Foundation Degree in Children's Development and Learning Mentor and Student Handbook 2019

Foundation Degree in Children’s Development and Learning

Mentor and Student Handbook

2019 – 2020

Contents

Support from the Colleges and the University...... 6 Thank you for agreeing to be a mentor ...... 7 Who is this information for? ...... 7 Staying up to date ...... 7 Our commitment to equality ...... 7 What students say about their mentors ...... 8 Mentor Certification and Standards ...... 9 Being a mentor to an FD student ...... 10 Roles and responsibilities...... 10 The mentor should: ...... 10 The student should: ...... 10 FAQs for mentors ...... 11 Managing the mentor role ...... 12 Suggested questions to develop mentor discussions ...... 13 Successful professional discussions ...... 14 Active listening ...... 14 Reflective practice ...... 15 Myth busting! ...... 16 The Guided Professional Discussion (GPD) Process ...... 17 Timetable for Guided Professional Discussions ...... 18 How to grade a GPD ...... 21 Module Assessment criteria for Year One GPDs, 2019-20 ...... 22 Autumn term ...... 22 ED1FPS Professional Skills in the Children’s Workforce GPD (1) ...... 22 ED1FPP Partnership with Parents GPD ...... 22 Spring term ...... 23 ED1FPS Professional Skills in the Children’s Workforce GPD (2) ...... 23 ED1FDL Theories of Development and Learning GPD ...... 24 Summer term ...... 24 ED1FCS Child in Society 1 GPD ...... 24 ED1FLS Learning Spaces GPD ...... 25 Module Assessment criteria for Year Two GPDs, 2019-20 ...... 26 Autumn term ...... 26 ED2FPR Practitioner Research GPD 1 ...... 26 ED2FCT Creativity and critical thinking GPD ...... 26 ED2FDL Supporting development and learning 0-11 GPD ...... 27 ED2FCS Child in Society 2 GPD ...... 28 Summer term ...... 28 ED2FPR Practitioner Research GPD (2) ...... 28 ED2FIP International Perspectives GPD (optional module) ...... 29 ED2FCW Leadership in the Children’s Workforce (optional module) ...... 30 Appendix 1 - Workplace Agreement ...... 32 Workplace Agreement ...... 33 Appendix 2 – Mentor meeting forms ...... 34 Provisional agenda for mentor meetings with FD student ...... 35 Record of Mentor Meetings with the FD student 2019-20 ...... 36 Record of Link Tutor meetings in the setting 2019-20 ...... 37 Appendix 3 - Contacts ...... 38 Appendix 4 – Termly overview of assessments for years one and two ...... 39 Year One Assessment Calendar 2019- 20 ...... 39 Year Two Assessment Calendar 2019-20 ...... 41 Appendix 5 - Guided Professional Discussion assessment documents ...... 44 Exemplar Guided Professional Discussion assessment sheet ...... 46 Guided Professional Discussion assessment sheet ...... 50

5 Support from the Colleges and the University

We aim to work in collaboration with you, the mentor, to enable you to support your student to the best outcomes. We do this through:

• mentor training at the College which your student attends

• regular setting visits from link tutors which can be focussed on mentor support if necessary

• email and phone support as necessary

• Mentor Certification: see page 9.

Alternative formats

The material in this handbook can be provided in alternative formats such as large print, Braille, tape and on disk upon request to the Programme Administrators (email [email protected]).

Disclaimer

Formal Ordinances and Regulations are given in the University Calendar (http://www.reading.ac.uk/internal/Calendar/ ), in the Programme Specification (available at www.reading.ac.uk/progspecs/ ), in the Further Programme Information (available at www.reading.ac.uk/internal/fpi ) and in relevant module descriptions (www.info.reading.ac.uk/module/ ); should there be, or appear to be, any conflict between statements in this handbook and the Ordinances, Regulations, Programme Specifications or module descriptions, the latter shall prevail.

Although the information in this Handbook is accurate at the time of publication, aspects of the programme and of School practice may be subject to modification and revision. The University reserves the right to modify the programme in order to reflect best practice and academic developments for the benefit of the students, to improve the programme and your experience of it, to meet the requirements of external or accrediting bodies, as a result of staff changes, or changes to the law. In such circumstances, revised information will be issued. Information provided by the School in the course of the year should therefore be regarded, where appropriate, as superseding the information contained in the handbook.

Please keep this handbook in a safe place as you will need to refer to it throughout your programme. The latest version will always be on the website.

6 Thank you for agreeing to be a mentor

Being a mentor within the Children’s Workforce is becoming an increasingly important role and there are a growing number of mentors in the sector. It is gaining recognition as an important aspect of Continual Professional Development and as such it is a valuable function not only for your student but for you also.

All University of Reading Institute of Education Foundation Degree students have a mentor to support them in their studies, to encourage reflection and to make links between the theory that is taught on the course and their own practice. Because of this, being a mentor is a significant responsibility. It is also an enjoyable and satisfying task which has an important role in workforce development.

This handbook will give you an overview of the mentoring process on the FD as well as some strategies to help you find your feet as you set out or continue on your mentoring journey. You should find all the information that you need here, and in our brand new mentor pages on the website: http://www.reading.ac.uk/education/partners/Mentor_Foundation_Degree_Reading_Partnership_Mentors1.aspx

Who is this information for?

This handbook supports mentors who are working with students on the Foundation Degree in Children’s Development and Learning, an award validated by the University of Reading and delivered at collaborative partner Colleges:

Basingstoke College of Technology, Berkshire College of Agriculture; Bracknell and Wokingham College – Activate Learning; Newbury College and The Windsor Forest Colleges Group - Langley College.

Staying up to date

Although this information is accurate at the time of publication, aspects of the programme and of College practice may be subject to modification and revision. If this happens, the latest electronic version can be found as a link from this page: http://www.reading.ac.uk/education/partners/Mentor_Foundation_Degree_Reading_Partnership_Mentors1.aspx

Our commitment to equality

The University of Reading, in accordance with the specific and general intention of its charter, confirms its commitment to a comprehensive policy of Equal Opportunities in which individuals are selected, developed, instructed, appraised, evaluated, promoted and otherwise treated on the basis of their relevant merits and abilities and are given equal opportunities within the University. The University of Reading aims within the areas of its activities to eliminate unlawful discrimination, promote equality of opportunity and to promote good relations. The University recognises that it has a responsibility to build an environment in which all are equally treated and valued as well as its wider responsibility in helping to create a fair and just society.

7 What students say about their mentors

‘...brilliant at extending my learning.’

‘...supports and listens to me. My mentor also challenges me with questions and observations.’

‘...always makes time for me. He is a good listener and gives support when needed.’

‘...listens and gives great advice. Supports me whenever I need it.’

‘...a supportive listener who helps me to put my thoughts into actions.’

‘...always happy to listen and offers constant support. She always makes time for me and helps me to stay positive.’

‘...very supportive and interested in all aspects of what I learn. My mentor enjoys reading my assignments and gives me appropriate feedback.’

8 Mentor Certification and Standards

Mentor Certification

For those who want to extend their mentoring skills, we offer a structured programme of Continuous Professional Development to enable you to:

 Be an effective mentor to Reading Partnership Teachers and Foundation Degree students  Develop the more generic skills of mentoring that may enhance career development

For more information go to: http://www.reading.ac.uk/education/partners/Reading_Partnership_Mentor_Certification.aspx

Alternatively, email [email protected] for more information.

There may be some of you who start on this programme and develop a particular interest in mentoring and its theory. If this is the case, there is a Masters module on mentoring that you may be interested to explore (Contact ioe- [email protected]).

Mentor Standards

A set of non-statutory Standards has recently been published by the Department for Education. These Standards are aimed at those mentoring Initial Teacher Training students but the principles (see below) are also relevant to mentors supporting Foundation Degree students.

This is the link to the full document: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/536891/Mentor_standards_repor t_Final.pdf

In brief, the Standards target these areas:

Standard 1 -Personal qualities

Establish trusting relationships, modelling high standards of practice, and empathising with the challenges a trainee faces.

Standard 2 – Teaching

Supporting trainees to develop their teaching practice in order to set high expectations and to meet the needs of all pupils.

Standard 3 – Professionalism

Induct the trainee into professional norms and values, helping them to understand the importance of the role and responsibilities of teachers in society.

Standard 4 – Self-development and working in partnership

Continue to develop their own professional knowledge, skills and understanding and invest time in developing a good working relationship within relevant ITT partnerships.

9 Being a mentor to an FD student Roles and responsibilities The mentor should:

• Act as a ‘critical friend’, providing support and guidance • Share reflective comments on assignment feedback and give support to the student with their studies. • discuss practice with the student, supporting professional reflection and encouraging enquiry • secure opportunities to support or observe the student’s practice • be accessible for communication on a weekly basis (either in person, by telephone or by email), with a minimum of one face-to face meeting with the student per month • carry out the work-based assessments (Guided Professional Discussion or GPD) identified in the handbook, making judgements and recommendations based upon the criteria for assessment • Complete the written feedback in sufficient time for the student to be able to submit it by the deadline • meet the link tutor regularly, and at least once during the year to discuss student progress and to moderate at least one work-based assessment (the Guided Professional Discussion, or GPD). • take prompt and appropriate action if a student’s performance is causing concern. Contact the College immediately - any setting that has serious concerns about a student can request an immediate link tutor visit.

The student should:

• Take responsibility for organising, planning and carrying out guided professional discussions in consultation with the mentor and as described in the handbook • provide evidence of achievement of the outcomes for each GPD, lodging appropriate documents in the e- Portfolio by the deadlines identified in the module handbook and emailing a copy of the completed record sheet to their link tutor • maintain a record of all formal contact with the mentor and link tutor in the e-Portfolio • show a commitment to building positive professional relationships within the workplace.

We ask that mentors and students communicate informally at least once a week, perhaps during lunch breaks etc. More formal face-to-face meetings should take place at least once a month. These meetings need to be planned for, and suggested foci could be:

• Personal – issues of time or task management, anxieties or concerns affecting progress • Academic - discussing a theory that has been taught at College and how that theory might impact the student’s practice, discussing an interesting piece of literature or research and its impact on practice, reflecting on recent feedback, progress towards targets set, preparing for assignments • Professional – reflecting on a dilemma in the workplace, preparing for upcoming activities in the workplace, a national or local initiative and how this might impact the setting and practice, progression in responsibility

It is possible for monthly meetings to take place via phone or email. Technology such as Face Time and Skype also have potential in this respect.

Twice a term the mentor and student need to arrange Guided Professional Discussions (see page 17 onwards of the Mentor Handbook for more information).

10 FAQs for mentors

How can I balance being a mentor with being an assessor when I grade the student’s GPD?

The role of the mentor tends to be linked with that of critical friend and some might question whether it is compatible with making an assessment of the standards that the student has reached. However, this should not be seen as a stand-alone test but as a way of both of you identifying the level that your student has achieved in your discussion. The discussion around the grading (and the written feedback) will give your student targets to work towards and support in raising their levels. So in fact you are using the assessment to be the best critical friend and there is no contradiction in the role.

My student is my manager – I feel uncomfortable about giving anything less than excellent

Whilst your student might be your manager in one role, you should try to separate that from your role as a mentor. You were selected by your student to play a vital part in the process of training for the Foundation Degree, and it is your experience as a practitioner that will support this role.

How can I be sure how to grade the discussions?

There is guidance on page 20 in this handbook and on the feedback paperwork. This will help you to identify some key criteria to look out for when you make your assessment decision. You can also seek support from your link tutor when she visits the setting as she can observe a discussion. It is important for us that some of the work of the practitioner is assessed in the workplace. If you have concerns about this, contact us for an informal and confidential discussion.

I haven’t heard of some of the theorists that come up in discussion – should I pretend that I know or come clean?

Many mentors feel that there is a gap in their knowledge because students bring up theorists whose names are not familiar. You should not feel awkward about this. It is in fact a very good way of testing knowledge to ask your student to explain any theories that you are not familiar with.

11 Managing the mentor role

A successful mentor/student relationship depends on understanding, commitment, compromise, engagement, prioritising. Setting initial ground rules helps to maintain the relationship by establishing some agreements before the process starts. You might want to discuss arrangements such as:

• when you will be meeting • where you will be meeting • how you will communicate when you are not face to face • how the dates will be set • how long the meetings will last • how the meetings will be arranged • what happens if one of you has to cancel • how the paperwork will be passed to you in advance of the discussion (GPD only) • agreements about mobiles and telephones being answered or turned off • agreements about whether or when you might be available at other times apart from at the meeting

12 Suggested questions to develop mentor discussions

When you want to find out about levels of knowledge/ experience

• Can you tell me three key facts about ...? • What options could you consider when thinking about….?

When you want to raise awareness

• What did you notice when…….? • What actually happened when…....? • How do you think the parent/child/colleague responded to the actions?

When you want to promote reflection

• What went well/less well? • What about…....how did that go? • What did you do that you were pleased about? • How do you think the parent/the child/your colleague felt? • Which skills do you think you were using? • What would you do differently next time? • What have you learned from this?

When you want to check understanding

• Can you summarise those points for me? • What skills will you take from this to use in other situations? • Are there any other examples you could give of this?

When you want to listen

• What else comes to mind when you think about…....? • How else could you do this/express this/expand upon this?

When you want to encourage problem solving

• What are your goals and how can you achieve them? • What barriers do you see? • How can you remove the barriers?

13 Successful professional discussions

In order to support your student you may need to take some steps to secure a suitable place to hold your discussions. The student has to take responsibility for many aspects of their learning, but it is a shared responsibility to ensure that conversations can take place effectively. Just as children thrive in an enabling environment, so do adults, and some small steps are all that it needs to produce an environment that is supportive, hospitable and encouraging.

Many settings have limited office space and it can be a real challenge to find a private area that is not furnished with child sized seats. However, you may be able to adapt a room to some extent, especially in terms of privacy.

It is the responsibility of the student to prepare themselves fully for the discussion, to prompt you and arrange the meeting and to discuss the appropriate materials; however, by doing your bit and giving learners your support and attention, you will help by giving them confidence and the motivation to excel themselves at their work.

One of the best ways of giving students the message that you are concentrating on them alone during the discussion is to use the skills of active listening.

Active listening

Active listening is giving someone your unconditional attention. It raises self-esteem by demonstrating that what your mentee has to say is the most important thing to you at that moment. By switching off phone/s and reducing distraction, everyone is aware of the importance of full attention on the discussion.

This is not easy to manage, especially if you are working in a busy setting where sometimes you are needed to troubleshoot or to manage difficult situations at short notice. You might want to think about how you would manage this. Here are some suggestions which can make a discussion become meaningful and responsive:

• allow time for responses to any comments you might make – silence for a few moments can be OK

• ask questions for clarification – repeat your understanding of a point so that the mentee can correct if it is inaccurate. So you could say: ‘did you mean that ...?’ or ‘I understood that you said ...is that right?’

• use eye contact to show your interest and that you are paying attention

• try to avoid responding to a comment by relating what you did when that happened to you

• minimise distractions beforehand and try to ignore them if they crop up while you are talking

• be open-minded – try to imagine the situation from different perspectives

• try to avoid giving advice unless you are specifically asked for it – and even then, you could turn it around by asking, ‘what else might you have done?’

• remember that you are encouraging the learner to be reflective so your role is not to be the expert but to encourage them to think about how they can develop their practice

• use open questions to extend discussion: concentrate on questions such as, ‘how did you go about this’ ‘what were the influences here?’, ‘what did that feel like?’, ‘tell me more ...’ ‘what have the challenges been in this?’

• encourage discussion through nodding, smiling, using expressions, saying things like ‘yes, carry on’ to encourage the learner.

14 Reflective practice

One of the key aspects of mentor/student communication is the reflective content. This means more than simply describing an event or situation – it is also more than focusing on the negatives. The reflective process involves the consideration of what happened, what might happen differently, and why it happened in the first place. There are a number of models of reflective practice which demonstrate the process and which may help guide the discussion.

Essentially the reflective cycle starts by identifying and describing an event that took place and thinking about what happened, why it happened, and what has been learned from the experience that might lead to a different set of actions and outcomes in the future.

So, in a discussion, your student might be recalling an event that took place when working with parents in the following way:

• description of a conversation that took place with a parent to notify them of a behavioural issue with their child – the student describes the conversation taking place at 5pm in the entrance hall because the staff room was full and it was important to get the message across immediately

• feelings – the practitioner may have felt uncomfortable that this was not the ideal place for the conversation; cross, as the child had bitten another child for seemingly no reason; tired, as had been working since 8am.

• evaluation –the practitioner might reflect upon the situation, considering what was good or not so good about it, and trying to look from a range of perspectives.

 analysis –the practitioner might then develop the evaluation by considering the issue in more depth in order to understand it. The practitioner may also make links to reading to gain further, objective insights, always trying to make sense of the situation from all perspectives.

• conclusion – by now the practitioner can use the experience of the discussion within a reflective cycle to make conclusions about the experience, leading to:

• an action plan, to inform next steps.

15 Myth busting!

We all have different expectations of the mentoring process, so here are a few mentoring myths busted:

It is NOT true that:

• Mentoring is all about the development of the student – not entirely true – all mentors will gain further skills and insight through taking on this role. Through active listening and engaging with the learning of the student, you are likely to have further opportunities for reflection and self-development.

• Anyone can be an effective mentor – anyone can be a mentor but to be effective and help to develop practice, you need to build upon particular skills and a commitment to the process

• Mentoring skills take too long to develop – you are likely to be using lots of them already in your work. Also, this handbook signposts the key skills and gives you guidance on how to develop them further.

• It doesn’t matter if you have to cancel a mentor appointment – the mentoring process involves preparation and reading, so cancelling appointments should be avoided without good reason.

• Being a mentor means organizing appointments – no, the student is responsible for initiating the contact and getting meetings set up.

• The FD programme could do without the mentoring system – On the contrary, one of the strengths of our FD is the mentoring aspect. Not only does it offer a high degree of support for the student, it is also a way of engaging with employers and encouraging the learner to bring the employer’s perspective into the programme. Also, it helps us to learn from feedback from the mentor community which is supporting the FD.

• Being a mentor means chasing up students to complete their work – the student should take responsibility for completing the preparation work for their discussions in advance of the meeting and ensuring that you receive this within a day or two of the meeting.

• Mentoring is hard work for no gain – yes, it can be hard work but the gain is through the knowledge of helping a colleague, at the same time as developing new skills and having a useful addition to your CV. Mentor Certification may be of interest as it recognises your work and can give you additional evidence of skills for your CV. See page 9 of this Handbook.

16 The Guided Professional Discussion (GPD) Process

Almost all College-based assessments require the student to link theory to practice and the Foundation Degree contains a substantial element of work-based assessment.

In the FD, modules have a ten per cent work-based assessed element called the Guided Professional Discussion (GPD). There are six assessed GPDs in year one, and six in year two.

GPDs are carefully designed to encourage students to make the links between the theory that they learn in College, and their professional practice in the workplace. The GPD takes the form of a reflective conversation around a specific theme which is linked to the learning outcomes for that particular module. It is more formal than the on-going weekly and monthly mentor/student meetings, and as such needs more planning and preparation, especially as the discussion needs to take place in a situation where the mentor and student will not be disturbed. The link tutor will visit to moderate at least one of the GPDs annually.

Students will prepare for the GPD by writing a reflective account which will be submitted to the mentor before the discussion takes place. The reflective account will be used as the starting point for the discussion as key aspects may be discussed in more detail alongside other evidence that the student or mentor choose to share. Formative feedback on the reflective account would be welcome, however there is no requirement for the mentor to grade the reflective account as it is the discussion which will be graded.

Students will fill in the front page of the GPD paperwork before the discussion. The mentor will identify the marks, making brief explanatory comments and highlighting the final grade during or immediately after the meeting and both the mentor and student will sign the form.

Students will submit an electronic version of the completed GPD paperwork and reflective account (combined into one document) to Turnitin by the date on the assessment calendar (see Appendix 5) which is usually the last week of term. Students must also upload their reflective account onto their e-PDP by the same date. The submission of GPDs will be treated in the same way as all assessments, and if they are submitted late, they will be subject to the same penalties. (Information on penalties is available at: http://www.reading.ac.uk/web/FILES/qualitysupport/penaltiesforlatesubmission.pdf .)

In order to maintain a transparent process, ensuring consistency across Colleges and settings and adhering to the University’s quality assurance procedures described in the Code of Practice on the assessment of taught programmes, the FD team will moderate completed GPDs. They will ensure that the documentation reflects the mark awarded and will make adjustments if necessary, based on the evidence submitted within the paperwork. Therefore it is important that all sections of the GPD form are completed in the appropriate sections by both the student and the mentor. The GPD form is designed so that there is space for the mentor to give a short summary of their reasons for the mark awarded. This should be based on the GPD assessment criteria to be found on page 20, as well as the individual module criteria (pages 21-29).

If GPDs are not submitted, valuable marks will be lost and qualifications will be jeopardised as they are an essential element of this work-based award. Students should keep all evidence of GPDs in their e-PDP, but may also be asked to submit evidence to the tutors for moderation and recording.

The table overleaf shows a termly timetable of GPDs that need to be completed over the two years of the FD.

Timetable for Guided Professional Discussions

Year One

Autumn Term ED1FPS Professional Skills in the Children’s Workforce (1) ED1FPP Partnership with Parents Spring Term ED1FDL Theories of Development and Learning ED1FPS Professional Skills in the Children’s Workforce (2) Summer Term ED1FLS Learning Spaces ED1FCS Child in Society 1

Year Two

Autumn Term ED2FCT Creativity and Critical Thinking ED2FPR Practitioner Research (1) Spring Term ED2FCS The Child in Society 2 ED2FDL Supporting Development and Learning 0-11 Years Summer Term ED2FPR Practitioner Research (2) ED2FIP International Perspectives or ED2FCW Leadership in the Children’s Workforce

19 The GPD process

During the relevant term:

The student plans the GPDs by writing reflective accounts and collecting other relevant evidence and liaises with the mentor to decide a suitable date or dates. This should be when:

• mentor and student are both available for at least 30 minutes

• there is the opportunity for the mentor and student to conduct the discussion/s without interruption.

One or two days before (in agreement with the mentor):

The student should ensure the mentor has the relevant paperwork:

• the partially completed GPD form, with assessment criteria for the GPD and points for discussion in place

• the reflective account written by the student and upon which the GPD is to be based and other supporting evidence

The day:

The mentor and student conduct a reflective discussion developing the points the student has noted on the GPD form and in their reflective account, and supported by other relevant evidence, with reference to the specific assessment criteria.

On completion of the discussion, the mentor and student should reflect on the conversation, focussing on the specific GPD assessment criteria (see pages 21-28). Then, using the ‘How to grade a GPD’ section (page 20) and the GPD feedback form, a final grade should be agreed. To achieve an ‘excellent’ grade overall, the student should be awarded a ‘1’ for at least two of the three categories on the feedback form, including the judgement on ‘linking theory to practice’.

The mentor then fills in the ‘mentor to complete’ section on the GPD form (this form can be found in Appendix 6), remembering to indicate the final grade, signs and dates the form.

By the submission date:

The mentor returns the completed GPD paperwork to the student who signs and dates the form.

The student uploads an electronic version of the GPD record and the associated reflective account onto Turnitin for moderation.

The grade will be moderated by the Link Tutor in order to ensure consistency and to support mentors in their role. Mentors would be notified of any adjustments to the grades.

20 How to grade a GPD Each GPD has its own set of criteria to guide the discussion. In addition to the extent to which those criteria were met, you should also make your judgement based on the following criteria, which apply to all GPDs.

Use these questions for guidance. Remember to base the grade on the discussion rather than the reflective account:

• Has the student prepared thoroughly for the GPD, and made sure that you have the necessary paperwork including a reflective account to conduct the discussion effectively? Was the reflective account, alongside a wide range of other supporting evidence, a very useful starting point for the discussion?

• Is the discussion highly reflective, with the student demonstrating their ability to use relevant parts of their reflective account to meet the assessment criteria, explore all aspects of the issue in depth and from different perspectives before agreeing an action plan?

• Are the points being made in the discussion supported by an appropriate range of relevant current policy, literature and theory, and does the student discuss these sources with credibility and openness?

If the answers to all these questions are ‘yes’ then the discussion should be graded as a ‘1’ – excellent.

If not, progress to the next set of questions:

• Has the student prepared well for the GPD, and made sure that you have the necessary paperwork including the reflective account to conduct the discussion effectively? Was the reflective account and a very good range of other supporting evidence a useful starting point for the discussion?

• Is the discussion reflective, meeting the assessment criteria, with the student considering all aspects of an issue in sufficient depth, with some identification of positive aspects as well as issues to be addressed, and able to be reasonably objective?

• Does the discussion include reference to some relevant policy, literature and theoretical perspectives, which are used to support the student’s points?

If the answers to these questions are ‘yes’ then the conversation should be graded as a ‘2’ – very good.

If not, progress to the next set of questions:

• Is there some evidence of preparation for the GPD, where the student has provided you with the necessary paperwork including the reflective account to conduct the conversation? Was the reflective account and some other supporting evidence a good starting point for the discussion?

• Does the student show signs of reflectivity in the conversation, meeting the assessment criteria and beginning to be objective about the issues under discussion, as well as considering more than one aspect of that issue?

• Does the student refer to at least one academic source?

If the answers to these questions are ‘yes’ then the conversation should be graded as a ‘3’ – good.

If you cannot answer ‘yes’ to any of these questions, then the conversation should be graded as a ‘fail’. If this happens and there are no mitigating circumstances (illness, for instance) then the student’s College tutor should be alerted.

21 Module Assessment criteria for Year One GPDs, 2019-20

Autumn term

ED1FPS Professional Skills in the Children’s Workforce GPD (1)

Prepare for a professional discussion with your mentor where you will evaluate your role in providing a suitable environment that supports language development of children in your setting. Your preparation should include reflecting on your role, considering what you feel you do well and what barriers you might meet (written as a Reflective Account). This should be based on an observation record of a child’s developing language and communication skills and you might also gather other evidence to form the basis for your discussion such as professional literature - government policy documents, statutory and non-statutory guidance including curriculum and framework documents and policy documents used in your workplace; as well as academic literature and notes from taught sessions. Prepare the GPD paperwork and share this and your reflective account and other supporting evidence with your mentor before the Guided Professional Discussion takes place so that both you and your mentor are prepared for the discussion.

Carry out a professional discussion with your mentor where you:  Consider the role of the adult in creating an environment that supports children’s language and communication development with reference to your observation record

 Evaluate the importance of the environment to the language development of children in your setting, making use of theory and relevant policy documents

 Reflect on your role in supporting the development of children’s language, taking different perspectives, including the professional expectations of your workplace, considering what you do well and areas for development

 Make an action plan with your mentor that includes specific targets for your continued professional development.

ED1FPP Partnership with Parents GPD

Prepare for a professional discussion with your mentor where you will evaluate your role in supporting children and their families as they make transitions into the setting, within the setting or from the setting to school and other providers. Your preparation should include reflecting on your role, considering what you feel you do well and what barriers you might meet. (Written as a reflective account – see ED1FPS – Professional Skills module for more details).

You should also gather other evidence to form the basis for your discussion which may include observations of children, professional literature such as government policy documents, statutory and non-statutory guidance including curriculum and framework documents, and policy documents from your setting, as well as academic literature and notes from taught sessions.

22 Prepare the GPD paperwork and share this, your reflective account and other supporting evidence with your mentor before the Guided Professional Discussion takes place so that both you and your mentor are prepared for the discussion.

Assessment criteria: Carry out a professional discussion with your mentor where you:  Consider the importance of the effective management of transitions in relation to children’s development

 Evaluate the effectiveness of the management of transitions in your setting, making use of theory and policy documents that are relevant for your role in the children’s workforce

 Reflect on your role in supporting children and their families through transitions alongside other professionals and from different perspectives, considering what you do well and areas for development

 Make an action plan with your mentor that includes specific targets for your continued professional development.

Spring term

ED1FPS Professional Skills in the Children’s Workforce GPD (2)

Prepare for a professional discussion with your mentor where you will consider your role in contributing to team working in your workplace. Your preparation should include reflecting on your experience of contributing to a group assessment task (written as a Reflective Account). You should also gather other evidence to form the basis for your discussion such as notes from team meetings or your individual appraisal for example.

Prepare the GPD paperwork and share this and your reflective writing and other supporting evidence with your mentor before the Guided Professional Discussion takes place so that both you and your mentor are prepared for the discussion.

Assessment criteria: Carry out a professional discussion with your mentor where you:  Consider the role of the professional when working as part of a team in the Children’s Workforce

 Evaluate the importance of effective teamwork when working with young children and their families and providing high quality care and education

 Reflect on your contribution to different teams in your workplace, considering what you do well and areas for development

 Make an action plan with your mentor that includes specific targets for your continued professional development.

23 ED1FDL Theories of Development and Learning GPD

Prepare for a professional discussion with your mentor where you will evaluate how you have used theory to help you to understand a key child’s development. Your preparation should include reflecting on a specific observation that you have made of a child’s learning or behaviour and how you have used theory to make sense of the observation. Consider your strengths and any obstacles you face. (Written as a reflective account – see ED1FPS – Professional Skills module for more details).You should also gather other evidence to form the basis for your discussion which would usefully include an observation of a key child and its analysis, curriculum and framework documents, and academic literature on a chosen theoretical perspective and notes from taught sessions. Prepare the GPD paperwork and share this, your reflective account and other supporting evidence with your mentor before the Guided Professional Discussion takes place so that both you and your mentor are prepared for the discussion.

Assessment criteria: Carry out a professional discussion with your mentor where you:  Consider the importance of using observations to make judgements of children’s developmental journey

 Evaluate how theory can help practitioners to understand information collected by observations with particular reference to an observation that you have made

 Reflect on your skills in recording children’s developmental journey and then making sense of your records by applying theory to your practice. Consider what you do well and areas for development

 Make an action plan with your mentor that includes specific targets for you continued professional development.

Summer term

ED1FCS Child in Society 1 GPD

Prepare for a professional discussion with your mentor where you will evaluate your role in supporting children where there are safeguarding concerns (these could be real or hypothetical). Your preparation should include reflecting on how current statutory and non-statutory guidance has influenced the setting’s policy and procedures for safeguarding and how effectively they work in practice. Pay attention to your own role, considering your strengths and any obstacles you face. (Written as a reflective account – see ED1FPS – Professional Skills module for more details).

You should also gather other evidence to form the basis for your discussion such as observations of children, professional literature such as government policy documents, statutory and non-statutory guidance including curriculum and framework documents, and policy documents from your setting, as well as academic literature.

Prepare the GPD paperwork and share this, your reflective account and other supporting evidence with your mentor before the Guided Professional Discussion takes place so that both you and your mentor are prepared for the discussion.

Assessment criteria: Carry out a professional discussion with your mentor where you:  Consider the importance of safeguarding children’s welfare in relation to their holistic development

 Evaluate the effectiveness of the implementation of safeguarding policy and procedure in your setting, making use of theory and policy documents that are relevant for your role in the children’s workforce

 Reflect on your role in supporting children and their families when there are any safeguarding concerns alongside other professionals and from different perspectives, considering what you do well and areas for development

 Make an action plan with your mentor that includes specific targets for your continued professional development.

ED1FLS Learning Spaces GPD

Prepare for a professional discussion with your mentor where you will evaluate how well inclusive learning spaces that you provide in your setting, for example: nurture rooms, Communication Friendly Spaces, outside learning, inclusive play spaces, meet the needs of children. Your preparation should include reflecting on your role in providing and maintaining these spaces. Consider your strengths and any obstacles that you face. (Written as a reflective account – see ED1FPS – Professional Skills module for more details).

You should also gather other evidence to form the basis for your discussion which might usefully include an observation of how children use the space, curriculum and framework documents, professional and academic literature and notes from taught sessions.

Assessment criteria:

Carry out a professional discussion with your mentor where you:

 Consider the importance of providing spaces in the learning environment that promote inclusivity with reference to government strategies and guidance as well as setting policies and procedures  Evaluate how effective your chosen space is in including all children in the learning environment, drawing on empirical and other supporting evidence

 Reflect on your role in providing and maintaining inclusive learning spaces. Consider what you do well and areas for development  Make an action plan with your mentor that includes specific targets for your continued professional development.

25 Module Assessment criteria for Year Two GPDs, 2019-20

Autumn term

ED2FPR Practitioner Research GPD (1)

Prepare for a professional discussion with your mentor where you will discuss your preparation for carrying out practitioner research in your workplace. Your preparation should include reflecting on key issues raised by writing your research proposal (project plan), written as a reflective account. Share the research proposal with your mentor as well as key academic and professional literature that you have read on the topic and other relevant documents used in your workplace. Prepare the GPD paperwork and share this and your reflective account and other supporting evidence with your mentor before the Guided Professional Discussion takes place so that both you and your mentor are prepared for the discussion.

Assessment criteria

Carry out a professional discussion with your mentor where you:

 Consider the aim of the planned research and the research question/s that are being asked and how the research might have an impact on the quality of provision in the setting and children’s outcomes

 Explore the academic concepts and principles identified from initial reading of key sources

 Discuss how to plan to answer the research question/s and collect relevant evidence with particular emphasis on overcoming possible barriers in the workplace

 Reflect on the ethical challenges of carrying out research with colleagues and young children

 Make an action plan with your mentor that includes specific targets for carrying out your research successfully

ED2FCT Creativity and critical thinking GPD

Prepare for a professional discussion with your mentor where you will consider your role in supporting children’s creative development. Your preparation should include recording when you have provided a learning environment that enables a child or group of children to follow their interests and develop their creativity, critical thinking, use of imagination or problem-solving (written as a reflective account).

You might also gather other evidence to form the basis for your discussion including professional literature such as government policy documents, statutory and non-statutory guidance including curriculum and framework documents, and policy documents from your setting, as well as academic literature and notes from taught sessions.

Prepare the GPD paperwork and share this and your reflective account and other supporting evidence with your mentor before the Guided Professional Discussion takes place so that both you and your mentor are prepared for the discussion

Assessment criteria:

Carry out a professional discussion with your mentor where you:

 Consider the importance of providing an environment that effectively supports the development of children’s creativity and critical thinking  Critically evaluate the learning environment in terms of how well it supports and promotes your target child’s creativity and critical thinking, making suggestions for modifications and further improvements that meet the child’s needs. Refer to relevant theory and policy documents.  Reflect on your role in supporting the development of children’s creativity and critical thinking alongside your child’s parents and your colleagues, taking different perspectives and considering what you do well and areas for development  Make an action plan with your mentor that includes specific targets for your continued professional development.

Spring term

ED2FDL Supporting development and learning 0-11 GPD

Prepare for a professional discussion with your mentor where you will discuss the effectiveness of an assessment method used to make judgements of a child’s level of understanding and mastery of a topic within a selected subject area (for example, the use of observation or base-line assessment). Your preparation should include using the chosen assessment method and reflecting on how helpful it was when you were making judgements of the target child’s progress when applying your understanding of the principles of assessment.

You should also gather other evidence to form the basis for your discussion such as professional literature which may include government policy documents, statutory and non-statutory guidance including curriculum and framework documents, and policy documents from your setting, as well as academic literature.

Criteria for assessment through Guided Professional Discussion:

 Consider the use of assessment methods when supporting children’s understanding of the chosen subject area

 Critically evaluate the effectiveness of the chosen method of assessment with reference to principles of assessment, making use of theory and policy documents that are relevant for your role in the children’s workforce. Consider the benefits and challenges that it offers

 Reflect on your role in assessing the subject knowledge and understanding of children in your workplace and the impact of your chosen assessment type on the target child

 Make an action plan with your mentor that includes specific targets for your continued professional development. 27 ED2FCS Child in Society 2 GPD

Prepare for a professional discussion with your mentor where you will evaluate your role in working with other professionals to promote the inclusion of a child or group of children (this could be real or hypothetical). Your preparation should include reflecting on how current statutory and non-statutory guidance has influenced the setting’s policy and procedures for inclusion and how effectively they work in practice. Pay attention to your own role, considering your strengths and any obstacles you face.

Assessment criteria:

Carry out a professional discussion with your mentor where you:

 Consider the importance of working with other professionals to promote the inclusion of all children in the setting  Critically evaluate the effectiveness of working with other professionals to implement the inclusion policy and procedures in your setting, making use of theory and policy documents that are relevant for your role in the children’s workforce  Reflect on your role in supporting children and their families when there are any concerns about including them in the setting and giving them equal opportunities to access the curriculum alongside other professionals and from different perspectives, considering what you do well and areas for development

 Make an action plan with your mentor that includes specific targets for you continued professional development.

Summer term

ED2FPR Practitioner Research GPD (2)

Prepare for a professional discussion with your mentor where you will reflect on the impact of carrying out practitioner research on the practice in your setting. Your preparation should include reflecting on your own experience of becoming a practitioner researcher and how this might have an impact on your own practice and understanding of children’s development and learning. You may choose to share diary notes and findings from your data collection.

28 Assessment criteria:

Carry out a professional discussion with your mentor where you:

 Identify the key aims of your research, its rationale and the specific research question (s) that you wanted to answer

 Critically evaluate the process of planning and then collecting evidence to answer your research question – what went well and what challenges you faced

 Reflect on your findings/expected findings and the impact that this might have on your practice

 Discuss the relevance of your research for informing your practice and that of others in your workplace

 Make an action plan with your mentor for how your Practitioner Research may impact your own research and/or your professional development

ED2FIP International Perspectives GPD (optional module)

Prepare for a professional discussion with your mentor where you will discuss a global issue or factor of quality, such as school starting age, transitions, ratios or quality of curriculum. Your preparation should include reflecting on your understanding of the issue and a consideration of its relevance and possible impact on practice in your setting. Pay attention to your own role and that of your colleagues with reference to specific aspects of the curriculum/framework which underpins your practice considering your strengths and any obstacles you face.

Assessment criteria

Carry out a professional discussion with your mentor where you:

 Consider the importance of the chosen issue or factor of quality in relation to children’s holistic development  Critically evaluate the possible impact of taking an international perspective on this issue or factor and applying it in the context of your setting, making use of theory and policy documents that are relevant for your role in the children’s workforce  Reflect on your role in contributing to improvements in quality in your setting by understanding issues from different perspectives, including those from other countries  Make an action plan with your mentor that includes specific targets for your continued professional development.

29 ED2FCW Leadership in the Children’s Workforce (optional module)

Prepare for a professional discussion with your mentor where you will discuss the role of the leader in promoting high quality care and education for young children. Your preparation should include reflecting on your understanding of the role of the leader in the children’s workforce and their impact on practice in your setting (written as a Reflective Account).

Assessment criteria

Carry out a professional discussion with your mentor where you:

 Consider the importance of good leadership in promoting quality in the children’s workforce

 Critically evaluate the possible impact of different leadership behaviors on quality improvement in your setting, making use of theory and policy documents that are relevant for your role in the children’s workforce

 Reflect on your role in contributing to improvements in quality in your setting by understanding your own approach to leadership

 Make an action plan with your mentor that includes specific targets for your continued professional development.

31 Appendix 1 - Workplace Agreement

The workplace agreement

A copy of this should be signed by the mentor (or a workplace representative if the mentor does not work in the setting) and the student, then returned to College. The course manager will sign the agreement and return a copy to the student who will to upload it to their e-PDP.

There are copies of each of these documents to be found on the Mentor pages website:

http://www.reading.ac.uk/education/partners/Mentor_Foundation_Degree_Reading_Partnership_Mentors 1.aspx, so you can print more when you need them.

Workplace Agreement (between workplace, student and College)

Foundation Degree in Children’s Development and Learning 2019-20

All partners should be aware of the University of Reading Policy on Equal Opportunities (see the Mentor Handbook).

This agreement clarifies the commitments made by all the parties involved in the Foundation Degree Programme.

This is an agreement between:

______(name of student)

______(name of workplace)

______(name of College)

 We have read and accept the roles of the parties involved in the support of workplace learning, development and assessment, as stated in the Mentor Handbook and also below*

 The workplace will permit visits to the student at work by College staff and designated representatives

 The College will notify mentors of any sector-endorsed funding which may be available to support their role

 The workplace will nominate a mentor to support the student

Student: Name (print)______Signed______

Workplace representative: Name (print)______Signed______

College representative: Name (print)______Signed______

Date: ………………

*Please note that there is an expectation that students attend all timetabled teaching and learning days for the FD. This includes seminars and tutorials. If students are unable to attend for any reason, they should let us know. Regular absences may jeopardise successful outcomes as every lecture, seminar and tutorial is an important opportunity to share information and knowledge in this intensive work-based programme. There is also substantial study and work-based activity to be undertaken away from College so we value your support in giving students every opportunity to study for this award. Please note also that there has been a change to the Academic Calendar and although students are not expected to attend College during week 6, they are expected to engage in online learning or assigned study/research activities during that week.

33 Appendix 2 – Mentor meeting forms

1. Template for provisional agenda for mentor meetings

The purpose of this form is to identify the topics that the student wishes to discuss with the mentor. This will be useful for monthly, face-to-face meetings

2. Record of mentor meetings with FD student

The purpose of this form is to keep a record of regular meetings held between students and their mentor. Students should complete it at least monthly with a brief summary of the discussion and any actions or targets that were agreed. These regular discussions will support preparation for work-based assessment and College– based assessments.

3. Record of link tutor meetings in the setting

The purpose of this form is to keep a record of link tutor visits and topics that were discussed. This will support the relationship between the setting and the colleges.

The documents can be filled in electronically and uploaded to the student’s e-PDP, or paper copies with hand- written notes can be scanned for up-loading.

There are copies of each of these documents to be found on the Mentor pages website:

http://www.reading.ac.uk/education/partners/Mentor_Foundation_Degree_Reading_Partnership_Mentors 1.aspx, so you can print more when you need them.

University of Reading 2019-20 Provisional agenda for mentor meetings with FD student

Student ______Mentor______

This provisional agenda should be written by the student and given or sent to the mentor at least a day before the scheduled discussion / communication.

On ______(date) I wish to discuss the following areas: (There need not be an item under every heading)

My personal needs: (e.g. personal support identified, help with personal organisation or time management issues, anxieties or concerns affecting progress)

My academic needs: (e.g. discussing a theory that has been taught at College and how that theory might impact my practice, discussing an interesting piece of literature or research and its impact on my practice, reflecting on recent feedback, progress towards targets set, preparing for assignments)

My professional needs: (eg. a dilemma in the workplace that I would like to reflect upon, preparing for upcoming activities in the workplace, a national or local initiative and how this might impact the setting and my practice, progression in responsibility)

Record of Mentor Meetings with the FD student 2019-20 Mentor: Student: Link tutor:

Meeting Summary of discussion: personal/professional/academic issues (circle as appropriate) date

Mentor signature Link tutor signature

Meeting Summary of discussion: personal/professional/academic issues (circle as appropriate) date

Mentor signature Link tutor signature

Meeting Summary of discussion: personal/professional/academic issues (circle as appropriate) date

Mentor signature Link tutor signature

Meeting Summary of discussion: personal/professional/academic issues (circle as appropriate) date

Mentor signature Link tutor signature

Record of Link Tutor meetings in the setting 2019-20

Mentor:

Student:

Link tutor:

Meeting Link tutor Summary of discussion Mentor signature date signature

37 Appendix 3 - Contacts

Berkshire College of Agriculture Hall Place, Burchetts Green, Maidenhead, Berks SL6 6QR www.bca.ac.uk Contact: Hilary Harris [email protected] Tel: 01628 827410

Activate Learning - Bracknell and Wokingham College Church Road, Bracknell, Berkshire RG12 1DJ www.activatelearning.ac.uk Contact: Sue Greenstreet [email protected] Tel: 01344 766339

Newbury College Monks Lane, Newbury, Berkshire RG14 7TD www.newbury-College.ac.uk Contact: Tracey Birchall [email protected] 01635 845361

Basingstoke College of Technology Worting Road, Basingstoke, Hampshire RG21 8TN www.bcot.ac.uk Contact: Sharon Falconer [email protected] 01256 306593

Langley College Station Road, Langley, SL3 8BY www.windsor-forest.ac.uk Contact: Deborah Jervis [email protected] 01753 793415

University of Reading Mrs Hilary Harris, Director of Foundation Degree Programmes [email protected] or 0118 378 3936 Administrative Officers for the Foundation Degree programme [email protected] or 0118 378 3938

38 Appendix 4 – Termly overview of assessments for years one and two

Year One Assessment Calendar 2019- 20

Autumn Term

Week Assessment Assessment Hand-in feedback return commencing date

0 Induction 23.9.19 1 30.09.19 2 07.10.19 3 14.10.19 4 21.10.19 Induction at UoR– Monday 21st October 5 Off campus study tasks 28.10.19

6 04.11,19 7 11.11.19 8 18.11.19 ED1FPS – Professional Skills presentation (f) 9 25.11.19 10 02.12.19 11 Friday ED1FPS – Professional Skills - Reflective Account 13.12.19 (20%) Wednesday 09.12.19 GPDs ED1FPS – Professional Skills (10%) and 15.01.20 ED1FPP- Partnership with Parents (10%)

Spring Term 1 13.01.20 Friday Friday 2 20.01.20 ED1FPP – Partnership with Parents Essay (90%) 24.01.20 14.02.20 3 27.01.20 4 03.02.20 5 10.02.20

6 17.02.20 Off campus study tasks 7 24.02.20

Monday ED1FPS – Professional Skills – group presentation Monday 8 02.03.20 02.03.20 and wiki (20%) 23.03.20

9 09.03.20 10 16.03.20 Friday ED1FDL - Theories of Development and Learning 27.03.20 Child Study (90%) Wednesday 11 23.03.20 GPDs ED1FDL – Development and Learning (10%) 22.04.20 and ED1FPS – Professional Skills (10%)

Summer Term 1 20.04.20 Friday Tuesday 2 27.04.20 ED1FCS – Child in Society essay (90%) 01.05.20 26.05.20 3 04.05.20 4 11.05.20 Friday Monday 5 18.05.20 ED1FPS – Professional Skills essay (40%) 22.05.20 15.06.20 Off campus study tasks 6 25.05.20

01.06.20 7

Monday Monday 8 08.06.20 ED1FLS – Learning Spaces poster (90%) 08.06.20 29.06.20 Friday Research Day - Wednesday 17th June Friday 9 15.06.20 19.06.20 GPDs ED1FLS – Learning Spaces (10%) and ED1FCS 10.07.20 – Child in Society (10%)

Year Two Assessment Calendar 2019-20

Autumn Term

Assessment Assessment Week Hand-in feedback commencing return

1 30.09.19 2 07.10.19 3 14.10.19 4 Monday Monday 21.10.19 ED2FCS – Child in Society 2 – Presentation (30%) 21.10.19 11.11.19 5 28.10.19 Off campus study 6 04.11,19 7 11.11.19 8 18.11.19 9 25.11.19 10 02.12.19 11 Friday ED2FCT – Creativity and Critical Thinking - Report Wednesday 09.12.19 13.12.19 (90%) 15.01.20 GDP ED2FCT (10%)

Spring Term Friday ED2FPR Project Plan (F) Friday 1 13.01.20 17.01.20 GDP ED2FPR (10%) 07.02.20 2 20.01.20 3 27.01.20 4 03.02.20 5 10.02.20 Friday Off campus study Friday 6 17.02.20 21.02.20 ED2FCS – Child in Society 2 – Essay (60%) 13.03.20

7 24.02.20 8 02.03.20 9 09.03.20 10 16.03.20 Friday Optional module (ED2FIP or ED2FCW) essay (70%) Wednesday 11 23.03.20 27.03.20 GDPs ED2FCS (10%) and ED2FDL (10%) 22.04.20 ED2FDL Peer assessment (F)

Summer Term

1 20.04.20 2 27.04.20 Monday ED2FIP or ED2FCW Group wiki (20%) 3 04.05.20 04.05.20 (Not via Turnitin)

4 11.05.20 5 18.05.20 Friday Off campus study Friday 6 25.05.20 29.05.20 ED2FDL Reflective accounts, meta reflection and 19.06.20 Professional Development Portfolio (90%) Friday Friday 01.06.20 GPDs ED2FIP (10%) or ED2FCW (10%) and ED2FPR 7 05.06.20 26.06.20 (10%)

Friday Friday 8 08.06.20 12.06.20 ED2FPR Report (80%) 10.07.20 (20 days) End of Programme Event – Friday 19th June 9 15.06.20

43 Appendix 5 - Guided Professional Discussion assessment documents

In this Appendix, you will find the following:

 An exemplar GPD assessment form

 The blank Guided Professional Discussion form that you will use to complete the assessment. An electronic version of this form can be found here:

http://www.reading.ac.uk/education/partners/Mentor_Foundation_Degree_Reading_Partnership_Mentors 1.aspx

Forms can be completed electronically, or printed off and completed manually and scanned.

The front page should be used to record the assessment criteria in the box provided (these can be found in both the module handbooks and the mentor handbooks) and the evidence to be discussed. This must include a reflective account, but also might include documentation from the workplace, or other policy or academic sources. Students and mentors might also use this space to record the focus of the discussion, perhaps as key questions.

The student is responsible for the completion of this form prior to the GPD, and also for sharing it and the associated reflective account with the mentor before the GPD takes place and with sufficient time for the mentor to read it in order to prepare for the discussion. The amount of time needed for this can be agreed by each mentor.

Once the GPD has taken place, the mentor should complete the grade, and comments supporting the grade, then the mentor and student should sign the form. The student must upload an electronic version document and the reflective account to Turnitin and her/his e-PDP.

Foundation Degree in Children’s Development and Learning

2019 – 2020

Exemplar Guided Professional Discussion assessment sheet

Module no: ED1FPP Module title: Partnership with Parents

Name of student: Name of mentor:

Guided Professional Discussion criteria:  Consider the importance of the effective management of transitions in relation to children’s development

 Evaluate the effectiveness of the management of transitions in your setting, making use of theory and policy documents that are relevant for your role in the children’s workforce

 Make an action plan with your mentor that includes specific targets for you continued professional development.

Student to complete prior to discussion

Evidence to be discussed/key focus for the discussion

(this must include a reflective account, but might also include policies and procedures, children’s records and observations, book chapters, journal articles or other literature).

 Reflective account – key points highlighted

 Transitions policy and procedures

 Observations of key child

Key questions: (agreed by student and mentor before the discussion)

 What transitions take place in my setting?  How effectively are they managed, compared with evidence from reading?  What might be done to develop and improve the process in the future?

Mentor to complete comments on discussion and grade selection: Preparation: 1 2 3 4 How well prepared was the student for the discussion and Ex VG G F was the paperwork including the reflective account provided in sufficient time? Was the reflective account a useful X starting point for the discussion? Comments: X was very well prepared and brought a good range of materials to the discussion. She arranged a suitable date and time and provided me with materials a week before the discussion so that I could prepare myself.

Quality of reflection during the discussion and consideration 1 2 3 4 Ex VG G F of the topic from different perspectives: How well did the student reflect on the issues raised by the assessment criteria and explore them from different X perspectives?

Comments: We had a good discussion of transitions which met all the assessment criteria. X had used her reflective account and reading as the basis for our discussion, although she might have included more detail in her answers to my questions.

Linking theory and practice: 1 2 3 4 Ex VG G F How well did the student support their points with relevant current policy, academic literature and theory, referring to at least one appropriate source and applying this to their X practice?

Comments: X had clearly read around the topic and shared some of this literature with me before the discussion. She was able to discuss her sources confidently and was able to apply her understanding to the issues that face her own practice and that of the setting.

Overall Grade for the GPD (please tick the appropriate box)

1 Excellent 2 Very Good 3 Good 4 Fail

Comments: Although the discussion might have been more reflective, X had read three good sources and used them well in the discussion to support her points and develop her practice, so I have allocated an excellent overall.

47 Signature of mentor: Date:

Moderation Date:

Tutor comments:

Signature of student: Date:

The student must check that the GPD form is signed by them, their mentor and their link tutor if the discussion has been moderated. The student must also check that the grades for individual aspects, and the overall grade for the GPD are clearly indicated. Then, the GPD paperwork must be submitted to Turnitin by the deadline published in the assessment calendar.

Foundation Degree in Children’s Development and Learning 2019 - 2020

Guided Professional Discussion assessment sheet

Module no: Module title:

Name of student: Name of mentor:

Guided Professional Discussion criteria:

Student to complete prior to discussion:

Evidence to be discussed/key focus for the discussion

(this might include a reflective account, policies and procedures, children’s records and observations, book chapters, journal articles or other literature).

50 Mentor to complete comments on discussion and grade selection: Preparation: 1 2 3 4 How well prepared was the student for the discussion and Ex VG G F was the paperwork including the reflective account provided in sufficient time? Was the reflective account a useful starting point for the discussion?

Comments:

Quality of reflection during the discussion and consideration 1 2 3 4 Ex VG G F of the topic from different perspectives:

How well did the student reflect on the issues raised by the assessment criteria and explore them from different perspectives?

Comments:

Overall Grade for the GPD (please tick the appropriate box)

1 Excellent 2 Very Good 3 Good 4 Fail

Comments:

Signature of mentor: Date:

Signature of student: Date: Moderation Date: Tutor comments:

The student must check that the GPD form is signed by them, their mentor and their link

tutor if the discussion has been moderated. The student must also check that the grades

for individual aspects, and the overall grade for the GPD are clearly indicated. Then, the GPD paperwork must be submitted to Turnitin by the deadline published in the assessment calendar.