Certificate inEducation and Training

Part-time 2018 – 2020

Year Two(1920)

Module Tutors: Andrew Hudson, Cathy Mitchell

Katya Kitchingman

Module Titles(20 credits each)

Teacher as ResearcherHFUB50020 (L5)

(Theories and Frameworks module for Numeracy, ESOL or literacy diplomas)

Developing CurriculumHFUB50017 (L5)

Developing Professional PracticeHFUB50018 (L5)

Contents

Welcome and PCET Staff …………………………………………………………… 4

Attendance, Tutorials, Student Opinions, Compliments and Complaints……… 5

Assessment Regulations and Advice…………………………………………………. 6

General Assessment Guidance…………………………………………...………… 7

Academic Writing Support and Important Dates (overview of the year)………. 8

Module 1: Researching Teaching………………………………. …………………. 9

Module 2: Designing and developing the Curriculum……………………………. 12

Module 3: Developing Professional Practice……………………………………… 15

Teaching Practice and Observations …………………………………….…………. 18

Education and Training (FE) Professional Standards…………..………………. 20

Assessment grading criteria for all modules………………………..……………… 21

Suggested Reading for each Module………………………………………………… 22

Course Codes

HFAB4006BCERTIFICATE IN EDUCATION AND TRAINING IN SERVICE

HFAB4007BCERTIFICATE IN EDUCATION AND TRAINING (WITH TEACHING ESOL) IN SERVICE

HFAB4008B CERTIFICATE IN EDUCATION AND TRAINING (WITH TEACHING LITERACY) IN SERVICE

HFAB4009BCERTIFICATE IN EDUCATION AND TRAINING (WITH TEACHING NUMERACY) IN SERVICE

2

Year Two Handbook – Welcome

This handbook contains the specifications for your modules in year two and all of the key information you will need.

Handbooks for the Literacy, ESOL and Numeracy Diplomas will be provided separately.

Each module is described along with its assessment. Listings of learning outcomes, weekly schedules and general advice are also included.

Reading Lists and the assessment grading criteria can be found towards the end of the handbook.

Finally some introductory guidance on Profession Practice. Observations and Teaching Practice Education and Training (ETF) Professional Standards

You will receive more detailed guidance in the placement handbook and associated documents.

N.B. If in doubt about any aspect of this handbook, the modules or the course please speak to your module or personal tutor. Additional guidance may be released during the course.

PSET team: Contact Details

Name E mailAndrew Hudson a.hudson@bradfordcollege.ac.uk

Wendy Croft w.croft@bradfordcollege.ac.uk

Katya Kitchingman k.kitchingman@bradfordcollege.ac.uk

Cathy Mitchell c.mitchell@bradfordcollege.ac.uk

Head of SchoolKirstin Sawyer k.sawyer@bradfordcollege.ac.uk

3

Attendance

Regular attendance is required for all elements of these modules and your tutor will keep a register. It is the responsibility of individual students to catch up on missed work: we encourage a ‘study buddy’ system to support this as well as an active VLE. You are required to attend classes regularly and punctually. Whenever you are absent the reason must be notified to the College. You are expected to maintain an attendance level of 100% on your course. If you are absent from sessions for three consecutive weeks, without adequate explanation, we have a duty to notify Student Finance England and you may be deemed to have withdrawn from the course.

Tutorial support

Tutorial support will be offered in addition to the taught programme by module staff. Your tutor will provide details of tutorial arrangements in an early PPD session.

Student opinion

The team values student opinion and this is sought at modular level in the following ways:-

By completing a module review – this will be given to you by your tutor towards the end of the module.

Informal feedback is welcomed by tutors and, in the first instance students should approach the module tutor. If a specific issue has been identified which is not resolved to your satisfaction the module leader should be approached. Where the module tutor and module leader are the same, or the issue has failed to reach a satisfactory conclusion, students should approach the course tutor.

Compliments & Complaints

If you are not satisfied with an aspect of the course and wish to make a complaint:

Your first action is to tell the person concerned what your complaint is, so that the problem can be resolved if at all possible

Details of the formal Complaints Procedure can be found on the College’s Student Intranet website

Conversely, if you are enjoying the course and wish to pass this on: Your first action is to tell the person concerned Inform the module leader and course tutor Make sure you complete a module review Tell your friends and colleagues

4

Assessment Regulations and Advice

All written assignments must be submitted electronically via Moodle by 23.59 on the hand-in date.

the pass mark for a module is 40% for undergraduate (levels 4 and 5)

work must be submitted for all the components of a module (failure to submit one part will lead to reassessment)

the maximum mark achievable for a re-assessed piece of work is 40% (the pass mark for a module)

Late work will be subject to the penalties: Up to 7 calendar days late; 10 marks subtracted but if the assignment would normally

gain a pass mark, then the final mark to be no lower than the pass mark for the assignment.

More than 7 calendar days late; This will be counted as non-submission and a zero mark will be recorded.

Where assessments are graded Pass/Fail only they will not be accepted beyond the deadline date for submission and will be recorded as a Fail.

Students may request an extension to the original published deadline date as described below.

In the case of exceptional and unforeseen circumstances, an extension of up to 14 days after the assessment deadline may be granted. This must be agreed by your Programme Leader, following a discussion with the Module Tutor. You should complete an Extension Request Form and attach documentary evidence of your circumstances, prior to the published submission deadline.

Extensions over 14 calendar days should be requested using the Mitigating Circumstances procedure, with the exception of extensions for individual projects which, at the discretion of the Programme Leader, may be longer than 14 days.

Requests for extensions which take a submission date past the end of the module (normally week 15) must be made using the Mitigating Circumstances procedures.

Some students with registered disabilities will be eligible for revised submission deadlines. Revised submission deadlines do not require the completion of extension request paperwork.

Please note that the failure of data storage systems is not a valid reason for an extension. It is therefore important that you keep multiple copies of your work on different storage devices before submitting it.

For more information contact HE registry or consult their guidance on moodle.

5

General Assessment Guidance

Clarify the brief for the assignment at any stage, discuss with the module tutors and your peers.

Look at the learning outcomes for each module– you need to demonstrate that you have met these when completing the various tasks;

Consult the marking and grading criteria, this outlines what is required to achieve each grade. Self-assess your work before submission.

Structure and presentation Presented in standard English: proof read your work or get others to do so. Spelling and grammar mistakes will be noted Word process submissions using Arial 12 as the default font Double line space and left-align Aim for clarity of expression and coherence in the writing

Sources and Referencing Use sources to support the work, they should be accurately cited and referenced Use the Harvard system of referencing. Use the school referencing booklet

“Guidelines on Referencing in Academic Writing”, for guidance.

Academic misconduct may be defined as any attempt by a student to gain an unfair advantage in any assessment. This includes plagiarism, collusion and commissioning (contract cheating) amongst other offences. In order to avoid these types of academic misconduct, you should ensure that all your work is your own and that sources are attributed using the correct referencing techniques. You can also check originality through Turnitin. Please note that penalties apply if academic misconduct is proven. Please see the Academic Misconduct Policy on Moodle for further details.

Word count: Where a word limit is specified, assignment can be submitted with a word count of + or - 10%. All words contained in the main body of the assignment contribute towards the word count. This includes quotations and references. It does not include the reference list or appendices. Please record the actual word count at the end of each section for which a word count has been given.

Where a word limit is exceeded, the following penalty systems apply:

Up to 10% over the specified word length, no penalty 10 – 20% over the specified indicative word length; 5 marks subtracted (but if the

assessment would normally gain a pass mark, then the final mark to be no lower than the pass mark for the assessment).

More than 20% over the indicative word length; if the assessment would normally gain a pass mark or more, then the final mark will capped at the pass mark for the assessment.

Confidentiality: You should ensure that all work that you submit maintains confidentiality and anonymity. In the interest of confidentiality please ensure that your work does not identify individuals, either colleagues or students, or organisations. You may submit copies of documents prepared during the course of your work but names should be removed from the document.

6

Academic Writing Support - Successful Writing for Academic Purposes (SWAP)

This is the Faculty’s academic writing support service offered by the Academic Writing Support Coaches. They can help with?

Study skills to improve writing, e.g. use of notebooks to capture vocabulary, organisation around note-taking, making essay plans.

Research skills, e.g. navigating reading lists, selecting appropriate secondary sources, using the Internet more effectively.

English language, e.g. punctuation, grammar, use of register. Academic writing, e.g. clear signposting in work to create coherence, not assuming

prior knowledge, critical engagement with own work and that of secondary sources. Students can use the SWAP Moodle site to book tutorials, submit work, and access useful documents / external sites. You will also find details of how to book onto a SWAP Critical Reading Group. The access key is AcadWrit+99.

Important Dates – the year overview:

Module Dates Assignment due1 Teacher as Researcher (20

credits)(or Specialist Pathway modules; dates may vary for these, see separate handbook from specialist tutor)

18.09.19 -11.12.19

16.12.19

2 Developing Curriculum (20 credits) 08.01.20– 26.02.20

04.03.20

3 Developing Professional Practice (20 credits)

04.03.20 – 06.05.20

Part 1 - 05.05.20Part 2 - 12.05.20

7

Module 1: Researching Teaching

This module aims to develop your skills and understanding of Action Research, through an examination of one aspect of your own teaching and learning practice.

This module will enable you to develop knowledge and a detailed understanding of the key features and purposes of Action Research.

You will use established techniques of research and enquiry to carry out an Action Research project on one aspect of your own teaching and learning practice, showing an ability to manage ethical considerations, and present research and key findings in an appropriate format.

Learning outcomes

Knowledge & Understanding

1. Identify the purpose, key features and techniques of Action Research (Prof Standards: 4, 7, 12, 20)

2. Examine ethical considerations in relation to teachers carrying out primary research on own practice (Prof Standards: 2, 5)

Cognitive & Intellectual Skills

3. Employ established techniques of ethical research and enquiry in carrying out an Action Research project on one aspect of own teaching and learning practice (Prof Standards: 1, 2, 4, 6, 9, 19)

4. Analyse and interpret key findings in an appropriate format (Prof Standards: 10, 20)

Practical & Professional Skills

5. Act autonomously and cooperatively with colleagues (if appropriate) in planning and carrying out the Action Research project (Prof Standards: 6, 12, 19)

6. Identify possible methodologies to assess the impact of teaching on learning (Prof Standards: 10, 11, 18)

Key Transferable Skills

7. Reflect systematically on performance to further develop learning

8. Select and use a range of communication methods appropriate to the context

8

Assessment: Teacher as Researcher (Level 5)

Type of Assignment: Action Research Report

Weighting: Report 100%

Word count: 3500

Submission Dates:

Section 1 Identify the purpose, key features and techniques of Action Research. Develop a research question and suggested methods. (This has been an ongoing development since May 2018)

Submit Research proposal form by 09/10/19

Complete Report

Taking into account ethical considerations, present and analyse key findings enabling you to draw conclusions about the impact of a particular teaching strategy on both your own and your students’ learning

16/12/19

Assessment Brief:

Carry out an Action Research project on one aspect of own teaching and learning practice, taking into account ethical considerations. Present and analyse key findings enabling you to draw conclusions about the impact of a particular teaching strategy on both your own and your students’ learning

Module Assessment Advice/Criteria: To pass this module assignment you will have to meet all the learning outcomes. You should check your work before submission to see that you have completed all the tasks and fulfilled the grading criteria

9

Schedule

Date (Wednesday)

Session focus Learning outcomes

1 18/09/19 Recap and review what Action Research is?

Identify and develop the research question in readiness for the proposal submission

1.Identify the purpose, key features and techniques of Action Research

2 25/09/19 Research Methodologies and Methods

6.Identify possible methodologies to assess the impact of teaching on learning

3 02/10/19 Research Proposal Seminar where trainees will present their research proposal to their peers and module tutor

5.Act autonomously and cooperatively with colleagues (if appropriate) in planning and carrying out the Action Research project

4 09/10/19 Ethics of Research(Submit Section 1, Research proposal)

2. Examine ethical considerations in relation to teachers carrying out primary research on own practice

5 16/10/19 Analysis of results 4. Analyse and interpret key findings in an appropriate format

6 23/10/19 Measuring the impact of research 6. Identify possible methodologies to assess the impact of teaching on learning

Reading Week8 06/11/19 Action Research Workshop

(no formal session – individual and small group tutorial)

3. Employ established techniques of ethical research and enquiry in carrying out an Action Research project

9 13/11/19 Research Seminar(Discussing progress and findings so far)

7. Reflect systematically on performance to further develop learning

10 27/11/19 Action Research Workshop(no formal session – individual and small group tutorial)

3. Employ established techniques of ethical research and enquiry in carrying out an Action Research project

11 04/12/19 Tutorials One-to-one guidance and support

12 11/12/19 Tutorials One-to-one guidance and support

16/12/19 Submission of Assignment

10

Module 2: Developing Curriculum

This module has been designed to provide a broad introduction to the key skills and underpinning knowledge that students will need as new teachers in terms of analysing and evaluating their curriculum. The module will also enable students to develop a knowledge and understanding of how curricula are developed in the post compulsory sector.

The content will be delivered through blended learning using Moodle. There will be a mixture of classroom taught sessions & seminars blended with online elements.

Learning outcomes

Knowledge & Understanding

1. Explain and apply models of curriculum design (Prof Standards: 14)

2. Implement appropriate principles of curriculum design taking account of relevant factors in terms of the content and context of curriculum delivery (Prof Standards: 9, 15, 16)

3. Identify clearly the relationships between principles and processes of evaluation, quality assurance and quality improvement (Prof Standards: 20)

Cognitive &IntellectualSkills

4. Justify proposals for improvements to a specific curriculum with reference to a range of sources relevant to teaching practice (Prof Standards: 4, 10)

Practical & Professional Skills

5. Construct a curriculum proposal that demonstrates an ability to be inclusive (Prof Standards: 5)

6. Utilise appropriate Quality Assurance and Quality Improvement systems and procedures for own context. (Prof Standards: 20)

Key Transferable Skills

7. Explain clearly using appropriate professional language to a specialist and non-specialist audience.

8. Use a range of technology to access learning and promote your subject specialism

11

Assessment: Developing Curriculum (level 5)

Type of Assignment: Essay Word count: 1750 Weighting: 50%

Curriculum Proposal Word count: 1750 Weighting: 50%

Assessment due 04.03.20

Assessment brief:

Part 1 (50%) - 1750 words - Essay Describe and apply curriculum models to teaching practice in own vocational and educational context. (LO 1,3,7)

Part 2 (50%) - 1750 words equivalent – Curriculum ProposalConstruct a proposal for a curriculum in the form of an annotated scheme of work and accompanying resources.

Guidance for Part 2Write a rationale for a curriculum that is offered to a defined group of students at a particular level. Consider the factors that have influenced the design of this curriculum offer including: the context and nature of the curriculum the needs of students (and possibly other stakeholders) methods to evaluate the curriculum quality assurance and quality improvement processes student (and possibly other stakeholder) feedback

Annotate the scheme of work in a Word document (format needed for electronic submission) to indicate the key features identified in the rationale.

(More detailed guidance available online – Designing Curriculum: Using the ideas in the assessment)

Topics include:

Concepts and definitions of curriculum The curriculum change cycle and the factors that impact on a

curricula The factors involved in designing appropriate curricula Range of contexts for curriculum offer Theories, models and principles of curriculum design Effective inclusive design of curriculum Impact of social, economic and cultural differences to achievement

in relation to specialist area Quality assurance and quality improvement systems and their

relationship to curriculum planning and evaluation

Module outline:

12

Weeks 1, 4 and 7 require attendance Weeks 2, 3, 5, & 6 will involve online blended working

Week Topic Activities1 08.01.20 Introducing the module

Overview of key themes and ideas. Introducing the blended learning approach.

Briefing on content and blended learning approach

2 15.01.20 Curriculum in Context

Define your curriculum within your own context.

Process Access materials – read, listen, watch - in the

topic ‘book’ Begin to answer the ‘key questions’ Go to the ‘reading room’ for the topic and give

your thinking and analysis some breadth Build your reflective blog as you progress

through the topics Talk to other trainees through the module chat

room Seek clarification or support from tutors

through email

3 22.01.20 Analysing the Curriculum:

Curriculum Ideologies and models

4 28.01.20 Seminar on curriculum, context, theories and models

Seminar contribution about how the ideas covered so far can be related to your own specialism and curriculum

5 05.02.20 Inclusive Curriculum

The implications of developments in society, social policy, and the Equality and Diversity agenda.

Process Access materials – read, listen, watch - in the

topic ‘book’ Begin to answer the ‘key questions’ Go to the ‘reading room’ for the topic and give

your thinking and analysis some breadth Build your reflective blog as you progress

through the topics Talk to other trainees through the module chat

room Seek clarification or support from tutors

through email

6 12.02.20 Designing the Curriculum

Development and evaluation of own curriculum, QA and QI processes.

19.02.20 Reading Week7 26.02.20 Seminar on curriculum

proposalSeminar contribution on your proposal for your own curriculum (part 2 of the assignment)Final assignment workshop

04.03.20 . Assignment submission

13

Module 3: Developing Professional PracticeThis module offers the opportunity to discuss the professional role of a teacher/trainer and explore a range of issues that impact on professionalism. Links to Professional Standards will be emphasised throughout, with special attention paid to ethics, values, conduct and accountability. Notions of reflective practice and on-going professional development in teaching / training roles will be explored alongside models and frameworks of Continuous Professional Development (CPD), considering conflicts between needs and actual opportunity.

The module also requires submission of a PPD portfolio which collates evidence of your professional development. This includes eight successful lesson observations (planning, feedback and observations) and evidence to meet the requirements of the Minimum Core in Literacy, Language and Numeracy (LLN) & ILT.

Learning outcomes

Knowledge & Understanding

1. Discuss the concept of professionalism and core professional values for teachers in the Lifelong Learning Sector (LLS).

2. Critically examine key issues in relation to evaluation and accountability for teachers in the LLS.

Cognitive & Intellectual Skills

3. Apply theories and principles of reflective practice, and models of continuing personal and professional development

Practical & Professional Skills

4. Review your role as a teacher or trainer and critically examine your own need for continuous personal and professional development

Key Transferable Skills

5. Communicate complex academic issues clearly to non- specialist audiences

6. Work with colleagues and mentor to create personal and professional development

7. Reflect systematically on own performance to develop knowledge and skills of teaching and learning

14

Developing Professional Practice (Level 5)

Assessment brief:

Part 1: 50% Brochure (1750 words) Due 5th May 2020

Create a brochure for a specified target audience that examines concepts of professionalism, core professional values, CPD and reflective practice and relates these concepts to your own role as a teacher or trainer in the lifelong learning sector

(LO 1, 3, 4, 5).

Part 2: 50% 1750 word equivalent Due 12th May 2020A completed PPD Portfolio. Including

a summary reflective account of your personal and professional development during the course

eight passed observation reports, including your ongoing reflections on the observations and your development as a teacher

Evidencing of English, Maths and ILT skills and embedded professional practice in relation to the minimum core standards

a reflection on issues of evaluation and accountability Evaluation of your experience of CPD and preferred future activities Evidencing of action planning and development of teaching skills against professional

standards.

Module outline:

n.b. Weeks 1, 2, 3, 4, 5 and 6 require attendance

15

Content to include:

In relation to the 14+ education and training sectors: Explore the role of a teacher/tutor Define Professionalism, Professional Professional ethics, values, behaviour Managerialism &

professional response Accountability and evaluation Quality systems and professionalism CPD models and Frameworks Analysing own CPD experiences and needs Reflective Practice models Applying reflective practice Progression and further CPD Review the course, evaluate academic and practical teaching

development Minimum core (LLN and ILT) Standards for qualifying teachers and trainers

Week Topic1 04.03.2

0Professionalism:Explore the role of a lecturer/teacher/tutor/trainer.Define Professionalism and Professional.

2 11.03.20

Film Night: History Boys – Professionalism, managerialism and educational ethics

3 18.03.19

Professional Values : Values and behaviour. Exploring accountability, scenarios and dilemmas.

4 25.03.19

Professional Frameworks: Review Professional Frameworks, Standards and Bodies: HEA, ETF, UCU

5 01.04.20

CPD and Reflection: Seminar on models and frameworks

08.04.20

Easter Break

15.04.20

Easter Break6 22.04.2

0Evaluation and AccountabilityVideo Seminar

7 29.04.20

Assignment Workshop for Part 1 – Brochure FocusN.B. 5th May: Submission – Part 1

8 06.05.20

Assignment workshop for Part 2 – PPD Portfolio

12.05.20

Submission Part 2 – PPD Portfolio

16

Teaching Practice and Observations

N.B. There are additional placement handbooks for pre and in service trainees, detailing the expectations and activities whilst in Teaching Practice.

Below is an overview and general introduction focused on the assessment of practice through teaching and learning observations

Over the two years of your course, you are required to be observed in your teaching practice a minimum of eight times and to maintain a teaching file which records these observations and your reflective responses to the process.

You will be responsible for arranging these eight observations. One observation (ideally the first) will be joint between your mentor and a PSET tutor. The remaining 7 will consist of three with PSET tutors and four with your mentor.

Ideally, these will follow the following pattern, but obviously depends on your context and pattern of teaching:

Year 11 Joint observation

(PSET and Mentor)Inservice: October - DecemberPreService: Maybe later depending on placement progress.

2 Mentor January - February3 PSET Tutor February - March4 Mentor March to end of summer termYear 25 PSET Tutor September - November6 Mentor November - December7 Mentor January - March8 PSET Tutor April to end of summer term

The Observation Process

1. Before the observation:You will need to produce your planning documents which will always include a lesson plan and may include a scheme of work and other documents, like a group profile. You will need to email your observer with the rationale for the observed session with comments about the context. This may include comments about differentiation, working with support staff, relationship to other sessions and any other information you would wish your observer to consider. You may also request that the observation has a particular focus e.g. behaviour management or use of questioning.

2. At observation,

17

Please provide paper copies of all planning documents all resources used with students during the session all previous observation feedback – mentor and tutor all reflections on completed observations your action plans covering all previous development points

3. After the observation complete a written reflection on the observation using any format but drawing

of models of reflection, the focus should be on your development as a teacher.

develop an action plan detailing how you intend to develop your practice upload the observation report, reflection and action plan to your e-PPD

Portfolio

18

Education and Training Sector: Professional Standards

As a professional teacher or trainer you should demonstrate commitment to the following in your professional practice:

19

General Assessment Guidelines for Written Assessments Level 5

% Relevance Knowledge Argument/Analysis Structure Presentation Written English Research/Referencing

Clas

s I(E

xcep

tiona

l Qu

ality

)

85-100%

Directly relevant to title. Expertly addresses the assumptions of the title and/or the requirements of the brief.

Demonstrates an exceptional knowledge/understanding of theory and practice for this level through the identification and critical analysis of the most important issues and themes.

Makes exceptional use of appropriate arguments and/or theoretical models. Demonstrates some distinctive or independent thinking. Presents an exceptional critical analysis of the material resulting in clear, logical and original conclusions.

Coherently articulated and logically structured. An appropriate format is used.

The presentational style & layout is correct for the type of assignment.Effective inclusion of figures, tables, plates (FTP).

An exceptionally well written answer with standard spelling and grammar. Style is clear, resourceful and academic.

Sources accurately cited in the text. A wide range of contemporary and relevant references cited in the reference list in the correct style.

Clas

s I(E

xcel

lent

Qual

ity)

70-84%

Directly relevant to title. Addresses the assumptions of the title and/or the requirements of the brief.

Demonstrates an excellent knowledge/understanding of theory and practice for this level through the identification and analysis of the most important issues and themes.

Makes creative use of appropriate arguments and/or theoretical models. Presents an excellent analysis of the material resulting in clear, logical conclusions.

Coherently articulated and logically structured.An appropriate format is used.

The presentational style & layout is correct for the type of assignment.Effective inclusion of figures, tables, plates (FTP).

An excellently writtenanswer with standard spelling and grammar. Style is clear, resourceful and academic.

Sources accurately cited in the text. A range of contemporary and relevant references cited in the reference list in the correct style.

Clas

s II/i

(Ver

y Go

od

Qual

ity)

60-69%

Directly relevant to title. Addresses most of the assumptions of the title and/or the requirements of the brief.

Demonstrates a very good knowledge/understanding of theory and practice for this level through the identification and analysis of key issues.

Uses sound arguments or theoretical models. Presents a clear and valid analysis of the material in the main with clear, logical conclusions.

Logically constructed in the main. An appropriate format is used.

The presentational style & layout is correct for the type of assignment.Effective inclusion of FTP.

A very well written answer with standard spelling and grammar. Style is clear and academic.

Sources accurately cited in the text and a range of appropriate references cited in reference list in the correct style.

Clas

s II/i

i(G

ood

Qual

ity) 50-

59%

Generally addresses the title/brief, but sometimes considers irrelevant issues.

Demonstrates a good knowledge/understanding of theory and practice for this level through the identification and analysis of some key issues.

Presents largely coherent arguments. Evidence of attempted analysis, with some descriptive or narrative passages. Conclusions are fairly clear and logical.

For the most part coherently articulated and logically structured. An acceptable format is used.

The presentational style & layout is correct for the type of assignment.Inclusion of FTP but lacks selectivity.

Competently written with minor lapses in spelling and grammar. Style is readable and academic in the main.

Most sources accurately cited in the text and an appropriate reference list is provided which is largely in the correct style.

Clas

s III

(Sat

isfac

tory

Qu

ality

)

40-49%

Some degree of irrelevance to the title/brief.

Superficial consideration of the issues.

Demonstrates an adequate knowledge/understanding of theory and practice for this level. An attempt is made to analyse key issues.

Presents basic arguments, but focus and consistency lacking in places. Issues are vaguely stated. Descriptive or narrative passages evident which lack clear purpose. Conclusions are not always clear or logical.

Adequate attempt at articulation and logical structure. An acceptable format is used.

The presentational style & layout is largely correct for the type of assignment.Inappropriate use of FTP or not used where clearly needed to aid understanding.

Generally competently written although intermittent lapses in grammar and spelling pose obstacles for the reader. Style limits communication and is non-academic in a number of places.

Some relevant sources cited.Some weaknesses in referencing technique.

Bord

erlin

eFa

il35-39%

Significant degree of irrelevance to the title/ brief. Only most obvious issues are addressed at a superficial level and in unchallenging terms.

Demonstrates weaknesses in knowledge of theory and practice for this level, with poor understanding of key issues.

Limited argument, which is descriptive or narrative in style with little evidence of analysis. Conclusions are neither clear nor logical.

Poorly structured. Lack of articulation.Format deficient.

For the type of assignment the presentational style &/or layout is lacking. FTP ignored in text or not used where clearly needed.

Deficiencies in spelling and grammar makes reading difficult. Simplistic or repetitious style impairs clarity.Style is non-academic.

Limited sources and weak referencing.

Fail

<34%

Relevance to the title/brief is intermittent or missing. The topic is reduced to its vaguest and least challenging terms.

Demonstrates a lack of basic knowledge of either theory or practice for this level, with little evidence of understanding.

Inadequate arguments and no analysis.Conclusions are sparse.

Unstructured. Lack of articulation. Format deficient

For the type of assignment the presentational style &/or layout is lacking.FTP as above.

Poorly written with numerous deficiencies in grammar, spelling and expression.Style is non-academic.

An absence of academic sources and poor referencing technique.

21

Suggested Reading for each Module

In addition to the books, you are expected to make extensive use of journal articles, from amongst others; Journal of Further and Higher Education, Education and Training, Higher Education Quarterly, Research in Post-Compulsory Education, Studies in Higher Education, Journal of Vocational Education and Training, Educational Research, Journal of Education and Work, Post-16 Educator, Educational Review, Journal of Curriculum Studies.And then in addition to books and journals, you will need to keep up to date with appropriate website content for your dual professionalism.

N.B. The list is separated into the sections: books, journals and websites. When you are composing a reference list for an assessment submission you should not separate these different forms within your alphabetical list.

Reading Lists

Below are lists of suggested reading for each module.

N.B. The list is separated into the sections, recommended, books, journals and websites to help you in your reading. When you are composing a reference list for an assessment submission you should not separate these different forms within your alphabetical list.

Module: Teacher as Researcher

Essential

Elliot, J. (1991) Action Research for Educational Change. Milton Keynes: Open University

Hopkins, D. (2008) A Teacher’s Guide to Classroom Research. Maidenhead: Open University Press

McNiff, J. & Whitehead, J. (2011) All You Need to Know About Action Research. 2nd ed. London: Sage.

Somekh, B. (2006) Action Research: A Methodology for Change and Development. Maidenhead: Open University Press

Recommended

Brookfield, S. (1995) Becoming a Critically Reflective Teacher. San Francisco: Jossey-Bass

Carr, W. & Kemmis, S. (1986) Becoming Critical: Education, Knowledge and Action Research. London: RoutledgeFalmer

Denscombe, M. (2007) The Good Research Guide for small-scale social research

projects. (3rd edition) Maidenhead: Open University Press

Herr, K. (2005) The Action Research Dissertation: A guide for students and faculty. London: Sage

Hoyle, E. & John, P. D. (1995) Professional Knowledge and Professional Practice. Cassell: London.

Kincheloe, J. & Berry, K (2004) Rigour and Complexity in Educational Research: Conceptualising the bricolage. Maidenhead: Open University Press

May, T. (Ed) (2002) Qualitative Research in Action. London: Sage

Educational Action ResearchJournal of Vocational Education and TrainingProfessional Development in EducationResearch in Post-Compulsory Education

http://www.youtube.com/watch?v=cYno85t1YmIWaters-Adams, S. (2006) Action Research in Education. [Online]. Available: ttp://www.edu.plymouth.ac.uk/resined/actionresearch/arhome.htm [27.3.13]

Aiscow, M. (nd). What is Participatory research: possibilities and challenges? [Online]. http://www.methods.manchester.ac.uk/methods/participatoryresearch/index.shtml [27.3.13]

Module: Developing Curriculum

Essential

Kelly, A.V. (2009) The curriculum: Theory and Practice. 6th edition. London: Sage.

Neary, M. (2002) Curriculum Studies in Post-Compulsory and Adult Education: A Teacher’s and Student Teacher’s Study Guide. Cheltenham: Nelson Thornes.

Pinar, W. (2004) What Is Curriculum Theory? (Studies in Curriculum Theory). Oxford: Routledge.

Tummons, J. (2009) Curriculum Studies in the Lifelong Learning Sector. Exeter: Learning Matters.

Recommended

Carr, D. (2003) Making Sense of Education. Abingdon: Routledge.

Castling, A. (1996) Competence- based Teaching and Training. Oxford: MacMillan.

Coffield, F., Edward, S., Finlay, I., Hodgson, A., Spours, K. and Steer, R. (2008) Improving Learning, Skills and Inclusion. Abingdon: Routledge.

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Forsyth, I., Jolliffe, A. & Stevens, D. (1999) Planning a Course: Practical Strategies for Teachers, Lecturers and Trainers. 2nd edition. London: Kogan Page.

Gray, l.D., Griffin, C. & Nasta, T. (2005) Training to Teach in Further and Adult Education. 2nd edition. Cheltenham: Nelson Thornes.

Knight, P. and Yorke, M. (2003) Learning, Curriculum and Employment. Maidenhead: Open University Press. *D

Lowe, R. (2007) The Death of Progressive Education. Abingdon: Routledge.

O’Brien, J. (2008) The Course Syllabus: A Learning-centered Approach. San Francisco: Jossey Bass.

Petty, G. (2009) Evidence-based Teaching. Nelson Thornes: Cheltenham.

Pollard, A. (2005) Reflective Teaching. London: Continuum.

Posner, G. and Rudnitsky, A. (2005) Course Design: A Guide to Curriculum Development for Teachers. Allyn and Beacon.

Posner, G. (2003) Analysing the Curriculum. 3rd edition. New York: McGraw-Hill Higher Education.

Race, P. & Brown, S. (1998) The Lecturer’s Toolkit: A Practical Guide to Teaching, Learning and Assessment. London: Kogan Page.

Ross, A. (2000) Curriculum Construction and Critique. London: Falmer Press.

Scott, D. (2008) Critical Essays on Major Curriculum Theorists. Abingdon: Routledge.

Tyler, R.W. (1969) Basic Principles of Curriculum and Instruction. Chicago: University Kirsten Bottomley (Student)Press.

Wallace, S. (2007) Managing Behaviour in the Lifelong Learning Sector. 2nd edition. Exeter: Learning Matters.

Module: Developing Professional Practice

Essential

Avis, J., Fisher, R. & Thompson, R. (eds)(2009) Teaching in the Lifelong Learning sector. Maidenhead: Open University Press.

Cunningham, B. (2008) Exploring Professionalism. London. Institute of Education.

Kennedy A (2005) Models of Continuing Professional Development: a framework for analysis Journal of In-service Education, Vol 31, No2, pp 235-250

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Fraser et al (2007) Teachers’ continuing professional development: contested concepts understandings and models. Professional Development in Education Vol 33, No2, p153-169

Recommended

Atkinson, T. and Claxton, G. (eds.) (2000) The Intuitive Practitioner: On the value of not always knowing what one is doing. Buckingham: Open University Press.

Bolton, G. (2000) Reflective Practice: Writing and Professional Development. London: Paul Chapman Publishing.

Boud, D., Keogh, R. and Walker, D. (1989) Reflection: Turning Experience into Learning. London: Kogan Page.

Bradbury, N., Frost, N., Kilminster, S. and Zukas, M. (eds) (2010) Beyond Reflective Practice: New Approaches to Professional Lifelong Learning. London: Routledge.

Brookfield, S. (2005) The Power of Critical Theory for Adult Learning and Teaching. Maidenhead: Open University Press.

Campbell, A. & Norton, L. (2007) Learning, Teaching and Assessing in Higher Education. Exeter: Learning Matters.

Connolly, B. (2008) Adult Learning in Groups. Maidenhead: Open University Press.

Crawley, J. (2005) In at the Deep End: A Survival Guide for Teachers in Post-Compulsory Education. London: David Fulton Publishers.

Ecclestone, K. (2009) Transforming Formative Assessment in PCET. Abingdon: Routledge.

Ecclestone, K., Biesta, G. & Hughes, M. (2009) Transitions and Learning through the Life Course. Abingdon: Routledge.

Eraut, M. (1994) Developing Professional knowledge and competence. Abingdon: Routledge Falmer.

Fairclough, M. (2008) Supporting Learners in the Lifelong Learning Sector. Maidenhead: Open University.

Gray, D., Griffin, C. and Nasta, T. (2005) Training to Teach in Further and Adult Education. 2nd edition. Cheltenham: Nelson Thornes

Hillier, Y. (2005) Reflective Teaching in Further and Adult Education. London: Continuum International Publishing Group.

James, D. & Biesta, G. (2007) Improving Learning Cultures in Further Education. Abingdon: Routledge. *D

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Moon, J. (2004) A handbook of reflective and experiential learning. Abingdon: Routledge Falmer.

Parsloe, E, and Leedham, M. (2009) Coaching and Mentoring: Practical methods to Improve Learning. (2nd edition) London: Kogan Page. *D

Robson, J. (2006) Teacher Professionalism in Further and Higher Education. Abingdon:

Routledge. *

Roffey-Barentsen, J. and Malthouse, R. (2009) Reflective Practice in the Lifelong Learning Sector. Exeter: Learning Matters.

Scales, P., Pickering, J., Senior, Headly, K., Garner, P. and Boulton, H. (2011) Continuing Professional Development in the Lifelong Learning Sector. Maidenhead: Open University Press.

Schön, D. A. (1987) Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions. Oxford: Jossey-Bass.

Schön, D. A. (2004) The Reflective Practitioner: how professionals think in action. Aldershot: Arena.

Tummons, J. (2007) Becoming a Professional Tutor in the Lifelong Learning Sector. Exeter: Learning Matters. *D

Walker, S. and Ryan, M. (May 2005) ICT in Post-Compulsory Education. London: David Fulton Publishers .

Key to E-Books: *D DawsonEra *E Ebrary *ML MyLibrary

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