School of Education

PGCE Primary Full-time School-led (School Direct) Programme

Assessment Handbook

2018-19

Contents

Title

Expectations for Submissions

Support for Academic Work, Deadlines and Unforeseen Circumstances

Application for Exceptional Circumstances Form

External Examining and Quality Assurance

3SDP01 – Early Years and Primary Curriculum

MSDP02 – Understanding Learning and Teaching and School Experience

MSDP03 – The Emerging Professional and School Experience

Guidelines for Written Work

Harvard Referencing

University Assessment Criteria

2

Overview of the PGCE Assessment for QTS

Assessment for the award ofQualified Teacher Status

(QTS)

Experiential/Enrichment Placements

Independent work - reading, tasks, notes, journals

SOL – reading, tasks, school-based tasks RPD File –evidence to

show you have met the Teachers’ Standards

Assessed School Experience 2

Assessed School Experience 1 +3

Emerging Professional Research Project

30 credits(MSDP03)

Understanding Learning & Teaching Assignment

30 credits(MSDP02)

Curriculum Portfolio&

Presentation + supporting evidence60 credits(3SDP01)

Assessment for the Graduate Diploma

120 credits at Level 6

Assessment for the PGCE60 credits at M Level60 credits at Level 6

Expectations for SubmissionsYou will enrol on the PGCE programme from the outset and your assessed work will be at Masters level (two professional studies modules) and Level 6 (one curriculum module/subject specialism module). In order to pass work at Level 6, you need to achieve at least a grade of 40. For Masters level work, this grade needs to be at least 50.

All school placements will be graded as pass or fail, where a pass will be a mark of 50 and a fail a mark of 20. Academic work is graded within the 0-100 grading scale.

The two professional modules have dual criteria. If your work achieves a grade between 40 and 49, this means it has not met the criteria for Masters level but it has met the criteria for Level 6. You can accept this grade which means you will pass the module at Level 6. This means you will not qualify for the PGCE but you will gain the Graduate Diploma in Education. The Graduate Diploma in Education still includes the recommendation for QTS.

All academic work at Masters level should be to a more critical and reflective standard than that of Level 6 work. This means that you are expected to have read widely, be able to challenge theory and put forward your own conclusions and argument. You should also be able to identify any gaps in the current topic which you are writing about and suggest your own creative and innovative ideas about further discussions to be had.

All work, regardless of whether it is Level 6 or Masters level, is assessed for academic conventions and style. You should be able to use Standard English accurately as well as ensure there are no spelling errors, grammatical errors or incorrect verb tense. Please proof read your work carefully.

You should avoid the following: colloquial language contractions (e.g., write cannot instead of can’t) generalisations emotive language (e.g., fantastic, brilliant)

Word limitWord limits are specified for assessed work in order to encourage clear and succinct writing by students and to maintain equity between all the students doing the same assessment. Students are required to keep to the word limit set for an assessment and to note that they may be subject to penalty if they exceed that limit according to the table of penalties set out below. The penalties are specified so that a piece of work of pass standard will be eligible for at least the capped mark notwithstanding the extent of any over-run.

Up to 10% over the word limit Situation flagged by tutor in feedback but over-run is tolerated and no deduction is made from the final mark

Between 10% and 25% over the word limit Deduction of 5 marks off final mark or the work will be awarded the capped re-sit mark whichever is the greater

Between 25% and 50% over the word limit Deduction of 15 marks for the final mark or the work will be awarded the capped re-sit mark whichever is the greater.

In excess of 50% over the word limit Eligible only for the capped re-sit mark only (40 for Level 6 and 50 for M level)

You will be required to provide an accurate word count for each piece of work you submit. This will normally rely on the word count system within Microsoft Word.

The word count specified for assessments will exclude reference lists and appendices. It will also exclude tables and graphs.

Appendices will not count against the word limit but should not contain large amounts of text. It will be expected that they will normally contain diagrams or tables or visual images.

Markers will check the declared word count against the word limit specified for that assessment; where the word count exceeds the specified word limit, the appropriate penalty will be applied. This will be reported to the Assessment Panel.

If it is suspected that the student has not declared the word count honestly, and that the piece of work is over the specified limit, the word count may be checked and a penalty applied. The Assessment Panel may reserve the right to refer the student for consideration under the University’s policy on academic cheating.

PlagiarismPlagiarism is the act of deliberately presenting someone else’s work as your own. It is absolutely unacceptable in academic work, and the penalties are very severe; the University cannot award any marks for work that is not your own. It is not enough to include the source used in your reference list; all reference to other people’s work must be carefully acknowledged by use of quotation marks, notes or references. If you are any doubt about the requirements for proper referencing, consult this handbook, the library website, and/or ask a tutor.

Academic work normally requires working with other people’s ideas, and using data from other people’s research. This is to be encouraged, as long as the proper conventions for referencing are used. However, academic work also requires students to demonstrate their achievement of critical and analytical skills; without proper referencing, tutors cannot identify the student’s own work, and cannot therefore award marks.

Working collaborativelyThe School of Education recognises the educational and personal value of collaborative discussion and learning, across all the modules it offers on its undergraduate and postgraduate programmes. We actively encourages tutors to incorporate group-based learning activities into a wide range of student learning experience and encourage students to take the fullest advantage of such opportunities.

However, all experience carries potential risk as well as potential benefit. The importance of group learning activity needs to be set against the fact that the award of credit towards a degree classification is essentially the recognition of the individual achievement of each student. Whenever a student submits a piece of written coursework, a declaration of academic integrity is signed asserting that the work is the student’s own and is not plagiarised (borrowed or paraphrased from an unacknowledged source). Coursework which is (in part or as a whole) the outcome of group collaboration cannot be treated as an exception to this important principle.

Although it is often difficult to be certain where any particular aspect of learning has originated, students must ensure, to the best of their ability, that material which is known to emanate from group collaboration acknowledges the contribution of other members of the group. Any conclusion, perspective or consensus which has been arrived at through group discussion, debate or collaboration must not be claimed solely as the work of any individual member of that group.

The principle applies across all types of written coursework but students are advised to pay particular care to the application of this principle to types of coursework which are necessarily of a personal nature. For example, the submission of an individual learning journal, based as it will be on the individual perceptions and reflections of a particular student’s unique experience, must not contain elements which are simplistically drawn from the outcome of group collaboration, but rather must be reflected on and individualised by the submitting student. Even then, due acknowledgement must be explicitly made to the group context and contribution.

Students who choose to ignore this important principle run the risk of having their work seen as being plagiarised and thus subject themselves to the normal University penalties for such dishonesty.

Marking of academic workTutors will apply a consistent procedure for marking your work. There will be summary comments on the feedback sheet as well as some comments written within your text. These comments are intended to highlight aspects for development so you can address these in future work. You may also be advised to seek writing support if there are numerous aspects of your writing that need attention.

At least 10% of the overall work will be moderated by a second tutor. This is to ensure consistency of judgements and marks made against the criteria. A moderator may not add additional comments but will verify the grade given by the first marker. In some instances, academic work may be moderated by a third tutor.

Resubmissions and feesAll resubmissions will incur a fee. Academic work will be £50 for resubmission. School placements will be £500.

If a piece of work is not submitted by the published deadline or an approved extended deadline, a mark of 0 NS will be recorded. If you fail any academic work, you normally have one attempt to resubmit it. Your feedback sheet will show whether you have passed or not. If you do not pass, you are encouraged to seek a tutorial with the tutor who first marked your work. Marks will be capped at 50 (M Level) or 40 (Level 6) for resubmissions but feedback will indicate the grade you would have achieved if it had been a first submission.

In cases where you have not made use of the first assessment opportunity, the School Assessment Panel and Board of Examiners for Progress and Award are unlikely to exercise favourably any discretionary powers relating to re-assessment opportunities, progression or award. Students should be aware that failing to make use of assessment opportunities may delay progress and/or award of the degree and graduation.

Resubmissions must be submitted electronically. You must include a front sheet as in your first submission as well as the feedback sheet from your first piece of work. This will enable the tutor marking your resubmission to identify whether you have addressed the targets from your previous work.

In most cases, resubmitted work will not need to be a completely new piece of work. It is likely that you will re-work your first attempt and address the questions and comments from tutors.

Distinctions and CommendationsIf you achieve a mark of 70 or above in any module, you will receive a commendation. If you have commendations in all three modules you will be awarded a PGCE with Distinction. The professional school experience aspect on a module is capped at 50 but is not used when calculating the overall academic mark.

Support for Academic Work, Extensions and Unforeseen Circumstances

Support for Academic WorkYSJU has a dedicated Learning Support team who offer short courses and specific guidance for academic work. They can help you to identify ways to improve the efficiency and quality of your academic work and offer advice and tuition on study and writing strategies.

You can contact them by email: studydevelopment@yorksj.ac.uk or call 01904 876477. More information can be found at the web address on the Student Homepage: https://www.yorksj.ac.uk/student-services/learning-support/

Submission DatesSubmission dates for all assessments are published in this handbook. This date is the equivalent of an exam, and it is expected that all work will be submitted by the published deadline.

Late Submission without prior arrangementWhere work is submitted up to 7 days after the deadline without an agreed extension the mark will be capped at 40 for Level 6 work and 50 for Masters level work. Where work is not submitted within 7 days of the deadline, a non-submission will be recorded with a mark of 0 NS and a re-sit offered for a capped mark of 40 for Level 6 work and 50 for Masters level work.

Failure to submit the re-sit by the revised submission date will result in a mark of 0NSX, which will prevent progression to the next level of study and it is likely that the programme will be terminated.

Please access the following link for up-to-date information relating to assessment deadlines & exceptional circumstances.

https://www.yorksj.ac.uk/ssr/policies-and-regulations-/exceptional-circumstances/

Request for an Assessment Deadline Extension due to Exceptional Circumstances**** Also known as mitigating or unforeseen circumstances QA Ref: STU13; Maintained by: Registry; Last updated: September 2017

GUIDANCE NOTESIt is your responsibility to fully and correctly complete the Exceptional Circumstances claim form, and submit this with satisfactory evidence, as set out in the Policy. The form must be completed by you, and cannot be completed by someone else on your behalf. You must submit your claim before your assessment deadline. Claims without satisfactory evidence, or that are submitted after the deadline for claiming, will be declined.

Your details (all fields marked * must be completed)

Your Name* Student ID*

School * Choose an item Programme of Study*

Year of Programme* Semester/Term*

Collaborative Partner (if not taught at York St John University)

YSJU email* Do you have a Learning Support Plan* Choose an item

Assessment(s) affected*

Module Code

ModuleTitle

Assessment Number and Type

eg 001 Exam

ModuleDirector

Your Current Assessment Date

Have you previously requested an extension for unforeseen circumstances for this assessment before?

Have you previously been given a Learning Support Plan (LSP) extension for this assessment?

Select date Choose anitem

Choose anitem

Select date Choose anitem

Choose anitem

Select date Choose anitem

Choose anitem

Select date Choose anitem

Choose anitem

Your circumstances* Reason for application for extension (indicate ‘X’ as appropriate) Examples of documentary evidence to submit with this form

Unforeseen medical circumstances – significant acute illness, accident or injury – sudden and severe in nature ☐ Medical certificate or GP letter covering the affected period and the

duration of extension requested

Unforeseen illness of dependents or immediate family ☐Medical certificate or GP letter relating to dependent/family member, GP or other independent professional third party evidence confirming how these circumstances are impacting upon you

Close family bereavement ☐ Obituary, and/or order of service; for extensions of longer than 1 week a death certificate or medical evidence will be required

Disability – only applicable where there has been a delay in arranging a reasonable adjustments and/or support ☐ Letter/email from the Disability Advice Team confirming the delay in

support is beyond your controlDeterioration/change in disability or long-term condition – unforeseen deterioration/change in the condition during the assessment period

☐ Recent evidence describing the specific deterioration/ change and the period it applies to eg medical certificate or GP letter

Victim of serious crime ☐A police crime number, insurance claim documents, court notification, GP letter; the evidence should demonstrate the impact upon you

Unforeseen acute personal circumstances ☐ Independent professional third party evidence demonstrating the impact upon you

Participation in exceptional and significant eventssuch as international sporting events ☐ Independent professional third party evidence demonstrating the

impact upon you; notification from official body of involvement.

Impact of your circumstances*Please provide a brief description of how you believe these circumstances to have affected your ability to complete your assessment(s)Specific dates affected* From: Select date To: Select date

Your preferred outcome*You are advised to continue to work on the assessment(s) you are claiming for. Please note if your request is subsequently turned down, or you do not receive the duration you requested, it is important to be aware that the standard late submission regulations will be applied. For repeat claims or ongoing circumstances your claim may be referred to ensure the most appropriate support is provided.

Number of weeks requested (normally 1-3)Extension duration requested (weeks)*:

Delay the date of an exam / practical / performance / presentation / placement / or similar

Evidence submitted*List the documentary evidence you have supplied - evidence should demonstrate impact upon the assessment period claimed for and cover the extension duration requested

Student Declaration*Indicate ‘X’ to confirm

☐ I confirm that I have read the guidelines

☐ I understand that if I have not fully completed this form that my application will not be processed and the form will be returned to me.

Select date Date

If you are experiencing difficulties please be reminded that you may be able to access support from Student Services. The Student Information Desk is able to offer support to students for many of the issues which contribute to exceptional circumstances. Please contact them in Holgate Student Centre of by emailing: SID@yorksj.ac.uk 

You should now submit this form to your SCHOOL ADMINISTRATOR (click for email addresses) attaching evidence as appropriate

External Examining and Quality AssuranceExternal Examiners at York St John are key professional partners in the maintenance and enhancement of the quality and standards of York St John's programmes of study.

All examiners will visit a sample of students on placement and will observe them teaching. They will speak to school colleagues and gather information about the programme overall. They will not overturn any decisions or judgements made of student teachers and may not offer individual feedback on their visit. Examiners will also meet a different group of students in university. If you are requested to attend this meeting, every effort will be made to ensure you can get to university from your school placement.

Examiners also scrutinise samples of written work and other academic work. They may attend group presentations. Should they be unable to attend on the dates for these assessments, video recordings will be made so they can comment upon these.

It is not appropriate for students to contact examiners individually but to be ready to talk to them about their programme as indicated above. Examiners are human and are not to be afraid of!

At the end of the programme, external examiners provide a verbal and written report to the university about their observations. This is from a quality assurance perspective and reports will indicate strengths of the programme as well as areas where improvements might be made. All reports are available for students to view on the Programme area of Moodle.

External Examiners also attend the programme Assessment Panel meeting at the end of the programme to verify the academic marks and awards of all students. They may also be asked for approval and advice about individual student issues or Standards Review meetings to ensure a quality assurance perspective.

Assignment Details

3SDP01 Early Years and Primary Curriculum

Module Learning Outcomes1. Critically analyse and explain the key concepts, knowledge, skills & understanding of effective

planning and assessment opportunities within the core subjects of English, mathematics & science.2. Utilise a combination of theories and principles in the development of appropriate activities and

resources to allow for progression in the learning of skill, knowledge and understanding of: non-core subjects; areas of learning within the Early Years Foundation Stage; frameworks for PSHE, RE, citizenship, MFL and computing the use of cross-curricular approaches

3. Communicate effectively using appropriate academic conventions.

One core subject portfolio (learning outcomes 1 & 3)One presentation with accompanying A1 portfolio (learning outcomes 2 & 3)

Core Subject Portfolio Title: Progression Study (1500 word commentary + supporting planning) Submission Date: Monday 29th April 2019

Electronic copy submitted by 12:00.pm

Feedback Date: Tuesday 28th May 2019

Resubmission date: Tuesday 25th June 2019

Please submit your work electronically. Your submission must have a marking grid attached. Include evidence of planning within the appendices.

For a 60 credit module with the level of face to face contact time provided, you are expected to put in about 300 hours of private study time.

PurposeTo give you the opportunity to demonstrate:

your ability to plan a coherent unit of English (focus on reading), mathematics (focus on number) & science (include some opportunity to develop ‘Working Scientifically’)

your ability to consider the children’s starting point when planning a series of lessons your capacity to identify possible misconceptions/barriers to learning within different subject areas your ability to plan for progression throughout a series of lessons Your ability to reflect on your own practice and evaluate strengths & areas to develop

Throughout this study, you must make reference to subject specific theory and literature. This must come from your reading of academic journals as well as published books.

The Progress StudyDuring your SE2 placement, you must identify which areas of English, mathematics and science you will be teaching. You must then plan for each of these areas of the curriculum and include evidence of one weekly plan for English (focus on reading) & mathematics (focus on number). You should also include a MTP for your science teaching as this is often taught over a half term. You should also include additional weekly planning of phonics if this supports your teaching of reading. Evidence of planning should be submitted as appendices and will be used to support your thinking within the written submission. Please note that alternative planning formats are appropriate if you are teaching in an EYFS setting but you should still

demonstrate your ability to plan a series of learning opportunities over time. If you are in an EYFS setting, you should also consider the place of enhanced provision.

The final Progression Study is a 1500 word commentary of teaching & learning that focuses on progression & dealing with misconceptions within a series of core lessons. The written commentary will identify and justify possible starting points, any misconceptions to be addressed and will focus on the planning, teaching & evaluation of a series of lessons. The commentary will track teaching over time and provide a chronological account that aims to evidence how progress is planned for and how misconceptions are addressed.

Student Number Module Code 3SDP01 Student Name100 - 80 79 - 70 69 - 60 59 - 50 49 - 40 Below 40

LO Met? LO – Critically analyse and explain the key concepts, knowledge, skills & understanding of effective planning and assessment opportunities within the core subjects of English, mathematics & science.

Knowledge and Understanding

Outstanding understanding of pupil progression in English, mathematics and science including a thorough awareness of children’s prior knowledge and possible misconceptions. Planning enables progression to be made by all pupils in all subjects.

Excellent understanding of pupil progression in English, mathematics and science including a thorough awareness of children’s prior knowledge and possible misconceptions. Planning enables progression to be made by all pupils in all subjects.

Very good understanding of pupil progression in English, mathematics and science including a thorough awareness of children’s prior knowledge and possible misconceptions. Planning enables progression for most children in all subjects.

Good understanding of pupil progression in English, mathematics and science including an awareness of children’s prior knowledge and possible misconceptions. Planning enables progression in all subjects.

Satisfactory understanding of pupil progression in English, mathematics and science including an awareness of children’s prior knowledge and possible misconceptions. Planning enables progression in some subjects.

Inadequate understanding of pupil progression in English, mathematics and science including an awareness of children’s prior knowledge and possible misconceptions. Planning enables limited progression to be made.

Organisation of ideas to develop arguments

Consistent evidence of an outstanding level of reflection, analysis and evaluation, supported by a detailed evidence base.

Evidence of an excellent level of reflection, analysis and evaluation, supported by a wide evidence base.

Very good level of reflection and evaluation of own practice, supported by a very good evidence base.

Good reflective thinking evident with some analysis and evaluation, supported by evidence base.

Satisfactory reflection, analysis and evaluation evident but rather limited, supported by an adequate evidence base.

Lack of reflection and evaluation leading to inadequate analysis. Work is descriptive and unsubstantiated.

Links between theory and practice

Outstanding level of awareness and understanding of impact between theory and practice

Excellent level of awareness and understanding of impact between theory and practice

Very good level of awareness and understanding of impact between theory and practice

Good level of awareness and understanding between theory and practice

Varied levels of awareness of the understanding between theory and practice. Some links inappropriate.

Little or no evidence of impact or implications between theory and practice.

LO Met? LO – Communicate effectively using appropriate academic conventions.Structure, organisation and purpose

Consistently clear structure adopted and referred to throughout the essay fully supporting the discussion.

A very clear structure throughout enhances the clarity of the argument with outlined sections to address main issues.

Clear structure and organisation with outlined sections to address main issues

Organisation and structure in place to aid the coherence of the discussion.

Satisfactory structure with some outlined sections to address main issues

Lack of structure leading to a lack of clarity and purpose in the assignment. Major features are not always sufficiently defined. Work is repetitive.

Clarity and appropriateness of writing style

Outstanding and fluent; accurately written with flair and style. Outstanding use of standard written English.

Excellent, well-crafted writing style. Excellent standard written English used consistently.

Very good, appropriate writing style using standard written English. All statements are clearly expressed and there is good flow from one point to the next.

Good use of written English with appropriately academic style.

Generally a satisfactory writing style.

Poor standard of basic English and unacademic style. Confused and incoherent arguments

Grammar, spelling and punctuation

No errors in grammar/spelling/syntax

No errors in grammar/spelling/syntax

Very good use of grammar/spelling and syntax.

Good use of grammar/spelling/ syntax. Some errors

Satisfactory use overall but with frequent spelling and syntax errors.

Much more care needed with language construction and checking of the text

Referencing conventions

Very comprehensive referencing using appropriate conventions with no errors

Very comprehensive referencing using appropriate conventions with no errors

Referencing clear and mostly accurate using appropriate conventions

Referencing adequate Referencing limited but sufficient for a pass Some incorrect/Incomplete referencing

References nearly/wholly absent or inaccurate/misleading

Overall:

Main target(s) for development:

Second marker comments:

Markers Date Agreed mark

Marking Grid – Progression Study – 3SDP01

Presentation and Accompanying A1 Portfolio

Group Cross-curricular Presentation Date: During timetabled workshops week beginning 10th

December 2018

Feedback Date: 16thJanuary 2019

Resubmission date: TBC

The feedback sheet will be provided to you in hard copy

PurposeTo give you the opportunity to demonstrate:

your understanding of cross-curricular planning and teaching your ability to plan a range of foundation subjects (UPR groups) or specific and prime areas of the

EYFS (LPR groups) how to make links between relevant reading and your own practice your ability to work collaboratively

PlanningFollowing tutor-led a cross-curricular workshop, you must organise yourselves into presentation groups. Groups should contain 3 or 4 people (maximum of 4).

Once groupings have been organised, you must agree a central topic/theme for your presentation and begin to develop planning ideas. You should share your initial ideas with your alliance mentor, alliance tutor and cohort leader to gain tutorial support.

Presenting your workFinal presentations will include a 15 minute group presentation. During your presentation you must outline your central theme and describe how a cross-curricular approach can be used to teach some of the foundation subjects or areas of the EYFS. There must be a clear focus on learning and teaching and your presentation should be informed by an accompanying A1 portfolio of evidence (poster format). Your presentation should last no longer than ten minutes and will be followed by a brief question and answer session with your assessor. This is where you will be expected to justify the decisions you have made in relation to your topic.

The A1 portfolio should include: a curriculum/topic mind map showing how different areas of the curriculum can be combined examples of medium term planning evidence of recent reading and links to literature clear learning objectives and evidence of how these will be assessed possible links to educational visits and visiting speakers evidence of differentiation

3SDP01 Cross-Curricular Presentation Feedback SheetStudent names:

Date and time:

Theme:

Presentation 80-100 70-79 60-69 50-59 40-49 Less than 40

Introduction Engaging Learning is made explicit

Quality of Presentation Clear expression of ideas using standard

English Clarity & suitability of intended learning

outcomes Diverse needs met

Quality of Discussion with Tutor Secure knowledge demonstrated Clear understanding of subject areas

Collaboration Shared responsibility demonstrated Each member shows understanding of all

aspectsOverall Quality

Relevant to age range Quality of material presented

A1 Portfolio 80-100 70-79 60-69 50-59 40-49 Less than 40

Purpose Creative approaches to planning Meeting diverse needs

Organisation of Ideas Level of critical reflection, analysis and

evaluation Evidence of independent thought

Links Between Theory & Practice Awareness and understanding of impact

demonstratedClarity

Fluent & accurately presented Standard written English

Grammar, Spelling & Punctuation Free from errors

Referencing Appropriate standard of referencing is

demonstratedStrengths:

Suggestions for improvement:

Presentation Mark: Portfolio Mark:

Tutor signature and name: Moderator tutor signature and name:

MSDP02 Understanding Learning and Teaching and School Experience

Learning Outcomes (Level 6)1. Critically analyse theory and practice relating to children’s/young people’s development and

learning.2. Demonstrate a critical understanding of the influences which may impact upon effective learning

and teaching.3. Use and apply the acquired knowledge and understanding of pedagogy to plan, assess and

evaluate learning and teaching in order to meet the needs of children/young people.4. Consistently demonstrate the standards and competencies required for QTS over a sustained

period, showing evidence of having responded effectively to support provided from partnership settings and from the university, including fulfilling documentation requirements.

5. Communicate effectively using appropriate academic conventions.

Learning Outcomes (M Level)1. Critically analyse and synthesise theory and practice relating to children’s/young people’s

development and learning.2. Demonstrate an advanced understanding of the influences which may impact upon effective

learning and teaching.3. Critically evaluate and reflect on applied knowledge and understanding of pedagogy to plan, assess

and evaluate learning and teaching in order to meet the needs of children/young people.4. Consistently demonstrate the standards and competencies required for QTS over a sustained

period, showing evidence of having responded effectively to support provided from partnership settings and from the university, including fulfilling documentation requirements.

5. Communicate effectively using appropriate academic conventions.

One assignment

Title: Critically evaluate one aspect of your practice developed during the Introductory Placement

Submission Date: Friday 11th January 2019

Electronic submission by 12:00

Feedback Date: Friday 8th February 2018

Resubmission Date: Friday 8th March 2019

Word length: 5000 words

For a 30 credit module with the level of face to face contact time provided, you are expected to put in about 150 hours of private study time.

PurposeTo give you the opportunity to demonstrate:

your understanding and learning of becoming a teacher how you have identified an aspect of your practice that you are developing collection of evidence of your practice and the impact on children or in the classroom environment how you critically analyse your practice in relation to literature how you have evidenced the way in which your pedagogical understanding has changed

Throughout your assignment you must make reference to theory and literature. This must come from your reading of academic journals as well as published books. References should not be older than ten years unless they are seminal texts or leading authors.

PlanningIn your initial planning towards this assignment, you must be clear about aspects of learning to become a teacher and the areas you feel you need to prioritise. Aspects might include:

- Planning - Observing - Assessment - Differentiation - Resources - The use of supporting adults - The learning environment - Behaviour management - Other, in agreement with your module tutor

Evidence in AppendicesYou are likely to draw upon examples of children’s work, photos, planning pro forma, assessment grids, written feedback provided to children, lesson observations, appraisals, reflective learning journals and other evidence. It is important that any Appendix material is referred to in your assignment. Do not include lengthy documents where there is only one paragraph of interest, for example, a complete Ofsted report of a school where you are drawing upon a sentence of behaviour. Ensure you highlight any key information on a longer piece of evidence to save the reader from reading through aspects that are not related to the point you have made in your assignment. Do not include evidence in your Appendices that you have not referred to in your assignment.

Presenting your workYour written work should adhere to the university guidelines for presentation.

The assignment should be organised in the following way: Front cover with assignment title, module code and title, student number, module tutor Assessment feedback sheet Contents page Main assignment (5000 words) Word count Reference list Appendices

Appendix material needs to be organised in the following way: labelled numerically, e.g., 1, 2, 3, etc, using page numbers or coloured labels ordered as they are referenced in your assignment.

MSDP02 Assessment Feedback Sheet: Essay Student Number:

Learning Outcomes 80-100 70-79 60-69 50-59 49-40

Level 6 only39 or below

Fail

Knowledgeand

Understanding 1, 2

A highly perceptive and insightful understanding of the chosen issue, informed by an exemplary range of source material. An outstanding, analytical and in depth consideration of the context, including policy and practice.

A perceptive and insightful understanding of the chosen issue, informed by a very good range of source material. A highly, analytical and in depth consideration of the context, including policy and practice.

A good understanding of the chosen issue, informed by a good range of source material. A good, analytical and in depth consideration of the context, including policy and practice.

A reasonable understanding of the chosen issue, informed by a reasonable range of source material. A sound consideration of the context, including policy and practice.

A limited understanding of the chosen issue, informed by a limited range of source material. Some consideration of the context, including policy and practice.

A lack of understanding of the chosen issue, insufficiently supported by partial and sometimes irrelevant source material. Insufficient reference to context.

Analysisand

Reflection 2, 3, 4

Demonstrates an outstanding level of criticality in the handling of evidence, and analysis of theory and practice. Exceptional personal reflection indicating autonomy based on a personal belief system.

Demonstrates a very good level of criticality in the handling of evidence, and analysis of theory and practice. Very good personal reflection suggesting autonomy and an emerging personal belief system.

Demonstrates a good level of criticality in the handling of evidence, and analysis of theory and practice. Good personal reflection demonstrating good ability to justify choice, understand influences, evidence progress in teaching, and demonstrate changes to thinking.

Demonstrates some criticality in the handling of evidence, and analysis of theory and practice. Some personal reflection, demonstrating some ability to justify choice, understand influences, evidence progress in teaching, and demonstrate changes to thinking.

Demonstrates limited criticality in the handling of evidence, and analysis of theory and practice. Limited personal reflection, demonstrating limited ability to justify choice, understand influences, evidence progress in teaching, and demonstrate changes to thinking.

Demonstrates little or no criticality in the handling of evidence, and analysis of theory and practice. Little or no personal reflection, demonstrating little or no ability to justify choice, understand influences, evidence progress in teaching, and demonstrate changes to thinking.

Academic Writing5

Excellent argument that is of the highest academic quality.

Clear, well-structured argument that is well crafted and cogent.

Clear, cogent and well- structured argument.

Mostly clear, cogent and well-structured argument.

Generally well structured and clear argument.

Minimal structure and argument unclear.

No errors in grammar and syntax. Published material Referenced impeccably using appropriate conventions.

Virtually no errors in grammar and syntax. Published material clearly and accurately referenced using appropriate conventions.

Reasonable grammar and syntax but with several errors. Published material referenced clearly and mostly accurately with minor lapses.

Many errors in grammar/spelling/syntax. Published material adequately referenced but clearer and/or more references needed;

Errors in grammar/spelling/syntax impede/prevent reading, and require serious/intensive remedial work. Published material inaccurately referenced.

Overall:

Main target(s) for development:

First marker: Date: Provisional Grade:

Moderator: Date: Grade:

Moderator Comments:

Agreed Grade:

MSDP03 The Emerging Professional and School Experience

Learning Outcomes (Level 6)1. Critically reflect on their own emerging identity as a professional and capacity for increased self-

awareness.2. Synthesise and apply educational theory and research to their thinking about issues drawn from

professional practice.3. Demonstrate a conceptual understanding of the nature of EYFS settings and schools as social

organisations including the importance of values and relationships in an educational organisation.4. Consistently demonstrate the standards and competencies required for QTS over a sustained period,

showing evidence of having responded effectively to support provided from the partnership settings and from the university, including fulfilling documentation requirements.

5. Communicate effectively using appropriate academic conventions.

Learning Outcomes (M level)1. Critically and creatively reflect on their own emerging identity as a professional and capacity for

increased self-awareness and reflexivity.2. Critically evaluate, synthesise and apply an in-depth and specialist knowledge of educational theory and

research, to their thinking about issues drawn from professional practice.3. Demonstrate a creative and critical awareness and understanding of the nature of schools as social

organisations, including the importance of values and relationships in an educational organisation.4. Consistently demonstrate the standards and competencies required for QTS over a sustained period,

showing evidence of having responded effectively to support provided from partnership settings and from the university, including fulfilling documentation requirements.

5. Communicate effectively using appropriate academic conventions.

One paper (Literature Review & Methodology) & one conference presentation on a research project of your own choice of focus and data gathered from your Developmental Placement.

Paper Title: Literature Review and Methodology

Submission Date: Monday 18th February 2019

Electronic submission by 12.00

Feedback Date: Monday 18th March 2019

Resubmission Date: Monday 15th April 2019

Word length: 2500 words

Presentation Title: Findings, Analysis and Conclusions

Presentation Dates: Wednesday 27th & Thursday 28th March 2019

15 minute presentation at the PGCE Conference with hand-out

Feedback Date: Wednesday 30th April 2019

Resubmission Date: TBC

For a 30 credit module with the level of face to face contact time provided, you are expected to put in about 150 hours of private study time.PurposeTo give you the opportunity to demonstrate:

how you have conducted a small-scale research enquiry how you can justify a rationale for research how you can plan a methodology and use various methods of gathering data how you can critically evaluate your findings and apply these to your own practice as a teacher your developing skills as a practitioner-researcher

Throughout your assignment you must make reference to theory and literature. This must come from your reading of academic journals as well as published books. References should not be older than ten years unless they are seminal texts or by leading authors in the field.

Paper: PlanningIn your initial planning towards this assignment, you must have access to at least one of the core texts for research:

Wilson, E (2013). School-based Research: a guide for education students. 2nd Edition. London: SAGE

Sharp, J. (2009). Success with your Education Research Project. Exeter: Learning Matters Roberts-Holmes, G. (2011). Doing your Early Years Research Project: a step-by-step guide. 2nd

Edition. London: SAGE

You should have started thinking about an area of interest you would like to investigate. You should have identified key sources of information as a starting point for searching for relevant literature, such as journals, books and appropriate websites. You need to know what educational research and social science research are and have begun to address your critical reading and critical writing skills. You should start to define what a ‘research methodology’ and how this is not the same as ‘research methods’. You also need to be aware of how to structure the writing up of a research project, including the terms below:

- Abstract - Key words - Introduction - Rationale - Contextual information/literature review - Methodology including ethical consideration - Gathering data and methods - Findings and Analysis - Conclusions

Presenting your workYour written work should adhere to the university guidelines for presentation.

The written paper should be organised in the following way: Front cover with assignment title, module code and title, student number, module tutor Assessment feedback sheet Contents page Main assignment (2500 words), structured below:

o introduction and rationaleo literature reviewo methodology and ethical considerations

Word count Reference list Appendices Ethical Consent Form from head teacher (school-based task)

PGCE Research Project: Assessment Feedback for Written Literature Review and Methodology(Modules: MPGC04, MPGC06, MSDS02, MSDP03)

Title: Student Number:

Learning Outcome

s80-100 70-79 60-69 50-59 49-40

Level 3 only39 or below

Fail

KnowledgeandUnderstanding 2, 3, 5

A highly perceptive and insightful research question, informed by an exemplary range of source material. An outstanding, analytical and in depth consideration of the context, including policy and practice.

A perceptive and insightful research question, informed by a very good range of source material. A highly analytical and in depth consideration of the context, including policy and practice.

A very well-thought out research question, informed by a good range of source material. A good, analytical and in depth consideration of the context, including policy and practice.

A well-thought out research question, informed by a range of source material. A sound consideration of the context, including policy and practice.

An acceptable research question, informed by some source material. Some consideration of the context, including policy and practice.

A flawed research question, insufficiently supported by partial and sometimes irrelevant source material. Insufficient reference to context.

ResearchMethodology 1, 3

Outstanding critical understanding of the principles of practitioner research, key approaches and methods of enquiry. An exceptional ability to justify the research, recognising potential and limitations.

Very good critical understanding of the principles of practitioner research, key approaches and methods of enquiry. A very good ability to justify the research, recognising potential and limitations.

Highly critical understanding of the principles of practitioner research, key approaches and methods of enquiry. A good ability to justify the research, recognising potential and limitations.

Some critical understanding of the principles of practitioner research, key approaches and methods of enquiry. A sound ability to justify the research, with some recognition of potential and limitations.

Limited understanding of the principles of practitioner research, key approaches and methods of enquiry with limited criticality. Limited ability to justify the research or recognise potential and limitations.

Little or no understanding of the principles of practitioner research, key approaches and methods of enquiry. Inability to justify the research or recognise potential and limitations.

ArgumentandPresentation

1, 2, 3, 5

Excellent argument that is of the highest academic quality. Highly relevant sources integrated into the discussion and impeccably referenced throughout.Virtually no errors in grammar/spelling/ syntax.

Clear, well-structured argument that is well crafted and cogent. Highly relevant sources are well integrated into the discussion, and are clearly and accurately referenced throughout.Virtually no errors in grammar/spelling/ syntax.

Clear, cogent and well- structured argument. Relevant sources are clearly integrated into the discussion, and are clearly and accurately referenced.Good grammar/spelling/ syntax, with few errors.

Mostly clear, cogent and well-structured argument. Relevant sources are integrated into the discussion, and are generally clearly and accurately referenced.Good grammar/syntax/ spelling with some errors.

Some/minimal structure and argument present. Sources only occasionally integrated into the discussion and references are limited.Many errors in grammar/ syntax/spelling although still readable.

Minimal structure and argument present and referencing is poor.Many errors in grammar/spelling/ syntax making it difficult or impossible to read.

Overall comments (including strengths):

Main target(s) for development:

First marker: Date: Agreed Grade:

Second marker comments:

Second marker: Date:

Presentation

PlanningIn your initial planning towards the presentation, you need to be aware of what constitutes a good piece of research and a good presentation. You should be clear about what is expected in a professional context with a focus on educational research. Your use of Standard English should be perfect and you should dress smartly. You need to think about how to convey your research clearly to the audience as this will comprise of your peers, tutors and school-based staff. You should practise and rehearse your verbal speaking before the date of the conference. You should also visit the room you will be presenting in to familiarise yourself with the resources and layout. Room allocation will be made available to you on Moodle a few days before the conference.

Presenting your workYou should have a presentation ready. This could be through PowerPoint, Prezi or another piece of software used for presentations. You will have access to the usual facilities found in teaching rooms. Your presentation may take the form of a poster or several posters and may include examples of work from school or children, if appropriate. You should have a hand-out for the two tutors who will be assessing your presentation.

You will speak for 15 minutes to an audience of up to 30 people. This will include your peers and others from the programme. You must ensure you tell the audience what the impact of conducting this research had had on you as a teacher, learner and researcher. You should suggest how you will use your analysis and findings to inform your practice on your final Assessed Placement and into your NQT year.

You need to be prepared for questions from the audience at the end of your presentation. These are not to catch you out but to seek clarification of any points you have raised in your presentation.

The presentation should include: Title of your research project Update on new literatures since your literature review submission Adaptations to the planning of the research and rationale for the changes (if the research has been

adapted from your original intentions) Findings and analysis (This should form the main focus for your presentation) Conclusions and impact on your own practice Reference list

PGCE Research Project: Assessment Feedback for Oral Presentation(Modules: MPGC04/MPGC06/MSDS02/MSDP03)

Student name:

Date and time:

Research Title:

Presentation of… 80-100 70-79 60-69 50-59 40-49 39 or less

Knowledge and understanding Summary of source material Reflection on context, policy and practice Justification for the research

Research methodology Summary of understanding of key approaches and

methods of enquiryAnalysis and reflection Criticality of data Analysis of theory and practice Synthesis of concepts and ideas to own practice Reflection upon anticipated outcomes Recognition of validity of the data & outcomesArgument Clear, well-structured and cogent

Presentation Communication of ideas Appropriate format(s) No errors in grammar and syntax Command of professional language References to published material

Strengths:

Suggestions for improvement:

Agreed Mark

Tutor signature and name: Moderator signature and name:

MPGC04/MSDP03 Research Project Assessment Criteria

Learning

Outcomes80-100 70-79 60-69 50-59

Fail at M Level

Pass at Level 3

49-40

Fail

39 or below

Research

Methodology

1

3

An exceptional ability to justify the research, recognising potential and limitations.

A very good ability to justify the research, recognising potential and limitations.

A good ability to justify the research, recognising potential and limitations.

A sound ability to justify the research, with some recognition of potential and limitations.

Limited ability to justify the research or recognise potential and limitations.

Inability to justify the research or recognise potential and limitations.

Analysis

and

Reflection

1

2

3

5

Demonstrates an outstanding level of criticality in the handling of data, and analysis of theory and practice. Evidence of mature and sophisticated synthesis of concepts and theory to own professional practice, including exceptional reflection on unanticipated outcomes.

Demonstrates a very good level of criticality in the handling of data, analysis of theory and practice. Evidence of insightful ability to apply concepts and theory to own professional practice, including very good reflection on unanticipated outcomes.

Demonstrates a good level of criticality in the handling of data, analysis of theory and practice. Evidence of a good ability to apply concepts and theory to own professional practice, including good reflection on outcomes.

Demonstrates a sound level of criticality in the handling of data, analysis of theory and practice. Evidence of the ability to apply some concepts and theory to own professional practice, including considered reflection on outcomes.

Demonstrates limited criticality in the analysis of theory and practice, with a tendency to be descriptive. There is some evidence of linking theoretical ideas to own professional practice.

Demonstrates little or no evidence of analysis of theory and practice, or to own professional practice, with little reflection on outcomes. Excessively descriptive treatment.

Argument 1

2

3

5

Excellent argument that is of the highest academic quality.

Clear, well-structured argument that is well crafted and cogent.

Clear, cogent and well- structured argument.

Mostly clear, cogent and well-structured argument.

Generally well-structured and clear argument.

Minimal structure and argument unclear.

Presentation

Ideas are communicated in an accomplished and fluent manner through a variety of formats where applicable.No errors in grammar and syntax. A rich and succinct command of professional language. Published material accurately referenced and acknowledged.

Ideas are communicated effectively using a variety of formats where applicable. Virtually no errors in grammar and syntax. A clearly articulated command of professional language.Published material accurately referenced.

Ideas are communicated clearly using a variety of formats. Some lapses in use of professional language and Standard English. Published material referenced accurately with minor lapses.

Ideas lack clarity and format is limited. Limited choice of vocabulary and lack of awareness of professional communication. Published material references with some lapses.

Ideas are unclear and inappropriate format employed. Vocabulary does not reflect professional expectations. Published material inaccurately referenced.

Guidelines for Written WorkPreparing and Writing EssaysLots of study skills books can give you tips on how to prepare and write essays, so do consult these. Emulating the styles of presentation and writing in text books and journals (such as the British Educational Research Association (BERA) journal) is also not a bad place to start.

ReadingThe ‘essential’ and ‘recommended’ reading lists given on Moodle are obvious places to start for specific modules. The topic is normally approached by several books on your reading list. Many books also have useful suggestions for further reading at the end of chapters. Journals will be essential in all academic work and you must ensure you refer to these in every assessment. There will be an ‘introduction to journals’ workshop at the very start of your programme with the Academic Librarian for Education.

What will tutors be looking for in an essay? evidence of a basic grasp of topics introduced through lectures evidence of ‘essential’ and ‘recommended’ reading. Lectures cannot and should not provide all the

information you need to know about a topic. Further reading and further exploration/development of themes introduced in lectures are the essences of study at degree level. Reading can also help improve your academic written style!

evidence that you have understood the question, and have tried to answer the question fully, bringing in illustrations and examples where possible to support the points you are making

better essays will show clear evidence that the writer has actually thought about the question - the important themes it is trying to get you to address. Where appropriate, a ‘critical’ response, well backed up by a good example and a reasoned argument, is a good one to develop at this level of study

evidence of a clear structure to your essay - an obvious ‘beginning’, ‘middle’ and an ‘end’ full and clear referencing for the books, journals and websites you have used during the preparation

of the essay. You should take particular care not to copy sections of writing without putting such material in quotation marks and giving a full reference. Paraphrasing of an author’s ideas should also be referenced.

Presentation of Written WorkAll work is to be word-processed with pages numbered. Font should be Arial size 12. Word count should be included on the final page. Reference Lists should come at the end of the essay with Appendices at the end. Appendices should be numbered accordingly. Headers or footers should only state your Student ID number.

Submitting your workPresent it on the published submission date. Agreed dates for the submission of essays should be strictly adhered to, except in exceptional circumstances and after consultation with Cohort Leader prior to deadlines.

All work MUST have the appropriate marking grid completed and attached.

Keep a copy of your final draft. Retain all work handed back. It may be required subsequently by the Examination Committee or by the External Examiner.

Some work will be retained for Quality Assurance purposes.

Harvard ReferencingYSJU follows the Harvard referencing system. Please ensure you are familiar with these conventions by locating the guidance on the library website: http://library.yorksj.ac.uk/smile/Smile_Harvard_Referencing.pdf

Citing in the body of the textWhen you cite a piece of work you must always state the author / editor and the date of publication. If the work has two authors / editors you must cite both names. When citing in-text, you only use the author and date; do not include the title, place of publication, etc., as these further details are written in your reference list at the end of your assignment.

Example with one author:The work of Smith (2002) emphasises that the research was ...

Example with two authors:The work of Theakston and Boddington (2001) emphasises that the research was ...

Example of paraphrased text:There is some considerable debate concerning this research (Theakston and Boddington, 2001) highlighted is ...

If the work has four or more authors/editors, then we use the abbreviation ‘et al.’ This should be used after the name of the first author.

Example of authors cited in the body of your text:The work of Smith et al. (2002) emphasises that the research was undisputable. Theakston and Boddington (2001), however, considererd that ...

Example of paraphrasing in the body of your text:Furthermore, the argument presented was not convincing, causing further debate which led to the postponement of any decision on the refurbishment of the building (Smith et al. 2006).

If you cite an item which has the same author and was written in the same year as an earlier citation you must use a lower case letter after the date to differentiate between the two.

Example of citing different work by the same author from the same year:The work of Smith (2002a) emphasises that the research was ...

Direct quotesIf a direct quote from a book, article, etc., is used you must use quotation marks. Either ‘single’ or “double” quotation marks may be used but you should always be consistent and not switch between the two. State the page number.

Example – Short quotationSimpson (2002, p.6) declared that “the explosive behaviour was unexpected.”

Have a separate, indented paragraph for quotes that take up more than two lines of text, such as in the examples below:

Example 1, indenting a quote:Boden (1998, p.72) states:

“In 1664, the most common female crime prosecuted at the Quarter Sessions was that of battering men. This would suggest that women were not the passive and obedient members of society that men would have liked to believe they were.”

Example 2, indenting a quote:...The Place of Women in Society:“In 1664 the most common female crime prosecuted at the Quarter Sessions was that of battering men. This would suggest that women were not the passive and obedient members of society that men would have liked to believe they were.” (Boden 1998, p.72)

Use an ellipsis (three dots, or full stops) to indicate that part of the original text has been omitted from the quotation.

Example – Indicating that some words are omitted from the quotationBoden (1998, p.72) states: “In 1664 the most common female crime prosecuted at the Quarter Sessions was that of battering men ... women beating or dominating a man was a particularly sensitive issue as it threatened the perpetuation of the patriarchal society...”

University Undergraduate Assessment Criteria