School of EducationInspiring learners, enriching communities

Postgraduate SecondaryModern Foreign Languages

Professional Year 2017/18

Subject Handbook

Introduction

Welcome to the University of Brighton and the Postgraduate Secondary Modern Foreign Languages route. This subject handbook will help you to understand the subject-specific aspects of your course.

Contents

1. Staff Names and Contact Details …………………………………………………… 1

2. The Modern Foreign Languages Subject Specialism …..………………………… 1

3. Programme…………………………………………………………………………….. 4

4. Mapping Subject Sessions Against the Teachers’ Standards …………………… 9

5. Modules and Assessment Tasks …………………………………………………… 10

6. Assignment Submission Dates ……………………………………………………… 14

Please note:This handbook has been produced as early as possible in the interests of trainees and tutors. Changes may be made to some of the information during the academic year. At the time of going to print all information was correct, but the team reserves the right to make changes as necessary as part of the on-going process of programme development. We always welcome any feedback from trainees on using the handbook.

1. Staff Names and Contact Details

Route Leader / Support Tutor: Karen Murray-HallLocation: Checkland Building, A107Email Address: k.murray-hall@brighton.ac.ukTelephone 01273 643880

As well as being route leader for Modern Foreign Languages at the University of Brighton Karen is academic lead for the PGCE (Secondary). She also teaches on undergraduate modules in primary languages. Prior to this she worked in initial teacher education at the Open University. She has also worked as a teacher of modern foreign languages for many years in a variety of secondary school settings. Her research interests include professional identity formation (her doctoral focus) and cross-curricular language learning. 

2. The Modern Foreign Languages Subject Specialism

Trainees bring to the course subject expertise gained from a wide range of life experiences. The very nature of MFL and its inherently broad remit means that all trainees can contribute to aspects of teaching MFL even in the very early weeks of the course. We ask that trainees explore ways of ‘unpacking’ that which they bring from previous experiences and find various means of using the knowledge and skills they have with the pupils in their charge. Through the provision of expert subject-specific pedagogical training we aim to equip trainees with a secure understanding of the principles of effective language teaching and learning so that their passion for languages is transmitted to the pupils they teach. As the course progresses, trainees will cultivate their own teaching style as they explore key theories and debates in MFL, incorporate culture into their planning, extend their practical and creative classroom skills (including the use of digital technologies) and develop their knowledge of the National Curriculum and assessment requirements.

The early weeks of the course are designed to ease trainees into the school, the university group and the teaching profession. Robust auditing of subject knowledge is a core element of this early stage and trainees identify how they will continue to maintain and develop linguistic competence throughout the training year and beyond. Visits to local schools to observe best practice are also carried out in the initial weeks which facilitate understanding of links between theory, policy and practice. Part of the trainees’ role is to be ready to engage with key debates and share common concerns with other group members, school mentor, professional tutor and the university team. From the outset, trainees are expected to demonstrate a commitment to their professional development through critical reflection on practice as well as the ongoing process of maintaining and enhancing their linguistic skills.

Induction

The specific objectives during this period of the course are that trainees should:

develop their awareness and understanding of the nature of MFL as a curriculum subject;

begin to develop a personal philosophy of MFL in education;

develop their communication and presentation skills;

demonstrate an awareness of how their approaches to learning in MFL may influence the ways in which they teach;

begin to consider the relationship between learning and teaching in MFL by reference to the seminars and tasks undertaken;

prepare effectively for the first placement.

Subject specific outcomes

The subject specialism content of the programme is designed to prepare you as a critically reflective and informed MFL practitioner during school-based training and beyond, at Key Stages 3 and 4. By the end of the programme you will have, in the context of Key Stages 3 and 4, the ability to demonstrate:

1. a secure and up to date knowledge and understanding of your subject area that enables you to teach it confidently and competently;

2. a critical understanding of statutory curricula in MFL and how to plan in line with these;

3. an understanding of MFL transition and progression across all key stages;

4. a critical understanding of the key debates and pedagogies in MFL and awareness of the ways in which MFL is perceived and used in society;

5. an emerging philosophy of the nature and purpose of the subject and your professional stance as an MFL teacher;

6. a creative and constructively critical approach to the development and evaluation of effectively planned and inclusive MFL lessons / sequences of lessons;

7. a knowledge of the range of resources / activities available for MFL and an ability to critically prepare, select and justify a variety of resource materials;

8. the self-confidence, flexibility, evaluative and reflective skills in MFL that enable you to engage in planning creative teaching and learning activities and respond to future educational change;

9. knowledge and understanding of a range of teaching, learning and assessment strategies for MFL and how to use and adapt them to meet the varying needs of learners and support their progress;

10. an understanding of how to make provision effective for all learners in order to take an active and practical account of the principles of equality, inclusion and diversity in your teaching.

We recognise the value of MFL at KS5 and provide enhancement opportunities at this level (e.g. workshop on creative teaching and learning in MFL at KS5; visit to a school offering A level in MFL and comparison with IBAC; experience of observing and teaching at KS5).

A variety of approaches to teaching and learning are utilised throughout the programme and innovative classroom practices modelled, drawing upon:

• tutor led presentations• trainee led presentations • tutor led seminars • trainee led seminars • practical workshops • group-work• drama and role play • digital technologies

• media based activities • group visits • tutorials • sessions by guest speakers • independent directed study• a range of MFL pedagogies

Useful links

http://blogs.brighton.ac.uk/mentors/mentoring-resources/secondary/ here you will find all of the resources and guidance for mentors and can see feedback forms.

On the UoB website you will find information relating to: National priorities for education Literacy and numeracy support Safeguarding Cultural diversity

www.brighton.ac.uk/current-students/my-studies/placements/resources-for-trainee-teachers.aspx

Here you will find the links to the handbooks to support your training, lesson plan outline, blank timetables, grading descriptors and the teacher standards. www.brighton.ac.uk/current-students/my-studies/placements/training-to-teach.aspx

3. Programme

DATE TIME SESSION VENUE

4.9.17 9-2

2-4

Subject Time: Welcome and introductions; Enrolment (9.30, B406);Falmer Campus quiz; Expectations and introduction to the course; Handbook familiarisation; Review of pre-course tasks

Whole Cohort Session: Secondary Professional Year (various inputs)

A401

C1225.9.17 9- 4 Subject time: Review of pre-course tasks (continued); Subject Audit

(Lib106); Nature, aims and purposes of MFL; Introduction to issues seminars; Subject biographies: Model of the teacher

2-2.30 OLC visit (Mandy Williams)

10-4 Disability and Dyslexia Drop-in, Student Centre (Optional)

E426

6.9.17 9-10.30

11-12.00

12-2

1-4

Whole Cohort Session - Professional Studies: Safeguarding: Teachers and the Law (Denise Anderson, NUT)

Whole Cohort Session - Professional Studies: Professionalism and Introduction to School-Based Training (Sarah Fitzjohn-Scott)

Falmer Student Union Postgraduate Welcome Event (drop-in)

Student directed time: preparation for issues seminars

10-4 Disability and Dyslexia Drop-in, Student Centre (Optional)

W100

Ringmer House

7.9.17 9-10.30

11-4

Whole Cohort Session - Professional Studies: Introduction to Professional Development through the e-Portfolio (Kathy Clements, Tom Newlands, Steve Roberts)

Subject time: The creative curriculum (at The Towner Gallery, Eastbourne)

W100

8.9.17 9-10.30

11-4

Whole Cohort Session - Professional Studies: Voice Management and Projection (Janet Shell)

Subject time: Introduction to Lesson Planning: Lesson objectives and outcomes; Starters and plenaries; Presenting new language

W100

E425

11.9.17 9-12

1-4

Whole Cohort Session - Education Studies: Introduction to Education Studies

Mixed group follow-up seminar

Subject Time: Issues seminars (student presentations).

C218

E42712.9.17 9–3 Subject time: Cross-curricular animation project with Art & Design E426

13.9.17 9-12

1-4

Whole Cohort Session - Education Studies: Learning: Philosophies and Theories

Mixed group follow-up seminar

Student Directed Time: preparation for rationale presentation

C218

14.9.17 9-12

1-4

Whole Cohort Session: Education Studies - Inclusion

Mixed group follow-up seminar

Subject time: Inclusion in FL; Using the UoB pro-forma

C218

A40215.9.17 9-4 Subject time: Lesson planning (continued): Modelling and

questioning; Sequencing and progression; Introduction to the lesson planning task; National Curriculum considerations

A401

2-4 Using the target language (Gary Hicks)

18.9.17 9-12

1-4

Whole Cohort Session: Education Studies – Great Teacher, Great Lesson

Subject Time: Cardinal Newman / Teaching and learning in FL: A historical perspective

W100

E427

19.9.17 9 – 4

4-6.30

Subject Time: Cardinal Newman / Teaching and learning in FL: A historical perspective

2-4 SLA Methodology (Gary Hicks)

Mentor Twilight at Falmer

E426

20.9.17 9-12

1-4

Whole Cohort Session: Education Studies - Memory

Mixed group follow-up seminar

Student Directed Time: preparation for micro-teaching

W100

21.9.17 9-12

1-4

Whole Cohort Session: Education Studies - Behaviour

Subject time: Positive behavior management in MFL 2-4 Lib109 with Rick Grahame – e-Portfolio session

W100

A402

22.9.17 9–4 Subject time: Micro-teaching; preparation for placement A401

25.9.17-4.10.17

School-Based Training Days

5.10.17 10-12Please note late start time

1-4

Whole Cohort Session: Education Studies – The Disadvantaged, Closing the Gap and Supporting Pupil Progress through the use of data

Subject Time: Rationale presentations

3-5 optional e-Portfolio session (with Rick Grahame) – Lib108

W100

D129

6.10.17 9-4 Subject Time: Learning theories; Critical reflection & Action Planning

3-5 'optional' e-Portfolio session (with Rick Grahame) – Lib106

3-5 optional Academic Writing session (M115)

M301

**** 11/10 Glyndebourne 12.10.17 9-12

1-3

2-4

Whole Cohort Session: Education Studies – Assessment for Learning and Teaching

Mixed group follow-up seminar

Subject Time: AfL / AoL in MFL

Programme Board

C122

D129

13.10.17 9-4 Subject Time: Individual tutorials / cross-curricular task

3-5 optional e-Portfolio session (with Rick Grahame) – Lib107

tbc

3-5 optional academic Writing session (M101)

16.10.17 – 27.10.17

HALF-TERM

2.11.17 9-12

1-4

Whole Cohort Session: Education Studies - Curriculum

Mixed group follow-up seminar

Subject Time: spontaneous speaking

C122

D1293.11.17 9-4 Subject Time: Primary Languages (Daryl Bailey); Digital

technologies; R/L/W & thinking skillsA401

9.11.17 9-12

1-4

Whole Cohort Session: Education Studies – Mental Health, Wellbeing and Resilience

Mixed group follow-up seminar

Subject Time: Emotional wellbeing & thriving during the professional year (Atiya Gourlay); Literacy and numeracy in MFL

C122

D222

10.11.17 9-4 Subject Time: Preparation for SBT1; Critical reflection revisited; Show and Tell; AQA

W219

13.11.17-26.01.18

School-based training Block Placement (SDT go to SBT2 on 22.1.18)

DATE TIME SESSION VENUE3.1.18 9-4 Mid-SBT Conference: Developing Inclusive Practice Falmer

Campus

29.1.18 9-4 Subject Time E426

30.1.18 9-4 Subject Time E425

31.1.18 9-12

1-4

Whole Cohort Session: Education Studies: Research in Education

Mixed group follow-up seminar

Subject Time

C218

E4271.2.18 9-4 Subject Time E425

2.2.18 9-4 Subject Time 2-4 Digital Technologies (Russell Vincent)

B407

5.2.18 9-4 Visit to Ardingly College (focus on A Level / IB) E426

6.2.18 9-3

2-4

Subject time

Programme Board

E425

7.2.18 9-2

2-4

Whole Cohort Session: Education Studies – Equality, Inclusion and Diversity (British Values and SMSC)

Mixed group follow-up seminar

Subject Time

W100

A401

4.00-6.30

Academic Writing at M level (Chris Sweeney)

Mentor Twilight at Falmer

W100

8.2.18 9-4 Subject Time D129 (9-11)B407 (12-2)E234 (14-16.00)

9.2.18 9-4 Subject Time M301

12.2.18-16.2.18

HALF-TERM

19.2.18-25.5.18

School-Based Training Days (SDT go to SBT3 at the host school on 26.3.18)

16.4.18 9-4 Mid-SBT Conference: Moving Forward: Making Progress Falmer Campus

28.5.18 BANK HOLIDAY29.5.1830.5.1831.5.18 2-4 Programme Board1.6.184.6.18 E4275.6.18 A4016.6.18 E4277.6.18 E4258.6.18 9-11

11-12

Whole Cohort Session: Education Studies: Thriving and Surviving in the NQT Year and for a Successful career in Teaching

Falmer Farewell Drinks Reception

Tbc

E426 (3-5)

DATE TIME SESSION VENUE11.6.1812.6.1813.6.18 End of Course

4. Mapping Subject Sessions Against the Teachers’ Standards

This chart shows the principal standards that are addressed in each subject session:

Subject Sessions TS1 TS2 TS3

TS4 TS5

TS6 TS7 TS8

Part 2

04/09 & 05/09

Review of pre-course tasks; Subject Audit; Nature, aims & purposes of MFL; Language Autobiographies

07/09 & 12/09

The Creative Curriculum (Towner Gallery visit); Cross-curricular animation project

08/09 & 15/09

Lesson planning: Lesson objectives and outcomes; Starters and plenaries; Presenting new language; Using the UoB pro-forma; Modelling and questioning; Sequencing and progression; Introduction to the lesson planning task; NC considerations

11/09

Issues seminars

14/09

Inclusion in MFL

15/09

Using the target language

18/09 & 19/09

Best practice in TL: visit to Cardinal Newman

19/09

SLA methodology

21/09

Positive behavior management in MFL

22/09

Micro-teaching; preparation for SBT1

05/10

Rationale presentations to UGs

06/10

Learning theories; Critical reflection and action planning

12/10

Afl / AoL in MFL

NB This will be updated to include the inter-semester period in February

You may find this overview of the Teachers’ Standards helpful in understanding the above:

https://www.gov.uk/government/publications/teachers-standards

5. Modules and Assessment Tasks

EF670 Modern Foreign Languages Education (20 credit points)

The aim of the module is to ensure that you develop your subject teaching competences to be prepared to deliver your specialist subject. In this module you will become familiar with historical, philosophical and pedagogical rationales of your specialist subject in the curriculum, in order to engage actively in professional debates within Modern Foreign Languages.

Learning OutcomesLO1 Demonstrate a creative approach to the development of effectively planned lessons that are appropriately resourced and inclusive.LO2 Show a constructively critical approach to the development and evaluation of lessons.LO3 Demonstrate a secure and up-to-date knowledge and understanding of the nature and purpose of Modern Foreign Languages in the curriculum.LO4 Show a critical engagement with relevant research, theory, policy

Details of assessmentTask 1 (Weighting 50%) 2000 words equivalenceResearch, plan, prepare for, teach and evaluate a teaching session using the university lesson plan pro forma.

Task 2: (Weighting 50%) 2000 wordsWrite a 2000 word rationale to justify the place of the specialist subject in the curriculum.

Submission dateTask 1: Tuesday 2nd January 2018

Task 2: Friday 27th October 2017

EF771 Modern Foreign Languages Subject Study (20 credit points)

This module is designed to ensure that you develop and strengthen your specialist subject knowledge and understanding and its application to teaching and learning.

Learning OutcomesLO1 Develop critical responses to theoretical discourses and practices within the field of Modern Foreign Languages.LO2 Demonstrate a creative, critical and reflective response to innovative approaches in teaching and learning.LO3 Demonstrate deep and systematic understanding of Modern Foreign Languages subject content knowledge and / or subject pedagogical content knowledge.LO4 Demonstrate a deep and systematic understanding of the Modern Foreign Languages curriculum, relevant initiatives and assessment frameworks.

Details of assessment Task (100%): An outcome comprising two components: The design and production of a sequence of lessons with accompanying resources

which exemplifies good contemporary practice in an area of the subject; A negotiated submission (viva) demonstrating breadth and depth of understanding

of issues/debates in the subject.

Submission dateMonday 4th June 2018

EV670 Education Studies (20 credit points)The aim of the module is to support the development of your pedagogy and professionalism as a secondary education specialist. The module will develop professional attributes, knowledge and skills to support informed and critical awareness of the interconnected nature of theory, policy and practice.

Learning OutcomesLO1 Participate in the broader professional discourse concerning the values, aims, policies, strategies and structures of education.LO2 Critically reflect upon a range of strategies for meeting the needs of the individual learner.LO3 Critically engage with reading and research on issues in education.LO4 Demonstrate an understanding of the connections between theory, policy and practice.

Details of assessment: 3000 word essayWhat role does assessment play in the teaching and learning of Modern Foreign Languages?

EV670 Education Studies (20 credit points)The aim of the module is to support the development of your pedagogy and professionalism as a secondary education specialist. The module will develop professional attributes, knowledge and skills to support informed and critical awareness of the interconnected nature of theory, policy and practice.

Learning OutcomesLO1 Participate in the broader professional discourse concerning the values, aims, policies, strategies and structures of education.LO2 Critically reflect upon a range of strategies for meeting the needs of the individual learner.LO3 Critically engage with reading and research on issues in education.LO4 Demonstrate an understanding of the connections between theory, policy and practice.

Details of assessment: 3000 word essayWhat role does assessment play in the teaching and learning of Modern Foreign Languages?

ET570 Secondary School Placement 1 (20 credit points)This module aims to provide opportunities for you to gain specific experiences and demonstrate competences linked to the current Standards for teachers. It will enable you to reflect upon and evaluate experiences, identify professional strengths and needs, and set targets for improvement.

Learning OutcomesLO1 Communicate effectively with young people, colleagues, parents and carers, recognising the contribution all of these groups of people make, to effective pupil learning.LO2 Plan and teach lessons and sequences of lessons which reflect high expectations of pupils and cater for diversity, equality and inclusion.LO3 Plan and teach lessons and sequences of lessons which reflect a secure knowledge and understanding of their subject, within the boundaries of appropriate statutory and non-statutory curricular frameworks.LO4 Plan and teach lessons and sequences of lessons which reflect innovative approaches to engage and challenge pupils, with opportunities for pupils to develop literacy and numeracy and ICT skills.LO5 Demonstrate and deploy effective behaviour management strategies enabling pupils to learn in a purposeful, safe environment.LO6 Demonstrate the capacity to contribute to teaching teams, work collaboratively with members of staff and specialist teachers and plan for the deployment of additional adults.LO7 Show how to assess, monitor and record pupils’ progress using a range of assessment strategies, including constructive feedback and support and guidance for pupils.LO8 Reflect on and improve practice by acting on advice and evaluating the impact of their teaching on pupil learning.LO9 Demonstrate a knowledge of the professional duties of teachers including the well-being of young children both inside the classroom and in out-of-school learning contexts.

Details of assessmentThe outcome of the placement is determined on a pass / fail basis. University advisers and school mentors use the university assessment schedule to make judgments about students’ achievement. These judgments are based on observations of students’ teaching and the scrutiny of the professional files* and are linked explicitly to the current Standards for teachers.

Professional files include the e-Portfolio (PebblePad) and all placement files showing planning, evaluations, resources, etc. The successful completion of the 'Tasks and Expectations of the Placement' as outlined in the Placement Handbook, is included in this assessment task.

ET770 Professional Studies [including the PGCE final placement] (40 credit points)This module aims to provide opportunities for you to gain specific experiences in order to develop and demonstrate that you have met the current Standards for teachers.

This module will provide you with the skills, knowledge and understanding necessary for the role of the reflective and critical teacher. Practice will be considered in relation to education theory and policy frameworks.

Learning OutcomesLO1 Provide evidence of achievement of the current standards for teachers for Qualified Teacher Status (QTS).LO2 Critically reflect on professional learning and future professional development targets.LO3 Critically engage with relevant scholarship.LO4 Show a deep and systematic understanding of relevant frameworks.LO5 Critically reflect upon professional practice.LO6 Demonstrate an informed and critical understanding of the relationship between theory, policy and practice.

Details of assessmentTask 1: Final School-based Training Period (LO1)

School mentors, supported by university tutors, use the University’s grading descriptors to make judgements about your achievements in the context of the final school-based training period. Judgements are linked specifically to the current Standards for teachers and are based on observations of teaching and scrutiny of your trainee file. The outcome of the school-based training period is determined on a Pass/Fail basis.

Task 2: e-Portfolio Presentation (LO2)

You will deliver an individual presentation using your completed e-Portfolio (PebblePad) to critically reflect on your professional development (equivalent to 1500 words).

Task 3: Reflection and Review (LO3-LO6)

A final reflective piece of 3000 words, which builds upon reflections and reviews undertaken throughout the year, will be submitted at the end of the course.

Tasks 2 and 3 will be marked by the subject tutor on a Pass/Fail basis.

Submission date

Task 2: Wednesday 6th June 2018Task 3: Wednesday 13th June 2018

6. Assignment Submission DatesALL trainee assignments must be submitted by 4.30pm on the due date.

2017 Date Module DescriptionFriday 27th October EF670 Task 2 Task 2: 2000 word rationale to justify the place

of your specialist subject in the curriculum. Friday 24th November ET570 Core and SDT School-based Training 1

Interim Assessment Report (SB) Discussed with mentor who completes the profile form and sends an e-copy to the Partnership Office. The school retains a copy and gives you a copy to upload into your e-Portfolio (PebblePad).

Friday 8th December ET770 Task 3 M Level Essay: Submit outline proposal pro forma for essay via email to your subject tutor.

Tuesday 2nd January EF670 Task 1 Task 1: Research, plan, prepare for, teach and evaluate a teaching session using the university lesson plan proforma.

2018 Friday 19th January ET570 Core and SDT School-based Training 1 Final Assessment Report (SC): Discussed with mentor who completes the profile form and sends an e-copy to the Partnership Office. The school retains a copy and gives you a copy to upload into your e-Portfolio (PebblePad).

Friday 23rd February ET770 Task 3 M Level Essay: Submit for interim formative assessment – 1500 word essay.

Friday 16th March ET770 Task 1 SDT School-based Training 2 Final Assessment Report (SC): Trainees following the School Direct (Tuition) route receive a school-based Training 2 Final Assessment Report (SC) at this stage. Discussed with mentor who completes the profile form and sends an e-copy to the Partnership Office. The school retains a copy and gives you a copy to upload into your e-Portfolio (PebblePad).

Tuesday 29th March ET770 Task 1 Core School-based Training 2 Interim Assessment Report (SB): Discussed with mentor who completes the profile form and sends an e-copy to the Partnership Office. The school retains a copy and gives you a copy to upload into your e-Portfolio (PebblePad).

Friday 13th April EV670 Education Studies: 3000 word essay.

ET770 Professional Studies [including the PGCE final placement] (40 credit points)This module aims to provide opportunities for you to gain specific experiences in order to develop and demonstrate that you have met the current Standards for teachers.

This module will provide you with the skills, knowledge and understanding necessary for the role of the reflective and critical teacher. Practice will be considered in relation to education theory and policy frameworks.

Learning OutcomesLO1 Provide evidence of achievement of the current standards for teachers for Qualified Teacher Status (QTS).LO2 Critically reflect on professional learning and future professional development targets.LO3 Critically engage with relevant scholarship.LO4 Show a deep and systematic understanding of relevant frameworks.LO5 Critically reflect upon professional practice.LO6 Demonstrate an informed and critical understanding of the relationship between theory, policy and practice.

Details of assessmentTask 1: Final School-based Training Period (LO1)

School mentors, supported by university tutors, use the University’s grading descriptors to make judgements about your achievements in the context of the final school-based training period. Judgements are linked specifically to the current Standards for teachers and are based on observations of teaching and scrutiny of your trainee file. The outcome of the school-based training period is determined on a Pass/Fail basis.

Task 2: e-Portfolio Presentation (LO2)

You will deliver an individual presentation using your completed e-Portfolio (PebblePad) to critically reflect on your professional development (equivalent to 1500 words).

Task 3: Reflection and Review (LO3-LO6)

A final reflective piece of 3000 words, which builds upon reflections and reviews undertaken throughout the year, will be submitted at the end of the course.

Tasks 2 and 3 will be marked by the subject tutor on a Pass/Fail basis.

Submission date

Task 2: Wednesday 6th June 2018Task 3: Wednesday 13th June 2018

Friday 18th May ET770 Task 1 School-based Training 2 (Core) and 3 (SDT) Final Assessment Report (SC): Discussed with mentor who completes the profile form and sends an e-copy to the Partnership Office. The school retains a copy and gives you a copy to upload into your e-Portfolio (PebblePad).

Monday 4th June EF771 Subject Study: The design and production of a teaching resource plus a viva (4000 word equivalence)

Wednesday 6th June ET770 Task 2 E-portfolio Presentation (1500 word equivalence)

Wednesday 13th June ET770 Task 3 M Level: 3000 word essay