Post Graduate Certificate in Education(Post Compulsory Education)

2009 - 2010

ASSIGNMENT PORTFOLIO

Trainee name:

Personal tutor:

Mentor:

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Contents

Assignment Checklist…………………………………………………3

Assignment One………………………………………………………..4

Assignment Two………………………………………………………..6

Assignment Three……………………………………………………...9

Assignment Four………………………………………………………11

Assignment Five……………………………………………….………14

Assignment Six…………………………………………………..…….16

Assignment Seven……………………………………………...……..18

Assignment Eight……………………………………………………...24

Curriculum Event Assignment………………………………………26

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Assignment Checklist

3

Assignment Date Due

Date received

Pass/ Refer

Refer date

Pass/ Fail

SignatureTutor IM

1. Role of the Teacher

2. Planning Case Study

3. Communication Seminar

4. Evaluation of Assessments

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5. Research Project

6 Curriculum Evaluation

7. Issues Seminar

8. Reflection on Teaching Practice

Curriculum Event

Option 1

Option 2

Option 3

This is to certify that trainee has achieved a pass for all written assignments for the PCE PGCESignature of Trainee ___________________________________ Date _________________

Signature of Tutor/ Trainer ______________________________ Date ___________________

Signature of Internal Moderator __________________________ Date ___________________

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PCE PGCE Assignment One

Assignment 1 The Role of a Teacher (HE Level 3/ NQF Level 6)Task AimIdentify, explore and evaluate the role and responsibilities of the teacher; discuss the boundaries of the role in relation to teaching of your specialist subject

Task ActivitiesUsing examples from your own experience and practice (where applicable); observations of experienced practitioners and your research you are required to write an essay on “The roles and responsibilities of the teacher in the Lifelong Learning Sector”You should reflect upon the range of duties carried out in your subject and institutional setting within a typical annual cycle of teaching and learning.

Word count – 2,000 – 3, 000 words

Learning OutcomesBy the end of this assignment you will be able to:

Explain and evaluate the role and responsibilities and the boundaries of the role of a teacher of your specialist subject in relation to the Teaching & Learning Cycle

Analyse the development of functional skills with learners and critically evaluate a variety of methods for embedding functional skills development in your subject specialist area

Describe and evaluate procedures for record- keeping Explore key aspects of relevant current legislative requirements and codes

of practice and analyse how these impact on the teaching of your specialist subject

Review and evaluate opportunities for referral available in the Teaching & Learning Cycle to meet potential needs of learners

Identify and evaluate issues of equality and diversity as they affect the role of the teacher

Research and explore ways to promote inclusion including methods for establishing ground rules for the classroom with learners

A satisfactory observation of your teaching practice/ micro-teach

Assessment CriteriaThis assignment is marked on a pass/ fail

StandardsIn successfully completing this assignment,

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basis1.1 A detailed critical evaluation of the role and responsibilities and boundaries of the teacher with reference to literature1.2 Evaluation of a range of teaching learning & assessment methods1.3 Exploration of the purpose of record keeping 1.4 Exploration of key aspects of relevant current legislation and codes of practice for the role & responsibilities of the teacher1.3 Critical evaluation of at least 3 referral methods available to meet learner needs1.5 Discussion of the issues of equality and diversity1.6 Critical evaluation of ways to promote inclusion referenced to research1.7 Clear, well-presented essay; critical evaluation of research and observations;appropriate writing style, good English, and accurate Harvard referencing

you should be able to demonstrate evidence of Standards AS3, AS6, AK2.2, AK3.1, AK5.2, AK6.1, AK6.2,AK 7.2, BS4, BS5, BK2.7, CS3, CS4,FS1, FS2, FK1.1, FK1.2, FK2.1, FK4.2

Minimum Core SkillsLA1, LA1.1, LA1.3, LA2.5, LS1, LS2, LR1, LW1 – LW4, NA1.1, NA1.3, NC4, ITA1.1, ITA2.5, IC3, IP1 - 3Reading List

Armitage, A. et al (2002) Teaching and Training in Post-Compulsory Education Buckingham: Open University Press

Crawley, J. (2005) In at the Deep End: A Survival Guide for Teachers in Post Compulsory Education London: David FultonCurzon, L. (2007) Teaching in Further Education: an Outline of Principles and Practice 6th Edn. London: Cassell Gray, D, Griffin, D. & Nasta, T (2nd. Edn.) Training to Teach in Further and Adult Education London: Stanley ThornesKeeley-Browne, L. (2007) Training to Teach in the Learning and Skills Sector Harlow, Essex: Pearson EducationMinton, G. (2006) Teaching Skills in Further and Adult Education London: ThomsonPetty, G. (2004) Teaching Today: a Practical Guide (3rd Edn.) Cheltenham: Nelson ThornesReece, I and Walker, S. (2007) Teaching, Training and Learning Sunderland: Business Education Publishers.

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PCE PGCE Assignment Two

Assignment 2 Planning (HE Level 3/ NQF level 6)

Task Aim Develop and extend planning skills; focus on the important link between the needs of the individual learners and the programme design & delivery.

Task Activities1. Research how to effectively plan for teaching and learning (including initial assessment) in the Lifelong Learning Sector and critically evaluate the literature.2. Produce a scheme of work of at least 20 hrs for a group of learners who have been initially assessed. 3. Provide information in the form of a class learner profile; include details about:

the group itself (age, gender, context etc) the levels of the learners’ functional skills and ICT at initial assessment the identified learning needs of each learner (e.g. two learners have been

identified as having dyslexia)4. Produce a sequence of three detailed session plans that you have taught from this scheme of work; show how you plan to meet learner needs effectively.5. Submit a rationale for your scheme of work & session plans; make reference to relevant research; explore and evaluate how you plan:

individual and group learning outcomes for your learners effective classroom management including communication teaching & learning strategies to ensure inclusive & differentiated learning teaching and active learning strategies to engage and motivate learners resources required

6. Evaluate your work with colleagues to review and evaluate learning programmes.7. Adapt this scheme of work for a significantly different group of learners (e.g. a GCSE scheme adapted for A2 learners; a scheme for a 16-19 cohort adapted for a 14-16 cohort etc); explain how you did this and evaluate the outcome.

Word count for the rationale: 2500 wordsLearning Outcomes: By the end of this assignment you will be able to:

Research and critically evaluate issues of course planning & delivery: provide quotations from and references to your reading

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Select, plan and justify methods for the initial assessment of learners Produce a useful and accurate class learner profile Produce an effective and appropriate scheme of work and sequence of

session plans for a specific group of learners; produce a rationale for the scheme of work

Plan the delivery of differentiated learning activities to meet the assessed needs of the specified group of learners and evaluate these activities

Plan for inclusive approaches to learning Develop and evaluate resources Plan for effective classroom management & communication with learners Support the development of learners’ functional skills Critically evaluate plans for teaching and learning Work effectively with a mentor to review & evaluate learning programmes Adapt a learning programme to meet the needs and abilities of a different

group of learnersAssessment CriteriaThis assignment is marked on a pass/ fail basis2.1 Critical evaluation of current relevant literature2.2 Exploration and evaluation of initial assessment methods2.3 Effective collation of initial assessment results into a class learner profile2.4 Scheme of work and session plans that demonstrate effective and accurate planning for learning & teaching2.5 Exploration of how to meet specific learner needs’ and ensure inclusivity2.6 Evaluation of resources used2.7 Exploration of effective classroom management & communication with reference to literature2.8 Exploration of how to meet specific learner needs’ and ensure the development of functional skills2.9 Rationale and evaluation of learning plans with reference to relevant current literature and professional standards

StandardsIn successfully completing this assignment, you should be able to demonstrate evidence of Standards

AS1-5,7, AK 1.1-4.3, AK7.1-7.3, BS1,3-5, BK1.1-5.2, CS4, CK2.1,3.1-3.3, 3.5, DS1-3, DK1.1-3.3, EK1.1-2.4, 3.2,4.1,5.3, FS1-2,4, FK1.1-2.1, FK4.1-4.2

Minimum Core SkillsIn successfully completing this assignment, you should also be able to demonstrate evidence of:LA1, LA1.1, LA1.3, LA1.4, LA2.5, LA2.7, LS1, LS2, LL1, LR1, LR3 – LW4

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A1, NA1.1 – NA1.4, NC1ITA1.1 – ITA1.5, ITA2.3, ITA2.5, IC1 – IC4, ITP1, IP3Reading ListArmitage, A. et al (2002) Teaching and Training in Post-Compulsory Education Buckingham: Open University PressAshcroft, K & James, D (1998) The Creative Professional: learning to teach 14-19 year-olds London: FalmerButcher J (2005) Developing Effective 16-19 Teaching Skills London: Routledge FalmerClough P & Corbett J (2000) Theories of Inclusive Education London: Paul ChapmanCowley, S (2003) The Guerrilla Guide to Teaching London: Continuum BooksCrawley, J. (2005) In at the Deep End: A Survival Guide for Teachers in Post Compulsory Education London: David FultonCurzon, L. (1997) Teaching in Further Education: an Outline of Principles and Practice 5th Edn. London: Cassell (copy of new edition)Donovan, G. (2005) Teaching 14-19: Everything you need to know about teaching and learning across the phases London: David FultonEntwistle, N. (1988) Styles of Learning and Teaching , London: David FultonGinnis, P. (2002) The Teacher’s Toolkit , Carmarthen: Crown House PublishingGravells A (2001) Delivering Adult Learning, Exeter: Learning MattersGray, D, Griffin, D. & Nasta, T (2nd. Edn.) Training to Teach in Further and Adult Education, London: Stanley ThornesHarris S (2002) Innovative Classroom Practice using ICT in England Clough: NFERHill C (2003) Teaching Using Information and Learning Technology in Further Education, Exeter: Learning MattersKolb, D. (1984) Experiential Learning, New Jersey: Prentice HallLe Versha L & Nicholls G (eds) (2003) Teaching at Post-16 , London: Kogan PageMaslow, A. (1987) Motivation and Personality, New York: Harper RowMinton, G. (2006) Teaching Skills in Further and Adult Education, London: Thomson Petty, G. (2004) Teaching Today: a Practical Guide (3rd Edn.) Cheltenham: Nelson ThornesPetty, G. (2006) Evidence-based Teaching, Cheltenham: Nelson ThornesReece,I and Walker, S. (2000) Teaching, Training and Learning, Sunderland: Business Education Publishers.Rogers, A. (1996) Teaching Adults 2nd. Edn, Buckingham: Open University PressWallace S (2001) Teaching and Supporting Learning in Further Education, Exeter: Learning MattersWallace S (2002) Managing Behaviour and Motivating Students in Further Education, Exeter: Learning Matters

PCE PGCE Assignment Three

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Assignment 3 Communication Issues Micro-teach (HE L3/ NQF L6)Task AimTo research an issue of communication within your own practice, and to deliver a micro-teach session on your findings to a group of peers.Task Activities

1. Research and write an assignment on an aspect of communication from the list provided.

2. Plan, resource and deliver a 20 minute micro-teach session on your findings to a peer group

3. Review and critically evaluate your micro-teach sessionAssignment and Micro-teach evaluation total word count – 2000 wordsLearning OutcomesBy the end of this assignment you will be able to:

evaluate the principles underpinning an aspect of effective communication with learners

provide examples of how this establishes and maintains an effective learning environment

from your own practice, illustrate a range of communication skills and methods used to present information clearly to learners and in a format that is appropriate to the subject being studied

Identify how you have used your communication skills to meet the needs of specific learners and encouraged effective communication with and between learners.

Plan, resource and deliver a micro-teach session based on your research Provide evidence of active learning techniques in your micro teach Select appropriate ICT resources to support your micro teach Speak clearly using techniques to engage interest and promote learning Critically evaluate micro-teach session

Assessment CriteriaThis assignment will be marked on a pass/ fail basis3.1 Explain ways in which theories and principles of learning and communication can be applied to promote inclusive practice3.2 Understand how to apply theories and principles of learning and communication in planning and enabling inclusive learning 3.3 Communicate appropriately and effectively with learners 3.4 Establish and maintain an inclusive learning environment 3.5 Identify literacy, language, numeracy and ICT skills which are integral to own specialist area, reviewing how they

StandardsIn successfully completing this assignment, you should be able to demonstrate evidence of Standards AS1, AK1.1, 7.1BS1, BS3, BS5, BK1.1, BK1.3, BK2.1, BK2.2, BK2.3, BK2.5, BK3.1, BK3.4, Bk5.1, BK5.2, CS4, CK2.1, CK3.1, CK3.2, Ck3.5, DS1, DS2, DS3, DK1.1, DS1.2, DS1.3, DS2.1, DS2.2, DS3.1, DS3.2 EK1.1, EK4.1,FS2, FK1.2, FK2.1

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support learner achievementMinimum Core SkillsIn successfully completing this assignment, you should be able to demonstrate evidence of these skills:LA1, LA1.1 – LA1.8, LA2, LA2.1 – LA2.10, LS1 – LW4NA1, NA2ITA1, ITA2 IC1, IC4, IP6

Reading ListBlack P, William D (1998) Inside the Black Box NforNelsonDimbleby, R. & Burton, G (1992, 2nd Edn.) More Than Words: an Introduction to Communication London: RoutledgeEcclestone K, (2002) Formative Assessment in Lifelong Learning, London: Routledge Ecclestone K, (2004) Learning Autonomy in Post-16 Education, London: RoutledgeGinnis, P. (2002) The Teacher’s Toolkit Carmarthen: Crown House PublishingHargie O, Dickson (2004) D Skilled Interpersonal Communication: Research, Theory and Practice London: RoutledgeJacques D (2000) Learning in Groups: a handbook for improving group work (3rd. Edn. ) London: Kogan PageKeeley-Browne, L. (2007) Training to Teach in the Learning and Skills Sector Harlow, Essex: Pearson EducationMinton, G. (2006) Teaching Skills in Further and Adult Education London: ThomsonMitchell, D (1994) Communication Theory Today London: Polity PressPease, A. (1981) Body Language London: Sheldon PressPetty, G. (2004) Teaching Today: a Practical Guide (3rd Edn.) Cheltenham: Nelson ThornesPetty, G. (2006) Evidence-based Teaching Cheltenham: Nelson ThornesReece, I and Walker, S. (2007) Teaching, Training and Learning Sunderland: Business Education Publishers.David Mitchell (1994) Communication Theory Today. Polity Press ISBN: 9780745612898

PCE PGCE Assignment Four

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Assignment 4 Evaluation of Assessment Methods (HE L3/ NQF L6)Task AimPlan, use and critically evaluate a range of assessment for learning strategiesTask Activities

1. Plan and undertake two contrasting methods of assessment of learners in your specialist subject e.g. on-line, peer, written, Performance Criteria referenced etc

2. Produce a rationale for each assessment method that you have used; demonstrate how the assessment method is linked to the learning outcomes. This must referenced to research that you have carried out and include an analysis of the use of ICT in assessment.

3. Write a critical evaluation of the effectiveness of each assessment method; explain and evaluate how assessment information has been used to help learners to plan improvements in their work; include suggestions for improvements of the assessment methods themselves.

4. Compile the following list of appendices: Copies of the assessment methods ( and descriptors) and marking schemes

for both assessments A record of the assessment decisions (e.g. tracking sheet) and a sample of

marked work A record of constructive feedback given to learners on assessment decisions

including clear development targets (SMART) and referenced to ILPs

Rationale and evaluation total word count - 2000 words (appendices not included)Learning Outcomes

Select/ design and use effective and appropriate assessment methods to measure learning and achievement

Analyse your assessment methods giving justification to your choices with reference to relevant theories and principles of assessment

Analyses the role of ICT in assessment for learning Critically evaluate assessment methods of learning and their effectiveness Explore and evaluate alternative methods of assessment and

developments to improve existing methods Produce a range of appendices to illustrate the planning use and

effectiveness of two assessment methods

Assessment CriteriaThis assignment is marked on a pass/refer basis.4.1Effective and appropriate

assessment methods used to assess

StandardsIn successfully completing this assignment, you should be able to demonstrate evidence of all of Standards ES1 – 5, EK 1.1-1.3, 2.1-2.4, 3.1-3.2, 4.1-4.2, 5.1-5.3, and most of Standards EP

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learning4.2Detailed critical analysis and

justification of assessment methods used

4.3Reference to current and relevant literature to support analysis

4.4Critical analysis of the role of ICT in assessment methods

4.5Critical evaluation of a comparison pf a range of assessment methods for learning

4.6Justification for and evaluation of improvements to develop assessment methods used in this task

1.1-1.3, 2.1-2.4, 3.1-3.2, 4.1-4.2, 5.1-5.3,amongst others

Minimum Core SkillsIn successfully completing this assignment, you should be able to demonstrate evidence of all of these skillsLA1, LA1.2 – LA1.8, LA2.5 – LA2.10, LS1 – LR1, LR3 – LW4NA1, NA1.1 – NA1.5, NA2.7, NC1- NC4, NP2, NP8ITA1, ITA1.1 – ITA1.5, ITA2.3 – ITA2.5, IC1 – IP3

Reading List

Black P, Williams D. Assessment and classroom learning (1998). Assessment in education, vol5, No1 pp7 – 73Curzon, L (1997) Teaching in further education: an Outline of principles and Practice. 5th Edn. London: CassellDfES (2005). 14-19 Education and Skills. White paper. Department for Education and SkillsEcclestone K, (2005) Understanding Assessment and qualification in post-compulsory education: principles, politics and practice (2nd Edn) Leicester: NIACEHuddleston P, Unwin L (2002) Teaching and learning in Further education: diversity and change. Routledge FalmerHughes M (1999) Closing the Learning Gap. Network Educational Press Ltd. Jones Dr C A (2005). Assessment for learning. Learning and Skills Development AgencyPetty G, (2006) Evidence-based Teaching. Cheltenham: Nelson ThornesTummons, J (2005) Assessing Learning in Further education. Exeter: Learning Matters

Web siteswww.14-19reform.gov.ukwww.dfes.gov.ukwww.LSDA.org.uk/ pubs

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www.teachernet.gov.ukwww.vocationallearning.org.uk

Task 1Lalley J. P. & Miller R. H. Miller (2007): ‘The learning pyramid: does it point teachers in the right direction?’ Education, 128.1, Fall, p64-80

Task 4: Open University site with information about inclusive teaching & resources http://www.open.ac.uk/inclusiveteaching/pages/inclusive-teaching/index.php

Task 4: Extract on non-linguistic representations, from Marzano, R, Pickering D, Pollock J (2001) Classroom Instruction that works Alexandria, VA: ASCD http://www.ascd.org/portal/site/ascd/template.chapter/menuitem.b71d101a2f7c208cdeb3ffdb62108a0c/?chapterMgmtId=ef63a2948ecaff00VgnVCM1000003d01a8c0RCRD

PCE PGCE Assignment Five

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Assignment 5: Researching Practice (HE M Level/ NQF Level 7)Task Aim: To identify a topic connected with your practice and define a research question. To plan, execute and research a report based on this question using the appropriate conventions of academic writing and study.

Task Activities: 1. Review and critically evaluate current and innovative practice in the

Lifelong Learning sector2. Select a topic from your research which should be linked to your practice

in your subject specialist area. Produce an abstract for your research topic (250 words)

3. Write a research report and present your findings. The report should include an introduction and rationale for your research question, a literature review, an analysis of your methodology and theoretical framework, presentation and analysis of qualitative or quantitative data and your interpretation and evaluation of the results.

4. Make recommendations concerning improvements in teaching and learning, assessment and/or systems in your place of work.

Word count – 2500 words (excluding references or appendices).

Learning Outcomes: Identify a topic for research and produce an abstract to frame a research

question. Identify key contributors to the field of chosen study and critically

summarise and evaluate their work in a literature review. Justify and explain the use of an appropriate paradigm or theoretical

framework for your work. Justify and explain the use of an appropriate methodology for your work

with reference to the literature. Collect and analyse data. Critically evaluate your findings and the validity of your research. Present the results of your work in a report using the appropriate

academic conventions.

Assessment CriteriaThis assignment is marked on a pass/refer basis.5.1 Accurate and concise abstract outlining the topic proposed for

StandardsIn successfully completing this assignment, you should be able to demonstrate evidence of all of Standards AS4, AS7, AK4.1, AK4.3, AK5.2,

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research5.2 Critical summary and evaluation of appropriate and key literature5.3 Reasoned justification for paradigm or theoretical framework chosen5.4 Reasoned justification for the research methodology chosen5.5 Accurate and valid data analysis5.6 Critical evaluation of the research with appropriate references to the literature5.7 Valid and reliable research report that fulfils the abstract outlining the research topic5.8 Appropriate academic conventions used in the research, writing and referencing of the report

AK6.1, AK6.2, AK7.3, BS4, BK2.6, BK4.1, CS4, CK1.1, CK1.2

Minimum Core SkillsLR 1 – 3, LW 1 – 4, NC3, NC5, NP2, NP5, NP7, IC 3 – 5, IP3.

Reading List

Bell J (2005) Doing Your Research Project, Maidenhead, Open University Press.Cohen L, Manion L and Morrison K (2007) Research Methods in Education, London, Routledge.Macintyre C (2002) The Art of Action Research in the Classroom, London, David Fulton.Opie C (2004) Doing Educational Research, London, Sage.Smith M (2007) Action Research, www.infed.org [accessed October, 2007].

PCE PGCE Assignment Six

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Assignment 6: Evaluating a Curriculum (HE M Level/ NQF Level 7)Task Aim: To reflect upon and evaluate a curriculum in your own subject specialist area forming part of your current practice.

Task Activities: Carry out a critical evaluation of a curriculum in your own subject specialist

area. You should measure the effectiveness of teaching, learning and assessment and come to informed conclusions about the current relevance and future prospects of the chosen curriculum. Special attention should be given to issues connected with equality and diversity, differentiation and inclusive learning.

Specific activities could include gathering information about the syllabus, occupational standards or national developments in your subject area, a critical review of current issues connected with assessment, comparative studies of the ways in which this curriculum is taught at different educational institutions or the analysis of feedback from learners or other experienced practitioners delivering the curriculum.

Word count – 2500 words

Learning Outcomes: Explore the characteristics of a curriculum in your subject specialist area

using models of the curriculum. Critically analyse specific issues connected with the design and delivery of

the curriculum with reference to relevant literature. Evaluate the strengths and/or weaknesses of the curriculum. Propose and justify possible improvements to the design and delivery of

the curriculum. Justify your conclusions with reference to current research, policy

developments & professional standards relevant to your subject specialist area.

Present the results of this research and analysis in the form of a written assignment according the accepted conventions of academic writing.

Assessment CriteriaThis assignment is marked on a pass / refer basis.6.1 Detailed exploration of a curriculum6.2 Critical analysis of relevant specific issues with the curriculum with reference to

StandardsIn successfully completing this assignment, you should be able to demonstrate evidence of all of Standards AS1, AS3, AS7, AK4.3, AK6.1, BK2.1,

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the literature6.3 Evaluation of the curriculum area6.4 Justification of proposed developments of the curriculum6.5 Reasoned evaluation of your research with clear and detailed reference to literature, current policy and professional standards6.6 Use of accepted conventions of academic writing to present research findings.

BK2.2, BK2.6, CS1, DS1, ES1, FS3

Minimum Core SkillsLW1, LW2, LW3, LW4, NP2, NP7, IP2, IP3.

Reading List

Armitage A et al (1999) Chapter 7 in: Teaching and Training in Post Compulsory Education (1st Edition), Open University Press, Buckingham.Hyland T (1994) Competence, Education and NVQs, Cassell Education, London.Kerr J (ed) (1968) Changing the Curriculum, University of London Press, London.Pinar W et al (1995) Understanding Curriculum, Peter Lang, New York.Pinar W (2006) Internationalism in curriculum studies, Pedagogies: An International Journal, 1 (1), pp35 – 42.Raggatt P and Williams S (1999) Government, Markets and VocationalQualifications: An Anatomy of Policy, Falmer Press, London.Ross A (2000) Curriculum Construction and Critique, Routledge, London.Slattery P (2006) Curriculum Development in the Post-modern Era; Second Edition, Garland, New York.Stenhouse L (1975) An Introduction to Curriculum Research and Development, Heinemann, London.Tomlinson S (2001) Education in a Post Welfare Society, Open University Press, Buckingham.Neary, M (????) Curriculum Studies in Post-Compulsory and Adult Education. Cheltenham: Nelson ThornesKelly, A (1999) The Curriculum: Theory and practice. London: Paul Chapman

PCE PGCE Assignment Seven

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Assignment 7 Exploring Educational Issues (HE M level/ NQF Level 7)Task Aim: To research an issue of current importance in post-compulsory education and disseminate your findings in both written form and seminar.

Task Activities1. Research an agreed topic from a list provided by the Centre (it is possible to negotiate

an alternative title with the agreement of the module tutor)2. Write an assignment critically evaluating the issues arising from the topic, in relation

to current research and debate; include discussions of how equality of opportunity and respect for diversity can be effectively built into teaching and learning practice; the contribution of learning to personal development, economic growth and community regeneration; the impact of own professional values and judgements on teaching and learning; the implications and impact of government policies on teaching and learning in the lifelong learning sector; the roles of regulatory bodies and systems and inspection regimes in the operation of the lifelong learning sector; interpret ways to apply relevant statutory requirements and underpinning principles in relation to teaching own area of specialism; analyse own responsibilities in relation to the above

3. Produce an abstract of your research summarising the issues that form the basis of your research, key findings and conclusions (250 – 300 words)

4. Present the abstract to a group of peers, (7 - 10 minutes) and5. Lead a discussion of the issues raised, (15 - 20 minutes)6. Write an evaluation of your presentation based on feedback from your tutor and your

peers (250 words)Word Count – 2500 – 3000 words (excluding bibliography and appendices)

Learning Outcomes Research a topic of current importance in the Lifelong Learning Sector Analyse the issues with reference to current research and policy contexts Analyse apply and critically evaluate theoretical perspectives relevant to the topic and

issues Summarise you conclusions in a logical and well-argued manner Explore implications for your own professional practice and CPD Provide evidence of scholarly work through the use of suitable referencing and

bibliography Produce a structured and well-written assignment in line with academic conventions Present the abstract paper to a group of peers; lead a discussion of the issues raised

and evaluate the seminar presentationAssessment CriteriaThis assignment is marked on a pass/refer basis.7.1 In –depth research of a current educational topic in the lifelong learning sector7.2 Comprehensive analysis of the issues 7.3 Evaluation of the validity and reliability of data

StandardsIn successfully completing this assignment, you should be able to demonstrate evidence of Standards AS2-5,AK2.1-4.1, 4.3, BK2.1, CK1.1-1.2, 3.1, 3.3, 4.1, DS1, EK5.1, FS3.

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collected and the effectiveness of the methods/instruments used7.4 Effectively reasoned and evidenced conclusions based on the literature7.5 Detailed evaluation of approaches, strengths and development needs, in relation to the issues raised 7.6 Conventions of academic writing and referencing clearly and accurately employed 7.7 Effective communication of research findings and conclusions in the form of an abstract

Additional reflective evidence of :AS, AK1.1, 4.2, 5.1-7.3, AP1.1-7.3BS1-5, BK2.1, 2.6-2.7, 3.5, 4.1, BP1.2, 2.6, 2.7,3.4-4.1CS1-4, CK3.5, 4.2DS2-3, DK3.1-3.2, DP3.1-3.2, ES1-5, EK1.1, 2.1, 2.3, 2.4, 5.2, EP4.2, 5.1-5.3FS1-2, 4, FK1.1-4.2,FP1.1, 3.1-4.2

Minimum Core SkillsIn successfully completing this assignment, you should be able to demonstrate evidence of these skills:LA1, LA2, LA2.1, LA2.3 – LA2.5, LS1 – LS4; LL1; LR1-LR3; LW1- LW4NA1, NA2ITA1, ITA2, ITA2.3, IC1, IC3 –IC5; IP1- IP3

Reading ListArmitage, A. et al (2002) Teaching and Training in Post-Compulsory Education Buckingham OUPBassey M (1995) Creating Education Through Research Kirklington Moor PressBell J (1999) Doing your Research Project. 3rdedn Crawley, J. (2005) In the Deep End: A survival Guide for Teachers in Post-Compulsory

Education London: David FultonCurzon, L. (2007) Teaching in Further Education: an Outline of Principles and Practice 6th

Edn. London: CassellErnest P (1994) in An Introduction to Research Methodology and Paradigms - Ex UnivKeeley-Browne, L. (2007) Training to Teach in the Learning and Skills Sector London

Pearson EducationPetty, G. (2006) Evidence based Teaching; a practical approach. Cheltenham Nelson and

ThornesScales, P. (2008) Teaching in the Lifelong Learning Sector Maidenhead OUPWallace, S.(2007) Teaching Tutoring and Training in the Lifelong Learning Sector Exeter;

Learning matters

PGCE (PCE) Proposed Topics 2008-2009Educational Issues Seminar

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No. Topic/issue Some possible sources

1 "Equality and diversity must lie at the core of the post-16 curriculum."

www.idea.gov.uk www.openheartsopenminds.org.uk www.opsi.gov.uk/acts Access for All ESOL Access for AllKlein, Cynthia – Dyslexic learnersSomething on differentiationNRDC: Literacy and numeracy for adults with disabilities and learning difficulties at http://www.nrdc.org.uk/publications_details.asp?ID=12

2 "The post-19 curriculum should reflect the needs of individual learners, not those of ‘society’."

Tomlinson report (1999?) on Inclusion available to download at http://www.csie.org.uk/publications/inc-ed-02.pdf Personalised learningLeitch report at http://www.official-documents.gov.uk/document/other/0118404792/0118404792.pdf Kennedy Report http://www.niace.org.uk/Organisation/advocacy/Archive/Kennedybriefing.htm on sale at http://www.amazon.co.uk/Learning-Works-Widening-Participation-Education/dp/B0010KL29C Inclusion and LLN http://www.lluk.org/3394.htm

3 "The 14-19 Curriculum is blurring the boundaries between school and post-16 education. It would be better for all pupils to leave 'school' at 14 and enter work or Further Education."

Tomlinson http://www.dfes.gov.uk/14-19/documents/Final%20Report.pdf

Success for All

4 "Widening participation will not enable the UK to solve the ‘skills shortage’."

Kennedy Report http://www.niace.org.uk/Organisation/advocacy/Archive/Kennedybriefing.htm on sale at http://www.amazon.co.uk/Learning-Works-Widening-Participation-Education/dp/B0010KL29C Moser Report http://www.lifelonglearning.co.uk/mosergroup Summary: http://www.lifelonglearning.co.uk/mosergroup/freshsum.pdf Leitch report at http://www.official-documents.gov.uk/document/other/0118404792/0118404792.pdf Success for All at http://www.globalgateway.org.uk/pdf/PZ-Success-2002.pdf

5 "Learner motivation is about relevance, not fun!"

MaslowNRDC reports http://www.nrdc.org.uk/publications_list.asp?Keywords=&CategoryID=&ContactID=&SearchSubmit=1&SearchSubmitButton=Searchhttp://www.nrdc.org.uk Relating adults lives and learning: participation and engagement in different settings at http://www.nrdc.org.uk/publications_details.asp?ID=48 NRDC: Linking learning and everyday life: a social perspective on adult language, literacy and numeracy classes at http://www.nrdc.org.uk/publications_details.asp?ID=47 NRDC: Maths4Life pathfinder report (This publication develops the findings of four Maths4Life pathfinder projects, which focused on motivating learners and teachers in post-16 numeracy and mathematics)http://www.nrdc.org.uk/publications_details.asp?ID=43 nrdc Embedded case studies:

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http://www.nrdc.org.uk/publications_details.asp?ID=21 6 "All learners are different – as teachers

we need to cater for a variety of learning styles."

Coffield - critiqueHoney & MumfordDunn & DunnHermannGardener – multiple intelligences NRDC: Using learning styles in adult numeracy http://www.nrdc.org.uk/publications_details.asp?ID=70

7 "Learning is a social activity: e-learning will always be a second-best option."

JISC http://www.jisc.ac.uk http://www.elearning.ac.uk BECTA http://feandskills.becta.org.uk http://www.wwwords.co.uk/elea NRDC: Using voting technology for assessment at http://www.nrdc.org.uk/publications_details.asp?ID=111

8 "Assessment motivates students and helps them to learn."

Black and Wiliam (1998) Inside the Black Box http://ngfl.northumberland.gov.uk/keystage3ictstrategy/Assessment/blackbox.pdf Hattie, John (effect sizes)Petty, G (2006?7?) Evidence Based Teaching and online http://www.geoffpetty.com/evidence_based.htm

9 "Employers should have the biggest say in designing the post-compulsory curriculum."

GuardianTESLeitchTomlinson (latest) http://www.dfes.gov.uk/14-19/documents/Final%20Report.pdf Journals:

10 "Post-compulsory education and training is under-funded. The solution is to make employers pay the realistic costs of training."

DIUS http://www.dius.gov.uk/policy/furthereducation.html LLUK http://www.lluk.org LSC http://www.lsc.gov.uk LAD http://providers.lsc.gov.uk/LAD Union views UCU at http://www.ucu.org.uk/index.cfm?articleid=2574 Books: ???

11 "The key to effective learning is to listen to the voices of learners."

The learner voice and e-learning http://www.jisc.ac.uk/whatwedo/programmes/elearning_pedagogy/elp_learneroutcomes/elp_learnervoices.aspx http://www.lsneducation.org.uk/pubs/Pages/062365.aspx NRDC research on learner persistenceNRDC: Listening to Learners athttp://www.nrdc.org.uk/publications_details.asp?ID=9

12 "To be effective post-16 teachers, we must put professional values at the core of our work.”

Professional standards: http://www.lluk.org/documents/professional_standards_for_itts_020107.pdf Specialist standards (LLN) http://www.lluk.org/3038.htm and entry criteria http://www.lluk.org/3056.htm Educational Philosophy texts: ???

13 "Teachers have a responsibility to engage in continuing professional development, irrespective of whether they are supported by their employer!”

Professional standards: http://www.lluk.org/documents/professional_standards_for_itts_020107.pdf

14 "Skills for life and ‘functional skills’ have Moser Report

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rightly been made a national priority for the post-16 sector."

Leitch Report Functional skills http://www.qca.org.uk/qca_6062.aspx Functional skills standards: http://www.qca.org.uk/qca_6066.aspx Key Skills www.keyskills4u.com Skills for Life www.dfes.gov.uk/readwriteplus www.move-on.org.uk QIA www.qia.org.uk NRDC: The impact of adult literacy and numeracy on small businesses in rural Lincolnshire and Rutland: a case study at http://www.nrdc.org.uk/publications_details.asp?ID=39 NRDC: Bynner & Parsons (2007?) New light on literacy and numeracy at http://www.nrdc.org.uk/publications_details.asp?ID=78

15 "Attempts to achieve parity of esteem between vocational and academic qualifications are doomed to failure!"

Tomlinson (latest report) http://www.dfes.gov.uk/14-19/documents/Final%20Report.pdf TES and Guardian articlesGold standard articles: BBC: online Baroness Blackstone (1990) http://news.bbc.co.uk/1/hi/in_depth/education/2000/unions_2000/673460.stm

Independent re IB:http://www.independent.co.uk/news/education/education-news/international-baccalaureate-is-this-the-new-gold-standard-508885.htmlGuardian: http://education.guardian.co.uk/alevels/story/0,,1844356,00.html TES: http://www.timeshighereducation.co.uk/story.asp?storyCode=99035&sectioncode=26

16 "Professional (LLUK) standards provide an excellent model for improving the quality of post-16 education."

Professional standards: http://www.lluk.org/documents/professional_standards_for_itts_020107.pdf History of education: church etcPhilosophy of education: AristotlePlato/SocratesPlanning and Recording Progress and achievement (Teaching training cycle model appears in intro) http://www.dfes.gov.uk/readwriteplus/planninglearning Dewey, JohnKolb?FreireStenhouse, Lawrence Wenger: Communities of PracticeBarton: Beyond Communities of PracticeEtcReflective practice stuff: JarvisMezirowBrookfield etc

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“The most important issue facing PCE is how to achieve high levels of learner persistence.”

NRDC (2008) Research Briefing: Persistence http://www.nrdc.org.uk/publications_details.asp?ID=134 MLR NRDC Research Briefing: Persistence: at

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http://www.nrdc.org.uk/publications_details.asp?ID=134 18 Is the primary purpose of education is to

‘fill a bucket’ or ‘light a fire’?Freire – banking model – Pedagogy of the Oppressed 1972NRDC: Models of Adult Learning – A literature Review (2007) at http://www.nrdc.org.uk/publications_details.asp?ID=33

PCE PGCE Assignment eight

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Assignment 8 The Reflective Practitioner (HE M Level/ NQF L7)Task Aim: To produce a reflective account of your professional development as trainee teacher on the PGCE

Task ActivitiesCandidates are required to produce evidence of continuing reflection upon their teaching and learning experiences as a trainee teacher. 1. Critically reflect upon your own learning experiences on the course and the impact of your

learning experiences on your own teaching practice and future continuing professional development. Include reflection and evaluation of your own minimum core skills and implications for your own CPD

2. Refer to issues relevant to teaching and learning and to your specialist teaching subject; use examples from your own practice with comprehensive and relevant reference to literature

3. Include a minimum of six entries from your Professional development Journal (PDJ) as well as a summative evaluation of your teaching skills mapped to the Professional Teaching Standards identifying skills that you have developed successfully whilst on the PCE PGCE

Word count - 2500 words maximum. Learning Outcomes

Critically reflect upon and analyse your experiences of professional development Reflect on examples from your own experiences of teaching practice with detailed

reference to the literature; explore how theories, principles and models of reflective practice can be applied to own development as an autonomous learner

Analyse the impact of own professional, personal and interpersonal skills, including literacy, numeracy and ICT skills, on learners and others

Evaluate own approaches, strengths and development needs, including literacy, language, numeracy and ICT needs

Draw conclusions from your reflections about the nature of teaching and learning in the Lifelong Learning Sector

Plan appropriate CPD opportunities to address own identified learning needs and to keep up to date and develop in teaching and in own specialist area

Assessment CriteriaThis assignment is marked on a pass/ fail basis

8.1 Critical reflection and analysis of professional development whilst studying on the PCE PGCE8.2 Detailed reference to trainee’s own experience and to relevant literature8.3 Detailed analysis of own skills on the functional skills development of the trainees’ learners.8.4 Evaluation of skills with reference to experience and to literature and conclusions

StandardsIn successfully completing this assignment, you should be able to demonstrate evidence of Standards AS1-7, AK1.1-7.3, BS2-4, BK1.1-2.6, 4.1, CS4, CK1.1-1.2, 3.1-3.2, DS1-3, DK1.1, DK2.2-3.2, EK1.3, 2.1-2.2, 5.1, FK2.1.

Additional reflective evidence of:BS1, BK2.7, BP2.7,3.4, 3.5, 4.1CS1-3, CK2.1, 3.3-4.2, CP1.1-4.2,

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drawn relating to CPD8.5 Valid conclusions with regards to teaching & learning in the sector, referenced to the literature8.6 Clear and detailed CPD plans

DK2.1, DP3.1-3.2ES1-5, EK1.1-1.2, 2.3-3.2, 4.2, 5.2-5.3, EP1.1-5.3FS1-4, FK1.1-1.2, 3.1-4.2, FP2.1, 4.2

Minimum Core SkillsIn successfully completing this assignment, you should be able to demonstrate evidence of these skills:LA1, LS1, LS2, LR1 – LR3; LW1- LW4NA1, NA2ITA1, ITA2, ITA2.3, IC1, IC3, IC4, IP1, IP3Reading ListArmitage, A. et al (2002) Teaching and Training in Post-Compulsory Education Buckingham OUPBoud, D; Cohen, R and Walker, D (1993) Using Experience for Learning. Buckingham: OUPBrookfield, S (1995) Becoming a Critically Reflective Teacher. San Francisco: Jossey BassCrawley, J. (2005) In the Deep End: A survival Guide for Teachers in Post-Compulsory Education

London: David FultonCurzon, L. (2007) Teaching in Further Education: an Outline of Principles and Practice 6th Edn.

London: CassellHillier, Y (2002) Reflective Teaching in Further and Adult Education. London: Continuum BooksKeeley-Browne, L. (2007) Training to Teach in the Learning and Skills Sector London Pearson

EducationPetty, G. (2006) Evidence based Teaching; a practical approach. Cheltenham Nelson and

ThornesScales, P. (2008) Teaching in the Lifelong Learning Sector Maidenhead OUPSchon, D (1995) The reflective Practitioner. Temple SmithWallace, S.(2007) Teaching Tutoring and Training in the Lifelong Learning Sector Exeter;

Learning matters

PCE PGCE Assignment: Curriculum Event

Assignment : Investigating a Curriculum Task Aim: To research a curriculum area new to you and not within your own subject area; to work with others and create a display/ presentation of your findings using creative and interactive media Task Activities:

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In pairs or small groups select a subject area unfamiliar to you and which you have never taught. Choose a curriculum taught by a peer on your course or that is new to you, e.g. if you teach an “academic” subject, choose perhaps a vocational curriculum, if you teach arts or social sciences choose a science or technology curriculum etc

Examine and explore this curriculum in terms of its background and history, the rationale and content of the curriculum, typical practices and processes including monitoring and evaluation, contextual features such as the industrial or policy context, influences for change and the future of the curriculum

Research methods could include analysis of relevant course documentation, observation of a peer delivering a learning session, interviews with peers or students teaching or studying on a course and the collection and critical scrutiny of marketing materials etc

Create a presentation of your findings using creative and interactive media that can be displayed using a stall at a “Curriculum Event” held at the University.

Collect at least 3 peer evaluations of your groups’ presentation at the curriculum event.

Collect 2 tutor evaluations at the Curriculum Event, one completed by your tutor the other completed by a tutor from another college in the partnership.

Learning Outcomes: 1. Work effectively with peers to identify and research a new

curriculum area2. Research and critically evaluate the curriculum area3. Identify and use appropriate research methods4. Create an interactive and meaningful presentation to communicate

your research and findings at the University of Exeter Curriculum Event

5. Assess and complete evaluations for other presentations at the Curriculum Event

Assessment Criteria1.1 Evidence of effective group work

and collaboration in research1.2 Critical evaluation of a curriculum

area1.3 Detailed justification of research

methodology used1.4 Interactive, imaginative and

effective presentation of research findings using creative and interactive media

StandardsAS3, AS6, AK2.2, 3.1, 5.2, 6.1, 6.2, AK7.2, BS4, BS5, BK2.7, CS3, CS4, FS1, FS2, FK1.1. FK1.2, FK2.1, FK4.2.

Minimum Core SkillsLS1, LS2, LS3, LL1, LR1, NP2, NP7, IP1, IP2, IP3.

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Reading ListArmitage, A et al (2002) Teaching and Training in Post-Compulsory Education. Buckingham: Open University PressBloomer, M (1997) Curriculum Making in Post-16 Education. London: RoutledgeClough, P and Corbett, J (2000) Theories of Inclusive Education. London: RoutledgeHarris, S (2002) Innovative Classroom Practice using ICT in England. Clough: NFERKelly, A (1999) The Curriculum: Theory and Practice. London: Paul ChapmanPhillips, G and Pond, T (eds) (2003) The Baccalaureate: a Model for Curriculum Reform. London: Kogan Page

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