FACULTY OF ARTS AND HUMANITIESPlymouth Institute of Education

PROGRAMME HANDBOOKforCertificate in Education(incorporating the Diploma in Education and Training)

ACADEMIC YEAR 2017 – 2018

Plymouth UniversityCornwall College Bridgwater & Taunton CollegeSouth Devon CollegePetroc CollegeTruro and Penwith College

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PLEASE NOTE:All of the information in this Programme Handbook is correct at the time of printing. Courses are regularly reviewed and updated so details may change.

Plymouth University is proud of its teaching and research and it takes all reasonable steps to provide educational services in the manner set out in this Programme Handbook and in any documents referred to within it. It does not, however, guarantee the provision of such services. Should industrial action or circumstances beyond the control of the University interfere with its ability to provide educational services, the University undertakes to use all reasonable steps to minimise the resultant disruption to those services.

If you require any part of this document in an alternative format or have any other difficulties or concerns relating to accessibility of venues, resources or materials/documentation please contact the Faculty of Arts and Humanities Reception, Room 109, Roland Levinsky Building, or your respective Personal Tutor immediately. Administrative staff in Roland Levinsky are always available and will be more than happy to answer any queries, no matter how small, that are not covered in either of the Handbooks – call in and ask at the reception desk should you need advice on any matter.

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ContentsSECTION 1 WELCOME..................................................................................6

This Handbook................................................................................................................. 7

Introduction and Welcome................................................................................................8

SECTION 2 PROGRAMME INFORMATION..................................................9

Programme Overview.......................................................................................................9

Programme Rationale.......................................................................................................9

POPPI and Placement Information and Documentation.................................................10

Programme Specification................................................................................................10

Programme Structure.....................................................................................................10

Professional Portfolio......................................................................................................13

Professional Accreditation..............................................................................................13

Research and Scholarly Activity.....................................................................................14

Ethics..............................................................................................................................14

International Students.....................................................................................................14

Accreditation of Prior Learning.......................................................................................15

SECTION 3 TEACHING, LEARNING AND ASSESSMENT.........................16

Learning and Student Experience Strategy and Goals 2013-2020.................................16

Formative and Summative Assessment.........................................................................16

Plagiarism.......................................................................................................................16

Overlength or Underlength of Assignments....................................................................16

Return of Assessed Work...............................................................................................17

Publication of Final Results............................................................................................17

Extenuating Circumstances............................................................................................17

Interruption of Study or Withdrawal from the Programme...............................................18

Marking Policies..............................................................................................................19

Referencing Conventions...............................................................................................19

Submission of Assessed Work.......................................................................................19

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Return of Assessed Work and Feedback.......................................................................20

External Examiner Arrangements...................................................................................20

Ofsted Inspection............................................................................................................21

Student Feedback and the Student Voice......................................................................21

SPQ (Student Perception Questionnaire).......................................................................21

Students as Partners Charter.........................................................................................21

Local Programme Committee.........................................................................................21

Student Representatives................................................................................................22

Engagement with Studies...............................................................................................22

Students with Specific Learning Difficulties/Disabilities..................................................22

Early Alert.......................................................................................................................23

Cause for Concern..........................................................................................................23

Changes in Circumstances.............................................................................................23

Tutorial Support and Guidance.......................................................................................23

Personal Tutoring Policy.................................................................................................24

Learning Resources and Environment...........................................................................24

Library Services..............................................................................................................25

lynda.com.......................................................................................................................26

Nappy Changing and Breast Feeding Facilities..............................................................26

Building Opening Times..................................................................................................26

Safety Policy Code of Practice: Lone and Out of Hours Working...................................26

Practical Workshops.......................................................................................................26

SECTION 4 PROGRAMME MANAGEMENT STRUCTURES......................27

Programme Management Team.....................................................................................27

SECTION 5 FACULTY LEVEL INFORMATION...........................................28

Faculty/School Management and Technical/Professional Services Contact Detail........28

The Learning Gateway...................................................................................................31

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Learning Development....................................................................................................31

Employability.................................................................................................................. 31

Peninsula Arts................................................................................................................ 31

Plymouth University Press..............................................................................................32

What is Formation Zone?...............................................................................................33

Appendix 1 – Module Records........................................................................................36

Appendix 2 – Coursework Assessment Criteria..............................................................71

Appendix 3 - Observation of Teaching Assessment Criteria for Pass/Fail and Grading Practice........................................................................................................................................73

Appendix 4 - Professional Portfolio Assessment Criteria – includes Reflective Development Plan (RDP)..............................................................................................................................77

Appendix 5 - Cause for Concern Procedure - Mentor / Tutor Guidance.........................79

Appendix 6 - Cause for Concern Form...........................................................................81

Appendix 7 – Early Alert Tutorial Record........................................................................83

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SECTION 1 WELCOME

Professor Dafydd Moore, Executive Dean of the Faculty Arts and Humanities

Welcome to the Faculty of Arts and Humanities. As an academic community we bring together a broad range of disciplines, from Art History to Education to TV Arts.  All our academic subjects are underpinned by strong staff research profiles and practitioners who are committed to giving you the benefit of their learning and to offer you the best possible student experience, no matter what subject or qualification you are studying. As Dean I wish you every success as both a student, and future alumni of the Faculty.   Those who have gone before you have carved a path of success that we know you will follow as you grow intellectually, creatively and in your professional life over the next few years.

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This Handbook This handbook should also be read in conjunction with:

Plymouth University Student Handbook and Guide to Services (available electronically via here) will provide all the general and important information which will help you to find out what you need to know about the University life, policies, procedures you need to adhere to and the services available to you, including Disability Assist Services, Term Dates, information relating to the Students Union, Tuition Fees, library etc.

Each programme has a definitive programme specification which provides a brief description of the programme, its distinctive features, programme aims, learning outcomes, etc. Copies of the latest version of the programme specification for your programme are available via the Digital Learning Environment (Moodle) or alternatively, please contact your Programme Leader for details.

The contents of this handbook will provide both programme-related and supplementary Faculty level information for those undertaking a programme of study.

NOTE: This handbook will be available electronically on the Digital Learning Environment (Moodle) on your respective Programme Moodle site.

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Introduction and Welcome

The University and its Partner Colleges (the partnership) have been successfully providing teacher education programmes, in various iterations, since 1984. It began as a part-time programme for serving practitioners and, twelve years ago, a full-time route was developed for pre-service teachers, with teaching placements arranged. This programme complies with the mandatory requirements detailed in the ETF Teaching and Training Qualifications for the Further Education and Skills Sector in England (2016) and is underpinned by the Professional Standards for Teachers and Trainers in Education and Training – England (Education & Training Foundation, 2014), within the Framework for Higher Education qualifications in England, Wales and Northern Ireland (QAA, 2008).

The education of teachers for the Further Education and Skills Sector represents an important part of the existing and future work of PIoE. The Postgraduate Certificate in Education Inc. DET (PGCE inc. DET) and the Certificate in Education inc. DET (Cert Ed inc DET) are nationally endorsed qualifications that are recognised by further education colleges, adult and community education services, work based training providers, offender learning contractors and public sector organisations.

Professional practice lies at the heart of the programme and trainees are encouraged to develop as reflective practitioners whilst they explore the theory underpinning their continually developing teaching practice. Since 2007, the programme has been developed to embed education for sustainable development and trainees are also encouraged to demonstrate innovation, creativity and enterprise. There is a strong research base across the partnership which underpins this and other developments in the programme.

The programme consists of three core modules and one enhancement module. Over the four modules, you will explore and analyse current ideas related to learning and teaching in post compulsory education and training, also known as the Further Education and Skills (FES) Sector. The programme will offer a balance of practical skills, reflection, reflexivity and related education theories. The core modules will be concerned with the processes and theories of learning, teaching and assessment, curriculum and society and development of wider professional practices. The opportunity to consider all these areas specifically in the light of your own teaching practice, subject specialisms and experience will be central to your professional development. Through a Professional Portfolio, the programme gives you the chance to evidence your developing practical skills, knowledge and understanding in relation to a range of aims and targets, and also to reflect upon the complex relationships between practice and theory.

Whilst focusing on both generic and subject specific knowledge, understanding and skills, the programme will also involve the development of maths, English and ICT. You will be expected to evidence your personal skills and identify how, as a teacher/tutor, you can support your own learners’ needs in these areas, in relation to the level at which they are studying and the demands of their curricula.

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Assigned tutors will support your academic work and observe you teaching. Your subject specialist mentor will support your teaching practice development in the workplace/teaching placement, particularly in relation to your subject specialism and pedagogic skills. The active relationship between tutors, mentors and students is intended to be that of colleagues working together to achieve good educational practice, and to ensure that students reach their full potential.

SECTION 2 PROGRAMME INFORMATION

Programme Overview The programme operates within Plymouth University’s standard regulations for postgraduate programmes (available electronically on the Digital Learning Environment (Moodle). It is managed by PIoE within the Faculty of Arts and Humanities.

Programme Rationale The Certificate in Education is a 120 credit teacher training award for graduate teachers in the Further Education and Skills Sector. Plymouth University has been successfully offering the programme in conjunction with partner colleges for the last twenty years. The programme is subject to OFSTED inspections of Initial Teacher Education. The programme complies with the mandatory requirements detailed in the ETF Teaching and Training Qualifications for the Further Education and Skills Sector in England (ETF 2016) and are underpinned by the Professional Standards for Teachers and Trainers in Education and Training (Education & Training Foundation, 2014), within the Framework for Higher Education qualifications in England, Wales and Northern Ireland (QAA, 2008).

Plymouth University is a provider of Initial Teacher Education (ITE) for trainee teachers in the Further Education and Skills Sector in the South-West. This programme serves a wide range of audiences with trainee teachers in this sector teaching on programmes from pre-entry level for students with learning difficulties, to higher education level for students on foundation and first degrees. The strong and collaborative Partnership includes further education colleges in Somerset, Devon and Cornwall and in 2007 was awarded a Centre for Excellence in Teacher Training. This was a three year project sponsored by LSIS, with Plymouth University, as the lead organisation, drawing down over £900,000 of funding for research and development. Staff across the Partnership engaged in projects which focused on delivering the ITE reforms including the development of mentoring, breadth of practice, communications between College Human Resource teams and FE ITE teams, subject specialist pedagogy, minimum core and blended learning.

In line with the Professional Standards and the importance of the link between theory and practice, the practical teaching element of the programme is integrated into all modules. Each module of the programme is 30 credits with 30 credits of the award at Level 4 and 90 credits at Level 5 to comply with the mandatory requirements for qualifications of teachers in the Further Education and Skills Sector.

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The programme is offered on a full-time basis across one academic year for pre-service teachers. PIoE contracts the full-time programme out to Cornwall, Exeter and Truro and Penwith Colleges and the part-time programme out to Cornwall, Bridgwater & Taunton, Petroc, South Devon and Truro & Penwith Colleges

Teaching Practice

Pre-service trainees will have placements arranged within the Colleges at which they study or in placement colleges for those studying at the University. In-service trainees will either have their own paid teaching practice or will have arranged voluntary teaching practice. During the programme you should evidence a breadth of teaching practice for a minimum of 130 hours, of which 100 hours will be in the full teaching role (direct contact). Of this, there must be a minimum of 70 hours group teaching and a maximum of 30 hours 1:1. The additional 30 hours will be non-contact and will include involvement in team meetings, IV/EV meetings, interviewing, visits, observations of teaching and CPD activities. You will complete a log of practice (see module checklists) which will provide a record of your engagement in your developing professional practice and show a breadth of practice in relation to different groups, levels or settings. You must pass each of the two teaching observations per module and meet the log of professional practice requirements in order to progress between modules. Therefore these documents must be submitted at each submission date.

POPPI and Placement Information and Documentation Please click here for the latest placement information and documentation. This link will take you to Plymouth Online Practice Placement Information (POPPI). Here you will find common templates and proformas, Handbooks, Policies and Guidance, and examples of completed documents. These are for use by Trainees, Mentors and Tutors.

Programme Specification Programme Specifications can be found on the Programme Moodle pages.

Programme Structure An outline programme structure and features, modules, credit and award requirements are as follows:

NB where FT and PT programmes are taught together they will follow either route A or route B for the ordering of these two modules: Enhancement Module* and DLLS 579 Curriculum and Society. Route B is currently only delivered by Cornwall College.

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Full-Time Programme route A and BAutumn TermAU/M

DLLS490 Learning, Teaching and Assessment (Core Module Level 4 - 30 credits)

Enhancement Module* (Level 5 - 30 credits)

OR DLLS579 Curriculum and Society(Core Module Level 5 - 30 credits)

Spring TermSP/M

DLLS579 Curriculum and Society(Core Module Level 5 - 30 credits)

Enhancement Module (Level 5 - 30 credits)

DLLS580 Wider Practice and Professional Development (Core Module Level 5 - 30 credits)

Part-Time Programme route AAutumn Term Year 1 AU/M

DLLS490 Learning, Teaching and Assessment (Core Module Level 4 - 30 credits)

Spring Term Year 1SP/M

Enhancement Module* (Level 5 - 30 credits)

Autumn Term Year 2 AU/M

DLLS579 Curriculum and Society(Core Module Level 5 - 30 credits)

Spring Term Year 2SP/M

DLLS580 Wider Practice and Professional Development (Core Module Level 5 - 30 credits)

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Part-Time Programme route BAutumn Term Year 1 AU/M

DLLS590 Learning, Teaching and Assessment (Core Module Level 6 - 30 credits)

Spring Term Year 1SP/M

DLLS579 Curriculum and Society(Core Module Level 5 - 30 credits)

Autumn Term Year 2 AU/M

Enhancement Module* (Level 5 - 30 credits)

Spring Term Year 2SP/M

DLLS580 Wider Practice and Professional Development (Core Module Level 5 - 30 credits)

* Enhancement Modules Delivery Centre Enhancement Module

Plymouth University

DLLS584 Theories and Principles of Managing Learning Environments

Cornwall College DLLS582 Principles of Teaching and Innovation, Enterprise and Employability

Exeter College DLLS581 Theories of Learning and Managing Behaviour

Bridgwater & Taunton College

DLLS581 Theories of Learning and Managing Behaviour

South Devon College

DLLS581 Theories of Learning and Managing Behaviour

Truro & Penwith College

DLLS583 Investigating Theories of Learning and Teaching

Information about the modules contained within the programme can be found as part of the programme specification which is on the Digital Learning Environment for Plymouth University trainees or on your College’s virtual learning environment.

Professional Portfolio

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It is important to bear in mind, from the outset of your study, that you are working towards a PGCE that will provide pre-service trainees with a foundation for a potential career and for in-service trainees, the means of demonstrating development to progress your career in the future.

The Professional Portfolio is central to the programme and the means by which you explicitly demonstrate your professional and personal developmental journey as a reflective practitioner. It will become a portfolio of your development which will demonstrate to future employers and reviewers how you have improved your practice and developed your employability during the programme. It may also be used in an Ofsted Inspection if you are selected to meet an Inspector during the programme, or during the first year of your employment as a teacher. You will be required to provide those sheets which are starred in each of the checklists, depending on how far you have reached in the programme.

Engagement in this process will allow you to demonstrate your ability to evaluate and improve your approaches to planning and enabling teaching, learning and assessment. You will identify specific targets for improvement and actions to be taken, through reflection on your teaching and the feedback provided by your subject specialist mentor and tutors. Reflecting on knowledge, understanding and practice in relation to the professional standards, including access, progression and exploration of professional values, helps to promote a holistic approach to your professional and personal development. A fundamental aspect of this process is the collaborative relationship between you, your mentor and your tutor.

The Professional Portfolio process will enable you to:

become more effective, independent and confident self-directed learners; understand how you are learning and relate your learning to a wider context; improve your general skills for study and career management; articulate your personal goals and evaluate progress towards your achievement; and encourage a positive attitude to learning throughout life provide professional development action plans to take forward into your first job as a

teacher

You will need a high level of passion and drive for success if you wish to realise your ambitions in a highly competitive job market. Opportunities for support can also be made available on request and information relating to a student drop-in clinic is available at the following weblink:

http://www1.plymouth.ac.uk/careers/Pages/default.aspx

Professional Accreditation Students who successfully complete this programme can apply for Qualified Teacher Learning and Skills (QTLS) status through the Education and Training Foundation – please click here. PGCE (inc. DET) awards do not automatically confer QTLS; there is a period of professional formation required, and students will be informed about this during their studies. Students will also be informed of any further requirements for QTLS including Maths at Level 2 and specialist diplomas for those teaching functional skills.

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Research and Scholarly Activit y There are lecturers across the University and College partnership engaged in and publishing post-doctoral and post-masters research on education for sustainable development; the professional development of teacher educators; experiences of vocational specialists entering teaching; mentoring trainee teachers; e-portfolios as a tool for teacher training; encouraging innovation, creativity and enterprise in teacher training and the hopes, aspirations and experience of injured soldiers and pathways into higher education.

E thics If you are undertaking research which involves human participation, you will need to ensure that you adhere to the University’s Ethics policy. This covers issues such as informed consent, openness and honesty, the right to withdrawal, protection from harm, debriefing, confidentiality, and any ethics protocols that relate to professional bodies.

For more details please click here.

International Students Plymouth University and UKVI (United Kingdom VISA AND IMMIGRATION) Requirements

The University must retain copies of the personal identity pages of your passport plus pages covering your current leave and all UK leave stamps, and a copy of the Biometric Residence Permit/BRP (if applicable). These documents must be scanned by our International Student Advice (ISA) in the Roland Levinsky Building, before you will be allowed to enrol on your programme.

If you do not have a valid visa that permits study at this institution, and cannot submit a valid application to UKVI through ISA, before our final enrolment deadline, then enrolment will not be permitted and you will be advised to return home and defer your studies.

Records of attendance must be kept for all students with a Tier 4 student visa.   It is vital that you keep your Faculty and the International Student Advice notified of any

periods of non-attendance or absence, such as illness. Attendance on your programme is also monitored so if you miss classes, submitting work or

other requirements of your course then you may be given a warning or withdrawn from your programme of study, depending on the amount of classes or work missed.

You must maintain up-to date personal contact details on the Digital Learning Environment (Moodle) at all times, in particular your local address, personal email and local / mobile phone number.

If you wish to withdraw from or suspend / interrupt your studies, you must inform your Faculty and ISA immediately.

 Please note:  the University must report changes in your circumstances to the UKVI, this may include but is not limited to:

1. A specified period of non-attendance.2. If you cease to study at the university for any reason (withdrawals, suspensions, interruptions etc.).

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3. If you are withdrawn from your course through non-payment of tuition fees or any other reason.4. If your study circumstances change such as a change in course, or if the duration of your course

changes.5. If you undertake a work placement as part of your course.6. If it is known that you are not complying with the conditions of your leave (for example working more

hours per week than you are permitted).

For full details of your Tier 4 responsibilities as a student at Plymouth University please click here.  Please see International Student Advice ISA to discuss or clarify any of the points above. ISA: Roland Levinsky Building, international.advice@plymouth.ac.uk

Accreditation of Prior Learning PIoE will consider claims for Accreditation of Prior Learning (APL). Students wishing to apply for APL will be referred to the PIoE APL Guide.

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SECTION 3 TEACHING, LEARNING AND ASSESSMENT

Learning and Student Experience Strategy and Goals 2013-2020 All University courses are required to align to this institutional strategy. This comprises of 6 goals which aim to have the student experience at the heart of what we do. The strategy can be accessed here .

Formative and Summative Assessment The assessment of your intellectual skills (knowledge and understanding) and your professional practice is through a combination of formative and summative assessments. Formative assessments may be in the form of seminars, individual tutorials, through micro-teaches or presentations in order to inform your learning. Summative coursework assignments include essays, a research proposal and preparing presentation materials; practice assignments are in the form of a professional portfolio, as well as teaching observations and logs of professional practice. These assignments will count towards your progression through the programme and your final award. Details of these will be published in the module handbooks and you must comply with the directions given by your tutors for each module and particularly note the hand-in deadlines and what must be submitted.

Please reference the Benchmarking Skills Map within the Programme Specification (on Moodle or local VLE) for further details on how the teaching, learning and assessments of the skills listed within the column on the right is achieved within each module.

Plagiarism Plagiarism is a form of academic dishonesty, and means using the ideas and words of others without acknowledging that you have done so. In serious cases this might involve deliberately trying to pass off the words and ideas of others as one’s own. You have now joined an academic community where plagiarism is taken very seriously. Cases of suspected plagiarism will be referred to a committee for review, and should the committee decide that academic dishonesty has taken place, action will be taken. The latter may take several forms, including the re-writing of an assignment, and in serious cases the student will be told to withdraw from the programme. To avoid the risk of plagiarising, you will need to use the Harvard referencing system accurately and consistently.

Overlength or Underlength of Assignments There is a leeway of 10% of words either way but if this is breached, students may be penalised and required to resubmit. Please note that direct quotations do not contribute to the word count of an assignment.

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Return of Assessed Work All work will normally be returned to you within 20 working days (plus any statutory holidays) of the hand-in date. Supportive feedback will be provided, connected to the assessment criteria. Marks will be provisional until the Award Assessment Board has confirmed the results. Following the Board you will receive a transcript of your results. If your work has failed for the first time, you did not submit or you were late at the first attempt, you will be given a date for resubmission* and details of the Standard Referral Task required. Details of how to access this task will be included with the transcript for partner college students. University students will be instructed to access the task on the University student portal. It is imperative that you read all communications from the University carefully and you act on the instructions given, as failure to do so will, subject to the Award Board, result in you failing at the 2nd attempt, which will result in you failing the programme. If you do not understand the instructions given, you must seek clarification using the contact details provided in the letter from the University. If you wish to discuss this with your tutor, you must take the letter and enclosures with you to any tutorial arranged.

*This assumes that the failed work is a Fail 1, you have passed each of the two teaching observations per module and have met the log of professional practice requirements and that you are trailing no more than 60 credits. If the Fail means that you are trailing more than 60 credits, then you will, subject to the Award Board, be required to interrupt, to avoid disadvantaging you in your progression on the programme.

Publication of Final Results At the end of your programme, you may be required to submit all completed work for review by the External Examiner. The Award Assessment Board will decide whether you have completed the programme successfully and you will be notified of your success within a short period of time. You will then be invited to the University or Partner College Graduation Ceremony.

Extenuating Circumstances We recognise that you may be prevented from submitting work on time for good reasons. Extenuating circumstances are granted in exceptional circumstances, in accordance with the University regulations. If health, or any other circumstance, prevent you from meeting a deadline then you must fill in an extenuating circumstances form. It must be accompanied by corroborating evidence which explains the circumstances, timing and severity of the problem which has resulted in the claim for extenuating circumstances. The case for the extenuating circumstances will be considered by a Faculty Screening Panel. Please keep your tutor apprised of any problems. Please note that students are normally allowed a maximum of 10 working days from the original deadline for the submission. If you have submitted a claim for extenuating circumstances and these are no longer causing extenuating circumstances, you should continue to work on the assignment so that you are ready to submit on the revised deadline you will be given, in the event that the extenuating circumstances are granted. If the reason for the extenuating circumstances continues and means you cannot meet the revised deadline, this will be discussed at the next Award Board. If extenuating circumstances are not granted, the assignment will become a F1, if a

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first attempt, or a F2, if a second attempt. You must then wait for instructions following the next Award Board. For further information, see the Student Handbook available here (click on ‘Academic Regulations’) taking particular note of the process and procedures as well as what constitutes an Extenuating Circumstance.

NB At the end of the academic year, the final opportunity to submit following a claim for extenuating circumstances is 1st June of any academic year.

Interruption of Study or Withdrawal from the Programme On rare occasions a student may find that they are unable to continue their study at present. Reasons vary, but may include ill health, bereavement, family difficulties or severe changes in patterns of work. In these circumstances, where continuation on the programme is not possible, you may apply to interrupt your studies. If possible, this process should start with a one-to-one tutorial with your academic/personal tutor. The length of interruption and the proposed date for resuming studies can be discussed at this point. If you are unable to meet with your tutor, please inform the Programme Administrator as soon as possible. Note that you will need to inform Student Finance England of your decision, and that this may affect your funding. Requests for interruption of study must be made on the appropriate form, available from your tutor or from the Programme Administrator.

Full-time students must follow the above procedure, but if they are unable to meet their tutor they must inform their Placement Co-ordinator immediately to ensure that all teaching commitments can be covered by other staff.

You will normally be offered the opportunity to resume study by letter from the University, within the maximum period of registration (see 2nd bullet point below). If you confirm your intention to resume, you will be sent a letter from the University, which will require you to update your Reflective Development Plan in your Professional Portfolio and meet the DBS and Fitness to Teach requirements. Subject to you meeting these requirements and the availability of a placement for full-time students and the necessary teaching practice for part-time students, you will be contacted by the University / Partner College to arrange a ‘resuming study tutorial’ to plan your return to the programme.

Should you decide for any reason to withdraw from the programme, we would strongly recommend that you discuss this beforehand with your tutor. Withdrawal will have implications for the award you receive. Please note the following:

Students who wish to withdraw from a module must complete the appropriate form by the published deadline. Students who do not formally withdraw by the published deadline and subsequently do not complete the module will be deemed to have failed the module.

The University has a maximum period of registration for this award which is three years for a full-time student and five years for a part-time student

If you are currently employed, withdrawal may also have implications for your future employment, and we recommend that you discuss this with your employing institution.

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Please reference the Benchmarking Skills Map within the Programme Specification for further details on how the teaching, learning and assessments of the skills listed within the column on the right is achieved within each module.

Marking Policie s Tutors in each centre carry out first marking and a sample of second marking, and the University Partnership Co-ordinator is involved with moderation meetings at each centre and collects a sample of students’ assignments for cross-partnership standardisation.

Referencing Convention s The standard referencing system for the provision is the Harvard System and there is a referencing support site here and details are provided in the PGCE/Cert Ed Study Skills Guide. This pack can be accessed online through the University Moodle site or the Partner College virtual learning environments. The Harvard system used by PIoE is based on the book Pears, R. and Shields, G. (2013) Cite them right: the essential referencing guide. Basingstoke: Palgrave Macmillan (and subsequent versions).

Submission of Assessed Wor k The Faculty of Arts and Humanities reception is located in Room 105 Roland Levinsky Building.

The reception opens for submission of coursework Monday to Thursday 08.30 – 17.00 hrs. Reception is closed on Saturday/Sunday and on English/Welsh bank holidays.

Contact Details:

Faculty of Arts and HumanitiesRoom 109 Roland Levinsky BuildingPlymouth UniversityDrake CircusPlymouthPL4 8AA

Email: artshumadmin@plymouth.ac.uk Telephone: +44(0)1752 585020

Submission Partner Colleges will provide details of how and where coursework should be submitted at

3pm on the specified submission date. For University students the coursework component should be submitted using the electronic

submission process before 3pm on the specified submission date. The Practice and Portfolio components will be handed in hard copy to the Faculty of Arts and Humanities Reception. Please check your module handbook for details of submission. For all Schools, this will be Room 109 of the Roland Levinsky building.

1. All coursework submitted via the receptions need to be presented in a secure fashion and have a completed cover sheet attached. The cover sheets are available on the coursework

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preparation desk immediately outside the Faculty of Arts and Humanities Reception in the Roland Levinsky Building.

2. Please make sure you have your student card with you when submitting work, and that you are sure of the module code.

3. Group work, if used, will not be anonymous: all members of the group must sign the section at the foot of the cover sheet and ensure their card numbers are clearly marked alongside the signature.

4. DO NOT BE LATE The system is set up to allow a maximum of 30 seconds leeway before a late mark is stamped on the receipt. This stamp carries a potential mark of zero if the module is pass/fail, or a cap at the pass mark (currently 40% for undergraduate and 50% for postgraduate). If the work is over 24 hours late it will earn a zero mark. It is recommended that all students leave plenty of time to allow for traffic/travel issues and potential problems with printing, as these do not normally constitute extenuating circumstances.

5. If you are late due to circumstances beyond your control, please speak to a member of the counter staff who will be happy to begin the extenuating circumstances claims process with you.

6. A facility for submitting coursework out of hours is available in the entrance of the library, where there is a secure coursework drop-off. Affix a photocopy of your student card, and simply put it in the box provided. If you cannot get a photocopy, then please ensure your students and card numbers are clearly marked on your cover sheet.

Return of Assessed Work and Feedback University students will collect the hard copy work from Faculty of Arts and Humanities reception is located in Room 109 Roland Levinsky Building. To ensure confidentiality can you ensure that you have your student card with you when collecting work. Electronic submitted work will be returned via the e-submission process on Moodle. Partner colleges will be able to advise how to collect assessed work

External Examiner Arrangement s External Examiners are essential to the academic well-being of the University. Their involvement ensures that:

1. Standards are appropriate by reference to published national subject benchmarks, the National Qualifications Framework and the University's programme and module specifications.

2. The assessment process measures student achievement against the intended learning outcomes

3. The assessment process is in line with the University's New Assessment Policy 2014-20 (for implementation from September 2014)

4. The University's awards are comparable in standard to awards conferred by other UK HE institutions

5. The assessment process is operated fairly and equitably and in accordance with University Regulations.

6. There will be one or more Subject External Examiners involved in your programme and one Award External Examiner.

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Students can access external examiners’ details (name, position and home institution) via a link under ‘Your learning/Your External examiners’ on the student portal. Based on individual Student Reference Numbers, students will be given access to the details of the External Examiners for the modules on which they are registered and their reports – and responses to these reports - for the last two years. External Examiner reports can also be found on the Programme Moodle pages.

Ofsted Inspection In the event of an Ofsted Inspection you may be selected for observation by an Inspector. If so, as well as the usual documentation required for your observer, you should also provide all assessed assignments to include coursework, Professional Portfolio and all feedback on observations carried out up until the date of the Inspection. If inspected, the first visit will take place in the summer term of your programme. There will then be a subsequent visit during the Autumn term when they may visit the same or different students to those visited in the Summer term, in their first term of employment. Again, the Inspector may wish to see your coursework, Professional Portfolio and all feedback on observations carried out as a trainee teacher, plus any observations you have had in your first term of employment. It is therefore important that you keep these documents to hand, at least during the first term of employment, although you may wish to keep your Portfolio for future teaching interviews.

Student Feedback and the Student Voice There are several routes through which the student voice can be heard, including Local Programme Committee Meetings (LPC), end of module feedback forms, Student Perception Questionnaire and Programme Committees etc. These kinds of opportunities give you the chance to tell us what you feel about your experience of teaching and learning at Plymouth University and to allow us to identify those issues that are perceived by you as affecting your education, either positively or negatively. Students should not contact External Examiners directly.

SPQ (Student Perception Questionnaire) The Student Perception Questionnaire (an in house survey) is launched at Plymouth University in January and finishes at the end of March. The survey is available to eligible students here .

Your support is vital to the success of the survey!

Students as Partners Charter Students and staff are members of the academic community and are all partners with complementary roles and responsibilities in the learning process. Students and staff have jointly developed an agreement that sets out key principles that underpin this partnership. Through this partnership, we are enhancing academic standards and achieving the University’s vision, mission and values.

Please click here for further information.

Local Programme Committee This Committee meets three times a year to consider the progress and development of the Programme. One or more student representatives from each year should attend, in addition to key members of staff, including the Programme Leader (Chair), Module Leaders and a representative from Information and Learning Services. The Local Programme Committees at the University and

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the Colleges all feed into the Partnership Programme Committee which takes place five times per year.

Student Representatives Each Level of each Programme has one or more student representatives, elected for a year, who are expected to participate in a range of activities – from attending training sessions at the beginning of the year (organised by the Students’ Union) to attending Programme Committees (see above) and representing their cohort’s views at the LPC, School Teaching and Learning Quality Committee’s or Faculty Teaching and Learning Quality Committee. Further information is available from the Student’s Union. One representative from the School also attends Faculty Advisory Forum (which is held four times during the academic year) to represent the views of all the students in the School and also to learn about current Faculty priorities. For further information please click here.

Engagement with Studies You are expected to attend ALL timetabled sessions for each module, unless otherwise directed by the Module Leader – your participation is essential. There is a very close correlation between those students who are poor attendees and those who fail to progress at the end of the year. It's recognised that those who attend regularly give themselves a much higher chance of success. If you are having difficulties or feeling uncertain please contact your Personal Tutor or other member of staff to talk things through. The University offers various support services to help you adjust to university life and academic work.

We expect you to approach your studies in a professional manner and if you know you are going to be absent from a timetabled session, you should inform the Module Leader by email and negotiate how you are going to catch up. As a minimum, if you are ill or otherwise unable to attend, you should send apologies to your tutor and ensure that you have caught up with the work. If your assessment is affected by circumstances beyond your control, you may be able to claim for extenuating circumstances – see details elsewhere in this handbook.

In addition, procedures are in place to monitor attendance throughout the year and if you fail to submit coursework without notice or regularly fail to attend sessions, a letter will be sent to both your home and term-time addresses requesting details of absence. If you do not respond within a specified time, further action will be taken which may ultimately result in you being assumed to have withdrawn.

Students with Specific Learning Difficulties/Disabilities The course team has much experience of helping and advising students with learning difficulties. You should not hesitate to talk to your tutor if you have any concerns about learning, whether you declared this at the outset or not, or if you are only now coming to question whether indeed you may have a learning difficulty. The University has a specialist unit, Disability Assist Services, and you can contact them for guidance and support (see Plymouth University Student Handbook (available here) for more details.

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Early Alert Through support from Tutors and Mentors most questions or uncertainties can be addressed and resolved. Occasionally, there may be a particular aspect of the programme or a related personal matter that needs more focused attention, but does not require a Cause for Concern (see below). In this instance, the trainee and tutor can meet for an Early Alert tutorial that can help by ascertaining the background of the issue in question, suggest and record actions to be taken, with a follow up review of progress (See appendix 6 for details). If, following a review of progress, the issue remains unresolved then the Cause for Concern should be raised as the next step in supporting the students/trainee teachers.

Cause for Concern Even very competent pre-service or in-service trainee teachers can experience setbacks and what may seem to be insurmountable problems. Most difficulties can be overcome with constructive guidance and a supportive approach from Mentors and Tutors. For a minority of trainee teachers however, the problems require more formal support to solve. If the Mentor and/or Placement Co-ordinator and/or Tutor has a cause for concern in relation to your obligation to and management of your placement, your professional responsibilities, or absence from your placement or programme, a cause for concern procedure should be put into action. Full details of the procedure can be found at Appendices 4 - 5. A meeting should be arranged with you, the Mentor, the Tutor and, for FT and PT Pre-service Trainee Teachers, the University and / or College Placement Co-ordinator and, for PT In-service Trainee Teachers where appropriate, an HR representative. This meeting should take place at least two weeks before the Mentor is required to sign your log of professional practice which confirms you have made at least satisfactory progress towards meeting the programme requirements. The Cause for Concern form should be completed, an action plan and timescale agreed and a Progress Review meeting arranged to consider progress towards the targets set. If sufficient progress has been made, then there will no longer be a cause for concern. If some progress has been made but there are still targets to meet, which it is considered you could achieve, a further Cause for Concern form will be completed and a second Progress Review meeting arranged. If not, or if you fail to meet all of the targets set at the second Progress Review, then you would fail the placement and be required to interrupt (see Appendices 4 - 5 for further information).

Changes in Circumstances

Students must immediately notify their tutor in the following events: Significant changes to health Involvement in anything that could have an impact on your DBS status

The ‘cause for concern’ procedure will be implemented and appropriate actions identified.

Tutorial Support and Guidance Your respective Personal Tutor is concerned with providing general support and guidance to you. Module Leaders and tutors will be responsible for providing module related academic support and tutorials on an individual basis. Most members of academic staff will publish their ‘office hours’

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early in each semester and will be available for consultation, either by prior appointment or on a drop-in basis.

Personal Tutoring Policy Personal tutors are designated as a sustained and first point of reference for individual students on personal, domestic or academic matters. Every student is allocated a named personal tutor who should normally be a member of academic staff within the subject discipline of the student. Every student should attend a minimum of two meetings per year. Students have a responsibility to contact their personal tutor when they need help or guidance and should be proactive in attending meetings and raising personal issues. Discussions with your personal tutor are of a confidential nature, unless particular issues arise that need to be recorded or referred for the welfare of the student or University. Please click here for Personal Tutoring Policy. Also please click here for further information on Confidentiality and Data Protection.

Learning Resources and Environment The standard study programme for an award consists of a number of Stages for undergraduates. A Stage is equivalent to one year of study for a full time student.

The credit weighting of undergraduate awards will be:

Stage 1 total of 120 credits Stage 2 total of 120 credits Stage 3 total of 120 credits

The credit weighting of postgraduate awards will be:

Postgraduate Certificate a minimum of 60 credits Postgraduate Diploma a minimum of 120 credits Masters (including MRes & ResM) a minimum of 180 credits

Delivery of all elements of knowledge and understanding for teaching and learning is through a combination of lectures, seminars, tutorials and workshop-based activity. You are expected to spend approximately 300 hours per week studying, in total. Some of this time will be spent in planned sessions such as lecture, seminar, practical, tutorial or workshop but the rest of it is for independent study. For each module you will have set contact time each week, outlined in module timetables, which you must attend.

Please note that throughout the course of the programme you are expected to undertake independent reading and practical work to consolidate and broaden your understanding of the subject that you are studying.

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Library Services The Charles Seale–Hayne Library provides distinctive and bespoke collections to support the range and diversity of the programmes delivered across the faculty both in print and via a range of electronic media including, e-books, e-journals and electronic archives.

Within the library, students have access to a breadth and depth of print collections to support students at all levels in their learning and research, including special collections specific to the faculty (School Experience, Rare Books, Rare Journals; Artists’ Books and the Swansea Devon collection).

The library is open 24/7 all year round providing access to both print and electronic collections at all times.

The library provides different spaces to suit most types of learning experience from silent areas to group study rooms. The library also provides a range of services to support your learning, for example: large format printing; equipment hire; materials for purchase; PCs; MACs; assistive technology for students with disabilities. There is a friendly helpful team on hand to assist in use of all these resources including specialist support for students with disabilities.

The team of information specialists work with students in designated schools to provide initial orientation to library and IT services. They also provide follow up sessions supporting the development of information and digital literacy for students at all levels which are normally embedded within programme modules and tailored to the needs of the different disciplines.

The Information Specialists also attend programme and staff student liaison committees feeding back ideas from staff and students to the library ensuring the continued development and delivery of relevant and high quality library services.

The Partner Colleges also have excellent library facilities and, as well as these, you will also have access to the Plymouth University Library Services and you will receive details about this in your College Inductions.

Useful information:

Information Specialists’ online support here.

Contact details for individual Information Specialists can be found in part 5 of this handbook Library and IT enquiries and help contact: l ibraryandITenquiries@plymouth.ac.uk or +44 (0)1752 588588

Ask librarian (online chat support) here.

Library and IT self-help here.

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Additional library support for students with disabilities can be found here. Service for distance, placement information can be found here. Further information on the Plymouth University Library can be found here.

lynda.com The University has a campus wide subscription to lynda.com which is a comprehensive library of video-based training resources. This service is available to all University staff & students and provides a wide range of tutorials dedicated to a continually growing and evolving library of training videos and tutorials covering a wide range of software, technologies and business topics. 

 Visit here to watch an introductory video on Lynda.com and to access over 2,400 courses and 110,000 tutorials with new releases every week

Nappy Changing and Breast Feeding Facilities A nappy changing table is available in the disabled toilets on the ground floor of Roland Levinsky Building next to Lecture Theatre 2. Freshlings Nursery has breast feeding facilities for students and staff that have children registered at the University nursery. The Squash and Fitness Complex at Endsleigh Place (run by the Recreation Service together with the Students’ Union), provides a room for the purpose of breast feeding for any member of Plymouth University.

Building Opening Times For buildings situated in Roland Levinsky Building, there is swipe access for Faculty of Arts and Humanities students from 0700-2359, 7 days per week. Please note that the doors are manually unlocked at 0800 daily, Monday-Friday during term time. NB Certain practical/making workshops are only accessible with technical staff presence/supervision.

During Bank Holidays and the Christmas break, all areas remain on swipe access throughout. However, additional security measures are normally in place over the Christmas period, and users are requested to ring Security in the first instance.

Safety Policy Code of Practice: Lone and Out of Hours Working This Code of Practice provides advice and guidance for staff and students, who wish to work by themselves without close or direct supervision. This policy does not cover home working. The University Policy of Lone and Out of Hours Working can be found here.

Practical Workshops Clothing, Footwear & PPE (personal protective equipment)Safety in Faculty of Arts & Humanities practical workshops is subject to various risk assessments and safe working codes of practice which have to be observed and adhered to by all workshop users. These are enforced by the person in charge of each workshop. Particular workshops have high risk activities taking place; access to these workshops is restricted to authorised and competent personnel only. No other person may enter the workshops without permission. 

Where PPE is required (safety glasses, dust masks and ear defenders) these are available to purchase. 

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Do not enter any workshop at any time without the correct protective footwear and clothing.

SECTION 4 PROGRAMME MANAGEMENT STRUCTURES Programme Management Team This comprises:Programme Leader - responsible for the conduct and administration of the course and for overseeing its academic standard.Partnership Co-ordinator – responsible for day to day conduct of the course and co-ordinating the partnership quality assurance activities.University and College Placement Co-ordinators – responsible for overseeing teaching placements.Module Leaders – responsible for the academic quality and standards of the module and the day-to-day running of them.Personal Tutors – who have a pastoral responsibility for a selection of students, and who offer support and guidance on individual matters.

Russell ShobrookProgramme LeaderRoom 201 Nancy Astor BuildingTel: (01752) 585475Russell.Shobrook@plymouth.ac.uk

Russell ShobrookDeputy Programme Leader and Partnership Co-ordinatorRoom 201 Nancy Astor BuildingTel: (01752) 585475Russell.Shobrook@plymouth.ac.uk

Wendy Lambert-HeggsPlacement Co-ordinator and TutorRoom 208 Nancy Astor Building, Drakes Circus, PlymouthTel (01752) 585467Email: wendy.lambert-heggs@plymouth.ac.uk

Sue WebsterPlacement Co-ordinator and TutorRoom 208 Nancy Astor Building, Drakes Circus, PlymouthTel: (01752) 585465Email: sue.webster@plymouth.ac.uk

Simon WebsterTutorRoom 208 Nancy Astor Building, Drakes Circus, Plymouth

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Tel (01752) 585473Email: swebster@plymouth.ac.uk

SECTION 5 FACULTY LEVEL INFORMATION Faculty/School Management and Technical/Professional Services Contact Detail N.B. Correct at time of print. September 2017Executive DeanProf Dafydd Moore +44 (0) 1752 585000 dafydd.moore@plymouth.ac.uk

Associate Dean (Teaching and Learning) and Deputy DeanDr Steve Butts +44 (0) 1752 585007 steve.butts@plymouth.ac.uk

Faculty RegistrarMrs Donna Dewar +44 (0) 1752

585018donna.dewar@plymouth.ac.uk

School of Art, Design & ArchitectureHead of School of Art, Design & ArchitectureProf Chris Bennewith +44 (0) 1752

585151chris.bennewith@plymouth.ac.ukSenior Support Administrator - meg.weekes@plymouth.ac.uk

Associate Head of School Art, Design & Architecture (Teaching and Learning)

Andrew Humphreys +44 (0) 1752 585194

andrew.humphreys@plymouth.ac.uk

Associate Head of School Art, Design & Architecture (Architecture & Build Environment)Simon Bradbury +44 (0) 1752

585183Simon.bradbury@plymouth.ac.uk

Associate Head of School Art, Design & Architecture (Art)Dr Simon Standing +44 (0) 1752 585213 s.standing@plymouth.ac.uk

Associate Head of School Art, Design & Architecture (Design)David Smart +44 (0) 1752

585232d.smart@plymouth.ac.uk

Associate Head of School Art, Design & Architecture (Enterprise & Creative Industries)Prof Roberto Fraquelli +44 (0) 1752 585170 r.fraquelli@plymouth.ac.u k

Associate Head of School Art, Design & Architecture (Internationalisation)Mr Gianni Corino +44 (0) 1752 586269 g.corino@plymouth.ac.uk

Associate Head of School Art, Design & Architecture (Marketing & Recruitment)

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Mr Roy Tam + 44 (0) 1752 585172 r.tam@plymouth.ac.ukAssociate Head of School Art, Design & Architecture (Research)Prof Steve Goodhew +44 (0) 1752 585190 s.goodhew@plymouth.ac.ukPlymouth Institute of EducationDirector of Plymouth Institute of EducationProf Megan Crawford +44 (0) 1752

585309Megan.Crawford@plymouth.ac.uk Senior Support Administrator – sally.thorne@plymouth.ac.uk

Deputy Director of Plymouth Institute of EducationDr Beth Gompertz +44 (0) 1752 585394 beth.gompertz@plymouth.ac.uk

Associate Director of Plymouth Institute of Education (Teaching & Learning)Dr Valerie Huggins +44 (0) 1752 585355 valerie.huggins@plymouth.ac.uk

Associate Director of Plymouth Institute of Education (Research)Prof Garry Hornby +44 (0) 1752 585397 garry.hornby@plymouth.ac.uk

Associate Director of Plymouth Institute of Education (Postgraduate)Dr Julie Anderson +44 (0) 1752 585434 julie.anderson@plymouth.ac.uk

School for Humanities and Performing ArtsHead of School for Humanities and Performing ArtsDr Annika Bautz +44 (0) 1752 585116 annika.bautz@plymouth.ac.uk

Senior Support Administrator – karen.sedgman@plymouth.ac.uk

Associate Head of School Humanities and Performing Arts (Teaching and Learning)Dr Victor Ramirez Ladron

+44 (0) 1752 585239 victor.ladrondeguevara@plymouth.ac.uk

Associate Head of School (English and Creative Writing)Dr Bonnie Latimer +44 (0) 1752 585115 bonnie.latimer@plymouth.ac.uk

Associate Head of School Humanities and Performing Arts (Music and Performing Arts)Mrs Ruth Way +44 (0) 1752 585241 r.way@plymouth.ac.uk

Associate Head of School Humanities and Performing Arts (History and Art History)Dr Elaine Murphy +44 (0) 1752 585119 elaine.murphy@plymouth.ac.ukAssociate Head of School Humanities and Performing Arts (Research)Prof James Daybell +44 (0) 1752 585110 James.daybell@plymouth.ac.ukSchool Lead School of Humanities and Performing Arts (Internationalisation)Dr Sandra Barkhof +44 (0) 1752 585121 S.Barkhof@plymouth.ac.uk

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Associate Head of School Humanities and Performing Arts (Marketing & Admissions)Dr Rachel Christofides +44 (0) 1752 585114 R.Christofides@plymouth.ac.uk

Library ServicesSenior Information Specialist (School of Art, Design & Architecture)

Ms Amanda Russell +44 (0) 1752 587118 amanda.russell@plymouth.ac.uk

Information Specialist (School of Humanities and Performing Arts)

Mr Ian Rayment +44 (0) 1752 587117 ian.rayment@plymouth.ac.uk

Information Specialist (Plymouth Institute of Education)Mrs Julie Luxton +44 (0) 1752 587121 Julie.luxton@plymouth.ac.uk

Technical ServicesFaculty Technical Manager (from November 2017)Mr Nick Beckett

The Faculty of Arts and Humanities Reception is located in Room 109 on Floor 1 of the Roland Levinsky Building open Mondays – Thursdays 8.30 – 17.00 hrs and Fridays 8.30 – 16.30 hrs (except on Bank Holidays).Postgraduate (Taught) ProgrammesSenior Programmes AdministratorMr John Turner +44 (0) 1752

585021John.turner@plymouth.ac.uk

Programmes AdministratorMr James Palmer +44 (0) 1752

585336James.palmer@plymouth.ac.uk

School of Art, Design & Architecture Senior Programmes AdministratorMiss Caroline Major +44 (0) 1752

585052Caroline.major@plymouth.ac.uk

Programmes AdministratorMiss Emma Phillips +44 (0) 1752

585023Emma.phillips@plymouth.ac.uk

Mrs Seran Carne +44 (0) 1752 585024 Seran.carne@plymouth.ac.uk School of Humanities and Performing ArtsSenior Programmes AdministratorMrs Catherine Collings +44 (0) 1752

585025Catherine.collings@plymouth.ac.uk

Programmes AdministratorMiss Sharon McNeil +44 (0) 1752

586713Sharon.mcneil@plymouth.ac.uk

Plymouth Institute of EducationSenior Programmes Administrator

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Mrs Hilary Dunlop +44 (0) 1752 585315 Hilary.dunlop@plymouth.ac.uk Programmes AdministratorsMrs Claire Lyons +44 (0) 1752 586961 Claire.lyons@plymouth.ac.uk Miss Di Pickard +44 (0) 1752 585338 d.pickard@plymouth.ac.ukMrs Jennifer Halton +44 (0) 1752 585054 Jennifer.halton@plymouth.ac.uk

Postal address: Faculty of Arts and HumanitiesUniversity of PlymouthDrake CircusPlymouthPL4 8AA

Generic email address: artshumadmin@plymouth.ac.ukTelephone +44 (0) 1752 585020

The Learning Gateway The Learning Gateway is a one-stop shop for support services with Plymouth University. The Learning Gateway incorporates the following services:

1. Learning Development2. Disability Assist3. Multi-Faith Chaplaincy4. SUM:UP5. Counselling and Personal Development6. Peer Assisted Learning Scheme (PALS)7. Care Leavers Service

Further information on the Learning Gateway can be found here.

Learning Development The Learning Development Team offer support and advice on a variety of areas including writing and presenting, developing thinking, communicating ideas and preparing for exams and assessment.

Appointments can be booked with a learning development tutor or Royal Literary Fund Fellow or drop-in to the Writing Café located on the 4th Floor of Babbage. Further information on all these resources and more can be found here .

Employability The Employability Service offer impartial information, advice and guidance to support you throughout your time at university, and for three years beyond. We work with academic departments and employers to develop workshops, fairs and skill sessions, all aimed to enhance your employability. They can help with; career direction advice, postgraduate study options, job searching, placement and work-based learning opportunities, CV and application support, interview and assessment centre advice as well as support with extra-curricular activities. Please click here for further information.

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Peninsula Arts Peninsula Arts is the arts and culture centre for Plymouth University, featuring the Peninsula Arts Gallery, hosting a variety of exhibitions throughout the year and providing a wide range of music concerts, films, performances, talks and debates.

The unique Student Participation in Arts (SPiA) scheme for Plymouth University students gives all students a gift of up to £150 of free credit to spend on Peninsula Arts events. Visit the Peninsula Arts Box Office to load your student card with credit and redeem against events that feature the SPiA logo.

We provide exciting internship opportunities throughout the year to help students gain arts administrational experience; visit the website to find out more about how to apply.

Visit the Peninsula Arts Gallery Shop for a chance to purchase bespoke artwork created by Plymouth University students, limited edition prints, art books, cards and gifts.

You can now obtain tickets online 24/7 here or contact our Box Office on t: 01752 585050 or email: peninsula-arts@plymouth.ac.uk

Open to the Public | Peninsula Arts | Roland Levinsky Building | Monday - Friday 10:00 - 17:00 | Saturdays 11:00 - 16:00.

Plymouth University Press The University of Plymouth Press is run in conjunction with MA Publishing here. The Press welcomes proposals for publications. Please see details here.

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What is Formation Zone?

Formation Zone is Plymouth University’s award-winning start-up business incubator. Our relaxed, open-plan office space helps to foster a supportive, collaborative atmosphere and you can find us right here on campus in the Marine Building.

We offer a range of services to help you develop your idea, or creative talent, into a sustainable and rewarding business. Our popular pre-start support – priced at just £60 for two months – gives you the chance to test out your business.

'My time in the Formation Zone provided me with a framework within which to cultivate contacts, experience and confidence, and was the perfect stepping stone from University into the 'real' world. Onwards! Upwards!'

Dan Jones, Graphic Designer, Graduate –BA: Graphic Communication with Typography

You can find out more about what Formation Zone has to offer on our website.

What does Formation Zone offer students?

Formation Zone Business Challenge

This is your chance to win up to £1,650 of start-up funding and up to six months free in Formation Zone. The Challenge is a great way for budding entrepreneurs to enhance their business knowledge and take the first step on the road to starting up.

Our practical workshops, professional business advisers and drop-in sessions will help you develop the skills and knowledge to turn your initial idea into a strong business plan. Everyone gets detailed feedback on their business plan, so it’s not just the winners that get something from the competition.

Visit our website to enter now!

Drop in Sessions

Want to find out more about how we can help you? Visit one of our informal drop-in sessions, where you can meet one of the FZ team to discuss your ideas and find out how we can help you turn them into reality.

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Drop-in Sessions are held on the last Wednesday of the month between 12pm and 2pm in the Careers and Employability Hub, Ground Floor Roland Levinsky Building. There’s no need to book, just turn up and say hello.

Student Drop in Session Dates 2017-18:

Wednesday 27th September 2017 13.00-14.00Wednesday 25th October 2017 13.00-14.00Wednesday 29th November 2017 13.00-14.00Wednesday 13th December 2017 13.00-14.00Wednesday 31st January 2018 13.00-14.00Wednesday 28th February 2018 13.00-14.00Wednesday 28th March 2018 13.00-14.00Wednesday 25th April 2018 13.00-14.00Wednesday 30th May 2018 13.00-14.00Wednesday 27th June 2018 13.00-14.00Wednesday 25th July 2018 13.00-14.00

One Stop Ideas Shop

Would you like free*, expert guidance for your business idea? Our One Stop Ideas Shop brings together professional advisers, solicitors, accountants and Intellectual Property experts to help guide you and your business.

Our panel will help you work out the next steps for your business and you will get expert advice on how to protect your idea, product or invention from our Intellectual Property experts.

Morning and evening sessions are available to work around your study commitments. Places are limited, so book today!

*free to current students and unemployed. £25 refundable booking fee applies. The One Stop Ideas Shop is held on the 2nd floor Marine Building

One Stop ideas Shop Plymouth Dates 2017

DATE TIMETuesday 11th April 2017 13.00-18.00Tuesday 9th May 2017 08.00-12.00Tuesday 13th June 2017 13.00-18.00Tuesday 11th July 2017 08.00-12.00Tuesday 8th August 2017 13.00-18.00Tuesday 12th September 2017 08.00-12.00

Tuesday 10th October 2017 13.00-18.00Tuesday 14th November 2017 08.00-12.00

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Tuesday 5th December 2017 13.00-18.00

For more information about the Drop in Sessions and One Stop Ideas Shop, contact:enterprisesolutions@plymouth.ac.uk0800 052 5600

Students can also keep up to date with Formation Zone events via our Facebook and Twitter pages.

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Appendix 1 – Module Records

PLYMOUTH UNIVERSITY MODULE RECORD

SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: DLLS490 MODULE TITLE: Learning, Teaching and Assessment

CREDITS: 30 FHEQ LEVEL: 4 JACS CODE: X141

PRE-REQUISITES: N/A

CO-REQUISITES: N/A

COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: (max 425 characters)This module addresses the processes, principles and theories of planning, preparing and enabling learning. It will examine theories, principles and processes of assessment including inclusive assessment practices. It investigates key aspects of the roles and responsibilities of teachers, trainers and tutors in this Sector.

ELEMENTS OF ASSESSMENT [Use HESA KIS definitions}E1 (Examination) C1

(Coursework)P/F P1

(Practical)P/F

E2 (Clinical Examination)

A1 (Generic assessment)

P/F

T1 (Test)

SUBJECT ASSESSMENT PANEL Group to which module should be linked: DLL

Professional body minimum pass mark requirement: Pass

MODULE AIMS:To enable participants to develop and apply the practical skills, knowledge and understanding which underpin professional educational practice in the Further Education and Skills Sector. The module incorporates elements of the LSIS mandatory content for the Diploma in Education and Training.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:

Analyse, with guidance, the role of a teacher in the Further Education and Skills Sector

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Demonstrate the ability to effectively and coherently plan a series of teaching sessionsAnalyse, with guidance, own assessment practices and make reasonable adjustments for a range of disabilitiesApply lesson planning concepts and assessment strategies to individual teaching sessionsEvaluate, with guidance, and develop own strengths and weaknesses against the Minimum CoreReflect on teaching performance using the Professional Standards

DATE OF APPROVAL: XX/XX/XXXX FACULTY/OFFICE: FAHDATE OF IMPLEMENTATION: XX/XX/XXXX

SCHOOL/PARTNER: Education

DATE(S) OF APPROVED CHANGE: XX/XX/XXXX

TERM: Autumn

PLYMOUTH UNIVERSITY MODULE RECORD

Additional notes (for office use only):

PLYMOUTH UNIVERSITY MODULE RECORD

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.

ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE:

MODULE LEADER: Russell Shobrook OTHER MODULE STAFF:

Summary of Module Content Theories, principles and practice of teaching, learning and assessment in own specialist area.Aims, objectives, outcomes, differentiation, lesson plans, schemes of work and record keeping.Embedding functional skills and applying the minimum core in own specialist area.Planning engaging and motivating teaching and learning sessions which meet the needs of individuals, groups and curriculum requirements.Parties and points of referral available to effectively meet the potential needs of learners.Establishing ground rules with learners which underpin appropriate behaviour and respect for others.Using, justifying and evaluating a variety of teaching, learning, assessment and communication approaches.Using, justifying and evaluating a range of sustainable and inclusive learning resources including new and emerging technologies.The implications of equality and diversity issues, including bilingualism, in teaching, learning and assessment.

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The role of assessment in evaluation and quality processes.Formal and informal initial, diagnostic, formative and summative assessment.Sustainable tutor, self and peer assessment approaches.Assessment schemes, methods and instruments, including the use of new and emerging technology.Notions of validity, reliability, sufficiency, authenticity and currency in assessment.Use and justify skills and approaches to give verbal and written feedback and plan, negotiate and record targets and strategies for improvement, to maximise success for learners.Recording and reporting learning progress and achievement, using organisational and awarding institution protocols.Establishing and maintaining an inclusive learning environment.Opportunities for learners to provide feedback to inform practice.Every Child Matters, safeguarding and E-safety.Key aspects of relevant codes of practice and current legislative requirements, including legislation relating to disability, health, safety and welfare. Role, responsibilities, professional standards and boundaries of own role as a teacher.Using CPD, reflection and feedback to evaluate and improve own teaching, learning and assessment practice.Reading List: http://lists.lib.plymouth.ac.uk/lists/8C3515CB-E178-7E90-8B96-027F6EE634AASUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions}Scheduled Activities Hours Comments/Additional InformationLectures 60 Includes group sessions, group tutorials/meetings, VLE

interactions, individual tutorials and mentor meetingsTeaching practice 32.5 Combination of direct and non-direct teaching hours, to a

minimum of 100 direct and 30 non-direct by the end of the programme. Of which one x 1hr (minimum) session will be observed by a subject specialist mentor and 1hr by a course tutor.

Directed and independent study

207.5 hrs

Total 300 hrs (NB: 1 credit = 10 hours of learning; 10 credits = 100 hours, etc)

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Coursework

C_ Essay Pass/Fail ALOs 1, 2 and 3 will be assessed through an essay task equivalent to 2000-2500 words. This task will be assessed against the Programme’s Coursework criteria.

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Generic Assessment

A_ Teaching Practice and Two Teaching Observations

Pass/Fail ALO 4 will be assessed through meeting the minimum teaching practice requirements and two teaching observations, one by a course tutor and one by a subject specialist mentor. The teaching observations will be assessed against the Programme’s Teaching Observation criteria.

Practice

P_ Professional Portfolio

Pass/Fail ALO 5 and 6 will be assessed through a Professional Portfolio with agreed action points for developing teaching practice using the relevant Professional Standards and the Minimum Core. This task will be assessed against the Professional Portfolio criteria.

Updated by: Date: XX/XX/XXXX

Approved by: Date: XX/XX/XXXX

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PLYMOUTH UNIVERSITY MODULE RECORD

SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: DLLS581 MODULE TITLE: Theories of Learning and Managing Behaviour

CREDITS: 30 FHEQ LEVEL: 5 JACS CODE: X141

PRE-REQUISITES: N/A

CO-REQUISITES: N/A COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: (max 425 characters)Through reflective practice and study, this module evaluates theories, policies and principles for enabling inclusive learning and managing behaviour. Communication, resources, teaching and learning strategies and organisation policies are analysed.

.ELEMENTS OF ASSESSMENT [Use HESA KIS definitions}E1 (Examination) C1

(Coursework)Pass/Fail P1

(Practical)Pass/Fail

E2 (Clinical Examination)

A1 (Generic assessment)

Pass/Fail

T1 (Test)

SUBJECT ASSESSMENT PANEL Group to which module should be linked: DLL

Professional body minimum pass mark requirement: Pass

MODULE AIMS:To examine the relationship between the theories and principles for enabling learning and the context of the learner’s own professional practice. The module incorporates elements of the LSIS mandatory content for the Diploma in Education and Training.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:

Demonstrate a detailed knowledge of theories and principles of learningDemonstrate a detailed knowledge of theories and strategies to manage behaviour in learning situationsDemonstrate the ability to improve own subject specialist teaching with minimum guidance from a mentor and course tutor

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Identify, with minimum guidance, ways to improve own approaches to planning and enabling learning making reference to the Minimum Core and Professional Standards

DATE OF APPROVAL: XX/XX/XXXX FACULTY/OFFICE: HESDATE OF IMPLEMENTATION: XX/XX/XXXX

SCHOOL/PARTNER: Education

DATE(S) OF APPROVED CHANGE: XX/XX/XXXX

TERM: Autumn and Spring

PLYMOUTH UNIVERSITY MODULE RECORD

Additional notes (for office use only):

PLYMOUTH UNIVERSITY MODULE RECORD

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.

ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE:

MODULE LEADER: Jane May OTHER MODULE STAFF:

Summary of Module Content Application of theories and principles of learning and communication to inclusive learning and teaching.Using a range of approaches to support classroom management.Evaluation and improvement of the selection and use of teaching and learning strategies with reference to theories and principles of communication and inclusive learning.Application of up to date knowledge of own specialist area to enable and support inclusive learning, following organisational, statutory and other regulatory requirements.Factors affecting learning, learning preferences and their potential impact on learner achievement.Ways in which theories and principles of learning and communication can be applied to promote inclusive practice.Applying the Minimum Core to practice and evaluating how this enables inclusive learning and teaching.Selecting and evaluating use of resources, including new and emerging technologies, with reference to theories and principles of communication and inclusive learning.Exploring the teaching of values.Types of behaviours in a learning environment and the factors influencing them.Theories of behaviour management and positive interventions and preventative strategies.

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Managing learner behaviour and our behaviour.Organisational policies concerning behaviour.Evidenced-based practice Developing a research proposal and consideration of ethical protocolsResearch approaches, for example, developing an argument, carrying out a literature review, data collection and analysis, developing practice through a project, reflective practice, reviewing a body of knowledge, creative problem solving and analysis of research project

Reading List: Core TextsBarton, D. and Tusting, K. (2006) Models of Adult Learning: a literature review. Leicester: NIACE. Cowley, S. (2006) Getting the Buggers to Behave. (3rd edn.) London: Continuum.Dix, P. (2007) Taking Care of Behaviour: Practical Skills for Teachers. Harlow: Pearson Education.Duckworth, V., Wood, J., Dickinson, J. and Bostock, J. (2010) Successful Teaching Practice in the Lifelong Learning Sector. Exeter: Learning Matters. Fairclough, M. (2008) Supporting Learners in the Lifelong Learning Sector. Maidenhead: OU Press.Gould, J. (2009) Learning Theory and Classroom Practice in the Lifelong Learning Sector. Exeter: Learning Matters. Race, P. (2010) Making Learning Happen. (2nd edn.) London: Sage.Tummons, J. and Duckworth, V. (2013) Doing your research project in the Lifelong Learning Sector. Maidenhead: Open University Press.Wallace, S. (2007) Managing Behaviour in the Lifelong Learning Sector. Exeter: Learning Matters.Recommended TextsCerra, C. and Jacoby, R. (2003) Teacher Talk! : the art of effective communication. San Francisco: Jossey Bass.Gravells, A. and Simpson, S. (2012) Equality and Diversity in the Lifelong Learning Sector. (2nd edn.) Exeter: Learning Matters.Hillier, Y. (2005)  Reflective Teaching in Further and Adult Education. (2nd edn.) London: Continuum. Macnab N, Visser J, and Daniels H. (2008) Provision in further education colleges for 14- to 16-year-olds with social, emotional and behavioural difficulties. Blackwell PublishingRodgers, B. (2006) Classroom Behaviour. (2nd edn) London: Paul Chapman Publishing.Vizard D. (2007) How to manage behaviour in further education. London: Sage.Weyers, M. (2006) Teaching the FE Curriculum: Encouraging Active Learning in the Classroom. London: Continuum.JournalsResearch in Post-Compulsory Education Studies in the Education of AdultsWebsiteswww.behaviour4learning.ac.uk/ www.nrdc.org.uk/ (adult literacy and numeracy) www.lsis.org.uk/Services/Publications/Documents/LSIS-Transequality-Briefing.pdf www.lluk.org/2010/12/forum-twelve-steps-to-tackling-discrimination/

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SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions}Scheduled Activities Hours Comments/Additional InformationLectures 60 Includes group sessions, group tutorials/meetings,

VLE interactions, individual tutorials and mentor meetings

Teaching practice 32.5 Combination of direct and non-direct teaching hours, to a minimum of 100 direct and 30 non-direct by the end of the programme. Of which one x 1hr (minimum) session will be observed by a subject specialist mentor and 1hr by a course tutor.

Directed and independent study

207.5 hrs

Total 300 hrs (NB: 1 credit = 10 hours of learning; 10 credits = 100 hours, etc)

Cat

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Coursework

C_ A research project task

Pass/Fail ALOs 1 and 2 will be assessed through a research project task equivalent to 2500-3000 words. This task will be assessed against the Programme’s Coursework criteria.

Generic Assessment

A_ Teaching Practice and Two Teaching Observations

Pass/Fail ALO 3 will be assessed through meeting the minimum teaching practice requirements and two teaching observations, one by a course tutor and one by a subject specialist mentor. The teaching observations will be assessed against the Programme’s Teaching Observation criteria.

Practice

P_ Professional Portfolio

Pass/Fail ALO 4 will be assessed through a Professional Portfolio with agreed action points for developing teaching practice using the relevant Professional Standards and the Minimum Core. This task will be assessed against the Professional Portfolio criteria.

Updated by: Date: XX/XX/XXXX

Approved by: Date: XX/XX/XXXX

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PLYMOUTH UNIVERSITY MODULE RECORD

SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: DLLS582 MODULE TITLE: Principles of Teaching and Innovation, Enterprise and Employability

CREDITS: 30 FHEQ LEVEL: 5 JACS CODE: X141

PRE-REQUISITES: N/A

CO-REQUISITES: N/A COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: (max 425 characters)Through reflective practice and study, this module evaluates a range of learning theories, policies and principles enabling inclusive learning. Communication, resources, learning and teaching strategies are analysed. Theories underpinning employability and effective and innovative teaching of employability skills are examined.

.ELEMENTS OF ASSESSMENT [Use HESA KIS definitions}E1 (Examination) C1

(Coursework)Pass/Fail P1

(Practical)Pass/Fail

E2 (Clinical Examination)

A1 (Generic assessment)

Pass/Fail

T1 (Test)

SUBJECT ASSESSMENT PANEL Group to which module should be linked: DLL

Professional body minimum pass mark requirement: Pass

MODULE AIMS:To examine the relationship between the theories and principles for enabling learning and the context of the learner’s own professional practice. To evaluate a range of conceptual and procedural approaches to teach employability skills effectively. The module incorporates elements of the LSIS mandatory content for the Diploma in Education and Training.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:

Demonstrate a detailed knowledge of theories and principles of learningDemonstrate a detailed knowledge of the key concepts, values and terminology for teaching employability skills.

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Evaluate, with minimum guidance, the effective use of a range of innovative, creative, and enterprising techniques and resources for teaching and assessing learning.Demonstrate the ability to improve own subject specialist teaching with minimum guidance from a mentor and course tutorIdentify, with minimum guidance, ways to improve own approaches to planning and enabling learning making reference to the Minimum Core and Professional Standards

DATE OF APPROVAL: XX/XX/XXXX FACULTY/OFFICE: FAHDATE OF IMPLEMENTATION: XX/XX/XXXX

SCHOOL/PARTNER: Education

DATE(S) OF APPROVED CHANGE: XX/XX/XXXX

TERM: Autumn and Spring

PLYMOUTH UNIVERSITY MODULE RECORD

Additional notes (for office use only):

PLYMOUTH UNIVERSITY MODULE RECORD

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.

ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE:

MODULE LEADER: Mark Delf OTHER MODULE STAFF:

Summary of Module Content Application of theories and principles of learning and communication to inclusive learning and teaching.Using a range of approaches to support classroom management.Evaluation and improvement of the selection and use of teaching and learning strategies with reference to theories and principles of communication and inclusive learning.Application of up to date knowledge of own specialist area to enable and support inclusive learning, following organisational, statutory and other regulatory requirements.Factors affecting learning, learning preferences and their potential impact on learner achievement.Ways in which theories and principles of learning and communication can be applied to promote inclusive practice.Applying the Minimum Core to practice and evaluating how this enables inclusive learning and teaching.

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Selecting and evaluating use of resources, including new and emerging technologies, with reference to theories and principles of communication and inclusive learning.Exploring the teaching of values.National employability policies, skills and contexts.Innovative and creative strategies, communication techniques and resources for teaching employability skills.Developing students’ inter-personal and intra-personal skills.Evidenced-based practice Developing a research proposal and consideration of ethical protocolsResearch approaches, for example, developing an argument, carrying out a literature review, data collection and analysis, developing practice through a project, reflective practice, reviewing a body of knowledge, creative problem solving and analysis of research project

Reading List: Core TextsDuckworth, V., Wood, J., Dickinson, J. and Bostock, J. (2010) Successful Teaching Practice in the Lifelong Learning Sector. Exeter: Learning Matters. Fairclough, M. (2008) Supporting Learners in the Lifelong Learning Sector. Maidenhead: OU Press.Gould, J. (2009) Learning Theory and Classroom Practice in the Lifelong Learning Sector. Exeter: Learning Matters. Gravells, A. (2010) Delivering Employability Skills in the Lifelong Learning Sector. Exeter: Learning Matters.Greatbatch, D. and Lewis, P. (2007) Generic Employability Skills II. Nottingham: South West Skills and Learning Intelligence Module.Race, P. (2010) Making Learning Happen. (2nd edn.) London: Sage.Tummons, J. and Duckworth, V. (2013) Doing your research project in the Lifelong Learning Sector. Maidenhead: Open University Press.UK Commission for Employment and Skills (2009) The Employability Challenge. London: UKCES.Wallace, S. (2007) Managing Behaviour in the Lifelong Learning Sector. Exeter: Learning Matters.Recommended TextsBarton, D. and Tusting, K. (2006) Models of Adult Learning: a literature review. Leicester: NIACE. Cerra, C. and Jacoby, R. (2003) Teacher Talk! : the art of effective communication. San Francisco: Jossey Bass.Gravells, A. and Simpson, S. (2012) Equality and Diversity in the Lifelong Learning Sector. (2nd edn.) Exeter: Learning Matters.Hillier, Y. (2005)  Reflective Teaching in Further and Adult Education. (2nd edn.) London: Continuum. Hind, W. and Moss, S. (2005) Employability Skills. Tyne and Wear: Business Education Publishers.Martin, R., Villeneuve-Smith, F., Marshall, L. and McKenzie, E. (2008) Employability Skills Explored. London: LSN.

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Weyers, M. (2006) Teaching the FE Curriculum: Encouraging Active Learning in the Classroom. London: Continuum.JournalsResearch in Post-Compulsory Education Studies in the Education of Adults Vocational Education & TrainingWebsiteswww.direct.gov.uk/en/EducationAndLearning/AdultLearning/index.htm www.nrdc.org.uk/ (literacy and numeracy) http://www.behaviour4learning.ac.uk/ www.deloitte.co.uk/employabilityhttp://www.heacademy.ac.uk/assets/documents/employability/id116_employability_in_higher_education_336.pdf http://www.pwc.com/uk/en/careers/student/employability.jhtml

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions}Scheduled Activities Hours Comments/Additional InformationLectures 60 Includes group sessions, group tutorials/meetings,

VLE interactions, individual tutorials and mentor meetings

Teaching practice 32.5 Combination of direct and non-direct teaching hours, to a minimum of 100 direct and 30 non-direct by the end of the programme. Of which one x 1hr (minimum) session will be observed by a subject specialist mentor and 1hr by a course tutor.

Directed and independent study

207.5 hrs

Total 300 hrs (NB: 1 credit = 10 hours of learning; 10 credits = 100 hours, etc)

Cat

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Coursework

C_ A research project task

Pass/Fail ALOs 1, 2 and 3 will be assessed through a research project task equivalent to 2500-3000 words. This task will be assessed against the Programme’s Coursework criteria.

Generic Assessment

A_ Teaching Practice and Two Teaching Observations

Pass/Fail ALO 4 will be assessed through meeting the minimum teaching practice requirements and two teaching observations, one by a course tutor and one by a subject specialist mentor. The teaching observations will be assessed against the Programme’s Teaching

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Observation criteria.

Practice

P_ Professional Portfolio

Pass/Fail ALO 5 will be assessed through a Professional Portfolio with agreed action points for developing teaching practice using the relevant Professional Standards and the Minimum Core. This task will be assessed against the Professional Portfolio criteria.

Updated by: Date: XX/XX/XXXX

Approved by: Date: XX/XX/XXXX

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PLYMOUTH UNIVERSITY MODULE RECORD

SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: DLLS583 MODULE TITLE: Investigating Theories of Learning and Teaching

CREDITS: 30 FHEQ LEVEL: 5 JACS CODE: X141

PRE-REQUISITES: N/A

CO-REQUISITES: N/A COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: (max 425 characters)Through reflective practice and study, this module evaluates some of the theories, policies and principles for enabling inclusive learning. Communication, resources, teaching and learning strategies and organisation policies are analysed.

.ELEMENTS OF ASSESSMENT [Use HESA KIS definitions}E1 (Examination) C1

(Coursework)Pass/Fail P1

(Practical)Pass/Fail

E2 (Clinical Examination)

A1 (Generic assessment)

Pass/Fail

T1 (Test)

SUBJECT ASSESSMENT PANEL Group to which module should be linked: DLL

Professional body minimum pass mark requirement: Pass

MODULE AIMS:To examine the relationship between the theories and principles for enabling learning through a professional inquiry into a selected aspect of the Further Education and Skills sector. The module incorporates elements of the LSIS mandatory content for the Diploma in Education and Training.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:

Demonstrate a detailed knowledge of theories and principles of learningApply a method of professional inquiry, with minimum guidance, to a selected aspect relating to theories of learning in the Further Education and Skills sector, in the context of the learner’s own professional practice.

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Demonstrate the ability to improve own subject specialist teaching with minimum guidance from a mentor and a course tutorIdentify, with minimum guidance, ways to improve own approaches to planning and enabling learning making reference to the Minimum Core and the Professional Standards

DATE OF APPROVAL: XX/XX/XXXX FACULTY/OFFICE: HESDATE OF IMPLEMENTATION: XX/XX/XXXX

SCHOOL/PARTNER: Education

DATE(S) OF APPROVED CHANGE: XX/XX/XXXX

TERM: Autumn and Spring

PLYMOUTH UNIVERSITY MODULE RECORD

Additional notes (for office use only):

PLYMOUTH UNIVERSITY MODULE RECORD

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.

ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE:

MODULE LEADER: Jess Cowen OTHER MODULE STAFF:

Summary of Module Content Application of theories and principles of learning and communication to inclusive learning and teaching.Using a range of approaches to support classroom management.Evaluation and improvement of the selection and use of teaching and learning strategies with reference to theories and principles of communication and inclusive learning.Application of up to date knowledge of own specialist area to enable and support inclusive learning, following organisational, statutory and other regulatory requirements.Factors affecting learning, learning preferences and their potential impact on learner achievement.Ways in which theories and principles of learning and communication can be applied to promote inclusive practice.Applying the Minimum Core to practice and evaluating how this enables inclusive learning and teaching.Selecting and evaluating use of resources, including new and emerging technologies, with reference to theories and principles of communication and inclusive learning.

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Exploring the teaching of values.Exploring the underpinning theories of behaviour and the management of learning environmentsExploring the role of tutors in engaging and motivating learners Evidenced-based practice The process of producing a proposal for professional inquiry and consideration of ethical protocolsApproaches to professional inquiry, for example, developing an argument, data collection and analysis, developing practice through a project, reflective practice, reviewing a body of knowledge, and creative problem solvingA review of the current literature and researchAnalysis and evaluation of the professional inquiryReading List: Core TextsAtkinson, T. and Claxton, G. (eds.) (2000) The Intuitive Practitioner. Buckingham: Open University Press.Bell, J. (2010) Doing Your Research Project. (5th edn.) Maidenhead: Open University Press.Blaxter, L., Hughes, C. and Tight, M. (2001) How to Research. (2nd edn.) Maidenhead: Open University Press.Duckworth, V., Wood, J., Dickinson, J. and Bostock, J. (2010) Successful Teaching Practice in the Lifelong Learning Sector. Exeter: Learning Matters.. Fairclough, M. (2008) Supporting Learners in the Lifelong Learning Sector. Maidenhead: Open University Press.Gould, J. (2009) Learning Theory and Classroom Practice in the Lifelong Learning Sector. Exeter: Learning Matters. Race, P. (2010) Making Learning Happen. (2nd edn.) London: Sage.Tummons, J. and Duckworth, V. (2013) Doing your research project in the Lifelong Learning Sector. Maidenhead: Open University Press.Wallace, S. (2007) Managing Behaviour in the Lifelong Learning Sector. Exeter: Learning Matters.Recommended TextsBarton, D. and Tusting, K. (2006) Models of Adult Learning: a literature review. Leicester: NIACE. Cerra, C. and Jacoby, R. (2003) Teacher Talk! : the art of effective communication. San Francisco: Jossey Bass.Denscombe, M. (2003) The Good Research Guide (2nd. edn.). Maidenhead: Open University Press.Gravells, A. and Simpson, S. (2012) Equality and Diversity in the Lifelong Learning Sector. (2nd edn.) Exeter: Learning Matters.Hillier, Y. (2005)  Reflective Teaching in Further and Adult Education. (2nd edn.) London: Continuum. Mukhopadhyay, M. (2005) Total Quality Management in Education. London: Paul Chapman.Thomas, G. (2009) How to do your Research Project. London: Sage.Weyers, M. (2006) Teaching the FE Curriculum: Encouraging Active Learning in the Classroom. London: Continuum. Journals

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Research in Post-Compulsory Education Studies in the Education of AdultsWebsiteswww.direct.gov.uk/en/EducationAndLearning/AdultLearning/index.htm www.niace.org.uk www.nrdc.org.uk/ (adult literacy and numeracy) http://www.behaviour4learning.ac.uk/

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions}Scheduled Activities Hours Comments/Additional InformationLectures 60 Includes group sessions, group tutorials/meetings, VLE

interactions, individual tutorials and mentor meetingsTeaching practice 32.5 Combination of direct and non-direct teaching hours, to a

minimum of 100 direct and 30 non-direct by the end of the programme. Of which one x 1hr (minimum) session will be observed by a subject specialist mentor and 1hr by a course tutor.

Directed and independent study

207.5 hrs

Total 300 hrs (NB: 1 credit = 10 hours of learning; 10 credits = 100 hours, etc)

Cat

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y

Ele

men

t

Com

pone

nt

Nam

e

Com

pone

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wei

ghtin

g

Com

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Incl

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links

to

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arni

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obje

ctiv

es

Coursework

C_ A research project task

Pass/Fail ALOs 1 and 2 will be assessed through a research project task equivalent to 2500-3000 words. This task will be assessed against the Programme’s Coursework criteria.

Generic Assessment

A_ Teaching Practice and Two Teaching Observations

Pass/Fail ALO 3 will be assessed through meeting the minimum teaching practice requirements and two teaching observations, one by a course tutor and one by a subject specialist mentor. The teaching observations will be assessed against the Programme’s Teaching Observation criteria.

Practice

P_ Professional Portfolio

Pass/Fail ALO 4 will be assessed through a Professional Portfolio with agreed action points for developing teaching practice using the relevant Professional Standards and the Minimum Core. This task will be assessed against the Professional Portfolio criteria.

Updated by: Date: XX/XX/XXXX

Approved by: Date: XX/XX/XXXX

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PLYMOUTH UNIVERSITY MODULE RECORD

SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: DLLS584 MODULE TITLE: Theories and Principles of Managing Learning Environments

CREDITS: 30 FHEQ LEVEL: 5 JACS CODE: X141

PRE-REQUISITES: N/A

CO-REQUISITES: N/A COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: (max 425 characters)Through reflective practice and study, this module evaluates theories, policies and principles for enabling inclusive learning, focusing on learning environments including classroom, virtual, restricted, work-place, field trips and outdoors. It examines communication, resources, teaching/learning strategies and organisation policies.

.ELEMENTS OF ASSESSMENT [Use HESA KIS definitions}E1 (Examination) C1

(Coursework)Pass/Fail P1

(Practical)Pass/Fail

E2 (Clinical Examination)

A1 (Generic assessment)

Pass/Fail

T1 (Test)

SUBJECT ASSESSMENT PANEL Group to which module should be linked: DLL

Professional body minimum pass mark requirement: Pass

MODULE AIMS:To examine the relationship between the theories and principles for enabling learning and the context of the learner’s own professional practice. The module incorporates elements of the LSIS mandatory content for the Diploma in Education and Training.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:

Demonstrate a detailed knowledge of theories and principles of learningAnalyse, with minimum guidance, the management of a specified learning situation or environment

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Demonstrate the ability to improve own subject specialist teaching with minimum guidance from a mentor and course tutorIdentify, with minimum guidance, ways to improve own approaches to planning and enabling learning making reference to the Minimum Core and Professional Standards

DATE OF APPROVAL: XX/XX/XXXX FACULTY/OFFICE: FAHDATE OF IMPLEMENTATION: XX/XX/XXXX

SCHOOL/PARTNER: Education

DATE(S) OF APPROVED CHANGE: XX/XX/XXXX

TERM: Autumn and Spring

PLYMOUTH UNIVERSITY MODULE RECORD

Additional notes (for office use only):

PLYMOUTH UNIVERSITY MODULE RECORD

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.

ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE:

MODULE LEADER: Sue Webster OTHER MODULE STAFF:

Summary of Module Content Application of theories and principles of learning and communication to inclusive learning and teaching.Using a range of approaches to support classroom management.Evaluation and improvement of the selection and use of teaching and learning strategies with reference to theories and principles of communication and inclusive learning.Application of up to date knowledge of own specialist area to enable and support inclusive learning, following organisational, statutory and other regulatory requirements.Factors affecting learning, learning preferences and their potential impact on learner achievement.Ways in which theories and principles of learning and communication can be applied to promote inclusive practice.Applying the Minimum Core to practice and evaluating how this enables inclusive learning and teaching.

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Selecting and evaluating use of resources, including new and emerging technologies, with reference to theories and principles of communication and inclusive learning.Exploring the teaching of values.Social, psychological and environmental factors influencing behaviour in learning contexts.Impact of the teacher in learning environments. Use of the physical environment for inclusive learning.Evidenced-based practice Developing a research proposal and consideration of ethical protocolsResearch approaches, for example, developing an argument, carrying out a literature review, data collection and analysis, developing practice through a project, reflective practice, reviewing a body of knowledge, creative problem solving and analysis of research project

Reading List: http://lists.lib.plymouth.ac.uk/lists/C02727F2-F98A-DE2C-78B4-A69E030CD225

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions}Scheduled Activities Hours Comments/Additional InformationLectures 60 Includes group sessions, group tutorials/meetings, VLE

interactions, individual tutorials and mentor meetingsTeaching practice 32.5 Combination of direct and non-direct teaching hours, to a

minimum of 100 direct and 30 non-direct by the end of the programme. Of which one x 1hr (minimum) session will be observed by a subject specialist mentor and 1hr by a course tutor.

Directed and independent study

207.5 hrs

Total 300 hrs (NB: 1 credit = 10 hours of learning; 10 credits = 100 hours, etc)

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Coursework

C_ A research project task

Pass/Fail ALOs 1 and 2 will be assessed through a research project task equivalent to 2500-3000 words. This task will be assessed against the Programme’s Coursework criteria.

Generic Assessment

A_ Teaching Practice and Two Teaching Observations

ALO 3 will be assessed through meeting the minimum teaching practice requirements and two teaching observations, one by a course tutor and one by a subject specialist mentor. The teaching observations will be assessed against the Programme’s Teaching

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Observation criteria.

Practice

P_ Professional Portfolio

Pass/Fail ALO 4 will be assessed through a Professional Portfolio with agreed action points for developing teaching practice using the relevant Professional Standards and the Minimum Core. This task will be assessed against the Professional Portfolio criteria.

Updated by: Date: XX/XX/XXXX

Approved by: Date: XX/XX/XXXX

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PLYMOUTH UNIVERSITY MODULE RECORD

SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: DLLS586 MODULE TITLE: Theories and Resources for Teaching and Learning

CREDITS: 30 FHEQ LEVEL: 5 JACS CODE: X141

PRE-REQUISITES: N/A

CO-REQUISITES: N/A COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: (max 425 characters)Through reflective practice and study, this module evaluates learning and communication theories and the resourcing of teaching and learning for inclusive practice. Communication, resources, teaching and learning strategies and organisation policies are analysed.

.ELEMENTS OF ASSESSMENT [Use HESA KIS definitions}E1 (Examination) C1

(Coursework)Pass/Fail P1

(Practical)Pass/Fail

E2 (Clinical Examination)

A1 (Generic assessment)

Pass/Fail

T1 (Test)

SUBJECT ASSESSMENT PANEL Group to which module should be linked: DLLProfessional body minimum pass mark requirement: Pass

MODULE AIMS:To examine the relationship between learning and communication theories and the approaches and resourcing of the learner’s own professional practice. The module incorporates elements of the LSIS mandatory content for the Diploma in Education and Training.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:

Demonstrate a detailed knowledge of theories and principles of learningEvaluate, with minimum guidance, the use of resources available to support learning in your subject area, including the use of new and emerging technologies.Demonstrate the ability to improve own subject specialist teaching with minimum guidance from a mentor and course tutorIdentify, with minimum guidance, ways to improve own approaches to planning and enabling learning making reference to the Minimum Core and Professional Standards

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DATE OF APPROVAL: XX/XX/XXXX FACULTY/OFFICE: HESDATE OF IMPLEMENTATION: XX/XX/XXXX

SCHOOL/PARTNER: Education

DATE(S) OF APPROVED CHANGE: XX/XX/XXXX

TERM: Autumn and Spring

PLYMOUTH UNIVERSITY MODULE RECORDAdditional notes (for office use only):

PLYMOUTH UNIVERSITY MODULE RECORD

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE:

MODULE LEADER: Jeanne Gollop OTHER MODULE STAFF:

Summary of Module Content Application of theories and principles of learning and communication to inclusive learning and teaching.Using a range of approaches to support classroom management.Evaluation and improvement of the selection and use of teaching and learning strategies with reference to theories and principles of communication and inclusive learning.Application of up to date knowledge of own specialist area to enable and support inclusive learning, following organisational, statutory and other regulatory requirements. Factors affecting learning, learning preferences and their potential impact on learner achievement.Ways in which theories and principles of learning and communication can be applied to promote inclusive practice.Applying the Minimum Core to practice and evaluating how this enables inclusive learning and teaching.Selecting and evaluating use of resources, including new and emerging technologies, with reference to theories and principles of communication and inclusive learning.Exploring the teaching of values.The development of practical skills in resource design, sustainable development and management.Inclusion, equality and diversity.Copyright and intellectual property rights (including online).Subject specific resourcing.

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Evaluating resources.Evidenced-based practice Developing a research proposal and consideration of ethical protocolsResearch approaches, for example, developing an argument, carrying out a literature review, data collection and analysis, developing practice through a project, reflective practice, reviewing a body of knowledge, creative problem solving and analysis of research projectReading List: Core TextsAshcroft, K. and James, D. (1998) The Creative Professional: learning to teach 14-19 year-olds. London: FalmerDuckworth, V., Wood, J., Dickinson, J. and Bostock, J. (2010) Successful Teaching Practice in the Lifelong Learning Sector. Exeter: Learning Matters. Fairclough, M. (2008) Supporting Learners in the Lifelong Learning Sector. Maidenhead: Open University Press.Gould, J. (2009) Learning Theory and Classroom Practice in the Lifelong Learning Sector. Exeter: Learning Matters. Harris, S. (2002) Innovative Classroom Practice using ICT in England. Clough: NFER.Race, P. (2010) Making Learning Happen. (2nd edn.) London: Sage.Tummons, J. and Duckworth, V. (2013) Doing your research project in the Lifelong Learning Sector. Maidenhead: Open University Press.Wallace, S. (2007) Managing Behaviour in the Lifelong Learning Sector. Exeter: Learning Matters.Recommended TextsButcher, J. (2005) Developing Effective 16-19 Teaching Skills. London: Routledge.Cerra, C. and Jacoby, R. (2003) Teacher Talk! : the art of effective communication. San Francisco: Jossey Bass.Gravells, A. and Simpson, S. (2012) Equality and Diversity in the Lifelong Learning Sector. (2nd edn.) Exeter: Learning Matters.Hill, C. (2003) Teaching using Information and Learning technology in Further Education. Exeter: Learning Matters.Thorne, K. (2002) Blended Learning: How to integrate Online and Traditional Learning. London: Kogan Page.Weyers, M. (2006) Teaching the FE Curriculum: Encouraging Active Learning in the Classroom. London: Continuum. JournalsThe British Journal of Educational Technology & The Journal of Computer-Assisted LearningWebsiteshttp://www.behaviour4learning.ac.uk/ http://www.qia.org.uk/ http://www.intute.ac.uk/supportdocs/fe.pdf http://tre.ngfl.gov.uk/server.php http://www.a6training.co.uk/resources/RandomGroupGenerator.xlshttp://excellence.qia.org.uk/page.aspx?o=ferl.aclearn.resource.id6117 http://inclusion.ngfl.gov.uk/http://www.jisc.ac.uk http://feandskills.becta.org.uk

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions}

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Scheduled Activities Hours Comments/Additional InformationLectures 60 Includes group sessions, group tutorials/meetings, VLE

interactions, individual tutorials and mentor meetingsTeaching practice 32.5 Combination of direct and non-direct teaching hours, to a

minimum of 100 direct and 30 non-direct by the end of the programme. Of which one x 1hr (minimum) session will be observed by a subject specialist mentor and 1hr by a course tutor.

Directed and independent study

207.5 hrs

Total 300 hrs (NB: 1 credit = 10 hours of learning; 10 credits = 100 hours, etc)

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Coursework

C_ A research project task

Pass/Fail ALOs 1 and 2 will be assessed through a research project task equivalent to 2500-3000 words. This task will be assessed against the Programme’s Coursework criteria.

Generic Assessment

A_ Teaching Practice and Two Teaching Observations

Pass/Fail ALO 3 will be assessed through meeting the minimum teaching practice requirements and two teaching observations, one by a course tutor and one by a subject specialist mentor. The teaching observations will be assessed against the Programme’s Teaching Observation criteria.

Practice

P_ Professional Portfolio

Pass/Fail ALO 4 will be assessed through a Professional Portfolio with agreed action points for developing teaching practice using the relevant Professional Standards and the Minimum Core. This task will be assessed against the Professional Portfolio criteria.

Updated by: Date: XX/XX/XXXX

Approved by: Date: XX/XX/XXXX

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PLYMOUTH UNIVERSITY MODULE RECORD

SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: DLLS579 MODULE TITLE: Curriculum and Society

CREDITS: 30 FHEQ LEVEL: 5 JACS CODE: X141

PRE-REQUISITES: N/A

CO-REQUISITES: N/A

COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: (max 425 characters)This module explores curriculum theories, principles and ideologies and social, economic, political and cultural differences affecting inclusive curriculum design, equality and diversity and education for sustainable development. It enables evaluation of individual subject specialisms in relation to inclusive curriculum design.

.ELEMENTS OF ASSESSMENT [Use HESA KIS definitions}E1 (Examination) C1

(Coursework)Pass/Fail P1

(Practical)Pass/Fail

E2 (Clinical Examination)

A1 (Generic assessment)

Pass/Fail

T1 (Test)

SUBJECT ASSESSMENT PANEL Group to which module should be linked: DLLProfessional body minimum pass mark requirement: Pass

MODULE AIMS:To develop an understanding of the history, concepts and models of curriculum; to analyse theories and approaches to curriculum practice and design that may differ within an educational/training context; to enable issues of inclusion and ESD to be explored. The module incorporates elements of the LSIS mandatory content for the Diploma in Education and Training.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:

Demonstrate a detailed knowledge of curriculum theories and principles within own subject specialist areaEvaluate, with minimum guidance, the social cohesion of curricula with regards to the protected characteristics identified in the Equality Act 2010.Demonstrate detailed knowledge and understanding of the theories and policies of Education for Sustainable Development

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Demonstrate continued development through breadth of teaching practiceEvaluate, with minimum guidance, access and progression in teaching practice

DATE OF APPROVAL: XX/XX/XXXX FACULTY/OFFICE: FAHDATE OF IMPLEMENTATION: XX/XX/XXXX

SCHOOL/PARTNER: Education

DATE(S) OF APPROVED CHANGE: XX/XX/XXXX

TERM: Autumn and Spring

PLYMOUTH UNIVERSITY MODULE RECORD

Additional notes (for office use only):

PLYMOUTH UNIVERSITY MODULE RECORD

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.

ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE:

MODULE LEADER: Russell Shobrook OTHER MODULE STAFF:

Summary of Module Content Application of curriculum theories, principles, ideologies and models to curriculum development.Inclusive curriculum design and implementation for specialist subjects and different cohorts of learners.Analysing different curriculum contexts in the Further Education and Skills sector.Building equality of opportunity and respect for diversity into curriculum designPolicy, legislation and codes of practice related to age, disability, gender reassignment, pregnancy and maternity, race, religion or belief, sex, sexual orientation..Duty to promote diversity and citizenship in the curriculum.National and international perspectives on cultural diversity and community cohesion.Social cohesion and religious tolerance.The impact of social, economic and cultural differences on teaching, learning and achievement.Challenging discriminatory behaviour in the learning environment.The impact of the educational use of technology on curriculum design.Theories, principles, policies and models of Education for Sustainable Development.Embedding Education for Sustainable Development in teaching practice.Proposing, justifying and evaluating changes to improve the curriculum recognising the roles of external bodies and stakeholders.

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Contemporary issues in education and training.

Reading List: http://lists.lib.plymouth.ac.uk/lists/26685436-1D90-BC99-7B30-1E4728C07C5F

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions}Scheduled Activities Hours Comments/Additional InformationLectures 60 Includes group sessions, group tutorials/meetings, VLE

interactions, individual tutorials and mentor meetingsTeaching practice 32.5 Combination of direct and non-direct teaching hours, to a

minimum of 100 direct and 30 non-direct by the end of the programme. Of which one x 1hr (minimum) session will be observed by a subject specialist mentor and 1hr by a course tutor.

Directed and independent study

207.5 hrs

Total 300 hrs (NB: 1 credit = 10 hours of learning; 10 credits = 100 hours, etc)

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Coursework

C_ An essay Pass/Fail ALOs 1, 2 and 3 will be assessed through an essay task equivalent to 2500-3000 words. This task will be assessed against the Programme’s Coursework criteria.

Generic Assessment

A_ Teaching Practice and Two Teaching Observations

Pass/Fail ALO 4 will be assessed through meeting the minimum teaching practice requirements and two teaching observations, one by a course tutor and one by a subject specialist mentor. The teaching observations will be assessed against the Programme’s Teaching Observation criteria.

Practice

P_ Professional Portfolio

Pass/Fail ALO 5 will be assessed through a Professional Portfolio with agreed action points for developing teaching practice using the relevant Professional Standards and the Minimum Core. This task will be assessed against the Professional Portfolio criteria.

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Updated by: Date: XX/XX/XXXX

Approved by: Date: XX/XX/XXXX

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PLYMOUTH UNIVERSITY MODULE RECORD

SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: DLLS580 MODULE TITLE: Wider Practice and Professional Development

CREDITS: 30 FHEQ LEVEL: 5 JACS CODE: X141

PRE-REQUISITES: N/A

CO-REQUISITES: N/A COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: (max 425 characters)This module focuses upon notions of professionalism and wider professional practice enabling examination of professional conduct, accountability, quality assurance and improvement, and the wider context of teaching. Participants evaluate their professional and personal development and plan future development.

.ELEMENTS OF ASSESSMENT [Use HESA KIS definitions}E1 (Examination) C1

(Coursework)Pass/Fail P1

(Practical)Pass/Fail

E2 (Clinical Examination)

A1 (Generic assessment)

Pass/Fail

T1 (Test)

SUBJECT ASSESSMENT PANEL Group to which module should be linked: DLL

Professional body minimum pass mark requirement: Pass

MODULE AIMS:To understand the wider context of education and reflect upon their professional development. The module incorporates elements of the LSIS mandatory content for the Diploma in Education and Training.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:

Investigate, with minimum guidance, the range of roles and responsibilities of a teacher in the Further Education and Skills sectorDemonstrate a detailed knowledge of issues of professional conduct and accountability

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Analyse, with minimum guidance, systems of quality assurance and improvementDemonstrate proficiency and capacity in teaching practiceReflect, with minimum guidance, on own subject specialist teaching and professional values

DATE OF APPROVAL: XX/XX/XXXX FACULTY/OFFICE: HESDATE OF IMPLEMENTATION: XX/XX/XXXX

SCHOOL/PARTNER: Education

DATE(S) OF APPROVED CHANGE: XX/XX/XXXX

TERM: Spring/Summer

PLYMOUTH UNIVERSITY MODULE RECORD

Additional notes (for office use only):

PLYMOUTH UNIVERSITY MODULE RECORD

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.

ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE:

MODULE LEADER: Russell Shobrook OTHER MODULE STAFF:

Summary of Module Content Teaching roles, responsibilities, contexts and breadth of practice in the Further Education and Skills sector.Roles and responsibilities in relation to working with other professionals in continuing development of subject specialism and team working.Concepts of professionalism, core professional values and dual professionalism for teachers in this sector.The contribution of learning and developing wider skills to motivation, confidence, achievement, economic growth and community development.Impact of own beliefs, assumptions and behaviours on learners and other professionals.Building equality of opportunity and respect for diversity into own practice.Impact of own professional, personal and interpersonal skills on learners and other professionals.Theories, principles and models of reflective practice and continuing personal and professional development and how these support own development as an autonomous learner.Identifying CPD needs, including literacy, numeracy and ICT, and opportunities for development and evaluating the impact on own practice.

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Integrating Education for Sustainable Development in teaching practice.Impact of own values and judgements on learners.Professional conduct and accountability to stakeholders and external bodies in this sector.Implications and impact of government policies on teaching and learning in this sector.The differences and relationship between evaluation and assessment in the quality cycle.Production of accurate assessment data and records.Validity and reliability of data and effectiveness of data collection methods/instruments.Roles of funding bodies, regulatory bodies, systems, inspection regimes and stakeholders in education and training and own responsibilities in relation to this.Own responsibilities relating to taking risks in own teaching, evaluating learning programmes within statutory requirements and underpinning principles in relation to own subject specialism.Reading List: http://lists.lib.plymouth.ac.uk/lists/50F3D937-D251-5F95-7150-35E0D8789D03

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions}Scheduled Activities Hours Comments/Additional InformationLectures 60 Includes group sessions, group tutorials/meetings, VLE

interactions, individual tutorials and mentor meetingsTeaching practice 32.5 Combination of direct and non-direct teaching hours, to a

minimum of 100 direct and 30 non-direct by the end of the programme. Of which one x 1hr (minimum) session will be observed by a subject specialist mentor and 1hr by a course tutor.

Directed and independent study

207.5 hrs

Total 300 hrs (NB: 1 credit = 10 hours of learning; 10 credits = 100 hours, etc)

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Coursework

C_ Preparing a presentation task

Pass/Fail ALOs 1, 2 and 3 will be assessed through preparing a presentation task equivalent to 2500-3000 words. This task will be assessed against the Programme’s Coursework criteria.

Generic Assessment

A_ Teaching Practice and Two Teaching Observations

Pass/Fail ALO 4 will be assessed through meeting the minimum teaching practice requirements and two teaching observations, one by a course tutor and one by a subject specialist mentor. The teaching observations will be assessed against the Programme’s Teaching Observation criteria.

Practice

P_ Professional Portfolio

Pass/Fail ALO 5 will be assessed through a Professional Portfolio with agreed action points for developing teaching practice using the relevant Professional Standards and the Minimum Core. This task will be assessed against the Professional Portfolio criteria.

Updated by: Date: XX/XX/XXXX

Approved by: Date: XX/XX/XXXX

Appendix 2 – Coursework Assessment Criteria

Coursework Criteria

Grade Critical reading Research & investigation Communication skills

LEVEL 5 A pass in demonstrating the knowledge and understanding to achieve the assessed learning outcomes linked to the coursework

Relevant and wide range of key texts, with minimal errors in referencing. Analysis of reliability and validity of data. Detailed analysis and evaluation of relevant theories and contexts.

Undertakes / identifies own / others’ research to encourage innovation / creativity and improve own practice, showing analysis of related ethical issues. Reflects on and analyses impact on own practice and learners.

Clear and structured communication of ideas and meaning, which is readable and accessible, with generally accurate and consistent grammar and punctuation.

A fail in demonstrating the knowledge and understanding to achieve the assessed learning outcomes linked to the coursework

Irrelevant and limited range of poorly referenced texts. Lacking detailed analysis and evaluation.

Lacking in engagement with own / others’ research and related ethical issues. Lack of reflection and analysis of impact on practice and learners.

Unstructured communication with lack of clarity and accessibility, with generally inaccurate and inconsistent grammar and punctuation.

LEVEL 4 A pass in demonstrating the knowledge and understanding to achieve the assessed learning outcomes linked to the coursework

Relevant range of key texts with generally accurate and consistent referencing. Awareness of reliability and validity of data. Some analysis and evaluation of relevant theories and contexts.

Undertakes / identifies some research to encourage innovation / creativity and improve own practice showing awareness of related ethical issues. Reflects on implications for own practice and learners.

Effective communication of ideas and meaning, which is readable and accessible, with generally accurate and consistent grammar and punctuation.

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A fail in demonstrating the knowledge and understanding to achieve the assessed learning outcomes linked to the coursework

Irrelevant and minimal range of poorly referenced texts. Lacking analysis and evaluation.

Lacking in engagement with research and related ethical issues. Lack of reflection and analysis of impact on practice and learners.

Ineffective communication which is inaccessible, with generally inaccurate and inconsistent grammar and punctuation.

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Appendix 3 - Observation of Teaching Assessment Criteria for Pass/Fail and Grading Practice

1: Outstanding 2: Good 3: Developing 4: FailAreas of Observed Practice

Overall characteristics: Trainee's teaching is consistently above and beyond the standards, with many outstanding features. Practice includes:

Trainee’s teaching consistently meets all of the standards, showing no significant weaknesses. Practice includes:

Trainee’s teaching meets the standards but with some areas requiring improvement. Practice includes:

Trainee’s teaching does not meet standards, and/or has significant areas to develop, which may include:

Planning to meet needs of groups and individuals: Uses skills and expertise to plan teaching, learning and support which responds to the strengths and needs of learners; monitors their progress, setting challenging tasks, and building on and extend learning for all learners

Consistent and comprehensive planning with differentiated aims that meet the needs of individuals/groups through initially assessing learners’ starting points. Creative negotiation of learning goals and assessment activities with learners to address particular individual learning needs, overcoming identified barriers to learning. Timely coordination of, and comprehensive planning for, additional support for learning. Selection and development of a wide variety of stimulating activities and resources. Methodical planning to embed development of maths, English and ICT skills. Authoritative ability to link theory to practice in planning.

Consistent planning for differentiation through initially assessing learners’ starting points. Negotiation of learning goals and assessment activities to meet the needs of individuals and groups, and to overcome identified barriers to learning. Planning and co-ordination of additional support for learning. Selection and development of a range of appropriate activities and resources. Planning to embed development of relevant maths, English and ICT skills. Ability to demonstrate theoretical underpinning in planning.

Planning to meet the needs of the group and individuals through initially assessing learners’ starting points. Negotiation of learning goals and appropriate assessment activities to overcome identified barriers to learning. Provision of plans for additional support for learning. Planning for appropriate activities and resources that may incorporate include maths, English or ICT skills. Ability to link theory to practice in planning.

Insufficient or inappropriate planning; the needs of individuals or the group not met. Being unaware of and/or failing to plan effectively to meet learning needs or address barriers to learning. Insufficient planning and preparation for appropriate learning and assessment activities or resources. Unable to plan or prepare sufficiently without close supervision. Unable to link theory to practice.

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Standards: 14.Plan and deliver effective learning programmes for diverse groups or individuals in a safe and inclusive environment; 4.Be creative and innovative in selecting and adapting strategies to help learners to learn.Impact of Subject Specialist Teaching on learners and their learning experience:Teaching and learning develops subject specialism as well as English, mathematics, ICT and functional skills to support the achievement of learning goals and career aims

Demonstration of excellent subject knowledge and pedagogy which supports and engages learners, with ability to consistently and confidently anticipate and address common errors and misconceptions. Consistent modelling of very high standards of written and spoken communication, maths and ICT, successfully developing these skills in their learners. Employment and design of creative and realistic subject specific assessment activities. Confident and consistent support of knowledge and understanding of FE/HE and relevant employment opportunities, and wider social and environmental contexts. Consistent and confident demonstration of impact on learning through adaption and advancement of subject specialist knowledge and pedagogy.

Demonstration of well-developed subject knowledge, using different and engaging teaching approaches, with ability to identify, explain and address common errors and misconceptions. Modelling of good standards of written and spoken communication, maths and ICT encouraging and supporting these skills in learners. Ability to design and employ effective and realistic subject specific assessment activities. Ability to support knowledge and understanding of FE/HE and relevant employment opportunities, and wider social and environmental contexts. Demonstrates impact on learning through adaption and advancement of personal subject specialist knowledge and pedagogy.

Application of secure subject knowledge, including accurate and consistent use of subject specific language that engages learners, develops key concepts and addresses common errors and misconceptions. Secure level of personal maths, English and ICT, building these into lessons in support of these skills in learners. Ability to employ suitable and relevant subject specific assessment activities. Ability to identify FE/HE and employment opportunities and relate these to learners. Ability to adapt subject specialist knowledge and pedagogy.

Insufficient knowledge of specialist subject. Failure to select and apply interesting or relevant methods for teaching or assessing learner’s subject specific knowledge and skills as appropriate to the group or individual. Failure to adapt, or develop, set subject specialist knowledge or pedagogical targets.

Standards: 3. Inspire, motivate and raise aspirations of learners through your enthusiasm and knowledge; 7. Maintain and update knowledge of your subject and/or vocational area; 16. Address the mathematics and English needs of learners and work creatively to overcome individual barriers to learning; 19. Maintain and update your teaching and training expertise and vocational skills through collaboration with employers.Managing Teaching and Learning: Learners benefit from high

Consistent and confident in establishing and maintaining a motivating, challenging, structured and inclusive learning environment. All learners feel safe, secure,

Establishing and maintaining a motivating, structured, positive, inclusive learning environment. All learners feel safe, secure, confident and valued. Effective

Establishing and maintaining a structured, inclusive learning environment where learners feel safe, secure,

Failure to establish or maintain a safe, structured, inclusive learning environment where learners feel

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expectations and a range of teaching and learning approaches which inspire, motivate and challenge their learning

confident and valued. Consistent use of a range of creative, innovative and motivating learning opportunities, which encourage learners’ independence and active learning. Consistent and effective use of high quality and stimulating resources, incorporating a range of new technologies, as appropriate. Consistent and effective employment of high level communication skills and active listening to promote learning.

use of a good range of interesting, appropriate, and motivating learning opportunities and active learning. Effective employment of a range of good quality, engaging resources incorporating new technologies, as appropriate. Ability to demonstrate good communication skills and active listening to promote learning.

confident and valued. Effective use of a range of engaging learning opportunities and active learning. Effective use of resources, which include, as appropriate, new technologies. Ability to employ good communication skills to promote learning.

confident and valued. Failure to use, or limited use of, range of learning opportunities, emphasis on passive learning. Poor quality resources, limited use of new technologies (where appropriate). Limited communication skills.

Standards: 9. Apply theoretical understanding of effective practice in teaching, learning and assessment drawing on research and other evidence; 8. Maintain and update your knowledge of educational research to develop evidence-based practice; 13. Motivate and inspire learners to promote achievement and develop their skills to enable progression; 15. Promote the benefits of technology and support learners in its use.Promoting Inclusion: Equality and diversity are respected and promoted through teaching and learning and effective classroom management ensuring an inclusive and safe learning environment

Consistent and active promotion of citizenship and sustainability, maintaining high standards of behaviour, communication, respect for others. Challenge of inappropriate behaviour and attitudes, promoting equality, valuing diversity, setting consistently high and demanding expectations. Effective and consistent encouragement of learner autonomy. Use of knowledge and understanding of impact of learners’ life experiences as barriers to learning.

Recognition of citizenship and sustainability, establishing and maintaining appropriate standards of behaviour, communication, respect for others. Ability to challenge inappropriate behaviour and attitudes, promoting equality, valuing diversity, setting high expectations. Effective encouragement of learner autonomy. Awareness, and implication, of learners’ life experiences as barriers to learning.

Awareness of citizenship and sustainability, establishing appropriate standards of behaviour, communication, respect for others. Challenging inappropriate behaviour and attitudes, promoting equality, valuing diversity, with clear expectations. Encouragement of learner autonomy. Awareness of learners’ life experiences.

Failure to promote inclusive values or to set high expectations for learners. Failure to challenge inappropriate or discriminatory behaviour and attitudes. Fostering of teacher-dependence. Being unaware of the life experiences of the learners.

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Standards: 12. Understand the teaching and professional role and your responsibilities; 5. Value and promote social and cultural diversity, equality of opportunity and inclusion; 6. Build positive and collaborative relationships with colleagues and learners. 11. Manage and promote positive learner behaviour. Assessment for Learning: Learners understand how to improve as a result of frequent, detailed and accurate feedback following assessment of their learning

Effective, consistent, confident & systematic use of wide variety of engaging assessment tools, including as appropriate new/emerging technologies, to assess whether learning outcomes have been met. Consistent use of peer & self-assessment as tools for learning and progression. Effective use of formative, questioning & constructive feedback as central mechanisms to consolidate learning and encourage reflection. Excellent knowledge and understanding of relevant summative assessment processes. Consistent use of reflection in action when appraising the impact of own practice on learning.

Appropriate selection and effective use of a range of appropriate assessment tools including, where appropriate, new and emerging technologies to assess whether learning outcomes have been met. Use of peer & self-assessment as a tool for progressing learning. Effective use of formative assessment, questioning and constructive feedback to promote learning. Sound knowledge and understanding of relevant summative assessment processes. Active response when appraising the impact of own practice on learning.

Selection and use of a limited range of assessment tools, including active questioning, to assess whether outcomes have been met. Occasionally uses new and emerging technologies, or makes use of peer & self-assessment as a tool for learning. Generally gives clear and constructive feedback on assessment. Knowledge and understanding of relevant summative assessment processes. Appraisal of impact of own practice on learning.

Insufficient or inappropriate use of assessment of learners, including inadequate use of questioning and constructive feedback. Little or ineffective use of peer & self-assessment. Insufficient knowledge and understanding of relevant summative assessment processes. Insufficient evaluation of impact of own practice on learning.

Standards: 18. Apply appropriate and fair methods of assessment and provide constructive and timely feedback to support progression and achievement; 17. Enable learners to share responsibility for their own learning and assessment, setting goals that stretch and challenge.

An outstanding pass in achieving the assessed learning outcomes linked to the

Detailed and systematic evaluation of impact on learning of all lessons planned, with challenging targets set, many of which will be innovative/creative.Rigorous and systematic evaluation of own capabilities against relevant given and self-directed targets, as listed in the RDP. Many of these will be complex/non-routine innovative/creative. Detailed and systematic end of module reflection on development of own practice and impact on learning, in

Submission of all elements of the Professional Portfolio, as listed in the module contents sheet, which evidence autonomous development, impact on learning and which demonstrate initiative and problem solving.Rigorously completed lesson plans with specific learning outcomes and using a range of learning and assessment approaches, which are challenging and encourage innovation/creativity/risk taking to enable learning.Meeting targets set in RDP, many of which will be complex/non-

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Professional Portfolio

relation to relevant professional standards. Analysis of links between theory and practice; shows awareness of organisational and Government policies and relevant research.

routine/innovative/creative and demonstrate autonomous development in practice and impact on learning.Evidence from mentor of progress in subject pedagogy which has an outstanding impact on learning.

A good pass in achieving the assessed learning outcomes linked to the PP

Detailed evaluation of impact on learning of all lessons planned, and challenging targets set, some of which will be innovative/creative.Consistent and detailed evaluation of own capabilities against given and self-directed targets, as listed in the RDP. Some of these will be complex/non-routine/creative.Detailed end of module reflection on development of own practice and impact on learning, in relation to relevant professional standards. Clear articulation of links between theory and practice; shows awareness of organisational and Government policies.

Submission of all elements of the Professional Portfolio, as listed in the module contents sheet, which evidence consistent development, impact on learning and which demonstrate problem solving.Fully completed and detailed lesson plans with specific learning outcomes and using a range of learning and assessment approaches, which are challenging/encourage innovation/creativity and enable learning.Meeting targets set in RDP, some of which will be complex/non-routine/creative and demonstrate consistent development in practice and impact on learning.Evidence from mentor of progress in subject pedagogy which has a good impact on learning.

Appendix 4 - Professional Portfolio Assessment Criteria – includes Reflective Development Plan (RDP )

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A Developing pass in achieving the assessed learning outcomes linked to the Professional Portfolio

Evaluation of impact on learning of all lessons planned, and appropriate targets set, some of which will be creative.Evaluation of own capabilities against targets listed in the RDP, some of which will be non-routine/creative.End of module reflection on development of own practice and impact on learning, in relation to relevant professional standards. Links theory and practice; shows awareness of organisational policies.

Submission of all elements of the Professional Portfolio, as listed in the module contents sheet, which evidence steady development of practice and impact on learning.Completed lesson plans with specific learning outcomes and using a range of learning and assessment approaches to enable learning.Meeting targets set in RDP, some of which will be non-routine/creative and demonstrate steady development in practice and impact on learning.Evidence from mentor of progress in subject pedagogy which has a satisfactory impact on learning.

A Fail in achieving the assessed learning outcomes linked to the Professional Portfolio

Insufficient evaluation of impact on learning of all lessons planned, and limited/inappropriate targets set.Limited evaluation of own capabilities against targets listed in the RDP.Limited end of module reflection, lacking evidence of development of practice and impact on learning. Not able to link theory to practice; no awareness of organisational policies.

Non-submission of elements of the Professional Portfolio, as listed in the module contents sheet. Limited evidence of development of practice and impact on learning.Incomplete lesson plans with insufficient range of learning and assessment approaches.Lack of progress towards targets set in RDP and limited impact on learning.Unsatisfactory or no report from mentor on subject pedagogy.

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Appendix 5 - Cause for Concern Procedure - Mentor / Tutor Guidance

Even very competent pre-service or in-service trainee teachers can experience setbacks and what may seem to be insurmountable problems. Most difficulties can be overcome with constructive guidance and a supportive approach from mentors and tutors. For a minority of trainee teachers however, the problems require more formal support to solve.

Becoming a trainee teacher can present challenges that some find difficult to manage. Common problems relate to: Managing students, time and resourcesOrganising and managing learning; differentiating in classMaintaining the required quality of written planning and preparationCompleting critically constructive lesson evaluations Updating subject knowledge as appropriate to teaching schemes of workAssessing students’ progress and learning; giving feedback, marking, etc.Failing an observation and preparing for the re-observationProfessionalism issues in placement / practice / programmeAttendance issues in placement / practice / programme

Monitoring and managing trainee teachers who give cause for concern can be time consuming and difficult to handle. Whilst each case may be different these scenarios of trainee teachers’ difficulties have been taken from recent research:

The trainee teacher who is only too aware of their problems and overly self-critical. When things go wrong they blame themselves and may have difficulty in planning learning experiences that engage and motivate pupils. Consequently their confidence, perspective and self-esteem diminish, as does their ability to become effective teachers. However, with some positive feedback and clearly identified, staged targets, progress can be made.

The trainee teacher with problems but who has difficulty in acknowledging them. There is a mismatch between the mentor’s and trainee teacher’s perception of how well they are doing. S/he cannot accept constructive criticism and sees problems in terms of how the system has failed or is against her/him through having particularly difficult groups, students are deliberately obstructive, resources are inadequate, guidance is unhelpful, workload is too heavy. They have difficulty using their own evaluations to inform future planning and address weakness. They often provide an excuse or reason for every area of concern as though it is not of their making.

The method of dealing with all trainee teachers should follow a simple set of actions. Communication between mentors, tutors and placement co-ordinators for pre-service trainees or, where appropriate, HR representatives for in-service trainees is vital. If problems are identified quickly, strategies can be adopted to identify concerns to be addressed and targets to improve in order to overcome the problem.

If there is cause for concern, the following procedure should be followed and a ‘cause for concern’ form (Appendix 5) completed. Where possible, this should be done at least 2

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weeks before mentors need to sign off the log of professional practice which confirms the trainee has made at least satisfactory progress in subject pedagogy and has met the programme requirements, ready for the submission of each module assignment.

CAUSE FOR CONCERN PROCEDURE

Identify the ‘at risk’ trainee teacher as early as possible

Maintain support and encouragement, ensuring that all progress is acknowledged at the progress review

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Mentor / tutor to arrange meeting with the trainee and, for pre-service trainees include the College and/or University Placement

Co-ordinator, and, for in-service trainees include an HR rep if appropriate, to discuss concerns, identify targets, timescale and a

date for the progress review using the ‘cause for concern form’ – Appendix 5Copies should be sent, as detailed at end of form

PRE-SERVICE

At the Progress Review, if progress has been made but there are still targets to meet which it is considered the trainee could achieve, a further ‘cause for concern form’ should be completed and a second Progress Review arranged. If not, or if the trainee fails to meet all of the targets set at the second Progress Review, then the trainee would fail the placement.

This will result in failure of the practice element of the module, as detailed in the PP criteria, and the trainee would be required to interrupt which is likely to lead to being required to withdraw at the next Award Board.

Exceptionally, in the event of the tutor having reason to believe the trainee could succeed in a different placement then, an alternative placement could be sought. If not possible, the trainee would be interrupted and the Board would make a decision about any possible return to the programme.

IN-SERVICE

At the Progress Review, if progress has been made but there are still targets to meet which it is considered the trainee could achieve, a further ‘cause for concern form’ should be completed and a second Progress Review arranged.

If not, or if the trainee fails to meet all of the targets set at the second Progress Review, then the trainee would fail the A element of the module, as detailed in the PP criteria. The trainee would be required to interrupt, which is likely to lead to being required to withdraw at the next Award Board.

Appendix 6 - Cause for Concern Form Trainee teacher: Mentor / Tutor:

Dates Cause(s) for concern

Any requests from trainee:

Set dates for actions:

Agreed action plan for successful progress:

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Signed:

Trainee MentorPlacement Co-ordinator / HR rep Tutor

Outcomes of progress review:

Recommended action:

No longer cause for concern Second ‘cause for concern’ form to be completed The trainee has failed the placement The trainee is required to interrupt

Signed:

Trainee Mentor Placement Co-ordinator / HR rep

Tutor

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Copy to the Placements Administrator, PU Placements Office and Programme Leader for University trainees and Centre Tutor for University and College trainees

Appendix 7 – Early Alert Tutorial Record

Trainee’s name

Tutor

Date

Type of meeting Face to face Phone Other (state)

Reason/s for meeting (background and aim of meeting):

Action plan (including dates and who will be taking the action, and date for progress review):

Progress review:

Select one of the following: Early Alert resolved, no further action required 2nd progress review required on (date) ...............Move to Cause for Concern meeting on (date) ..............

Date of next meeting

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