Pgcert for School Direct Programme Handbook

School of Health and Education

PG Cert School Direct Primary Teaching

PG Cert School Direct Secondary Teaching

Programme Handbook 2016-17

PG Cert School Direct Programme Leader: Zina Ioannou IWBL Programme Leader: Christine Eastman PGCert for School Direct Programme Handbook Your Programme Handbook

The purpose of this handbook is to introduce you to your programme of study and to direct you to other general information about studying at Middlesex University. The material in this handbook is as accurate as possible at the date of production; however, you will be informed of any major changes in a timely manner.

Your comments on any improvements to this handbook are welcome. Please put them in writing (an email will suffice) with the name of the handbook to your Programme Leader: Zina Ioannou. Information in alternative formats

This handbook can be found online at: https://myunihub.mdx.ac.uk/web/home- community/mystudy

If you have a disability which makes navigating the website difficult and you would like to receive information in an alternative format, please contact the Departmental Administrator who will liaise with LDU.

We can supply sections from this publication as:  a Word document with enlarged type — sent by email or supplied on a CD or memory stick  printed copy with enlarged type  printed copy on non-white paper  as Braille

Other formats may be possible. We will do our best to respond promptly. To help us, please be as specific as you can about the information you require and include details of your disability. The Student University Guide

Before reading this Programme Handbook you should read the Student Guide; this guide contains information on more general university services and facilities, such as UniHub, UniHelp and the Library. It is important that you familiarise yourself with this information in order to get the most from this handbook.

PGCert for School Direct Programme Handbook 2016/17 Page 2 PGCert for School Direct Programme Handbook CONTENTS

PGCert for School Direct Programme Handbook 2016/17 Page 3 PGCert for School Direct Programme Handbook WELCOME TO SCHOOL OF HEALTH AND EDUCATION Welcome from the Dean Welcome to Middlesex University and to the School of Health and Education. This programme handbook contains an overview of your programme and its modules – keep it safe so that you may refer to it throughout your time on the programme.

The School offers a wide range of study opportunities at undergraduate and postgraduate level including diplomas, degrees, short courses and CPD opportunities. Many of the programmes are designed and accredited in conjunction with the relevant professional bodies.

The School of Health and Education is a leading centre for professional education in London. Along with our diverse range of programmes and research activities, we offer various approaches to study and delivery to suit you and your commitments. We emphasise a flexible, lifelong learning approach to study - backed up by expertise gained through our pioneering developments in work based learning and knowledge transfer.

Middlesex has built a strong reputation as a leading innovator in higher education. Many of our programmes are UK firsts and have set the standard for others to follow. Teaching, learning and research in the School has a strong emphasis on interdisciplinary activity. Our aim is to link policy and practice, theory and action through high quality learning and research. Our excellent skills laboratories and access to high quality practice areas will support your learning. We intervene at the interface between academia and practice. In Healthcare, social work and education, we apply our considerate resources to train the practitioners of the future. Essential to this is our very close partnership working with Schools, NHS Trusts, Local Authorities and other public and private sector organisations as well as our local communities and a wide range of UK, EU and international collaborative partnerships.

We aim to respond to student feedback to improve your experience at the university so that we will deliver the best student experience we can. In return we expect you to engage actively in the learning process, to be fully committed to your studies and determined to succeed.

In your early weeks, this includes reading through this handbook and consulting the other information sources flagged here; you are not expected to absorb everything in detail but to be aware of main documents and their contents. In particular as an enrolled Middlesex student you have certain rights but also specific responsibilities. For details see the full University Regulations, in particular ‘University Membership’ (www.mdx.ac.uk/regulations), and if you have not already done so, explore UniHub

PGCert for School Direct Programme Handbook 2016/17 Page 4 PGCert for School Direct Programme Handbook

(http://www.unihub.mdx.ac.uk) the student website which contains detailed advice and support to assist you further.

We know it takes time to settle in to University life. If you still have questions to ask, your first port of call should be the UniHelp (http://unihub.mdx.ac.uk/unihelp) which offers face- to-face, email and telephone information and advice, seven days a week. The Unihelp desk is located on the Ground Floor of the Sheppard Library and the advisors there will be pleased to help and direct you.

Here at Middlesex we are very proud of our staff and students and we look forward to helping you build on your skills and knowledge to fulful your full potential. We wish you well in your future studies.

Jan Williams Dean of School and Pro Vice-Chancellor

School of Health and Education Hendon Campus The Burroughs Hendon London NW4 4BT

Telephone: +44(0)20 8411 5426 Web: http://www.mdx.ac.uk/about-us/our-schools/school-of-health-and-education

PGCert for School Direct Programme Handbook 2016/17 Page 5 PGCert for School Direct Programme Handbook School Direct Programme Leader’s Welcome

Welcome to the PGCert for School Direct Programme with Middlesex University. This handbook contains information about the PGCert: the academic component of the School Direct Initial Teacher Training (ITT) Programme.

On behalf of the tutors responsible for the PGCert for School Direct, I would like to welcome you to the programme. I hope that you enjoy your learning experience with us at Middlesex University and will consider continuing your studies for further qualifications with us in the future.

This exciting bespoke PGCert for School Direct Programme has been tailored to ‘dove-tail’ into your School Direct Programme in that, both the PGCert and School Direct Programmes draw upon learning experiences and development of practice in the school work- based context. We feel confident that you will find your studies stimulating and challenging in preparing you as a critically reflective practitioner for your career in teaching.

The purpose of the PGCert for School Direct Programme Handbook is to provide you with all the essential information about the structure of the programme, assessment, and dates and communication details as well as an overview of the services and facilities available to students.

If you have any queries, please contact me on [email protected]. Please check the School Direct PGCert Programme area on Unihub regularly as this is where announcements and details of programme events will be made.

Best wishes,

Zina Ioannou School Direct Programme Leader

Email: [email protected]

PGCert for School Direct Programme Handbook 2016/17 Page 6 PGCert for School Direct Programme Handbook CONTACTS AND COMMUNICATION Programme staff

The following members of staff have input into your programme.

Teaching staff Your tutors will direct your studies and ensure that you know what work you need to cover in any given module. You can seek advice from academic staff either during their office hours or by email.

Office hours of all staff can be found in the Primary Education Programme area on Unihub. Please check these regularly as hours will change termly. If you email a member of staff you should expect to hear back from them within 3 working days. Zina Ioannou School Direct Primary Programme Leader and Professional Studies for School Based Training [email protected] 020 8411 5297

Tremaine Baker School Direct Secondary School Leader [email protected] 020 8411 4772

Anne Cullen Science and SEND [email protected] 020 8411 4378

Lorraine Kessler-Singh BA Primary Programme Leader and English [email protected] 020 8411 5803

Sarah Patel D&T and IT & Computing [email protected]

Catherine Walsh Computer Science Secondary [email protected] 020 8411 3716

Monica Johnson [email protected] Library Liaison Officer

Alexandra Pitt [email protected] Learning Enhancement Team

Support staff

Aamir Khan Department Administrator [email protected] 020 8411 6832

Graduate Academic Assistants

Sandy Gill [email protected] Graduate Academic Assistant

Alina Ursuleanu [email protected] Graduate Academic Assistant

PGCert for School Direct Programme Handbook 2016/17 Page 9 PGCert for School Direct Programme Handbook RESOURCES

PGCert Programme Teaching Spaces The programme will be taught in a range of rooms on the Hendon campus.

Library Resources The Sheppard Library is open twenty four hours during term time. For further details including opening hours of the Williams Library please see the university website. http://unihub.mdx.ac.uk/your-study/library-and-it-support/library-services

Monica Johnson is PG Cert Education liaison librarian (see contact details). She works closely with the Education staff to ensure you have the relevant resources and support. Mon- ica runs regular workshops on how to get the best from your library e.g. researching techniques, using Summons and accessing the full range of information such as journals and eBooks. Please contact Monica if you require individual support or want to recommend a resource for the library

On the ground floor of the Sheppard Building you will find the Education Resources room. These contain resources for your school based training placements e.g. children’s books, teaching materials, DVDs.

Online reading list Each module has an online reading list. This is accessed through My Learning on UniHub. All the materials will either be available online or in the library. Where possible the lists link through directly to online resources, or to the library catalogue, which saves you time.

Kortexts All students will receive a free eBook (MyKortext) for each enrolled module. These have been picked by the module leader as a key resource for your studies.

IT Facilities There is a range of IT support and resources available such as the IT support team, equip- ment available on campus and for loan and wireless access. Please see the website for the full range of services.

Photocopying Middlesex University became the first university to offer free print and copy for academic purposes to students. Many printers can be found in Sheppard Building but they are also across the campus. See website for locations and further details including registering and the flexible ways to print.

Unihub This is the area on the university website where you will have access to information on services and facilities across the university and is the place to login to MyUniHub.

https://myunihub.mdx.ac.uk/ is a personalised portal with access to library resources, email programme and module information and much more.

STUDENT SUPPORT

Learning Enhancement Team (LET) Alexandra Pitt (see contact list) is your Academic Writing & Language Coordinator within the LET department. The tutors will provide academic support to you in areas such as writing essays and reports, giving presentations and participating in academic discussions. They will work with you in seminars; you can also contact them for individual support. There is also support with Maths and Numeracy. http://unihub.mdx.ac.uk/your-study/learner-development-unit

Wellbeing Services

Disability and Dyslexia Support

The Middlesex University Disability Service supports students with a wide range of disabilities and medical conditions, including:

• Specific learning difficulties (i.e. dyslexia) • Visual impairment • Mobility issues • Ongoing illness • Mental Health conditions • Hearing impairment • Autism Spectrum Disorders Our team of Disability Advisers give advice and guidance and arrange support and Reasonable Accommodations for Middlesex students with disabilities. To arrange an appointment with a Disability Adviser please contact the service on 0208 411 2502 or email us at [email protected].

Counselling and Mental Health The Counselling & Mental Health team provide mental wellbeing support and a confidential counselling and psychological therapy service to help you manage any challenges that arise while you study with us.

To make an appointment to see a psychological therapist, please book an appointment using this link on our UniHub Counselling & Mental Health pages : https://unihelp.mdx.ac.uk/counsellingandmentalhealth

We have some same-day ‘mini’ appointments of 25 minutes each available Monday to Fri- day. To book an appointment, go to the Counselling & Mental Health UniHub page and follow this link: http://appointment-support.mdx.ac.uk/booking/counselling? _ga=1.154101105.876690093.1403017143

For general enquiries, the team can be contacted at: [email protected] For opening times, please visit the UniHub website, and our service will be listed under your support services.

Nathan Wilson - 0208 411 6106 Progression and Support Advisor

Nicola Duffy - 0208 411 4339 Progression and Support Advisor

Students can contact a member of the Progression and Support Advice Team by also calling 020 8411 4423 or by submitting an online query on UnihHelp: http://unihub.mdx.ac.uk/your- support-services/unihelp.

Unihelp and Unihelp desk UniHelp is your first port of call for general student enquiries. Advisors will be able to refer you to the appropriate specialist team, make an appointment for you to see a specialist or direct you to appropriate workshops or drop-in sessions.

UniHelp is your University advice and information service which offers face-to-face, email and telephone support seven days a week. https://unihelp.mdx.ac.uk/enquiry

Phone: +44 208 411 6060

Online: http://unihub.mdx.ac.uk/unihelp

 You can search the self-service knowledge base to find the answers to frequently asked questions. UniHelp online can also often help to resolve your software or system access issues by remotely accessing your computer and guiding you.

In person If you have any enquiries about any aspect of your life as a student at Middlesex, you can ask at the UniHelp desk situated on the ground floor of the Sheppard Library. UniHelp Ad- visors offer information and support on all aspects of the University including  programme administration  student records  money and welfare services  finance matters  library  IT and information enquiries  access to other university services The UniHelp desk is also the central place for the submission and receipt of printed coursework which is not otherwise submitted electronically.

Progression and Support Advisors

Progression and Support Advisors are dedicated to helping all students’ progress to their next year and successfully complete their studies. We pride ourselves on providing a quality service that meets the individual needs of every student. We aim to do this by providing accurate information, support, and advice in a non-judgment- al, confidential and welcoming environment.

We focus on helping students progress by working with programme leaders and academics to support all students. We don’t just work by referrals from academics, but we also use data such as attendance and My Learning access to identify students who may need additional support.

For more information and how to contact us please follow the link below. http://unihub.mdx.ac.uk/your-study/progression-and-support-advisors

Graduate Academic Assistants As recent graduates, Graduate Academic Assistants assist academics in the delivery of high quality teaching on a number of undergraduate programmes in the Education Department. Apart from administrative and technical support, they also facilitate a number of group and individual learning support sessions such as drop-in sessions for assignment help, study skills workshops, reading clubs and film clubs. YOUR PROGRAMME The PGCert for School Direct Programme is offered on a part time basis and runs concurrently with the full time School Direct Programme. This PGCert and the associated

PGCert for School Direct Programme Handbook 2016/17 Page 13 PGCert for School Direct Programme Handbook assignments have been designed as an integral part of your School Direct programme. The PG Cert provides an appropriate means of reflecting critically on your practice, demonstrating deep knowledge of contemporary issues in education and engaging in a school/work place related project centred around your professional development needs as related to the NCTL Teachers’ Standards 2012. This will enable you to develop as a reflective learner and teacher, with the additional benefit of gaining 60 academic credits at Level 7 (one third of an MA). The PGCert for School Direct Programme uses the work based learning framework for the postgraduate professional practice programmes and is compiled of 100% work based learning credits. To gain the award of PGCert students must pass all assignments. The PG Cert award is based in the Institute of Work Based Learning (IWBL) at Middlesex University. Professional, statutory and/or regulatory body requirements

Children’s Rights and Student Teachers’ Responsibilities The UN Convention on the Rights of the Child is a human rights treaty (which the UK has signed up to) that enshrines specific children’s rights in international law. These rights define universal principles and standards for the status and treatment of children worldwide, where a ‘child’ is defined as every human being below the age of eighteen. UNICEF’s Rights & Responsibilities for Children Article 16 states: ‘Children have the right to privacy. The law will protect them from attacks against their way of life, their good name, their families and their homes.’ The teacher’s Code of Conduct and Practice lays out ‘Standards of propriety expected of the profession’ including ‘observing confidentiality and respect’ regarding pupils and misconduct such as ‘swearing or being offensive’ or ‘failing to safeguard pupils,’ which could result in disciplinary hearings for incompetence.

It is our requirement at Middlesex University that all our student students are always positive, professional and vigilant about children and for children in support of their human rights. All schools have an Acceptable Use policy for using technology from the internet to video or mobile phone cameras, which students must read and follow. If in any doubt about any of these matters for gathering evidence for assignments, check with a tutor, mentor or practising teacher.

As part of our ethics procedures, anonymity - i.e. names of schools, teachers, pupils, parents, guardians, etc. should not be used – especially in regard to anything of a potentially ‘delicate’ nature. Care should also be taken about making and expressing judgements about professional colleagues. Programme Structure

Module Title Module Credits Level Code

APEL Claim 1 ( Assignment 1): APEL 10 6 “Programme Planning: Planned Expectations.” APEL Claim 2 ( Assignment 2): APEL 30 7

“Contemporary Issue: National Priority Presentation.” WBS4720 Project: ( Assignment 3) WBS4720 20 7 “School Direct Programme Professional Development: A reflection and critical evaluation of learning on the School Direct Programme”

The programme will enable students to:

• critically reflect on your own practice as new teachers • understand the interrelationship of learning and teaching through critically investigating relevant issues • apply your own knowledge to a wide range of contexts, beyond being directed by others. • evaluate the effectiveness of planning, teaching, monitoring and assessment • evaluate the impact of your practice on pupils and staff members you work with • consider ethical issues when dealing with, reflecting and reporting on sensitive issues

Students on this programme will work within the professional code of conduct based on the NCTL Teachers’ Standards 2012.

If you are a Primary SD student the PGCert award title is:

"Postgraduate Certificate Professional Practice in School Direct Primary Teaching;"

If you are a Secondary SD student the PGCert award title is:

"Postgraduate Certificate Professional Practice in School Direct Secondary (Subject) Teaching."

You can find a list of the modules you are currently registered for within the My Learning area myUniHub; https://myunihub.mdx.ac.uk

When you click on any of the modules you will be able to access associated learning materials (e.g. lecture notes), reading lists, information on the learning aims and outcomes and assessment methods as well the schedule for assessment which will include deadlines for the submission of your assessment. Announcements for any of your modules will also appear in My Learning on myUniHub so you should log in and check each module regularly. Health and Safety requirements

The University has responsibilities under the Health and Safety at Work Act 1974 to ensure that risks to health and safety are controlled. Attendance

Working Together A very important part of your professional learning on this module will be to work both collaboratively and individually to develop professional awareness and critical reflection. The programme provides the opportunity for you, as a developing professional, to work alongside others to develop ideas, knowledge and understanding of professional practice as underpinned by the NCTL Teachers’ Standards. Attendance at workshops and lectures in addition to your learning in the school work place is therefore crucial if you are to fully engage with tutors and peers to develop your professional understanding and to be successful on the programme.

Attendance at central training is essential and there is a 100% attendance requirement. However where illness does occur, the maximum absence is 25%.

For further guidance on attendance requirements, refer to the section on attendance which is available on UniHub; http://unihub.mdx.ac.uk/your-study/attendance

The full regulations regarding attendance are in Section C of the University Regulations: http://www.mdx.ac.uk/regulations

Late arrival Punctuality in teaching is a professional requirement. The Programme has a policy to which students are required to adhere. Sufficient time needs to be allowed in relation to travelling arrangements so that students arrive in good time. Students who arrive once a session is in progress may not be allowed to attend. As with attendance, our records will indicate punctuality.

X Grade You should attend all scheduled classes and prescribed activities to be eligible for formal assessment. Where your attendance fails to meet the minimum required to meet the learning

PGCert for School Direct Programme Handbook 2016/17 Page 16 PGCert for School Direct Programme Handbook outcomes of the module (as published) you may be excluded from the assessment and be graded X in the module. The definition of the X grade is “Fail – incomplete without good reason: may not be reassessed”. It is your responsibility to ensure that your attendance fulfils the published attendance requirements.

The X grade is applied if you fail to participate in the learning processes of a module for which you are registered. It is not a “punishment” for poor attendance but recognition that you have not been able to prepare yourself for assessment in the content of the module. It is also given when you drop a module without formally removing it from your registered programme of study.

If you receive an X grade you may have the opportunity of taking the whole module again with permission from the Programme Leader, without grade penalty, though you will have to pay the module registration fee. How to help enhance your programme

How you can feed back to us As well as talking to your module leaders or programme leaders about any issues, there are also other ways you can help enhance the quality your programme.

Boards of Study This is a forum where Student Board of student representatives and staff meet to discuss the School Direct programme. This includes any issues but also talking about future developments and things that are going well. The Board also looks at student survey results and the reports from External Examiners. Minutes are made of the discussions and decisions and you can read these online: myunihub.

Student Union The Student Union (MDXSU) provides advice and information on a range of academic and welfare issues.

The student representatives are student representatives are elected at the start of the academic year. They ensure that the interests of students on the programme are represented, attending Boards of Study. They are also responsible for feeding back the outcomes of any meetings or events they attend. You can find out more about how to become a Student Representative from your course co-ordinator.

Meeting dates for Board of Studies Autumn Term: 24/11/16 Spring Term: 16/03/17

Student surveys During your time at Middlesex you will be asked at to give your feedback on your modules, programme and the university by completing surveys. These help your programme and the

PGCert for School Direct Programme Handbook 2016/17 Page 17 PGCert for School Direct Programme Handbook university to determine areas for improvement (as well as what is going well) and therefore please take the time to complete these. You can find out more about these surveys on UniHub: http://unihub.mdx.ac.uk/your-middlesex/student-feedback

How we consider your feedback The feedback you give through your student representatives, through surveys and at Boards of Study meetings plays an important part in reviewing the PGCert for School Direct Programme during and at the end of the academic year. Some of the changes we have made to the programme have been a result of student feedback.

You can also find out what happens as a result of your feedback through http://unihub.mdx.ac.uk/your-middlesex/student-feedback/you-said-we-did Employability

Employability and your programme Middlesex University is committed to supporting you to develop your employability skills; we do this by designing your PGCert for School Direct Programme - so that you have the opportunity to develop a key set of employability skills including teaming working, self -management, critical thinking, communication, problem solving self –evaluation.

Your attainment against the DfE (2012) Teachers’ Standards evidence your teaching skills and your professional conduct. This evidence, from the university and the partnership schools where you have undertaken your school based training, is a key part of your university reference for your first teaching post.

The PGCert for School Direct Programme gives you the opportunity to critically evaluate yourself against the DfE (2012) Teachers’ Standards as both a ‘learner’ and a ‘teacher’ and potential employee by helping you to make sense of your experiences and understand how to articulate your learning and development. e: [email protected] t: 020 8411 4923 http://unihub.mdx.ac.uk/your-employment

LEARNING, TEACHING AND ASSESSMENT

The learning, teaching and assessment approaches used throughout your programme will encourage you to be actively involved in your learning and to co-operate with other students. We aim to give prompt feedback on your learning as well as opportunities to reflect upon and learn from that feedback.

Learning and teaching methods

You will be actively involved in a range of learning, teaching and assessment approaches as part of the PGCert for School Direct Programme. Such active approaches aim to put you at the centre of your learning so you are involved and engaged in all aspects of your assessment and learning. Your programme will require your active participation in learning activities and engagement with your fellow students both individually and collaboratively, working and learning with other students as part of a small group. Learning activities may also occur both within and outside the classroom.

Your learning will also be supported by technology. Increasingly your tutors will be using existing and emerging learning technologies to engage you in e-learning activities. Your programme will be facilitated using a variety of media and online tools (My Learning on UniHub, wikis, etc) which will allow you flexible access to a diverse range of online resources and learning materials as well as collaborative tools with which you can engage and learn with your peers. Not confined by the time and space associated with traditional teaching methods you may take part in online discussions and learning activities from wherever you are studying. Your tutors and UniHelp advisors will provide any support you may need whilst learning online.

By engaging with e-learning you will also be developing skills which are essential for your learning and are also highly valued by employers. These include but are not limited to: working flexibly, communication, understanding of IT, team working and creating shared understandings based on quality resources and access to global expertise.

Please see the module narratives at the end of this handbook for more information about the specific learning arrangements for your APEL claims and modules.

Referencing Students must use the Harvard System for referencing sources used in their assignments. For guidance on how to use the Harvard System, and how to avoid plagiarism visit http://ezproxy.mdx.ac.uk/login?url=http://www.citethemrightonline.com Assessment methods

Assessment is an integral part of learning and you may hear it referred to as formative or summative.

Formative assessment is designed to give you feedback on your performance and how it can be improved. Feedback from one assignment will feed formatively into subsequent assignments.

Summative assessment is designed to measure the extent to which you have achieved the learning outcomes of a module and therefore the grade you will be awarded. Learning outcomes are the specific skills and knowledge that you are expected to demonstrate as a

PGCert for School Direct Programme Handbook 2016/17 Page 19 PGCert for School Direct Programme Handbook result of taking a module. Summative assessment should assess achievement of all learning outcomes in a secure, fair and accurate manner and on the PGCert for School Direct Programme this will comprise of coursework.

Assessment may also involve self, peer or group approaches For example, you may be asked to self-assess your own work, indicating where you feel you have clearly demonstrated your understanding and also identifying areas where can see you have room to improve. Assessment may also be a peer process where students, individually or as groups, offer feedback on one another’s work. Group assessment is a part of your programme where part of the assessment requires you to demonstrate your ability to work as part of a group and you will receive a group mark.

External Examiners External Examiners are one way we assure the academic quality of your programme. They are subject experts who help assure that your Middlesex award is comparable to that at other UK universities by reviewing the programme curriculum, the assessment and the learning resources. Among other things they moderate assignment grades before they are taken, attend the assessment board and write a report at the end of the year. You can obtain a copy of this report by contacting your Programme Co-ordinator, Zina Ioannou.

External Subject/s Workplace Examiner Peter Hartley APEL 1 Peter Hartley APEL 2 Peter Hartley WBS4720 Project

Please note that students may not contact External Examiners.

You can read more about the role of External Examiners on UniHub: unihub.mdx.ac.uk/study/academicquality/externalexaminers Submission, receipt, marking and return of assessment

Submission and receipt of assessment Your work should be submitted electronically via myUniHub. Hand in dates

Module Code Credits Assessment Deadline APEL 1 10 @ L6 Coursework 4th Nov 2016 @ 6pm

APEL 2 30 @ L7 Coursework Primary: Wed 8th Mar 2017 group presentation Primary: Wed 22nd Mar 2017 group report hand in

Secondary : Mon 20th Feb 2017 group presentation Secondary: Mon 6th Mar 2017 group report hand in

WBS4720 20 @ L7 Coursework 3rd May 2017 @ 6pm

IMPORTANT: Assessment deadlines do occasionally change and while every effort has been made to ensure dates are correct at the time of publishing you should check your email and ‘My Learning’ on myUniHub so you are aware of any changes.

Return of coursework You are expected to keep a copy of all your coursework and it should be kept somewhere safe (for example on a memory stick).

Marking, second marking and moderation All assignments are moderated internally. A cross section of level 6 and 7 coursework is moderated internally (10% sample) and is available for scrutiny by the external examiner(s). As a final check, the overall profile of marks for the module are examined internally and externally to ensure consistency of standards both within and between subjects, and against national higher education standards.

All work that has been given a ‘fail’ grade is automatically moderated internally. Level 6 and 7 work is also seen by the external examiner responsible for the respective modules.

All students will be able to see their marked work on Unihub. Students are advised to save their marked work and feedback as pdfs. Assessment Feedback

Feedback on your assessment provides the opportunity for you to reflect and to use the feedback as the basis for learning and to improve your work.

Feedback can take many forms and may be informal. For example it may be given and discussed orally in the classroom, or it may be more formal and delivered in written form from academic staff or fellow students. Understanding your feedback is very important and to achieve this you are encouraged to discuss feedback with your peers and academic staff.

Feedback on summative assessment will be offered in a variety of forms and all your work will be marked and moderated in line with the Code of Assessment Practice which can be found in section M of the University Regulations: mdx.ac.uk/regulations

You will normally be provided with feedback within 15 working days of the published submission date.

Feedback is designed to support students in the learning process so that comments on knowledge and understanding are communicated to identify strengths and weaknesses in the assignments and projects undertaken. Points on literacy will also be highlighted. The feedback given will refer to the assessment criteria for each assignment.

APEL 1 Assignment 1 is at level 6 and is graded pass/ fail. APEL 2 Assignment 2 is assessed at Level 7 and has indicative grading criteria (1-4). Assignment 3 is assessed at level 7 using the university 20 point scale. Progressing on your Programme

Programme Regulations

Your results At the end of each academic year your module grades will be considered and confirmed by an Assessment Board. Once the Assessment Board has met you will be able to view your results and progression status in the My Study area on myUniHub; https://myunihub.mdx.ac.uk/web/home-community/mystudy. If any results are still provisional then they will be clearly labelled as such.

The date for the release of results and progression decisions is on the Academic Calendar which can be found at unihub.mdx.ac.uk/mdx/calendar

Academic Misconduct It is important that you are aware of what constitutes academic misconduct throughout your studies; Section F of the university regulations explains what academic misconduct is in full: http://www.mdx.ac.uk/aboutus/Strategy/regulations/index.aspx Please be aware that academic misconduct also covers examinations; you should ensure you have read exam regulations to know what is expected of you. http://unihub.mdx.ac.uk/study/exams/regs/index.aspx

Appeals All students are able to appeal against Assessment Board decisions and the outcome of academic misconduct cases. The regulations for appeals are set out in Section G of the university regulations: http://www.mdx.ac.uk/aboutus/Strategy/regulations/index.aspx More information can be found on UniHub: http://unihub.mdx.ac.uk/study/assess/appeals/index.aspx

Complaints If you have cause to make a complaint against any aspect of university life, you can find out information on the process on UniHub: http://unihub.mdx.ac.uk/mdx/feedback/complaint/index.aspx

PGCert for School Direct Programme Handbook 2016/17 Page 23 Programme Specification and Curriculum Map for PGCert for School Direct

1. Programme title PGCert for School Direct 2. Awarding institution Middlesex University 3. Teaching institution Middlesex University 4. Programme accredited by Institute of Work Based Learning Middlesex University 5. Final qualification " Postgraduate Certificate Professional Practice in School Direct Primary Teaching."

"Postgraduate Certificate Professional Practice in School Direct Secondary (Subject) Teaching."

6. Academic year 2016-17 7. Language of study English 8. Mode of study Part time

9. Criteria for admission to the programme

All School Direct PGCert candidates should be on the School Direct Programme

10 Aims of the Programme The aim of the PGCert for School Direct Programme is to prepare students to develop as critically reflective practitioners for the teaching profession who are able to critically investigate relevant issues to inform their practice.

By the end of the Programme students will be able to:

 critically reflect on their own practice as new teachers  understand the interrelationship of learning and teaching through critically investigating relevant issues  apply their own knowledge to a wide range of contexts, beyond being directed by others.  evaluate the effectiveness of planning, teaching, monitoring and assessment  evaluate the impact of their practice on pupils and staff members they work with  consider ethical issues when dealing with, reflecting and reporting on sensitive issues

11 Programme outcomes Teaching/learning methods Knowledge and Understanding

1. Demonstrate a critical knowledge and understanding of learning, teaching and ped- Students gain knowledge and understanding through a variety agogical contexts and apply this to of blended learning methods including seminars, lectures, classroom practice. (KU1) workshops and tutorials; use of reflective diary; links to professional school based placements; discussion groups and Evaluate the ethical principles and the profes- community of practice; group study, research and presentation

School Direct PGCert Programme Handbook sional Teachers’ Standards and professional activities; reading, discussion, listening, practical activities, code of conduct when working with pupils and accessing ICT and self-directed scholarly activity. teachers in practice based research and project work. (KU2) Teaching and assessment focused on important interrelations between knowledge, skill development and professional practice. Assessment Students’ knowledge and understanding is assessed by:

Written assignments and group presentations informed by reflective diary and professional development portfolio. Cognitive Skills Teaching/learning methods 1. Systematically analyse and synthesise a range of pedagogical approaches to teach- Students gain knowledge and understanding through a ing and learning within the specialist variety of blended learning methods including seminars, phase/age group. (CS1, CS3) lectures , workshops and tutorials; use of reflective diary; 2. Critically reflect on learning and teaching links to professional school based placements; discussion knowledge, skills and values and use these groups and community of practice; group study, research to develop practice (CS2) and presentation activities; reading, discussion, listening, practical activities, accessing ICT and self-directed scholarly activity. Teaching and assessment focused on important interrelations between knowledge, skill development and professional practice. Assessment Students’ knowledge and understanding is assessed by:

Written assignments and group presentations informed by reflective diary and professional development portfolio. Practical Skills Teaching/learning methods 1. Design, carry out and evaluate a school- based inquiry to transform their own prac- Students gain knowledge and understanding through a tice and that of others in the school. (PS1, PS2) variety of blended learning methods including seminars, 2. Systematically manage ideas and informa- lectures , workshops and tutorials; use of reflective diary; tion and persuasively communicate ideas links to professional school based placements; discussion for professional and academic audiences groups and community of practice; group study, research (PS3) and presentation activities; reading, discussion, listening, practical activities, accessing ICT and self-directed scholarly activity. Teaching and assessment focused on important interrelations between knowledge, skill development and professional practice. Assessment Students’ knowledge and understanding is assessed by:

Written assignments and group presentations informed by reflective diary and professional development portfolio. Personal and Enabling Skills Teaching/learning methods 1. Critically reflect and analyse their own practice and actively engage in professional development activities to action Students gain knowledge and understanding through a plan and project their continuing profes- variety of blended learning methods including seminars, sional development into their Newly lectures , workshops and tutorials; use of reflective diary; Qualified Teacher (NQT) year. (PES1) links to professional school based placements; discussion groups and community of practice; group study, research School Direct PGCert Programme Handbook and presentation activities; reading, discussion, listening, practical activities, accessing ICT and self-directed scholarly activity. Teaching and assessment focused on important interrelations between knowledge, skill development and professional practice. Assessment Students’ knowledge and understanding is assessed by:

Written assignments and group presentations informed by reflective diary and professional development portfolio.

12. PGCert for School Direct Programme structure (levels, APEL claims, credits and progression requirements)

The PGCert Programme is studied over one year (part time) alongside the School Direct Programme. The programme comprises of 3 compulsory components: Accreditation of Prior and Experiential Learning- (APEL) 1; (APEL) 2 and a Work Based Learning (WBS) ‘Project.’

APEL 1 has a credit value of 10 credits @ level 6 APEL 2 has a credit value of 30 credits @level 7 The WBS Project has a credit value of 20 credits @ level 7.

Details of each component can be found on Unihub and are provided in this handbook just after the Programme Specification. Component descriptions are also available on UniHub.

13. Curriculum map

Learning Outcomes Demonstrating your learning 1 Demonstrate a critical knowledge and Identify current theories that inform your professional understanding of learning, teaching and pedagogical contexts and apply this to practice and apply them to a specific work/practice classroom practice. (KU1) activity 2 Evaluate the ethical principles and the professional Teachers’ Standards and professional code of conduct when working with pupils and teachers in practice based research and project work. (KU2)

1. Systematically analyse and synthes- Analyse the information you are working with to in- ise a range of pedagogical approaches to teaching and learning form your project and reflect on the contribution of within the specialist phase/age your colleagues and others to your learning group. (CS1, CS3) Critically reflect on learning and teaching knowledge, skills and values and use these to develop practice (CS2, 1. Design, carry out and evaluate a Explain how the project activity you are undertaking school-based inquires to transform School Direct PGCert Programme Handbook their own practice and that of others will enhance and/ or change your work/practice and in the school. (PS1, PS2) Systematically manage ideas and informa- discuss how you have communicated the outcomes to tion and persuasively communicate ideas for others professional and academic audiences (PS3 1. Critically reflect and analyse their Evaluate how your own motivations informed your own practice and actively engage in professional development activities professional development activities and how you man- to action plan and project their con- aged your development within your work/practice continuing professional development into their Newly Qualified Teacher text (NQT) year. (PES1)

14. Information about assessment regulations Students must pass all aspects of the programme. Successful completion of the programme entitles students to be awarded the Middlesex University PGCert for School Direct. 15. Placement opportunities, requirements and support (if applicable) Refer to School Direct Handbook 16. Future careers (if applicable) Primary & secondary teaching

17. Particular support for learning (if applicable) All students are able to access support from the university’s LET and library services

18. JACS code (or other relevant X120 coding system) 19. Relevant QAA subject N/A benchmark group(s)

20. Reference points

NCTL Teachers’ Standards (2012) SEAC (2010) Credit Level Descriptors for Higher Education

21. Other information

Please note programme specifications provide a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve if s/he takes full advantage of the learning opportunities that are provided. More detailed information about the programme can be found in the rest of your programme handbook and the university regulation. 1. Learning, teaching and assessment strategies Blended learning with teaching and assessment focused on important interrelations between knowledge, skill development and professional practice.  Seminar, lectures , workshops and tutorials

 reflective diary

School Direct PGCert Programme Handbook  Links to professional school based placements

 Discussion groups and community of practice

 Group study, research and presentation activities Students will also be assessed using a range of methods to ensure the achievement of the knowledge and skills based learning outcomes. Assessment will be through reference to school based projects in portfolio; presentation to their peers; and written essays. Students will also reflect systematically on the development of their professional practice and action plan their future development. School Direct Programme Assessment requirements APEL claim Assignment 1 (2000 words) – Programme Planning: Planned Expectations. This component requires the completion of an audit in the Assessment of Teachers’ Standards (ATS) and Training Plan, completed for the School Direct Programme. This will indicate existing strengths, based on any experience to date, and what the student needs to undertake and learn from throughout the School Direct Programme. The student is required to consider how they will develop as a learner through reflections on and considerations of sub-sections of the Teachers’ Standards, and subsequent School Direct Programme learning outcomes. Assignment 2 (2000 words) – Contemporary Issue: Presentation. This component requires the completion of a group presentation and supporting documentation. The student will critically analyse a contemporary issues of national priority as part of an allocated group. Each group will write a group report. This requires a contribution of 350-500 words per person. A member of the group will be designated to collate and present as a final group report of their presentation indicating progress and allocated tasks. Each group member will receive peer evaluation of content and delivery; the feedback will be used to write a critical analysis and evaluation to be included in the group report. WBS4720 (5000 words) The focus of the project WBS 4720 will be based on the professional development during and as a result of the School Direct Programme. It will utilise:  The audit in the Assessment of Teachers’ Standards (ATS) and training plan completed as part of the accredited activity, regarding personal, professional aspirations, intentions and requirements;  The reflective diary completed throughout the School Direct Programme;  Knowledge and understanding of self as a learner/trainee in the School Direct Programme developed from personal research, self-awareness as a learner with specific learning preferences, working with colleagues such as mentors with complimentary or contrasting learning/training/mentoring preferences, and teaching learners (pupils) with a range of learning preferences;  The impact on practice resulting from the School Direct Programme. 2. Assignment 3 Project details

WBS4720 Learning outcomes : On completion of the module you will be able to: 1. Select and critically evaluate theoretical perspectives on learning and teaching and codes of professional practice based on the NCTL Teach ers’ Standards and demonstrate how they apply to your practice (KU1, KU2); 2. Systematically analyse information that develops your approach to teaching and critically reflect on the ways in which engagement with ment ors and tutors contributed to the development of your teaching repertoires (CS1, CS2, CS3); 3. Demonstrate how practice based activities are designed to develop your effectiveness and autonomy as a learner and teacher, and persuasively communicate outcomes to practice and academic audiences (PS1, PS3); 4. Critically evaluate the role of your personal motivations, aspirations and actions in knowing yourself as a learner and teacher and in planning short, medium and long term goals of continuing professional development (PES1).

Assessment requirements The submitted project will be a 5000 word critical reflective essay based on the professional development achieved on the SD programme with preparation for the Newly-Qualified Teacher (NQT) Year. The essay is the student’s own reflection on, and critical evaluation, of what they have learned from preparation for and completion of the School Direct Programme. The essay will include:  The transition from instigation of the personalised audit and training plan (in the accredited activity) and ‘recommendation for QTS’;  Reflections on personal goals through this process, and the setting of subsequent targets;  Critical evaluation of personal learning;  Critical evaluation of researched topics, theories and issues informing and enabling personal improvement;  Critical evaluation of critical incidents affecting and informing personal development;  Syntheses of theory and practice  Critical evaluation of impact on practice  Critical evaluation of the process of School Direct Programme;  Consideration of the relationship between initial and updated Profile  Consideration of the relationship to the Teachers’ Standards.

 The additional word length provides students with the opportunity to incorporate the achievement of all the required NCTL Teach ing Standards in their final work. They can then demonstrate fully how they have applied their learning to their practice and that they are prepared to move into their NQT year as competent and confident teachers. School Direct PGCert Programme Handbook Programme Programme Learning Outcomes APEL & KU2 CS1 Modules KU1 CS2 CS3 PS1 PS2 PS3 PES1 APEL 1 X X X X X X X X X APEL 2 X X X X X X X X X WBS4720 X X X X X X X X X Module Narratives

In this section you will find details of all the modules associated with your programme so that you can see what is involved in your programme and make any choices over option modules (if applicable).

The narratives were correct at the time this handbook went to print but details change over time and therefore you should always refer to the latest version available on the My Study area of myUniHub: https://myunihub.mdx.ac.uk/web/home-community/mystudy

Your online reading lists can be accessed from the My Study area of myUniHub. They highlight essential and recommended reading for all modules you are registered on.

School Direct PGCert Programme Handbook Module Description PGCert for School Direct Accreditation of Prior and Experiential Learning 1 (APEL 1)

1. Short code (Module Code) APEL 1 2. Title Assignment 1. Programme Planning: Planned Expectations.

3. Level 6 4. Credit Points 10 5. Start Date Autumn 2016 6. Subject Education Primary 7. Module Leader Zina Ioannou 8. Module Restrictions (b) Pre-requisite 9. Automatic deferral None 10. Aims The initial consideration for this assignment is the completion of Assessment of Teachers’ Standards (ATS) Initial Audit and Training Plan and your subjects audits. This will indicate existing knowledge and strengths, based on any experience to date, and what you need to experience and learn throughout the SDP.

Requirements

Indicate and critically discuss what you are planning to experience and learn throughout your SDP, based on completion of ATS initial and your subject audit. .

11. Syllabus Students will critically engage with their self- assessment against the National College for Teaching & Leadership (NCTL) Teachers’ Standards 2012

12. Learning outcomes. On completion students will Reflect on and ‘engage with’ the following sub-sections of the National College for Teaching & Leadership (NCTL) Teachers’ Standards 2012, which are to be considered as ‘areas of learning’ for you:

 Set high expectations which inspire, motivate and challenge pupils  Promote good progress and outcomes by pupils  Demonstrate good subject and curriculum knowledge  Plan and teach well structured lessons  Adapt teaching to respond to the strengths and needs of all pupils  Make accurate and productive use of assessment  Manage behaviour effectively to ensure a good and safe learning environment  Fulfil wider professional responsibilities

Propose and discuss subsequent and consequent personal learning outcomes based on:

 Academic Development…  Professional Development…  Personal Development…  Career Development….  School’s Benefit…  Pupils’ Benefit…

School Direct PGCert Programme Handbook 13. Learning, teaching and assessment strategy The APEL 1 component of the PGCert is a self- evaluation exercise against the Teachers’ Standards which is a process supported by the school mentor on the School Direct Programme and university link tutor. The PGCert university tutors will provide group tutorials and seminars, where students are critically engaged in self- assessment against the Teachers’ Standards 2012 as part of their Assessment of Teachers’ Standards (ATS) process.

Formative assessment is designed to give you feedback on your performance and how it can be improved. Feedback from one assignment will feed formatively into subsequent assignments.

Summative assessment is designed to measure the extent to which you have achieved the learning outcomes of a module and therefore the grade you will be awarded. Learning outcomes are the specific skills and knowledge that you are expected to demonstrate as a result of taking a module. Summative assessment should assess achievement of all learning outcomes in a secure, fair and accurate manner and on the PGCert for School Direct Programme this will comprise of coursework.

14. Assessment Weighting Coursework (no examination) 100 % 15. Timetabled examination required NO 16. Timetabling Information YES (a) Please indicate which teaching activities will be Seminars, workshops offered in this module: LECTURE (LEC) NO SEMINAR (SEM) YES TUTORIAL (TUT) NO (b) Timetabled YES (c ) Sectioned NO

Work Based Learning Framework Level Descriptors Level 6 (for APEL 1 Assignment 1 ) KUS. Knowledge and understanding Identification and application of 1. Identification and application of knowledge demonstrates a critical understanding of the inter- work-based knowledge relationship between theory and work/practice Understanding and application of 2. Understanding of key ethical principles demonstrates a coherent and in-depth knowledge of how ethical principles to work/practice they apply to the work/practice of self and others CS. Cognitive skills Analysis and evaluation of work- 1. Analysis and synthesis of a range of information, including some advanced theoretical perspectives, based information and concepts informs judgements and contributes to a critical evaluation of own work/ practice Reflection on the wider contexts of 2. Reflection is becoming an established aspect of own practice, is informed by critical engagement work based practice and learning with a community of practice and contributes to the coherent development of own work/practice Work-based inquiry, action 3. Methods of inquiry, action planning and/or problem solving are critically evaluated and creatively planning and problem solving applied to enhance the work/practice of self and/or others PS. Practical skills Work-based project design and 1. Work-based projects and/or inquiries are designed and developed to impact on and improve development skills selected areas of own and others work/practice

School Direct PGCert Programme Handbook Professional networking and 2. Selected work/practice networks are critically engaged with by adapting interpersonal and interpersonal skills networking skills to generate ideas and information Work-based communication and 3. Ideas and information are coherently constructed and communicated for a range of work/practice information management and/or academic audiences PES. Personal and enabling skills Self-directed professional 1. Personal and professional development activities are based on assessment by self and appropriate development skills others, involves responsibility for own learning and an appraisal of continuing professional development alternatives Responsibility and leadership in 2. The ability to lead and take responsibility for the management of own and/or group learning is work/practice contexts demonstrated in individual and/or group work/practice contexts

School Direct PGCert Programme Handbook PGCert for School Direct Programme Handbook

Module Description PGCert for School Direct Accreditation of Prior and Experiential Learning 2 (APEL 2)

1. Short code (Module Code) APEL 2 2. Title Assignment 2: Group Presentation of a Contemporary Issue In Education

3. Level Level 7 4. Credit Points 30 5. Start Date Spring 2017 6. Subject Education Primary 7. Module Leader Zina Ioannou 8. Module Restrictions None (b) Pre-requisite None 9. Automatic deferral None 10. Aims The second assignment is based on the work completed and presented in study groups, focused on a Contemporary Issue in Education.

Requirements You are required, as part of the SDP, to critically analyse a contemporary issue in education. This will comprise a group presentation and brief report. The contemporary issue will be allocated and discussed at central training when dates of presentations will also be confirmed.

11. Syllabus The purpose of the activity is to:

• Enable you to draw on your own and your group’s experience in your school context of the allocated contemporary issue national priority; to establish, as a group, some innovative ideas and recommendations regarding your allocated contemporary issue; • Further develop whole group teaching and learning, presentation skills, the idea of peer assessment and of working in a team.

• Group presentations will normally be 30 to 40 minutes long with 5-10 minutes in addition, for questions and/or comments. • Each group to write a collaborative group report. This requires a contribution of 350 – 500 words per person. A member of the group should be designated to collate and present as a final group report of their presentation indicating progress and allocated tasks; who did what, etc. The report should also include a bibliography and a list of other references and resources used. • Each group member will receive peer evaluation of content and delivery; the feedback should then be used to write a critical analysis and evaluation to be included in the group report. • All members of the group must demonstrate that they have been pro-active and have positively contributed to the process and presentation.

Also, work should:

• include reflective critical analysis, synthesis and evaluation leading to informed and referenced conclusions; • indicate impact on practice; • provide evidence of performance commensurate with post-graduate study; • be referenced ‘informally’ (i.e. employment context) and ‘formally’ (i.e. background reading and research); • culminate in summarised personal targets; • include a substantial bibliography; • include any additional material referred to, such as completed question- naires, lesson plans, pupil work, etc, deemed necessary for inclusion, presented within an appendix (outside and beyond word length requirement);

• be presented to a good level of ‘group communication’, ‘verbal communication’ and ‘formal written communication’.

Additional Guidance

• As Assignment 2 is based on your group presentation, your SD Pro- gramme Leader will indicate specific arrangements regarding completion and submission. • The SD Programme leader will need to be informed of any AV requirements two weeks before the presentation. • A presentation pack (e.g PowerPoint or other materials used) should be given to the assessor on the day of the presentation. • In the event of a group member being absent from the presentation, they would be required to provide an additional ‘write-up’ of their contribution.

You will find the following resources useful:

• Reading and research into the allocated contemporary issue in education. • Reflective Diary – which you will have continued with as part of your ongoing professional development.

You may find it helpful to consider the following questions:

• Has developed personal awareness of your learning preference(s) af- fected your professional development, as a learner on a training programme, working with colleagues with apparently complimentary and/or contrasting preferences? (Make sure you anonymise such work and

present critical analysis constructively). • Do you tend to operate within a group according to your preferred learning/working style? • How does the experience, knowledge and understanding you have gained impact on your professional capability and outcomes?

What You Should Do:

• ‘Mindmap’. • Allocate roles, responsibilities and tasks. • Share resources. • Manage time/meetings and set up a communication network within the group. • Consider use of different media and approaches, etc.

12. Learning Outcomes On completion of this module the successful student will be able to:

1. work collaboratively in a group 2. critically evaluate own and others’ teaching and learning 3. evaluate their peers’ teaching 4. Develop in depth understanding of a contemporary issue in education

Teachers’ Standards 2012 13. Formative Assessment: Students will receive peer feedback after their presentations which they can incorporate into their critically reflective self -assessment in their group report. Students will work in small groups to present a contemporary issue in education. They will reflect on the effectiveness of group work and their learning and teaching.

Summative Assessment: The assessment for this module comprises of the group presentation and group report.

14. Assessment Weighting Coursework (no examination) 100 % 15. Timetabled examination required NO 16. Timetabling Information YES (a) Please indicate which teaching activities will be Workshop; seminar offered in this module: LECTURE (LEC) NO SEMINAR (SEM) YES TUTORIAL (TUT) NO (b) Timetabled YES (c ) Sectioned NO

Module Description Form PGcert for School Direct Work Based Learning Project WBS4720

1. Short code (Module Code) WBS4720 2. Title Assignment 3: School Direct Professional Development: A reflection and critical evaluation of learning on the School Direct Programme

3. Level 7 4. Credit Points 20 5. Start Date Summer 2017 6. Subject Education 7. Module Leader Zina Ioannou 8. Module Restrictions None (b) Pre-requisite None 9. Automatic deferral None 10. Aims: This essay is your own reflection on, and critical evaluation of, what you have learned from preparation for and completion of the School Direct Programme (SDP). Essentially it is expected that you will be able to critically analyse and reflect on the learning processes that you have undertaken during the SDP, to support your personal and professional development as a teacher. It will also allow you to present evidence about how you have engaged with

educational research, into different aspects of learning and teaching, and to demonstrate how these have impacted on your own professional and personal development. This essay should culminate in the establishment of clear targets and goals to take forward into your induction year as a Newly-Qualified Teacher.

11. Syllabus: 1. Take time to review the year by considering the ways you have responded to and developed from the targets you set yourself in you ATS initial, which were outlined in As- signment One.

2. Reflect upon the key learning opportunities and experiences (‘critical incidents’) that have arisen during the SDP. This should allow you to consider how these helped you to reflect upon and develop your own teaching practice. In particular you might reflect upon:  What have been the key ways in which you have developed your teaching (related to the Teachers’ Standards) over the course of the SDP?  How did training, research or reflections on your own practice allow you to develop this aspect of your teaching?  In what ways did this development of your practice impact on student outcomes? (consider concrete examples of how improvements to your practice improved student outcomes in your school/class)

3. Finally review your current practice, to identify strengths and areas to develop (relevant to the Teachers’ Standards). Summarise any aspects of your teaching which will be a particular focus for you during your Newly-Qualified Teacher (NQT) Year.

12. Learning Outcomes

On completion of the module the successful student will:

1.Select and critically evaluate theoretical perspectives on learning and teaching and codes of professional practice based on the NCTL Teachers’ Standards and demonstrate how they apply to your practice.

2.Systematically analyse information that develops your approach to teaching and critically reflect on the ways in which engagement with mentors and tutors contributed to the development of your teaching repertoires

3.Demonstrate how your training has enhanced and developed your own practice as a teacher and how this has impacted on student outcomes, and persuasively communicate these outcomes to practice and academic audiences.

4.Critically evaluate the role of your personal motivations, aspirations and actions in knowing yourself as a learner and teacher and in planning short, medium and long term goals of continuing professional development

These learning outcomes address Teachers’ Standards 2012 and exemplified in a Professional Development Portfolio (PDP) where you will collate evidence to show attainment against the Standards for Qualified Teacher Status and will contain evidence which can be used as appendices for your PGCert assignments.

13. Learning, Teaching and Assessment Strategy

Seminars & workshops

Summative Assessment: A written assignment of 5,000 words

14. Assessment Weighting Coursework (no examination) 100 % 15. Timetabled examination required NO 16. Timetabling Information (a) Please indicate which teaching activities will be

offered in this module: LECTURE (LEC) No SEMINAR (SEM) YES TUTORIAL (TUT) NO (b) Timetabled YES (c ) Sectioned NO

Table A Work Based Learning Framework Level Descriptors – Level 7 (for APEL 2 Assignment 2 and Assignment 3 Module WBS4720) KU. Knowledge and understanding 1. Identification and application of work-based knowledge Identification and application of knowledge, demonstrates systematic and critical understanding of theory at the forefront of professional practice 2. Understanding and application of ethical principles to Critical understanding of ethical principles demonstrates a systematic knowledge and coherent application of work/practice professional codes of conduct to the work/practice of self and others CS. Cognitive skills 1. Analysis and evaluation of work-based information and Systematic analysis and synthesis of a range of information and advanced theoretical perspectives informs the concepts development and critical evaluation of innovative work/practice 2. Reflection on the wider contexts of work based practice and Reflection is an established aspect of own practice and leads to significant transformative insights which have the learning potential to impact on the work/practice of self and/or others 3. Work-based inquiry, action planning and problem solving Methods of inquiry, action planning and/or problem solving are critically evaluated and creatively applied and have the potential to enhance the work/practice of self and/or others PS. Practical skills 1. Work-based project design and development skills Work-based projects and/or inquiries are systematically designed and developed to transform the work/practice of self and others

Systematic engagement with professional networks includes the application of advanced interpersonal and 2. Professional networking and interpersonal skills networking skills with the potential to transform the work/practice of self and others 3. Communication and information management Ideas and information are systematically managed and persuasively communicated for professional work/practice and/or academic audiences PES. Personal and enabling skills 1. Self-directed professional development skills Personal and professional development activities are based on critical reflection and analysis of personal motivations, aspirations and actions to plan and project own continuing professional development 2. Responsibility and leadership in work/practice contexts The ability to lead and be accountable for the strategic management of individual and/or group learning demonstrates initiative in professional contexts

Reading Lists:

Reflective Practice Reading List: Gibbs, G. (1988) Learning by Doing: A Guide to Teaching and Learning Methods. London: Further Education Unit Hatton,N. Smith,D. (1995) Reflection in teacher Education. Teaching and Teacher Education. Vol 11 p33 – 49 Kolb, D. (2015) 2nd ed Experiential Learning: Experience as the Source of Learning and Development, Prentice Hall, New Jersey LaBoskey, V. K. (1994). Development of Reflective Practice: A Study of Preservice Teachers. New York: Teachers College Press. McGregor, D. & Cartwright, L. (2011) Developing reflective practice: A Guide for Beginning Teachers Maidenhead: OUP Moon, J (2006) Learning journals: a handbook for reflective practice and professional development London: Routledge Pollard Andrew et al (2002) Readings for Reflective Teaching in Schools London: Continuum Pollard, A. et al (2008) Reflective Teaching: Evidence-based Professional Practice London: Continuum Schon, D. A. (1991) How Professionals Think In Action Aldershot: Arena (Ashgate) (Multiple copies available.)

Teachers’ Standards Reading List: Teaching and Learning Ausubel, D. (2000). The Acquisition and Retention of Knowledge. Dordrecht: Kluwer Academic Publishers. Bergmann, J., & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. Eugene, OR: International Society for Technology in Education. Cordova, D. I., & Lepper, M. R. (1996). Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. Journal of Educational Psychology, 88(4), 715–730. Costa, A. L. (2008). The School as a Home for the Mind: Creating Mindful Curriculum, Instruction, and Dialogue. Thousand Oaks, CA: Corwin Press. Dewey, J. (1938). Expereince and Education. New York, NY: Touchstone. Eisenberger, R., & Cameron, J. (1996). Detrimental effects of reward: Reality or myth? American Psychologist, 51(11), 1153–1166. Flavell, J. H. (1979). Metacognition and cognitive monitoring. American Psychologist, 34(10), 906–911. Hattie, J. & Yates, J., 2014. Visible Learning and the Science of How We Learn. Oxon: Routledge Howard-Jones, P. A., Jay, T., Mason, A., & Jones, H. (2015). Gamification of Learning Deactivates the Default Mode Network. Frontiers in Psychology, 6(1891), 1–16. Kahneman, D. (2011). Thinking, fast and slow. London: Penguin.

Kolenick, P. L., & Hillwig, S. A. (2011). Encoruaging metacognition: Supporting learners though metacognitive teaching strategies. New York, NY: Peter Lang Publishing Inc. McGuire, S. Y. (2015). Teaching Students How to Learn. Sterling, VA: Stylus Publishing. Newton, D. P. (2012). Teaching for understanding. (2nd, Ed.). Abingdon: Routledge. Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2009). Learning Styles: Concepts and Evidence. Psychological Science in the Public Interest, 9(3), 105–119. Schunk, D. H. (2014). Learning theories: An educational perspective. Harlow: Pearson Education Ltd. Vygotsky, L. (1978). Mind in Society: the development of higher mental processes Cambridge, MA: (M. Cole, Trans.). Cambridge, MA: Harvard University Press.

Lesson Planning Abersonn, M. & Light, D., 2015. Lesson planning tweaks for teachers: small changes that make a big difference. 1st ed. London: Bloomsbury Education. Berry, A., Loughran, J. & Driel, J. H. v., 2008. Revisiting the Roots of Pedagogical Content Knowledge. International Journal of Science Education, 30(10), pp. 1271-1279. Butt, G., 2008. Lesson Planning. 3rd ed. London: Continuum. Haynes, A., 2010. The Complete Guide to lesson planning and preparation. 1st ed. London: Continuum. John, P., 1995. Lessson Planning for Teachers. 1st ed. London: Cassell Education Limited.

John, P., 2006. Lesson planning and the student teacher: re‐thinking the dominant model. Curriculum Studies, 38(4), pp. 483-498.

Rusznyak, L. & Walton, E., 2011. Lesson planning guidelines for student teachers: A scaffold for the development of pedagogical content knowledge. Educa- tion as Change, 15(2), pp. 271-285. Shulman, L., 1986. Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), pp. 4-14. Tyler, R., 1950. Basic Principles of Curriculum Instruction. Chicago: University of Chicago Press. Wiggins, G. & McTighe, J., 2005. Understanding By Design. 2nd ed. Alexandria: ASCD.

Behaviour Management Bennett, Tom. (2016) ‘Developing behaviour management content for initial teacher training (ITT)’ Leaman, Louisa. (2007) ‘Dictionary of Disruption.’ Continuum. McPhillimy, Bill. (1996) ‘Controlling your Class.’ John Wiley & Sons. Roffey, Sue. (2010) ‘Changing Behaviour in Schools: Promoting Positive Relationships and Wellbeing.’ Sage. Rogers, Bill. (2011) ‘Classroom Behaviour.’ 3rd edition. Sage.

Rogers, Bill. (1997) ‘You Know the Fair Rule.’ 2nd edition. Financial Times: Prentice Hall. Tauber, Robert T. (2007) ‘Classroom Management.’ 4th revised edition. Praeger. White, John, Gardner, John. (2012) ‘The Classroom X Factor: The Power of Body Language and Nonverbal Communication in Teaching.’ Routledge.

Questioning Bloom, B. S., Engelhart, M. D.. Furst, F. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: Cognitive domain. New York: McKay. Brock, R. (2007). Differentiation by alternative conception: Tailoring teaching to students' thinking. School Science Review, 88(325), 97-104. Elder, L. & Paul, R. (1998). The role of Socratic questioning in thinking, teaching, and learning. The Clearing House, 71(5), 297-301. Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory into practice, 41(4), 212-218. Rowe, M. B. (1986). Wait time: slowing down may be a way of speeding up!. Journal of teacher education, 37(1), 43-50. Tobin, K. (1987). The role of wait time in higher cognitive level learning. Review of educational research, 57(1), 69-95. Wragg, E. C. & Brown, G. (2001). Questioning in the secondary school. London: Routledge

Differentiation Silberman, S. (2015). Neurotribes: The legacy of autism and the future of neurodiversity. Crows Nest, Australia: Allen and Unwin. Brock, R. (2007). Differentiation by alternative conception: tailoring teaching to students' thinking. School Science Review, 88(325), 97-104. Department for Education (2015). Special educational needs in England: January 2015. London: DfE. Accessed 10th August 2016. Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/447917/SFR25-2015_Text.pdf Fraser, C., & Meadows, S. (2008). Children's views of Teaching Assistants in primary schools. Education 3–13, 36(4), 351-363. Heacox, D. (2002). Differentiation Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3-12. Thousand Oaks, CA: Corwin Press. Humphrey, N., Lendrum, A., & Wigelsworth, M. (2010). Secondary social and emotional aspects of learning (SEAL): National evaluation. Nottingham: Department for Education. Jarvis, J. (2015) Inclusive classrooms and differentiation. In Weatherby-Fell, N. (Ed.) Learning to teach in the secondary classroom (pp. 154- 171). Melborne: Cambridge University Press. Kise, J. (2007). Differentiation through personality types. Thousand Oaks, CA: Sage.

Strand, S. Malmberg, L. & Hall, J. (2015). English as an Additional Language (EAL) and educational achievement in England: An analysis of the National Pupil Database. University of Oxford, Department of Education. Accessed 10th August 2016. Available from: https://v1.educationendowmentfoundation.org.uk/uploads/pdf/EAL_and_educational_achievement2.pdf

Assessment & Feedback Bennett, R., 2011. Formative assessment: a critical review. Assessment in Education: Principles, Policy & Practice, 18(1), pp. 5-25. Black, P. et al., 2003. Assessment for Learning: Putting it into Practice. Berkshire: Open University Press. Black, P. & Wiliam, D., 1998. Inside the Black Box: Raising StandardsThrough Classroom Assessment. Phi Delta Kappa International, pp. 139-148. Butler, R., 1988. Enhancing and undermining Intrinsic Motivation: The effects of task-involving and ego-involving evaluation on interest and performance. British Journal of Educational Psychology, 58(I), pp. 1-14. Clake, S., 2014. Outstanding Formative Assessment: Culture and Practice. Oxon: Hooder Education Dweck, C., 2006. Mindset: How You Can Fulfil Your Potential. New York: Ballantine Books. DfE, 2015. Final report of the Commission on Assessment without Levels, s.l.: Crown Copyright. Earl, L. & Katz, S., 2006. Rethinking Classroom Assessment with Purpose in Mind, Winnipeg: Manitoba Education, Citizenship and Youth. Hattie, J., 2003. Teachers Make a Difference: What is the research evidence?. Melbourne, Australian Council for Educational Research . Hattie, J. & Timperley, H., 2007. The Power of Feedback. Review of Educational Research, 77(1), pp. 81-112. Jones, S. & Tanner, H., 2006. Assessment. 2nd ed. London: Continuum International. Leahy, S., Lyon, C., Thompson, M. & Wiliam, D., 2005. Classroom Assessment: Minute by Minute; Day by Day. Educational Leadership , pp. 18-24. McMillan, James, (Ed.), 2013. SAGE Handbook of Research on Classroom Assessment. Thousand Oaks, CA: SAGE Publications, Inc.. McTighe, J. & O'Connor, K., 2005. Seven Practices for Effective Leaming. Educational Leadership, 63(2), pp. p10-17. Shute, V., 2008. Focus on formative feedback. Review of Educational Research, 78(1), pp. 153-189 Spendlove, D., 2009. Putting Assessment for Learning into Practice. London: Continuum Books. Wiggins, G. & McTighe, J., 2005. Understanding By Design. 2nd ed. Alexandria: ASCD. Wiliam, D., 2011. Embedded formative assessment. Bloomington: Solution Tree Press.

Secondary Reading List: General Capel,S., Leask,M. &Turner,T.(ed). (2013). Learning to Teach in the Secondary School: A Companion to School Experience: Routledge Brooks, V, Abbott, L & Huddleston, P. (2012) Preparing To Teach in Secondary Schools: OU Press Ellis, V. (ed) (2011) Learning and Teaching in Secondary Schools (4nd ed), Exeter: Learning Matters. Glazzard, Deny, and Price (2014) Learning To Teach: OU Press Wright, T. (2007).How To Be A Brilliant Trainee Teacher: Routledge

Design & Technology

Owen-Jackson, G. (ed) (2007). Technology in the Secondary School: Routledge Owen-Jackson, G. (2008). Learning to Teach Design & Technology in the Secondary School: A Companion to School Experience: Routledge Owen-Jackson, G. (ed) (2013). Debates in Design & Technology Education Spendlove, D. (2008). 100 Ideas for Teaching Design and Technology: Continuum

English Clarke, S.R., Dickinson, P. & Westbrook, J. (ed). (2012)The Complete Guide to Becoming an English Teacher, Sage Wright, T. (2012) How to be a Brilliant English Teacher, Routledge

Geography Balderstone, D (2006) Secondary Geography Handbook. Sheffield. Geographical Association Lambert, D., & Balderstone, D. (2009) Learning to Teach Geography in the Secondary School: A companion to School Experience. 2nd Edition.London. Routledge,Falmer.

History Smith, N. (2010) History Teacher's Handbook: Continuum Education Handbooks Davies, I. (ed). (2011), Debates in history teaching: Routledge Haydn, H., James Arthur, J. & Martin H. (2008) Learning to Teach History in the Secondary School: A companion to school experience, London, Routledge Falmer

Mathematics Boaler, J. (2010). The Elephant in the Classroom: helping Children Learn and Love Maths: Souvenir Press Ltd Hodgen, J. & William, D. (2006) Mathematics inside the black box: NFER Nelson Johnston-Wilder S. (2010) Learning to Teach Mathematics in the Secondary School: A Companion to School Experience. Abingdon, Oxon: Routledge

PE Capel, S. & Whitehead,M (ed). (2015). Learning to Teach Physical Education in the Secondary School: A Companion to School Experience: Routledge

Science Ed. Martin Hollins ASE guide to Secondary Science. Hatfield: Association for Science Education,. Taber, K.(ed). (2011) Teaching Secondary Chemistry 2nd Edition:ASE

Reiss M.(ed).(2011) Teaching secondary Biology 2nd Edition: ASE Sang D (ed). (2011) Teaching secondary Physics 2nd Edition; ASE Toplis, R (2011) How Science Works Routledge

Modern Foreign Language Pachler N, Evans M, Redondo A, Fisher, L (2013), Learning to Teach Foreign Languages in the Secondary School: A Companion to School Experience (4th edition) Pachler, N and Redondo, A (2014), A Practical Guide to Teaching Foreign Languages in the Secondary School (2nd edition) Benati, A (2013). Key Issues in Second Language Teaching

Drama Kempe A, Nicholson H (2007)Learning to teach Drama 11-18 Ashwell M, Kempe A,(2000) Progression in secondary drama

RE Barns P, Wright A, Brandon A. (2008). Learning to Teach Religious Education in the Secondary School: A Companion to School Experience: Routledge

Sociology/Psychology Capel, S., Leask, M. and Turner, T. (Eds) (2013) Learning to Teach in the Secondary School: A companion to School Experience 6th edition, London: RoutledgeFalmer Jarvis, M. (2012) Teaching Psychology 14-19: Issues and Techniques, Abingdon: Routledge

Art Addison, N, Burgess, L. (2014). Learning to Teach Art and Design in the Secondary School: A Companion to School Experience: Routledge

Music Cooke, C, Evans, K, Philpott, C, Spruce, G. (2016). Learning to Teach Art and Design in the Secondary School: A Companion to School Experience: Routledge

Citizenship Gearon, L. (2014). Learning to Teach Citizenship in the Secondary School: A Companion to School Experience: Routledge

Computer Science Simmons, C, Hawkins, C. (2015). Teaching Computing: Sage

Business Studies Jephcote, M, Abbott, I. (2005). Teaching Business Education 14-19: David Fulton

Primary Reading List : English Core reading:Joliffe,W. & Waugh,D. (2012) Teaching Systematic Synthetic Phonics in Primary Schools, London: Sage Medwell, J., Moore, G., Wray, D. & Griffiths, V. (2012) Primary English Knowledge and Understanding (6th edition), Exeter: Learning Matters Medwell, J., Moore, G., Wray, D. & Griffiths, V (2012) Primary English: Teaching Theory and Practice ( 6th edition), Exeter: Learning Matters Mercer, N. & Tweddle, S. (2008)Exploring Talk in School, London: Sage Rose, J. (2006)Independent Review into the Teachingof Early Reading, Nottingham:DfES

Mathematics Haylock, D. (2010) Mathematics Explained for Primary Teachers: 4thEdit.London:Sage nghileri, J. (2006) Teaching Number Sense, London: Continuum Askew, M. (2012) Transforming Primary Mathematics, Abingdon: Routledge Boaler, J. (2009) The Elephant in the Classroom, London: Souvenir Press Drews, D & Hansen, A. (2007) Using resources to support mathematical thinking: primary and early years, Exeter: Learning Matters

Science Harlen, W. and Qualter, A. (2009) 5th Ed The Teaching of Science in Primary Schools,London: David Fulton Pub Chapters 4, 8 & 19 Harlen, W (Ed) (2010) Principles and big ideas in science,Hatfield: Association of Science Education

Computing Barber, D, Cooper, L. & Meeson, G (2007) Learning and Teaching with Interactive Whiteboards,Exeter: Learning Matters

Beauchamp, G (2012) ICT in the Primary School: From Pedagogy to Practice,Essex: Pearson Education

R.E. Blaylock, L.(ed) (2004) Representing Religions, Birmingham: CEP McCreery, E. Palmer, S. & Voiels, V. (2008) Teaching Religious Education: Primary and Early Years, Exeter: Learning Matters QCA (2004) Non-statutory National Framework for Religious Education, London: QCA DCSF (2010) Religious Education in English Schools Non-statutory guidance http://media.education.gov.uk/assets/files/religious%20e ducation%20guidance%20in%20schools

P.E. Casbon C. & Spackman L. (2005) Assessment for Learning in Physical Education,British Association of Advisers and Lecturers in Physical Education (baalpe) Griggs, G. (ed.) (2012) An Introduction to Primary Physical Education,London: Routledge

Cross- Curricular Barnes, J.(2011) Cross-Curricular Learning 3-14(2nded), London: Sage Beames, S., Higgins, P. and Nicol, R.(2012) Learning outside the Classroom: Theory and Guidelines for Practice London: Routledge Boys, R &Spink, E. (eds) (2008) Teaching the Foundation Subjects, London: Continuum Kerry, T. (2011)Cross-Curricular Teaching in the Primary School: Planning and Facilitating Imaginative Lessons, Abingdon: Routledge

Art Cox, S. and Watts, R., (eds) (2007)Teaching Art and Design 3-11: Reaching the Standard,London:Continuum Fisher, R. and Williams, M. (eds)) Unlocking Creativity, Teaching across the Curriculum, London: David Fulton (pp6-20

Geography Grigg, R. and Hughes, S.,(2013) Teaching Primary Humanities, Essex: Pearson Scoffham, S. (ed) (2010) Primary Geography Handbook,Sheffield: Geographical Association

Mills J (2009) Music in Primary School, Oxford: OUP

History Turner-Bisset, R. (2004) History in the Primary Classroom,David Fulton

Design & Technology Newton (2005)Teaching Design & Technology,London: SAGE

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