or inconsistency in grammar and punctuation. 

49

Appendix 3 - Observation of Teaching Assessment Criteria for Pass/Fail and Grading Practice   1: Outstanding   2: Good   3: Developing  4: Fail Areas of Observed Practice  

Overall characteristics: Trainee's teaching is consistently above and beyond the standards, with many outstanding features.  Practice includes: 

Trainee’s teaching consistently meets all of the standards, showing no significant weaknesses.   Practice includes: 

Trainee’s teaching meets the standards but with some areas requiring improvement.   Practice includes: 

Trainee’s teaching does not meet standards, and/or has significant areas to develop, which may include: 

Planning to meet needs of groups and individuals: Uses skills and expertise to plan teaching, learning and support which responds to the strengths and needs of learners; monitors their progress, setting challenging tasks, and building on and extend learning for all learners  

Consistent and comprehensive planning with differentiated aims that meet the needs of individuals/groups through initially assessing learners’ starting points. Creative negotiation of learning goals and assessment activities with learners to address particular individual learning needs, overcoming identified barriers to learning. Timely coordination of, and comprehensive planning for, additional support for learning. Selection and development of a wide variety of stimulating activities and resources.

Consistent planning for differentiation through initially assessing learners’ starting points. Negotiation of learning goals and assessment activities to meet the needs of individuals and groups, and to overcome identified barriers to learning. Planning and co-ordination of additional support for learning. Selection and development of a range of appropriate activities and resources. Planning to embed development of relevant maths, English and ICT skills. Ability to demonstrate theoretical

Planning to meet the needs of the group and individuals through initially assessing learners’ starting points. Negotiation of learning goals and appropriate assessment activities to overcome identified barriers to learning. Provision of plans for additional support for learning. Planning for appropriate activities and resources that may incorporate include maths, English or ICT skills. Ability to link theory to practice in planning. 

Insufficient or inappropriate planning; the needs of individuals or the group not met. Being unaware of and/or failing to plan effectively to meet learning needs or address barriers to learning. Insufficient planning and preparation for appropriate learning and assessment activities or resources. Unable to plan or prepare sufficiently without close supervision. Unable to link theory to practice. 

50

Methodical planning to embed development of maths, English and ICT skills. Authoritative ability to link theory to practice in planning.  

underpinning in planning. 

Standards: 14.Plan and deliver effective learning programmes for diverse groups or individuals in a safe and inclusive environment; 4.Be creative and innovative in selecting and adapting strategies to help learners to learn. Impact of Subject Specialist Teaching on learners and their learning experience: Teaching and learning develops subject specialism as well as English, mathematics, ICT and functional skills to support the achievement of learning goals and career aims 

Demonstration of excellent subject knowledge and pedagogy which supports and engages learners, with ability to consistently and confidently anticipate and address common errors and misconceptions. Consistent modelling of very high standards of written and spoken communication, maths and ICT, successfully developing these skills in their learners. Employment and design of creative and realistic subject specific assessment activities. Confident and consistent support of knowledge and understanding of FE/HE and relevant employment opportunities, and wider

Demonstration of well-developed subject knowledge, using different and engaging teaching approaches, with ability to identify, explain and address common errors and misconceptions. Modelling of good standards of written and spoken communication, maths and ICT encouraging and supporting these skills in learners. Ability to design and employ effective and realistic subject specific assessment activities. Ability to support knowledge and understanding of FE/HE and relevant employment opportunities, and wider

Application of secure subject knowledge, including accurate and consistent use of subject specific language that engages learners, develops key concepts and addresses common errors and misconceptions. Secure level of personal maths, English and ICT, building these into lessons in support of these skills in learners. Ability to employ suitable and relevant subject specific assessment activities. Ability to identify FE/HE and employment opportunities and relate these to learners. Ability to adapt subject specialist knowledge and pedagogy.  

Insufficient knowledge of specialist subject. Failure to select and apply interesting or relevant methods for teaching or assessing learner’s subject specific knowledge and skills as appropriate to the group or individual. Failure to adapt, or develop, set subject specialist knowledge or pedagogical targets. 

51

social and environmental contexts. Consistent and confident demonstration of impact on learning through adaption and advancement of subject specialist knowledge and pedagogy. 

social and environmental contexts. Demonstrates impact on learning through adaption and advancement of personal subject specialist knowledge and pedagogy. 

Standards: 3. Inspire, motivate and raise aspirations of learners through your enthusiasm and knowledge; 7. Maintain and update knowledge of your subject and/or vocational area; 16. Address the mathematics and English needs of learners and work creatively to overcome individual barriers to learning; 19. Maintain and update your teaching and training expertise and vocational skills through collaboration with employers. Managing Teaching and Learning: Learners benefit from high expectations and a range of teaching and learning approaches which inspire, motivate and challenge their learning   

Consistent and confident in establishing and maintaining a motivating, challenging, structured and inclusive learning environment.  All learners feel safe, secure, confident and valued. Consistent use of a range of creative, innovative and motivating learning opportunities, which encourage learners’ independence and active learning. Consistent and effective use of high quality and stimulating resources, incorporating a range of new technologies, as appropriate. Consistent and effective employment of

Establishing and maintaining a motivating, structured, positive, inclusive learning environment. All learners feel safe, secure, confident and valued. Effective use of a good range of interesting, appropriate, and motivating learning opportunities and active learning. Effective employment of a range of good quality, engaging resources incorporating new technologies, as appropriate. Ability to demonstrate good communication

Establishing and maintaining a structured, inclusive learning environment where learners feel safe, secure, confident and valued.  Effective use of a range of engaging learning opportunities and active learning. Effective use of resources, which include, as appropriate, new technologies. Ability to employ good communication skills to promote learning. 

Failure to establish or maintain a safe, structured, inclusive learning environment where learners feel confident and valued. Failure to use, or limited use of, range of learning opportunities, emphasis on passive learning. Poor quality resources, limited use of new technologies (where appropriate).Limited communication skills. 

52

high level communication skills and active listening to promote learning. 

skills and active listening to promote learning. 

Standards: 9. Apply theoretical understanding of effective practice in teaching, learning and assessment drawing on research and other evidence; 8. Maintain and update your knowledge of educational research to develop evidence-based practice; 13. Motivate and inspire learners to promote achievement and develop their skills to enable progression; 15. Promote the benefits of technology and support learners in its use. Promoting Inclusion: Equality and diversity are respected and promoted through teaching and learning and effective classroom management ensuring an inclusive and safe learning environment 

Consistent and active promotion of citizenship and sustainability, maintaining high standards of behaviour, communication, respect for others. Challenge of inappropriate behaviour and attitudes, promoting equality, valuing diversity, setting consistently high and demanding expectations. Effective and consistent encouragement of learner autonomy. Use of knowledge and understanding of impact of learners’ life experiences as barriers to learning.  

Recognition of citizenship and sustainability, establishing and maintaining appropriate standards of behaviour, communication, respect for others. Ability to challenge inappropriate behaviour and attitudes, promoting equality, valuing diversity, setting high expectations. Effective encouragement of learner autonomy. Awareness, and implication, of learners’ life experiences as barriers to learning. 

Awareness of citizenship and sustainability, establishing appropriate standards of behaviour, communication, respect for others. Challenging inappropriate behaviour and attitudes, promoting equality, valuing diversity, with clear expectations. Encouragement of learner autonomy. Awareness of learners’ life experiences.  

Failure to promote inclusive values or to set high expectations for learners. Failure to challenge inappropriate or discriminatory behaviour and attitudes. Fostering of teacher-dependence. Being unaware of the life experiences of the learners.  

Standards: 12. Understand the teaching and professional role and your responsibilities;    5. Value and promote social and cultural diversity, equality of opportunity and inclusion; 6. Build positive and collaborative relationships with colleagues and learners. 11. Manage and promote positive learner behaviour.    Assessment for Effective, consistent, Appropriate selection and Selection and use of a limited Insufficient or

53

Learning: Learners understand how to improve as a result of frequent, detailed and accurate feedback following assessment of their learning 

confident & systematic use of wide variety of engaging assessment tools, including as appropriate new/emerging technologies, to assess whether learning outcomes have been met. Consistent use of peer & self-assessment as tools for learning and progression. Effective use of formative, questioning & constructive feedback as central mechanisms to consolidate learning and encourage reflection. Excellent knowledge and understanding of relevant summative assessment processes. Consistent use of reflection in action when appraising the impact of own practice on learning . 

effective use of a range of appropriate assessment tools including, where appropriate, new and emerging technologies to assess whether learning outcomes have been met.  Use of peer & self-assessment as a tool for progressing learning. Effective use of formative assessment, questioning and constructive feedback to promote learning. Sound knowledge and understanding of relevant summative assessment processes. Active response when appraising the impact of own practice on learning. 

range of assessment tools, including active questioning, to assess whether outcomes have been met.  Occasionally uses new and emerging technologies, or makes use of peer & self-assessment as a tool for learning. Generally gives clear and constructive feedback on assessment. Knowledge and understanding of relevant summative assessment processes. Appraisal of impact of own practice on learning.  

inappropriate use of assessment of learners, including inadequate use of questioning and constructive feedback. Little or ineffective use of peer & self-assessment. Insufficient knowledge and understanding of relevant summative assessment processes. Insufficient evaluation of impact of own practice on learning.  

Standards:  18. Apply appropriate and fair methods of assessment and provide constructive and timely feedback to support progression and achievement; 17.Enable learners to share responsibility for their own learning and assessment, setting goals that stretch and challenge. 

 

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Appendix 4 - Professional Portfolio Assessment Criteria – includes Reflective Development Plan (RDP) 

  Reflection  Implementation An outstanding pass in achieving the assessed learning outcomes linked to the Professional Portfolio  

Detailed and systematic evaluation of impact on learning of all lessons planned, with challenging targets set, many of which will be innovative/creative.  Rigorous and systematic evaluation of own capabilities against relevant given and self-directed targets, as listed in the RDP. Many of these will be complex/non-routine innovative/creative.   Detailed and systematic reflection on development of own practice and impact on learning, in relation to relevant professional standards. Analysis of links between theory and practice; shows awareness of organisational and Government policies and relevant research. 

Submission of all elements of the Professional Portfolio, as listed in the module contents sheet, which evidence autonomous development, impact on learning and which demonstrate initiative and problem solving.  Rigorously completed lesson plans with specific learning outcomes and using a range of learning and assessment approaches, which are challenging and encourage innovation/creativity/risk taking to enable learning.  Meeting targets set in RDP, many of which will be complex/non-routine/innovative/creative and demonstrate autonomous development in practice and impact on learning.  Evidence from mentor of progress in subject pedagogy which has an outstanding impact on learning. 

A good pass in achieving the assessed learning outcomes linked to the PP  

Detailed evaluation of impact on learning of all lessons planned, and challenging targets set, some of which will be innovative/creative.  Consistent and detailed evaluation of own capabilities against given and self-directed targets, as listed in the RDP.  Some of these will be complex/non-routine/creative.  Detailed reflection on development of own practice and impact on learning, in relation to relevant professional standards. Clear articulation of links between theory and practice; shows awareness of organisational and Government policies. 

Submission of all elements of the Professional Portfolio, as listed in the module contents sheet, which evidence consistent development, impact on learning and which demonstrate problem solving.  Fully completed and detailed lesson plans with specific learning outcomes and using a range of learning and assessment approaches, which are challenging/encourage innovation/creativity and enable learning.  Meeting targets set in RDP, some of which will be complex/non-routine/creative and demonstrate consistent development in practice and impact on learning.  Evidence from mentor of progress in subject pedagogy which has a good impact on learning. 

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A Developingpass in achieving the assessed learning outcomes linked to the Professional Portfolio  

Evaluation of impact on learning of all lessons planned, and appropriate targets set, some of which will be creative.  Evaluation of own capabilities against targets listed in the RDP, some of which will be non-routine/creative.  Reflection on development of own practice and impact on learning, in relation to relevant professional standards.  Links theory and practice; shows awareness of organisational policies. 

Submission of all elements of the Professional Portfolio, as listed in the module contents sheet, which evidence steady development of practice and impact on learning.  Completed lesson plans with specific learning outcomes and using a range of learning and assessment approaches to enable learning.  Meeting targets set in RDP, some of which will be non-routine/creative and demonstrate steady development in practice and impact on learning.  Evidence from mentor of progress in subject pedagogy which has a satisfactory impact on learning. 

A Fail in achieving the assessed learning outcomes linked to the Professional Portfolio  

Insufficient evaluation of impact on learning of all lessons planned, and limited/inappropriate targets set.  Limited evaluation of own capabilities against targets listed in the RDP.  Limited end of module reflection, lacking evidence of development of practice and impact on learning.  Not able to link theory to practice; no awareness of organisational policies. 

Non-submission of elements of the Professional Portfolio, as listed in the module contents sheet.  Limited evidence of development of practice and impact on learning.  Incomplete lesson plans with insufficient range of learning and assessment approaches.  Lack of progress towards targets set in RDP and limited impact on learning.  Unsatisfactory or no report from mentor on subject pedagogy. 

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