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McMillan Faculty of Education
Certificate in Education and Training
2016-18
Part time Inservice: Year Two
Module Tutors: Richard Nelson, Andrew Hudson,
Katya Kitchingman
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Modules (20 credits each)
Teacher as ResearcherTCUT500006 (L5)
(Theories and Frameworks module for Numeracy, ESOL or literacy diplomas)
Developing CurriculumTCUT500001 (L5)
Developing Professional PracticeTCUT500002 (L5)
Contents
Welcome and PCET Staff …………………………………………………………… 3
Attendance, Tutorials, Student Opinions, Compliments and Complaints……… 4
University of Teesside Assessment Regulations………………………………. 6
Assignment Submission and General Advice…………………………...………… 7
Plagiarism statement & Important Dates – the year over-view …………………. 8
Module 1: Teacher as Researcher ….……………..…………. …………………. 9
Module 2: Developing the Curriculum……………………..………………………. 12
Module 3: Developing Professional Practice……………………………………… 15
Observations …..………………………………………………………….…………. 17
Education and Training Foundation Professional Standards……………………. 19
Teesside University Assessment grading criteria for all modules………………… 21
Suggested Reading for each Module………………………………………………… 23
Course Codes
TCAT4005B CERTIFICATE IN EDUCATION AND TRAINING IN SERVICE
TCAT4006B CERTIFICATE IN EDUCATION AND TRAINING (WITH TEACHING ESOL) IN SERVICE
TCAT4007B CERTIFICATE IN EDUCATION AND TRAINING (WITH TEACHING LITERACY) IN SERVICE
TCAT4008B CERTIFICATE IN EDUCATION AND TRAINING (WITH TEACHING NUMERACY) IN SERVICE
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Year Two Handbook – Welcome
This handbook (which will be supplemented for the specialist Diploma routes) contains the module specifications, assessments and reading lists for the two core modules: Developing Curriculum and Developing Professional Practice, and the module for the generic route: Teacher as a Researcher. We’ve also included some useful additional material, e.g. the Teaching Observation Feedback form, the Education and Training (ETF) Professional Standards and the Higher Education Academy (HEA) UK Professional Standards Framework (UKPSF). You will also find the Teesside University marking criteria for your assignments.
Please note all assignments this year are level 5.
PCET team: Contact Details
Name E mailAndrew Hudson [email protected]
Wendy Croft [email protected]
Katya Kitchingman [email protected]
Hilary Woodhead(Team Leader)
Cathy Mitchell [email protected]
Richard Nelson [email protected]
Head of SchoolKirstin Sawyer [email protected]
Head of FacultyDave Howard [email protected]
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Attendance
Regular attendance is required for all elements of these modules and your tutor will keep a register. It is the responsibility of individual students to catch up on missed work: we encourage a ‘study buddy’ system to support this as well as an active VLE. You are required to attend classes regularly and punctually. Whenever you are absent the reason must be notified to the College. You are expected to maintain an attendance level of 100% on your course. If you are absent from sessions for three consecutive weeks, without adequate explanation, we have a duty to notify Student Finance England and you may be deemed to have withdrawn from the course.
Tutorial support
Tutorial support will be offered in addition to the taught programme by module staff. Your tutor will provide details of tutorial arrangements in an early PPD session.
Student opinion
The team values student opinion and this is sought at modular level in the following ways:-
By completing a module review – this will be given to you by your tutor towards the end of the module.
Informal feedback is welcomed by tutors and, in the first instance students should approach the module tutor. If a specific issue has been identified which is not resolved to your satisfaction the module leader should be approached. Where the module tutor and module leader are the same, or the issue has failed to reach a satisfactory conclusion, students should approach the course tutor.
Compliments & Complaints
If you are not satisfied with an aspect of the course and wish to make a complaint:
Your first action is to tell the person concerned what your complaint is, so that the problem can be resolved if at all possible
Details of the formal Complaints Procedure can be found on the College’s Student Intranet website
Conversely, if you are enjoying the course and wish to pass this on: Your first action is to tell the person concerned Inform the module leader and course tutor Make sure you complete a module review Tell your friends and colleagues
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Teesside University Assessment RegulationsImportant Regulatory Points
(A link to the full regulations can be found on the College Student Intranet)
All courses: the pass mark is 40% for all undergraduate modules.
work must be submitted for all the components of a module (failure to submit one part will lead to reassessment. Please note the difference between reassessment and resubmission. You have no automatic ‘right’ to a resubmission – this is at the discretion of the Exam Board at the end of your stage of study; this is year 2 for part time PG Dip.)
the maximum mark achievable for a re-assessed piece of work is 40% (the pass mark for a module)
Late Submission of Assignments
Extensions must be obtained prior to the submission date. Extension forms can be obtained from Student Information Desk (SID) and must be signed and approved by either your module leader or course tutor. The authorised form is then submitted by you to the SID, you should retain a copy to submit with the work. Extensions are normally granted for a period of 5 working days. Working days include vacation periods but not Saturdays and Sundays or Bank Holidays.
Non-submission of assignments
• Assessment work submitted late will receive a maximum mark/grade associated with the minimum pass requirement, provided it is submitted within 7 calendar days of the published deadline.
• Assessment work submitted more than 7 calendar days after the published deadline will not be marked/graded.
• This does NOT apply to reassessments/resubmissions the regulations state:‘Where the student is submitting assessed work as a reassessment/resubmission ………………, any work submitted after the published deadline will not be marked/graded and the student will be deemed to have failed the assessment concerned.’
Resubmission and Re-assessment
Resubmission is allowed if you submit your assignment on time and fail, i.e. receive a grade of less that 50%, you have the opportunity to resubmit the assignment at a date agreed with your module tutor. Any subsequent mark will be capped at the pass mark.
If you do not submit an assignment by the agreed deadline, then you will not be eligible for a resubmission but maybe considered for re-assessment at the discretion of the Exam Board.
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Mitigating Circumstances
Teesside University’s Mitigating Circumstances procedure can be found at: http://www.tees.ac.uk/docs/DocRepo/Student%20Regulations/Academic%20Regulations/Mitigating%20Circumstances%20Regulations.pdf
Please refer to your Course Handbook for further explanation and note that it is your responsibility to apply for mitigating circumstances and to complete the appropriate proforma, you must also notify and consult with your Course Tutor/Personal Tutor if you consider that there are any mitigating circumstances affecting your performance in assignments and/or assessments.
Mitigating Circumstances pro formas can be obtained from McMillan L4 Reception or Academic Quality and Standards, B16, Old Building and the completed forms, plus any supporting evidence, should be returned to the above. Information and guidance is also provided on the College’s Moodle site.
Academic Writing Support - Successful Writing for Academic Purposes (SWAP)
This is the Faculty’s academic writing support service offered by the Academic Writing Support Coaches. What can they help with?
Study skills to improve writing, e.g. use of notebooks to capture vocabulary, organisation around note-taking, making essay plans.
Research skills, e.g. navigating reading lists, selecting appropriate secondary sources, using the Internet more effectively.
English language, e.g. punctuation, grammar, use of register. Academic writing, e.g. clear signposting in work to create coherence, not
assuming prior knowledge, critical engagement with own work and that of secondary sources.
Students can use the SWAP Moodle site to book tutorials, submit work, and access useful documents / external sites. You will also find details of how to book onto a SWAP Critical Reading Group. The access key is AcadWrit+99.
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Assignment Submission
All written assignments must be submitted electronically via Moodle by 12.00 noon on the hand-in date. The module tutor will decide whether there will be a requirement for paper copies of assignments.
General Assessment Advice
You should consult the grading criteria; Look at the learning outcomes for each module– you need to demonstrate that
you have met these when completing the various tasks; The work must be presented in standard English, word processed using a
standard font such as Arial (avoid ‘flashy’ fonts please), double line spaced, left-aligned, show clarity of presentation and be coherently organised;
The work must demonstrate relevance and breadth of reference to appropriate literature;
You are strongly encouraged to make use of the tutorial time allocated to ensure that your work will meet the requirements of the assessment brief;
Referencing must be the Harvard system of referencing. Use the school referencing booklet “Guidelines on Referencing in Academic Writing”, for guidance. You will be penalised for poor referencing. All references cited in the assignment must be included in a reference list. A bibliography i.e. a list of everything you have read is not required, whether cited or not;
You will submit your assignment through Moodle ‘My Courses’, ‘Academic Portfolio’ and this automatically puts it through an electronic plagiarism detection software programme called Turnitin – access the report to see what it identifies. This is only one method we use to detect plagiarism and it isn’t fool-proof or the only one we use.
Word count: An assignment can be submitted with a word length of + or - 10% of the specified word length. For example, if an assignment of 2000 words is set then students can submit work with a word total within the range of 1800 to 2200 words. If the word total falls outside of these limits then the assessment grade and feedback given will report poor drafting and editing of the work. All words contained in the main body of the assignment contribute towards the word count. This includes quotations and references. It does not include the reference list or appendices. Please record the actual word count at the end of each section for which a word count has been given;
Confidentiality: You should ensure that all work that you submit maintains confidentiality and anonymity. In the interest of confidentiality please ensure that your work does not identify individuals, either colleagues or students, or organisations. You may submit copies of documents prepared during the course of your work but names should be removed from the document.
Marking: We aim to return work within 3 weeks. Please be aware that tutors may have up to 60 pieces of work to mark in this time and up to 50% of the work needs to be double marked. If you miss the deadline then your work may not be marked for some time after this 3 week period.
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Plagiarism statement:
Important Dates – the year over-view:
Module Dates Assignment due1 Teacher as Researcher
(20 credits)(or Specialist Pathway modules; dates may vary for these, see separate handbook from specialist tutor)
13.09.17 -27.11.17
06.12.17
2 Developing the Curriculum(20 credits)
03.01.18 – 28.02.18
07.03.18
3 Developing Professional Practice (20 credits)
07.03.18 – 02.05.18
Part 1 - 02.05.18Part 2 - 09.05.18
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Plagiarism is the unacknowledged use of other people’s work and will be penalized by a mark of zero and may result in even more serious consequences
Note: To avoid potential misunderstanding, any phrase which is not your own should normally be in quotation marks or highlighted in some other way. It should also be noted that the incorporation of significant elements of an/other(s) work, even with acknowledgment or reference, is not acceptable academic practice and will normally result in failure of that item or stage of assessment. Please refer to the purple sheet of plagiarism for further guidance, and the “Guidelines on Referencing in Academic Writing” for guidance on referencing your work.
Make sure you understand the use of secondary references.
Under no circumstances should you ask someone else to write your assignments – or part thereof – for you. We are aware that students sometimes ask family members, colleagues, previous students or pay for internet assignment-writing services. There is a zero tolerance of these practices. It is also unwise to ask to see the work of past students.
Module 3 Teacher as Researcher
Module Focus
This module aims to develop students’ skills and understanding of Action Research, through an examination of one aspect of your own teaching and learning practice.
This module will enable you to develop knowledge and a detailed understanding of the key features and purposes of Action Research.
You will use established techniques of research and enquiry to carry out an Action Research project on one aspect of own teaching and learning practice, showing an ability to manage ethical considerations, and present research and key findings in an appropriate format.
Learning outcomes
Knowledge &Understanding
1. Identify the purpose, key features and techniques of Action Research (Prof Standards: 4, 7, 12, 20)
2. Examine ethical considerations in relation to teachers carrying out primary research on own practice (Prof Standards: 2, 5)
Cognitive &Intellectual Skills
3. Employ established techniques of ethical research and enquiry in carrying out an Action Research project on one aspect of own teaching and learning practice (Prof Standards: 1, 2, 4, 6, 9, 19)
4. Analyse and interpret key findings in an appropriate format (Prof Standards: 10, 20)
Practical & Professional Skills
5. Act autonomously and cooperatively with colleagues (if appropriate) in planning and carrying out the Action Research project (Prof Standards: 6, 12, 19)
6. Identify possible methodologies to assess the impact of teaching on learning (Prof Standards: 10, 11, 18)
Key Transferable Skills
7. Reflect systematically on performance to further develop learning
8. Select and use a range of communication methods appropriate to the context
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Assessment: Teacher as Researcher (Level 5)
Type of Assignment: Action Research Report
Weighting: Report 100%
Word count: 3500
Submission Dates: Section 1 Identify the purpose, key features and
techniques of Action Research.Develop a research question and suggested methods.
Complete Report
Taking into account ethical considerations, present and analyse key findings enabling you to draw conclusions about the impact of a particular teaching strategy on both your own and your students’ learning
06.12.17
Assessment Brief:
Carry out an Action Research project on one aspect of own teaching and learning practice, taking into account ethical considerations. Present and analyse key findings enabling you to draw conclusions about the impact of a particular teaching strategy on both your own and your students’ learning
Module Assessment Advice/Criteria: To pass this module assignment you will have to meet all the learning outcomes. You should check your work before submission to see that you have completed all the tasks and fulfilled the grading criteria
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SCHEDULE
Date(Wednesday)
Session focus Learning outcomes
1 13.09.17 What is Action Research?
Identify and develop the research question.
Identify the purpose, key features and techniques of Action Research
2 20.09.17 Research Methodologies and Methods
Established techniques of ethical research and enquiry in carrying out an Action Research
3 27.09.17 Research Proposal Seminar Act cooperatively with colleagues (if appropriate) in planning and carrying out the Action Research project
4 04.10.17 Ethics of Research(Submit Section 1)
Examine ethical considerations in relation to teachers carrying out primary research on own practice
5 11.10.17 Analysis of results Analyse and interpret key findings in an appropriate format
6 18.10.17 Action Research Workshop(no formal session – individual and small group tutorial)
Employ established techniques of ethical research and enquiry in carrying out an Action Research project
25.10.17 Half term7 01.11.17 Measuring the impact of research Identify possible
methodologies to assess the impact of teaching on learning
8 08.11.17 Action Research Workshop(no formal session – individual and small group tutorial)
Employ established techniques of ethical research and enquiry in carrying out an Action Research project
9 15.11.17 Research Seminar(Discussing progress and findings so far)
Reflect systematically on performance to further develop learning
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22.11.17 Action Research Workshop(no formal session – individual and small group tutorial)
Employ established techniques of ethical research and enquiry in carrying out an Action Research project
06.12.17 Submission of Assignment
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Module 4: Developing Curriculum
Module Focus
This module has been designed to provide a broad introduction to the key skills and underpinning knowledge that students will need as new teachers in terms of analysing and evaluating their curriculum. The module will also enable students to develop a knowledge and understanding of how curricula are developed in the post compulsory sector.
The content will be delivered through blended learning using Moodle. There will be a mixture of classroom taught sessions & seminars blended with online elements.
Learning outcomes
Knowledge &Understanding
1. Explain and apply models of curriculum design (Prof Standards: 14)
2. Implement appropriate principles of curriculum design taking account of relevant factors in terms of the content and context of curriculum delivery (Prof Standards: 9, 15, 16)
3. Identify clearly the relationships between principles and processes of evaluation, quality assurance and quality improvement (Prof Standards: 20)
Cognitive &IntellectualSkills
4. Justify proposals for improvements to a specific curriculum with reference to a range of sources relevant to teaching practice (Prof Standards: 4, 10)
Practical &ProfessionalSkills
5. Construct a curriculum proposal that demonstrates an ability to be inclusive (Prof Standards: 5)
6. Utilise appropriate Quality Assurance and Quality Improvement systems and procedures for own context. (Prof Standards: 20)
Key TransferableSkills
7. Explain clearly using appropriate professional language to a specialist and non-specialist audience.
8. Use a range of technology to access learning and promote your subject specialism
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Assessment: Developing Curriculum (level 5)
Type of Assignment: Essay Word count: 1750 Weighting: 50%
Curriculum Proposal Word count: 1750 Weighting: 50%
Assessment due 28.02.18
Assessment brief:
Part 1 (50%) - 1750 words - Essay Describe and apply curriculum models to teaching practice in own vocational and educational context. (LO 1,3,7)
Part 2 (50%) - 1750 words equivalent – Curriculum ProposalConstruct a proposal for a curriculum in the form of an annotated scheme of work and accompanying resources.
Guidance for Part 2Write a rationale for a curriculum that is offered to a defined group of students at a particular level. Consider the factors that have influenced the design of this curriculum offer including: the context and nature of the curriculum the needs of students (and possibly other stakeholders) methods to evaluate the curriculum quality assurance and quality improvement processes student (and possibly other stakeholder) feedback
Annotate the scheme of work in a Word document (format needed for electronic submission) to indicate the key features identified in the rationale.
(More detailed guidance available online – Designing Curriculum: Using the ideas in the assessment)
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Module outline:
Weeks 1, 4 and 7 require attendance Weeks 2, 3, 5, & 6 will involve online blended working
Week Topic Activities1 03.01.18 Introducing the module
Overview of key themes and ideas. Introducing the blended learning approach.
Briefing on content and blended learning approach
2 10.01.18 Curriculum in Context
Define your curriculum within your own context.
Process Access materials – read, listen, watch - in the
topic ‘book’ Begin to answer the ‘key questions’ Go to the ‘reading room’ for the topic and give
your thinking and analysis some breadth Build your reflective blog as you progress
through the topics Talk to other trainees through the module chat
room Seek clarification or support from tutors
through email
3 17.01.18 Analysing the Curriculum:
Curriculum Ideologies and models
4 24.01.18 Seminar on curriculum, context, theories and models
Seminar contribution about how the ideas covered so far can be related to your own specialism and curriculum
5 31.01.18 Inclusive Curriculum
The implications of developments in society, social policy, and the Equality and Diversity agenda.
Process Access materials – read, listen, watch - in the
topic ‘book’ Begin to answer the ‘key questions’ Go to the ‘reading room’ for the topic and give
your thinking and analysis some breadth Build your reflective blog as you progress
through the topics Talk to other trainees through the module chat
room Seek clarification or support from tutors
through email
6 07.02.18 Designing the Curriculum
Development and evaluation of own curriculum, QA and QI processes.
7 14.02.18 Reading Week8 21.02.18 Seminar on curriculum
proposalSeminar contribution on your proposal for your own curriculum (part 2 of the assignment)
9 28.02.18 Assignment submission
Module 6: Developing Professional Practice
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Module Focus
This module offers the opportunity to critically investigate the professional role of a teacher/trainer and explore a range of issues that impact on professionalism. Links to Professional Standards will be emphasised throughout, with special attention paid to ethics, values, conduct and accountability. Notions of reflective practice and on-going professional development in teaching / training roles will be explored alongside models and frameworks of Continuous Professional Development (CPD), considering conflicts between needs and actual opportunity.
The module also requires submission of a PPD portfolio which collates evidence of your professional development. This includes eight successful lesson observations (planning, feedback and observations) and evidence to meet the requirements of the Minimum Core in Literacy, Language and Numeracy (LLN) & ILT.
Learning outcomes
Knowledge & Understanding
1. Discuss the concept of professionalism and core professional values for teachers in the Lifelong Learning Sector (LLS).
2. Critically examine key issues in relation to evaluation and accountability for teachers in the LLS.
Cognitive & Intellectual Skills
3. Apply theories and principles of reflective practice, and models of continuing personal and professional development
Practical & Professional Skills
4. Review your role as a teacher or trainer and critically examine your own need for continuous personal and professional development
Key Transferable Skills
5. Communicate complex academic issues clearly to non- specialist audiences
6. Work with colleagues and mentor to create personal and professional development
7. Reflect systematically on own performance to develop knowledge and skills of teaching and learning
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Developing Professional Practice (Level 5)
Assessment brief:
Part 1: 50% Brochure (1750 words) Due 2nd May 2018
Create a brochure for a specified target audience that examines concepts of professionalism, core professional values, CPD and reflective practice and relates these concepts to your own role as a teacher or trainer in the lifelong learning sector
(LO 1, 3, 4, 5).
Part 2: 50% 1750 word equivalent Due 9th May 2018 A completed PPD Portfolio. Including
a summary reflective account of your personal and professional development during the course
eight passed observation reports, including your ongoing reflections on the observations and your development as a teacher
Evidencing of English, Maths and ILT skills and embedded professional practice in relation to the minimum core standards
a reflection on issues of evaluation and accountability Evaluation of your experience of CPD and preferred future activities Evidencing of action planning and development of teaching skills against
professional standards
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Module outline:
n.b. Weeks 1, 2, 3, 4, 5 and 6 require attendance
Week Topic1 28.02.18 Professionalism:
Explore the role of a lecturer/teacher/tutor/trainer.Define Professionalism and Professional.
2 07.03.18 Film Night: History Boys – Professionalism, managerialism and educational ethics
3 14.03.18 Professional Values : Values and behaviour. Exploring accountability, scenarios and dilemmas.
4 21.03.18 Professional Frameworks: Review Professional Frameworks, Standards and Bodies: HEA, ETF, UCU
5 28.03.18 CPD and Reflection:Seminar on models and frameworks
04.04.18 Easter Break11.04.18 Easter Break
6 18.04.18 Evaluation and AccountabilityVideo Seminar
7 25.04.18 Assignment Workshop for Part 1 – Essay
8 02.05.18 Submission – Part 1 - Professionalism EssayAssignment workshop for Part 2 – PPD Portfolio
9 09.05.18 Submission Part 2 – PPD Portfolio
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Observations
Over the two years of your course, you are required to be observed in your teaching practice a minimum of seven times and to maintain a teaching file which records these observations and your reflective responses to the process.
You will be responsible for arranging these seven observations. One observation (ideally the first) will be joint between your mentor and a PSET tutor. The remaining 6 will consist of three with PSET tutors and three with your mentor.
Ideally, these will follow the following pattern, but obviously depends on your context and pattern of teaching:
For In-service trainees:Year 11 Joint observation
(PSET and Mentor)Between October and December
2 Mentor January or February3 PSET Tutor March to end of summer termYear 24 PSET Tutor September to November5 Mentor November or December6 PSET Tutor January to March7 Mentor April to end of summer term
For Pre-service trainees:Year 11 Joint observation
(PSET and Mentor)November to January
2 Mentor February or March3 PSET Tutor April to end of summer termYear 24 PSET Tutor September to November5 Mentor November or December6 Mentor January to March7 PSET Tutor April to end of summer term
The Observation Process
1. Before the observation:You will need to produce your planning documents which will always include a lesson plan and may include a scheme of work and other documents, like a group profile. You will need to email your observer with the rationale for the observed session with comments about the context. This may include comments about differentiation, working with support staff, relationship to other sessions and any other information you would wish your observer to
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consider. You may also request that the observation has a particular focus e.g. behaviour management or use of questioning.
2. At observation, Please provide paper copies of
all planning documents all resources used with students during the session all previous observation feedback – mentor and tutor all reflections on completed observations your action plans covering all previous development points
3. After the observation complete a written reflection on the observation using any format but
drawing of models of reflection, the focus should be on your development as a teacher.
develop an action plan detailing how you intend to develop your practice
upload the observation report, reflection and action plan to your e-PPD Portfolio
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Education and Training Sector: Professional Standards
As a professional teacher or trainer you should demonstrate commitment to the following in your professional practice:
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Marking Criteria
These generic marking criteria will help you to distinguish between the different levels of performance that are required for the different grades applied to assessments.
Higher grades place more emphasis on skills such as independent reading and the correct use of these sources, critical analysis, concise writing and well-presented arguments.
Lower grades are obtained when the work is incoherent and descriptive.
Band Level 5 University Generic Marking Criteria
90%-100%
Exceptional work with presentation of the highest standard. The work contains coherent arguments and ideas. There is a detailed understanding of subject matter and critical analysis of issues/problems. Points are made clearly and concisely, always substantiated by appropriate use of source material. There is evidence of a sound ability to critically interrelate theories with examples from practice where appropriate.
80%-89%
Outstanding work with presentation of a very high standard. There is comprehensive understanding of key concepts and knowledge and evidence of critical analysis and insight. Accurate interpretation of data with arguments, ideas and solutions presented effectively and based on strong research and reading.
70%-79%
Extremely good work with presentation of a high standard. Evidence of strong knowledge and understanding together with some critical analysis and insight. Source material is used effectively to support arguments, ideas and solutions.
60%-69%
Very good presentation. Sound knowledge and understanding with an emerging ability to critically engage with and apply the concepts involved linking them to practice where appropriate. Good use of source material which supports most points clearly. Content is wholly relevant and is coherently structured.
50%-59%
Presentation is of a good standard but some shortcomings. Evidence of a sound knowledge base but limited critical and practical application of concepts and ideas. Content is largely relevant although points may not always be clear and structure may lack coherence. Contains some critical reflection and some use of source material to illustrate points.
40%-49%
Adequate presentation. The work is descriptive and/or lacks critical analysis where required but is relevant with limited though sufficient evidence of knowledge and understanding. There is some evidence of reading although arguments/ proposals/solutions often lack coherence and may be unsubstantiated by relevant source material or partially flawed. Links to practice are made where appropriate.
30%-39% – Fail
Poorly structured, incoherent and wholly descriptive work. Evidence of a weak knowledge base with some key aspects not addressed and use of irrelevant material. Flawed use of techniques. Limited evidence of appropriate reading and no evidence of critical thought. Little reference to practice where appropriate.
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20-29% – Fail
Very poorly structured, incoherent and wholly descriptive work. Evidence of a very weak knowledge base with many key omissions and much material irrelevant. Use of inappropriate or incorrect techniques. Very little evidence of appropriate reading and no evidence of critical thought. No links to practice where appropriate. To obtain a mark of 20% the work must show evidence of a genuine attempt to engage with the assessment requirements and with the subject matter.
0-19 % - Fail
The work is extremely poorly structured and presented. It demonstrates no real knowledge or understanding of key concepts and principles. Much material is irrelevant, incorrect or omitted. No evidence of critical thought. No effective use of supporting material. No links to practice where appropriate. Not a genuine attempt to engage with the assessment requirements and/or subject matter.
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Reading Lists
Below are lists of suggested reading for each module.
N.B. The list is separated into the sections, recommended, books, journals and websites to help you in your reading. When you are composing a reference list for an assessment submission you should not separate these different forms within your alphabetical list.
Module: Teacher as Researcher
Essential
Elliot, J. (1991) Action Research for Educational Change. Milton Keynes: Open University
Hopkins, D. (2008) A Teacher’s Guide to Classroom Research. Maidenhead: Open University Press
McNiff, J. & Whitehead, J. (2011) All You Need to Know About Action Research. 2nd ed. London: Sage.
Somekh, B. (2006) Action Research: A Methodology for Change and Development. Maidenhead: Open University Press
Recommended
Brookfield, S. (1995) Becoming a Critically Reflective Teacher. San Francisco: Jossey-Bass
Carr, W. & Kemmis, S. (1986) Becoming Critical: Education, Knowledge and Action Research. London: RoutledgeFalmer
Denscombe, M. (2007) The Good Research Guide for small-scale social research projects. (3rd edition) Maidenhead: Open University Press
Herr, K. (2005) The Action Research Dissertation: A guide for students and faculty. London: Sage
Hoyle, E. & John, P. D. (1995) Professional Knowledge and Professional Practice. Cassell: London.
Kincheloe, J. & Berry, K (2004) Rigour and Complexity in Educational Research: Conceptualising the bricolage. Maidenhead: Open University Press
May, T. (Ed) (2002) Qualitative Research in Action. London: SageEducational Action ResearchJournal of Vocational Education and Training
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Professional Development in EducationResearch in Post-Compulsory Education
http://www.youtube.com/watch?v=cYno85t1YmIWaters-Adams, S. (2006) Action Research in Education. [Online]. Available: ttp://www.edu.plymouth.ac.uk/resined/actionresearch/arhome.htm [27.3.13]
Aiscow, M. (nd). What is Participatory research: possibilities and challenges? [Online]. http://www.methods.manchester.ac.uk/methods/participatoryresearch/index.shtml [27.3.13]
Module: Developing Curriculum
Essential
Kelly, A.V. (2009) The curriculum: Theory and Practice. 6th edition. London: Sage.
Neary, M. (2002) Curriculum Studies in Post-Compulsory and Adult Education: A Teacher’s and Student Teacher’s Study Guide. Cheltenham: Nelson Thornes.
Pinar, W. (2004) What Is Curriculum Theory? (Studies in Curriculum Theory). Oxford: Routledge.
Tummons, J. (2009) Curriculum Studies in the Lifelong Learning Sector. Exeter: Learning Matters.
Recommended
Carr, D. (2003) Making Sense of Education. Abingdon: Routledge.
Castling, A. (1996) Competence- based Teaching and Training. Oxford: MacMillan.
Coffield, F., Edward, S., Finlay, I., Hodgson, A., Spours, K. and Steer, R. (2008) Improving Learning, Skills and Inclusion. Abingdon: Routledge.
Forsyth, I., Jolliffe, A. & Stevens, D. (1999) Planning a Course: Practical Strategies for Teachers, Lecturers and Trainers. 2nd edition. London: Kogan Page.
Gray, l.D., Griffin, C. & Nasta, T. (2005) Training to Teach in Further and Adult Education. 2nd edition. Cheltenham: Nelson Thornes.
Knight, P. and Yorke, M. (2003) Learning, Curriculum and Employment. Maidenhead: Open University Press. *D
Lowe, R. (2007) The Death of Progressive Education. Abingdon: Routledge.
O’Brien, J. (2008) The Course Syllabus: A Learning-centered Approach. San Francisco: Jossey Bass.
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Petty, G. (2009) Evidence-based Teaching. Nelson Thornes: Cheltenham.
Pollard, A. (2005) Reflective Teaching. London: Continuum.
Posner, G. and Rudnitsky, A. (2005) Course Design: A Guide to Curriculum Development for Teachers. Allyn and Beacon.
Posner, G. (2003) Analysing the Curriculum. 3rd edition. New York: McGraw-Hill Higher Education.
Race, P. & Brown, S. (1998) The Lecturer’s Toolkit: A Practical Guide to Teaching, Learning and Assessment. London: Kogan Page.
Ross, A. (2000) Curriculum Construction and Critique. London: Falmer Press.
Scott, D. (2008) Critical Essays on Major Curriculum Theorists. Abingdon: Routledge.
Tyler, R.W. (1969) Basic Principles of Curriculum and Instruction. Chicago: University Kirsten Bottomley (Student)Press.
Wallace, S. (2007) Managing Behaviour in the Lifelong Learning Sector. 2nd edition. Exeter: Learning Matters.
Module: Developing Professional Practice
Essential
Avis, J., Fisher, R. & Thompson, R. (eds)(2009) Teaching in the Lifelong Learning sector. Maidenhead: Open University Press.
Cunningham, B. (2008) Exploring Professionalism. London. Institute of Education.
Kennedy A (2005) Models of Continuing Professional Development: a framework for analysis Journal of In-service Education, Vol 31, No2, pp 235-250
Fraser et al (2007) Teachers’ continuing professional development: contested concepts understandings and models. Professional Development in Education Vol 33, No2, p153-169
Recommended
Atkinson, T. and Claxton, G. (eds.) (2000) The Intuitive Practitioner: On the value of not always knowing what one is doing. Buckingham: Open University Press.
Bolton, G. (2000) Reflective Practice: Writing and Professional Development. London: Paul Chapman Publishing.
Boud, D., Keogh, R. and Walker, D. (1989) Reflection: Turning Experience into Learning. London: Kogan Page.
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Bradbury, N., Frost, N., Kilminster, S. and Zukas, M. (eds) (2010) Beyond Reflective Practice: New Approaches to Professional Lifelong Learning. London: Routledge.
Brookfield, S. (2005) The Power of Critical Theory for Adult Learning and Teaching. Maidenhead: Open University Press.
Campbell, A. & Norton, L. (2007) Learning, Teaching and Assessing in Higher Education. Exeter: Learning Matters.
Connolly, B. (2008) Adult Learning in Groups. Maidenhead: Open University Press.
Crawley, J. (2005) In at the Deep End: A Survival Guide for Teachers in Post-Compulsory Education. London: David Fulton Publishers.
Ecclestone, K. (2009) Transforming Formative Assessment in PCET. Abingdon: Routledge.
Ecclestone, K., Biesta, G. & Hughes, M. (2009) Transitions and Learning through the Life Course. Abingdon: Routledge.
Eraut, M. (1994) Developing Professional knowledge and competence. Abingdon: Routledge Falmer.
Fairclough, M. (2008) Supporting Learners in the Lifelong Learning Sector. Maidenhead: Open University.
Gray, D., Griffin, C. and Nasta, T. (2005) Training to Teach in Further and Adult Education. 2nd edition. Cheltenham: Nelson Thornes
Hillier, Y. (2005) Reflective Teaching in Further and Adult Education. London: Continuum International Publishing Group.
James, D. & Biesta, G. (2007) Improving Learning Cultures in Further Education. Abingdon: Routledge. *D
Moon, J. (2004) A handbook of reflective and experiential learning. Abingdon: Routledge Falmer.
Parsloe, E, and Leedham, M. (2009) Coaching and Mentoring: Practical methods to Improve Learning. (2nd edition) London: Kogan Page. *D
Robson, J. (2006) Teacher Professionalism in Further and Higher Education. Abingdon: Routledge. *
Roffey-Barentsen, J. and Malthouse, R. (2009) Reflective Practice in the Lifelong Learning Sector. Exeter: Learning Matters.
Scales, P., Pickering, J., Senior, Headly, K., Garner, P. and Boulton, H. (2011)
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Continuing Professional Development in the Lifelong Learning Sector. Maidenhead: Open University Press.
Schön, D. A. (1987) Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions. Oxford: Jossey-Bass.
Schön, D. A. (2004) The Reflective Practitioner: how professionals think in action. Aldershot: Arena.
Tummons, J. (2007) Becoming a Professional Tutor in the Lifelong Learning Sector. Exeter: Learning Matters. *D
Walker, S. and Ryan, M. (May 2005) ICT in Post-Compulsory Education. London: David Fulton Publishers .
Key to E-Books: *D DawsonEra *E Ebrary *ML MyLibrary
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