McMillan School of Teaching,
Health and Care

Certificate in Education (PCET) Year Two

Semesters One & Two

2012-13

Module Tutors:

Andrew Hudson,Andy Naylor, Richard Nelson, Kate Toch and Hilary Woodhead

Contents

Year Two Handbook- Welcome

Module staff

Attendance

Tutorial support

Student opinion

Complaints & Compliments

Leeds Metropolitan University Assessment Regulations

Important Regulatory Points

General Assessment Advice

Plagiarism statement :

Re-assessment & 50% rule

Specific Module Assessment Advice/Criteria & Reading Lists

Curriculum Design for Inclusive Practice

Module Focus

Learning Outcomes

Assessment

Assessment Description

Assessment Brief:

Weekly Breakdown/Learning Programme

Developing Professional Practice......

Module Focus

Learning Outcomes

Assessment

Assessment Description

Assessment Brief:

Weekly Breakdown/Learning Programme

Grading Criteria (all modules)

Suggested Reading (all modules)

Year Two Handbook- Welcome

This handbook may seem quite dry and unwelcoming and perhaps daunting or even downright frightening! We hope that you can appreciate that as this an academic course with high standards so we do need to ensure that all the information provided is accurate and that you have all the essential documentation. The following pages give you all the key information about each module and this will be supplemented during the year as each new module starts.

This handbook is probably the most important document you will be given (alongside your PPD folder) so PLEASE DON’T LOSE IT! If you do you will need to access another from Moodle.

The way each module is assessed is explained in this handbook along with the specific Learning Outcomes for that module. The Grading Criteria can be found at the end. These are the same for all modules this year.

When we mark your work and decide on your grade we do the following:

  • Check that each item from the task description has been completed
  • Assess how relevant it is and ensure that you have met the learning outcomes for that module
  • Once we are certain those two things are done we award a percentage grade by consulting the qualitative statements contained within the grading criteria.

We strongly urge you to go through this process yourself prior to submission. You are teachers too so we hope that this self-assessment will not only help you on the course but in your professional role as well.

Module staff

Name / Room / Extension / E mail
Richard
Nelson / B24 McMillan / 8919 /
Andrew Hudson / B25
McMillan / 6388 /
Andy Naylor / B23 Mcmillan / 6337 /
Kate Toch / B23
McMillan / 8921 /
Hilary Woodhead / B24 McMillan / 8919 /

Attendance

Regular attendance is required at all elements of these modules and your tutor will keep a register. It is the responsibility of individual students to catch up on missed work. You are required to attend classes regularly and punctually. Whenever you are absent the reason must be notified to the College. You are expected to maintain an attendance level of 100% on your course. If you are absent from lectures for three consecutive weeks, without adequate explanation, we have a duty to notify the student loan company or LEA and you may be deemed to have withdrawn from the course.

Tutorial support

Tutorial support will be offered in addition to the taught programme by module staff. Your tutor will provide details of tutorial arrangements in the first session.

Student opinion

The School values student opinion and this is sought at modular level in the following ways:-

By completing a module review – this will be given to you by your tutor towards the end of the module.

Informal feedback is welcomed by tutors and, in the first instance, students should approach the module tutor. If a specific issue has been identified which is not resolved to your satisfaction the module leader should be approached. Where the module tutor and module leader are the same, or the issue has failed to reach a satisfactory conclusion, students should approach the course tutor.

Complaints & Compliments

If you are not satisfied with an aspect of the course and wish to make a complaint:

  • Your first action is to tell the person concerned what your complaint is, so that the problem can be resolved if at all possible.
  • Details of the formal Complaints Procedure can be found on the College’s Student Intranet website.

Conversely, if you are enjoying the course and wish to pass this on:

  • Your first action is to tell the person concerned.
  • Inform the module leader and course tutor.
  • Make sure you complete a module review.
  • Tell your friends and colleagues.

Leeds Metropolitan University Assessment Regulations

Important Regulatory Points

(A link to the full regulations can be found on the College Student Intranet)

All courses:

  • the pass mark for a module is 40%;
  • work must be submitted for all the components of a module (failure to submit one part will lead to reassessment)
  • the maximum mark achievable for a re-assessed piece of work is 40% (the pass mark for a module)

Late submission Leeds Metropolitan University regulations: All assessed work submitted after the due date, without good cause, including any extension period, shall be penalised as indicated below. Any work not submitted within these limits may not be submitted at that opportunityi.e. it is recorded on the mark sheet as “wns” for that attempt.

Extensions must be obtained prior to the submission date. Extension forms can be obtained from Reception and must be signed and approved by your module leader, course tutor or year leader. You then submit the authorised form to Reception; you should retain a copy to submit with the work. Extensions are normally granted for a period of5 working days. Working days include vacation periods but not Saturdays and Sundays or Bank Holidays. (Leeds Metropolitan regulation C15.6.6). Any work submitted after deadline will be marked at the convenience of the tutor. In some cases this may be significantly longer than the turnaround for assignments handed in on time.

Mitigating Circumstances If it appears unlikely that completed work can be submitted within this 5 day period, and there is a legitimate reason for this, then a claim for mitigating circumstances should be made. You should submit the incomplete work by the normal submission date, even when applying for mitigating circumstances. Application for mitigating circumstances is the responsibility of the individual student who must apply to the Examinations Office on the appropriate form, with supporting evidence, by the published deadline. Staff cannot submit mitigating circumstances on your behalf, but they can provide you with evidence in the form of a supporting statement if they are aware of your personal circumstances that justify the claim. Claims will be considered by a College Mitigating Circumstances Panel, which is normally held each Semester prior to the Examination Committee/Boards.

N.B. If you have received an extension for a piece of work it is unlikely that a claim for mitigating circumstances will get approval. The number of extensions you receive over a year is recorded and reported to the Mitigating Circumstances Panel.

General Assessment Advice

  • You should consult the grading criteria;
  • Look at the learning outcomes – you need to demonstrate that you have met these when completing the various tasks;
  • The work must be presented in standard English, word processed using a standard font such as Arial (avoid ‘flashy’ fonts please), double line spaced, show clarity of presentation and be coherently organised;
  • The work must demonstrate relevance and breadth of reference to appropriate literature;
  • You are strongly encouraged to make use of the tutorial time allocated to ensure that your work will meet the requirements of the assessment brief;
  • Referencing must be the Harvard system of referencing. Use the school referencing booklet “Guidelines on Referencing in Academic Writing”,for guidance. You will be penalised for poor referencing. All references cited in the assignment must be included in a reference list. A bibliography i.e. a list of everything you have read is not required, whether cited or not;
  • Word count: An assignment can be submitted with a word length of + or - 10% of the specified word length. For example, if an assignment of 2000 words is set then students can submit work with a word total within the range of 1800 to 2200 words. If the word total falls outside of these limits then the assessment grade and feedback given will report poor drafting and editing of the work. All words contained in the main body of the assignment contribute towards the word count. This includes quotations and references. It does not include the reference list or appendices;
  • Confidentiality: You should ensure that all work that you submit maintains confidentiality and anonymity. In the interest of confidentiality please ensure that your work does not identify individuals, either colleagues or students, or organisations. You may submit copies of documents prepared during the course of your work but names should be removed from the document.
  • Marking: We aim to return work within 3 weeks. Please be aware that marking tutors may have up to 50 pieces of work to mark in this time and up to 50% of the work needs to be double marked. Time is allocated, where possible, at the start of the year for this. If, therefore, you miss the deadline then your work may not be marked for some time after this 3 week period.

Plagiarism statement :

Re-assessment & the 50% rule

Specific Module Assessment Advice/Criteria & Reading Lists


Notes:

Curriculum Design for Inclusive Practice

Module Focus

The purpose of this module is to enable you to understand the principles and processes of curriculum design and how they apply to your curriculum. You should also be able to apply these to your own practice and evaluate your current practice.

Learning outcomes

Assessment

Type of Assignment: Essay
Weighting: 100% / Word count: 2 500
Distribution Date: 26/9/12 / Submission Date: 21/11/12

To be submitted to: Reception (McMillan)and electronically by 5pm

Assessment Description

  • 2,500 word reflective commentary that evaluates an area of curriculum that you have engaged with as part of your professional practice, with particular reference to issues connected with the development and quality of the curriculum - 100%

Assessment brief:

Write a reflective commentary that deals with the following:

  • Outline of the contexts that the curriculum operates in for the post compulsory sector and how they relate to your subject specialism.
  • Exploration of the key concepts of curriculum design with reference to reading.
  • Analysis of your curriculum area with reference to the ideologies or theories and models presented during the module.
  • Evaluation of the approaches to curriculum design and justify the preferences you have with reference to your specialist area.
  • Critical discussion issues of equality and diversity in relation to your curriculum area. What social, economic and cultural factors should be taken into account to ensure achievement of all learners?
  • Make specific recommendations for improvement to your curriculum with reference to ideologies, models and your previous analysis.

Suggested Timeline for Study.

Week / Topic / Learning outcomes
1 / Introduction and assessment
Contexts
Definitions
Curriculum design process /
  • Decode the outcomes of the module and interpret how to meet them.
  • Identify different contexts for the delivery of learning and analyse their impact upon curriculum development.
  • Define key terms.
  • Critically examine the key factors that impact on curriculum and who the agents of change are.
  • Critically examine the key agents of change in the curriculum.

2 / Ideologies and models
Lecture /
  • Critically examine a range of ideologies, theories, principles and models and outline their characteristics.
  • Analyse the relevance of the ideologies and models to own context.

3 / Recap on contexts
Ideologies and models /
  • Recap on contexts and draft diagram
  • Critically apply the ideologies and models to a case study.
  • Devise a curriculum and justify the design.

4 / Prepare a seminar paper /
  • Criticallyanalyse the ideologies and models in relation to own vocational/subject area.
  • Make recommendations for improvements in own curriculum area.

5 / Presentation of seminars /
  • Criticallyanalyse the ideologies and models in relation to own vocational/subject area.
  • Make recommendations for improvements in own curriculum area.

6 / Inclusivity and achievement
Social, economic and cultural differences to achievement
Challenging discriminatory behaviour /
  • Critically examine the significance of equality and diversity to curriculum design.
  • Examine how issues of equality and diversity are addressed in own context.
  • Analyse the opportunities and challenges this presents.

7 / Group tutorials /
  • Confirm understanding of assessment outcomes and expectations.

Optional Module:

Developing and Managing Resources

TCN0088A

Module Focus

This module aims to develop candidates’ skills and understanding of the importance of effective and inclusive resource design. It will provide an opportunity for learners to review and produce resources with a particular emphasis on emerging technologies. The assessment for this module will involve use of some of the new technologies in the discussion of the key themes and ideas as well as production of resources specific to your specialist area.

Learning outcomes (Cert Ed / DTLLS / FD level 5 )

  1. Evaluate own and others’ resources used in a range of learning contexts
  2. Analyse own strengths and development needs in terms of resource design and production
  3. Adapt existing resources and produce a broad range of inclusive teaching and learning resources appropriate to specialist area.
  4. Use a range new technologies to produce and store effective resources, taking account of legal requirements.

Learning outcomes ( PG DIP/ DTLLS- M Level)

  1. Evaluate own and others’ resources used in a range of learning contexts
  2. Critically analyse own strengths and development needs in terms of resource design and production
  3. Adapt existing resources and produce a broad range of inclusive teaching and learning resources appropriate to specialist area.
  4. Use and evaluate a range new technologies to produce and store effective resources, taking account of legal requirements.

Module staff

NameRichard Nelson

Room B24 McMillan (Bradford College)

Tel. 01274 438919

email

Attendance

Regular attendance is required at all elements of this module and your tutor will keep a register. It is the responsibility of individual students to catch up on missed work. You are required to attend classes regularly and punctually. Whenever you are absent the reason must be notified to the College. You are expected to maintain an attendance level of 100% on your course. Unless course regulations specify otherwise, you must maintain an attendance level of 85%. If you fail to meet this level without adequate explanation you may be required to withdraw from your course. If you are consistently absent from lectures for three weeks, without authorisation, you will be deemed to have withdrawn from the course.

Tutorial support

Tutorial support will be offered in addition to the taught programme by module staff. Your tutor will provide details of tutorial arrangements in the first session.

Student opinion

The School values students’ opinion and this is sought at modular level in the following ways:

Students are asked to complete a module evaluation. This must be given to tutors at the last contact session. These contribute to the module review document which may be accessed through the module leader.

Each institution represented will have its own course committee and student representation systems. These modules are seen as integral elements of the course and feedback through these media is appropriate and welcome.

Informal feedback is welcomed by tutors and, in the first instance; students should approach the module tutor. If a specific issue has been identified which is not resolved to your satisfaction the module leader should be approached. Where the module tutor and module leader are the same, or the issue has failed to reach a satisfactory conclusion, students should approach the course tutor.

Wk / date / Topics (indicative only- may well change) / Learning outcomes
1 / 19th Nov /
  • Intro to module + handbook
  • What are ‘resources’?
  • Analysing ‘the handout’ as a resource
  • Evaluate existing resources- carousel
  • Self assess own use including reference to variety, type, breadth and depth
/
  • Evaluate own and others’ resources used in a range of learning contexts
  • Analyse own strengths and development needs in terms of resource design and production

2 / 28th Nov /
  • Inclusion and the law (Equality Act, DDA, SENDA)
  • Copyright
  • Not re-creating the wheel- using and adapting existing resources
  • e.g. web based resources, webquests, online quizzes, image archives and digital images
  • Recap ‘show and tell’
  • Resources- inclusion and accessibility
/
  • Explain legal constraints
  • Adapt existing resources and produce a broad range of inclusive teaching and learning resources appropriate to specialist area.
  • Produce a subject relevant webquest
  • Produce a comic strip to describe on of the laws discussed.

3 / 5th Dec /
  • E learning overview
  • New technologies- issues and opportunities
  • Focus on e communication
  • Blogs, wikis, podcasts, social networks etc.- define and examine educational potential
  • Posterous and blogger
  • a new pedagogy?
/
  • Define key new tech terms ( e.g. blog, wiki, forum, podcast) and discuss application generally and in own specialist area
  • Analyse the merits and demerits of e communication systems in the context of specialist area
Nb. Do you know how to screen dump, crop and resize?
4 / 12th Dec /
  • Presentation tools- PowerPoint tips and tricks, Prezi
  • IWBs- SMART and Promethean
/
  • Identify key presentation principles
  • Describe processes related to maximising potential of presentation tools
  • Avoid death by PowerPoint

5 / 19th Dec /
  • Technology and assessment
  • Audio – podcats/ audioboo/ sound files
  • Video/ online digital storage e.g. YouTube, stream
/
  • Examine application of e-tools to assessments and feedback
  • Store digital data online
  • Create video and store / share online

Holiday
6 / 9th Jan /
  • Subverting office- using office tools to create interactive resources
  • Self marking quizzes
  • Collaborative learning using online office tools (Microsoft & Google Docs)
/
  • Use a range of new technologies to produce and store effective resources, taking account of legal requirements.

7 / 16th Jan /
  • Peer review one or more blog/ forum entries
  • VLEs and storage options- Box.net/ dropbox
  • Supported resource production/ adaptation
/
  • Adapt existing resources and produce a broad range of inclusive teaching and learning resources appropriate to specialist area.
  • Use a range of new technologies to produce and store effective resources, taking account of legal requirements.

Assessment