PGCE Definitive Documents 5617y02: Part-Time 2nd Year

PGCE Definitive Documents

5617y02: Part-Time 2^nd Year

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Important: All documents are subject to adjustment and change during the summer ‘Degree Scheme Variation’ process. Updates will be provided at the beginning of the programme where final version will be shared.

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Contents

615: Theories and Principles in Pedagogy. 2

616: Developing resources for inclusive practice. 5

617: Wider professional practice and development in education and training. 9

618: Action research in education. 13

615: Theories and Principles in Pedagogy

Level: 6

Credit Value: 15

Module Description:

The module enables trainees to understand further key theories, principles and applications of learning, as well as expectations of inclusive and individualised learning. It focuses on the contexts for education and training in the Further Education and Skills Sector as well as providing the trainee teacher with an understanding of learning methods within previous sectors that their learners may have encountered in order to improve the current learning experience.

Learning Outcomes:

On successful completion of the module, trainees will be able to:

Critically analyse the application of theories, principles and models of learning in education and training.
Critically analyse the theories, principles and models of curriculum development within their own subject specialism.
Analyse and evaluate their current curricula for inclusiveness of all learners.
Critically evaluate and improve own practice in relation to inclusive curriculum delivery, development and evaluation.
Critically evaluate individual learner’s potential blocks to learning and how to overcome them.

Indicative Content:

Principles and theories of learning
Application of theory to practice
Teaching and learning strategies
Factors affecting learning
Developing subject specialist pedagogy
Strategies for promoting equality and valuing diversity
Promoting inclusive practice
The role of learning resources including ICT in promoting and supporting learning

Assessment

Task 1. Case study and written assignment [80%]

A critical analysis of your subject specialism linked to the theories, principles and models that were researched in its construction (you must display an in depth knowledge of at least three theorists) and an evaluation of how to improve your curriculum with reference to inclusivity (LO1, LO2, LO3 and LO4).

(3500 words)

A Case study on a particular learner or group you have taught, their barriers to learning and how they were overcame (LO5)

(500 words)

Task 2. Formal Observation 5 [20%]

Observation report with accompanying documentation: scheme of work, session plan, resources. (Not in word count)

Post-session reflection of the observed session incorporating the New Professional Standards 2014, impact of your teaching on the learners and the progress made by the learners plus a SMART action plan for development

(1000 words)

Relationships to the New Professional Standards.

This module links to the following professional standards across the three key areas of:

Professional values and attributes.

4 – Be creative and innovative in selecting and adapting strategies to help learners learn.

5 – Value and promote social and cultural diversity, equality of opportunity and inclusion.

Professional knowledge and understanding.

8 – Maintain and update your knowledge of educational research to develop evidence based practice.

9 – Apply theoretical understanding of effective practice in teaching, learning and assessment drawing on research and other evidence.

Professional skills

14 – Plan and deliver effective learning programmes for diverse groups or individuals in a safe and inclusive manner.

15 – Promote the benefits of technology and support learners in its use

17 – Enable learners to share responsibility for their own learning and assessment, setting goals that stretch and challenge.

20 – Contribute to organisational development and quality improvement through collaboration with others

Bibliography

Highly Recommended

Ainley, P and Allen, M. (2010) Lost generation? New strategies for youth and education. London: Continuum.

Armitage, A., Evershed, J., Hayes, D., Hudson, A., Kent, J., Lawes, S., Poma, S., and Renwick, M. (2012) Teaching and Training in Lifelong Learning 4^th Edition,. Maidenhead: Open University Press

616: Developing resources for inclusive practice.

Level: 6

Credit Value: 15

Module Description:

The unit aims to enable learners to develop, use, and organise resources within a specialist subject, vocational or other area. It includes the purpose, development and use of resources, how to organise them and enable access to others. It also includes understanding legal requirements and responsibilities relating to resources and evaluating own practice in their development and use, ensuring that all material prepared for taught sessions are are the correct levels and standards.

Learning outcomes-

On successful completion of the module, trainees will be able to:

Critically analyse the purpose and use of resources in own specialist area to enhance inclusive learning, meeting individual learning needs.
Critically evaluate the principles of resource design to enhance learning, considering legal requirements and responsibilities relating to the development and use of resources.
Design and create resources, including those that involve new and emerging technologies, to engage and meet the individual needs of learners in own specialist area.
Critically evaluate own practice to improve own skills in development and use of resources in own specialist area.

Indicative Content:-

Principles and theories relating to design of resources.
Examining the use of technology in creating resources to enhance the learning and assessing process.
Designing and using own resources in own specialist area.
The importance of considering the needs and abilities of learners to access resources.
Reflecting and evaluating on own skills in designing and using new resources.
Planning opportunities for improving own skills.

Assessment

Task1 Presentation of portfolio of resources. [40%]

Present to your peer group three new resources of your design, at least one of which should include emerging technology you have used with your own group of learners in your specialist area.

In your presentation you need to justify your choice of resources related to enhancing inclusive learning, meeting individual learning needs and how it engages and motivates learners. (20 minutes) (LO1, LO2, LO3)

Task 2 Written task [40%]

A rationale to critically evaluate the principles of resource design to enhance learning and improve own skills in development and use of resources in own specialist area, considering legal requirements and responsibilities. (2000 Words) (LO1, LO2, LO4)

Task 3 Formal Observation 6 [20%]

Observation report with accompanying documentation: scheme of work, session plan, resources. (Not in word count)

(1000 words)

Relationships to the New Professional Standards.

This module links to the following professional standards across the three key areas of:

Professional values and attributes.

1 Reflect on what works best in your teaching and learning to meet the diverse needs of learners

2 Evaluate and challenge your practice, values and beliefs

3 Inspire, motivate and raise aspirations of learners through your enthusiasm and knowledge

4 Be creative and innovative in selecting and adapting strategies to help learners to learn

Professional knowledge and understanding.

8 Maintain and update your knowledge of educational research to develop evidence-based practice

9 Apply theoretical understanding of effective practice in teaching, learning and assessment drawing on research and other evidence

10 Evaluate your practice with others and assess its impact on learning

Professional skills

13 Motivate and inspire learners to promote achievement and develop their skills to enable progression

14 Plan and deliver effective learning programmes for diverse groups or individuals in a safe and inclusive environment

15 Promote the benefits of technology and support learners in its use

Bibliography:

Highly recommended

Bostock, Stephen J (2007) e – teaching: engaging learners through technology, London; Staff and Educational Development Association

Clarke, Alan (2011) How to Use Technology Effectively in Post Compulsory Education London: Routledge Press

Edwards, Anthony David (2012) New Technology and Education, London; New York Continuum

Gravells, Ann (2009) Principles and Practice of Assessment in the Lifelong Learning Sector; Exeter: Learning Matters Ltd

Hill, Chris (2008) Teaching with e-learning in the Lifelong Learning Sector, 2^nd Edition Exeter; Learning Matters Ltd

Recommended

Anderson, L., Briggs, A. and Burton, N. (2001) Managing Finance, Resources and Stakeholders in Education (Centre for Educational Leadership & Management) Sage Publications Ltd

Curzon, L. (1997) Teaching in Further Education: An Outline of Principles and Practice. 5th edition. London: Cassell

Habeshaw, S., Habeshaw, T. and Gibbs, G. (1984) 53 Interesting Things to Do in your Seminars and Tutorials. Bristol: Technical and Educational Services

Wallace, S. (2007) Teaching, Tutoring and Training in the Lifelong Learning Sector. (3nd Edition) Exeter: Learning Matters.

617: Wider professional practice and development in education and training

Level: 6

Credit Value: 15

Module Description:

The purpose of the unit is to provide learners with knowledge, understanding and skills related to wider professional practice in education and training. It includes: understanding professionalism and professional values in education and training, the policy context of education and training, the impact of being accountable to stakeholders and external bodies and the organisational context of education and training. It also includes understanding and contributing to the quality improvement and quality assurance arrangements of an organisation with a focus on meeting the New Professional Standards 2014.

Learning Outcomes:-

On successful completion of the module, trainees will be able to:

1. Critically analyse the concept of professionalism and dual professionalism and the influence of professional values in education and training in the Further Education context.

2. Critically evaluate the influence of policies and codes of practice of an organisation on curriculum and practice in own area of specialism.

3. Discuss and analyse the impact of social, political and economic factors in influencing education policy, with focus on own area of specialism.

4. Critically analyse the impact of being accountable to stakeholders and external bodies on curriculum design, delivery and assessment in own area of specialism.

5. Critically identify your contribution to the quality improvement and quality assurance arrangements of own organisation and the impact of self- evaluation on improving the learning and teaching process.

Indicative content-

· Define the concept of the dual professional and professional values.

· Explain the context of the wider sector.

· Research factors influencing the education system and curriculum design.

· Understand the partnership relationship between the educational organisation and employers and its effect on the education process.

· Study the quality assurance system of own organisation and own accountability to the quality improvement process.

· Demonstrate an understanding of the theories and principles of reflective practice.

· Identify, evaluate and plan for CPD and to improve own practice.

· Deliver and develop your subject specialist pedagogy.

Assessment

Task 1 Professional Standards Portfolio [30%]

Complete the professional standards portfolio evidencing that you have successfully met all 20 of the New Professional Standards from the Education and Training Foundation for the Further Education and Skills Sector within your teaching

Task 2 Critical evaluation of your Professional Standards Portfolio [50%]

Critically evaluate your professional standards portfolio in relation to the notion of professionalism, the impact of policies and procedures, social, policitical and economic factors and accountability on your teaching and the quality assurance processes within your educational establishments.

(3000 words) [LO1, LO2, LO3, LO4, LO5)

Task 3 Observation 7 [20%]

Observation report with accompanying documentation: scheme of work, session plan, resources. (Not in word count)

(1000 words)

Relationships to the New Professional Standards.

This module links to the following professional standards across the three key areas of:

Professional values and attributes.

1 Reflect on what works best in your teaching and learning to meet the diverse needs of learners

2 Evaluate and challenge your practice, values and beliefs

5 Value and promote social and cultural diversity, equality of opportunity and inclusion

6 Build positive and collaborative relationships with colleagues and learners

Professional knowledge and understanding.

7 Maintain and update knowledge of your subject and/or vocational area

8 Maintain and update your knowledge of educational research to develop evidence-

based practice

9 Apply theoretical understanding of effective practice in teaching, learning and assessment drawing on research and other evidence

12 Understand the teaching and professional role and your responsibilities

Professional skills

19 Maintain and update your teaching and training expertise and vocational skills through collaboration with employers

20 Contribute to organisational development and quality improvement through collaboration

Bibliography

Highly Recommended

Allen, M. and Ainley, P. (2013) Education beyond the Coalition. 2013. London: Radicaled Press

Armitage, A., Evershed, J., Hayes, D., Hudson, A., Kent, J., Lawes, S., Poma, S. and Renwick, M. (2012) Teaching and Training in Lifelong Learning, 4th edition, Maidenhead: Open University Press

Simmons, R., Thompson, R., Russell, L. (2014) Education, work and social change. London: Palgrave Macmillian

618: Action research in education

Level: 6

Credit Value: 15

Module Description:

The unit aims to enable learners to carry out action research in an area of professional practice. It includes understanding the nature and purpose of action research, conducting action research and presenting the outcomes. It also involves evaluating own practice in relation to action research and an insight into the benefits of primary and secondary data associated with qualitative and quantitative collection methods.

Learning Outcomes:-

On successful completion of the module, trainees will be able to:

Critically analyse the purpose and the key features of the action research process as distinct from other approaches to research.
Identify and justify a planning proposal for research of own choice of an area of practice for action research with related ethical considerations.
Critically evaluate a range of methods for gathering primary and secondary data related to the area of choice.
Critically evaluate own practice in relation to action research.

Indicative Content:-

Defining purpose and features of action research.
Identifying and justifying an area for research.
Developing a research question.
Planning a research project.
Applying ethical research policies.
Implementing small action research.
Reviewing the literature.
Reviewing and evaluating methods and methodology.
Selecting methods and designing instruments.
Deriving and presenting data.
Drawing conclusions.
Methods of evaluating action research

Assessment

Task 1. Action research report [80%]

Write an action research report for an area of development in your subject and practice. Collect data from a range of primary and secondary data sources to prove the need for development and justify and critically evaluate an action plan to define strategies for development in this area. You will be required to present a summary of your findings to a peer group to obtain peer feedback and share best practice.

[LO1, LO2, LO3, LO4] (4000 words)

Task 2. Formal Observation 8 [20%]

Observation report with accompanying documentation: scheme of work, session plan, resources. (Not in word count)

(1000 words)

Relationships to the New Professional Standards.

This module links to the following professional standards across the three key areas of:

Professional values and attributes.

1 Reflect on what works best in your teaching and learning to meet the diverse needs of learners

2 Evaluate and challenge your practice, values and beliefs

4 Be creative and innovative in selecting and adapting strategies to help learners to learn

Professional knowledge and understanding.

7 Maintain and update knowledge of your subject and/or vocational area

8 Maintain and update your knowledge of educational research to develop evidence-based practice

9 Apply theoretical understanding of effective practice in teaching, learning and assessment drawing on research and other evidence

10 Evaluate your practice with others and assess its impact on learning

Professional skills

17 Enable learners to share responsibility for their own learning and assessment, setting goals that stretch and challenge

18 Apply appropriate and fair methods of assessment and provide constructive and timely feedback to support progression and achievement

19 Maintain and update your teaching and training expertise and vocational skills through collaboration with employers

Bibliography

Highly Recommended

Bell, J. (2010) Doing Your Research Project: A Guide for First-time Researchers in Education, Health and Social Science, 5th edition, Maidenhead: Open University Press

Coghlan, D. and Brannick, T. (2010) Doing Action Research in Your Own Organization, 3rd edition, London: Sage

Cohen, L., Manion, L., and Morrision, K. (2011) Research Methods in Education, 7th edition, Abgindon: Routledge

McAteer, M. (2013) Action Research in Education(BERA/SAGE Research Methods in Education), London: Sage

McNiff, J. (2013) Action research: Principles and Practice, 3rd edition, Abgindon: Routledge

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