BA (Hons) Education and Training

HEQMP 9/3/2

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HEQMP 9/3/2

Table of Contents

Page Number General Information 1  Welcome from the Head of Department 2  Programme Team Pen Portraits 3  Programme Team and Support Staff Contact Details 4  External Examiner Details 4

Programme Details 5  Academic Calendar 6  History of Programme 8  Attendance Requirements 8  Opportunities Available on Completion 8  Programme Awarding Body 8  Programme Learning Outcomes 9

Programme Specification 18

Module Specifications 27

Student Support and Guidance 86  Safeguarding and Prevent 87  Induction Arrangements 87  Personal Learning Coaches (PLC’s) 87  Academic Study Support Tutor 88  Programme Study Skills 88  Careers Advice and Guidance 89  Counselling and Student Welfare 90  Support for Disabled Students 90  Financial Advice and Support 91  Opportunities for Personal Development Planning 91  Opportunities and Support for Studying Abroad (if 92 applicable)  Tutorial Support for non-Individual Project Assignments 92

Facilities and Services 93  Library Resources 94  Technical Support 95  Catering Services 95

Assessment and Progression Regulations 96

Dissertations and Projects Support and Guidance 104  Supervisory Support 105  Individual Research 105  Student Responsibilities 105  Attendance 105

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Page Number  Tutorial Support and Formative Feedback on your 106 Individual Project  Assessment Feedback 106

Determination of Results 107  Assessment Weightings 108  Communication of Results 108  Classification Criteria 108  Role of the Assessment Boards and External Examiner 109

Policies and Regulations 110  Equality Diversity and Inclusion Statement 111  Data Protection 111  Health and Safety 112

Student Participation and Evaluation 113  Student Feedback and its Utilisation 114  Student Representation 114  Registered Student Organisations 114  Student Voice and Programme Evaluation 115

Teaching, Learning and Assessment 116  Feedback and Assessment 117  Referencing 117  How and Where to Submit Completed Assignments 118  Extensions 118  Presentation of Written Work 119  Mitigating/Extenuating Circumstances 120  Academic Misconduct 121  Academic Appeals 122  Complaints Procedure 122  The Office of the Independent Adjudicator (OIA) 122  Cancelled Classes 123

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General

Information

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Welcome from the Head of Department

You are now a student on the Education and Training Programme and we are delighted to welcome you to your course and to the School of Education and Supported Learning. Your course has been designed to be:

 A valuable award for those seeking employment and advancement with many local and national employers.  A set of integrated modules that will enable you to gain a thorough understanding of your specialist chosen area of study.  Clearly aligned theory to vocational practice to enable you to experience a fully rounded study of your chosen occupational area.

Embarking upon a course in higher education can be an anxious and exciting time. Initially you will find yourself being presented with a lot of information about your course and the College. It is normal that there may be some confusion, but you do not need to panic. Whatever your concerns may be, there are many members of staff here at the College who can help and will be happy to answer any queries that you may have.

Within this course guide there are contact details of key staff that can help you, whether it is to do with the course or any area of support. The rest of this guide contains some really useful information that will help you throughout your course. And don’t forget if you have any questions then do not hesitate to contact myself, your course leader or any member of the course team. You will also be provided with The Higher Education Student Handbook that contains a set of really useful general information on the College, so please do keep this to hand throughout your studies.

Every higher education course at the College is appointed an external examiner to support the course and help assure our quality standards. Dawne Bell is the External Examiner for your course. Their annual report on your course will be shared and discussed with you as part of your induction programme and will give you a real feel for your programme.

Our priority is to give you the best possible learning experience to help you to realise your goals and aspirations. We want you to enjoy your course and complete it successfully.

I wish you every success in your studies and I am sure you will enjoy being a student in the School of Education and Supported Learning

Kind regards

Alyson Shields

Head of School

E-Mail [email protected] Tel: 0191 375 4997

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Programme Team Pen Portraits

Amanda Naisbett Programme Leader - BA (Hons) Education & Training Programme Lecturer in Education Dissertation supervisor– BA (Hons) Education & Training course

Amanda Naisbett – (MA History, University of Teesside, and National Professional Qualification for Head Teachers (NPQH)) has enjoyed a successful career in Education since 1980 when she obtained her PGCE at Durham University and has undertaken a variety of roles (i.e. Classroom Teacher, SENCo, Head of Department, Head of Year, Head of Faculty, Assistant Head, Head of Centre) in a variety of educational settings. Prior to being appointed as Lecturer in Education at New College Durham in 2015, her main role was as a Local Authority Adviser and Consultant, working with primary, secondary and special schools to consistently and systematically raise standards of attainment. Formerly an Associate Tutor at Oxford Brookes University, her research interests lie in the education of more able and talented/gifted and talented learners and she has written a number of articles and papers in this particular area. Amanda also teaches on the Pg/Cert Ed Programmes and the FdA in Supporting Teaching and Learning.

Chris Howe Lecturer in Education Dissertation Supervisor– BA (Hons) Education & Training course

Chris Howe – (MA Film and Cultural Studies, Sunderland University) was an Associate Lecturer on Media and Cultural Studies degree programmes at Sunderland University for 5 years before joining New College Durham in 2011. He has previously managed the Education and Access to HE Programmes at the College and teaches on the PGCE/Cert Ed Programmes and the BA in Education Studies. Chris continues to develop his own knowledge through observing teaching and learning in a myriad of different settings, and uses this information to further develop his own practice and that of the team

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Kaye Horner Curriculum Manager and Lecturer in Education Dissertation Supervisor – BA (Hons) Education & Training course

Kaye Horner – (L7 Post Grad Certificate in General Education, University of Huddersfield, BSc (Hons) Hospitality Management and Related Services) has worked extensively in leading and managing in the Education Sector. Before joining New College Durham in 2011, Kaye worked at Bishop Auckland College as Head of School for Sport and Public Services then Head of Learning Support, Inclusion and Equality and Diversity. Since coming to New College Durham she has worked as Curriculum Manager for Additional Learning Support, whilst teaching on Foundation programmes and integrating RARPA into the curriculum. She has worked on cross county initiatives to implement the new SEND reforms following the introduction of the Code of Practice. She has developed training packages for College staff that develop their skills in identifying and supporting students with SEND to ensure best endeavour is met. Kaye is currently carrying out observations of teaching for the Professional Graduate Qualification/Certificate of Education and using examples of best practice to develop her own, and others teaching practice.

Programme Team and Support Staff Contact Details

Amanda Naisbett 0191 375 4216 [email protected] Christopher Howe 0191 375 4316 [email protected] Kaye Horner 0191 375 4386 [email protected]

External Examiner Details

Dawne Bell Assistant Head of Secondary Education (Teaching, Learning & Assessment and Student Experience) The Faculty of Education Edge Hill University

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Academic Calendar

Week No Module Studied Assignment Deadlines Semester 1 Introduction to the course Expectations at Level 6 06/09/17 1 Enrolment Research Methods 13/09/17 2 Library Induction

20/09/17 3 Research Methods

27/09/17 4 Behaviour for Learning

04/10/17 5 Behaviour for Learning

11/10/17 6 Individual Study Tutorial

18/10/17 7 Behaviour for Learning

25/10/17 Reading Week

01/11/17 8 Behaviour for Learning

08/11/17 9 Behaviour for Learning

15/11/17 10 Assessment for Learning

22/11/17 11 Assessment for Learning Behaviour for Learning

29/11/17 12 Assessment for Learning

06/12/17 13 Assessment for Learning

13/12/17 14 Assessment for Learning

20/12/17 15 Individual Study Tutorial

27/12/17 Christmas Christmas

03/01/18 Christmas Christmas Semester 2

10/01/18 16 Leading Learning Assessment for 17/01/18 17 Leading Learning Learning

24/01/18 18 Leading Learning

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31/01/18 19 Leading Learning Leading Learning: Open Book 07/02/18 20 Exam Leading Learning

14/02/18 Reading Week

21/02/18 21 Leading Learning

28/02/18 22 Education Policy and Practice

07/03/17 23 Education Policy and Practice

14/03/17 24 Education Policy and Practice

21/03/17 25 Education Policy and Practice

28/03/17 26 Education Policy and Practice

04/04/18 Easter Easter

11/04/18 Easter Easter Education Policy and 18/04/18 27 Individual Project Practice

25/04/18 28 Individual Project

02/05/18 29 Individual Project Independent Study – Individual 09/05/18 30 Project Individual Project Independent Study – Individual 16/05/18 31 Project Independent Study – Poster 23/05/18 32 Presentation Poster Presentation

Please note: The Programme Team will endevour to work to this schedule throughout your programme. However, there be times when the programme timetable and assessment plan need to be ajusted to meet unforseen circumstances. The Programme Team will notify you of any changes at the earliest opportunity.

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History of the Programme

The BA (Hons) Education & Training course has long been a popular and well-regarded Programme with consistently good results. Last year’s cohort of 29 students exceeded expectations with 6 students being awarded First Class Degrees, 16 awarded 2:1 degrees, 6 students 2:2 degrees and 1 awarded a 3rd class Honors.

Re-validation of the BA (Hons) Education & Training for the Academic Year 2016/17 has presented the Programme Leader with the exciting opportunity to build on this success design a brand new course, focusing on key elements of educational practice

Attendance Requirements

We expect a minimum of 80% attendance at the taught sessions. Students who miss more than 20% can expect not to pass the module. We also expect sessions to start and finish on time. This is for the obvious reasons that if you are not there you can’t learn, and if the session is disrupted it has a bad effect on the other learners. If you are unable to come, please let us know and send your apologies. E mail is the best way to let staff know. If you have a recurrent problem please be in touch to discuss how to resolve it. Keeping quiet doesn’t make the problem go away.

Opportunities Available on Completion

Teacher Training Programmes such as Teach First or SCITT

Programme Awarding Body The Open University

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3. Programme outcomes

Intended learning outcomes are listed below.

3A. Knowledge and understanding

Learning outcomes: Learning and teaching strategy/ assessment methods A variety of learning and teaching methods are used including: A1: Synthesise and critically appraise different aspects of lectures, presentations, working in pairs and triads, group work, educational knowledge and their application to practice in a individual study, workshops, student led seminars, class range of contexts. discussion and activities. Classroom activities are supplemented A2: Demonstrate a comprehensive and detailed knowledge of with the use of electronic materials via Schoology. Individual aspects of educational policy and the implications for learning tutorial support is also available. and teaching. Students will have the opportunity to gain formative assessment in A3: Critically review theories and approaches for educational the module via scenario-based learning experiences, presentations practice and research. and discussions. They will analyse policies, theories and A4: Plan, undertake and evaluate a negotiated, self-managed approaches for Educational practice and research and will work secondary research project related to education and training. independently to produce a piece of secondary research related to an area of personal and/or professional context or concern. A5: Demonstrate a comprehensive and detailed knowledge of the theory of learning, teaching and assessment and their Students will be assessed by the production of assignments, which relevance to the education process. will showcase their Academic writing ability and criticality.

3B. Cognitive skills Learning outcomes: Learning and teaching strategy/ assessment methods B1: Question orthodoxy using balanced, logical and Formative assessment is provided by ongoing feedback on tasks supported argument when evaluating aspects of practice in completed in seminars for the ICA and for the ECA. Oral and education and training. written feedback will be provided on assignments via tutorial

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3B. Cognitive skills sessions. B2: Demonstrate intellectual flexibility and openness to new A range of summative tasks are required (e.g. essays, reports etc) ideas when evaluating the influences of educational policy on and tutorial support (face to face, email etc) is provided educational practice. throughout. B3: Demonstrate confidence and flexibility in identifying and Students will be introduced to the fundamental principles of defining complex problems in the promotion of positive educational policy and will explore the drivers for change. They will behaviour, and can apply appropriate methods to their consider the macro issues relating to policy development and solution. explore how these are translated to the micro – i.e. their own B4: Synthesise, appraise and evaluate data from appropriate settings. sources in an ethical manner to make independent Learners will explore the underpinning theories related to learners judgements. behaviour and develop a increased understanding of how to manage behaviour by analysing a variety of real life scenarios.

3C. Practical and professional skills Learning outcomes: Learning and teaching strategy/ assessment methods C1: Demonstrate a well-developed ability to accommodate Following direct teaching, seminars, workshops and tutorials, new principles and understandings to formulate appropriate students will be expected to produce a range of assignments and justified developments in own practice. within which they will demonstrate the ability to analyse, C2: Operate ethically at all times when collecting and synthesise and evaluate a range of theoretical and practical analysing data associated with research and information and meet prescribed deadlines. learning/teaching practice. Students will be introduced to all aspects of ethical behaviour in C3: Demonstrate a capacity to plan and work in an educational research. autonomous manner at an appropriate level, within defined/agreed guidelines.

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3D. Key/transferable skills Learning outcomes: Learning and teaching strategy/ assessment methods D1: Communicate clearly, fluently and effectively in a range Workshops, tutorials and seminars devoted to supporting and styles appropriate to the context. be able to organise and developing individuals’ skills will be held during the last two articulate opinions and arguments in speech and writing using sessons of every module. Here, they will have the opportunity to relevant specialist vocabulary. engage in personal planning and skills development via strategies D2: Engage effectively in academic discussion and present suh as socratic seminars, learners will have the opportunity to arguments in a professional manner demonstrating confident challenge and question their peers and interogate a range of use of specialist vocabulary. evidence. D3: Collaborate and plan as part of a team, to carry out roles allocated by the team and take the lead where appropriate, Students will use technology to access key resources and and to fulfil agreed responsibilities. demonstrate further digital literacy by producing a handbook, for D4: Plan, manage and evaluate the acquisition of new instance which they will subsequently critically evaluate. knowledge and skills, articulate their own approaches to Students key skills, such as time management and communication learning and organise an effective work pattern including will be enhanced and developed by active engagement in the working to deadlines. tasks set. D5: Be able to use technology effectively to enhance critical and reflective study. D6: Process and synthesise empirical and theoretical data, to create new syntheses and to present and justify a chosen position having drawn on relevant theoretical perspectives.

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Programme Structure - LEVEL 3 Compulsory modules Credit Optional modules Credit points points Module 1 Behaviour for Learning 20 Not applicable

Behaviour management has been the focus of considerable research, publication and professional development in the field of education. In spite of this, pupil behaviour remains an area of concern for key stakeholders.

This module encourages students to explore how the Curriculum (including the Hidden Curriculum), Teaching and Learning Strategies, the learning environment, Leadership & Management, relationships with key stakeholders and the wider community etc. can be utilised to promote positive behaviour among learners. Other topics include differing perspectives on behaviour management, Assessment Strategies, Continuing Professional Development and the use and deployment of key staff and resources in meeting the needs of individual learners.

Assessment Essay (ECA 100% 3000 words)

 Give a rationale for the development of the policy document.  Critique relevant behaviour management theories evident in the policy 20 document.  Include a commentary as to how the policy document could be used to promote Behaviour for Learning in the setting (e.g. continuing Professional and Personal Development, aspects of Performance Management).  Refer to Government Policy and Ofsted outcomes.  Evaluate the effectiveness of the policy document and make recommendations for how it could be improved.

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Programme Structure - LEVEL 3 Module 2 Assessment for Learning

This module will enable students to distinguish between assessment for learning, assessment as learning and assessment of learning, to audit current practices against these three purposes of assessment and plan classroom based actions for a particular group of learners. The module will strengthen students’ capacity to use assessment to drive teaching and learning and measurement of progress. This will enable students to develop teaching and learning sessions that promote deep 20 understanding and progression in learning. This module aims to introduce key concepts and issues around planning assessments. It aims to develop students’ abilities to plan a specified unit of work and will encourage students to engage in research about assessment theories and the progress of learning.

Assessment Annotated curriculum plan (ECA 30% 1500 words)

 The curriculum plan will be in a recognised format used in educational settings and include assessment as appropriate to the session and can reflect organisational conventions.

 The annotations will include: values, knowledge and concepts related to the development of the curriculum and the assessment of learning, information about the target audience, learning objectives to be achieved, topic/s to be delivered, learning and teaching strategies and assessment strategies to be used. 20

Reflective commentary (ECA 70% 2000 words equivalent)

 The reflective commentary will: make reference to appropriate assessment design and learning and teaching theory.

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Programme Structure - LEVEL 3

 Provide reflection on the rationale adopted in relation to the assessment to be measured and to justify choices using appropriate supporting references.  Demonstrate digital literacy.

Module 3 Education Policy and Education Practice

This module seeks to introduce the student to current central government legislation that feeds into policy initiatives at local authority and organisational level. As such, it considers the impact of policy on education and training. An examination of stakeholder interests and the development of policy will be investigated in relation to wider economic, socio-cultural and political influences. Students will further evaluate 40 a chosen policy initiative in a selected education context and critically assess its impact.

Assessment Essay (ICA 1000 words 50%) Students will be allocated a specific policy to research and will produce an individual essay in support of the topic for the following group presentation. The essay will include:  The origins of the given policy  critically evaluate how this policy has been influenced by organisational policy development, with reference to national policy drivers

Group Presentation 15 minutes (ECA 1000 word equivalent 30%) Students will be in allocated groups  Identify the specific aspect of learning and teaching practice which will be discussed in relation to both organisational and a national policy initiative.

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Programme Structure - LEVEL 3  Critically discuss the current national and local policy as it impacts on the learning and teaching situation identified. Make use of the original policy documents and other supporting relevant theory.

 Use appropriate technology to present the information. Individual reflective Report (ECA 1000 words) 20%

 Use recognised group work / team work theory (e.g. Belbin, Tuckman)

 Explain roles /responsibilities of the group.

 Evaluate the performance of the group at each stage of the project.

 Evaluate personal performance / role as part of the group.

Module 4 Leading Learning

The module will develop knowledge of theories of leadership and an appreciation of the contribution of team members toward organisational goals. The module will explore organisational structures and culture, leadership styles and issues of educational planning. The students will develop knowledge of theories of change management and an appreciation of the contribution of team members toward organisational goals.

The module will give students a broad overview of theories and principles that underpin leadership. These will be analysed through the course of the module and their impact within organisations and organisational culture explored.

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Programme Structure - LEVEL 3 Assessment Exam The module will be assessed via one, 3 hour open book examination where students will choose and answer three questions from eight (ECA 100%).

Module 5 Individual Study

This module aims to assist students in identifying and developing the knowledge, understanding and skills necessary to undertake aspects of educational enquiry in a specific area of professional concern or interest that is pertinent to their personal and/or professional development.

The module will enable students to develop the skills needed in order to demonstrate a systematic and integrated approach to researching a field of study. This will afford the student the opportunity to demonstrate the development of independent thought and initiative, providing an opportunity to study the selected area in depth and produce a review which demonstrates an understanding of relevant literature, the appropriate application of research methods, skills of critical analysis and the ability to communicate the results of the work through an academic poster. The poster will give students the opportunity to showcase their research, communicating their results to other students, staff and the wider community.

Assessment Literature Review (ECA 5000 words 70%) For this module students will produce a literature review (5,000 words) on an area of personal or professional interest or concern The literature review must demonstrate high levels of educational enquiry skills, an in-depth knowledge of an area of education and the ability to employ those skills and knowledge in the analysis through careful review and critical analysis of existing literature on the topic for research. The topic will be agreed with the relevant individual project supervisor.

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Programme Structure - LEVEL 3

Academic Poster Presentation (ECA 3000 words equivalent 30%) Students will also produce an academic poster presentation based on their individual study. The presentation will give students the opportunity to showcase their research, communicating their results to other students, staff, and also the wider community.

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The course is comprised of 5 modules leading to (120 credits overall), represented in diagrammatic form below:

Module 1 Module 2 Module 3 Module 4 Behaviour for Assessment for Education Policy Leading Learning Learning Learning and Practice 20 credits 20 credits 20 credits 20 credits

Individual Project (Dissertation)

40 Credits

Overview/ factual information

Programme/award title(s) BA (Hons) Top-up Education & Training Teaching Institution New College Durham Awarding Institution The Open University (OU) Date of latest OU validation N/A Next revalidation 2022 Credit points for the award 120 UCAS Code Programme start date September 2017 Underpinning QAA subject Education Studies benchmark(s) Other external and internal Education Training Foundation: Professional reference points used to Standards for Teachers and Trainers in inform programme outcomes Education and Training Professional/statutory Department for Education: Teachers’ recognition Standards Duration of the programme for each mode of study (P/T, Part -time FT,DL) Dual accreditation (if N/A applicable) Date of production/revision of 01 September 2017 this specification

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Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content, and teaching, learning and assessment methods of each module can be found in student module guide(s) and the student handbook. The accuracy of the information contained in this document is reviewed by the University and may be verified by the Quality Assurance Agency for Higher Education.

Educational aims and objectives The programme aims to help lecturers, mentors, teaching assistants and other workers in education develop their knowledge of educational practice and reflect on strategies for developing their professional practice. More specifically the programme will:  Enable students who are practising in a variety of educational contexts and engaged in the processes of promoting learning/educational achievement to gain an in-depth knowledge of relevant professional issues.  Provide students with opportunities to relate new knowledge to their ongoing professional experience.  Develop students’ skills as reflective practitioners through the analysis of aspects of their professional practice.  Develop the students’ knowledge, skills and abilities required to have a positive impact on the way people learn.  Promote students' awareness of the key issues and drivers in current educational practice, including awareness of up to date research in education and the impact of policy at both organisational level and on own practice.  Facilitate students’ in the completion of independent (secondary) research into an area of identified professional concern.

Relationship to other programmes and awards

(Where the award is part of a hierarchy of awards/programmes, this section describes the articulation between them, opportunities for progression upon completion of the programme, and arrangements for bridging modules or induction). Graduates from the following Foundation Degrees may progress to this programme: Foundation Degree in Supporting Learning & Teaching (FdA) New College Durham. Foundation Degree in Childhood Studies New College Durham.

Both Foundation Degrees offer excellent preparation for the Level 6 BA (Hons)

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Education and Training Degree as they prepare students for independent study, academic writing and referencing. They also introduce Research Methodologies to students, Literature Searches and theories of Education and Behaviour etc., which are further developed in the top up degree.

Distinctive features of the programme structure  Where applicable, this section provides details on distinctive featurs such as:  where in the structure above a professional/placement year fits in and how it may affect progression  any restrictions regarding the availability of elective modules where in the programme structure students must make a choice of pathway/route As part the Mixed Economy Group (MEG) of colleges, the provision recognises and celebrates the position of being a General Further Education (GFE) college that delivers also HE. NCD students are geographically bound and progress onto the BA (Hons) Education and Training programme from other internal NCD foundation degrees.

Pastoral Support

As well as support from the programme team, trainees are able to access significant support from the wider college. These include access to an academic support tutor for referencing, academic research skills as well as support in the form of advice, support and careers services, which include finance, funding, careers and counselling.

Programme Quality Assurance

New College Durham quality assurance procedures ensure that student experience is monitored and that there are opportunities throughout the programme for learner voice to be heard. Each programme group nominates a student representative who will be invited to report on the learner experience at programme team meetings and wider college meetings. Programme quality reviews and quality enhancement plan meetings take place termly to ensure that the quality of provision is continuously monitored.

Mode of Delivery

The current intake for the programme are students who are predominantly working in full-time or on significant fractional posts within education (e.g. as Teaching Assistants). Although there is competition from other local institutions, our students value the opportunity to top up their Level 5 education related qualifications on part-time evening provision as it allows them to remain in work while they study as well as upskill to progress into reaching. This is particularly relevant for the local area, which has seen significant changes to Teaching Assistant pay and job criteria in 2015/16.

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Support for students and their learning

Each module tutor will provide students with academic support relating to specific aspects of learning and assessment, the time set aside for this is Wednesday between 4pm - 5pm, 8pm - 8.45pm but alternative arrangements may be made if necessary. In addition, tutors are available via email and telephone.

Students will be allocated an Individual Study Supervisor. The supervisor provides 5 hours of tutorial support relating to the Individual Study.

Students also have access to the Higher Education Academic Tutors (Gillian Askew and Ian Holmes)

The Library at New College Durham provides access to books, DVDs, journals, computers and other learning resources. These include a quiet study area as well as small tables for group discussion and PCs with the latest software to help support, consolidate and promote learning including specialist software packages for the course. All PCs have internet, email and Microsoft packages, plus electronic resources allowing you to access relevant and up-to-date information, online databases, e-books and online reference material. All students have access to electronic resources through the Athens interface, which allows access to over 4,000 books and 500 journals, as well as industry specific information. 150 loanable net books are available to help students and their study needs.

Experienced Library staff are available to assist students in finding the materials they need. All students attend an induction that is tailored to their learning needs and the studying/research they will be undertaking. Daily newspapers and journals are available plus photocopying, scanning and printing facilities.

The Higher Education centre, a social space specifically designed for students on Higher Education programmes can be accessed. The purpose built centre with an open plan social feel and a glazed external façade, includes 2 large working classrooms, an IT suite and an open plan breakout area with a social space to encourage informal working.

The e-LC is also available and has more than 250 computers all with Microsoft Office 2016 software, available on a drop-in basis.

Other facilities include the Refectory, Costa and Starbucks and the Halo salon available for use by all. The latest fitness equipment is also available for use in the Steps 2 Fitness centre accessible by all for multi-purpose activities in the Sports and Dance Halls with extra clubs such as Football and Rugby that can be joined.

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Criteria for admission Standard Entry criteria

 Applicants must have already achieved 120 credits at Level 5 in an Education or Training based area.  Appropriate professional practice in a teaching and learning environment is desirable, e.g. teaching, training, facilitating, supporting learning, assessing, tutoring, mentoring, coaching or supervising workshops  A positive reference from a previous course tutor is required  All applicants will be required to take part in an interview  Applicants will also be required to have or be working towards GCSE qualifications in English and Mathematics if they intend to progress to teaching in Early Childhood or Secondary settings as well as GCSE Science if for Primary. Those wishing to teach in Post Compulsory Education/Training must have or be working towards a L2 or equivalent in maths and English

Non-Standard Entry

Significant, appropriate experience in Education or Teaching and Learning coupled with evidence of successful academic study of an area of Education and Training, (e.g. Assessment, Mentoring, Leadership and Management) will be considered as an alternative route. Applicants will also be required to have or be working towards GCSE qualifications in English and Mathematics if they intend to progress to teaching in Early Childhood, Primary or Secondary settings. Those wishing to teach in Post Compulsory Education/Training must have or be working towards a L2 or equivalent in maths and English All applicants must be interviewed and must complete a short Academic Writing and Referencing Task.

Language of study English

Information about assessment regulations Open University Academic regulations : http://www.open.ac.uk/student/charter/sites/www.open.ac.uk/student/charter/file s/file

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Methods for evaluating and improving the quality and standards of teaching and learning. Rigorous Quality Assurance procedures at NCD are completed and monitored at staff, programme, department and wider college level. Curriculum Managers and Heads of School conduct learner walks and observations termly. These are developmental and allow opportunities for staff to set specific TLA targets that can be monitored and mapped to key performance indicators for each department. Each member of staff produce a TLA action plan where they can set their own targets and monitor progress towards these during the academic year.

Programme leaders complete course reviews at 4 timely intervals throughout the year. These include updates on student progress and in particular, any barriers to progress with actions to address. Curriculum Managers for the programmes then meet with the Quality Department to review these and develop actions where necessary.

Each school also frequents a Quality Enhancement Plan, which are updated following Quality Reviews to monitor on going actions for the school. These are then discussed termly with meetings taking place between Quality, Curriculum Manager, Head of School and Vice Principal.

At student level, all modules are evaluated in through module evaluation forms at their completion. Results of these are discussed and monitored at the previously detailed Quality Review stage. Students also complete regular online surveys evaluating all aspects of the programme and college experience.

A Course Representative is nominated/elected who will represent the views of students at regular meetings with the Head of School.

Annexe 1: Curriculum map Annexe 2: Notes on completing the OU programme specification temp

BA (Hons) Education and Training – Module Specification – Final Draft Doc – Mar 2017 24 HEQMP 9/3/2

Programme outcomes

Study module/unit

A1 A2 A3 A4 A5 B1 B2 B3 B4 C1 C2 C3 D1 D2 D3 D4 D5 D6 Behaviour for Learning               

Assessment for Learning                  

Education Policy and Education               Practice Leading Learning           

Individual Study                  

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Annexe 2: Notes on completing programme specification templates

1 - This programme specification should be aligned with the learning outcomes detailed in module specifications.

2 – The expectations regarding student achievement and attributes described by the learning outcome in section 3 must be appropriate to the level of the award within the QAA frameworks for HE qualifications: http://www.qaa.ac.uk/AssuringStandardsAndQuality/Pages/default.aspx

3 – Learning outcomes must also reflect the detailed statements of graduate attributes set out in QAA subject benchmark statements that are relevant to the programme/award: http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject- guidance/Pages/Subject-benchmark-statements.aspx

4 – In section 3, the learning and teaching methods deployed should enable the achievement of the full range of intended learning outcomes. Similarly, the choice of assessment methods in section 3 should enable students to demonstrate the achievement of related learning outcomes. Overall, assessment should cover the full range of learning outcomes.

5 - Where the programme contains validated exit awards (e.g. Cert HE, DipHE, PGDip), learning outcomes must be clearly specified for each award.

6 - For programmes with distinctive study routes or pathways the specific rationale and learning outcomes for each route must be provided.

7 – Validated programmes delivered in languages other than English must have programme specifications in both English and the language of delivery.

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Module Specifications

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Module specification 1. 1. Factual information Module title Behaviour for Learning Level 6 Module Amanda Naisbett Credit value 20 tutor Module type Taught Notional 200 learning (includes hours contact and non- contact hours)

2. Rationale for the module and its links with other modules Behaviour has been the focus of considerable research, publication and professional development in the field of education. In spite of this, learner behaviour remains an area of concern for key stakeholders. This module links to the other modules of the course in that Behaviour for Learning puts a value on behaviours which enable and maximise learning. The concept is one which is relevant to all learners, irrespective of their stage of development and is a key element in promoting educational inclusion.

3. Aims of the module This module aims to enable students to understand that a ‘Behaviour for Learning’ approach is positive. It helps learners understand the behaviour and skills they need, what the teacher/tutor wants them to do and why this will help them to learn (rather than focusing on unwanted behaviours). The way in which the teacher establishes a positive climate for learning is crucial in increasing opportunities for behaviour for learning. It begins with a recognition that this is one of the main elements which is directly under their influence. The teacher, therefore, needs to select approaches which are more likely to increase learning. Evidence strongly suggests that these will be ones which are characterised by the promotion of positive relationships and the development of an appropriate emotional climate in the classroom. This module encourages students to explore how the curriculum (including the Hidden Curriculum), teaching and learning strategies, the learning environment, leadership & management, relationships with key stakeholders and the wider community etc. can be utilised to promote behaviour for learning among learners. Other topics include differing perspectives on behaviour management, assessment strategies, Continuing Professional and Personal Development and the use and deployment of key staff and resources in meeting the needs of individual learners. This module will enable learners to plan their time

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3. Aims of the module efficiently; engage in debate and discussion and develop their digital literacy.

4. Pre-requisite modules or specified entry requirements Not applicable

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5. Intended learning outcomes A. Knowledge and understanding Learning and teaching strategy At the end of the module, learners will be expected to: The module will extend over 5 weeks. Students will attend 4 A1: Describe the complexity of the interaction between learning hours of lectures and seminars for 5 weeks. The lectures will be and contexts and the way in which other participants (including used to deliver the indicative content of the module and the learners and teachers) can influence the learning process. seminars are used to provide interactive learning opportunities. A2: Evaluate appropriate values theories and concepts relevant to Students will have the opportunity to work on tasks individually the development of strategies for promoting Behaviour for (e.g. when preparing essay on a setting’s underpinning Learning. behaviour policy) and in groups (to research and prepare a presentation explaining an aspect of behaviour management in the classroom). Students will also have the opportunity to lead seminars for small groups looking at aspects of Behaviour for Learning.

B. Cognitive skills Learning and teaching strategy At the end of the module learners will be expected to: Learners will engage in role-play, debates and discussion B1: Apply new principles and concepts related to Behaviour for explaining various aspects of behaviour theories. They will Learning. analyse scenarios and apply principles to their own practice. B2: Justify potential changes in practice using a range of evidence and examples of effective practice.

C. Practical and professional skills Learning and teaching strategy At the end of the module, learners will be expected to: Learners will work independently and peer assess to critique an C1: Independently critique an existing behaviour policy, evaluate its existing policy, which they will then annotate to highlight effectiveness and suggest recommendations for future practice. relevant theories and approaches relating to practice in an educational setting.

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D Key transferable skills Learning and teaching strategy At the end of the module, learners will be expected to: Learner will engage in a range of Socratic seminars during D1: Organise and articulate opinions and arguments in speech and which they will question and challenge their own (and others’) writing using relevant specialist vocabulary. beliefs and assumptions regarding aspects of learners’ behaviour. Learners will work collaboratively to analyse D2: Use technology effectively to enhance critical and reflective behaviour scenarios, presented in a range of settings including study. case studies and video evidence. Learners will organise their D3: Collaborate and plan as part of a team, to carry out roles time effectively to meet the learning outcomes. allocated by the team and take the lead where appropriate, and to fulfil agreed responsibilities.

D4: Articulate approaches to learning and organise an effective work pattern including working to deadlines.

6. Indicative content.

The formal teaching for the module covers the following content: Exploration of different kinds of behaviour management techniques, their purposes and when to use them including:

 Creating a climate for learning through means such as utilising wider resources e.g. Teaching Assistants, Pastoral Managers, Learning Mentors, identifying needs of the learners etc.

 Consideration of relevant reports e.g. Below the Radar and exploring how high and low level disruption impacts upon learning

 Exploration of different psychological perspectives including; behaviourist, cognitivist, humanist approaches to evaluate how they can be applied to understand and modify students’ behaviour thus linking theory to practice

 Evaluation of how planning and design of curriculum can impact upon behaviour including product and process models of curriculum design as well as internal and external factors. Consideration of external imperatives, such as legislation, policy and practice, both local and national, on the planning and practice of behaviour management.

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6. Indicative content.

Evaluation of a range of strategies for teaching, learning and assessment including the use of technology enhanced learning methods. Key educational themes will be addressed throughout the module which include but are not limited to: safeguarding, cyber bullying and motivation.

7. Assessment strategy, assessment methods and their relative weightings The module will be assessed via the production of an essay which will critique an existing behaviour management policy.

With critical writing at Level 6 students will participate in academic debate - weighing up the evidence and arguments of others. They will carefully evaluate published work, assessing the strengths and weaknesses of existing ideas; making judgements on the basis of considerable thought and all the available evidence as opposed to assertions without reason.

The assessments will be marked against the standard level 6 marking criteria but students will also be expected to demonstrate they have met the following assessment criteria in order to pass the module:

Essay (ECA 3000 words 100%)

 Give a rationale for the development of the policy document.  Critique relevant behaviour management theories evident in the policy document.  Include a commentary as to how the policy document could be used to promote Behaviour for Learning in the setting (e.g. continuing Professional and Personal Development, aspects of Performance Management).  Refer to Government Policy and Ofsted outcomes.  Evaluate the effectiveness of the policy document and make recommendations for how it could be improved.

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8. Mapping of assessment tasks to learning outcomes Learning outcomes Assessment tasks A1 A2 B1 B2 C1 D1 D2 D3 D4 Essay ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

9. Teaching staff associated with the module Name and contact details Amanda Naisbett [email protected] Chris Howe [email protected] Kaye Horner [email protected]

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10. Essential reading list Author Year Title Publisher Location Ellis K Tod J 2009 Behaviour for Learning Davis Fuller London – Proactive Approaches to Behaviour Management

Ellis, S & Tod, J 2015 Promoting behaviour Routledge London for learning in the classroom: effective strategies, personal style and professionalism Rogers, B 2015 Classroom behaviour: Sage London a practical guide to effective teaching, behaviour management and colleague support (3rd ed.)

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10. Recommended reading list Author Year Title Publisher Location Adams K 2009 Behaviour for Learning in the Learning Matters Exeter Primary School Ayers H. and Prytys C 2001 An A-Z Practical Guide to David Fulton London Emotional Behavioural Disorders Cowley, S 2001 Getting the buggers to Behave Continuum London Cross. M. 2011 Children with Emotional and Jessica Kingsley Publishers London Behavioural Difficulties and Communication Problems: There is Always a Reason, 2nd Edition Docking, ,J & MacGrath, M 2002 Managing behaviour in the David Fulton London primary school (3rd ed.) Duckworth, V et al. 2012 Understanding Behaviour 14+. Open University Press Maidenhead Haydn, T 2012 Managing pupil behaviour: Routledge London improving the classroom atmosphere (2nd ed.)

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10. Recommended reading list Author Year Title Publisher Location Hayes D 2003 Planning, Teaching and Class David Fulton Publishers London Management in Primary Schools, 2nd Edition Hull Learning Services 2004 Supporting children with David Fulton Publishers London behaviour difficulties Kay, J 2006 Managing behaviour in the early Continuum London years Miller A 2003 Teachers, Parents and Classroom Open University Press Maidenhead Behaviour: A Psychosocial Approach Park J. et el 2003 The Emotional Literacy David Fulton Publishers London Pocketbook Riddall-Leech, c 2003 Managing children's behaviour Heinemann Oxford Roffey S 2011 Changing Behaviour in Schools – Sage London Promoting Positive Relationships and Wellbeing Roffey S and O’Reirdan 2003 Plans for Better Behaviour in the David Fulton Publishers London Primary School Rogers B 2007 Behaviour Management, 2nd Sage London Edition

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10. Recommended reading list Author Year Title Publisher Location Wallace S 2013 Managing Behaviour in Further Sage London and Adult Education, 3rd Edition

Watkins, C 2003 Managing classroom behaviour Association of Teachers and London Lecturers Williams, L 2017 Positive behaviour management Jessica Kingsley London in early years an essential guide

37 BA (Hons) Education and Training – Module Specification – Final Draft Doc – Mar 2017 11. Other indicative text (e.g. websites)

Journals Ace Bulletin British Educational Research Journal British Journal of Educational Studies British Journal of Learning Disabilities Current Issues in Education The Journal of In-Service Education The Journal of Educational Action Research Journal of Vocational Education and Training British Journal of Guidance & Counselling Educational Psychology Journal of Moral Education

Websites www.avanti-books.com www.bps.org.uk (British Psychological Society) www.city-and-guilds.co.uk www.edexcel.org.uk www.lsda.org.uk (Learning & Skills Development Agency) www.ofsted.gov.uk www.learningmatters.co.uk www.lsc.gov.uk (Learning and Skills Council) www.insidegovernment.co.uk www.gov.uk particularly the education section https://www.gov.uk/browse/education http://www.nasen.org.uk/ http://www.sec-ed.co.uk/

OFSTED www.ofsted.gov.uk Times Educational Supplement www.tes.co.uk The Education and Training foundation http://www.e-foundation.co.uk

Schoology: All students on induction will have access to VLE which houses a large number of sources which are updated throughout the year.

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Module specification

1. 1. Factual information

Module title Assessment for Learning Level 6

Module Chris Howe Credit value 20 tutor

Module type Taught Notional 200 (includes learning contact and hours non-contact hours)

2. Rationale for the module and its links with other modules This module will explore aspects of curriculum design and planning in relation to assessment and will enable students to evaluate some of the issues, factors and considerations that are made when planning learning, teaching and assessment tasks. Those students in a supporting role in an education setting as opposed to a leading role, may draw upon joint assessment activities they may have carried out in collaboration with another practitioner. This could include assessments for learning and of learning that measures an individual’s progress.

3. Aims of the module This module will enable students to distinguish between assessment for learning, assessment as learning and assessment of learning, to audit current practices against these three purposes of assessment and plan classroom based actions for a particular group of learners. The module will strengthen students’ capacity to use assessment to drive teaching and learning and measurement of progress. This will enable students to develop teaching and learning sessions that promote deep understanding and progression in learning. This module aims to introduce key concepts and issues around planning assessments. It aims to develop students’ abilities to plan a specified unit of work and will encourage students to engage in research about assessment theories and the process of learning.

4. Pre-requisite modules or specified entry requirements Not applicable

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5. Intended learning outcomes A. Knowledge and understanding Learning and teaching strategy At the end of the module, learners will be expected to: Students will attend lectures focusing on the development of the A1: Explain in detail the interaction between the curriculum and Curriculum and Assessment theme. Students will engage in assessment. Practitioner Enquiry focusing on the assessment of a specific A2: Relate values knowledge and concepts to the development of part of a specific unit of work. Students will engage in private the curriculum and the assessment of learning. study and peer discussion focusing on the aspects of A3: Interpret the needs of particular groups of learners and Assessment Theory. Students will produce an annotated strategies, which promote effective assessment. curriculum plan and accompanying reflective commentary.

B. Cognitive skills Learning and teaching strategy At the end of the module learners will be expected to: Students will identify the key skills required for learners to B1: Assess the diversity of learners and the complexities of the perform at the highest levels in their particular subject/key stage education process in relation to assessment. and identify the needs of specific groups of learners and strategies to support diverse learners.

C. Practical and professional skills Learning and teaching strategy At the end of the module, learners will be expected to: Students will be required to work independently to produce an C1: Independently design an assessment plan within agreed annotated curriculum plan, which focuses on formative and timelines for a particular group of learners. summative assessment strategies for a particular cohort of learners in a subject area of their own choice. Those students not leading in a learning situation may draw upon joint planning activities they have carried out with another practitioner as a basis for the development of the Curriculum plan.

D Key transferable skills Learning and teaching strategy At the end of the module, learners will be expected to: Students will be required to lead a seminar focusing on D1: Articulate their own approaches to learning and organise an formative and summative assessment strategies.

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D Key transferable skills Learning and teaching strategy effective work pattern including working to deadlines.

D2: Process and synthesise empirical and theoretical data, to create new syntheses and to present and justify a chosen position having drawn on relevant theoretical perspectives.

6. Indicative content.

The formal teaching covers the following content: Exploration of different kinds of formative and summative assessment, their purposes and when to use them including:

 Assessment for learning (self-assessment, peer assessment, questioning, effective feedback, target setting etc.)

 Assessment of learning (Assignments, exams, presentations, tests, academic posters, case studies, role-play, reflective commentaries etc.)

 Assessment as learning (metacognition)

 Initial, formal and informal assessment Planning for learning including formulation of aims and outcomes, as well as the structure of learning and assessment strategies and intervals in order to measure progress over time. Curriculum design and its impact upon assessment in planning and delivery Planning for an individual learner’s journey in terms of assessment. Consideration of external imperatives, such as legislation, policy and practice, both local and national, on the planning and assessment of learning. Evaluation of a range of strategies for teaching, learning and assessment including the use of technology enhanced learning

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6. Indicative content. methods. Key educational themes will be addressed throughout the module which include but are not limited to: EAL and inclusive practice, as well as digital enhanced learning for planning and assessment.

7. Assessment strategy, assessment methods and their relative weightings (non-weighted) This module will be assessed is via the production of an annotated curriculum plan with reflective commentary which will explore formative and summative feedback and feedback relating to a specific cohort.

The assessments will be marked against standard level 6 marking criteria, but students will also be expected to demonstrate they have met the following assessment criteria in order to pass the module:

Annotated curriculum plan (ECA 30% 1500 words)

 The curriculum plan will be in a recognised format used in educational settings and include assessment as appropriate to the session and can reflect organisational conventions.

 The annotations will include: values knowledge and concepts related to the development of the curriculum and the assessment of learning, information about the target audience, learning objectives to be achieved, topic/s to be delivered, learning and teaching strategies and assessment strategies to be used.

Reflective commentary (ECA 70% 2000 words equivalent)

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7. Assessment strategy, assessment methods and their relative weightings (non-weighted)

 The reflective commentary will: make reference to appropriate assessment design and learning and teaching theory.

 Provide reflection on the rationale adopted in relation to the assessment to be measured and to justify choices using appropriate supporting references.  Demonstrate digital literacy.

8. Mapping of assessment tasks to learning outcomes Learning outcomes Assessment tasks A1 A2 A3 B1 C1 D1 D2 Annotated ✓ ✓ ✓ ✓ curriculum plan Reflective ✓ ✓ ✓ ✓ ✓ commentary

9. Teaching staff associated with the module Name and contact details Amanda Naisbett [email protected] Chris Howe [email protected] Kaye Horner [email protected]

10. Essential reading list Author Year Title Publisher Location

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10. Essential reading list Author Year Title Publisher Location Isaacs, T 2013 Key concepts in Sage London educational assessment Male, B. 2012 The Primary Continuum London Curriculum Design Handbook: Preparing Our Children for the 21st Century. Male, B, and M Waters. 2012 The Secondary Continuum London Curriculum Design Handbook: Preparing Young People for Their Futures. Moore, A. 2012 Teaching and Routledge London Learning: Pedagogy, Curriculum and Culture. 2nd ed. Peacock A. 2016 Assessment for Open University Press Maidenhead Learning Without Limits William D 2009 Assessment for Institute of Education Press London Learning: Why, What and How?

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10. Recommended reading list Author Year Title Publisher Location Bartlett S and Burton D 2012 Introduction to Sage London Education Studies Black P, Harrison C, Lee C, 2003 Assessment for Open University Press Maidenhead Marshall & William D Learning Blanchard, J 2009 Teaching, learning and Open university Press Milton Keynes assessment Boyle B & Charles M 2013 Formative Assessment Sage London for Teaching and Learning Briggs, M 2008 Assessment for Learning Matters Exeter learning and teaching in primary schools (2nd ed.) Clarke, S 2008 Active learning Hodder & Stoughton London through formative assessment Clarke, S 2005 Formative assessment Hodder Murray London in the secondary classroom Boyle B & Charles M 2013 Formative Assessment Sage London for Teaching and Learning Briggs, M 2008 Assessment for Learning Matters Exeter learning and teaching in primary schools

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10. Recommended reading list Author Year Title Publisher Location (2nd ed.) Curzon, LB 2013 Teaching in Further Cont. London Education: Principles and Practice 7th Edition Dubiel, J 2014 Effective assessment Sage London in the Early Years Foundation Stage Drummond M.J 2003 Assessing Children’s David Fulton Publishers London Learning 2nd Edition Fox G 2003 A Handbook for David Fulton Publishers London Learning Supporting Assistants Gadsby, C 2012 Perfect assessment for Independent thinking Press Carmarthen learning Gardner, J 2005 Assessment and Sage London learning Gray- Fow, B 2003 Discovering and David Fulton Abingdon Developing Talent in Schools Hannell, G 2014 Identifying special Routledge Cheltenham needs: checklists for profiling individual differences (2nd ed.) Hobart, C & Frankel, J 2009 A practical guide to Nelson Thornes London child observation and

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10. Recommended reading list Author Year Title Publisher Location assessment (4th ed.) Illeris, K. 2007 How we Learn: Routledge Abingdon Learning and Non- Learning in School and Beyond Jarvis. P. 2006 The Theory and Routledge London Practice of Teaching 2nd Edition Jones, R. & Wyse, D. 2013 Creativity in the David Fulton London Primary Classroom 2nd Edition Kamen, T 2013 Observation and Hodder London assessment for EYFS MacIntyre, C 2005 Identifying additional Routledge Abingdon learning needs: listening to the children Mansell, W. 2007 Education by Poltico UK Numbers: The Tyranny of Testing Muijis D. and Reynolds, D. 2011 Effective Teaching 3rd Sage London Edition Pollard A. (ed) 2014 Reading for Reflective Continuum London Teaching 2nd Edition Rodger, R. 2016 Planning an Routledge London

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10. Recommended reading list Author Year Title Publisher Location Appropriate Curriculum in the Early Years: A Guide for Early Years Practitioners and Leaders, Students and Parents. 4th ed. Spendlove, D 2009 Putting assessment for Continuum London learning into practice Tummons J. 2011(a) Assessing Learning Learning Matters Exeter the Lifelong Learning Sector 3rd Edition Tummons J. 2011 (b) Curriculum Studies in Sage London the Lifelong Learning Sector 2nd Edition. William, D 2011 Embedded formative Solution Tree Press Bloomington assessment

11. Other indicative text (e.g. websites) http://www.shirleyclarke-education.org/ http://www.assessment-reform-group.org/ http://www.dylanwiliam.net/ http://www.buildinglearningpower.co.uk/ http://www.alite.co.uk/ http://www.aaia.org.uk/ www.insidegovernment.co.uk www.gov.uk particularly the education section https://www.gov.uk/browse/education

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http://www.nasen.org.uk/ http://www.sec-ed.co.uk/

OFSTED - www.ofsted.gov.uk Skills Funding Agency - http://skillsfundingagency.bis.gov.uk The Education and Training Foundation - http://www.et-foundation.co.uk/ National Institute of Adult Continuing Education - www.niace.org.uk National Foundation for Educational Research - www.nfer.ac.uk Qualifications and Curriculum Authority - www.qca.org.uk Times Educational Supplement - www.tes.co.uk

Schoology: All students on induction will have access to VLE which houses a large number of sources which are updated throughout the year.

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Module specification 1. 1. Factual information

Module title Education Policy and Education Practice Level 6 Module Amanda Naisbett Credit value 20 tutor Module type Taught Notional 200 learning (includes hours contact and non- contact hours)

2. Rationale for the module and its links with other modules Education Policy and Education Practice’ is one of the Modules leading to the Undergraduate Level 6 BA (Hons) Education and Training Degree. This module will assist students who are practising in an educational setting to develop their awareness of current policies in education and their potential impact upon practice. This module will enable students to explore and evaluate aspects of current policy and relate this to make connections between leadership, organisational improvement and organisational change.

3. Aims of the module By the end of the module, students will have increased their understanding of the historical, political and social forces shaping education. This module aims to equip practitioners in educational settings to be able to appraise debates on education policy and its effects on organisational practice. Students will explore influences on policy development, how these are implemented in practice at both an institutional and classroom level and encourage the students to debate any direct influences these policies may have on learning and teaching practice and outcomes for learners.

This module seeks to introduce the student to current central government legislation that feeds into policy initiatives at local authority and organisational level. As such, it considers the impact of policy on education and training. An examination of stakeholder interests and the development of policy will be investigated in relation to wider economic, socio-cultural and political influences. Students will further evaluate a chosen policy initiative in a selected education context and critically assess its impact.

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4. Pre-requisite modules or specified entry requirements Not applicable

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5. Intended learning outcomes A. Knowledge and understanding Learning and teaching strategy

At the end of the module, learners will be expected to: Students will be introduced to a range of educational theories A1. Describe in detail the societal and organisational and concepts relating to Educational Policy and Practice structures/systems in educational organisations and how policy through lectures, seminars and tutorials. drivers can influence these.

B. Cognitive skills Learning and teaching strategy

At the end of the module learners will be expected to: Students will further develop their knowledge and B1. Evaluate data/evidence from appropriate sources to make understanding, apply and reflect on ideas and demonstrate key independent judgements and to extend knowledge and skills through a summative piece of assessment that requires understanding of policy influence on practice. them to critically evaluate ideas about education policy and practice in relation to their own setting.

C. Practical and professional skills Learning and teaching strategy At the end of the module, learners will be expected to: Students will also be required to produce formative work, which C1. Independently select and use primary and secondary data. requires them to demonstrate their understanding of the topics covered in the module. Students will engage with paper-based and digital resources, undertaking online reading and research and will carry out independent research in the library.

D Key transferable skills Learning and teaching strategy

At the end of the module, learners will be expected to: Students will be expected to engage in debate and reflection D1. Communicate clearly, fluently and effectively in a range of through group work exercises during the seminars and tutorial styles appropriate to the context.

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D Key transferable skills Learning and teaching strategy sessions. D2. Engage effectively in academic discussion and present Students will be required to lead a seminar, which explores a arguments in a professional manner. current national imperative or initiative.

D3. Process and synthesise empirical and theoretical data, to create new syntheses and to present and justify a chosen position having drawn on relevant theoretical perspectives.

D4. Collaborate and plan as part of a team, to carry out roles allocated by the team and take the lead where appropriate, and to fulfil agreed responsibilities.

6. Indicative content.

The formal teaching for the module covers the following content: Exploration of the context and history of relevant educational policy developments and their impact upon the 21st century classroom including:  Systems and regulations governing education, content of the curriculum and learning and teaching approaches.  How Educational Policy informs Educational Practice.  Policy influences in the classroom such as national frameworks and approaches to quality assurance  Local and institutional responses to educational initiatives and imperatives e.g. safeguarding  Challenges and opportunities for meeting specific needs and requirements such English as Additional Language etc.  Investigate group theory and evaluate strategies employed to carry out group presentation.

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6. Indicative content.

7. Assessment strategy, assessment methods and their relative weightings The module will be assessed by 3 tasks: firstly, a 1000 word essay will be produced that will research an assigned policy which critically evaluates how it has been/and has influenced key drivers in the sector.

Students will then produce and deliver a 15 minute group presentation, which will critically investigate how a particular policy has been implemented in a chosen educational context. Influences of stakeholders and wider socio-cultural, economic and political factors will be examined.

Students will also be assessed by the production of a short reflective report evaluating the success of the team working within the group and their own and others’ roles.

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7. Assessment strategy, assessment methods and their relative weightings

Essay (ICA 1000 words 50%) Students will be allocated a specific policy to research and will produce an individual essay in support of the topic for the following group presentation. The essay will include:  The origins of the given policy  critically evaluate how this policy has been influenced by organisational policy development, with reference to national policy drivers

 Critically discuss the current national and local policy as it impacts on the learning and teaching situation identified. Make use of the original policy documents and other supporting relevant theory.

 Use appropriate technology to present the information. Individual reflective Report (CA 1000 words 20%)

 Use recognised group work / team work theory (e.g. Belbin, Tuckman)

 Explain roles /responsibilities of the group.

 Evaluate the performance of the group at each stage of the project.

 Evaluate personal performance / role as part of the group.

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8. Mapping of assessment tasks to learning outcomes Learning outcomes Assessment tasks A1 B1 C1 D1 D2 D3 D4 Essay ✔ ✔ ✔ ✔ ✔ Presentation ✔ ✔ ✔ ✔ ✔ ✔ Individual ✔ ✔ reflective report

9. Teaching staff associated with the module Name and contact details

Amanda Naisbett [email protected] Chris Howe [email protected] Kaye Horner [email protected]

10. Essential reading list Author Year Title Publisher Location I Abbott, M Rathbone and 2013 Education Policy Sage London Whitehead P. Armitage, A. 2007 Teaching and Training Open University Press Maidenhead in Post-Compulsory

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10. Essential reading list Author Year Title Publisher Location Education 3rd Ed. Armstrong, A.C 2010 Education policy, Sage London practice and the professional Bates J, Lewis S and 2011 Education Policy, Bloomsbury London Pickard A. Practice and Professional Moyles, J. and Georgeson, 2011 Beginning Teaching, McGraw Hill Berkshire J. and Payler, J. Beginning Learning 4th Ed. Smith, R. 2013 Education Policy Sage London Ward, S & Eden, C 2009 Key issues in Sage London education policy Bush, T. 2010 Theories of Sage Nottingham Educational Leadership and Management

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10. Recommended reading list Author Year Title Publisher Location I Abbott, M Rathbone and 2013 Education Policy Sage London Whitehead P. Armitage, A. 2007 Teaching and Training Open University Press Maidenhead in Post-Compulsory Education 3rd Ed. Armstrong, A.C 2010 Education policy, Sage London practice and the professional Armstrong, A.C 2010 Inclusive education: Sage London international policy and practice Ball, S.J 2013 The education debate Policy Press Bristol (2nd ed.) Bartlett, S. and Burton, D. 2007 Introduction to Sage London Education Studies 2nd Ed. Blake, N et al 2003 The Blackwell Guide to Blackwell Oxford the Philosophy of Education. Blanford, S. &Knowles, C. 2009 Developing Pearson Essex Professional Practice 0-7 Brubaker, D.L. 2004 Creative Curriculum CA: Corwin Press Thousand Oaks

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10. Recommended reading list Author Year Title Publisher Location Leadership: Inspiring and Empowering your School Community. 2nd Edition. Bush, T. 2010 Theories of Sage London Educational Leadership and Management, 4th Edition. Coles, A 2004 Teaching in post- David Fulton London compulsory education: policy, practice and values Earley, P. 2012 Exploring the School Bloomsbury London Landscape Foley. G. [Ed] 2004 Dimensions of Adult Open University Maidenhead Learning: Adult Education and Training in a Global Era Fullan, M & Ballew, A. C. 2004 Leading in a Culture of Joessey-Bass San Francisco Change: Personal Action Guide and Workbook. Grady, A. 2012 Lifelong Learning in Routledge Oxon

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10. Recommended reading list Author Year Title Publisher Location the UK Kelly, A.V. 2009 The Curriculum Theory Sage London and Practice 6th ed. Lasidou, A 2012 Inclusive education, Continuum London politics and policy making Matheson, D. Ed. 2004 An Introduction to the David Fulton London Study of Education Miller, L. Hevey, D. 2012 Policy Issues in the Sage London Early Years Mukerju, P and Dryden, I. 2014 Principles and Practice Sage London Mullins, M. 2013 Management and Prentice Hall Harlow Organisational Behaviour 6th Ed. Nutbrown, C. 2011 Key Concepts in Early Sage London Childhood Education and Care 2nd ed. Nutbrown, C. and Clough P 2013 Inclusion in the Early Sage London and Atherton F. Years Ofsted 2003 Leadership and Ofsted London Management: Managing the School

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10. Recommended reading list Author Year Title Publisher Location Workforce Owings W 2003 Best Practices, Best Sage London Thinking and Emerging Issues in the School Leadership Palaiologu, I. 2013 The Early Years Sage London Foundation Stage – Theory and Practice 2nd Ed. Pugh G and Duffy B 2014 Contemporary Issues Sage London in the Early Years Rodger, R. 2012 Planning and David Fulton Abingdon Appropriate Curriculum in the Early Years, 3rd Ed. Smith, E. 2012 Key Issues in Sage London Education and Social Justice Smith, R (ed) 2013 Education policy: Wiley Blackwell Oxford philosophical critique Tomlinson, S 2008 Race and education: Open University Press Maidenhead policy and politics in Britain

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11. Other indicative text (e.g. websites) Journals - available electronically  Assessment in Education: Principles, Policy and Practice;  British Journal of Educational Studies;  British Journal of Sociology of Education;  Education Policy Analysis Archives;  Educational Evaluation and Policy Analysis;  International Journal of Education Policy and Leadership;  International Journal of Educational Policy, Research and Practice;  Journal of Education Policy;  Journal of Vocational Education and Training;  Perspectives: Policy and Practice in Higher Education. Web sites https://www.gov.uk/government/organisations/department-for-education www.bbc.co.uk/news/education https://www.theguardian.com/education https://www.tes.com/news/school-news http://www.ofsted.gov.uk https://epi.org.uk/ https://ukeducationnews.co.uk www.education.ox.ac.uk https://www.bera.ac.uk/ https://www.nfer.ac.uk www.hepi.ac.uk www.ieps.org.uk/ http://centreforum.org/education-policy-institute-new-name-centreforum/

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www.insidegovernment.co.uk www.gov.uk particularly the education section https://www.gov.uk/browse/education http://www.nasen.org.uk/ http://www.sec-ed.co.uk/

Schoology: All students on induction will have access to VLE which houses a large number of sources which are updated throughout the year.

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Module specification 1. 1. Factual information Module title Leading Learning Level 6 Module Kaye Horner Credit value 20 tutor Module type Taught Notional 200 learning (includes hours contact and non- contact hours)

2. Rationale for the module and its links with other modules The purpose of this module is to explore organisational structures and culture, leadership styles within the context of Education. The module will develop knowledge of theories of leadership and an appreciation of the contribution of team members toward organisational goals. The module will explore organisational structures and culture, leadership styles and issues of educational planning. The students will develop knowledge of theories of change management and an appreciation of the contribution of team members toward organisational goals.

3. Aims of the module By the end of the module, students will have increased their understanding of how leadership shapes learning. This module aims to equip practitioners in educational settings to be able to consider from a planning and management perspective how and why decisions are made that impact upon the classroom and outcomes for learners. This module seeks to introduce the student the essential qualities of and theoretical approaches to leadership that feed into policy initiatives at local authority and organisational level. As such, it considers the impact of leading learning within education and training. An examination of stakeholder interests and the development of policy will be investigated in relation to wider economic, socio- cultural and political influences. The module will prepare students for timed examination under controlled conditions as would expected in settings from primary through to and including Further Education. This module will offer suitable comparison to the other modules as the focus will be on management and organisation as opposed to planning and delivery of learning.

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4. Pre-requisite modules or specified entry requirements Not applicable

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5. Intended learning outcomes A. Knowledge and understanding Learning and teaching strategy At the end of the module, learners will be expected to: Students will experience a variety of teaching and learning methods designed to facilitate the achievement of the learning A1. Explain and critically analyse the concepts of leadership and outcomes within a student-centred approach designed to foster management and their application in terms of key characteristics personal and professional development. The module will utilise and attributes within the education sector. a combination of teaching methods, which will take into account the subject matter, student group size, individual needs of A2. Explain and evaluate the role of leadership and management learners and student’s experiences from their placement in promoting collaborative team working within an educational opportunities. setting. Differentiated methods of learning and teaching will include; A3. Analyse and evaluate the principles of theory relevant to formal lectures, scenario based learning sessions, problem change and organisational development. based learning, tutorials, seminars, presentations and debate, reflection, learning through practice, directed study, private study and Schoology.

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B. Cognitive skills Learning and teaching strategy At the end of the module learners will be expected to: B1. Synthesise, appraise and evaluate leadership styles and its Students will be placed at the centre of the learning influences on team and individual experience as the use of real scenarios from a range of settings will facilitate the integration of theory and practice and thus will promote the development of decision-making and problem solving.

B2. Evaluate the role of leadership in the promotion of Emphasis however will be placed on experiential learning organisational goals and quality outcomes activities and self-assessment. Peer learning and self-directed study will be encouraged throughout.

C. Practical and professional skills Learning and teaching strategy At the end of the module, learners will be expected to: Students will also be required to produce formative work, which C1. Act with increasing autonomy, with reduced need for requires them to demonstrate their understandings of the topics supervision with direction, within defined guidelines covered in the module. Students will engage with paper-based and digital resources, undertaking online reading and research and will carry out independent research in the library.

D Key transferable skills Learning and teaching strategy

At the end of the module, learners will be expected to: Students will be expected to engage in debate and reflection D1. Recognise and evaluate factors which enhance group through group work exercises during the seminars and tutorial processes and team-working and modify and evaluate own sessions. personal effectiveness within a team Students will be required to lead a seminar, which explores D2. Communicate ideas clearly, fluently and effectively in a range relevant theories and applying these to practice. of styles appropriate to the context

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6. Indicative content.

The formal teaching for the module covers the following content: Exploration of the Fundamentals of leadership and its defining characteristics. Differences between leadership and management including:  Leadership theories and concepts (Functional theories, Behaviourist Theories, Transformational Theory, Ethical Philosophy)  Leadership styles and traits.  The concepts of leadership and management in an organisational, social, environmental and multicultural context.  The key roles that leaders play in creating visions and strategies, and the implementation of leadership and management strategies to meet current and future organisational demands

Exploration of key characteristics and theories of working in groups/teams:

 Group theory  Types  Roles  Impact of teams on meeting organisational goals and providing quality outcomes  Collaborative working

Leadership skills for building teams and securing involvement and participation. Critical issues in leadership development, including how leaders are selected, development tools that are available, and issues of evaluation. Consideration of external imperatives, such as legislation, policy and practice, both local and national, design and leading of learning. Evaluation of a range of strategies for teaching, learning and assessment including the use of technology enhanced learning

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D Key transferable skills Learning and teaching strategy methods. Key educational themes will be addressed throughout the module which include but are not limited to: internal and external challenges in the student’s setting.

7. Assessment strategy, assessment methods and their relative weightings Formative assessment will take place throughout the module through class work and guided activity and discussions with your module lecturer.

The assessments will be marked against the standard level 6 marking criteria but students will also be expected to demonstrate they have met all the assessment criteria in order to pass the module:

 The module will be assessed via one, 3 hour open book examination where students will choose and answer three questions from eight (ECA 100%).

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8. Mapping of assessment tasks to learning outcomes Learning outcomes Assessment tasks A1 A2 A3 B1 B2 C1 D1 D2 Open book exam ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

9. Teaching staff associated with the module Name and contact details Amanda Naisbett [email protected] Chris Howe [email protected] Kaye Horner [email protected]

10. Essential reading list Author Year Title Publisher Location Bush, T. 2010 Theories of Sage Nottingham Educational Leadership and Management Murphy, S.E & Reichard R.J 2011 Early development and Routledge New York leadership: building the next generation of leaders Northouse, P.G. 2015 Introduction to Sage Mitchigan

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10. Essential reading list Author Year Title Publisher Location Leadership Theory and Practice Radcliffe, S. 2012 Leadership Plain and FT Press London Simple

10. Recommended reading list Author Year Title Publisher Location Amason, A.C. 2011 Strategic management: Routledge New York from theory to practice Mark Brundrett, M. et al 2003 Leadership in Sage London education Coles, M. & Southworth, G. 2005 Developing leadership: Open University Press Maidenhead (eds.) creating the schools of tomorrow Davies, B. 2003 Rethinking Strategy Sage UK and Strategic Leadership in Educational Management and Administration Issue 34 pp.121–139 Davies, B.J. 2006 Developing a Model for Sage UK Strategic Leadership in

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10. Recommended reading list Author Year Title Publisher Location Schools. 34(1), in Educational Management and Administration Issue 31 Davies, P. 2005 Competing Belmas UK Conceptions and Values in School Strategy: Rational Planning and Beyond in Educational Management Administration & Leadership Issue 33 Davies, B et al. Success and National College for School Leadership Hull Sustainability: Developing the strategically-focused school Griffin, D. 2002 The emergence of Routledge London leadership: linking self- organization and ethics Johnson, G. 1990 Managing Strategic British Academy of Management UK Change; The Role of

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10. Recommended reading list Author Year Title Publisher Location Symbolic Action in British Journal of Management Vol 1 Issue 4 pp. 183-200 Law, S. & Glover, D. 2000 Educational leadership Open University Press Buckingham and learning: practice, policy, and research Leithwood, K. A. et al 1999 Changing leadership Open University Press Buckingham for changing times Pangarkar, A.M. & 2008 Strategic alignment: Emerald UK Kirkwood, T. linking your learning strategy to the balanced scorecard in Industrial and Commercial Training, Vol. 40 Issue: 2, pp.95- 101 Rickards, T. & Clark, M. 2005 Dilemmas of leadership Routledge New York Wallace, S. et al 2009 Leadership and leading Learning Matters Exeter teams Watson, T.J. 2006 Organising and Pearson Education Harlow managing work: organisational, managerial and

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10. Recommended reading list Author Year Title Publisher Location strategic behaviour in theory and practice 2nd ed

11. Other indicative text (e.g. websites) Sayed, N., 2013. Ratify, reject or revise: balanced scorecard and universities. International Journal of Educational Management, 27(3), pp.203–220.

Web sites https://www.i-l-m.com/ http://www.ascl.org.uk http://iel.org https://www.nationalcollege.org.uk/ www.insidegovernment.co.uk www.gov.uk particularly the education section https://www.gov.uk/browse/education http://www.nasen.org.uk/ http://www.sec-ed.co.uk/

Schoology: All students on induction will have access to VLE which houses a large number of sources which are updated throughout the year.

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Module specification 1. 1. Factual information

Module title Individual Project Level 6

Module Chris Howe Credit value 40 tutor

Module type Taught & Individual Tutorial sessions Notional 400 learning (includes hours contact and non- contact hours)

2. Rationale for the module and its links with other modules

The Individual Study is introduced in the first week of the Level 6 programme year and runs as a thread throughout the course. The Module consists of 2 x 4 hour taught sessions. There will be supervisory support available to assist students, where necessary, but the module will emphasise autonomy in appropriate decision making and will challenge students’ capacities for independent learning.

3. Aims of the module

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4. Pre-requisite modules or specified entry requirements Not Applicable

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5. Intended learning outcomes

A. Knowledge and understanding Learning and teaching strategy

At the end of the module, learners will be expected to: The teaching and learning for this module is wholly facilitated via individual supervisory support following the initial 3 A1: Demonstrate a critical insight into the key debates, social and scheduled sessions. These may be delivered via one-to-one educational theories, policies and/or practices relevant to the tutorials, e-mail communications and/or telephone chosen area of study. communications. The will indicate on a one-to-one basis the areas that the student may wish to focus on for their reading in A2: Apply a critical understanding of research methodology, relation to the chosen topic for investigation. In addition including issues of philosophy, ethics, method and good practice. individual tutorials. Students will have the opportunity to attend group tutorials comprising 3-4 students.

B. Cognitive skills Learning and teaching strategy

At the end of the module learners will be expected to: Students will analyse and critique will critique a range of B1: Analyse visual, textual and/or numerical data in a critical and studies, reports etc. on an area of interest and/or concern in theoretically informed way and represent it clearly and education. appropriately in a narrative format as befits the nature of the study.

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C. Practical and professional skills Learning and teaching strategy

At the end of the module, learners will be expected to: Students will work independently to produce a literature review. C1: Act autonomously with limited supervision or direction within They will also produce an academic poster which highlights agreed guidelines to plan and complete an agreed project. relevant theories and approaches etc. relating to the subject of their individual study

C2: Organise and articulate opinions and arguments in writing, in an appropriately academic manner, showing confident use of specialist vocabulary.

D Key transferable skills Learning and teaching strategy

At the end of the module, learners will be expected to: Following negotiation with their study supervisor, students will D1: Make justified choices appropriate to the topic (chosen in carry out an individual study upon which they will base their negotiation with the Tutor) for a literature review in an aspect of literature review and academic poster. This poster will then be education. presented to their peers. D2: Engage effectively in academic discussion and present arguments in a professional manner.

6. Indicative content.

Research Methods in Education (Qualitative, Quantitative, Mixed Methodologies) Critiquing educational research - developing effective analysis and argument. What is a Literature Review?

The formal teaching for the module covers the following content: Exploration of the important skills and techniques for conducting extensive secondary research including:

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6. Indicative content.

 Ensuring narrative synthesis  Appraising and structuring a literature review  The process of conducting a literature review  Identifying sources of information  Gathering existing data  Advantages and disadvantages of secondary information  Evaluating secondary sources  Evaluating the success of the research project in relation to its aims and objectives

Designing an academic poster which critically considers the agreed research question.

Consideration of external imperatives, such as legislation, policy and practice, both local and national, in relation to the agreed question. Evaluation of a range of strategies for teaching, learning and assessment including the use of technology enhanced learning methods. The Individual Project will be chosen by student and agreed with by tutor but will require consideration of key themes within education.

7. Assessment strategy, assessment methods and their relative weightings

Literature Review (ECA 5000 words 70%) For this module students will produce a literature review (5,000 words) on an area of personal or professional interest or concern The literature review must demonstrate high levels of educational enquiry skills, an in-depth knowledge of an area of education and the ability to employ those skills and knowledge in the analysis through careful review and critical analysis of existing literature on the

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7. Assessment strategy, assessment methods and their relative weightings

topic for research. The topic will be agreed with the relevant individual project supervisor.

Following introductory lecture sessions covering general areas of research methods in education, critiquing research, features of an effective literature review and the design and production of academic posters, students will work with their assigned Individual Study Supervisor who will be available to advise and support the student throughout the study module The Supervisor will be a member of the Education team.

Secondary information analysis demonstrating evidence of critical reflection and debate and evaluation of impact of research on practice related activities compare and contrast different authors' views on an issue, group authors who draw similar conclusions • criticise aspects of methodology • note areas in which authors are in disagreement highlight gaps in research Consider ethical issues Produce accurate work in terms of spelling, punctuation and grammar with use of ICT

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8. Mapping of assessment tasks to learning outcomes Learning outcomes Assessment tasks A1 A2 B1 C1 C2 D1 D2 Literature review ✓ ✓ ✓ ✓ ✓ Academic poster ✓ ✓ ✓ ✓ presentation

9. Teaching staff associated with the module Name and contact details Amanda Naisbett [email protected] Chris Howe [email protected] Kaye Horner [email protected]

10. Essential reading list Author Year Title Publisher Location Cohen L. Maninon, L and 2013 Research Methods in London Routledge Morrison, K Education 7th Edition Denscombe M 2010 The Good Research Maidenhead Open University Guide for Small Scale Social Research Projects 4th Edition Onwuegbuzie, A J, and R K 2016. 7 Steps to a London: Sage, Frels. Comprehensive Literature Review: A Multimodal and

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10. Essential reading list Cultural Approach Smith E 2009 Using Secondary Data Milton Keynes Open University in Education and Press Social Research

10. Recommended reading list Author Year Title Publisher Location Aubrey. C.T. David R, 2000 Early Childhood Routledge Falmer London , New Godfrey & L. Thompson Educational Research: York Issues in Methodology and Ethics Bell J 2010 Doing your Research Open University Buckingham Project: A Guide for First Time Researchers in Education, Health and Social Science 5th Edition Bryman, A. 2012 Social Research OUP Oxford Methods Freebody, P. 2003 Qualitative Research in Sage London Education Interaction and Practice Goodwin, W.L. & L.D. 1996 Understanding Teacher College Press London Quantitative and Qualitative Research in Early Childhood

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10. Recommended reading list Education Greene, S & D. Hogan, ed. 2005 Researching Sage London Children’s Experience: Approaches and Methods Gray , D.E. 2013 Doing Research in the Sage London Real World 3rd Edition Hopkins, D. 2008 A Teachers Guide to Buckingham Open University Classroom Research. Press 4th Edition. Jesson, J K., 2011 Doing Your Literature London Sage Review: Traditional and Systematic Techniques. Oliver, P, 2012 Succeeding with Your Open University Press Maidenhead Literature Review: A Handbook for Students. Open Up Study Skills. 2004 Doing Educational Sage London Ople, C. Research, a Guide to First Time Researchers Punch, K.F. 2014 Introduction to Sage London Research Methods in Education Ridley, D. 2012 The literature review – Sage London A ‘Step-by step Guide

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10. Recommended reading list for students Stewart, D.W & Kamins, 1993 Secondary Research – Sage London M.A. Information sources and Methods

11. Other indicative text (e.g. websites) Journals Adults Learning British Journal of Special Education Early years Educator Education 3-13 Education Today Educational Action Research Educational Review Educational Studies Journal of Further and Higher education Journal of Vocational Education and Training Management in Education Research in Education Professional Development in Education Special Children Times Higher Education Sociology of Education Support for Learning Teach Nursery Journals Electronic:

Via Athens: British educational Index:  Childlink

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 Ebrary  Emerald  Ingenta Connect  Sage online  Taylor Francis  Wiley

Useful Web-sites: Government department - https://www.gov.uk-publications https://www-gov.uk/government/organsiations www.insidegovernment.co.uk www.gov.uk particularly the education section https://www.gov.uk/browse/education http://www.nasen.org.uk/ http://www.sec-ed.co.uk/

Educational Research: British Education Research Association (BERA) - http://www.bera.ac.uk The National Foundation for Educational Research - http://www.nfer.ac.uk Research Institute of Education - www.ioe.ac.uk Economic and Social Research Council - https://www.esrc.ac.uk Leverhulme Trust - https://www.leverhulme.ac.uk Research Council https://www.rcuk.ac.uk National Foundation for Educational Research - https://www.nfer.ac.uk Nuffield Foundation - https://www.nuffieldfoundation.org The Royal Society - https://royalsociety.org UKL Research office - https://ukro.ac.uk http://www.ioe.ac.uk/research http://www.bpsi.org.uk

Schoology: All students on induction will have access to VLE which houses a large number of sources which are updated throughout the year.

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Student Support and Guidance

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Safeguarding and Prevent

Providing a safe working atmosphere at New College Durham, is an essential element of the student study experience. The College has a legal duty to provide a safe environment in which you can learn and develop and in which staff can perform their work role.

Safeguarding young people under the age of 18 and vulnerable adults within the College community, is a responsibility that is undertaken by trained staff. However, we would expect any incidents of concern to be reported by students, where the safety of students under the age of 18 and vulnerable adults is at risk. If you do have any concerns during the course of your studies, please report these to a member of your course teaching team, college reception, or at ASC.

PREVENT is an element of CONTEST, the UK Governments counter-terrorism strategy. It is defined as ‘Stopping people becoming or supporting terrorists or violent extremism’. This is an integral part of the College’s safeguarding ethos in encouraging students to respect Fundamental British Values. During the induction period of your course, the Course Leader will give you further detail on these values and PREVENT, and discuss with you your responsibilities, as a member of the College community, to report any incidents or concerns.

Induction Arrangements The College induction will include: . The Programme Team . Orientation to the Programme . Outline of Student Services activities and support available . Introduction to Student Union . Health and Safety . Library and Information Services Information Session . ICT access check . ICT Training session to include introduction to use of the Intranet and the Virtual Learning Environment (NCD online) . Health and Safety . College facilities

Personal Learning Coaches (PLCs)

As a higher education student at New College Durham we wish to support you on the achievement of your programme of study, and raise your aspirations for further study and employment opportunities. Tutorial support is provided to you as part of your programme to and is guided by three key principles:

1. To recognise and respond to the individual needs of students. 2. To promote inclusive learning. 3. To set students challenging personal and academic targets to reach and achieve.

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On your course you will receive:

 A designated personal tutor  A tutor introduction for your chosen course and the College  Personal tutor support and support from any specialist support service where appropriate  Access through your tutor to help in making choices on progression and further study.

Tutorials will be integrated into the course of study and specific tutorials supplied by your tutor throughout the academic year.

The Personal Learning Coach, (PLC), team provide one to one sessions on a wide range of study related issues. These include time management, organisation and motivation and a listening service for any personal issues you may experience during your course. The PLC Team work across all curriculum areas in the College and work with students at all ages and levels.

College PLC’s can access a wide range of resources for you from both external and internal agencies and there to further support you both inside and outside the classroom during your course. To contact the College PLC Team, just drop an e-mail to: [email protected]

Academic Study Support Tutor

At the start of your course you will be introduced to a range of higher education skills which you will develop throughout your course. These include the skill of referencing your work, academic research skills, and critical thinking skills. Learning some of these higher skills can be a little daunting at first but you will quickly become proficient at them with practice. To help and support you in developing your higher skills whilst studying at the College, you can access help and support from our Higher Education Academic Support Tutor.

Our Academic Support Tutors are based in the Neville Building and can be contacted directly or through your Course Leader or Personal Tutor. They will be happy to support you throughout your course, but will be particularly useful in the early days of your studies as you become accustomed to the particular skill set required for higher study. Please do not be afraid to ask for any higher skill support and extra academic skill sessions throughout your study time here at the College. We are here to help you achieve your course qualification.

Programme Study Skills

The programme aims to help lecturers, mentors, teaching assistants and other workers in education develop their knowledge of educational practice and reflect on strategies for developing their professional practice.

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More specifically the programme will:  Enable students whom are practicing in a variety of educational contexts and engaged in the processes of promoting learning/educational achievement to gain an in-depth knowledge of relevant professional issues.  Provide students with opportunities to relate new knowledge to their on-going professional experience.  Develop students’ skills as reflective practitioners through the analysis of aspects of their professional practice.  Develop the students’ knowledge, skills and abilities required to have a positive impact on the way people learn.  Promote students' awareness of the key issues and drivers in current educational practice, including awareness of up to date research in education and the impact of policy at both organisational level and on own practice.  Facilitate students in the completion of independent research into an area of identified professional concern.

Careers Advice and Guidance

ASC (Advice Support Careers) New College Durham is committed to providing a high quality, confidential and impartial information, advice and guidance service. ASC offers information, advice and guidance on careers and financial support and personal counselling. Our Learner Development Co-ordinator, based in the Students' Union, can also help with social and health related issues.

You can contact the ASC team before you start College and throughout your course you are entitled to a careers education programme and opportunities to discuss future options, career plans, funding opportunities, welfare issues or any personal concerns.

Advice on Funding and Welfare • Funding for further and higher education courses, including fees for home, EU and overseas students; • Loans, grants and bursaries; • Applications to Educational Trusts and Charities; • Budgeting, debt management and managing money; • Welfare issues; • Travel Information; • Childcare information; • Conditions of employment.

Careers Information, Advice and Guidance Practical help in career planning: • Choice of course and career options • Options on what to do next • Preparation for work placement interviews • Preparation for higher education • Preparation for employment • Finding voluntary work.

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Further information about ASC can be found in the student handbook or on NCD Online.

ASC Contact details and opening times: Term Time Monday - Wednesday 8.30am-6.30pm Advice Support Careers Thursday 8.30am-5.00pm New College Durham Friday 8.30am-4.15pm Framwellgate Moor Campus Durham DH1 5ES Holiday Time Monday - Thursday 8.30am-5.00pm 0191 375 4400 Friday 8.30am-4.15pm [email protected] [email protected]

Counselling and Student Welfare

Professionally trained Counsellors will offer you an opportunity to talk to someone in a confidential setting, who will not judge you. Counselling may enable you to make changes in your life or help you to come to terms with things that you can't change.

Careful listening is the main part of what a Counsellor does - sharing your worries may help you feel less isolated. The Counsellor may also discuss with you other agencies or services that may be appropriate for your needs. If you would like to contact a Counsellor directly about coming to counselling or a personal issue, you can send a message to: [email protected]

Support for Disabled Students

The Learner Support team are committed to ensuring that you have the opportunity to achieve and progress in your education and are able to fully participate in college life.

Our experienced team supports higher education learners with a wide range of special educational needs and disabilities including:

 Dyslexia, Dyspraxia and other Specific Learning Difficulties

 Autistic Spectrum Conditions (ASC)

 Mobility and Physical difficulties

 Sensory difficulties

 Medical conditions

 Mental Health conditions

If you would like to talk to a member of the Learner Support Team about available support or to discuss your needs in more detail, please contact us: E-mail: [email protected]

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Call: 0191 375 4380/4381/4387/4992

Financial Advice and Support

Advice on funding can be sought from the Access Fund Office, located next to the Training Restaurant in the Main Building.

Opportunities for Personal Development Planning

Reflection on personal development upon your studies is documented on continuous basis, evidenced within modules Professional Context and Individual Studies.

To ensure you have appropriate opportunity to record and reflect on personal development at level 6, there will be opportunities to engage within sessions including lectures, tutorials, seminars and critiques in all modules. Teaching strategies place emphasis on the development of independent creativity, research skills, experimentation, intellectual enquiry, team-working, analysis and evaluation of practical and theoretical activities, all being more independently led with tutor support. The course team will encourage the development of these skills through the use of projects, assignments, teamwork and independent learning.

On graduating with an honours degree in education studies, you should demonstrate a critical understanding of:

 The underlying values, theories and concepts relevant to education  The diversity of learners and the complexities of the education process  The complexity of the interaction between learning and local and global contexts, and the extent to which participants (including learners and teachers) can influence the learning process  The societal and organisational structures and purposes of educational systems, and the possible implications for learners and the learning process.

In addition, at level 6 the teaching and learning strategies used by tutors will build on the methods introduced at level 5 and develop the transferable skills outlined by QAA to ensure students have the ability on graduation to:

 Construct and communicate oral and written arguments  Make effective use of technology  Interpret and present relevant numerical information  Work effectively with others as part of a team, taking different roles  Improve their own learning and performance, through the development of study and research skills and a capacity to plan, manage and reflect on their own learning  Identify, synthesise, evaluate and analyse problems and solutions  Respond positively and constructively to changing environments

Independent learning will be required within BA (Hons) Education and Training and supported by the use of academic tutorials during completion of the Individual Study project to ensure personal development and planning is monitored. Focus will be placed on the development of self-evaluation within the project, and throughout the

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course. A key part of student professional development will be the undertaking of reflective activities at the beginning of modules to allow students, with help from the course team, to plan their learning and map their module progression. Students requiring additional support with personal development planning can pursue additional assistance from personal learning coaches.

Opportunities and Support for Studying Abroad

New College Durham holds the Erasmus Charter for Higher Education. This allows the college to apply for funding to enable staff and students to undertake an Erasmus period in Europe. We have relationships with many colleges throughout and work placement providers throughout Europe. Each academic year the college applies for funding and if successful full time students have the opportunity to apply for an Erasmus grant that will help support the financial costs towards a minimum 2 month work placement in another EU country. A grant for a study period in another EU country can also be applied for, depending on if this is transferable to your New College Durham degree programme.

Tutorial Support for non-Individual Project Assignments:

Please read carefully the following guidance for tutorial support and your summative assessment tasks:

Your module tutor is able to provide negotiated support in a number of ways:  through 15 minute face-to-face tutorials  through reading draft work (see below) and responding via email  through a peer-led workshop where students will be encouraged to comment on and provide constructive feedback for each other’s work.

We will:

Only look at 2 pages or equivalent from your project and provide feedback on them. You must indicate which 4 pages you wish us to look at if you send the full assignment through to us. If you wish your supervisor to read an extract from your assignment, they must receive it no later than two weeks before the final submission date.

We Will:

Reply to e-mails within 4 working days of receiving them Organise tutorials with you on an e-mail or telephone basis

Module tutors have hours when they are in the office and are available. Please contact the relevant member of staff for further details.

If you have any concerns about particular needs you feel you may have please contact the module leader or tutor.

Assessment Feedback

You will receive typed assessment feedback on assessments. This may be initially in the form of a provisional grade that is subject to confirmation from a formal Assessment Board at the end of the academic year. 92 BA (Hons) Education and Training – Module Specification – Final Draft Doc – Mar 2017

Facilities and Services

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Library Resources

You will find that students on all courses are actively encouraged to use our well- stocked Learning Centre. Our Learning Centre is very accessible and is open during term time as follows:

Term Time Monday - Wednesday - 8.30 am - 8.30 pm Thursday - 8.30am - 6.30pm Friday - 8.30 am - 4.30 pm Saturday - 9.00 am - 1.00 pm

Half Term Monday - Wednesday - 8.30 am - 7.30 pm Thursday - 8.30am - 6.30pm Friday - 8.30 am - 4.30 pm Saturday - Closed

Vacation Time Monday - Thursday - 8.30 am - 5.00 pm Friday - 8.30 am - 4.30 pm Saturday - Closed

When the library is closed students can access the catalogue and networked resources remotely.

You will also be given a computer account which will enable you to do on line research and send and receive email.

A specific “reading list” (where appropriate) for your course will be provided in each module guide and our LRC has a large database of magazines and journals on-line. You will need to use this resource throughout your studies to enable you to complete set assessments. The LRC produces a number of very useful guides and your course induction will include an introduction to the LRC.

The College has a Virtual Learning Environment where you can access information about the College and your course. You will have access to all programme documentation, all course notes and supplementary reading and activity that the module leaders recommend outside of tutor contact time You will be able to access this site once you have enrolled on your course and been allocated a username and password.

Due to the work based nature of this course the Virtual Learning Environment is seen as an essential support tool so you will be able have access. In order to access the VLE form outside of the College you must download VM software. Information on this will be provided during the induction period.

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Technical Support

ICT [email protected] 0191 375 4416 ICT Reception in Gr116

We’re open: Monday - Wednesday - 8.30am - 7.00pm, Thursday - 8.30am - 5.00pm Friday - 8.30am - 4.30pm

Catering Services

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Assessment and Progression Regulations

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In addition to the external moderation process the college has a robust internal quality assurance procedure for the moderation and verification of assessments. This ensures that assessment and internal quality assurance (moderation and verification) decisions made at the college are accurate, consistent and meet the national occupational standards and/or professional/regulatory body standards and comply with the college academic regulations relating to assessment. The process aims to ensure the accuracy, transparency, and consistency of assessment decisions between assessors and those assessors are consistent in their interpretation and application of the standards of the award. The procedure includes the team undertaking standardisation activity to ensure familiarity and understanding of the marking criteria; and sample moderation (second marking) to assure the consistent application of assessment decisions.

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1 Undergraduate Generic Marking Criteria Level 4 (Certificate) Level 5 (Foundation Degree / Diploma) Classification Level 6 (Honours Degree) Classification 0%-100% 90%-100% Distinction 90%-100% 1st Class Exceptional work with Exceptional work with presentation of Exceptional work. Presentation is Honours presentation of a very high the highest standard. The work contains logical, error-free and, where standard. There is coherent arguments and ideas. There appropriate, creative. There is an coherence of ideas and is a detailed understanding of subject in- depth understanding of demonstration of a matter and critical analysis of issues/problems and excellent thorough knowledge and issues/problems. critical/deep engagement with the understanding. Points are made clearly and concisely, material and concepts involved. Arguments are supported by always substantiated by appropriate Very skillful interpretation of data. wide reading with very use of source material. There is Arguments, ideas and, where effective use of source evidence of a sound ability to critically appropriate, solutions are material and accurate interrelate theories with examples from presented coherently and fully referencing. practice where appropriate. underpinned by thorough research and reading. 80%-89% 80%-89% Distinction 80%-89% First Outstanding work with Outstanding work with presentation of a Outstanding work with presentation of a very high very high standard. There is presentation of a very high standard. There is coherence comprehensive understanding of key standard. There is comprehensive of ideas and demonstration concepts and knowledge and evidence understanding of key concepts of a thorough knowledge and of critical analysis and insight. Accurate and knowledge and clear understanding. interpretation of data with arguments, evidence of critical analysis and Arguments are supported by ideas and solutions presented insight. Accurate interpretation of wide reading with effective effectively data with arguments, ideas and use of source material and and based on strong research and solutions accurate referencing. reading. presented effectively and based on strong research and reading.

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Level 4 (Certificate) Level 5 (Foundation Degree / Diploma) Classification Level 6 (Honours Degree) Classification 70%-79% 70%-79% Distinction 70%-79% First Extremely good work with Extremely good work with presentation Extremely good work with presentation of a high of a high standard. Evidence of strong presentation of a high standard. standard. There is knowledge and understanding together Demonstrates an excellent coherence of ideas and with some critical analysis and insight. knowledge base with a clear demonstration of thorough Source material is used effectively to understanding of the issues and knowledge and support arguments, ideas and solutions. application to practice where understanding. Arguments appropriate. There is some effective are supported by wide critical and analytical application of reading with appropriate relevant research and reading. use of source material and accurate referencing. 60%-69% 60%-69% Commendation 60%-69% Upper Second The work is well presented Very good presentation. Sound The work is very good, logically and coherently structured. knowledge and understanding with an structured and presented to a high There is evidence of a sound emerging ability to critically engage with standard. Demonstrates a strong knowledge and and apply the concepts involved linking knowledge base with a clear understanding of the issues them to practice where appropriate. understanding of the issues and with theory linked to practice Good use of source material which application to practice where where appropriate. Most supports most points clearly. Content is appropriate. There is some critical material used has been wholly relevant and is coherently and analytical application of referenced/acknowledged. structured. relevant research.

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Level 4 (Certificate) Level 5 (Foundation Degree / Diploma) Classification Level 6 (Honours Degree) Classification 50%-59% 50%-59% Merit 50%-59% Lower Presentation is acceptable Presentation is of a good standard but The work is clearly presented and Second but with some errors. There some shortcomings. Evidence of a logically structured. It shows is knowledge and sound knowledge base but limited evidence of a sound understanding of issues critical and practical application of understanding of the topic and under discussion and some concepts and ideas. Content is largely addresses major issues. The evidence of the application of relevant although points may not always work contains some discussion knowledge and ideas where be clear and structure may lack and interpretation of relevant appropriate. Some use of coherence. perspectives although further relevant source material. Contains some critical reflection and development of the arguments some use of source material to illustrate presented would be beneficial. points. There are examples of critical reflection and evidence of application of theory to practice. 40%-49% 40%-49% Pass 40%-49% Third Presentation is acceptable Adequate presentation. The work is Adequate presentation. The work but attention to structure and descriptive and/or lacks critical analysis displays basic knowledge and style is required. The content where required but is relevant with understanding of the topic but is is relevant but largely limited though sufficient evidence of largely descriptive. There is an descriptive. There is knowledge and understanding. There is attempt to bring together different evidence of a reasonable some evidence of reading although ideas and concepts although this level of knowledge and arguments/ proposals/solutions often would have been strengthened by understanding but there is lack coherence and may be the inclusion of further key issues. limited use of source material unsubstantiated by relevant source The structure of the work requires to support the arguments, material or partially flawed. Links to attention to its coherence and proposals or solutions. Some practice are made where appropriate. logical development of content. links are made to practice The link between theory and where appropriate. practice, where appropriate, is somewhat tenuous and its development would enhance the work considerably.

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Level 4 (Certificate) Level 5 (Foundation Degree / Diploma) Classification Level 6 (Honours Degree) Classification 30%-39% – Fail 30%-39% – Fail Fail 30%-39% – Fail Fail The work is poorly Poorly structured, incoherent and wholly The work is poorly presented and structured and presented. descriptive work. Evidence of a weak contains numerous errors, Some material may be knowledge base with some key aspects inconsistencies and omissions with irrelevant. Content is not addressed and use of irrelevant limited use of source material. The based largely on taught material. Flawed use of techniques. work displays a weak knowledge elements with very little Limited evidence of appropriate reading base and a lack of sufficient evidence of reading and no evidence of critical thought. Little understanding of the topic. There around the topic and little reference to practice where appropriate. is limited evidence of the or no reference to practice application of theory to practice where appropriate. where appropriate. It contains many unsupported statements with limited attempts to bring issues together and lacks critical analysis and reflection. 20-29% – Fail 20-29% – Fail Fail 20-29% – Fail Fail The work is very poorly Very poorly structured, incoherent and The work is very poorly presented structured and presented. wholly descriptive work. Evidence of a and contains numerous serious Much material is very weak knowledge base with many errors, inconsistencies and irrelevant. Content is key omissions and much material omissions with little use of source based almost entirely on irrelevant. material. The work displays a very taught elements with very Use of inappropriate or incorrect weak knowledge base and a lack little evidence of any techniques. Very little evidence of of sufficient understanding of the purposeful reading around appropriate reading and no evidence of topic. There is very little evidence the topic. No effective critical thought. No links to practice of the application of theory to reference to practice where appropriate. To obtain a mark of practice where appropriate. It where appropriate. 20% the work must show evidence of a contains many unsupported .

Cont’d… Cont’d… Cont’d…

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Level 4 (Certificate) Level 5 (Foundation Degree / Diploma) Classification Level 6 (Honours Degree) Classification To obtain a mark of 20% genuine attempt to engage with the statements with very little attempt the work must show assessment requirements and with the to bring issues together and there evidence of a genuine subject matter. attempt to engage with the is a complete lack of critical assessment requirements analysis and reflection. To obtain a and with the subject matter mark of 20% the work must show evidence of a genuine attempt to engage with the assessment requirements and with the subject matter. 0-19 % - Fail 0-19 % - Fail Fail 0-19 % - Fail Fail The work is extremely The work is extremely poorly structured The work is extremely poorly poorly structured and and presented. It demonstrates no real structured and presented. It presented. It demonstrates knowledge or understanding of key demonstrates no real knowledge no real knowledge or concepts and principles. Much material or understanding of key concepts understanding of key is irrelevant, incorrect or omitted. No and principles. Much material is concepts and principles. evidence of critical thought. No effective irrelevant, incorrect, inconsistent Much material is use of supporting material. No links to or omitted. No evidence of critical irrelevant. No effective use practice where appropriate. Not a analysis and reflection. No of supporting material. No genuine attempt to engage with the effective use of supporting reference to practice assessment requirements and/or material. No application of theory where appropriate. Not a subject matter. to practice where appropriate. Not genuine attempt to engage a genuine attempt to engage with with the assessment the assessment requirements requirements and/or and/or subject matter. subject matter.

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Generic marking criteria for a presentation. The latter criteria can be utilised for a range of oral and poster presentations including question and answer session.

Distinction Commendation Merit Pass Fail (70%+) (60-69%) (50-59%) (40-49%) (0-39%) Content Shows excellent knowledge of Sound knowledge and Shows good knowledge of Knowledge of Little evidence of any real subject area and talks at a understanding of the subject area with few subject area is knowledge of subject area. level appropriate to the subject area. omissions or errors. satisfactory with few audience. errors or omissions. Delivery Clearly well rehearsed and fits Confident delivery, Generally well delivered. The talk explains the Reads from notes or into the allotted time limit with with the main issues The talk is relevant and presentation and presentation and level not all issues addressed. The talk addressed. Fits into builds on the content of provides some extra appropriate to audience. adds to and develops allotted time limit. the presentation. information. understanding of the presentation. Organisation of Innovative, and stylish. The Very well presented Overall the impression is Some thought given Haphazard presentation the material organisation allows the viewer with a coherent, logical good. There are some to overall image. which appears to be little to easily find their way through structure. imaginative aspects and Difficult to follow the more than a collection of the presentation. sequence is logical. issues. images and words in an almost random order. Response Answers demonstrate a high Answer demonstrates Answer demonstrates a Generally able to Shows little knowledge of level of understanding and a sound knowledge good understanding of the answer questions area. Unable to respond to where appropriate the learner and understanding of issues. adequately. Short most questions. is able to expand on the the issues. answers. answer. Use of images All images are imaginatively In the main the images Good quality images are The images are Images are poorly selected chosen and convey the chosen are used appropriately and appropriate and and add very little to the message in an informative appropriate and answer the question. partly answer the answer, with little attention manner, with good use of relevant, in terms of question. shown to detail. colour. content and colour. Written word Excellent use of written word. Sound use of written Mostly good choice of Appropriate use of Generally poor choice of Short statements, which add word, appropriate statements. Relevant and words/phrases adds written words which tend to to the quality. Correct use of sections identified. concise. to understanding. distract rather than inform. quotes and appropriate fonts Too many words and/or and style. inappropriate font/style.

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Dissertations

and Projects

Support and

Guidance

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The content of the Individual Project will be determined by you and your project supervisor.

Supervisory Support

The teaching and learning for the Individual Project is wholly facilitated via individual supervisory support following the initial scheduled sessions. These may be delivered via one-to-one tutorials, e-mail communications and/or telephone communications. Your tutor will indicate on a one-to-one basis the areas that you may wish to focus on for your reading in relation to research approaches in relation to your chosen topic for investigation.

Individual Research

You will have a named project supervisor who will:  Be responsible for facilitating learning and supporting you through the period of study  Negotiate with you regarding your selection of the area of enquiry and jointly agree the focus of the research to be undertaken with you  Meet with you when negotiated to discuss dissertation progress

You may seek further guidance from:  Subject specialists on individual subjects  The Library and Information Service  The Counselling and Careers service of the College

Student Responsibilities

In order for the module to be a positive learning experience you have a number of responsibilities as a student:

 reading this module guide carefully and making sure you understand what you are supposed to do;  completing the work in the Individual Project;  organising your workload in order to meet deadlines;  reading appropriate texts;  familiarising yourself with relevant research articles

Attendance

For the most part, you will work independently, and arrange tutorial support with your supervisor on a one-to-one basis. In addition, there are a small number of timetabled sessions: please refer to your course handbook for times as these vary between programmes.

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Tutorial Support and Formative Feedback on your Individual Project:

Please read carefully the following guidance for tutorial support and your summative assessment task:

Your project supervisor is able to provide negotiated support in a number of ways:  through face-to-face tutorials  through reading draft work (see below) and responding via email  through a peer-led workshop where students will be encouraged to comment on and provide constructive feedback for each other’s work.

We will:

Only look at 4 pages or equivalent from your project and provide feedback on them. You must indicate which 4 pages you wish us to look at if you send the full assignment through to us. If you wish your supervisor to read an extract from your assignment, they must receive it no later than two weeks before the final submission date.

We Will:

Reply to e-mails within 4 working days of receiving them Organise tutorials with you on an e-mail or telephone basis

Module tutors have hours when they are in the office and are available. Please contact the relevant member of staff for further details.

If you have any concerns about particular needs you feel you may have please contact the module leader.

Assessment Feedback

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Determination of Results

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Assessment Weightings

Module Assessment Weighting Behaviour for Learning Essay ECA 100% Assessment for Learning Annotated Curriculum ECA 30% Plan Reflective Commentary ECA 70% Education Policy and Essay ECA 50% Education Practice Group Presentation ECA 30% Reflective Report ECA 20% Leading Learning Exam ECA 100% Individual Project Literature Review ECA 70% Poster Presentation ECA 30%

Communication of Results

The Programme Team will identify when your results will be presented to an Assessment Board. Following the Assessment Board for your programme, ratified results will be published in 7 days on the Virtual Learning Environment. You will receive a Statement of Results within 14 days of the Assessment Board.

Throughout your studies at the College, there will be times when we will need to contact you by phone, e-mail, or at your home address. A key part of this contact, will be issuing you with statements of results which will inform you of your progress on your chosen course. If any of your contact details change whilst you are studying with us, please ensure you inform the College and your tutor of the change, so you records can be updated. This will ensure any information the College needs to send to you will be delivered efficiently and promptly.

Classification Criteria

Classification of bachelor degrees will be based on the average mark across all modules within Stage 3 (usually Credit Level 6) and Stage 2 (usually Credit Level 5) at a ratio of 2:1 respectively unless the requirements of a Professional, Statutory and Regulatory Body (PSRB) state otherwise.

Honours degrees are classified as:

First Class Aggregate mark of 70% or above Upper Second Class Aggregate mark between 60% and 69% Lower Second Class Aggregate mark between 50% and 59% Third Class Aggregate Mark between 40% and 49%

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Role of the Assessment Boards and External Examiner

The External Examiner will sample information and evidence of student assessment and make comments on the work, our college may act on their comments.

The role of an External Examiner is primarily one of quality assurance, ensuring that procedures and processes allow students to gain an outcome from their studies, which is consistent with outcomes at other universities.

To ensure the quality of its provision and maintain the standards of its awards, The Open University places significant reliance on its External Examiners by:

 requiring examiners to provide informed, independent and impartial judgements and advice to the University;

 drawing upon the examiners professional advice and expertise and giving serious and active consideration to examiners reports.

The purposes of the External Examiner process are to:

 assist the University in the comparison of academic standards of its awards across the Higher Education sector;

 verify that standards are appropriate for the award or modules for which the External Examiners take responsibility;

 ensure that the assessment process is equitable and is fairly operated in the marking, grading and classification of student performance, and that decisions are made in accordance with University Regulations;

 report on the standards of student achievement;

 identify, where appropriate, examples of good practice and areas for enhancement.

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Policies and Regulations

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Equality, Diversity and Inclusion Statement

New College Durham is proud of the social and cultural diversity of its community, seeing it as a strength which inspires innovation and creativity. The College is firmly committed to being a place where learning and working exists in an environment that advances equality of opportunity, celebrates diversity and allows everyone to achieve their fullest potential.

The public sector Equality Duty requires public bodies to have due regard to the need to eliminate discrimination, advance equality of opportunity and foster good relations between different people when carrying out their activities. The College maintains this commitment by ensuring that it embeds equality and diversity within all of its practices. Every opportunity is taken to advance equality and diversity and tackle all forms of discrimination. Staff and students are encouraged to celebrate diversity and difference; the College continually seeks to educate staff, students and the wider community in order to foster good relations and recognise the benefits of a diverse community.

Such commitment has been formally recognised by the achievement of the National Centre for Diversity Leaders in Diversity award in May 2016. Being a Leader in Diversity demonstrates to our students, partners, prospective employees and current employees that we are inextricably committed to Equality, Diversity and Inclusion.

The College operates a Single Equality Scheme, which serves to further support the College in meeting its legal requirements under the Equality Act 2010. The Scheme is based on the principle that people with protected characteristics should not be discriminated against in employment or in education. The College’s educational provision, services and partnerships provide opportunities for people with a wide range of backgrounds, abilities and aspirations. Against that background, College commitment is demonstrated through the Scheme which focuses on the key areas of service delivery, employment practices and working practices to meet the needs of students, staff and other stakeholders. The Scheme and associated policy and procedures describe how the College sets out to fulfil its moral, social and legal obligations to put equality, diversity and inclusion at the heart of everything it does.

Data Protection

This information is provided to ensure you know what will happen to the personal information you provide to the College in the course of your study

New College Durham is the Data Controller for the personal information you provide to us. When you enrol on your course we collect your basic personal data and contact details in order to process your enrolment and maintain contact with you. Whilst you are studying with us we will compile and store assessment, attendance and progress data to enable us to administrate the course and to assess your achievement.

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We will routinely share this data with;

a. any Professional, Validating or Awarding Bodies, to enable them to administrate their award and to assess your achievement; b. HE funding bodies, to secure College funding; c. plagiarism detection systems, to enable us to assess your progress on the course.

We may choose to share this data with;

a. organisations that have a legal right to access your data; b. organisations providing services, grants or disbursements to which you have signed up.

If you are studying with us as part of an agreement with your employer, we may share information with them under this agreement.

We will keep your basic record, including details of your award and module marks permanently, so that we can provide References and replacement Statement of Results. Pease be aware that there may be a charge for the provision of a replacement Statement of Results. Other progress and administrative records will be held for 6 years after you leave the College.

Any information we have collected for marketing purposes will be held until you notify us that you no longer wish to receive marketing information. We may ask for other data from you and if this is collected you can expect to be informed at the time why we are asking for the data, what it will be used for, with whom it may be shared and how long we intend to keep it. If you have any further questions about Data Protection at the College or you want to make a request which relates to your personal data please contact the Information and Records Team at [email protected]

Health and Safety

You are required to follow the College’s Health and Safety procedures.

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Student Participation and Evaluation

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Student Feedback and its Utilisation

Towards the end of each module you will be asked to complete a module evaluation form. This form allows you to rate your experience on the module in relation to areas such as organisation, timetables, assessment, teaching and learning and support. You are also encouraged to provide additional comments which the Module Tutor/team can use to develop the module for the future.

This feedback is discussed at Programme Boards and Action Plans for development are put in place. Previous students’ comments have resulted in changes to the types of learning activities and assessments within modules.

All students on the programme will be asked to complete an online survey for the “Start of Programme” questionnaire and then later an “On-Programme” questionnaire. These evaluations will allow you to provide feedback and comments relating to your whole experience on the programme. Your comments will be utilised to enhance and develop the programme for future students.

Remember you are not alone; the full programme team and your personal tutor are there to support you. Do not be afraid to ask.

Student Representation

All tutor groups will be offered the chance to be a student representative for the course. Student representatives are required to attend the HE Forum and Course Committee Meetings.

The role of the course committee will be to:

 Review the course and recommend changes to the curriculum delivery, and assessment pattern;  Consider matters of general student welfare;  Monitor the progress of student learning on the course;  Monitor the quality of the student learning experience;

The course committee shall meet at least once every semester and may meet at such other times as the Curriculum Leader deems appropriate in order to satisfy the terms of reference of the Committee.

Registered Student Organisations

New College Durham is associated with the National Union of Students (NUS).

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Student Voice and Programme Evaluation

As a student at New College Durham, we actively use a range of methods to seek your views and ideas about college higher education provision. There are many ways for you express your thoughts and ideas including college and national surveys. The National Student Survey for example, surveys every final year student at every University and College in England and Wales between January and March each year and publishes the student satisfaction results on the Unistats website.

We also ask you to formally evaluate of your studies through college module evaluation activities and the role of Higher Education Student Representative is a vital one in feeding back student views on college services. Each group, at the start of the course, elects a Representative to represent student views and opinions at course meetings and reviews and they are supported by the Students’ Union at the College. The important part in using your student voice is that we, as course team and college, want to listen to your views and opinions so we are able to continually improve our service to you both now and in the future.

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Teaching, Learning and Assessment

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Feedback and Assessment

Timely and effective feedback on assessments are integral to the learning process. Within your programme a range of key ‘formative’ and ‘summative’ assessment methods are used. In summative assessments marks awarded are included in your record of progress and will contribute to your overall award classification.

Formative work does not directly count towards degree classification; it is important to remember however that formative work is designed to help you achieve the best mark you can in summative work so you should ensure that you fully engage in all work that your tutors set. You will complete a range of different formative and summative assessments throughout your course and these are designed to motivate, stimulate and inform learning and will include assessment types such as: case studies, simulations, essays, presentations, reports, time constrained tests and portfolios.

You will receive timely and constructive feedback on both formative and summative work. The feedback will clearly identify the strengths of your work and identify those areas for further development. Guidance will be provided on how to strengthen these areas. Feedback will be provided through a variety of mechanisms, as appropriate, and you will be encouraged throughout the programme to seek, reflect upon, and, respond to feedback. In addition to more formal feedback on summative work you should remember that feedback is provided in many different forms.

Note: You should receive summative assessment feedback within 4 weeks of submitting the assignment – please note that the 4 weeks does not include scheduled college holidays.

You are further encouraged to engage in feedback you receive on your work through our personal tutoring system. At appropriate times throughout the programme personal tutors will ask you to bring along any feedback you have received so that this can be discussed further particularly with respect to what you are doing well and those areas that you could develop in the future. It is often useful to reflect on feedback collectively in this way and you will be provided with a form that will help you do this.

Referencing

Referencing is an essential skill used to indicate where ideas, theories, quotes, facts and any other evidence or information used, can be found. In HE all pieces of work should be referenced and marks are awarded. Referencing has clear rules and conventions and if you follow these, you will be fine.

In-text citations are how you refer to another writer's work within your text. Reference lists give full details of all sources, referred to in your essay, alphabetically, at the end of your work, on a separate page. A Bibliography lists, alphabetically, documents/publications you have consulted, whether or not you have cited them, on a separate page.

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We reference;

a. to avoid plagiarism, a form of academic theft; b. to give credit to the sources and authors cited; c. to demonstrate you have undertaken wide-ranging research and reading; d. so the reader can consult the same materials for themselves.

How and Where to Submit Completed Assignment

Your course team will give you procedural details for the submission of assignments for each individual module. Academic staff will under no circumstances collect assignments from you.

The best advice is to be well prepared. It’s often the little things that can trip you up, such as leaving an assignment to the last minute and then running out of ink in your printer, or leaving your reference list to last and then realising you didn’t keep a record of the sources you used. Take an organised approach in completing and submitting assignments to achieve the best results for you.

Some important Information about the submission of assessments and re-sit opportunities:

a. You must attempt all assessments at the first opportunity. b. You must work on each assessment (essay, project, report or portfolio) for every module. You should do this even if you don’t think you can fully complete the piece of work. c. An Assessment Board, (which meets at defined stages of the academic year to look at all your marks), will decide whether you can re-sit or repeat study. The Assessment Board will take into account whether you have attempted all assessments. It is much more likely to give you an opportunity to take resit or repeat study if you have attempted all assessments. It is less likely to give you this opportunity if there are some assessments which you did not attempt at the first opportunity. d. If you are unclear about this information or feel you are at risk of not being able to attempt any assessment, you should contact a member of academic staff for further advice before the hand-in / examination date as there are a variety of ways in which support can be given.

Extensions

Penalty for Late Submission

Where coursework is submitted late and there are no accepted extenuating/mitigating circumstances, it will be penalised in line with the following tariff:

 Submission within 8 days: a 10% reduction for each day late down to the 40% pass mark and no further.  Submission that is late by 9 or more days: submission is refused, mark of 0 is awarded.

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Presentation of Written Work

Open University Degree Programmes work to a set of standardised guidelines for the presentation of written assignments.

These guidelines identify the standard to be achieved when submitting assessed written assignments for modules in your course. Please refer to your module tutor or guide on any specific requirements for individual modules. Assignment Format Your assignment should consist of the following:

 Title Page

 Assignment

 Reference list or bibliography

 Appendices (if applicable)

Title Page

This should contain the following information:

 Name of course

 Your student enrolment number

 Module title (exactly as identified in your module guide or specification)

 Module code (exactly as identified in your module guide or specification)

 Module leader

 The assignment title

 The date of submission

 Total word count

119 BA (Hons) Education and Training – Module Specification – Final Draft Doc – Mar 2017

The Assignment This should be presented as follows:

 Text should be in Arial font size 12

 Line spacing of 1.5 (one and a half)

 Margin sizes should be the default ones used in Microsoft (2.54cm left and right, 3.17 cm top and bottom)

 A clear gap should be left between paragraphs to make it clear where they start and end

 Direct quotes exceeding three lines long should be further indented by 1cm at left and right hand side margins, with a clear line of spacing above and below. Double quotation marks, “should start and finish all quotes.

 Each page should be numbered as a minimum standard. As you become more skilled in word processing, you are encouraged to include a header or footer that includes your student enrolment number and the module code

 You proof read and spell check all of your work to rectify spelling, punctuation and grammatical errors as well as ensuring the question has been answered fully.

 You are reminded that you must adhere to the word limit that is identified on the assessment brief within the 10% tolerances stated (the word count excludes references/bibliography and appendices but DOES include direct quotes and references within the work itself).

 Paraphrasing is preferred and direct quotes should be kept to a minimum.

 Written assignments should be in continuous prose. Bullet points and lists within the main text should be kept to a minimum.

Mitigating/Extenuating Circumstances

Any mitigation applied for is subject to the New College Durham Mitigating Circumstances Procedure. Full procedure relating to mitigating circumstances is available at: https://ncdvwebthor01bb.ads.newdur.ac.uk/bbcswebdav/institution/intranet/docs/pdfs/ quality/qmp/he/HEQMP%204-2-1.pdf

Further guidance on New College Durham Mitigating Circumstances for Students is available on the student intranet including a short visual and audio presentation and application form. https://ncdvwebthor01bb.ads.newdur.ac.uk/bbcswebdav/institution/intranet/docs/stude nt/HE/Mitigating%20Circumstances.pptx

120 BA (Hons) Education and Training – Module Specification – Final Draft Doc – Mar 2017

You are strongly recommended to read the key documents. They provide a detailed explanation of mitigating circumstances and the procedures expected to be followed when you feel that your performance in a summative assessment has been affected. Mitigating circumstances or extenuating circumstances are defined by the College as circumstances outside of the control of the student that have significantly affected performance in any summative assessment.

The College’s intention is, wherever possible, to support you in completing your programme of study. It recognises that there may be times when you, through unforeseeable and unpreventable circumstances, find that you are unable to perform in an examination (or other form of assessment) to the full extent of your abilities. If you are unable to submit, or attend an examination, this procedure is also applicable to you. In such circumstances the Extenuating/Mitigating Circumstances Regulations enable you to request that your situation is taken into consideration. You are expected to have taken reasonable steps to ensure that you could not have prevented the circumstances from taking place. It is your responsibility to notify your module lecturer of any extenuating/mitigating circumstances, which you feel will affect, or may have affected, your performance in any summative assessment.

Any application you make has to be approved by the Mitigating Circumstances Board and if it does not meet the criteria then mitigation may not be granted.

An application for mitigating circumstances is only one of the support mechanisms available to you. There are other options for you to consider it is therefore important that you discuss your situation with a module lecturer or personal tutor who will be able to provide guidance on the most appropriate course of action. Where you are unable to meet the deadline for an assessment then an extension may be the better option for you. In circumstances which are likely to affect your progress over a longer time period, you may be advised to suspend your studies until the circumstances no longer have an impact on your studies.

Academic Misconduct

In order to avoid academic malpractice, New College Durham is committed to continually educating students on how to develop good academic practice and writing skills. Academic misconduct is treated very seriously and is defined as any activity or attempted activity which gives an unfair advantage to one or more students over their peers. We strongly recommend you read the College Policy and guidance on academic misconduct which can be found at: https://ncdvwebthor01bb.ads.newdur.ac.uk/bbcswebdav/institution/intranet/doc s/pdfs/quality/policies/AcademicMalpracticeProcedure.pdf

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Academic Appeals

Academic Appeals relate to a review of a decision of an academic body, (Assessment Board or Mitigation Panel), charged with making decisions on assessment, student progression and awards. Appeals may be made in respect of the following areas relating to the assessment process:

 A formal assessment result  A degree classification  A decision taken as a result of academic failure e.g. termination of registration  A decision taken as a result of unsatisfactory academic progress

Your Programme Leader will give you further guidance if you feel you have the need to appeal on any of the areas stated above and the College application for Academic Appeals can be found at: https://ncdvwebthor01bb.ads.newdur.ac.uk/bbcswebdav/institution/intranet/doc s/word/quality/qmp/he/HEQMP%204-7-2-1.docx

Complaints Procedure

Although we expect you will be satisfied with the service we provide, please be assured that we will deal promptly and fairly with any complaint.

We strongly recommend that you talk over any issues with your Course Leader in the first instance to try and solve the issue informally and amicably. If this informal approach does not resolve the matter to your satisfaction you may wish to make a formal complaint. A college feedback and complaints form can be accessed by the following web link to our website: http://www.newcollegedurham.ac.uk/download/File/0/5h4mnk.pdf/

The Office of the Independent Adjudicator (OIA)

The Office of the Independent Adjudicator for Higher Education, (OIA), provide an independent scheme to review student complaints following a full investigation using the full college complaints procedure. The OIA is an independent review body, whose principal role is to consider whether a higher education provider, (university or college), has correctly applied it procedures, and whether the outcome of a complaint is reasonable in the circumstances. Following an independent investigation instigated by a Procedures Letter, the OIA will reach a judgement and set of recommendations on a referred case. It is recommended that you seek advice from the College Students Union if you are considering referring an outcome of a college complaint to the OIA. They will be able to provide you with a range of valuable guidance.

Further information on the services and role of the OIA, can be found on the OIA website: http://oiahe.org.uk/

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Cancelled Classes

The College recognises the beneficial impact on the overall student experience, of clear and effective communication arrangements between course teams and their students. There will be occasions when a tutor is unable to deliver a timetabled class due to sickness or personal circumstances. The College may be informed of these circumstances at short notice. The College will, in the first instance, try to identify an alternative member of staff to cover the class.

However, if a suitable member of staff cannot be identified, the College will inform affected students of the temporary class postponement by a combination of face to face announcements, e-mail, the college VLE, telephone, SCIPS, and text message. In addition to announcements through these communication channels, an official notice will be placed on the classroom door advising of the postponement. It is important, that in these circumstances, the time is used wisely for self-study and reading. Please note any cancelled classes are a postponement. The Course Leader will ensure that any learning missed due to a cancelled class, will be delivered at a later date.

The information contained in this Handbook is, as far as possible, accurate and up-to- date at the time of printing.

The express permission of New College Durham must be obtained to reproduce any, or all of this publication, other than for personal use or for those purposes permitted by law.

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