Faculty of Arts and Humanities

FACULTY OF ARTS AND HUMANITIES

Plymouth Institute of Education

PROGRAMME HANDBOOK for Postgraduate Certificate in Education (incorporating the Diploma in Education and Training) ACADEMIC YEAR 2017 – 2018

Plymouth University Cornwall College Bridgwater and Taunton College South Devon College Truro and Penwith College 2 | P a g e

PLEASE NOTE: All of the information in this Programme Handbook is correct at the time of printing. Courses are regularly reviewed and updated so details may change.

Plymouth University is proud of its teaching and research and it takes all reasonable steps to provide educational services in the manner set out in this Programme Handbook and in any documents referred to within it. It does not, however, guarantee the provision of such services. Should industrial action or circumstances beyond the control of the University interfere with its ability to provide educational services, the University undertakes to use all reasonable steps to minimise the resultant disruption to those services.

If you require any part of this document in an alternative format or have any other difficulties or concerns relating to accessibility of venues, resources or materials/documentation please contact the Faculty of Arts and Humanities Reception, Room 109, Roland Levinsky Building, or your respective Personal Tutor immediately. Administrative staff in Roland Levinsky are always available and will be more than happy to answer any queries, no matter how small, that are not covered in either of the Handbooks – call in and ask at the reception desk should you need advice on any matter. 3 | P a g e

Contents 4 | P a g e

SECTION 1 WELCOME

Professor Dafydd Moore, Executive Dean of the Faculty Arts and Humanities

Welcome to the Faculty of Arts and Humanities. As an academic community we bring together a broad range of disciplines, from Art History to Education to TV Arts. All our academic subjects are underpinned by strong staff research profiles and practitioners who are committed to giving you the benefit of their learning and to offer you the best possible student experience, no matter what subject or qualification you are studying.

As Dean I wish you every success as both a student, and future alumni of the Faculty. Those who have gone before you have carved a path of success that we know you will follow as you grow intellectually, creatively and in your professional life over the next few years 5 | P a g e

This Handbook This handbook should also be read in conjunction with:

 Plymouth University Student Handbook and Guide to Services (available electronically via here) will provide all the general and important information which will help you to find out what you need to know about the University life, policies, procedures you need to adhere to and the services available to you, including Disability Assist Services, Term Dates, information relating to the Students Union, Tuition Fees, library etc.

 Each programme has a definitive programme specification which provides a brief description of the programme, its distinctive features, programme aims, learning outcomes, etc. Copies of the latest version of the programme specification for your programme are available via the Digital Learning Environment (Moodle) or alternatively, please contact your Programme Leader for details.

The contents of this handbook will provide both programme-related and supplementary Faculty level information for those undertaking a programme of study.

NOTE: This handbook will also be available electronically on the Digital Learning Environment (Moodle) on your respective Programme Moodle site. 6 | P a g e

Introduction and Welcome

The University and its Partner Colleges (the partnership) have been successfully providing teacher education programmes, in various iterations, since 1984. It began as a part-time programme for serving practitioners and, twelve years ago, a full-time route was developed for pre-service teachers, with teaching placements arranged. This programme complies with the mandatory requirements detailed in the ETF Teaching and Training Qualifications for the Further Education and Skills Sector in England (2016) and is underpinned by the Professional Standards for Teachers and Trainers in Education and Training – England (Education & Training Foundation, 2014), within the Framework for Higher Education qualifications in England, Wales and Northern Ireland (QAA, 2008).

The education of teachers for the Further Education and Skills Sector represents an important part of the existing and future work of PIoE. The Postgraduate Certificate in Education Inc. DET (PGCE inc. DET) and the Certificate in Education inc. DET (Cert Ed inc DET) are nationally endorsed qualifications that are recognised by further education colleges, adult and community education services, work based training providers, offender learning contractors and public sector organisations.

Professional practice lies at the heart of the programme and trainees are encouraged to develop as reflective practitioners whilst they explore the theory underpinning their continually developing teaching practice. Since 2007, the programme has been developed to embed education for sustainable development and trainees are also encouraged to demonstrate innovation, creativity and enterprise. There is a strong research base across the partnership which underpins this and other developments in the programme.

The programme consists of three core modules and one enhancement module. Over the four modules, you will explore and analyse current ideas related to learning and teaching in post compulsory education and training, also known as the Further Education and Skills (FES) Sector. The programme will offer a balance of practical skills, reflection, reflexivity and related education theories. The core modules will be concerned with the processes and theories of learning, teaching and assessment, curriculum and society and development of wider professional practices. The opportunity to consider all these areas specifically in the light of your own teaching practice, subject specialisms and experience will be central to your professional development. Through a Professional Portfolio, the programme gives you the chance to evidence your developing practical skills, knowledge and understanding in relation to a range of aims and targets, and also to reflect upon the complex relationships between practice and theory.

Whilst focusing on both generic and subject specific knowledge, understanding and skills, the programme will also involve the development of maths, English and ICT. You will be expected to evidence your personal skills and identify how, as a teacher/tutor, you can support your own learners’ needs in these areas, in relation to the level at which they are studying and the demands of their curricula.

Assigned tutors will support your academic work and observe you teaching. Your subject specialist mentor will support your teaching practice development in the workplace/teaching placement, particularly in relation to your subject specialism and 7 | P a g e pedagogic skills. The active relationship between tutors, mentors and students is intended to be that of colleagues working together to achieve good educational practice, and to ensure that students reach their full potential. 8 | P a g e

SECTION 2 PROGRAMME INFORMATION

Programme Overview The programme operates within Plymouth University’s standard regulations for postgraduate programmes (available electronically on the Digital Learning Environment (Moodle). It is managed by the PIoE within the Faculty of Arts and Humanities.

Programme Rationale

The Postgraduate Certificate in Education is a 120 credit teacher training award for graduate teachers in the Further Education and Skills Sector. Plymouth University has been successfully offering the programme in conjunction with partner colleges for the last twenty years. The programme is subject to OFSTED inspections of Initial Teacher Education. The programme complies with the mandatory requirements detailed in the ETF Teaching and Training Qualifications for the Further Education and Skills Sector in England (ETF 2016) and are underpinned by the Professional Standards for Teachers and Trainers in Education and Training (Education & Training Foundation, 2014), within the Framework for Higher Education qualifications in England, Wales and Northern Ireland (QAA, 2008).

Plymouth University is the only provider of postgraduate Initial Teacher Education (ITE) for trainee teachers in the Further Education and Skills Sector in the South-West. This programme serves a wide range of audiences with trainee teachers in this sector teaching on programmes from pre-entry level for students with learning difficulties, to higher education level for students on foundation and first degrees. The strong and collaborative Partnership includes further education colleges in Somerset, Devon and Cornwall and in 2007 was awarded a Centre for Excellence in Teacher Training. This was a three year project sponsored by LSIS, with Plymouth University, as the lead organisation, drawing down over £900,000 of funding for research and development. Staff across the Partnership engaged in projects which focused on delivering the ITE reforms including the development of mentoring, breadth of practice, communications between College Human Resource teams and FE ITE teams, subject specialist pedagogy, minimum core and blended learning. In line with the Professional Standards and the importance of the link between theory and practice, the practical teaching element of the programme is integrated into all modules. Each module of the programme is 30 credits with 30 credits of the award at Level 6 and 90 credits at Level 7 to comply with the mandatory requirements for qualifications of teachers in the Further Education and Skills Sector.

Each Level 7 module has a Level 6 version to allow students not meeting the programme’s Level 7 criteria to be assessed against the Level 6 criteria. Students achieving less than 60 credits at Level 7 will be awarded the Professional Graduate Certificate in Education. 9 | P a g e

The programme is offered on a full-time basis across one academic year for pre-service teachers. PIoE also contracts the full-time programme out to Cornwall, and Truro and Penwith Colleges and the part-time programme out to Cornwall, Bridgwater & Taunton, South Devon and Truro and Penwith Colleges

Teaching Practice

Pre-service trainees will have placements arranged within the Colleges at which they study or in placement colleges for those studying at the University. In-service trainees will either have their own paid teaching practice or will have arranged voluntary teaching practice. During the programme you should evidence a breadth of teaching practice for a minimum of 130 hours, of which 100 hours will be in the full teaching role (direct contact). Of this, there must be a minimum of 70 hours group teaching and a maximum of 30 hours 1:1. The additional 30 hours will be non-contact and will include involvement in team meetings, IV/EV meetings, interviewing, visits, observations of teaching and CPD activities. You will complete a log of practice (see module checklists) which will provide a record of your engagement in your developing professional practice and show a breadth of practice in relation to different groups, levels or settings. You must pass each of the two teaching observations per module and meet the log of professional practice requirements in order to progress between modules. Therefore these documents must be submitted at each submission date.

POPPI and Placement Information and Documentation Please click here for the latest placement information and documentation. This link will take you to Plymouth Online Practice Placement Information (POPPI). Here you will find common templates and proformas, Handbooks, Policies and Guidance, and examples of completed documents. These are for use by Trainees, Mentors and Tutors.

Programme Specification Programme Specifications can be found on the Programme Moodle pages.

Programme Structure An outline programme structure and features, modules, credit and award requirements are as follows:

NB where FT and PT programmes are taught together they will follow either route A or route B for the ordering of these two modules: Enhancement Module* and DLLS 779 Curriculum and Society. Route ‘B’ is currently only delivered at Cornwall College. 10 | P a g e

Full-Time Programme - route A and B

Autumn DLLS690 Learning, Teaching and Assessment Term (Core Module Level 6 - 30 credits) AU/M Enhancement Module* (Level 7 - OR DLLS779 Curriculum and Society 30 credits) (Core Module Level 7 - 30 credits)

Spring DLLS779 Curriculum and Society Enhancement Module (Level 7 - 30 Term (Core Module Level 7 - 30 credits) credits) SP/M DLLS780 Wider Practice and Professional Development (Core Module Level 7 - 30 credits)

Part-Time Programme - route A

Autumn Term Year 1 DLLS690 Learning, Teaching and Assessment AU/M (Core Module Level 6 - 30 credits) Spring Term Year 1 Enhancement Module* (Level 7 - 30 credits) SP/M Autumn Term Year 2 DLLS779 Curriculum and Society AU/M (Core Module Level 7 - 30 credits) Spring Term Year 2 DLLS780 Wider Practice and Professional Development SP/M (Core Module Level 7 - 30 credits)

Part-Time Programme route B

Autumn Term Year 1 DLLS690 Learning, Teaching and Assessment AU/M (Core Module Level 6 - 30 credits)

Spring Term Year 1 DLLS779 Curriculum and Society SP/M (Core Module Level 7 - 30 credits) Autumn Term Year 2 Enhancement Module* (Level 7 - 30 credits) AU/M Spring Term Year 2 DLLS780 Wider Practice and Professional Development SP/M (Core Module Level 7 - 30 credits) 11 | P a g e

* Enhancement Modules

Delivery Centre Enhancement Module Plymouth University DLLS784 Theories and Principles of Managing Learning Environments Cornwall College DLLS782 Principles of Teaching and Innovation, Enterprise and Employability Bridgwater and DLLS781 Theories of Learning and Managing Behaviour Taunton College South Devon DLLS781 Theories of Learning and Managing Behaviour College Truro and Penwith DLLS783 Investigating Theories of Learning and Teaching College

For part-time students, modules may be spread over more than one academic year. Modules may be taken in any convenient order as long as the necessary pre-requisites have been met.

Information about the modules contained within the programme can be found as part of the programme specification which is on the Digital Learning Environment for Plymouth University trainees or on your College’s virtual learning environment.

Professional Portfolio It is important to bear in mind, from the outset of your study, that you are working towards a PGCE that will provide pre-service trainees with a foundation for a potential career and for in-service trainees, the means of demonstrating development to progress your career in the future.

The Professional Portfolio is central to the programme and the means by which you explicitly demonstrate your professional and personal developmental journey as a reflective practitioner. It will become a portfolio of your development which will demonstrate to future employers and reviewers how you have improved your practice and developed your employability during the programme. It may also be used in an Ofsted Inspection if you are selected to meet an Inspector during the programme, or during the first year of your employment as a teacher. You will be required to provide those sheets which are starred in each of the checklists, depending on how far you have reached in the programme.

Engagement in this process will allow you to demonstrate your ability to evaluate and improve your approaches to planning and enabling teaching, learning and assessment. You will identify specific targets for improvement and actions to be taken, through reflection on your teaching and the feedback provided by your subject specialist mentor and tutors. Reflecting on knowledge, understanding and practice in relation to the professional standards, including access, progression and exploration of professional values, helps to promote a holistic approach to your professional and personal development. A fundamental aspect of this process is the collaborative relationship between you, your mentor and your tutor.

The Professional Portfolio process will enable you to: 12 | P a g e

• become more effective, independent and confident self-directed learners; • understand how you are learning and relate your learning to a wider context; • improve your general skills for study and career management; • articulate your personal goals and evaluate progress towards your achievement; and • encourage a positive attitude to learning throughout life • provide professional development action plans to take forward into your first job as a teacher

You will need a high level of passion and drive for success if you wish to realise your ambitions in a highly competitive job market. Opportunities for support can also be made available on request and information relating to a student drop-in clinic is available at the following weblink: http://www1.plymouth.ac.uk/careers/Pages/default.aspx

Professional Accreditation Students who successfully complete this programme can apply for Qualified Teacher Learning and Skills (QTLS) status through the Education and Training Foundation – please click here. PGCE (inc. DET) awards do not automatically confer QTLS; there is a period of professional formation required, and students will be informed about this during their studies. Students will also be informed of any further requirements for QTLS including Maths at Level 2 and specialist diplomas for those teaching functional skills.

Research and Scholarly Activity There are lecturers across the University and College partnership engaged in and publishing post-doctoral and post-masters research on education for sustainable development; the professional development of teacher educators; experiences of vocational specialists entering teaching; mentoring trainee teachers; e-portfolios as a tool for teacher training; encouraging innovation, creativity and enterprise in teacher training and the hopes, aspirations and experience of injured soldiers and pathways into higher education.

Ethics If you are undertaking research which involves human participation, you will need to ensure that you adhere to the University’s Ethics policy. This covers issues such as informed consent, openness and honesty, the right to withdrawal, protection from harm, debriefing, confidentiality, and any ethics protocols that relate to professional bodies.

For more details please click here. 13 | P a g e

International Students Plymouth University and UKVI (United Kingdom VISA AND IMMIGRATION) Requirements  The University must retain copies of the personal identity pages of your passport plus pages covering your current leave and all UK leave stamps, and a copy of the Biometric Residence Permit/BRP (if applicable). These documents must be scanned by our International Student Advice (ISA) in the Roland Levinsky Building, before you will be allowed to enrol on your programme.  If you do not have a valid visa that permits study at this institution, and cannot submit a valid application to UKVI through ISA, before our final enrolment deadline, then enrolment will not be permitted and you will be advised to return home and defer your studies.  Records of attendance must be kept for all students with a Tier 4 student visa.  It is vital that you keep your Faculty and the International Student Advice notified of any periods of non-attendance or absence, such as illness.  Attendance on your programme is also monitored so if you miss classes, submitting work or other requirements of your course then you may be given a warning or withdrawn from your programme of study, depending on the amount of classes or work missed.  You must maintain up-to date personal contact details on the Digital Learning Environment (Moodle) at all times, in particular your local address, personal email and local / mobile phone number.  If you wish to withdraw from or suspend / interrupt your studies, you must inform your Faculty and ISA immediately.

Please note: the University must report changes in your circumstances to the UKVI, this may include but is not limited to: 1. A specified period of non-attendance. 2. If you cease to study at the university for any reason (withdrawals, suspensions, interruptions etc.). 3. If you are withdrawn from your course through non-payment of tuition fees or any other reason. 4. If your study circumstances change such as a change in course, or if the duration of your course changes. 5. If you undertake a work placement as part of your course. 6. If it is known that you are not complying with the conditions of your leave (for example working more hours per week than you are permitted).

For full details of your Tier 4 responsibilities as a student at Plymouth University please click here

14 | P a g e

Please see International Student Advice ISA to discuss or clarify any of the points above. ISA: Roland Levinsky Building, [email protected]

Accreditation of Prior Learning PIoE will consider claims for Accreditation of Prior Learning (APL). Students wishing to apply for APL will be referred to the PIoE APL Guide. 15 | P a g e

SECTION 3 TEACHING, LEARNING AND ASSESSMENT

Learning and Student Experience Strategy and Goals 2013-2020 All University courses are required to align to this institutional strategy. This comprises of 6 goals which aim to have the student experience at the heart of what we do. The strategies can be accessed here .

Formative and Summative Assessment The assessment of your intellectual skills (knowledge and understanding) and your professional practice is through a combination of formative and summative assessments. Formative assessments may be in the form of seminars, individual tutorials, through micro-teaches or presentations in order to inform your learning. Summative coursework assignments include essays, a research proposal and preparing presentation materials; practice assignments are in the form of a professional portfolio, as well as teaching observations and logs of professional practice. These assignments will count towards your progression through the programme and your final award. Details of these will be published in the module handbooks and you must comply with the directions given by your tutors for each module and particularly note the hand-in deadlines and what must be submitted.

Please reference the Benchmarking Skills Map within the Programme Specification (on Moodle or local VLE) for further details on how the teaching, learning and assessments of the skills listed within the column on the right is achieved within each module.

Plagiarism Plagiarism is a form of academic dishonesty, and means using the ideas and words of others without acknowledging that you have done so. In serious cases this might involve deliberately trying to pass off the words and ideas of others as one’s own. You have now joined an academic community where plagiarism is taken very seriously. Cases of suspected plagiarism will be referred to a committee for review, and should the committee decide that academic dishonesty has taken place, action will be taken. The latter may take several forms, including the re-writing of an assignment, and in serious cases the student will be told to withdraw from the programme. To avoid the risk of plagiarising, you will need to use the Harvard referencing system accurately and consistently.

Overlength or Underlength of Assignments There is a leeway of 10% of words either way (unless a range is provided) but if this is breached, students may be penalised and required to resubmit. Please note that long quotations, do not contribute to the word count of an assignment.

Return of Assessed Work All work will normally be returned to you within 20 working days (plus any statutory holidays) of the hand-in date. Supportive feedback will be provided, connected to the assessment criteria. Marks will be provisional until the Award Assessment Board has confirmed the results. Following the Board you will receive a transcript of your results. If 16 | P a g e your work has failed for the first time, you did not submit or you were late at the first attempt, you will be given a date for resubmission* and details of the Standard Referral Task required. Details of how to access this task will be included with the transcript for partner college students. University students will be instructed to access the task on the University student portal. It is imperative that you read all communications from the University carefully and you act on the instructions given, as failure to do so will, subject to the Award Board, result in you failing at the 2nd attempt, which will result in you failing the programme. If you do not understand the instructions given, you must seek clarification using the contact details provided in the letter from the University. If you wish to discuss this with your tutor, you must take the letter and enclosures with you to any tutorial arranged.

This assumes that the failed work is a Fail 1, you have passed each of the two teaching * observations per module and have met the log of professional practice requirements and that you are trailing no more than 60 credits. If the Fail means that you are trailing more than 60 credits, then you will, subject to the Award Board, be required to interrupt, to avoid disadvantaging you in your progression on the programme.

Publication of Final Results At the end of your programme, you may be required to submit all completed work for review by the External Examiner. The Award Assessment Board will decide whether you have completed the programme successfully and you will be notified of your success within a short period of time. You will then be invited to the University or Partner College Graduation Ceremony.

Extenuating Circumstances We recognise that you may be prevented from submitting work on time for good reasons. Extenuating circumstances are granted in exceptional circumstances, in accordance with the University regulations. If health, or any other circumstance, prevent you from meeting a deadline then you must fill in an extenuating circumstances form. It must be accompanied by corroborating evidence which explains the circumstances, timing and severity of the problem which has resulted in the claim for extenuating circumstances. The case for the extenuating circumstances will be considered by a Faculty Screening Panel. Please keep your tutor apprised of any problems. Please note that students are normally allowed a maximum of 10 working days from the original deadline for the submission. If you have submitted a claim for extenuating circumstances and these are no longer causing extenuating circumstances, you should continue to work on the assignment so that you are ready to submit on the revised deadline you will be given, in the event that the extenuating circumstances are granted. If the reason for the extenuating circumstances continues and means you cannot meet the revised deadline, this will be discussed at the next Award Board. If extenuating circumstances are not granted, the assignment will become a F1, if a first attempt, or a F2, if a second attempt. You must then wait for instructions following the next Award Board. For further information, see the Student Handbook available here (click on ‘Academic Regulations’) taking particular note of the process and procedures as well as what constitutes an Extenuating Circumstance.

NB At the end of the academic year, the final opportunity to submit following a claim for extenuating circumstances is 1st June of any academic year. 17 | P a g e

Interruption of Study or Withdrawal from the Programme On rare occasions a student may find that they are unable to continue their study at present. Reasons vary, but may include ill health, bereavement, family difficulties or severe changes in patterns of work. In these circumstances, where continuation on the programme is not possible, you may apply to interrupt your studies. If possible, this process should start with a one-to-one tutorial with your academic/personal tutor. The length of interruption and the proposed date for resuming studies can be discussed at this point. If you are unable to meet with your tutor, please inform the Programme Administrator as soon as possible. Note that you will need to inform Student Finance England of your decision, and that this may affect your funding. Requests for interruption of study must be made on the appropriate form, available from your tutor or from the Programme Administrator.

Full-time students must follow the above procedure, but if they are unable to meet their tutor they must inform their Placement Co-ordinator immediately to ensure that all teaching commitments can be covered by other staff.

You will normally be offered the opportunity to resume study by letter from the University, within the maximum period of registration (see 2nd bullet point below). If you confirm your intention to resume, you will be sent a letter from the University, which will require you to update your Reflective Development Plan in your Professional Portfolio and meet the DBS and Fitness to Teach requirements. Subject to you meeting these requirements and the availability of a placement for full-time students and the necessary teaching practice for part-time students, you will be contacted by the University / Partner College to arrange a ‘resuming study tutorial’ to plan your return to the programme.

Should you decide for any reason to withdraw from the programme, we would strongly recommend that you discuss this beforehand with your tutor. Withdrawal will have implications for the award you receive. Please note the following:

• Students who wish to withdraw from a module must complete the appropriate form by the published deadline. Students who do not formally withdraw by the published deadline and subsequently do not complete the module will be deemed to have failed the module. • The University has a maximum period of registration for this award which is three years for a full-time student and five years for a part-time student • If you are currently employed, withdrawal may also have implications for your future employment, and we recommend that you discuss this with your employing institution.

Please reference the Benchmarking Skills Map within the Programme Specification for further details on how the teaching, learning and assessments of the skills listed within the column on the right is achieved within each module. 18 | P a g e

Marking Policies Tutors in each centre carry out first marking and a sample of second marking, and the University Partnership Co-ordinator is involved with moderation meetings at each centre and collects a sample of students’ assignments for cross-partnership standardisation. Referencing Conventions The standard referencing system for the provision is the Harvard System and there is a referencing support site here and details are provided in the PGCE/Cert Ed Study Skills Guide. This pack can be accessed online through the University Moodle site or the Partner College virtual learning environments. The Harvard system used by PIoE is based on the book Pears, R. and Shields, G. (2013) Cite them right: the essential referencing guide. Basingstoke: Palgrave Macmillan (and subsequent versions).

Submission of Assessed Work The Faculty of Arts and Humanities reception is located in Room 105 Roland Levinsky Building.

The reception opens for submission of coursework Monday to Thursday 08.30 – 17.00 hrs. Reception is closed on Saturday/Sunday and on English/Welsh bank holidays.

Contact Details:

Faculty of Arts and Humanities Room 109 Roland Levinsky Building Plymouth University Drake Circus Plymouth PL4 8AA

Email: [email protected] Telephone: +44(0)1752 585020

Submission Partner Colleges will provide details of how and where coursework should be submitted at 3pm on the specified submission date. For University students the coursework component should be submitted using the electronic submission process before 3pm on the specified submission date. The Practice and Portfolio components will be handed in hard copy to the Faculty of Arts and Humanities Reception. Please check your module handbook for details of submission. For all Schools, this will be Room 105 of the Roland Levinsky building. 19 | P a g e

1. All coursework submitted via the receptions need to be presented in a secure fashion and have a completed cover sheet attached. The cover sheets are available on the coursework preparation desk immediately outside the Faculty of Arts and Humanities Reception in the Roland Levinsky Building. 2. Please make sure you have your student card with you when submitting work, and that you are sure of the module code. 3. Group work, if used, will not be anonymous: all members of the group must sign the section at the foot of the cover sheet and ensure their card numbers are clearly marked alongside the signature. 4. DO NOT BE LATE The system is set up to allow a maximum of 30 seconds leeway before a late mark is stamped on the receipt. This stamp carries a potential mark of zero if the module is pass/fail, or a cap at the pass mark (currently 40% for undergraduate and 50% for postgraduate). If the work is over 24 hours late it will earn a zero mark. It is recommended that all students leave plenty of time to allow for traffic/travel issues and potential problems with printing, as these do not normally constitute extenuating circumstances. 5. If you are late due to circumstances beyond your control, please speak to a member of the counter staff who will be happy to begin the extenuating circumstances claims process with you. 6. A facility for submitting coursework out of hours is available in the entrance of the library, where there is a secure coursework drop-off. Affix a photocopy of your student card, and simply put it in the box provided. If you cannot get a photocopy, then please ensure your students and card numbers are clearly marked on your cover sheet.

Return of Assessed Work and Feedback University students will collect the hard copy work from Faculty of Arts and Humanities reception is located in Room 105 Roland Levinsky Building. To ensure confidentiality can you ensure that you have your student card with you when collecting work. Electronic submitted work will be returned via the e-submission process on Moodle. Partner colleges will be able to advise how to collect assessed work

External Examiner Arrangements External Examiners are essential to the academic well-being of the University. Their involvement ensures that: 1. Standards are appropriate by reference to published national subject benchmarks, the National Qualifications Framework and the University's programme and module specifications. 2. The assessment process measures student achievement against the intended learning outcomes 20 | P a g e

3. The assessment process is in line with the University's New Assessment Policy 2014-20 (for implementation from September 2014) 4. The University's awards are comparable in standard to awards conferred by other UK HE institutions 5. The assessment process is operated fairly and equitably and in accordance with University Regulations. 6. There will be one or more Subject External Examiners involved in your programme and one Award External Examiner.

Students can access external examiners’ details (name, position and home institution) via a link under ‘Your learning/Your External examiners’ on the student portal. Based on individual Student Reference Numbers, students will be given access to the details of the External Examiners for the modules on which they are registered and their reports – and responses to these reports - for the last two years. External Examiner reports can also be found on the Programme Moodle pages.

Ofsted Inspection In the event of an Ofsted Inspection you may be selected for observation by an Inspector. If so, as well as the usual documentation required for your observer, you should also provide all assessed assignments to include coursework, Professional Portfolio and all feedback on observations carried out up until the date of the Inspection. If inspected, the first visit will take place in the summer term of your programme. There will then be a subsequent visit during the Autumn term when they may visit the same or different students to those visited in the Summer term, in their first term of employment. Again, the Inspector may wish to see your coursework, Professional Portfolio and all feedback on observations carried out as a trainee teacher, plus any observations you have had in your first term of employment. It is therefore important that you keep these documents to hand, at least during the first term of employment, although you may wish to keep your Portfolio for future teaching interviews.

Student Feedback and the Student Voice There are several routes through which the student voice can be heard, including Local Programme Committee Meetings (LPC), end of module feedback forms, Student Perception Questionnaire and Programme Committees etc. These kinds of opportunities give you the chance to tell us what you feel about your experience of teaching and learning at Plymouth University and to allow us to identify those issues that are perceived by you as affecting your education, either positively or negatively. Students should not contact External Examiners directly. 21 | P a g e

SPQ (Student Perception Questionnaire) The Student Perception Questionnaire (an in house survey) is launched at Plymouth University in January and finishes at the end of March. The survey is available to eligible students here .

Your support is vital to the success of the survey!

Students as Partners Charter Students and staff are members of the academic community and are all partners with complementary roles and responsibilities in the learning process. Students and staff have jointly developed an agreement that sets out key principles that underpin this partnership. Through this partnership, we are enhancing academic standards and achieving the University’s vision, mission and values.

Please click here for further information.

Local Programme Committee This Committee meets three times a year to consider the progress and development of the Programme. One or more student representatives from each year should attend, in addition to key members of staff, including the Programme Leader (Chair), Module Leaders and a representative from Information and Learning Services. The Local Programme Committees at the University and the Colleges all feed into the Partnership Programme Committee which takes place five times per year.

Student Representatives Each Level of each Programme has one or more student representatives, elected for a year, who are expected to participate in a range of activities – from attending training sessions at the beginning of the year (organised by the Students’ Union) to attending Programme Committees (see above) and representing their cohort’s views at the LPC, School Teaching and Learning Quality Committee’s or Faculty Teaching and Learning Quality Committee. Further information is available from the Student’s Union. One representative from the School also attends Faculty Advisory Forum (which is held four times during the academic year) to represent the views of all the students in the School and also to learn about current Faculty priorities. For further information please click here.

Engagement with Studies You are expected to attend ALL timetabled sessions for each module, unless otherwise directed by the Module Leader – your participation is essential. There is a very close correlation between those students who are poor attendees and those who fail to progress 22 | P a g e at the end of the year. It's recognised that those who attend regularly give themselves a much higher chance of success. If you are having difficulties or feeling uncertain please contact your Personal Tutor or other member of staff to talk things through. The University offers various support services to help you adjust to university life and academic work.

We expect you to approach your studies in a professional manner and if you know you are going to be absent from a timetabled session, you should inform the Module Leader by email and negotiate how you are going to catch up. As a minimum, if you are ill or otherwise unable to attend, you should send apologies to your tutor and ensure that you have caught up with the work. If your assessment is affected by circumstances beyond your control, you may be able to claim for extenuating circumstances – see details elsewhere in this handbook.

In addition, procedures are in place to monitor attendance throughout the year and if you fail to submit coursework without notice or regularly fail to attend sessions, a letter will be sent to both your home and term-time addresses requesting details of absence. If you do not respond within a specified time, further action will be taken which may ultimately result in you being assumed to have withdrawn.

Students with Specific Learning Difficulties/Disabilities The course team has much experience of helping and advising students with learning difficulties. You should not hesitate to talk to your tutor if you have any concerns about learning, whether you declared this at the outset or not, or if you are only now coming to question whether indeed you may have a learning difficulty. The University has a specialist unit, Disability Assist Services, and you can contact them for guidance and support (see Plymouth University Student Handbook (available here) for more details.

Early Alert Through support from Tutors and Mentors most questions or uncertainties can be addressed and resolved. Occasionally, there may be a particular aspect of the programme or a related personal matter that needs more focused attention, but does not require a Cause for Concern (see below). In this instance, the trainee and tutor can meet for an Early Alert tutorial that can help by ascertaining the background of the issue in question, suggest and record actions to be taken, with a follow up review of progress (see appendix 6). If, following a review of progress, the issue remains unresolved then the Cause for Concern should be raised as the next step in supporting the students/trainee teachers.

Cause for Concern Even very competent pre-service or in-service trainee teachers can experience setbacks and what may seem to be insurmountable problems. Most difficulties can be overcome with constructive guidance and a supportive approach from Mentors and Tutors. For a minority of trainee teachers however, the problems require more formal support to solve. If the Mentor and/or Placement Co-ordinator and/or Tutor has a cause for concern in relation to your obligation to and management of your placement, your professional 23 | P a g e responsibilities, or absence from your placement or programme, a cause for concern procedure should be put into action. Full details of the procedure can be found at Appendices 4 - 5. A meeting should be arranged with you, the Mentor, the Tutor and, for FT and PT Pre-service Trainee Teachers, the University and / or College Placement Co- ordinator and, for PT In-service Trainee Teachers where appropriate, an HR representative. This meeting should take place at least two weeks before the Mentor is required to sign your log of professional practice which confirms you have made at least satisfactory progress towards meeting the programme requirements. The Cause for Concern form should be completed, an action plan and timescale agreed and a Progress Review meeting arranged to consider progress towards the targets set. If sufficient progress has been made, then there will no longer be a cause for concern. If some progress has been made but there are still targets to meet, which it is considered you could achieve, a further Cause for Concern form will be completed and a second Progress Review meeting arranged. If not, or if you fail to meet all of the targets set at the second Progress Review, then you would fail the placement and be required to interrupt (see Appendices 4 - 5 for further information).

Changes in Circumstances Students must immediately notify their tutor in the following events: • Significant changes to health • Involvement in anything that could have an impact on your DBS status

The ‘cause for concern’ procedure will be implemented and appropriate actions identified.

Tutorial Support and Guidance Your respective Personal Tutor is concerned with providing general support and guidance to you. Module Leaders and tutors will be responsible for providing module related academic support and tutorials on an individual basis. Most members of academic staff will publish their ‘office hours’ early in each semester and will be available for consultation, either by prior appointment or on a drop-in basis.

Personal Tutoring Policy Personal tutors are designated as a sustained and first point of reference for individual students on personal, domestic or academic matters. Every student is allocated a named personal tutor who should normally be a member of academic staff within the subject discipline of the student. Every student should attend a minimum of two meetings per year. Students have a responsibility to contact their personal tutor when they need help or guidance and should be proactive in attending meetings and raising personal issues.

24 | P a g e

Discussions with your personal tutor are of a confidential nature, unless particular issues arise that need to be recorded or referred for the welfare of the student or University. Please click here for Personal Tutoring Policy. Also please click here for further information on Confidentiality and Data Protection.

Learning Resources and Environment The standard study programme for an award consists of a number of Stages for undergraduates. A Stage is equivalent to one year of study for a full time student.

The credit weighting of undergraduate awards will be:

Stage 1 total of 120 credits Stage 2 total of 120 credits Stage 3 total of 120 credits

The credit weighting of postgraduate awards will be:

Postgraduate Certificate a minimum of 60 credits Postgraduate Diploma a minimum of 120 credits Masters (including MRes & ResM) a minimum of 180 credits

Delivery of all elements of knowledge and understanding for teaching and learning is through a combination of lectures, seminars, tutorials and workshop-based activity. You are expected to spend approximately 300 hours per week studying, in total. Some of this time will be spent in planned sessions such as lecture, seminar, practical, tutorial or workshop but the rest of it is for independent study. For each module you will have set contact time each week, outlined in module timetables, which you must attend.

Please note that throughout the course of the programme you are expected to undertake independent reading and practical work to consolidate and broaden your understanding of the subject that you are studying.

Library Services The Charles Seale–Hayne Library provides distinctive and bespoke collections to support the range and diversity of the programmes delivered across the faculty both in print and via a range of electronic media including, e-books, e-journals and electronic archives.

Within the library, students have access to a breadth and depth of print collections to support students at all levels in their learning and research, including special collections specific to the faculty (School Experience, Rare Books, Rare Journals; Artists’ Books and the Swansea Devon collection). 25 | P a g e

The library is open 24/7 all year round providing access to both print and electronic collections at all times.

The library provides different spaces to suit most types of learning experience from silent areas to group study rooms. The library also provides a range of services to support your learning, for example: large format printing; equipment hire; materials for purchase; PCs; MACs; assistive technology for students with disabilities. There is a friendly helpful team on hand to assist in use of all these resources including specialist support for students with disabilities.

The team of information specialists work with students in designated schools to provide initial orientation to library and IT services. They also provide follow up sessions supporting the development of information and digital literacy for students at all levels which are normally embedded within programme modules and tailored to the needs of the different disciplines.

The Information Specialists also attend programme and staff student liaison committees feeding back ideas from staff and students to the library ensuring the continued development and delivery of relevant and high quality library services.

The Partner Colleges also have excellent library facilities and, as well as these, you will also have access to the Plymouth University Library Services and you will receive details about this in your College Inductions.

Useful information:

Information Specialists’ online support here.

Contact details for individual Information Specialists can be found in part 5 of this handbook Library and IT enquiries and help contact: [email protected] or +44 (0)1752 588588

Ask librarian (online chat support) here.

Library and IT self-help here.

Additional library support for students with disabilities can be found here. Service for distance, placement information can be found here. Further information on the Plymouth University Library can be found here. 26 | P a g e

lynda.com The University has a campus wide subscription to lynda.com which is a comprehensive library of video-based training resources. This service is available to all University staff & students and provides a wide range of tutorials dedicated to a continually growing and evolving library of training videos and tutorials covering a wide range of software, technologies and business topics.

Visit here to watch an introductory video on Lynda.com and to access over 2,400 courses and 110,000 tutorials with new releases every week

Nappy Changing and Breast Feeding Facilities A nappy changing table is available in the disabled toilets on the ground floor of Roland Levinsky Building next to Lecture Theatre 2. Freshlings Nursery has breast feeding facilities for students and staff that have children registered at the University nursery. The Squash and Fitness Complex at Endsleigh Place (run by the Recreation Service together with the Students’ Union), provides a room for the purpose of breast feeding for any member of Plymouth University.

Building Opening Times For buildings situated in Roland Levinsky Building, there is swipe access for Faculty of Arts and Humanities students from 0700-2359, 7 days per week. Please note that the doors are manually unlocked at 0800 daily, Monday-Friday during term time. NB Certain practical/making workshops are only accessible with technical staff presence/supervision.

During Bank Holidays and the Christmas break, all areas remain on swipe access throughout. However, additional security measures are normally in place over the Christmas period, and users are requested to ring Security in the first instance.

Safety Policy Code of Practice: Lone and Out of Hours Working This Code of Practice provides advice and guidance for staff and students, who wish to work by themselves without close or direct supervision. This policy does not cover home working. The University Policy of Lone and Out of Hours Working can be found here. 27 | P a g e

SECTION 4 PROGRAMME MANAGEMENT STRUCTURES

Programme Management Team This comprises: 1. Programme Leader - responsible for the conduct and administration of the course and for overseeing its academic standard. 2. Partnership Co-ordinator – responsible for day to day conduct of the course and co- ordinating the partnership quality assurance activities. 3. University and College Placement Co-ordinators – responsible for overseeing teaching placements. 4. Module Leaders – responsible for the academic quality and standards of the module and the day-to-day running of them. 5. Personal Tutors – who have a pastoral responsibility for a selection of students, and who offer support and guidance on individual matters. Russell Shobrook Programme Leader Room 201, Nancy Astor Building, Drakes Circus, Plymouth Tel: (01752) 585475 Email: [email protected]

Russell Shobrook Partnership Co-ordinator Room 201 Nancy Astor Building Tel: (01752) 585475 [email protected]

Wendy Lambert Heggs Placement Co-ordinator and Tutor Room 208 Nancy Astor Building, Drakes Circus, Plymouth Tel: (01752) 585467 Email: [email protected] Sue Webster Tutor Room 208 Nancy Astor Building, Drakes Circus, Plymouth Tel (01752) 585465 Email: [email protected]

Simon Webster Tutor Room 208 Nancy Astor Building, Drakes Circus, Plymouth Tel (01752) 585473 Email: [email protected] 28 | P a g e

SECTION 5 FACULTY LEVEL INFORMATION Faculty/School Management and Technical/Professional Services Contact Detail N.B. Correct at time of print. September 2017 Executive Dean Prof Dafydd Moore +44 (0) 1752 585000 [email protected] Associate Dean (Teaching and Learning) and Deputy Dean Dr Steve Butts +44 (0) 1752 585007 [email protected] Faculty Registrar Mrs Donna Dewar +44 (0) 1752 585018 [email protected]

School of Art, Design & Architecture Head of School of Art, Design & Architecture Prof Chris Bennewith

+44 (0) 1752 585151 [email protected] Senior Support Administrator - [email protected]

Associate Head of School Art, Design & Architecture (Teaching and Learning) Andrew Humphreys +44 (0) 1752 585194 [email protected]

Associate Head of School Art, Design & Architecture (Architecture & Build Environment) Simon Bradbury +44 (0) 1752 585183 [email protected]

Associate Head of School Art, Design & Architecture (Art) Dr Simon Standing +44 (0) 1752 585213 [email protected]

Associate Head of School Art, Design & Architecture (Design) David Smart +44 (0) 1752 585232 [email protected]

Associate Head of School Art, Design & Architecture (Enterprise & Creative Industries) Prof Roberto Fraquelli 29 | P a g e

+44 (0) 1752 585170

[email protected] k Associate Head of School Art, Design & Architecture (Internationalisation) Mr Gianni Corino +44 (0) 1752 586269 [email protected]

Associate Head of School Art, Design & Architecture (Marketing & Recruitment) Mr Roy Tam + 44 (0) 1752 585172 [email protected] Associate Head of School Art, Design & Architecture (Research) Prof Steve Goodhew +44 (0) 1752 585190 [email protected] Plymouth Institute of Education Director of Plymouth Institute of Education Prof Megan Crawford +44 (0) 1752 585309 [email protected] Senior Support Administrator – [email protected]

Deputy Director of Plymouth Institute of Education Dr Beth Gompertz +44 (0) 1752 585394 [email protected]

Associate Director of Plymouth Institute of Education (Teaching & Learning) Dr Valerie Huggins +44 (0) 1752 585355 [email protected]

Associate Director of Plymouth Institute of Education (Research) Prof Garry Hornby +44 (0) 1752 585397 [email protected]

Associate Director of Plymouth Institute of Education (Postgraduate) Dr Julie Anderson +44 (0) 1752 585434 [email protected]

School for Humanities and Performing Arts Head of School for Humanities and Performing Arts Dr Annika Bautz +44 (0) 1752 585116 30 | P a g e [email protected] Senior Support Administrator – [email protected]

Associate Head of School Humanities and Performing Arts (Teaching and Learning) Dr Victor Ramirez Ladron +44 (0) 1752 585239 [email protected] Associate Head of School (English and Creative Writing) Dr Bonnie Latimer +44 (0) 1752 585115 [email protected]

Associate Head of School Humanities and Performing Arts (Music and Performing Arts) Mrs Ruth Way +44 (0) 1752 585241 [email protected]

Associate Head of School Humanities and Performing Arts (History and Art History) Dr Elaine Murphy +44 (0) 1752 585119 [email protected] Associate Head of School Humanities and Performing Arts (Research) Prof James Daybell +44 (0) 1752 585110 [email protected] School Lead School of Humanities and Performing Arts (Internationalisation) Dr Sandra Barkhof +44 (0) 1752 585121 [email protected]

Associate Head of School Humanities and Performing Arts (Marketing & Admissions) Dr Rachel Christofides +44 (0) 1752 585114

[email protected] Library Services Senior Information Specialist (School of Art, Design & Architecture) Ms Amanda Russell +44 (0) 1752 587118 [email protected]

Information Specialist (School of Humanities and Performing Arts) Mr Ian Rayment +44 (0) 1752 587117 [email protected]

Information Specialist (Plymouth Institute of Education) 31 | P a g e

Mrs Julie Luxton +44 (0) 1752 587121 [email protected]

Technical Services Faculty Technical Manager (from November 2017) Mr Nick Beckett

The Faculty of Arts and Humanities Reception is located in Room 109 on Floor 1 of the Roland Levinsky Building open Mondays – Thursdays 8.30 – 17.00 hrs and Fridays 8.30 – 16.30 hrs (except on Bank Holidays). Postgraduate (Taught) Programmes Senior Programmes Administrator Mr John Turner +44 (0) 1752 585021 [email protected] Programmes Administrator Mr James Palmer +44 (0) 1752 585336 [email protected] School of Art, Design & Architecture Senior Programmes Administrator Miss Caroline Major +44 (0) 1752 585052 [email protected] Programmes Administrator Miss Emma Phillips +44 (0) 1752 585023 [email protected] Mrs Seran Carne +44 (0) 1752 585024 [email protected] School of Humanities and Performing Arts Senior Programmes Administrator Mrs Catherine Collings +44 (0) 1752 585025 [email protected] Programmes Administrator Miss Sharon McNeil +44 (0) 1752 586713 [email protected] Plymouth Institute of Education Senior Programmes Administrator Mrs Hilary Dunlop +44 (0) 1752 585315 32 | P a g e

[email protected] Programmes Administrators Mrs Claire Lyons +44 (0) 1752 586961 [email protected] Miss Di Pickard +44 (0) 1752 585338 [email protected] Mrs Jennifer Halton +44 (0) 1752 585054 [email protected]

Postal address:

Faculty of Arts and Humanities University of Plymouth Drake Circus Plymouth PL4 8AA Generic email address: [email protected] Telephone +44 (0) 1752 585020

The Learning Gateway The Learning Gateway is a one-stop shop for support services with Plymouth University. The Learning Gateway incorporates the following services: 1. Learning Development 2. Disability Assist 3. Multi-Faith Chaplaincy 4. SUM:UP 5. Counselling and Personal Development 6. Peer Assisted Learning Scheme (PALS) 7. Care Leavers Service Further information on the Learning Gateway can be found here.

Learning Development The Learning Development Team offer support and advice on a variety of areas including writing and presenting, developing thinking, communicating ideas and preparing for exams and assessment.

Appointments can be booked with a learning development tutor or Royal Literary Fund Fellow or drop-in to the Writing Café located on the 4th Floor of Babbage. Further information on all these resources and more can be found here . 33 | P a g e

Employability The Employability Service offer impartial information, advice and guidance to support you throughout your time at university, and for three years beyond. We work with academic departments and employers to develop workshops, fairs and skill sessions, all aimed to enhance your employability. They can help with; career direction advice, postgraduate study options, job searching, placement and work-based learning opportunities, CV and application support, interview and assessment centre advice as well as support with extra-curricular activities. Please click here for further information.

Peninsula Arts Peninsula Arts is the arts and culture centre for Plymouth University, featuring the Peninsula Arts Gallery, hosting a variety of exhibitions throughout the year and providing a wide range of music concerts, films, performances, talks and debates.

The unique Student Participation in Arts (SPiA) scheme for Plymouth University students gives all students a gift of up to £150 of free credit to spend on Peninsula Arts events. Visit the Peninsula Arts Box Office to load your student card with credit and redeem against events that feature the SPiA logo.

We provide exciting internship opportunities throughout the year to help students gain arts administrational experience; visit the website to find out more about how to apply.

Visit the Peninsula Arts Gallery Shop for a chance to purchase bespoke artwork created by Plymouth University students, limited edition prints, art books, cards and gifts.

You can now obtain tickets online 24/7 here or contact our Box Office on t: 01752 585050 or email: [email protected]

Open to the Public | Peninsula Arts | Roland Levinsky Building | Monday - Friday 10:00 - 17:00 | Saturdays 11:00 - 16:00.

Plymouth University Press The University of Plymouth Press is run in conjunction with MA Publishing here. The Press welcomes proposals for publications. Please see details here. 34 | P a g e

Appendix 1 – Module Records

PLYMOUTH UNIVERSITY 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: DLLS781 MODULE TITLE: Theories of Learning and Managing Behaviour

CREDITS: 30 FHEQ LEVEL: 7 JACS CODE: X141

PRE-REQUISITES: CO-REQUISITES: N/A COMPENSATABLE: No N/A

SHORT MODULE DESCRIPTOR: (max 425 characters) Through reflexive practice and study, this module critically evaluates theories, policies and principles for enabling inclusive learning and managing behaviour. Communication, resources, teaching and learning strategies and organisation policies are critically analysed. . ELEMENTS OF ASSESSMENT [Use HESA KIS definitions} E1 (Examination) C1 Pass/Fai P1 Pass/Fail (Coursework) l (Practica l) E2 (Clinical A1 (Generic Pass/Fai Examination) assessment) l 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 Demonstrate a deep and systematic knowledge of theories and strategies to manage behaviour in learning situations Demonstrate the autonomous ability to improve own subject specialist teaching 35 | P a g e

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: FAH DATE OF IMPLEMENTATION: SCHOOL/PARTNER: Education XX/XX/XXXX DATE(S) OF APPROVED CHANGE: TERM: Autumn and Spring XX/XX/XXXX

PLYMOUTH UNIVERSITY MODULE RECORD

Additional notes (for office use only):

PLYMOUTH UNIVERSITY 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: Jane May OTHER MODULE STAFF:

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. Types of behaviours in a learning environment and the factors influencing them. Theories of behaviour management and positive interventions and preventative strategies. Managing learner behaviour and our behaviour. Organisational policies concerning behaviour. 36 | P a g e

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: Core Texts 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.) Maidenhead: OU Press. Avis, J., Fisher, R., and Thompson, R. (2009) Teaching in Lifelong Learning - a guide to theory and practice. Maidenhead: Open University Press. Barton, D. and Tusting, K. (2006) Models of Adult Learning: a literature review. Leicester: NIACE. Brookfield, S. D. (1995) Becoming a Critically Reflective Teacher. San Francisco: Jossey Bass. Cowley, S. (2006) Getting the Buggers to Behave. (3rd edn.) London: Continuum. Denscombe, M. (2010) The Good Research Guide: For small scale social research projects. (4th edn. Maidenhead: Open University Press. Dix, P. (2007) Taking Care of Behaviour: Practical Skills for Teachers. Harlow: Pearson Education. Evertson, C. and Weinstein, C. (2006) Handbook of Classroom Management. London: Lawrence Erlbaum Associates. Vizard, D. (2007) How to Manage Behaviour in Further Education. London: Sage. Recommended Texts Eastwood, L., Coates, J., Dixon, L., Harvey, J., Ormondroyd, C. and Willamson, S. (2009) A Toolkit for Creative Teaching in Post-Compulsory Education. Maidenhead: Open University Press. Fairclough, M. (2008) Supporting Learners in the Lifelong Learning Sector. Maidenhead: OU Press. Gravells, A. and Simpson, S. (2012) Equality and Diversity in the Lifelong Learning Sector. (2nd edn.) Exeter: Learning Matters. Macleod G, (2006) ‘Mad or sad: constructions of young people in trouble and implications for interventions.’ Emotional and Behavioural Difficulties, Vol. 11, No. 3, September 2006, 155– 167. Macnab, N., Visser, J. and Daniels, H. (2008) ‘Provision in further education colleges for 14- to 16-year-olds with social, emotional and behavioural difficulties.’ British Journal of Special Education, 35 (4), 241-246. Rodgers, B. (2006) Classroom Behaviour. (2nd edn) London: Paul Chapman Publishing. Journals Research in Post-Compulsory Education Studies in the Education of Adults Websites 37 | P a g e

www.behaviour4learning.ac.uk/ www.nrdc.org.uk/ (adult literacy and numeracy) www.lsis.org.uk/Services/Publications/Documents/LSIS-Transequality-Briefing.pdf www.lluk.org/2010/12/forum-twelve-steps-to-tackling-discrimination/

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

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

Updated by: Approved by: Date: XX/XX/XXXX Date: XX/XX/XXXX 38 | P a g e 39 | P a g e

PLYMOUTH UNIVERSITY 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: DLLS782 MODULE TITLE: Principles of Teaching and Innovation, Enterprise and Employability

CREDITS: 30 FHEQ LEVEL: 7 JACS CODE: X141

PRE-REQUISITES: CO-REQUISITES: COMPENSATABLE: No N/A N/A

SHORT MODULE DESCRIPTOR: (max 425 characters) Through reflexive practice and study, this module critically evaluates a range of learning theories, policies and principles enabling inclusive learning. Communication, resources, learning and teaching strategies are analysed. It critically examines theories underpinning employability and effective and innovative teaching of employability skills.

ELEMENTS OF ASSESSMENT [Use HESA KIS definitions} E1 (Examination) C1 Pass/Fai P1 Pass/Fail (Coursework) l (Practica l) E2 (Clinical A1 (Generic Pass/Fai Examination) assessment) l 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 learning theories and employability skills for inclusive learning in the context of the learner’s own professional practice. To critically evaluate a comprehensive range of conceptual and procedural approaches to teach employability skills effectively. 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. Demonstrate a deep and systematic understanding of the key concepts, values and terminology for teaching employability skills. Critically evaluate the effective use of a comprehensive range of innovative, creative and enterprising techniques and resources for teaching and assessing learning. 40 | P a g e

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: FAH DATE OF IMPLEMENTATION: SCHOOL/PARTNER: Education XX/XX/XXXX DATE(S) OF APPROVED CHANGE: TERM: Autumn and Spring XX/XX/XXXX

PLYMOUTH UNIVERSITY MODULE RECORD

Additional notes (for office use only):

PLYMOUTH UNIVERSITY MODULE RECORD

ACADEMIC YEAR: 2017-18 NATIONAL COST CENTRE:

MODULE LEADER: Mark Delf OTHER MODULE STAFF:

National employability policies, skills and contexts. Innovative and creative strategies, communication techniques and resources for teaching employability skills. Developing students’ inter-personal and intra-personal skills. 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: Core Texts 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.) Maidenhead: OU Press. Avis, J., Fisher, R., and Thompson, R. (2009) Teaching in Lifelong Learning - a guide to theory and practice. Maidenhead: Open University Press. Brookfield, S. D. (1995) Becoming a Critically Reflective Teacher. San Francisco: Jossey Bass. Denscombe, M. (2010) The Good Research Guide: For small scale social research projects. (4th edn. Maidenhead: Open University Press. Gravells, A. and Simpson, S. (2012) Equality and Diversity in the Lifelong Learning Sector. (2nd edn.) Exeter: Learning Matters. Greatbatch, D. and Lewis, P. (2007) Generic Employability Skills II. Nottingham: South West Skills and Learning Intelligence Module. UK Commission for Employment and Skills (2009) The Employability Challenge. London: UKCES. Vizard, D. (2007) How to Manage Behaviour in Further Education. London: Sage. Recommended Texts Barton, D. and Tusting, K. (2006) Models of Adult Learning: a literature review. Leicester: NIACE. Eastwood, L., Coates, J., Dixon, L., Harvey, J., Ormondroyd, C. and Willamson, S. (2009) A Toolkit for Creative Teaching in Post-Compulsory Education. Maidenhead: Open University Press. Fairclough, M. (2008) Supporting Learners in the Lifelong Learning Sector. Maidenhead: OU Press. Gravells, A. and Simpson, S. (2012) Equality and Diversity in the Lifelong Learning Sector. (2nd edn.) Exeter: Learning Matters. Hillier, Y. (2005) Reflective Teaching in Further and Adult Education. (2nd edn.) London: Continuum. Hind, W. and Moss, S. (2005) Employability Skills. Tyne and Wear: Business Education Publishers. Martin, R., Villeneuve-Smith, F., Marshall, L. and McKenzie, E. (2008) Employability Skills Explored. London: LSN. Weyers, M. (2006) Teaching the FE Curriculum: Encouraging Active Learning in the Classroom. London: Continuum. Journals 42 | P a g e

Research in Post-Compulsory Education Studies in the Education of Adults Vocational Education & Training Websites www.direct.gov.uk/en/EducationAndLearning/AdultLearning/index.htm www.nrdc.org.uk/ (literacy and numeracy) http://www.behaviour4learning.ac.uk/ www.deloitte.co.uk/employability http://www.heacademy.ac.uk/assets/documents/employability/id116_employability_in_higher_ education_336.pdf http://www.pwc.com/uk/en/careers/student/employability.jhtml

Category Ele Componen Compon Comments Include links to learning me t Name ent objectives nt weightin g C_ A research Pass/Fail ALOs 1,2 and 3 will be assessed through project task a research project task equivalent to Coursework 3500-4000 words. This task will be assessed against the Programme’s Coursework criteria. A_ Teaching Pass/Fail ALO 4 will be assessed through meeting Practice the minimum teaching practice and Two requirements and two teaching Generic Teaching observations, one by a course tutor and Assessmen Observation one by a subject specialist mentor. The t s teaching observations will be assessed against the Programme’s Teaching Observation criteria. P_ Professional Pass/Fail ALO 5 will be assessed through a Portfolio Professional Portfolio with agreed action points for developing teaching practice Practice using the relevant Professional Standards and the Minimum Core. This task will be assessed against the Professional Portfolio criteria.

Updated by: Approved by: Date: XX/XX/XXXX Date: XX/XX/XXXX 44 | P a g e

PLYMOUTH UNIVERSITY 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: DLLS783 MODULE TITLE: Investigating Theories of Learning and Teaching

CREDITS: 30 FHEQ LEVEL: 7 JACS CODE: X141

PRE-REQUISITES: CO-REQUISITES: COMPENSATABLE: No N/A N/A

SHORT MODULE DESCRIPTOR: (max 425 characters) Through reflexive practice and autonomous study, this module critically evaluates some of the theories, policies and principles for enabling inclusive learning. Communication, resources, teaching and learning strategies and organisation policies are critically analysed. . ELEMENTS OF ASSESSMENT [Use HESA KIS definitions} E1 (Examination) C1 Pass/Fai P1 Pass/Fail (Coursework) l (Practica l) E2 (Clinical A1 (Generic Pass/Fai Examination) assessment) l 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 through a professional inquiry into a selected aspect of 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:

Demonstrate a deep and systematic knowledge of theories and principles of learning Critically engage in a method of professional inquiry to a selected aspect relating to theories of learning in the Further Education and Skills sector in the context of the learner’s own professional practice. 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 45 | P a g e

DATE OF APPROVAL: XX/XX/XXXX FACULTY/OFFICE: FAH DATE OF IMPLEMENTATION: SCHOOL/PARTNER: Education XX/XX/XXXX DATE(S) OF APPROVED CHANGE: TERM: Autumn and Spring XX/XX/XXXX

PLYMOUTH UNIVERSITY MODULE RECORD

Additional notes (for office use only):

PLYMOUTH UNIVERSITY MODULE RECORD

ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE:

MODULE LEADER: Jess Cowen OTHER MODULE STAFF:

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. Exploring the underpinning theories of behaviour and the management of learning environments Exploring the role of tutors in engaging and motivating learners 46 | P a g e

Evidenced-based practice The process of producing a proposal for professional inquiry and consideration of ethical protocols Approaches to professional inquiry, for example, developing an argument, data collection and analysis, developing practice through a project, reflective practice, reviewing a body of knowledge, and creative problem solving A review of the current literature and research Analysis and evaluation of the professional inquiry

Reading List: Core Texts 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.) Maidenhead: Open University Press. Atkinson, T. and Claxton, G. (eds.) (2000) The Intuitive Practitioner. Buckingham: Open University Press. Avis, J., Fisher, R., and Thompson, R. (2009) Teaching in Lifelong Learning - a guide to theory and practice. Maidenhead: Open University Press. Blaxter, L., Hughes, C. and Tight, M. (2001) How to Research. (2nd edn.) Maidenhead: Open University Press. British Educational Research Association (2004) Revised Ethical Guidelines for Educational Research. Nottingham: BERA. Brookfield, S. D. (1995) Becoming a Critically Reflective Teacher. San Francisco: Jossey Bass. Crotty, M. (1998) The Foundations of Social Research. London: Sage Publications. Denscombe, M. (2010) The Good Research Guide: For small scale social research projects. (4th edn. Maidenhead: Open University Press. McNiff, J., Lomax, P. and Whitehead, J. (2003) You and Your Action Research Project (2nd edn.) London: RoutledgeFalmer. Vizard, D. (2007) How to Manage Behaviour in Further Education. London: Sage. Recommended Texts Carr, W. (ed.) (1989) Quality in Teaching. London: The Falmer Press Barton, D. and Tusting, K. (2006) Models of Adult Learning: a literature review. Leicester: NIACE. Eastwood, L., Coates, J., Dixon, L., Harvey, J., Ormondroyd, C. and Willamson, S. (2009) A Toolkit for Creative Teaching in Post-Compulsory Education. Maidenhead: Open University Press. Fairclough, M. (2008) Supporting Learners in the Lifelong Learning Sector. Maidenhead: OU Press. Fisher, A. (2001) Critical Thinking: An Introduction. Cambridge: Cambridge University Press. Gravells, A. and Simpson, S. (2012) Equality and Diversity in the Lifelong Learning Sector. (2nd edn.) Exeter: Learning Matters. Koshy, V. (2009) Action Research for Improving Educational Practice. London: Sage. Reason, P. and Bradbury, H. (2007) The Sage Handbook of Action Research – 47 | P a g e

Participative Inquiry and Practice. London: Sage. Weyers, M. (2006) Teaching the FE Curriculum: Encouraging Active Learning in the Classroom. London: Continuum. Journals Research in Post-Compulsory Education Studies in the Education of Adults Websites www.direct.gov.uk/en/EducationAndLearning/AdultLearning/index.htm www.niace.org.uk www.nrdc.org.uk/ (adult literacy and numeracy) http://www.behaviour4learning.ac.uk/

Category Ele Componen Compon Comments Include links to learning me t Name ent objectives nt weightin g C_ A research Pass/Fail ALOs 1 and 2 will be assessed through a project task research project task equivalent to 3500- Coursework 4000 words. This task will be assessed against the Programme’s Coursework criteria. A_ Teaching Pass/Fail ALO 3 will be assessed through meeting Practice the minimum teaching practice and Two requirements and two teaching Generic Teaching observations, one by a course tutor and Assessmen Observation one by a subject specialist mentor. The t s teaching observations will be assessed against the Programme’s Teaching Observation criteria. Practice P_ Professional Pass/Fail ALO 4 will be assessed through a Portfolio Professional Portfolio with agreed action points for developing teaching practice using the relevant Professional Standards and the Minimum Core. This 48 | P a g e

task will be assessed against the Professional Portfolio criteria.

Updated by: Approved by: Date: XX/XX/XXXX Date: XX/XX/XXXX 49 | P a g e

PLYMOUTH UNIVERSITY 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: CO-REQUISITES: COMPENSATABLE: No N/A N/A

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 Pass/Fai P1 Pass/Fail (Coursework) l (Practica l) E2 (Clinical A1 (Generic Pass/Fai Examination) assessment) l T1 (Test)

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

Professional body minimum pass mark requirement: Pass

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: SCHOOL/PARTNER: Education 50 | P a g e

XX/XX/XXXX DATE(S) OF APPROVED CHANGE: TERM: Autumn and Spring XX/XX/XXXX

PLYMOUTH UNIVERSITY MODULE RECORD

Additional notes (for office use only):

PLYMOUTH UNIVERSITY MODULE RECORD

ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE:

MODULE LEADER: Sue Webster OTHER MODULE STAFF:

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: 51 | P a g e

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

Professional Portfolio criteria.

Updated by: Approved by: Date: XX/XX/XXXX Date: XX/XX/XXXX 53 | P a g e

PLYMOUTH UNIVERSITY 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: CO-REQUISITES: COMPENSATABLE: No N/A N/A

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 Pass/Fai P1 Pass/Fail (Coursework) l (Practica l) E2 (Clinical A1 (Generic Pass/Fai Examination) assessment) l 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 54 | P a g e

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: SCHOOL/PARTNER: Education XX/XX/XXXX DATE(S) OF APPROVED CHANGE: TERM: Autumn and Spring XX/XX/XXXX

PLYMOUTH UNIVERSITY MODULE RECORD

Additional notes (for office use only):

PLYMOUTH UNIVERSITY MODULE RECORD

ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE:

MODULE LEADER: Russell OTHER MODULE STAFF: Shobrook

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. 55 | P a g e

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

Category Ele Componen Compon Comments Include links to learning me t Name ent objectives nt weightin g C_ An essay Pass/Fail ALOs 1,2 and 3 will be assessed through an essay task equivalent to 3500-4000 Coursework words. This task will be assessed against the Programme’s Coursework criteria. A_ Teaching Pass/Fail ALO 4 will be assessed through meeting Practice the minimum teaching practice and Two requirements and two teaching Generic Teaching observations, one by a course tutor and Assessmen Observation one by a subject specialist mentor. The t s teaching observations will be assessed against the Programme’s Teaching Observation criteria. P_ Professional Pass/Fail ALO 5 will be assessed through a Portfolio Professional Portfolio with agreed action points for developing teaching practice Practice using the relevant Professional Standards and the Minimum Core. This task will be assessed against the Professional Portfolio criteria.

Updated by: Approved by: Date: XX/XX/XXXX Date: XX/XX/XXXX 57 | P a g e

PLYMOUTH UNIVERSITY 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: DLLS780 MODULE TITLE: Wider Practice and Professional Development

CREDITS: 30 FHEQ LEVEL: 7 JACS CODE: X141

PRE-REQUISITES: CO-REQUISITES: COMPENSATABLE: No N/A N/A

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 Pass/Fai P1 Pass/Fail (Coursework) l (Practica l) E2 (Clinical A1 (Generic Pass/Fai Examination) assessment) l 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 58 | P a g e

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

PLYMOUTH UNIVERSITY MODULE RECORD

Additional notes (for office use only):

PLYMOUTH UNIVERSITY MODULE RECORD

ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE:

MODULE LEADER: Russell Shobrook OTHER MODULE STAFF:

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. 59 | P a g e

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/26685436-1D90-BC99-7B30-1E4728C07C5F

Category Ele Componen Compon Comments Include links to learning me t Name ent objectives nt weightin g C_ Preparing a Pass/Fail ALOs 1, 2 and 3 will be assessed through presentation preparing a presentation task equivalent Coursework task to 3500-4000 words. This task will be assessed against the Programme’s Coursework criteria. A_ Teaching Pass/Fail ALO 4 will be assessed through meeting Practice and the minimum teaching practice Two requirements and two teaching Teaching observations, one by a course tutor and Generic Observation one by a subject specialist mentor. The Assessment s teaching observations will be assessed against the Programme’s Teaching Observation criteria.

Practice P_ Professional Pass/Fail ALO 5 will be assessed through a Portfolio Professional Portfolio with agreed action 60 | P a g e

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: Approved by: Date: XX/XX/XXXX Date: XX/XX/XXXX 61 | P a g e

PLYMOUTH UNIVERSITY 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: CO-REQUISITES: COMPENSATABLE: No N/A N/A

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 Pass/Fail P1 Pass/Fail (Coursework) (Practical) E2 (Clinical A1 (Generic Pass/Fail Examination) assessment) 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 62 | P a g e

DATE OF APPROVAL: XX/XX/XXXX FACULTY/OFFICE: FAH DATE OF IMPLEMENTATION: SCHOOL/PARTNER: Education XX/XX/XXXX DATE(S) OF APPROVED CHANGE: TERM: Autumn XX/XX/XXXX

PLYMOUTH UNIVERSITY MODULE RECORD

Additional notes (for office use only):

PLYMOUTH UNIVERSITY 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:

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. 63 | P a g e

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 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

Directed and 207.5 independent study hrs Total (NB: 1 credit = 10 hours of learning; 300 10 credits = 100 hours, etc)

Category Ele Componen Compon Comments Include links to learning me t Name ent objectives nt weightin g C_ Essay Pass/Fail ALOs 1, 2 and 3 will be assessed through an essay task of 3000-3500 words. This Coursework task will be assessed against the Programme’s Coursework criteria. Generic A_ Teaching Pass/Fail ALO 4 will be assessed through meeting Assessment Practice and the minimum teaching practice Two requirements and two teaching Teaching observations, one by a course tutor and Observation one by a subject specialist mentor. The s teaching observations will be assessed against the Programme’s Teaching 64 | P a g e

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

Updated by: Approved by: Date: XX/XX/XXXX Date: XX/XX/XXXX 65 | P a g e

PLYMOUTH UNIVERSITY 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: DLLS681 MODULE TITLE: Theories of Learning and Managing Behaviour

CREDITS: 30 FHEQ LEVEL: 6 JACS CODE: X141

PRE-REQUISITES: CO-REQUISITES: COMPENSATABLE: No N/A N/A

SHORT MODULE DESCRIPTOR: (max 425 characters) Through reflective practice and study, this module critically evaluates theories, policies and principles for enabling inclusive learning and managing behaviour. Communication, resources, teaching and learning strategies and organisation policies are critically analysed. . ELEMENTS OF ASSESSMENT [Use HESA KIS definitions} E1 (Examination) C1 Pass/Fai P1 Pass/Fail (Coursework) l (Practica l) E2 (Clinical A1 (Generic Pass/Fai Examination) assessment) l T1 (Test)

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

Professional body minimum pass mark requirement: Pass

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 Demonstrate a comprehensive knowledge of theories and strategies to manage behaviour in learning situations 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 66 | P a g e

DATE OF APPROVAL: XX/XX/XXXX FACULTY/OFFICE: FAH DATE OF IMPLEMENTATION: SCHOOL/PARTNER: Education XX/XX/XXXX DATE(S) OF APPROVED CHANGE: TERM: Autumn and Spring XX/XX/XXXX PLYMOUTH UNIVERSITY MODULE RECORD

Additional notes (for office use only):

PLYMOUTH UNIVERSITY MODULE RECORD

ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE:

MODULE LEADER: Jane May OTHER MODULE STAFF:

www.lsis.org.uk/Services/Publications/Documents/LSIS-Transequality-Briefing.pdf www.lluk.org/2010/12/forum-twelve-steps-to-tackling-discrimination/

Updated by: Approved by: Date: XX/XX/XXXX Date: XX/XX/XXXX 69 | P a g e

PLYMOUTH UNIVERSITY 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: DLLS682 MODULE TITLE: Principles of Teaching and Innovation, Enterprise and Employability

CREDITS: 30 FHEQ LEVEL: 6 JACS CODE: X141

PRE-REQUISITES: CO-REQUISITES: COMPENSATABLE: No N/A N/A

SHORT MODULE DESCRIPTOR: (max 425 characters) Through reflective practice and study, this module critically evaluates a range of learning theories, policies and principles enabling inclusive learning. Communication, resources, learning and teaching strategies are analysed. It critically examines theories underpinning employability and effective and innovative teaching of employability skills. . ELEMENTS OF ASSESSMENT [Use HESA KIS definitions} E1 (Examination) C1 Pass/Fai P1 Pass/Fail (Coursework) l (Practica l) E2 (Clinical A1 (Generic Pass/Fai Examination) assessment) l T1 (Test)

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

Professional body minimum pass mark requirement: Pass

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. Demonstrate a comprehensive understanding of the key concepts, values and terminology for teaching employability skills. Critically evaluate the effective use of a comprehensive range of innovative, creative and enterprising techniques and resources for teaching and assessing learning. 70 | P a g e

DATE OF APPROVAL: XX/XX/XXXX FACULTY/OFFICE: FAH DATE OF IMPLEMENTATION: SCHOOL/PARTNER: Education XX/XX/XXXX DATE(S) OF APPROVED CHANGE: TERM: Autumn and Spring XX/XX/XXXX

PLYMOUTH UNIVERSITY MODULE RECORD

Additional notes (for office use only):

PLYMOUTH UNIVERSITY MODULE RECORD

ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE:

MODULE LEADER: Mark Delf OTHER MODULE STAFF:

Reading List: Core Texts 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.) Maidenhead: OU Press. Avis, J., Fisher, R., and Thompson, R. (2009) Teaching in Lifelong Learning - a guide to theory and practice. Maidenhead: Open University Press. Brookfield, S. D. (1995) Becoming a Critically Reflective Teacher. San Francisco: Jossey Bass. Denscombe, M. (2010) The Good Research Guide: For small scale social research projects. (4th edn. Maidenhead: Open University Press. Gravells, A. and Simpson, S. (2012) Equality and Diversity in the Lifelong Learning Sector. (2nd edn.) Exeter: Learning Matters. Greatbatch, D. and Lewis, P. (2007) Generic Employability Skills II. Nottingham: South West Skills and Learning Intelligence Module. UK Commission for Employment and Skills (2009) The Employability Challenge. London: UKCES. Vizard, D. (2007) How to Manage Behaviour in Further Education. London: Sage. Recommended Texts Barton, D. and Tusting, K. (2006) Models of Adult Learning: a literature review. Leicester: NIACE. Eastwood, L., Coates, J., Dixon, L., Harvey, J., Ormondroyd, C. and Willamson, S. (2009) A Toolkit for Creative Teaching in Post-Compulsory Education. Maidenhead: Open University Press. Fairclough, M. (2008) Supporting Learners in the Lifelong Learning Sector. Maidenhead: OU Press. Gravells, A. and Simpson, S. (2012) Equality and Diversity in the Lifelong Learning Sector. (2nd edn.) Exeter: Learning Matters. Hillier, Y. (2005) Reflective Teaching in Further and Adult Education. (2nd edn.) London: Continuum. Hind, W. and Moss, S. (2005) Employability Skills. Tyne and Wear: Business Education Publishers. Martin, R., Villeneuve-Smith, F., Marshall, L. and McKenzie, E. (2008) Employability Skills Explored. London: LSN. Weyers, M. (2006) Teaching the FE Curriculum: Encouraging Active Learning in the Classroom. London: Continuum. Journals 72 | P a g e

Category Ele Componen Compon Comments Include links to learning me t Name ent objectives nt weightin g C_ A research Pass/Fail ALOs 1,2 and 3 will be assessed through project task a research project task equivalent to Coursework 3500-4000 words. This task will be assessed against the Programme’s Coursework criteria. A_ Teaching Pass/Fail ALO 4 will be assessed through meeting Practice and the minimum teaching practice Two requirements and two teaching Generic Teaching observations, one by a course tutor and Assessment Observation one by a subject specialist mentor. The s teaching observations will be assessed against the Programme’s Teaching Observation criteria. Practice P_ Professional Pass/Fail ALO 5 will be assessed through a Portfolio Professional Portfolio with agreed action points for developing teaching practice using the relevant Professional Standards and the Minimum Core. This task will be 73 | P a g e

assessed against the Professional Portfolio criteria.

Updated by: Approved by: Date: XX/XX/XXXX Date: XX/XX/XXXX 74 | P a g e

PLYMOUTH UNIVERSITY 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: DLLS683 MODULE TITLE: Investigating Theories of Learning and Teaching

CREDITS: 30 FHEQ LEVEL: 6 JACS CODE: X141

PRE-REQUISITES: CO-REQUISITES: COMPENSATABLE: No N/A N/A

SHORT MODULE DESCRIPTOR: (max 425 characters) Through reflective practice and autonomous study, this module critically evaluates some of the theories, policies and principles for enabling inclusive learning. Communication, resources, teaching and learning strategies and organisation policies are critically analysed. . ELEMENTS OF ASSESSMENT [Use HESA KIS definitions} E1 (Examination) C1 Pass/Fai P1 Pass/Fail (Coursework) l (Practica l) E2 (Clinical A1 (Generic Pass/Fai Examination) assessment) l T1 (Test)

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

Professional body minimum pass mark requirement: Pass

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 Apply a method of professional inquiry to a selected aspect relating to theories of learning in the Further Education and Skills sector in the context of the learner’s own professional practice. 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 75 | P a g e

DATE OF APPROVAL: XX/XX/XXXX FACULTY/OFFICE: FAH DATE OF IMPLEMENTATION: SCHOOL/PARTNER: Education XX/XX/XXXX DATE(S) OF APPROVED CHANGE: TERM: Autumn and Spring XX/XX/XXXX

PLYMOUTH UNIVERSITY MODULE RECORD

Additional notes (for office use only):

PLYMOUTH UNIVERSITY MODULE RECORD

ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE:

MODULE LEADER: Jess Cowen OTHER MODULE STAFF:

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. Exploring the underpinning theories of behaviour and the management of learning environments Exploring the role of tutors in engaging and motivating learners Evidenced-based practice The process of producing a proposal for professional inquiry and consideration of ethical protocols Approaches to professional inquiry, for example, developing an argument, data collection and analysis, developing practice through a project, reflective practice, reviewing a body of 76 | P a g e knowledge, and creative problem solving A review of the current literature and research Analysis and evaluation of the professional inquiry

Reading List: Core Texts 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.) Maidenhead: Open University Press. Atkinson, T. and Claxton, G. (eds.) (2000) The Intuitive Practitioner. Buckingham: Open University Press. Avis, J., Fisher, R., and Thompson, R. (2009) Teaching in Lifelong Learning - a guide to theory and practice. Maidenhead: Open University Press. Blaxter, L., Hughes, C. and Tight, M. (2001) How to Research. (2nd edn.) Maidenhead: Open University Press. British Educational Research Association (2004) Revised Ethical Guidelines for Educational Research. Nottingham: BERA. Brookfield, S. D. (1995) Becoming a Critically Reflective Teacher. San Francisco: Jossey Bass. Crotty, M. (1998) The Foundations of Social Research. London: Sage Publications. Denscombe, M. (2010) The Good Research Guide: For small scale social research projects. (4th edn.) Maidenhead: Open University Press. McNiff, J., Lomax, P. and Whitehead, J. (2003) You and Your Action Research Project (2nd edn.) London: RoutledgeFalmer. Vizard, D. (2007) How to Manage Behaviour in Further Education. London: Sage. Recommended Texts Carr, W. (ed.) (1989) Quality in Teaching. London: The Falmer Press Barton, D. and Tusting, K. (2006) Models of Adult Learning: a literature review. Leicester: NIACE. Eastwood, L., Coates, J., Dixon, L., Harvey, J., Ormondroyd, C. and Willamson, S. (2009) A Toolkit for Creative Teaching in Post-Compulsory Education. Maidenhead: Open University Press. Fairclough, M. (2008) Supporting Learners in the Lifelong Learning Sector. Maidenhead: OU Press. Fisher, A. (2001) Critical Thinking: An Introduction. Cambridge: Cambridge University Press. Gravells, A. and Simpson, S. (2012) Equality and Diversity in the Lifelong Learning Sector. (2nd edn.) Exeter: Learning Matters. Koshy, V. (2009) Action Research for Improving Educational Practice. London: Sage. Reason, P. and Bradbury, H. (2007) The Sage Handbook of Action Research – Participative Inquiry and Practice. London: Sage. Weyers, M. (2006) Teaching the FE Curriculum: Encouraging Active Learning in the Classroom. London: Continuum. Journals Research in Post-Compulsory Education Studies in the Education of Adults Websites www.direct.gov.uk/en/EducationAndLearning/AdultLearning/index.htm www.niace.org.uk www.nrdc.org.uk/ (adult literacy and numeracy) http://www.behaviour4learning.ac.uk/ 77 | P a g e

Category Ele Componen Compon Comments Include links to learning me t Name ent objectives nt weightin g C_ A research Pass/Fail ALOs 1 and 2 will be assessed through a project task research project task equivalent to 3500- Coursework 4000 words. This task will be assessed against the Programme’s Coursework criteria. A_ Teaching Pass/Fail ALO 3 will be assessed through meeting Practice and the minimum teaching practice Two requirements and two teaching Generic Teaching observations, one by a course tutor and Assessment Observation one by a subject specialist mentor. The s teaching observations will be assessed against the Programme’s Teaching Observation criteria. P_ Professional Pass/Fail ALO 4 will be assessed through a Portfolio Professional Portfolio with agreed action points for developing teaching practice Practice using the relevant Professional Standards and the Minimum Core. This task will be assessed against the Professional Portfolio criteria.

Updated by: Approved by: Date: XX/XX/XXXX Date: XX/XX/XXXX 78 | P a g e

PLYMOUTH UNIVERSITY 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: CO-REQUISITES: COMPENSATABLE: No N/A N/A

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 Pass/Fai P1 Pass/Fail (Coursework) l (Practica l) E2 (Clinical A1 (Generic Pass/Fai Examination) assessment) l T1 (Test)

SUBJECT ASSESSMENT PANEL Group to which module should be linked: DLL Professional body minimum pass mark requirement: Pass

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: SCHOOL/PARTNER: Education XX/XX/XXXX 79 | P a g e

DATE(S) OF APPROVED CHANGE: TERM: Autumn and Spring XX/XX/XXXX

PLYMOUTH UNIVERSITY MODULE RECORD

Additional notes (for office use only):

PLYMOUTH UNIVERSITY MODULE RECORD

ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE:

MODULE LEADER: Sue OTHER MODULE STAFF: Webster 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: 80 | P a g e http://lists.lib.plymouth.ac.uk/lists/C02727F2-F98A-DE2C-78B4-A69E030CD225

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

Category Ele Componen Compon Comments Include links to learning me t Name ent objectives nt weightin g C_ A research Pass/Fail ALOs 1 and 2 will be assessed through a project task research project task equivalent to 3500- Coursework 4000 words. This task will be assessed against the Programme’s Coursework criteria. A_ Teaching Pass/Fail ALO 3 will be assessed through meeting Practice and the minimum teaching practice Two requirements and two teaching Generic Teaching observations, one by a course tutor and Assessment Observation one by a subject specialist mentor. The s teaching observations will be assessed against the Programme’s Teaching Observation criteria. 81 | P a g e

Updated by: Approved by: Date: XX/XX/XXXX Date: XX/XX/XXXX 82 | P a g e

PLYMOUTH UNIVERSITY 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: CO-REQUISITES: COMPENSATABLE: No N/A N/A

ELEMENTS OF ASSESSMENT [Use HESA KIS definitions} E1 (Examination) C1 Pass/Fai P1 Pass/Fail (Coursework) l (Practica l) E2 (Clinical A1 (Generic Pass/Fai Examination) assessment) l 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 83 | P a g e

Demonstrate continued development through breadth of teaching practice Critically evaluate access and progression in teaching practice

DATE OF APPROVAL: XX/XX/XXXX FACULTY/OFFICE: FAH DATE OF IMPLEMENTATION: SCHOOL/PARTNER: Education XX/XX/XXXX DATE(S) OF APPROVED CHANGE: TERM: Autumn and Spring XX/XX/XXXX

PLYMOUTH UNIVERSITY MODULE RECORD

Additional notes (for office use only):

PLYMOUTH UNIVERSITY MODULE RECORD

ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE:

MODULE LEADER: Russell Shobrook OTHER MODULE STAFF:

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 85 | P a g e

Category Ele Componen Compon Comments Include links to learning me t Name ent objectives nt weightin g C_ An essay Pass/Fail ALOs 1,2 and 3 will be assessed through an essay task equivalent to 3500-4000 Coursework words. This task will be assessed against the Programme’s Coursework criteria. A_ Teaching Pass/Fail ALO 4 will be assessed through meeting Practice and the minimum teaching practice Two requirements and two teaching Generic Teaching observations, one by a course tutor and Assessment Observation one by a subject specialist mentor. The s teaching observations will be assessed against the Programme’s Teaching Observation criteria. P_ Professional Pass/Fail ALO 5 will be assessed through a Portfolio Professional Portfolio with agreed action points for developing teaching practice Practice using the relevant Professional Standards and the Minimum Core. This task will be assessed against the Professional Portfolio criteria.

Updated by: Approved by: Date: XX/XX/XXXX Date: XX/XX/XXXX 86 | P a g e

PLYMOUTH UNIVERSITY 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: CO-REQUISITES: COMPENSATABLE: No N/A N/A

ELEMENTS OF ASSESSMENT [Use HESA KIS definitions} E1 (Examination) C1 Pass/Fai P1 Pass/Fail (Coursework) l (Practica l) E2 (Clinical A1 (Generic Pass/Fai Examination) assessment) l T1 (Test)

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

Professional body minimum pass mark requirement: Pass

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: SCHOOL/PARTNER: Education XX/XX/XXXX 87 | P a g e

DATE(S) OF APPROVED CHANGE: TERM: Spring/Summer XX/XX/XXXX

PLYMOUTH UNIVERSITY MODULE RECORD

Additional notes (for office use only):

PLYMOUTH UNIVERSITY MODULE RECORD

ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE:

MODULE LEADER: Russell Shobrook OTHER MODULE STAFF:

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

Practice P_ Professional Pass/Fail ALO 5 will be assessed through a Portfolio Professional Portfolio with agreed action 89 | P a g e

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: Approved by: Date: XX/XX/XXXX Date: XX/XX/XXXX Appendix 2 – Coursework Assessment Criteria Grade Critical reading Research & investigation Communication skills LEVEL 7 A pass in demonstrating Relevant and Deep and systematic Consistently demonstrating highly the knowledge and wide range of engagement in / with current effective and coherent understanding to achieve texts, to include research to encourage communication of complex ideas the assessed learning journal articles, innovation / creativity and and meaning. Format is outcomes linked to the national and local improve own practice. appropriate, readable and coursework policy documents, Reflexive engagement with accessible, with accurate and with accurate and related ethical issues. consistent grammar and consistent Reflexively evaluates impact punctuation. referencing. on practice and learners. 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. A fail in demonstrating the Irrelevant and Lacking deep and Lacking consistency and knowledge and limited range of systematic engagement in coherence in communicating understanding to achieve inaccurately and / research, ethical complex ideas and meanings. the assessed learning or inconsistently implications. Lack of Inappropriate format which lacks

90 | P a g e outcomes linked to the referenced texts. reflexive evaluation of readability and accessibility. coursework Lacking deep and impact on practice and Inaccurate and / or inconsistent in systematic learners. grammar and punctuation. analysis, evaluation and synthesis. LEVEL 6 A pass in demonstrating Relevant and Engagement with own / Effective and coherent the knowledge and wide range of others’ research to communication of ideas and understanding to achieve texts to include encourage innovation / meaning, using appropriate the assessed learning journal articles creativity and improve own format, which is readable and outcomes linked to the and policy practice. Critical analysis of accessible, with generally coursework documents, with related ethical issues. accurate and consistent grammar generally accurate Critically reflects and and punctuation. and consistent evaluates impact on own referencing. practice and learners. 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. A fail in demonstrating the Irrelevant and Lacking engagement in Lack of coherency and ineffective knowledge and limited range of research and critical communication of ideas and understanding to achieve poorly sourced evaluation of ethical issues. meaning. Inappropriate format the assessed learning and referenced Lack of critical reflection of and accuracy and / or outcomes linked to the texts. Lacking impact on practice and inconsistency in grammar and coursework comprehensive learners. punctuation.

91 | P a g e analysis, evaluation and critique.

92 | P a g e Appendix 3 - Observation of Teaching Assessment Criteria for Pass/Fail and Grading Practice 1: Outstanding 2: Good 3: Developing 4: Fail Areas of Overall characteristics: Trainee's Trainee’s teaching consistently Trainee’s teaching meets Trainee’s teaching Observed teaching is consistently above and meets all of the standards, the standards but with does not meet Practice beyond the standards, with many showing no significant some areas requiring standards, and/or has outstanding features. weaknesses. improvement. significant areas to Practice includes: Practice includes: Practice includes: develop, which may include: Planning to Consistent and comprehensive Consistent planning for Planning to meet the needs Insufficient or meet needs of planning with differentiated aims that differentiation through initially of the group and inappropriate groups and meet the needs of assessing learners’ starting individuals through initially planning; the needs individuals: individuals/groups through initially points. Negotiation of learning assessing learners’ starting of individuals or the Uses skills and assessing learners’ starting points. goals and assessment activities points. Negotiation of group not met. Being expertise to plan Creative negotiation of learning to meet the needs of learning goals and unaware of and/or teaching, learning goals and assessment activities with individuals and groups, and appropriate assessment failing to plan and support learners to address particular to overcome identified activities to overcome effectively to meet which responds individual learning needs, barriers to learning. Planning identified barriers to learning needs or to the strengths overcoming identified barriers to and co-ordination of additional learning. Provision of plans address barriers to and needs of learning. Timely coordination of, support for learning. Selection for additional support for learning. Insufficient learners; and comprehensive planning for, and development of a range of learning. Planning for planning and monitors their additional support for learning. appropriate activities and appropriate activities and preparation for progress, setting Selection and development of a wide resources. Planning to embed resources that may appropriate learning challenging tasks, variety of stimulating activities and development of relevant maths, incorporate include maths, and assessment and building on resources. Methodical planning to English and ICT skills. Ability to English or ICT skills. Ability activities or resources. and extend embed development of maths, demonstrate theoretical to link theory to practice in Unable to plan or learning for all English and ICT skills. Authoritative underpinning in planning. planning. prepare sufficiently learners ability to link theory to practice in without close planning. supervision. Unable to link theory to practice. 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 Demonstration of excellent subject Demonstration of well-developed Application of secure subject Insufficient Subject knowledge and pedagogy which subject knowledge, using knowledge, including knowledge of 93 | P a g e Specialist supports and engages learners, with different and engaging accurate and consistent use specialist subject. Teaching on ability to consistently and confidently teaching approaches, with of subject specific language Failure to select and learners and anticipate and address common ability to identify, explain and that engages learners, apply interesting or their learning errors and misconceptions. address common errors and develops key concepts and relevant methods for experience: Consistent modelling of very high misconceptions. Modelling of addresses common errors teaching or assessing Teaching and standards of written and spoken good standards of written and and misconceptions. learner’s subject learning communication, maths and ICT, spoken communication, maths Secure level of personal specific knowledge develops successfully developing these skills and ICT encouraging and maths, English and ICT, and skills as subject in their learners. Employment and supporting these skills in building these into lessons in appropriate to the specialism as design of creative and realistic subject learners. Ability to design and support of these skills in group or individual. well as English, specific assessment activities. employ effective and realistic learners. Ability to employ Failure to adapt, or mathematics, Confident and consistent support of subject specific assessment suitable and relevant subject develop, set subject ICT and knowledge and understanding of activities. Ability to support specific assessment specialist knowledge functional skills FE/HE and relevant employment knowledge and understanding activities. Ability to identify or pedagogical to support the opportunities, and wider social and of FE/HE and relevant FE/HE and employment targets. achievement of environmental contexts. Consistent employment opportunities, and opportunities and relate learning goals and confident demonstration of impact wider social and environmental these to learners. Ability to and career aims on learning through adaption and contexts. Demonstrates impact adapt subject specialist advancement of subject specialist on learning through adaption knowledge and pedagogy. knowledge and pedagogy. 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 Consistent and confident in Establishing and maintaining a Establishing and Failure to establish Teaching and establishing and maintaining a motivating, structured, positive, maintaining a structured, or maintain a safe, Learning: motivating, challenging, structured inclusive learning environment. inclusive learning structured, inclusive Learners benefit and inclusive learning environment. All learners feel safe, secure, environment where learning environment from high All learners feel safe, secure, confident and valued. learners feel safe, secure, where learners feel expectations confident and valued. Consistent Effective use of a good range confident and valued. confident and valued. and a range of use of a range of creative, innovative of interesting, appropriate, Effective use of a range of Failure to use, or teaching and and motivating learning and motivating learning engaging learning limited use of, range learning opportunities, which encourage opportunities and active opportunities and active of learning approaches learners’ independence and active learning. Effective learning. Effective use of opportunities, 94 | P a g e which inspire, learning. Consistent and effective employment of a range of good resources, which include, as emphasis on motivate and use of high quality and stimulating quality, engaging resources appropriate, new passive learning. challenge their resources, incorporating a range of incorporating new technologies, technologies. Ability to Poor quality learning new technologies, as appropriate. as appropriate. Ability to employ good resources, limited use Consistent and effective employment demonstrate good communication skills to of new technologies of high level communication skills communication skills and promote learning. (where appropriate). and active listening to promote active listening to promote Limited learning. learning. communication skills. 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 Consistent and active promotion of Recognition of citizenship and Awareness of citizenship Failure to promote Inclusion: citizenship and sustainability, sustainability, establishing and and sustainability, inclusive values or Equality and maintaining high standards of maintaining appropriate establishing appropriate to set high diversity are behaviour, communication, respect standards of behaviour, standards of behaviour, expectations for respected and for others. Challenge of communication, respect for communication, respect for learners. Failure to promoted inappropriate behaviour and others. Ability to challenge others. Challenging challenge through attitudes, promoting equality, valuing inappropriate behaviour and inappropriate behaviour inappropriate or teaching and diversity, setting consistently high and attitudes, promoting equality, and attitudes, promoting discriminatory learning and demanding expectations. Effective valuing diversity, setting high equality, valuing diversity, behaviour and effective and consistent encouragement of expectations. Effective with clear expectations. attitudes. Fostering classroom learner autonomy. Use of encouragement of learner Encouragement of learner of teacher- management knowledge and understanding of autonomy. Awareness, and autonomy. Awareness of dependence. Being ensuring an impact of learners’ life experiences implication, of learners’ life learners’ life experiences. unaware of the life inclusive and as barriers to learning. experiences as barriers to experiences of the safe learning learning. learners. environment 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 Effective, consistent, confident & Appropriate selection and Selection and use of a Insufficient or for Learning: systematic use of wide variety of effective use of a range of limited range of assessment inappropriate use Learners engaging assessment tools, appropriate assessment tools tools, including active of assessment of understand how including as appropriate including, where appropriate, questioning, to assess learners, including 95 | P a g e to improve as a new/emerging technologies, to new and emerging technologies whether outcomes have inadequate use of result of assess whether learning outcomes to assess whether learning been met. Occasionally questioning and frequent, have been met. Consistent use of outcomes have been met. uses new and emerging constructive detailed and peer & self-assessment as tools Use of peer & self- technologies, or makes use feedback. Little or accurate for learning and progression. assessment as a tool for of peer & self-assessment ineffective use of feedback Effective use of formative, progressing learning. as a tool for learning. peer & self- following questioning & constructive feedback Effective use of formative Generally gives clear and assessment. assessment of as central mechanisms to consolidate assessment, questioning and constructive feedback on Insufficient their learning learning and encourage reflection. constructive feedback to assessment. Knowledge knowledge and Excellent knowledge and promote learning. Sound and understanding of understanding of understanding of relevant summative knowledge and understanding relevant summative relevant summative assessment processes. Consistent of relevant summative assessment processes. assessment use of reflection in action when assessment processes. Active Appraisal of impact of own processes. appraising the impact of own response when appraising the practice on learning. Insufficient practice on learning . impact of own practice on evaluation of learning. 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.

Reflection Implementation An  Detailed and systematic evaluation of impact on  Submission of all elements of the Professional Portfolio, as listed in outstandin learning of all lessons planned, with challenging targets the module contents sheet, which evidence autonomous g pass in set, many of which will be innovative/creative. development, impact on learning and which demonstrate initiative achieving  Rigorous and systematic evaluation of own capabilities and problem solving. against relevant given and self-directed targets, as  Rigorously completed lesson plans with specific learning outcomes the listed in the RDP. Many of these will be complex/non- and using a range of learning and assessment approaches, which assessed routine innovative/creative. are challenging and encourage innovation/creativity/risk taking to learning  Detailed and systematic reflection on development of enable learning. outcomes own practice and impact on learning, in relation to  Meeting targets set in RDP, many of which will be complex/non- linked to relevant professional standards. Analysis of links routine/innovative/creative and demonstrate autonomous the between theory and practice; shows awareness of development in practice and impact on learning. Profession organisational and Government policies and relevant  Evidence from mentor of progress in subject pedagogy which has an al Portfolio research. outstanding impact on learning. A good  Detailed evaluation of impact on learning of all lessons  Submission of all elements of the Professional Portfolio, as listed in pass in planned, and challenging targets set, some of which the module contents sheet, which evidence consistent development, 96 | P a g e achieving will be innovative/creative. impact on learning and which demonstrate problem solving. the  Consistent and detailed evaluation of own capabilities  Fully completed and detailed lesson plans with specific learning assessed against given and self-directed targets, as listed in the outcomes and using a range of learning and assessment learning RDP. Some of these will be complex/non- approaches, which are challenging/encourage innovation/creativity routine/creative. and enable learning. outcomes  Detailed reflection on development of own practice and  Meeting targets set in RDP, some of which will be complex/non- linked to impact on learning, in relation to relevant professional routine/creative and demonstrate consistent development in practice the PP standards. Clear articulation of links between theory and impact on learning. and practice; shows awareness of organisational and  Evidence from mentor of progress in subject pedagogy which has a Government policies. good impact on learning. Appendix 4 - Professional Portfolio Assessment Criteria – includes Reflective Development Plan (RDP)

A Developing pass in achieving the assessed  Evaluation of impact  Submission of all elements of the Professional Portfolio, as listed in learning outcomes linked to the Professional on learning of all the module contents sheet, which evidence steady development of Portfolio lessons planned, and practice and impact on learning. appropriate targets set,  Completed lesson plans with specific learning outcomes and using a some of which will be range of learning and assessment approaches to enable learning. creative.  Meeting targets set in RDP, some of which will be non-  Evaluation of own routine/creative and demonstrate steady development in practice and capabilities against impact on learning. targets listed in the  Evidence from mentor of progress in subject pedagogy which has a RDP, some of which satisfactory impact on learning. 97 | P a g e 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. A Fail in achieving the assessed learning  Insufficient evaluation  Non-submission of elements of the Professional Portfolio, as listed in outcomes linked to the Professional Portfolio of impact on learning the module contents sheet. Limited evidence of development of of all lessons planned, practice and impact on learning. and Incomplete lesson plans with insufficient range of learning and limited/inappropriate assessment approaches. targets set. Lack of progress towards targets set in RDP and limited impact on  Limited evaluation of learning. own capabilities Unsatisfactory or no report from mentor on subject pedagogy. 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.

98 | P a g e Appendix 5

Cause for Concern Procedure – Mentor / Tutor Guidance

Even very competent pre-service or in-service trainee teachers can experience setbacks and what may seem to be insurmountable problems. Most difficulties can be overcome with constructive guidance and a supportive approach from mentors and tutors. For a minority of trainee teachers however, the problems require more formal support to solve.

Becoming a trainee teacher can present challenges that some find difficult to manage. Common problems relate to:

 Managing students, time and resources  Organising and managing learning; differentiating in class  Maintaining the required quality of written planning and preparation  Completing critically constructive lesson evaluations  Updating subject knowledge as appropriate to teaching schemes of work  Assessing students’ progress and learning; giving feedback, marking, etc.  Failing an observation and preparing for the re-observation  Professionalism issues in placement / practice / programme  Attendance issues in placement / practice / programme

Monitoring and managing trainee teachers who give cause for concern can be time consuming and difficult to handle. Whilst each case may be different these scenarios of trainee teachers’ difficulties have been taken from recent research:

I. The trainee teacher who is only too aware of their problems and overly self-critical. When things go wrong they blame themselves and may have difficulty in planning learning experiences that engage and motivate pupils. Consequently their confidence, perspective and self-esteem diminish, as does their ability to become effective teachers. However, with some positive feedback and clearly identified, staged targets, progress can be made. II. The trainee teacher with problems but who has difficulty in acknowledging them. There is a mismatch between the mentor’s and trainee teacher’s perception of how well they are doing. S/he cannot accept constructive criticism and sees problems in terms of how the system has failed or is against her/him through having particularly difficult groups, students are deliberately obstructive, resources are inadequate, guidance is unhelpful, workload is too heavy. They have difficulty using their own evaluations to inform future planning and address weakness. They often provide an excuse or reason for every area of concern as though it is not of their making.

The method of dealing with all trainee teachers should follow a simple set of actions. Communication between mentors, tutors and placement co-ordinators for pre-service trainees or, where appropriate, HR representatives for in-service trainees is vital. If

99 | P a g e problems are identified quickly, strategies can be adopted to identify concerns to be addressed and targets to improve in order to overcome the problem.

If there is cause for concern, the following procedure should be followed and a ‘cause for concern’ form (Appendix 5) completed. Where possible, this should be done at least 2 weeks before mentors need to sign off the log of professional practice which confirms the trainee has made at least satisfactory progress in subject pedagogy and has met the programme requirements, ready for the submission of each module assignment.

100 | P a g e CAUSE FOR CONCERN PROCEDURE

Identify the ‘at risk’ trainee teacher as early as possible

Maintain support and encouragement, ensuring that all progress is acknowledged at the progress review

101 | P a g e Appendix 6 - Cause for Concern Form Trainee teacher: Mentor / Tutor:

Dates Cause(s) for concern

Any requests from trainee:

Set dates Agreed action plan for successful progress: for actions:

Signed:

Placement Co- Trainee Mentor ordinator / HR rep Tutor Outcomes of progress review:

Recommended action:

No longer cause for concern  Second ‘cause for concern’ form to be completed  The trainee has failed the placement  The trainee is required to interrupt 

Signed:

Trainee Mentor Placement Co-ordinator / Tutor HR rep

Copy to the Placements Administrator, PU Placements Office and Programme Leader for University trainees and Centre Tutor for University and College trainees 102 | P a g e Appendix 7 – Early Alert Tutorial Record

Trainee’s name

Tutor

Date

Type of meeting Face to face Phone Other (state)

Reason/s for meeting (background and aim of meeting):

Action plan (including dates and who will be taking the action, and date for progress review):

Progress review:

Select one of the following: Early Alert resolved, no further action required  2nd progress review required  on (date) ...... Move to Cause for Concern meeting  on (date) ......

Date of next meeting

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