north east surrey college of technology (nescot) programme... · 2015-02-03 · 1. awarding...

North East Surrey College of Technology (NESCOT)

Foundation Degree in Education and Training, Professional Graduate Certificate in Education and Training

and Certificate in Education and Training

(Full and part-time routes) Programme Definitive Document

September 2014

http://www.gre.ac.uk/

Contents 1. Programme Information ...................................................................................................................... 3

2. Programme specification ..................................................................................................................... 4

3. Partner background and details (for collaborative provision)………………………………………………………..17

4. Programme Rationale ...................................................................................................................... 188

5. Curriculum Content, Design and Delivery .......................................................................................... 22

6. Teaching, Learning and Assessment .................................................................................................. 28

7. Student Support and Learning Resources .......................................................................................... 49

8. Quality Management ......................................................................................................................... 51

9. Course Specifications ......................................................................................................................... 56

10. Appendices ....................................................................................................................................... 106

1. Staff Curricula Vitae ...................................................................................................................... 107 2. Fitness to Practise Regulations .................................................................................................... .116

University of Greenwich QA Handbook, Appendix D6 (September2012) page 3

1. Programme Information

Award type (s)

Teacher education qualifications (FD, PGCE, Cert Ed)

Programme title (s)

Foundation Degree (FD) in Education and Training

Professional Graduate Certificate in Education (PGCE) and Training

Certificate in Education (Cert Ed) and Training

FHEQ Level

FD @ L5 PGCE @ L6 Cert Ed @ L5

Programme code (s)

Foundation degree - P13161 PGCE Ed & Training – P13162 Cert Ed & Training – P13163

Mode (s) of study

Full-time PGCE & Cert Ed

Part-time FD, PGCE & Cert Ed

Online/Distance learning

N/A

Other (please specify)

Date of APC authorisation

External Partner (if applicable)

NESCOT

Nature of external approval

Franchise

Validation

External Validation

Joint Award

Dual Award

Programme Leader (UK)

Programme Leader (Partner)

Judith Lawler

Link Tutor


2. Programme specification

1. Awarding Institution 2. Teaching Institution 3. School/Department 4. UCAS Code:

North East Surrey College of Technology (NESCOT)

Initial Teacher Education

5. Final Award 6. Programme Title 7. Accredited by:

Foundation Degree

Professional Graduate Certificate in Education

Certificate in Education

Education and Training

8. Quality Assurance Agency (QAA) Benchmarking Group(s) Benchmarking statements for the subject you are studying define what a student is expected to learn from studying that subject. They are defined by academic staff in the field and provided to students and universities by the Quality Assurance Agency (QAA). Benchmarking statements are explained and described on the Agency’s website at: http://www.qaa.ac.uk/academicinfrastructure/benchmark/default.asp On successful completion of the Foundation Degree or Cert Ed, students will be able to:

demonstrate knowledge and critical understanding of the well-established principles in their field of study and the way in which those principles have developed;

demonstrate successful application in the workplace of the range of knowledge and skills learnt throughout the programme;

demonstrate ability to apply underlying concepts and principles outside the context in which they were first studied, and the application of those principles in a work context;

demonstrate knowledge of the main methods of enquiry in their subject(s), and ability to evaluate critically the appropriateness of different approaches to solving problems in their field of study and apply these in a work context;

demonstrate an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge in their field of study and in a work context;

use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis in their field of study and in a work context;

effectively communicate information, arguments, and analysis, in a variety of forms, to specialist and non- specialist audiences, and deploy key techniques of the discipline effectively in their field of study and in a work context;

undertake further training, develop existing skills, and acquire new competences that will enable them to assume responsibility within organisations; and

have qualities and transferable skills necessary for employment and progression to other qualifications requiring the exercise of personal responsibility and decision-making.

http://www.gre.ac.uk/

http://www.qaa.ac.uk/academicinfrastructure/benchmark/default.asp


On successful completion of the PGCE, students will be able to demonstrate: a. a critical understanding of the underlying values and principles relevant to education students and developing personal stance which draws on their

knowledge and understanding; b. a critical understanding of the diversity of learners and the complexities of the education process; c. a critical understanding of the complexity of the interaction between learning and contexts, and the range of ways in which participants (including learners

and teachers) can influence the learning process; d. a critical understanding of the societal and organisational structures and purposes of educational systems, and the possible implications for learners and

the learning process; e. the ability to analyse educational concepts, theories and issues of policy in a systematic way; f. the ability to identify and reflect on potential connections and discontinuities between each of the aspects of subject knowledge and their application in

educational policies and contexts; g. the ability to accommodate new principles and understandings; h. the ability to select a range of relevant primary and secondary sources including theoretical and research based evidence, to extend their knowledge and

understanding; and i. the ability to use a range of evidence to formulate appropriate and justified ways forward and potential changes in practice. The benchmarking statements referenced in the development of this programme are;

QAA subject benchmarks for Education Studies 2007

Foundation Degree qualification benchmarks May 2010 9. Entry Requirements L3 qualification within the subject specialism; have at least 2 years’ equivalent experience for the FD; access to at least 100 hours of teaching practice; and have English GCSE C grade, or equivalent. 10. Educational Aims of the Programme and Potential Career Destinations of Graduates [Maximum 150 words]: The programme aims to provide an initial teaching qualification for those working in a full teaching role within education and training. To achieve this goal, the programme will enable students to:

critically and systematically analyse educational concepts, theories and policies in relation to their subject specialism and teaching context;

identify, implement and evaluate principles of planning, delivering, assessing and evaluating teaching and learning in order to become competent practitioners;

develop an awareness of professional roles and responsibilities within their teaching and wider professional context;

develop research and critically reflective skills in order to analyse and develop their own practice and, subsequently, participate in CPD activities;

investigate the role, needs and expectations of stakeholders with a vested interest in education and training;

evaluate the impact of personal and organisational values, beliefs and attitudes on professional practice; and

develop study and academic skills, with an opportunity to progress onto a first degree.


11. Summary of Skills Development for Students within the Programme [Maximum 150 words]:

The programme enables students to develop:

professional relationships with students and teaching and assessing skills that demonstrate competence in the classroom;

analytical and evaluative skills when relating theory to practice and reviewing personal, social, political, economic and technological impacts on teaching and learning;

critical reflective and evaluative skills when reviewing own practice;

academic skills to demonstrate rigour when reviewing literature and other information sources, synthesising information and presenting understanding in written and visual formats;

independent and collaborative skills in managing, completing and evaluating teaching and learning activities;

research skills to support independent action research within the classroom; and

personal and professional skills to meet the requirements of the minimum core and professional standards (LLUK, 2007).


11. The programme provides opportunities for you to achieve the following outcomes:

These are related to the benchmarking statements for the subject you are studying, described under 8 above.

The following teaching, learning and assessment methods are used to enable you to achieve and demonstrate these outcomes:

A. Knowledge and understanding of: A. Teaching and learning methods: On successful completion of the FD or Cert Ed, students will be able to demonstrate:

knowledge and critical understanding of the well-established principles in their field of study and the way in which those principles have developed;

knowledge of the main methods of enquiry in their subject(s), and ability to evaluate critically the appropriateness of different approaches to solving problems in their field of study and apply these in a work context;

an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge in their field of study and in a work context; and

ability to undertake further training, develop existing skills, and acquire new competences that will enable them to assume responsibility within organisations.

On successful completion of the PGCE, students should demonstrate a critical understanding of the:

underlying values and principles of relevant education studies and developing personal stance which draws on their knowledge and understanding;

diversity of learners and the complexities of the education process;

complexity of the interaction between learning and contexts, and the range of ways in which participants (including learners and teachers) can influence the process; and

societal and organisational structures and purposes of educational systems and the possible implications for learner and the learning process.

Lecture

Student presentations (groups)

Seminars

Feedback

Group activities

Practical workshops

Action research

Reflective writing

Discussion

Independent/guided reading & research

Case studies

VLE – discussion forums and activities

Subject mentor engagements

Action planning & reviews

Professional practice

A. Assessment methods:

Action research

Presentations (individual & group)

Evaluation

Essay

Case study

Independent study

Training event planning


B. Intellectual skills: B. Teaching and learning methods:

On successful completion of the FD or Cert Ed, students will be able to demonstrate:

ability to apply underlying concepts and principles outside the context in which they were first studied, and the application of those principles in a work context;

knowledge of the main methods of enquiry in their subject(s), and ability to evaluate critically the appropriateness of different approaches to solving problems in their field of study and apply these in a work context;

an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge in their field of study and in a work context;

use of a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis in their field of study and in a work context;

effective communication of information, arguments, and analysis, in a variety of forms, to specialist and non- specialist audiences, and deployment of key techniques of the discipline effectively in their field of study and in a work context; and

qualities and transferable skills necessary for employment and progression to other qualifications requiring the exercise of personal responsibility and decision-making.

On successful completion of the PGCE, students should demonstrate the ability to:

analyse educational concepts theories and issues of policy in a systematic way;

identify and reflect on the potential connections and discontinuities between each of the aspects of subject knowledge and their application in educational policies and context;

accommodate new principles and understanding;

select a range of relevant primary and secondary sources including theoretical and research based evidence to extend their knowledge and understanding; and

use a range of evidence to formulate appropriate and justified ways forward and potential changes in practice.

Lecture


Seminars

Group activities

Action research

Reflective writing

Discussion





B. Assessment methods:

Action research

Presentations

Evaluations

Reflective writing/journal

Case study

Independent study

Essays

Personal & professional development planning


C. Subject practical skills: C. Teaching and learning methods:

On successful completion of the FD or Cert Ed, students will be able to demonstrate:

successful application in the workplace of the range of knowledge and skills learnt throughout the programme;

ability to apply underlying concepts and principles outside the context in which they were first studied, and the application of those principles in a work context;

use of a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis in their field of study and in a work context;

effective communication of information, arguments, and analysis, in a variety of forms, to specialist and non- specialist audiences, and deployment of key techniques of the discipline effectively in their field of study and in a work context;

ability to undertake further training, develop existing skills, and acquire new competences that will enable them to assume responsibility within organisations; and

qualities and transferable skills necessary for employment and progression to other qualifications requiring the exercise of personal responsibility and decision-making.

On successful completion of the PPGCE, students should be able to demonstrate:

the ability to reflect on their own and others value system; and the ability to use their knowledge and understanding critically to locate

and justify personal position in relation to the subject.

Lecture


Seminars

Feedback

Practical workshops

Action research

Reflective writing


Case studies




C. Assessment methods: Lesson observations & feedback

Mid/end of year progress reports

Reflective writing

Personal and professional development planning

Portfolio

Tutorials

Action research


D. Transferable/key skills: D. Teaching and learning methods:

On completion of the FD, PGCE or Cert Ed, students will be able to: Communication

construct and communicate oral and written arguments ILT

use information and communication technology (ICT), including word processing, databases, internet communication, information retrieval and online searches

Numeracy

interpret and present relevant numerical information Working with others

as a result of the development of interpersonal skills, to demonstrate the capacity to plan, to share goals, and work as a member of a team

Improving own learning

Improve their own learning and performance, including the development of study and research skills, information retrieval, and a capacity to plan and manage learning, and to reflect on their own learning

Problem solving

Analyse, synthesise, evaluate, and identify problems and solutions.


Seminars

Feedback

Group activities

Practical workshops

Action research

Reflective writing

Discussion


Case studies




D. Assessment methods: Action research

Presentations

Independent study

Portfolio



Essays


E. Graduate Attributes: E. Teaching and learning methods:

Scholarship and Autonomy On graduating, students should be able to:

1. Have an informed understanding of their discipline or professional practice, and the ability to question its principles, practices and boundaries

2. Think independently, analytically and creatively, and engage imaginatively with new areas of investigation

3. Appreciate disciplines and forms of professional practice beyond their own, and draw connections between them

4. Become intellectually curious, responsive to challenges, and demonstrate initiative and resilience

Creativity and Enterprise On graduating, students should be able to:

1. Recognise and create opportunities, and respond effectively to unfamiliar or unprecedented situations or

2. Problems 3. Generate new ideas and develop creative solutions or syntheses 4. Communicate clearly and effectively, in a range of forms, taking

account of different audiences 5. Make use of familiar and emerging information & communication

technologies 6. Seize and shape the opportunities open to them on leaving university

Cross—cultural and International Awareness On graduating, students should be able to :

1. Engage effectively in groups whose members are from diverse backgrounds

2. Appreciate the importance of behaving sustainably 3. Move fluently between different cultural, social and political contexts 4. Value the ability to communicate in more than one language

Lecture


Seminars

Feedback

Group activities

Practical workshops

Action research

Reflective writing

Discussion


Case studies





E. Assessment methods: Action research

Independent study


Portfolio


Lesson observation & feedback

Essays

Training event planning


12. Programme Structure: Levels, Courses and Credits

(Foundation Degree P/T route)

Awards, Credits and Progression of Learning Outcomes

1.3 Managing Behaviours in the Learning Environment

20, credits, L4

1.2 Teaching, Learning & Assessment*

20 credits, L4

1.4 Theories, Principles & Models of Learning*

20 credits, L5

2.2A Developing Subject Specialist Resources

20 credits, L5

2.4A Wider Professional Practice*

20 credits, L5

2.3A Action Research

20 credits, L5

3.1 Educational Polices and Practices

30 credits, L5

3.3 Reflective Professional Practice Skills

30 credits, L5

3.2 Independent Study

30 credits, L5

3.4 The Mentoring-Coaching Role

30 credits, L5

1.1 PDP (1)* 15 credits, L4

2.1A PDP (2)* 15 credits, L5

Year 1:

Year 2:

Year 3: Leading to the L5 FD (240 credits)

Only completed by FD direct entry students in

order to achieve 120credits

NB: * indicates mapped against LSIS mandatory modules

Possible exit point for award of Cert Ed (150

credits, L5)



(PGCE P/T route)



20, credits, L4


20 credits, L4


20 credits, L5

2.2B Developing Subject Specialist Resources

20 credits, L6

2.4B Wider Professional Practice*

20 credits, L6

2.3B Action Research

20 credits, L6


2.1B PDP (2)* 15 credits, L6

Year 1:

Year 2: Leading to the L6 PGCE (150 credits)


Exit with Professional Graduate Certificate in Education & Training (L6, 150credits)



(Cert Ed P/T route)



20, credits, L4


20 credits, L4


20 credits, L5


20 credits, L5

2.4A Wider Professional Practice*

20 credits, L5


20 credits, L5


2.1A PDP (2)* 15 credits, L5

Year 1:

Year 2: Leading to the L5 Cert Ed (150 credits)


Exit with Certificate in Education & Training (L5, 150credits)



(PGCE F/T route)


1.1 PDP (1)*$ 15 credits, L4

2.1B PDP (2)*^ 15 credits, L6

1.2 Teaching, Learning & Assessment*$

20 credits, L4


20 credits, L5


20, credits, L4

2.3B Action Research

20 credits, L6

2.2B Developing Subject Specialist Resources

20 credits, L6

2.4B Wider Professional Practice*^

20 credits, L6

NB: * indicates mapped against LSIS mandatory modules $ denotes group is taught with year 1 P/T students, and

^ denotes group is taught with year 2 P/T students

Year 1:

Exit with Professional Graduate Certificate in Education & Training (L6,

150credits)



(Cert Ed F/T route)


1.1 PDP (1)*$ 15 credits, L4

2.1A PDP (2)*^ 15 credits, L5

1.2 Teaching, Learning & Assessment*$

20 credits, L4


20 credits, L5


20, credits, L4


20 credits, L5


20 credits, L5

2.4A Wider Professional Practice*^

20 credits, L5

Year 1:

NB: * indicates mapped against LSIS mandatory modules $ denotes group is taught with year 1 P/T students, and

^ denotes group is taught with year 2 P/T students

Exit with Certificate in Education & Training (L5, 150credits)

University of Greenwich QA Handbook, Appendix D6 (September 2012) page 17

3. Partner background and details (for collaborative provision)

Nescot has been providing a wide range of teacher education courses for a significant number of years. These have included 7407 stages 1 – 3 and PTLLS, CTLLS & DTLLS with an awarding body (City & Guilds). During this period the teaching team became familiar with working within the quality framework of the college and that required by City & Guilds. In 2007, when reforms to ITE qualifications were introduced, the college embarked on a relationship with the University of Surrey who validated three new part-time ITE programmes – a 3 year Foundation Degree in Teaching & Learning in the Lifelong Learning Sector, a 2 year Professional Graduate Certificate in Education (in Teaching & Learning in the Lifelong Learning Sector) and a 2 year Certificate in Education (in Teaching & Learning in the Lifelong Learning Sector). Since validation, these qualifications have undergone a successful interim review. Subsequently, the team has become confident and competent at delivering programmes that effectively suit our local market; adhere to the college’s robust HE quality procedures and the University of Surrey Regulations; meet the initial SVUK & LLUK requirements of ITE qualifications; and meet standards/inspections expected by external bodies such as Ofsted and IQER. The teacher education department was inspected by Ofsted over a one week period in December 2010 when it was graded ‘good’ along with its partner institutions. In addition, the department was involved in the 3 phases of the college’s IQER (2010-2012), culminating in the summative review team expressing ‘confidence’ in the college’s activities, identifying several elements of good practice and making no ‘essential’ recommendations.

The relationship with the University of Surrey, although allowing considerable autonomy, has also provided an excellent opportunity to collaborate with other linked colleges (Farnborough & Highbury). This partnership has developed into a termly meeting of the colleges for a ‘good practice’ sharing opportunity which has enabled Nescot to develop and refine some of its practices and processes. The ITE team now welcomes this new opportunity to collaborate with the University of Greenwich and embrace the more recent changes required for ITE qualifications in order to develop appropriate and high-quality programmes. Our fundamental aim is to provide supportive courses that enable trainees develop into competent and committed teachers and trainers.


4. Programme Rationale

1. Rationale and context for the development of the programme This document proposes for validation courses that provide a workplace related higher education qualification for those interested in pursuing a career in education and training. Presented are three part-time courses:

Foundation Degree (FD) in Education and Training at level 5, 240 credits;

Professional Graduate Certificate in Education and Training (PGCE) at L6, 150 credits; and

Certificate in Education and Training (Cert Ed) at L5, 150 credits. The FD will run over three years, whilst both the Cert Ed & PGCE will run over two years with students being co-taught in the first two years. Also presented and co-taught are two further one-year full-time courses:

Professional Graduate Certificate in Education and Training (PGCE) at L6, 150 credits; and

Certificate in Education and Training (Cert Ed) at L5, 150 credits. For some modules the part-time and full-time students may be co-taught (see section 12). The PGCE is for those with a recognised first degree in any subject (no minimum degree classification is stipulated), whilst the Cert Ed is offered for those without a first degree. Some students may wish to study for a third year in order to achieve the FD and, within the college, there is now the opportunity to progress on to BA (Hons) in Education Studies. Where students present with an initial teaching qualification of 120 credits at level 5, there is the opportunity of direct-entry into the third year of the FD. However, these students would be required to study for a fourth term to accrue sufficient credits to be awarded the FD qualification. All programmes and courses have been written to take into account guidance and requirements of current ITE reforms, Ofsted and organisational policies. Consequently, several sources have been drawn on, namely:

1 Quality Assurance Agency for Higher Education (2007) ‘Education Studies’ for benchmark statements – used to inform the development of the PGCE at level 6.

2 The Framework for Higher Education Qualifications in England, Wales and Northern Ireland (2008) for qualification descriptors for L5 qualifications – used to inform the development of the FD & Cert Ed.

3 LSIS (2013) “Qualification Guidance for Awarding Organisations L5 Diploma in Education and Training” – for guidance on developing all programmes in terms of learning outcomes within the mandatory units; teaching practice hours (100); numbers and length of lesson observations 8 x 1 hour); and links between successful achievement of units and observations.

4 LSIS (2013) “L5 Diplomas Guidance for HEIs” – used to inform the content and development of all programmes.

5 www.excellencegateway.org.uk “Generic Teaching Qualifications for the FE Sector” – used to inform the development of all programmes.

6 LLUK (2007) “New Overarching Professional Standards for Teachers, Tutors & Trainers in the Lifelong Learning Sector” – used to inform the development of all programmes.

7 LSIS (LLUK 2007, updated 2013) “Addressing Literacy, Language, Numeracy and ICT needs in Education and Training: Defining the minimum Core of Teachers’ Knowledge, Understanding & Personal Skills. A Guide for Initial Teacher Education Programmes.” – used to inform the development of all programmes.

http://www.excellencegateway.org.uk/


8 Ofsted Initial Teacher Education (ITE) Inspection Handbook (2013) – used to inform development of all programmes.

9 Nescot’s ‘Teacher Training – Work Placements’ procedure (SMT, 01.10.12) – used to inform guidance and information on placements.

In response to the above documents, the courses reflect the principles of the ITE reforms and fulfil the requirements for level 5 and level 6 HE qualifications in education. The courses are designed to develop reflective and competent practitioners who actively and effectively contribute to promoting positive and inclusive learning experiences for their learners. Modules incorporate reflective practice, not only in relation to teaching but also to the students’ own functional skills. The breadth of modules offered underpins the variety of skills and knowledge required to fulfil the roles and responsibilities of those working within the sector, thus providing an enriched programme which, it is confidently felt, addresses the market demand of Nescot’s ITE applicants. Feedback from existing students and enquiries made to the centre has informed the development of the programmes which focuses heavily on classroom practice throughout, as well as considering the wider perspective of working within the sector. Significant importance is attached to work-based learning and assessment – evidence for which will be gathered, demonstrated and assessed via students’ lesson planning documentation, lesson observations and feedback and tutorials. Throughout, the programmes seek to develop students’ analytical, reflective, synthesis and evaluative skills. There are assessed PDP (Personal Development Planning) modules in both years 1 and 2. Within these, students will develop their ability to self-evaluate and identify development needs; negotiate and review targets relating to both their academic and teaching skills; examine personal values, beliefs and attitudes; and explore the concept of professionalism. In the latter part of the courses, students will have the opportunity to focus on their subject specialism. The resources, action research and wider professional practice modules all provide vehicles for this activity. The action research module, in particular, will also provide students with the opportunity to demonstrate independence in following lines of enquiry and applying active research skills.

2. Target market Traditionally, our courses attract new or inexperienced teachers, a small proportion of who are employed by Nescot. The classes are diverse in terms of subject specialism, background, experience, age and ethnicity. This diversity enriches the learning experience. In the last couple of years, there has been an increase in the number of voluntary teachers undertaking the ITE qualifications. These students secure their own teaching placement, verified by the ITE team for suitability and sustainability. Transport to the college is readily accessible by car or train, subsequently not all the intake is from the local area. A relatively equal number of students embark on the PGCE as the Cert Ed with a lesser proportion undertaking the third year of the FD. Subsequently, the third year can be taught in conjunction with students studying the FD in Education Support, ensuring viability of groups and, hence, the course. Course evaluations of on-programme students are very positive and an increasing number of applicants are by word-of-mouth recommendations. However, the courses are also marketed widely online and via the college HE prospectus and open days.


3. Consultation with employers and Career Options for Students All students on our programmes are required to identify a subject-specialist mentor to provide support, observe lessons and give guidance where needed. These mentors need to hold a teaching qualification and be of the same or similar subject background to the student. One member of our ITE team is the ‘subject mentor coordinator’ and ensures all mentors are welcomed and briefed with the expectations of the role and confirms their support. To aid communications and information giving, a handbook, meeting opportunities and a VLE site is available to all mentors. In addition, ITE tutors undertake a joint observation of the student with the mentor. This provides the opportunity to standardise mentor observations, discuss arising issues and establish a relationship with each mentor, over and above the contacts with the mentor coordinator. Twice yearly, a short report is sought from the mentors to identify the progress students are making. As previously stated, the FD provides an opportunity for students to progress to a fist degree – BA (Hons) in Education Studies. To date, a significant number of our students have taken this opportunity. Historic exit data also shows that a significant number of our students have gained promotion, new posts or moved from a voluntary to a permanently employed teaching position.

4. Entry criteria and admissions process Individual offers may vary but a minimum entry requirement for applications are:

Have an English GCSE grade C or above, or equivalent

Have, or are prepared to work towards, a level 2 qualification in Maths.

In-service with the capacity to complete a minimum of 100 hours of teaching over the duration of the part-time programmes or the ability for Nescot to offer a suitable placement of at least 100 hours of teaching over the duration of the full-time programmes. Full-time placements can be arranged at Nescot within the following departments: Preparation for Life and Work, English, Maths, Computing & IT, Sport and Animal care.

Work (paid or volunteering) within Education and Training in a full teaching role.

Have the knowledge, skills and attitude to benefit from and complete the teacher training programme.

Hold a Level 3 qualification or higher in their subject specialism to apply for the Cert Ed

Hold a Level 3 qualification or higher in their subject specialism and have at least 2 years equivalent experience to apply for the FdA

Hold a recognised degree in their subject specialism to apply for the PGCE All applicants who meet the minimum requirement for admission will be invited for interview. At the interview applicants will be given a diagnostic assessment to test their written and spoken ability to pursue the programme. Their qualifications/certificates will also be verified and their experiences and aspirations for studying the programme will be discussed. Where appropriate, additional support needs will be identified so that suitable adjustments can be explored. If a student is pursuing a full-time programme, the interview will be conducted by a member of the ITE team and the head of department of the receiving placement department. Only upon the satisfaction of the interviewing tutor that the candidate has met the entry criteria will an enrolment be permitted.


5. Recruitment strategy and AP(E)L As currently existing courses at Nescot, the proposed programmes will be advertised by the college’s Marketing Department via the website and/or print publications, such as the HE prospectus and local media. Where the need for AP(E)L arises the University of Greenwich’s Regulations will be followed and the IfL ‘Tariff of Qualifications (ITT) Database’ will be consulted. These will be made available to students via marketing literature. It is also noted that LSIS provide guidance on ‘transfer of progress’ (eg with regard to the Certificate in Education & Training at L4). Where a portfolio is required as proof of experience and to determine exemptions, it will need to include the following elements:

Appraisal records Reference from employer Completed CPD records CV Relevant transcripts Accredited staff training records/certificates Reflective statement that sets out the applicants experience and training that provides evidence of their work experience broadly commensurate with practitioners that already have a L3 qualification.

Normally part-time candidates are in employment although, in some cases, they may be working voluntarily in an agreed placement. All full-time candidates will be in an agreed placement, usually at Nescot. At interview, the admissions’ tutor would evaluate the extent and quality of the voluntary placement and its suitability to generate sufficient work-based experience. There would need to be a supporting reference from the head of the organisation or an appropriate manager. However, offer of a place to study is at the discretion of the admissions’ tutor. Where a student falls out of employment or the placement no longer offers the appropriate environment for practice, it is their responsibility to inform the programme coordinator as soon as possible. The programme coordinator will consider the individual student’s circumstances and decide on an appropriate course of action. This may include a deferral of study or the approval of a proposed alternative placement that provides sufficient opportunity for progression. Nescot is also committed to follow the policy and procedure implemented in accordance with the University of Greenwich Academic a Regulations for Undergraduate Taught Awards (September 2012).


5. Curriculum Content, Design and Delivery

1. Rationale for the programme and its structure The PGCE and Cert Ed part-time programmes require one session attendance per week over a two year period, whereas the full-time route requires weekly attendance for one year. The FD part-time programme requires one session attendance per week for three years. If students are entering with 120 credits directly into year three of the programme, their attendance requirements extend over four terms. This provides equality of access to the BA (Hons) in Education Studies. The content and structure of the programme reflects the needs of the target audience. The programmes have also been designed to take into account guidance within LSIS documentation (as mentioned previously). LSIS identify mandatory units of study that awarding bodies should follow. Within those units are specific learning outcomes. These learning outcomes have either been directly included or mapped to those in our programmes. Where this has occurred it has been indicated in section 2:12. The course commences with an induction programme that aims to familiarise students with each other, the course requirements, the college environment, policies and practices and academic writing conventions. For full-time students this forms the first week of their course and the first 2-3 of weeks for part-time students. Within induction, there will be opportunities for students to meet the course team, their tutor and college support staff. Initial assessment at interview and during induction will enable early identification of support needs. Tutors will then negotiate with students the best course of action to address those needs. However, it is recognised that the identification and meeting of needs will be an on-going process. For all programmes, the teaching methodology is based on a constructivist approach, recognising the diversity and breadth of experiences of the participating students. The sessions are delivered in a manner that promotes active learning and a range of teaching and learning strategies are modelled throughout. The spiral nature of the curriculum allows opportunities for students to revisit, revise and reaffirm their learning. The significance of the role of ILT is recognised and practised, as is the importance of embedding functional skills in vocational and academic areas. Consequently, there are ample opportunities for students to develop and evidence their own minimum core skills. Throughout the course, emphasis is placed on informal formative assessment to support and develop students’ knowledge and skills related to teaching and learning, prior to module summative assessments. This support is provided by the teacher trainers, tutors, subject mentors as well as LRC-based skills’ tutors. Importantly, students are encouraged to develop their reflective practice. PDP modules will run throughout the programmes and will be personalised to address individual needs. These needs will be identified via initial assessment processes, induction activities, assignment feedback, lesson observation outcomes, mentor engagement and student self-assessment. The PDP modules will incorporate reflective practice and the concept of professionalism. In year two of the part-time programmes and the latter half of the full-time programmes, an increased level of criticality and the application and analysis of theory in relation to practice will be expected. Both PDP modules will be assessed via portfolios to evidence development planning, actions taken and evaluation. Nescot has a PDP policy which is also used to guide and inform the PDP modules.


The first half of all programmes focuses more on direct classroom practice to meet the needs of learners and promote inclusivity, whereas the latter part explores the wider context of the education and training sector. In addition, in the latter part of the course, a much greater emphasis is placed on subject specialism. This is based on the premise that students will subsequently have the pedagogic foundations to apply to and explore the development of teaching and learning within their own specialism. To this end, students will have the opportunity to conduct localised action research. As the courses progress, students are expected to demonstrate greater independence and creativity as well as broader reading and research. Throughout the programmes face-to-face teaching dominates although the use of on-line learning is incorporated, such as the use of glossaries, discussion forums, interactive activities etc. The programme has at its heart the development of competent teachers and trainers. Subsequently, feedback from lesson observations and regular tutorials are highly valued and form a significant element of the learning process. A personal tutor is allocated to each student who monitors and assesses their progress throughout the entire programme. In addition, the department operates an open-door policy and is always accessible via the telephone, email or appointment. Contact details are given in the students’ course handbook and on the VLE.

2. QAA Benchmark Statements 1.1 PDP (1) 1.2 Teaching, learning & assessment 1.3 Managing behaviours in the learning environment 1.4 Theories, principles and models of learning 2.1 PDP (2) 2.2 Developing subject specialist resources 2.3 Action research 2.4 Wider professional practice 3.1 Educational policies and practices 3.2 Independent study 3.3 Reflective professional practice skills 3.4 The mentoring-coaching role


Benchmark statements 1.1 1.2 1.3 1.4 2.1 2.2 2.3 2.4 3.1 3.2 3.3 3.4

Knowledge and understanding

Evidence the processes of learning, including some of the key paradigms and their impact on educational practices

Analyse the effects of cultural, societal, political, historical and economic contexts on learning, including education policies, moral, religious and philosophical underpinnings and issues of social justice

Identify and analyse formal and informal contexts for learning. Educational contexts will include some understanding of their own education system and other education systems and the values underpinning their organisation

Use and evaluate a range of research perspectives and methodologies applied to education

Highlight the complex interactions between education and its contexts, and relationships with other disciplines and professions

Analyse educational issues systematically

Evaluate education policy in an informed and systematic way

Accommodate new principles and new knowledge

Apply key principles across educational systems

Application

Analyse complex situations concerning human learning and development in particular contexts, including their own learning

Show examples of the implementation of policies in practice



Accommodate new ideas and the provision of well-argued conclusions relating to issues such as the impact of globalisation on education systems, social justice, sustainable development, social inclusion and the knowledge economy

Consider the international and intercultural dimension of education, the effect of the increasing use of the internet and the impact of increased worldwide mobility

Reflection

Reflect on own value systems, development and practices

Question concepts and theories encountered in their studies

Interrogate the assumptions underpinning theory and research

Reflect on own development and practices

Transferable skills

Construct and communicate oral and written arguments

Use information and communication technology (ICT)including word processing, databases, internet communication, information retrieval and online searches

Interpret and present relevant numerical information

Work with others, as a result of the development of interpersonal skills, to demonstrate the capacity to plan to share goals and work as a member of a team

Improve own learning and performance, including the development of study and research skills, information retrieval, and capacity to plan and manage learning and to reflect on their own



learning

Analyse, synthesise, evaluate and identify problems and solutions

3. Professional, Statutory and Regulatory Body requirements

QAA L5 and L6 benchmark statements and FHEQ qualification descriptors inform the design of these programmes. In addition, LSIS guidance on ITE qualifications has been incorporated in terms of learning outcomes and content. The minimum core is embedded within modules and the Professional Standards underpin the qualifications and assessment of students. Ofsted ITE Inspection Handbook (2013) has also been consulted to clarify the role of the standards in assessing trainees’ attainment in inspection.

4. Greenwich Graduate Attributes and support for University policies and strategies

Nescot staff subscribe to the Greenwich Graduate Attributes and support for University policies and strategies to provide quality of learning experience to students. The College will work alongside the University of Greenwich to ensure the graduate attributes are adhered to. Scholarship and Autonomy On graduating, students should be able to:

1. Have an informed understanding of their discipline or professional practice, and the ability to question its principles, practices and boundaries

2. Think independently, analytically and creatively, and engage imaginatively with new areas of investigation appreciate disciplines and forms of professional practice beyond their own, and draw connections between them

3. Become intellectually curious, responsive to challenges, and demonstrate initiative and resilience Creativity and Enterprise

On graduating, students should be able to: 1. Recognise and create opportunities, and respond effectively to unfamiliar or unprecedented situations

or 2. Problems 3. Generate new ideas and develop creative solutions or syntheses 4. Communicate clearly and effectively, in a range of forms, taking account of different audiences 5. Make use of familiar and emerging information & communication technologies 6. Seize and shape the opportunities open to them on leaving university

Cross—cultural and International Awareness

On graduating, students should be able to : 1. Engage effectively in groups whose members are from diverse backgrounds 2. Appreciate the importance of behaving sustainably 3. Move fluently between different cultural, social and political contexts 4. Value the ability to communicate in more than one language


5. Employer links and engagement with the programme ITE values the role of the subject mentor. Not only does the mentor support the student but s/he also serves as a conduit, making appropriate employer links and engagement with the programme. The mentor is teacher qualified and of the same or similar subject background to the student. They undertake observations of the student and provide guidance and advice, as needed. They also provide mid and end of year reports on their mentee’s progress. In their support, the ITE’s mentor coordinator is in communication with them via email, the VLE and in person. This is complimented by tutors undertaking one joint observation with the mentor of each student. After all observations, feedback and discussion identifies development points for the student which can be personally addressed and/or incorporated into the delivery of the programme. By working closely with our mentors a professional rapport is developed, serving as an informal link between employers and the college.

6. Work-Based Learning Opportunities ITE qualifications require 100 hours of teaching practice to be evidenced within the education and training/lifelong learning sector. For a placement to be deemed suitable, students should have access to support in terms of a personal tutor from the teacher training team, a subject specific mentor from the placement organisation and an induction into the policies, procedures and expectations of the placement organisation and department. In addition, students should have access to teaching within a full teaching role for the required 100 hours which may be preceded by a period of peer observation, team teaching or smaller group teaching, as deemed appropriate by the personal tutor and mentor. A partnership agreement is signed by all parties (trainee, ITE head of department and placement head of department) in advance of the commencement of the placement. Where the suitability of the placement is compromised or employment is lost mid-course, it will be reviewed by the Programme Coordinator with the student. Assistance will, subsequently, be given to secure an alternative placement as swiftly and smoothly as possible. If necessary, deferment of study will be considered. All such processes will be formally documented within the student’s PDP records. During the 100 hours of teaching, eight one hour observations must take place. On the part-time FD course this will take place during years one and two as there is no expectation of evidencing teaching practice during the third year. On all other programmes, the 100 practice hours and eight observations will be equally distributed across the duration of the qualification. Students are expected to provide documentary evidence of their planning for these observations and reflections on the effectiveness of their teaching. All modules give students opportunities to explore elements of good practice and relate their learning to the needs of their learners, subject specialism and teaching and learning context. In addition, students are expected to regularly reflect on the relationship between their learning on their ITE programme and their practice when teaching or training. The concept of professionalism is explored and students need to demonstrate through practice the values and competencies of the underpinning professional standards. In turn, they are assessed against the competences within the standards.


6. Teaching, Learning and Assessment 1. Overall aims of the Teaching, Learning and Assessment Strategy

It is the course team’s intention to adopt flexible and adaptable teaching and learning strategies which can accommodate the range of learners and satisfy the vocational requirements and personal aspirations and needs of the students. In order for students to experience a range of teaching strategies each module will involve a variety of methods depending on the learning outcomes, the needs of the students and the resources available. These strategies will include:

Ice breakers and other induction activities

Case studies and simulations,

Group work

Presentations

Debate

Question and answer

Interactive activities using ILT

Online activities, using discussion forums etc

Jigsawing & snowballing

Reflection and reflective writing

Peer-to-peer teaching

Discussion groups

Buzz groups

Observations

Use of multi-media resources

Evaluation Emphasis is placed on a spiral nature of delivery, as well as a constructivist and andragogical approach to teaching and learning. A safe and supportive environment allows for active student participation and allows for their experimentation with new ideas and strategies. It is deemed extremely important to model good practice and students are encouraged to analyse and evaluate the ITE sessions they participate in. Reflective practice is identified as an essential element of the learning process, subsequently, students regularly reflect on their learning, the ITE team’s teaching and practices in their own classrooms. As students progress through the course, increasing emphasis is placed on work-based learning and assessment. This is supported by development needs’ identification and opportunities for CPPD. Students are encouraged to become self-aware and increasingly autonomous. As their level of pedagogic knowledge and independence grows, they undertake independent research in order to develop subject specialist teaching.


The assessment procedure is designed both to enable students to demonstrate that they have achieved the learning outcomes of each module and to evaluate the quality of each student’s performance. Each module is assessed by what is considered the most appropriate method(s) to incorporate class-based and work-based learning. Therefore, the assessment strategies include:

Portfolio

Essay

Case study

Group presentations


Individual presentations

Evaluations

Research

Planning a training event

Independent study

Students need to demonstrate 100 hours of teaching practice over the duration of their programme (or in the first two years of the FD), within which time they will be observed on eight occasions and each observation will be for one hour. These observations will be carried out by a member of the ITE team and/or the subject mentor. The observations are assessed as either ‘pass’ or ‘refer’ and feedback provides identification of the strengths demonstrated and recommended areas for development. Students are expected to respond to the development points as an essential element of their development planning in the two PDP modules. In addition, the professional standards need to be demonstrated by the end of the teaching practice. The programmes have been constructed to provide a range of assessment methods to develop students’ skills, to model different assessment practices and to provide opportunities for students to fulfil and demonstrate their potential. Each module will be formerly assessed and given formative feedback with a summative grade. The pass mark is set at 40%. If an assessment fails to reach this threshold, it will be referred for resubmission at a specified date. On completion of the qualification, the Cert Ed and PGCE will be awarded without classification, whilst the FD will be awarded at either a ‘pass’, ‘merit’ or ‘distinction’ (see the following section for grade descriptors).

2. Elements of Teaching, Learning and Assessment Study Patterns For those students on the part-time courses, one 3 hour session per week of college attendance is required over the 2 or 3 year period (2 years for Cert Ed & PGCE and 3 years for FD). Carrying out peer observations and independent work is set between classes, regularly including reflective writing, and a significant amount of self-directed study is expected. 100 hours of teaching practice in a full teaching role is required as well as a number of peer observations. Some students (those in voluntary teaching placements) may benefit from a period of organisational/departmental induction, shadowing/peer observation and small group or team teaching in preparation for the 100 hours of teaching. The amount of time given to and range of such activities is likely to vary from one individual to another, as students may be in-service or have varying degrees of prior experience. Timetables will be drawn up to reflect these needs and provide the opportunities to benefit from the opportunities of the placement. In addition, students will meet with their personal tutor on a regular basis for tutorials; needs/development planning and reviewing; advice and


guidance on planning, delivering and assessing teaching and learning; lesson observation feedback; and academic support. In all cases, students are expected to meet regularly with their mentor to discuss and record progress and development needs. For both part-time and full-time students, additional support for literacy, ESOL, numeracy and IT is available from within the ITE team and the learning support tutors based in the LRC. Programmes of attendance and content with the learning support tutors will be based on individual need and reviewed regularly by both the support tutors and the students’ personal tutors on the ITE team. Where a student is studying on a full-time programme for the Cert Ed or PGCE, they will be expected to attend college for a minimum of two full days. In this time, they will be involved in taught sessions; tutorials; needs/development planning and reviewing; advice and guidance on planning, delivering and assessing teaching and learning with ITE tutors &/or mentors; lesson observation feedback; academic support workshops; tutor-led practical workshops; student-led group work; independent research and reading; and microteaching activities. The remaining days of the week, the student is expected to be within their placement. In the first instance their time will be committed to a placement induction; familiarising themselves with the protocols and expectations of the department and organisation; peer observations; mentor support meetings; and small group or team teaching. Although this will vary from one individual to another, this may extend over the first 3 or 4 weeks of the academic year. Thereafter, their time is dedicated to planning, delivering and assessing learning in order to accrue the required 100 hours of teaching in a full teaching role. Their timetable will aim to provide them with a breadth of experience and opportunities to grow in confidence and competence in a supportive environment. In addition, peer observations will continue, as will regular meetings with their mentor for lesson observation feedback and general support and assessment of progress. Teaching and Learning strategies Varied teaching and learning strategies have been incorporated into the programmes to meet the content requirements and needs of the students; convey the values and competencies within the professional standards; and reflect the teaching and training context students work in. A variety of strategies are also used to model different practices for students to analyse and practice within their own teaching and training. By undertaking study at level 6 for the PGCE, more emphasis is placed on synthesis and evaluation to encourage students to critically examine and reflect on theoretical perspectives and apply these to practice. Greater independence of learning should be demonstrated, as well as creativity and an enquiring mind. Work/practice based learning, at this level, further increases skills acquisition and the development of teaching expertise. Minimum core The minimum core has been embedded into a number of the modules and forms part of the assessment of the module PDP (2). LSIS (LLUK 2007, updated 2013) “Addressing Literacy, Language, Numeracy and ICT needs in Education and Training: Defining the minimum Core of Teachers’ Knowledge, Understanding & Personal Skills. A Guide for Initial Teacher Education Programmes.” has been used for reference.


Lesson observations

Eight lesson observations, each of one hour duration, must be satisfactorily achieved in order to pass the qualification. The first, second, fourth, fifth and eight observations will be carried out by the student’s personal tutor. However, the first observation will be undertaken jointly by the tutor and subject mentor. The remaining observations will be arranged with and assessed by the mentor. The purpose behind the joint observation is to identify teaching skills-based targets and standardise practice and ensure quality of observation feedback from our mentors.

The assessment of the observations is within modules 1.1, PDP (1) and 2.1A & 2.1B, PDP (2) and leads to development planning. Students will be expected to submit their development planning at key stages in the academic year for formative feedback and receive guidance on further target setting. On part-time programmes, the completed module PDP (1), will be summatively assessed at the end of year one and PDP (2) at the end of year two. Whereas, on full-time programmes PDP (1) will be summatively assessed mid-year and PDP (2) at the close of the year. This will ensure the LSIS guidance on relating lesson observations to specific periods of development and progress on a programme is met.

The first two observations are assessed formatively and students are expected to present appropriate supporting planning documentation. In order to pass an observation the following criteria must be met:

Planning should be

Based on clear aims and outcomes

Incorporate a range of assessment methods linked to outcomes

Identify issues of equality and differentiation

Delivery should have

An identifiable introduction, development phase and conclusion

A balance of teacher-led and student-led activity

Effective use made of resources, including ICT

Assessment should identify

Leaning is checked throughout the session

A range of methods is used

Constructive feedback is given where appropriate


Classroom Management demonstrates

A working relationship is established with the group

Steps are taken to ensure that all learners are engaged in the session

Unforeseen circumstances are dealt with effectively Assessment deadlines and submissions Each assignment will have a submission deadline by which formal submission should take place, this will be a date and may also specify a time of day. All assessment submissions must be submitted formally. The declaration of authenticity and fitness to participate must be completed and the assessment submission must be submitted electronically via Turn-it-in, using Weblearn, and a hardcopy 'signed in' and date stamped. Unless an extension has been granted or there is evidence of extenuating circumstances, work not formally submitted by the deadline will be penalised. Late submissions The College believes that handing work in on time is a valuable discipline which helps to develop the ability to plan and organise time effectively in preparation for jobs which include a need for time management. In all cases of late submission the regulations of the awarding body will be followed. The University regulations specifying the penalties for late submission or non- submission of coursework and non-attendance for in-module tests can be viewed in section 7 of the student handbook. Extensions for assignment submission Failure to complete or submit an assessment on time is usually penalised. Extensions to assessment deadlines are not normally provided. A claim for an authorised extension to an assessment deadline is a request for recognition that serious circumstances are preventing students from meeting deadlines. The College understands that exceptional circumstances may occur and in such cases students may wish to make a formal claim for an authorised extension to the programme coordinator. Further information about the type of circumstances considered and the claim form are available to students in the ‘Authorised Extension to Assessment Deadline Student Guide’ on Weblearn or from the Academic Registrar in CW88. Claims for an authorised extension to an assessment deadline must normally be made no later than two working days in advance of the submission deadline. Fitness to participate To confirm students are fit to take an assessment the College requires them to sign a declaration (‘fit to sit’) when submitting work and/or sitting examinations. If students are taken ill or are affected by unforeseen circumstances during or immediately prior to an examination but choose to continue, they must sign the declaration accordingly and advise the invigilator/assessor of circumstances. The assessor/invigilator will endorse the fit to sit declaration. Extenuating Circumstances The College wants all students to participate in all parts of their programme, pass their assessments at the first attempt and make good progress throughout. However the College understands there may be serious and significant situations, which may be considered to be extenuating circumstances, and that these may inhibit students from completing assessments or participating fully. If students consider their performance


has been affected by extenuating circumstances they may wish to make an extenuating circumstances claim. Claims must be submitted using the College documentation, clear and convincing reasons must be given and supporting evidence provided to the Academic Registrar in CW88. Further information about the type of circumstances considered, how to make a claim and the claim form are available in the ‘Extenuating Circumstances Student Guide’ available on Weblearn or from the Academic Registrar in CW88. Extenuating circumstances claims must normally be claimed no later than five working days after the examination or assessment date. Procedure in the event of illness If a student fails to sit or submit all or part of an assessment due to medically certified illness or other valid cause, s/he may be permitted to sit/resubmit the failed assessment(s) as if for the first time by a date to be determined in accordance with the Extenuating Circumstances policy. This is only permitted if application has been made in accordance with the Extenuating Circumstances policy.

Access arrangements for students with learning difficulties or disabilities Students are entitled to special access arrangements in all examinations, internal and external, so that they are not at a disadvantage due to a learning difficulty or disability. Examples of access arrangements include extra time, use of a reader, scribe or laptop. Students are encouraged to inform the college at an early stage if they believe they need access arrangements. Referral to Learning Support in the early stage of the programme enables full benefit to be derived from learning support and enables any applications for access arrangements to be made at the appropriate time to the relevant examination board. Learning Support staff will assess students' access arrangement needs, if this assessment has not been carried out previously, and will inform the programme leader of the arrangements to which the student is entitled. Assessment returns The date by which assessed work will be returned to students is identified on the assessment schedule included in the students’ handbook. This is usually expected to be within 15 working days. Assessment and classification Assessment of each module will be by methods which reflect the specific aims, learning outcomes, content and teaching/learning strategies of that module. A variety of assessment methods will normally be employed. All assignments will be marked against specified criteria and the University’s generic criteria which can be found in the Regulations. The following table shows the percentage bands for each grade. Each piece of work will be marked and returned to candidates with an indicative classification and specific feedback. Following moderation/verification, at the end of the module, a final grade point will be awarded. All assessed work is subject to internal moderation/verification.


The table below provides assessment descriptors for work at levels 4 and 5.

Distinction (70%-100%)

A comprehensive knowledge and understanding of how to support teaching and learning. A comprehensive knowledge and understanding of student learning individual educational needs and specialist aspects of the curriculum. Synthesis of theoretical insights with professional practice so that creative and innovative work is produced. Extensive critical analysis of relevant theory and current research. Excellent style and organisation with arguments presented in a logical and imaginative way.

Merit (60%-69%)

A thorough knowledge and understanding of student learning, educational needs and specialist aspects of the curriculum. Assimilation of theoretical insights with professional practice so that an effective and coherent assignment is produced. Very good ability to analyse relevant theory and current research. A very good style and organisation with arguments presented logically.

Pass (40%-59%)

A sound knowledge and understanding of student learning, educational needs and specialist aspects of the curriculum. Assimilation of theoretical insights with professional practice so that a sound and coherent assignment is produced. Satisfactory ability to analyse relevant theory and current research. Appropriate style and organisation with arguments presented logically.

(0%-39%) Inadequate, irrelevant or erroneous content


The table below provides assessment descriptors for work at level 6.

Distinction (70%-100%)

Outstanding work showing synthesis of information and ideas, critical analysis of data and argument and an awareness of the context within which the work is set. Demonstration of originality, creativity and clarity of expression free from misunderstandings and errors of reasoning or fact. Demonstration of exploration of a breadth of relevant literature. A critical stance is systematically followed throughout. Justified lines of enquiry are explicit and significant issues are analysed perceptively, critically and with academic rigour. Appropriate academic protocols and conventions of presentation are applied with accuracy.

Merit (60%-69%)

Demonstration of a good understanding of the subject with all essential principles included. Arguments are organised in a coherent manner. Clear lines of thought, analysis and evaluation are applied to the solution of problems. A range of well-selected literature is referenced to enable theory to be used to explore and illuminate practice. Language is used effectively and academic protocols and conventions are applied.

Pass (40%-59%)

Work is satisfactory with relevant information integrated into a structured account and a reasonably well-sustained focus. Literature is referenced to provide sufficient depth and breadth of analysis and evaluation. Theory is used to understand and evaluate practice and arguments and ideas are reasonably well expressed. Sufficient structure is evident to provide coherence and accessibility of meaning. Academic protocols and conventions are applied.

0%-39% Inadequate, irrelevant or erroneous content

In addition to the module grading, an interim progress grade at the conclusion of PDP (1) and a final attainment grade on the completion of PDP (2) will be awarded to reflect Ofsted expectations. The grades awarded will be either ‘outstanding’, ‘good’, ‘requires improvement’ or ‘inadequate’.

3. Expected contact and Personal Study Hours Attendance at classes is compulsory. Students are required to attend all classes on time and to take responsibility for their own learning. Learning is a shared group experience and all students are expected to play their part in the group in promoting a collective understanding. Students are also expected to commit personal time to study, reading and research and extend the learning into their work-based environment.


4. Notification of absence If students are planning to be absent from the taught sessions or placement activities, they must contact the programme coordinator or an agreed member of staff and/or the placement link person prior to the time of absence. If they are unexpectedly absent they are asked to notify a member of the ITE team as soon as possible. Students are encouraged to make this communication via email.

5. Development of Student Skills Each module within these programmes is designed to enable students to develop the required skills expected of a graduate spelt out by the QAA benchmark statements for either professional graduate qualifications at level 6, foundation degrees at level 5 and other level 5 higher education qualifications in Education Studies. The development of criticality, when translating theory into practice in students’ various respective educational fields, is a key aim of these programmes.

6. Assessment Feedback As ITE programmes fundamentally enable development, feedback is a crucial element of this process. Feedback is given to aid the development of good teaching and training skills as well as academic and study skills. After assessment, a sample of assessment decisions and feedback is internally verified (IV) by a member of the ITE team in advance of work being returned to students. All assessment decisions, however, are subject to confirmation at assessment and exam boards. This demonstrates good practice to the students and ensures standardised practice within the assessing team. Lesson observations and feedback also form a part of this IV process and the joint tutor and mentor observations provide an opportunity to standardise practice with our mentors. All IV activity is documented in line with the college’s HE Assessment Policy. Feedback models the ‘sandwich’ approach, enabling students to be aware of their strengths and how they might action required developments and aim for higher grades in future, where appropriate. Not all feedback is written. Some is verbal or a combination of both. Where and how feedback is received is considered carefully to ensure the environment is conducive to it being received constructively.

7. Progression through the Programme All modules are mandatory. Lesson observations must be passed and contribute to the two PDP modules. All modules in one academic year must be successfully achieved in order to progress to the next year of study, unless there are extenuating circumstances. In year 1 of the part-time FD, PGCE and Cert Ed, students accrue 75 credits. In year 2, they complete a further 75 credits to achieve the PGCE or Cert Ed qualification. Those continuing into year3 of the FD complete a further 90 credits to accumulate the required 240 credits. Students following the full-time route are required to successfully complete all modules, totalling 150 credits to gain the PGCE or Cert Ed. A Foundation Degree with ‘Pass’ is awarded at the end of year three with successful completion of 240 credits, 55 credits at L4 and 185 credits at L5. A Foundation Degree with ‘Merit’ is awarded at the end of year three with successful completion of 240 credits, 55 credits at L4 and 185 credits at L5. In addition students will have achieved an average of between 60% - 69% after discounting the lowest scoring 65 credits from modules in years 2 and 3.


A Foundation Degree with ‘Distinction’ is awarded at the end of year three with successful completion of 240 credits, 55 credits at L4 and 185 credits at L5. In addition students will have achieved an average of 70% or over after discounting the lowest scoring 65 credits from modules in years 2 and 3. Students entering directly into Year 3 have the award calculated on marks arising from all modules studied at L5.

8. Assessment Map

Assessment map for part-time route for FD & Cert Ed:

Year 1 Term 1 1.2 Teaching, Learning and Assessment, L4, 20 credits

Essay, 1500-2000 words, 100%

1.1 PDP (1), L4, 15 credits

Portfolio, 1500 words

Term 2 1.3 Managing Behaviours in the Learning Environment, L4, 20 credits

Case study, 1500-2000 words, 100%

Term 3 1.4 Theories, Principles & Models of Learning, L5, 20 credits

Group presentation, 1000 words, 50%

Reflective writing, 1000 words, 50%

Year 2 Term 1 2.2A Developing Subject Specialist Resources L5, 20 credits

Individual presentation, 1000 words, 60%

Evaluation, 1000 words, 40%

2.1A PDP (2), L5, 15 credits Portfolio, 1500-2000 words, 100% Term 2 2.3A Action Research, L5, 20 credits

Action research, 2000 words, 100%

Term 3 2.4A Wider Professional Practice, L5, 20 credits A training event, 2000 words equivalent, 100%

Exit with Cert Ed (L5) @ 150 credits

Year 3 Term 1 3.1 Education Policies and Practices, L5, 30 credits

Essay, 3000 words, 100%

Term 2 3.2 Independent Study, L5, 30 credits

Independent study, 3000 words, 100%

Term 3 3.3 Reflective professional Practice Skills, L5, 30 credits

Reflective journal, 3000 words, 100%

Exit with FD (L5, 240 credits)

Direct entrants only

Term 4 3.4 The Mentoring-Coaching Role, L5, 30 credits

Case study, 3000 words, 100%

Exit with FD (L5, 240 credits)


Assessment map for part-time route for PGCE

Year 1 Term 1 1.2 Teaching, Learning and Assessment, L4, 20 credits

Essay, 1500-2000 words, 100%



Term 2 1.5 Managing Behaviours in the Learning Environment, L4, 20 credits


Term 3 1.6 Theories, Principles & Models of Learning, L5, 20 credits

Group presentation – 1000 words, 50%


Year 2 Term 1 2.2B Developing Subject Specialist Resources L6, 20 credits



2.1B PDP (2), L6, 15 credits Portfolio, 1500 words, 70% Reflective writing, 500-1000 words, 30%

Term 2 2.3B Action Research, L6, 20 credits



Term 3 2.4B Wider Professional Practice, L6, 20 credits

A training event, 2000 words equivalent, 70%


Exit with PGCE (L6) @ 150 credits


Assessment map for full-time route for Cert Ed:

Term 1

1.2 Teaching, Learning and Assessment, L4, 20 credits

Essay, 1500-2000 words, 100%



1.4 Managing Behaviours in the Learning Environment, L4, 20 credits


Term 2

1.5 Theories, Principles & Models of Learning, L5, 20 credits



2.2A Developing Subject Specialist Resources L5, 20 credits



2.1A PDP (2), L5 and L6, 15 credits Portfolio, 1500-2000 words, 100% Term 3

2.4A Wider Professional Practice, L5, 20 credits


2.3A Action Research, L5, 20 credits


Exit with Cert Ed (L5) @ 150 credits


Assessment map for full-time route for PGCE:

Term 1

1.2 Teaching, Learning and Assessment, L4, 20 credits

Essay, 1500-2000 words, 100%



1.7 Managing Behaviours in the Learning Environment, L4, 20 credits


Term 2

1.8 Theories, Principles & Models of Learning, L5, 20 credits



2.2B Developing Subject Specialist Resources L6, 20 credits



2.1B PDP (2), L6, 15 credits Portfolio, 1500 words, 70% Reflective writing, 500-1000 words, 30%

Term 3

2.4B Wider Professional Practice, L6, 20 credits



2.3B Action Research, L6, 20 credits



Exit with PGCE (L6) @ 150 credits


9. Mapping Assessment to Learning Outcomes

1.1 PDP (1) [L4, 15 credits]

Learning Outcomes Portfolio (1500 words)

1. Plan and deliver inclusive teaching and learning

2. Establish and maintain safe, inclusive teaching and learning environments

3. Use reflection, evaluation and feedback to develop own practice in education and training

4. Demonstrate achievement of Domain D (Professional Standards)

5. Identify, develop and evaluate own academic study skills

1.2 Teaching, Learning and Assessment [L4, 20 credits]

Learning Outcomes Essay (1500-2000 words)

1. Identify roles and responsibilities in education and training

2. Describe relevant legislative requirements in education and training

3. Recognise how initial and diagnostic assessment can support the meeting of individual learner needs

4. Analyse assessment practices in teaching and learning

5. Identify barriers to inclusive teaching and learning

6. Justify inclusive teaching and learning practices


1.3 Managing Behaviours in the Learning Environment [L4, 20 credits]

Learning Outcomes Case Study

(1500-2000 words)

1. Explain how theories of behaviour management can support the creation of a safe and inclusive teaching and learning environment

2. Justify approaches to overcome barriers to learning

3. Apply motivation theories to promote learner engagement

4. Recognise the impact of behaviours on the learning environment

5. Identify the significance of legislation and organisational policies in relation to managing behaviour

6. Evaluate own practice in managing behaviours in the learning environment

1.4 Theories, Principles and Models of Learning [L5, 20 credits]

Learning Outcomes Group Presentation

(1000 word equivalent) Reflective writing

(1000 words)

1. Analyse the application of teaching and learning theories and principles in education and training

2. Analyse the application of models and principles of communication in education and training

3. Apply relevant models and principles of reflection in an education and training context

4. Evaluate own teaching style in relation to pedagogy

5. Demonstrate and evaluate the use of selected theories and models in own practice


2.1A PDP(2) [ L5, 15 credits]

Learning Outcomes Portfolio (1500-2000 word

equivalent)


2. Demonstrate good practice in promoting and ensuring safe, inclusive teaching and learning environments

3. Apply theories, principles and models of learning and reflection to critically review and develop own practice

4. Evaluate abilities and skills in meeting the expectations of the minimum core and the professional standards

5. Critically analyse the impact of own values, beliefs and attitudes on own professional role as a subject specialist

2.1B PDP(2) [L6, 15 credits]

Learning Outcome Portfolio

(1500-2000 words) Reflective writing

(1000 words)


2. Critically evaluate own practice in promoting and achieving safe, inclusive teaching and learning environments

3. Critically analyse the development of own teaching skills and abilities in relation to pedagogy and reflective practice

4. Critically evaluate own practice in relation to the minimum core and the professional standards

5. Critically analyse how own values, beliefs, attitudes and experiences have shaped the perception of own professional role as a subject specialist

6. Demonstrate a breadth of independent reading and enquiry to effectively support the development and understanding of own teaching practice and subject specialism


2.2A Developing Subject Specialist Resources [L5, 20 credits]

Learning Outcome Individual presentation

(1000 word equivalent) Evaluation

(1000 words)

1. Explain and apply legal requirements relating to the development and use of resources

2. Explore and justify opportunities to embed literacy, numeracy and IT in the design and development of resources

3. Justify the design of resources in relation to pedagogical theories

4. Critically evaluate the use of resources in relation to learner needs and subject specialism

5. Critically assess own skills in designing resources and identify opportunities for future development

2.2B Developing Subject Specialist Resources [L6, 20 credits]

Learning Outcome Individual presentation (1500 word equivalent)

Evaluation (1500 words)

1. Examine the influence and significance of adhering to legal requirements and issues relating to equality and diversity

2. Critically reflect on opportunities to embed English, maths and IT in the design, development and use of resources

3. Justify the design of resources in relation to pedagogy; subject specific and awarding body/institution demands; and learning needs

4. Systematically analyse the effectiveness of the use of resources in relation to learner needs and subject specialism, and rationalise how they might be improved

5. Critically assess own skills in designing and using subject specialist resources and justify opportunities and mechanisms for future development



2.3A Action Research [L5, 20 credits]

Learning Outcome Action Research (2000 words)

1. Investigate the principles of action research

2. Justify choice of an area of practice for action research in own subject specialism

3. Plan and implement an intervention strategy

4. Collect, analyse and evaluate data from action research

5. Draw and present conclusions based on findings and justify recommendations for further actions

6. Critically evaluate effectiveness of own action research practice

2.3B Action Research [L6, 20 credits]

Learning Outcome Action Research (2000 words)

Essay (1000 words)

1. Analyse the principles of action research

2. Rationalise and justify the choice of a focussed area of practice for action research in own subject specialism effectively supported by current pedagogic thinking and research

3. Plan and implement one or more intervention strategy that demonstrates creativity and/or originality

4. Demonstrating a range of appropriate techniques to systematically collect, analyse and evaluate qualitative and/or quantitative data from action research

5. Present a coherent and credible conclusion to the action research and justify recommendations for further actions

6. Critically evaluate effectiveness of own action research practice in relation to developing a critical understanding of teaching own subject specialism and furthering one’s wider professional role



2.4A Wider Professional Practice [L5, 20 credits]

Learning Outcome Training Event (2000 word equivalent)

1. Apply theories and models of curriculum design in relation to own subject specialism

2. Analyse the impact of social, political and economic factors and organisational requirements on curriculum development in own subject specialism

3. Assess accountability to stakeholders and external bodies in relation to curriculum design in own subject specialism

4. Critically analyse the quality improvement and quality assurance arrangements of own organisation

5. Demonstrate the ability to use, analyse, evaluate and present data for other professionals with an interest in learner achievement

2.4B Wider Professional Practice [L6, 20 credits]

Learning Outcome Training Event (2000 word equivalent)

Essay (1000 words)

1. Analyse and relate theories and models of curriculum design to own subject specialism

2. Critically evaluate the impact of social, political and economic factors and organisational requirements on curriculum development in own subject specialism

3. Systematically assess accountability to stakeholders and external bodies in relation to curriculum design in own subject specialism

4. Critically analyse the quality improvement and quality assurance arrangements of own organisation to locate and justify a coherent plan of recommendation(s) for enhancement

5. Demonstrate the ability to use, analyse, evaluate and present data for other professionals with an interest in learner achievement



3.1 Education Policies and Practices [L5, 30 credits]

Learning Outcome Essay (3000 words)

1. Review current central government legislation and policy initiatives that impact on education.

2. Examine the relationship between central government legislation, local authorities and individual schools, colleges and training providers

3. Analyse the roles and responsibilities of stakeholders in education in relation to the implementation of policy

4. Assess the wider economic, socio-cultural and political influences on educational policy development and practice

5. Critically evaluate a current policy in a selected education context

6. Assess the impact of chosen policy on relevant stakeholders

3.2 Independent Study [L5, 30 credits]

Learning Outcome Independent Study (3000 words)

1. Demonstrate a high level of autonomy by taking responsibility for own learning, managing time effectively and evidencing originality of thought

2. Negotiate and justify an area of personal interest and value within a clearly defined scope and depth of enquiry

3. Critically and systematically pursue a process of enquiry towards a predefined and agreed goal

4. Interrogate literature, policies and observable educational practices to underpin and validate the chosen line of enquiry

5. Critically evaluate processes adopted and resulting outcomes


3.3 Reflective Professional Practice Skills [L5, 30 credits]

Learning Outcome Reflective journal (3000 words)

1. Demonstrate, analyse and evaluate the integration of pedagogic theory into own professional practice and subject specialism

2. Apply and evaluate models of reflective practice in relation to own practice, continuous development and autonomy as a learner

3. Critically analyse the concept of ‘professionalism’ and its impact on teaching/training roles within education and training

4. Analyse the impact of own values, beliefs and attitudes on professional activity

5. Critically evaluate and address own CPD needs

6. Evaluate opportunities for collaborative working

7. Demonstrate independence in using techniques of enquiry & research related to own subject specialism

3.4 The Mentoring-Coaching Role [L5, 30 credits]

Learning Outcome Case study (3000 words)

1. Critically assess the role and responsibilities of the mentor-coach

2. Review how values, attitudes and beliefs impact on the mentoring-coaching process

3. Analyse recognised mentoring-coaching models and strategies

4. Examine legislative and institutional frameworks that impact on the mentoring-coaching process

5. Demonstrate the skills relevant to mentoring-coaching

6. Critically evaluate the effectiveness of own practice


7. Student Support and Learning Resources 1. Week One

Where students are following a part-time programme, induction is a process carried out over the first few weeks of study. Whereas, for those on a full-time programme, week one is induction. Induction aims to welcome and orientate students to both the College and the programme. It also introduces them to the team who will be teaching them. Students are introduced into the initial socialisation of their cohort programme and their identity as a student. Enrolment ensures that students are given access to college facilities (access to Learning Resource Centre and VLE etc.) which is required as early as possible. During this time students will have some teaching which will include sessions on appropriate documentation such as the programme handbooks.

2. Teaching Accommodation Throughout the college there is purpose-built and comfortable teaching accommodation available with full internet access and interactive whiteboards. A wide range of software is also accessible to all.

3. Library Facilities The Learning and Resource Centre (LRC) provides a comprehensive collection of text books and other study aids including journals, newspapers and audio-visual materials. Many of these resources can be accessed remotely from the Nescot website and the virtual learning environment (VLE). There are a range of on-line databases suitable for educational research and all students are able to acquire an Athens password for access. As part of Nescot’s commitment to these programmes, books and online subscriptions to education studies journals have been purchased. The curriculum team compile module reading lists drawn from reviewed books and journals as well as those recommended by the academic and subject librarian. This ensures students have access to a wide range of appropriate and current materials. As part of the induction process, the subject librarian works with the ITE team to provide students with a tailored introduction to the LRC and its resources and services. The LRC, itself, is a bright and comfortable learning environment with facility for group and silent study; an HE study zone; access to PCs, photocopying, DVDs, learner support; and guidance from LRC staff. It opens Monday to Friday throughout the year (excluding the Christmas break).

4. IT Facilities Laptop access in the classroom supports teaching, learning and assignment completion. The LRC provides ready access to PCs and on-line resources as well as assistive technology and IT support staff. The IT support staff offer a range of workshops to develop students’ IT skills in such areas as word-processing, internet searching, etc. All teaching sessions are roomed with access to a ‘Smartboard’ (interactive whiteboard) to allow for maximum modelling of good practice in the use of ILT for teaching and learning. Nescot uses Weblearn (a VLE) to provide an environment for teaching and learning which can be accessed remotely, on or off campus and at any time. The course makes effective use of the VLE to store student generated material; compile glossaries; post presentations, video clips, weblinks, handbooks, and course literature; and provides on-line asynchronous discussion opportunities via forums. Students particularly value the ever-growing library of e-books also stored on the VLE.


5. Specialist Physical Resources N/A

6. Maximum New Entrant Number (collaborative programmes only)

Thirty-two (32) students.

7. Personal Tutoring The College operates a tutorial programme to provide the opportunities for students to develop their potential academically, socially and personally whilst they go through their journey at Nescot. The support offered is personalised for each student, and effective tutoring encourages students to become more responsible for their own learning. The tutoring programme complements and underpins the students’ learning experience and their PDP (Personal development Planning). Tutorials are designed to fulfil a range of purposes. They will provide opportunities to support delivery of module content, to provide support in the workplace for students and for one-to one academic or pastoral support. These programmes incorporate a combination of one to one and group tutorials, subsequently tutorials will be undertaken by both module and personal tutors. As each student commences their programme, they will be allocated a personal tutor from the ITE teaching team. The tutor will be responsible for:

Identifying learner needs and initiating learner support where necessary.

Assessing and monitoring progress of academic and work-based learning.

Conducting tutorials to advise and guide students academically, socially and personally.

Discussing issues and concerns arising.

Keeping records of tutorials and other meetings.

Observing and assessing teaching practice.

Referring students to internal and/or external bodies, as appropriate.

Maintaining confidentiality and disclosing information where necessary.

Attending team meetings to share current issues and developments. One-to-one personal tutorials will be held at mutually convenient times and on a regular basis of at least one tutorial per term for part-time students and two per year for full-time students. Students also receive dedicated time to discuss feedback following all lesson observations. In addition, the team operates an open-door policy and are readily accessible by phone, email and appointment.

8. Staff Availability Staff involved in delivery The following staff will be involved in the delivery of the programme: Head of Department: Dr Seidu Salifu Programme Coordinator: Judith Lawler Course and personal tutors: Judith Lawler, Krystyna Summers, Paul Banthorpe and Seidu Salifu.


9. Project Supervision and Management Two modules require supervision and guidance for research purposes. These are the action research and independent study modules. The staff mentioned in part 8 above will take on this supervisory role.

10. Pastoral Support See section 7 above.

8. Quality Management 8a) Student registration arrangements As specified by the University Regulations, applicants will be expected to provide satisfactory evidence of ability to successfully pursue either the FD, PGCE or Cert Ed. The FD and Cert Ed are intended for applicants who have at least a level 3 qualification relevant to the subject they are teaching, whereas the PGCE is for those applicants who already hold a first degree or higher qualification. All suitable applicants will be interviewed. At interview, the admissions’ tutor will evaluate the suitability of the applicant to embark on an ITE programme. Offer of a place is at the discretion of the admissions’ tutor. Where appropriate, additional support needs will be discussed so that suitable adjustments can be explored. 8b) Staff and roles (Programme Coordinators, Course Coordinators, Link Tutor etc) Responsibility for the day-to-day management of the programme rests with the programme co-ordinator under the guidance and direction of the Head of Department. Nescot Programme Coordinators and teams work with Heads of Department to implement the quality assurance procedures which support the maintenance of academic standards and the quality of learning opportunities. Operational responsibility for the management of quality is devolved to Directors of Faculty. The Academic Registrar and Student Performance Manager supports the Directors of Faculty in their work with Heads of Department. The Deputy Principal has oversight of all matters related to higher education on behalf of the Senior Management Team. Clear information about the processes used to assure standards and quality is provided for staff in the College Quality Assurance Handbook. Roles and responsibilities of the Programme Coordinator include;

Day to day management including monitoring and reporting upon quality of programme delivery and the student experience

Liaison with programme contributors including tutors and mentors

Guiding and making appropriate referrals for student experiencing difficulties

Coordinating the development of published information about the programme including coordinating student handbooks and contributing to marketing information

Overseeing placement allocation and trainee supervision

Overseeing the coordination, training and liaison with mentors Roles and responsibilities of the link tutor;

N/A


8c) Composition and function of the Programme Committee and how the University will consider student feedback from external partner students A formal Board of Study is held each semester for each programme. Arranged by the Programme Coordinator these provide a forum for regular review and assessment of the quality of the programme. Each Board of Study includes a student representative whose role is to present the views of their peers on the programme and feedback to their peers after the meeting. The Higher Education College Management Group is the operational group with collective responsibility for the management of higher education across the College. The Group is also an effective means of supporting Directors of Faculty and Heads of Department in their work with programme teams to assure quality and academic standards. The Higher Education Practitioners Group, comprised of all those involved in delivery of HE programmes, is a forum for sharing best practice and discussion of higher education related matters. Nescot Academic Board receives reports, monitors actions on matters referred by the awarding body and advises the Senior Management Team on higher education related matters. Nescot programmes are constantly monitored as part of a process of continuous improvement. Student views are considered an important element of the monitoring and evaluation process. Well established means for gathering student opinion include;

Nescot surveys

Nescot module reviews

National student survey

Destination survey

Board of Study

Learner voice

Student Council Nescot Surveys occur twice each year, generally early in the academic year and again towards the middle of the academic year. Nescot module reviews are short questionnaires generally undertaken at the end of each module. Module tutors use these to capture the views of learners and make adjustments to the delivery of future modules if appropriate. Where appropriate for specific matters focus groups are also used to gather student opinion. Findings from college wide surveys are reported to Higher Education College Management Group and findings from each survey form part of the Annual Programme Review action planning for each programme. Nescot Student Council is an opportunity for nominated student representatives from each programme to meet formally as a group with senior. This structured forum enables students to share ideas and inform decision making. Students propose and debate developments on their course and the wider college. Nescot also has a well established Student Voice forum in which students give their opinion about ways in which the College can improve. Reporting of this information to the awarding body will be in accordance with awarding body requirements (to be advised).


8d) Link tutoring arrangements N/A 8e) Setting exam papers and assessments Assessment verification processes are applied to enable judgements to be made about the quality of assessment feedback and vocational relevance. This enables teams to assure the consistency and fairness of assessment tools. Staff are supported in their implementation of these processes through clear explanations in the HE Assessment Moderation handbook. 8f) Marking and moderation arrangements Assessment moderation and/or double marking processes are applied to assure the consistency and fairness of assessment tools and decisions. These processes are clearly described in the HE Assessment Moderation handbook. 8g) Annual monitoring arrangements Annual reporting to the awarding body will be in accordance with awarding body requirements (to be advised). Internal annual reporting is informed by phased annual programme review which prompts reflection on programme performance at key points in the academic year with reference to key performance indicators. The Academic Registrar and Student Performance Manager collates information including performance data, feedback from external examiners, student feedback and assists in preparing the structured annual review documentation for each programme. Annual programme reviews inform the College Annual Monitoring Report received by Academic Board 8h) External Examining External examination reports are managed using a rigorous procedure which ensures reflection at all levels in the College. The Academic Registrar and Student Performance Manager logs reports, collates matters raised and liaises with the programme teams to ensure reported matters are addressed. Directors of Faculty approve the action plan prepared by teams and regularly monitor progress with actions planned. Matters reported by external examiners are addressed in each annual programme review and a clear overview is provided in the College annual external examiner report summary received by Academic Board. Progress against actions arising from external examiner reports are also explicitly addressed at each assessment board. Matters arising from external examiner reports are shared with students during Board of Studies or in class sessions. Opportunities for external examiners to comment are provided at the end of each Departmental Assessment Panel and Progression and Award Board, through the formal external examiner’s report and during the external examiners’ meetings. Each external examiner receives a copy of the approved action plan the programme team devises in response to their report. External examining at the University of Greenwich provides one of the principal means whereby the University verifies, maintains, and enhances the academic standards of the courses and the programme on which students are studying. They also help the University to ensure that the assessment processes are sound, fairly operated and in line with the policies and regulations of the University of Greenwich. External examiners - academic staff from other Higher Education Institutions or from the professions - are appointed as reviewers of the courses and programme of study for a period of 4 years. They provide the University with a number of important services. For example external examiners will:


Review and comment on the standard of key elements of assessment that students have been set.

Review samples of student work and confirm whether the standard is at the level expected for the award being studied and whether it is comparable with other Institutions that they know.

Provide the University with an independent view of how well we conduct our processes for marking and internal moderation of assessments.

Attend Subject Assessment Panels and Progress and Awards Boards (PAB) and contribute to deliberations for conferring student degree classifications and awards, assisting the University in treating all students fairly and consistently with regard to our regulations. External examiners will endorse the outcomes of PABs based on their scrutiny of the assessments and the deliberations of the PAB.

Report formally their findings to the University at the end of each year and identify our good practice as well as making recommendations for improvements in the future.

External examiner reports for these programmes of study will be obtainable electronically by request to the Learning and Quality Unit at [email protected]. Undergraduate reports are usually available from 1st September. Is there anything an external examiner won’t be asked to do? External examiners will not mark work personally and nor will they comment upon individual students or individual works in their reports or engage in correspondence with individuals in respect of grades, marking, feedback, degree class and other personal academic matters The external examiner(s) for these Programme is/are Title Name Higher Education Institution Professional

8i) Programme specific regulations

All ITE programmes are underpinned by the ‘New Overarching Professional Standards for Teachers, Tutors and Trainers in the Lifelong Learning Sector’ and students are assessed against these competences. This assessment overtly forms part of both modules PDP (1) and PDP(2), which run throughout the entire programme. In addition, all other modules offer opportunities for the standards to be demonstrated. Similarly, the minimum core requirements are addressed via module content and assessment and are overtly assessed in modules PDP (1) and PDP (2). LSIS stipulate that 100 hours of teaching practice and eight one-hour observations form the basis of any ITE programme. Both conditions are built into these programmes. The learning outcomes of the mandatory units that awarding bodies must deliver are also reflected within the ITE programmes, as is the ‘mandatory content for level 5 diploma and equivalent HEI programmes’ (LSIS, 2013, p26-35) in their ‘Guidance for HEIs’ documentation.

mailto:[email protected]


8j) Management of AP(E)L procedures Nescot will follow the regulations set by the University of Greenwich. 8k) Plagiarism procedures The College regards academic misconduct very seriously. Academic misconduct can be considered to be any act whereby a candidate seeks to obtain an unfair advantage for themselves or another candidate. As such these are acts which undermine the integrity and validity of assessment. It is important that learners are aware of the seriousness of academic misconduct and the procedures in place for any case of suspected academic misconduct. Academic misconduct can be considered to include;

Impersonation

Misrepresentation

Collusion

Fabrication

Communicating

Unauthorised material/objects

Plagiarism (intentional or otherwise) Declaration of authorship are signed for each assessment and submission is through software which provides an originality report. For any case of suspected academic misconduct there is a staged investigation procedure. The management of suspected academic misconduct is clearly described in the associated policy and procedures. 8l) Complaints procedures Nescot sets high standards and is committed to achieving excellence in the delivery of education and training services. Therefore feedback from students and members of the public is welcome and encouraged because feedback is used to make improvements to services. A guide to students is available on the virtual learning environment. 8m) Appeals Procedures for appeal are in accordance with the Academic Appeal Regulations of the University. Student handbooks provide links to these regulations.


9. Course Specifications

Course Specification

School Education

Department Secondary, Lifelong Learning and PE & Sport

Code TEAC 1102

Course Title PDP (1)

Course Coordinator Judith Lawler

Level (please tick) 4 5 6 7

Credit 15

Pre-requisites

Aims As a result of initial assessment and individual action planning, this module enables the student to acquire LLN&IT skills that will support their undertaking of their qualification. It aims to provide individualised support and guidance to facilitate the development of teaching skills and professional practice. Subsequently, the module incorporates elements of observation, self-assessment, reflection and self-managed learning. It also offers the students the opportunity to develop the study skills they need for Higher Education, including recognition of the conventions of academic writing and how to avoid plagiarism.

Learning Outcomes

On completing this course successfully you will be able to:


2. Establish and maintain safe, inclusive teaching and learning environments

3. Use reflection, evaluation and feedback to develop own practice in education and training

4. Demonstrate achievement of Domain D (Professional Standards)

5. Identify, develop and evaluate own academic study skills

Indicative Content

Personal development

an assessment of LLN, IT and study skills

SWOT analysis and action planning for personal/professional development

individual support for LLN and IT Study skills including:

time management and organisation

note taking

critical and analytical skills - thinking and writing

a range of reading techniques


effective presentation strategies

information retrieval techniques

referencing (Harvard system)

academic writing (structure, language, audience)

Learning and Teaching Activities

The taught sessions will comprise a mixture of lecture, action planning and review, tutorial and independent guided study. In addition students will be observed within their own teaching environment and expected to reflect upon and respond to feedback.

Learning Time (1 credit = 10 hours) Scheduled contact hours: Note: include in scheduled time: project supervision, demonstrations, practical classes and workshops, supervised time in studio or workshop, scheduled lab work , fieldwork, external visits.

lectures 27 seminars supervised practical sessions tutorials formative assessment other scheduled time (4 observations & feedback)

8

Guided independent study Note: include in guided independent study preparation for scheduled sessions, follow up work, wider reading or practice, revision

Independent coursework 24 Independent laboratory work other non-scheduled time

Placements & year abroad Work placements 91 Work based learning Year abroad Other placement

Total hours (’Should be equal to credit x 10’) 150


Assessment Details:

Methods of Assessment

Portfolio

Grading Mode %

Weighting % 100%

Pass Mark 40%

Word Length 1500 equivalent

Outline Details Satisfactory teaching practice; needs analysis & action planning; self assessment; and reflective writing

Last Item of Assessment

Are students required to pass all components in order to pass the course

Yes

Indicative Course Materials and Reading:

Author Date Title Publisher

Burns, T. and Sinfield, S.

2012 Essential study skills : the complete guide to success at university. 3rd edn

SAGE

Cottrell, S. 2008 The study skills handbook.3rd edn Palgrave Macmillan

Craswell, G. and Poore, M.

2012 Writing for academic success. 2nd edn SAGE

Moore, S. 2010 The ultimate study skills handbook Open University Press

Wilson, E.and Bedford, D.

2009 Study skills for part-time students [ebook]

Pearson Longman


COURSE SPECIFICATION: ADMINISTRATIVE DATA for PAS/BANNER/LQU Term of Delivery: (Term A, Term B, Standard Double Term, Term 3, February cross sessional start and finish and May cross sessional start and finish, and Summer)

Yr1 (terms 1, 2 & 3)

Donor Teaching: (% of teaching from another School)

Donor School: (providing the additional teaching)

Partner College: (give College name if course is only available at a Partner College)

Linked Course: (if this course is taught with another but assessed separately, state with which course)

External Examiner: Please provide the full name and period of tenure for the examiner appointed to this course.



School Education


Code TEAC 1103

Course Title Teaching, Learning and Assessment



Credit 20

Pre-requisites

Aims This module will introduce the basic concepts in the teaching and learning process within inclusive learning environments. It clarifies the role and responsibilities of a teacher in education and training by including goal setting, planning, delivering, assessing and evaluating teaching/training sessions. Students will appreciate the value of reflection for their own and their students’ development and undertake a peer observation. There will be opportunities to raise awareness of functional skills/minimum core and the need to embed these.

Learning Outcomes


1. Identify roles and responsibilities in education and training

2. Describe relevant legislative requirements in education and training

3. Recognise how initial and diagnostic assessment can support the meeting of individual learner needs

4. Analyse assessment practices in teaching and learning

5. Identify barriers to inclusive teaching and learning

6. Justify inclusive teaching and learning practices

Indicative Content Inclusivity; teaching & learning strategies; differentiation & personalisation; equality & diversity; Kolb; teaching & learning cycle; assessment – purpose, tools, strategies, records; lesson planning; identifying & addressing learning needs; learning domains & taxonomies; legislation (eg Equality Act, Safeguarding); role boundaries; professional standards; minimum core/embedding LLN&IT; Maslow; communication strategies; medals, missions & goals; and mastery & developmental learning.


The taught sessions will comprise a mixture of lecture, tutorial, engagement with subject mentor and independent guided study. In addition, students’ learning will be supported by electronic materials available on VLE.



lectures 27 seminars 3 supervised practical sessions tutorials 1 formative assessment other scheduled time


Independent coursework 167 Independent laboratory work other non-scheduled time (peer observation) 2

Placements & year abroad Work placements Work based learning Year abroad Other placement


Assessment Details:


Essay

Grading Mode %

Weighting % 100%

Pass Mark 40%

Word Length 1500-200

Outline Details Essay: “Good practice to promote inclusive learning” (including appendices of examples of own good practice)



Yes




Armitage, A. et al.

2012 Teaching and training in lifelong learning. 4th edn. [Ebook].

Open University Press

Gravells, A. and Simpson, S.

2010 Planning and enabling learning in the lifelong learning sector. 2nd edn.

Learning Matters.

Petty, G. 2009 Teaching today: a practical guide. 4th edn.

Stanley Thornes

Race, P., Brown, S. and Smith, B.

2005 500 tips on assessment. 2nd edn Routledge

Tummons, J.

2007 Assessing learning in the lifelong learning sector. 2nd edn.

Learning Matters

COURSE SPECIFICATION: ADMINISTRATIVE DATA for PAS/BANNER/LQU Term of Delivery: (Term A, Term B, Standard

Double Term, Term 3, February cross sessional start and finish and May cross sessional start and finish, and Summer)

Yr1, term 1








School Education


Code TEAC 1104

Course Title Managing Behaviours in the Learning Environment

Course Coordinator Krystyna Summers


Credit 20

Pre-requisites

Aims This module provides an understanding of a range of behaviours that might disrupt learning in a variety of contexts. How to manage positive behaviour will be explored in relation to strategies, legislation and organisational policies. Throughout the module, students will reflect on their own practice and identify personal development needs. Further opportunities for peer observations will be created. There will be opportunities to raise awareness of functional skills/minimum core and the need to embed these.

Learning Outcomes


7. Explain how theories of behaviour management can support the creation of a safe and inclusive teaching and

learning environment

8. Justify approaches to overcome barriers to learning

9. Apply motivation theories to promote learner engagement

10. Recognise the impact of behaviours on the learning environment

11. Identify the significance of legislation and organisational policies in relation to managing behaviour

12. Evaluate own practice in managing behaviours in the learning environment

Indicative Content Motivation theories (Vroom, Herzberg, Keller, Adair, McClelland); questioning techniques; environments; learning difficulties & disabilities; behaviour management strategies; legislation; referral & advocacy; use of positive language; minimum core/embedding LLN&IT; group development & management; and organisational policies.


The taught sessions will comprise a mixture of lecture, visiting speakers, tutorial, engagement with subject mentor and independent guided study. In addition, students’ learning will be supported by electronic materials available on VLE.



lectures 27 seminars supervised practical sessions tutorials 1 formative assessment other scheduled time


Independent coursework 170 Independent laboratory work other non-scheduled time (peer observation) 2



Assessment Details:


Case Study

Grading Mode %

Weighting % 100%

Pass Mark 40%

Word Length 1500-2000

Outline Details Case study: identification of a group of learners, analysis of managing their behaviours to promote inclusivity and evaluation of own development needs.



Yes




Bennett, T. 2010 The behaviour guru : behaviour management solutions for teachers [ebook]

Continuum

Cowley, S. 2010 Getting the buggers to behave., 4th edn [ebook]

Continuum

Porter, L. 2006 Behaviour in schools Open University Press

Vizard, D. 2007 How to manage behaviour in further education

Paul Chapman

Wright, D. 2005 There’s no need to shout Nelson Thornes


Yr1, term 2








School Education


Code TEAC 1105

Course Title Theories, Principles and Models of Learning



Credit 20

Pre-requisites

Aims This module will provide students with an understanding of the theories and principles behind the successful implementation of inclusive learning. It will ensure that all students have the necessary skills and knowledge to develop successful teaching practices relevant to their specialist subject area. The module will encourage the application of models and principles of reflection in order to aid further personal and professional development. There will also be opportunities to raise awareness of functional skills/minimum core and the need to embed these.

Learning Outcomes


6. Analyse the application of teaching and learning theories and principles in education and training

7. Analyse the application of models and principles of communication in education and training

8. Apply relevant models and principles of reflection in an education and training context

9. Evaluate own teaching style in relation to pedagogy

10. Demonstrate and evaluate the use of selected theories and models in own practice

Indicative Content Reflective models (Schön, Brookfield, Gibbs, John); theories of learning (behaviourism, humanism, andragogy, cognitivism, constructivism, gestaltism); motivation and communication theories (revisited); and teaching styles (eg Grasha).







Independent coursework 163 Independent laboratory work other non-scheduled time (tutorials with subject mentor)

9



Assessment Details:


Group presentation Reflective writing

Grading Mode % %

Weighting % 50% 50%

Pass Mark 40% 40%

Word Length 1000 equivalent 1000

Outline Details Group presentation to compare and contrast approaches to deliver safe/inclusive teaching & learning

Reflection on and analysis of approaches relevant to delivering subject specialism and identification of possible improvements to own future practice



Yes Yes




Gould, J. 2009 Learning theory and classroom practice in the lifelong learning sector.

Learning Matters

Jarvis, P. (ed.)

2006 The theory and practice of teaching. 2nd

edn

Routledge

Petty, G 2006 Evidence based teaching : a practical approach

Nelson Thornes

Pritchard, A. 2009 Ways of learning : learning theories and learning styles in the classroom. 2nd edn. [ebook]

Routledge

Reece, I. and Walker, S.

2006 Teaching, training and learning: a practical guide. 6th edn

Business Education



Yr1, term 3








School Education


Code TEAC 1106




Credit 15

Pre-requisites

Aims The purpose of this module is to enable students to extend their knowledge and skills of inclusive teaching, learning & assessment within their subject specialism. Therefore, the module requires the application of reflective writing models to foster greater criticality; further peer observations; and exploration of the impact of values, beliefs and attitudes on professional practice. Subsequently, the concepts of professionalism and CPD are investigated. The module also covers expectations of the minimum core and the professional standards.

Learning Outcomes



2. Demonstrate good practice in promoting and ensuring safe, inclusive teaching and learning environments

3. Apply theories, principles and models of learning and reflection to critically review and develop own practice

4. Evaluate abilities and skills in meeting the expectations of the minimum core and the professional standards

5. Critically analyse the impact of own values, beliefs and attitudes on own professional role as a subject specialist

Indicative Content Professionalism; reflective writing models (Moon, Samuels, Smith & Hatton, Ecclestone); CPD models; teaching & learning approaches & research relevant to own subject specialism; minimum core, professional standards; codes of practice; and impact of values, beliefs & attitudes





lectures 27 seminars supervised practical sessions tutorials 3 formative assessment other scheduled time (4 lesson observations) 8


Independent coursework 17 Independent laboratory work other non-scheduled time (2 peer observations)

4



Assessment Details:


Portfolio

Grading Mode %

Weighting % 100%

Pass Mark 40%

Word Length 1500-2000 equivalent

Outline Details CPD audit: incorporating evidence of target reviews; teaching skills’ development; systematic and detailed reflection of own development; meeting the minimum core and professional standards



Yes




Brookfield, S

2006 The skilful teacher : on technique, trust and responsiveness in the classroom

Jossey-Bass

Fairbairn, G. J. and Winch, C.

2013 Reading, writing and reasoning : a guide for students. 3rd edn


Johns, C. and Burnie, S.

2013 Becoming a reflective practitioner. 4th edn.

Wiley-Blackwell

Kirton, B. 2012 Brilliant academic writing. Brilliant academic writing.

Wallace, M.and Wray, A.

2011 Critical reading and writing for postgraduates. 2nd edn

SAGE



Yr2, (terms 1,2 & 3)








School Education


Code TEAC 1107


Course Coordinator Seidu Salifu


Credit 15

Pre-requisites

Aims The purpose of this module is to enable students to extend their knowledge and skills of inclusive teaching, learning & assessment within their subject specialism. Therefore, the module requires the application of reflective writing models to foster greater criticality; further peer observations; and exploration of the impact of values, beliefs and attitudes on professional practice. Subsequently, the concepts of professionalism and CPD are investigated. The module also covers expectations of the minimum core and the professional standards.

Learning Outcomes


1. Plan and deliver inclusive teaching and learning 2. Critically evaluate own practice in promoting and achieving safe, inclusive teaching and learning

environments 3. Critically analyse the development of own teaching skills and abilities in relation to pedagogy and reflective

practice 4. Critically evaluate own practice in relation to the minimum core and the professional standards 5. Critically analyse how own values, beliefs, attitudes and experiences have shaped the perception of own

professional role as a subject specialist 6. Demonstrate a breadth of independent reading and enquiry to effectively support the development and

understanding of own teaching practice and subject specialism

Indicative Content Professionalism; reflective writing models (Moon, Samuels, Smith & Hatton, Ecclestone); CPD models; teaching & learning approaches & research relevant to own subject specialism; minimum core, professional standards; codes of practice; and impact of values, beliefs & attitudes





lectures 27 seminars supervised practical sessions tutorials 3 formative assessment other scheduled time (4 lesson observations) 8


Independent coursework 17 Independent laboratory work other non-scheduled time (2 peer observations)

4



Assessment Details:


Reflective writing Portfolio

Grading Mode % %

Weighting % 30% 70%

Pass Mark 40% 40%

Word Length 1000 1500-2000

Outline Details Critical analysis and evaluation of own professional effectiveness

CPD audit



Yes Yes




Brookfield, S

2006 The skilful teacher : on technique, trust and responsiveness in the classroom

Jossey-Bass

Fairbairn, G. J. and Winch, C.

2013 Reading, writing and reasoning : a guide for students. 3rd edn


Johns, C. and Burnie, S.

2013 Becoming a reflective practitioner. 4th edn.

Wiley-Blackwell

Kirton, B. 2012 Brilliant academic writing. Brilliant academic writing.

Wallace, M.and Wray, A.

2011 Critical reading and writing for postgraduates. 2nd edn

SAGE



Yr2, (terms 1,2 & 3)








School Education


Code TEAC 1108

Course Title Developing Subject Specialist Resources

Course Coordinator Paul Banthorpe


Credit 20

Pre-requisites

Aims This module enables students to analyse the effectiveness of resources to meet the needs of learners in different contexts. It explores the principles of resource design to facilitate differentiation and inclusivity related to pedagogic theories. The module, therefore, requires students to research and apply good practices to the development of their own subject specialist resources. It incorporates the development and use of ILT resources, as well as their effective storage and management. There will also be opportunities to raise awareness of functional skills/minimum core and the need to embed these.

Learning Outcomes


1. Explain and apply legal requirements relating to the development and use of resources

2. Explore and justify opportunities to embed literacy, numeracy and IT in the design and development of

resources

3. Justify the design of resources in relation to pedagogical theories

4. Critically evaluate the use of resources in relation to learner needs and subject specialism

5. Critically assess own skills in designing resources and identify opportunities for future development

Indicative Content Embedding LLN&IT; new & emerging technologies; legal requirements & implications (eg copyright law/licensing, IPR); accessibility; equality & diversity; relevance to subject specialism; evaluation strategies; and theories & principles of inclusive resource design.





lectures 21 seminars supervised practical sessions 6 tutorials 1 formative assessment other scheduled time





Assessment Details:


Individual presentation Evaluation

Grading Mode % %

Weighting % 60% 40%

Pass Mark 40% 40%


Outline Details Presentation of the justification, development and use of 2 subject specialist resources. Evaluation of own resource skills

Evaluation of their resources in relation to pedagogic theories.



Yes Yes




Barron, A. et al.

2006 Technologies for education : a practical guide. 5

th edn

Libraries Unlimited

Gardner, P 2002 Strategies and resources for teaching and learning in inclusive classrooms

David Fulton

McKeown, S. and McGlashon, A

2012 Brilliant ideas for using ICT in the inclusive classroom

Routledge

Pritchard, A. 2007 Effective teaching with internet technologies Paul Chapman

Richardson, W.

2008 Blogs, wikis, podcasts and other web tools for the classroom. 2

nd edn

SAGE



Yr2, term 1








School Education


Code TEAC 1109

Course Title Developing Subject Specialist Resources



Credit 20

Pre-requisites

Aims This module enables students to analyse the effectiveness of resources to meet the needs of learners in different contexts. It explores the principles of resource design to facilitate differentiation and inclusivity related to pedagogic theories. The module, therefore, requires students to research and apply good practices to the development of their own subject specialist resources. It incorporates the development and use of ILT resources, as well as their effective storage and management. There will also be opportunities to raise awareness of functional skills/minimum core and the need to embed these.

Learning Outcomes On completing this course successfully you will be able to:

1. Examine the influence and significance of adhering to legal requirements and issues relating to equality and diversity

2. Critically reflect on opportunities to embed English, maths and IT in the design, development and use of resources

3. Justify the design of resources in relation to pedagogy; subject specific and awarding body/institution demands; and learning needs

4. Systematically analyse the effectiveness of the use of resources in relation to learner needs and subject specialism, and rationalise how they might be improved

5. Critically assess own skills in designing and using subject specialist resources and justify opportunities and mechanisms for future development


Indicative Content Embedding LLN&IT; new & emerging technologies; legal requirements & implications (eg copyright law/licensing, IPR); accessibility; equality & diversity; relevance to subject specialism; evaluation strategies; and theories & principles of inclusive resource design.

Learning and Teaching Activities The taught sessions will comprise a mixture of lecture, visiting speakers, tutorial, engagement with subject mentor and independent guided study. In addition, students’ learning will be supported by electronic materials available on VLE.



lectures 21 seminars supervised practical sessions 6 tutorials 1 formative assessment other scheduled time





Assessment Details:


Individual presentation Evaluation

Grading Mode % %

Weighting % 50% 50%

Pass Mark 40% 40%


Outline Details Presentation of the justification, development, use & evaluation of 3 subject specialist resources

Evaluation of effectiveness of own resources in relation to publicly available subject specific resources and how they have inspired own development of resources



Yes Yes




Barron, A. et al.

2006 Technologies for education : a practical guide. 5

th edn

Libraries Unlimited

Gardner, P 2002 Strategies and resources for teaching and learning in inclusive classrooms

David Fulton

McKeown, S. and McGlashon, A

2012 Brilliant ideas for using ICT in the inclusive classroom

Routledge

Pritchard, A. 2007 Effective teaching with internet technologies Paul Chapman

Richardson, W.

2008 Blogs, wikis, podcasts and other web tools for the classroom. 2

nd edn

SAGE



Yr2, term 1








School Education


Code RESE 1122

Course Title FD: Action Research



Credit 20

Pre-requisites

Aims The aim of this module is to provide students with the opportunity for independence in research and development of their skills and abilities within their own subject specialism. It aims to develop knowledge of the processes involved in action research and the associated research and development skills. It includes understanding the nature and purpose of action research, conducting action research and presenting the outcomes, all within the context of the students’ own subject specialisms. It also involves evaluating own practice in relation to action research and the professional standards.

Learning Outcomes


1. Investigate the principles of action research

2. Justify choice of an area of practice for action research in own subject specialism

3. Plan and implement an intervention strategy

4. Collect, analyse and evaluate data from action research

5. Draw and present conclusions based on findings and justify recommendations for further actions

6. Critically evaluate effectiveness of own action research practice

Indicative Content Action research models, processes & practices (eg Lewin); project/time planning & management; literature searching; triangulation; credibility; ethical issues; data collection, analysis & presentation methods; and evaluation methods & skills.





lectures 27 seminars 3 supervised practical sessions tutorials 2 formative assessment other scheduled time (engagement with subject mentor)

10



Placements & year abroad Work placements Work based learning 20 Year abroad Other placement


Assessment Details:


Action research

Grading Mode %

Weighting % 100%

Pass Mark 40%

Word Length 2000

Outline Details To carry out action research (at least one full loop) and evaluate its impact



Yes




Coghlan, D. and Brannick, T

2010 Doing action research in your own organization. 3

rd edn.

SAGE

Koshy, V. 2010 Action research for improving educational practice : a step-by-step guide. 2

nd edn

SAGE

McIntosh, P. 2010 Action research and reflective practice : creative and visual methods to facilitate reflection and learning

Routledge

McNiff, J. and Whitehead, J.

2005 Action research for teachers : a practical guide. 2

nd edn.

David Fulton

McNiff, J. and Whitehead, J

2009 Doing and writing action research SAGE



Yr2, term 3








School Education


Code RESE 1123

Course Title FD: Action Research



Credit 20

Pre-requisites

Aims The aim of this module is to provide students with the opportunity for independence in research and development of their skills and abilities within their own subject specialism. It aims to develop knowledge of the processes involved in action research and the associated research and development skills. It includes understanding the nature and purpose of action research, conducting action research and presenting the outcomes, all within the context of the students’ own subject specialisms. It also involves evaluating own practice in relation to action research and the professional standards.

Learning Outcomes


1. Analyse the principles of action research 2. Rationalise and justify the choice of a focussed area of practice for action research in own subject specialism

effectively supported by current pedagogic thinking and research 3. Plan and implement one or more intervention strategy that demonstrates creativity and/or originality 4. Demonstrating a range of appropriate techniques to systematically collect, analyse and evaluate qualitative

and/or quantitative data from action research 5. Present a coherent and credible conclusion to the action research and justify recommendations for further

actions 6. Critically evaluate effectiveness of own action research practice in relation to developing a critical

understanding of teaching own subject specialism and furthering one’s wider professional role 7. Demonstrate a breadth of independent reading and enquiry to effectively support the development and


Indicative Content Action research models, processes & practices (eg Lewin); project/time planning & management; literature searching; triangulation; credibility; ethical issues; data collection, analysis & presentation methods; and evaluation methods & skills.





lectures 27 seminars 3 supervised practical sessions tutorials 2 formative assessment other scheduled time (engagement with subject mentor)

10





Assessment Details:


Action Research Essay

Grading Mode % %

Weighting % 70% 30%

Pass Mark 40% 40%

Word Length 2000 1000

Outline Details To carry out action research (at least one full loop) and evaluate its impact

Analysis of own AR findings related to pedagogic research and make recommendations for further research.



Yes Yes




Coghlan, D. and Brannick, T

2010 Doing action research in your own organization. 3

rd edn.

SAGE

Koshy, V. 2010 Action research for improving educational practice : a step-by-step guide. 2

nd edn

SAGE

McIntosh, P. 2010 Action research and reflective practice : creative and visual methods to facilitate reflection and learning

Routledge

McNiff, J. and Whitehead, J.

2005 Action research for teachers : a practical guide. 2

nd edn.

David Fulton

McNiff, J. and Whitehead, J

2009 Doing and writing action research SAGE



Yr2, term 3








School Education


Code TEAC 1110

Course Title Wider Professional Practice



Credit 20

Pre-requisites

Aims The purpose of this module is to provide students with knowledge, understanding and skills relating to wider professional practice in education and training. The module enables students to critically analyse ideologies and models of curriculum development within own area of subject specialism and other education and training settings. They will reflect on how curriculum design and implementation promotes a practice that is inclusive, accessible and diverse and impacts on organisational requirements. Students will analyse government educational policies and the impact of being accountable to stakeholders and external bodies. They will also explore principles and practices of data analysis and evaluation and how these are applied to quality assurance procedures in order to promote quality improvement.


1. Apply theories and models of curriculum design in relation to own subject specialism

2. Analyse the impact of social, political and economic factors and organisational requirements on curriculum

development in own subject specialism

3. Assess accountability to stakeholders and external bodies in relation to curriculum design in own subject

specialism

4. Critically analyse the quality improvement and quality assurance arrangements of own organisation

5. Demonstrate the ability to use, analyse, evaluate and present data for other professionals with an interest in

learner achievement

Indicative Content Range of contexts within education & training; ideologies & models of curriculum design; diversity, equality, inclusion & accessibility; curriculum evaluation (eg self-assessment); role, expectations & impact of stakeholders on curriculum design and evaluation; government policies & reports (eg embedding LLN&IT, Leitch); QA & QI features, systems & procedures; benchmarking; inspection bodies & frameworks; and qualitative & quantitative data collection, analysis and presentation.










Assessment Details:


A training event

Grading Mode %

Weighting % 100%

Pass Mark 40%

Word Length 2000 equivalent

Outline Details Identification of an area for improvement; programme and content for the training event to bring about improvement of practice in subject specialist area; clarification of how it would fit within the organisation’s QA/QI systems.



Yes




Duckworth, V. and Tummons, J.

2010 Contemporary issues in lifelong learning [ebook]


Facer, K. 2011 Learning futures : education, technology and social change [ebook]

Routledge

Gould, M. and Lahiff, A. (eds)

2001 Equality, participation and inclusive learning : a reader

Greenwich University Press

Grace, S. and Gravestock, P.

2009 Inclusion and diversity : meeting the needs of all students

Routledge

Minton, D. 2005 Teaching skills in further and adult education. 3

rd edn.

Thomson Learning



Yr2, term 2








School Education


Code TEAC 1111

Course Title Wider Professional Practice



Credit 20

Pre-requisites

Aims The purpose of this module is to provide students with knowledge, understanding and skills relating to wider professional practice in education and training. The module enables students to critically analyse ideologies and models of curriculum development within own area of subject specialism and other education and training settings. They will reflect on how curriculum design and implementation promotes a practice that is inclusive, accessible and diverse and impacts on organisational requirements. Students will analyse government educational policies and the impact of being accountable to stakeholders and external bodies. They will also explore principles and practices of data analysis and evaluation and how these are applied to quality assurance procedures in order to promote quality improvement.


1. Analyse and relate theories and models of curriculum design to own subject specialism

2. Critically evaluate the impact of social, political and economic factors and organisational requirements on curriculum development in own subject specialism

3. Systematically assess accountability to stakeholders and external bodies in relation to curriculum design in

own subject specialism

4. Critically analyse the quality improvement and quality assurance arrangements of own organisation to

locate and justify a coherent plan of recommendation(s) for enhancement

5. Demonstrate the ability to use, analyse, evaluate and present data for other professionals with an interest in

learner achievement

6. Demonstrate a breadth of independent reading and enquiry to effectively support the development and


Indicative Content Range of contexts within education & training; ideologies & models of curriculum design; diversity, equality, inclusion & accessibility; curriculum evaluation (eg self-assessment); role, expectations & impact of stakeholders on curriculum design and evaluation; government policies & reports (eg embedding LLN&IT, Leitch); QA & QI features, systems & procedures; benchmarking; inspection bodies & frameworks; and qualitative & quantitative data collection, analysis and presentation.

Learning and Teaching Activities The taught sessions will comprise a mixture of lecture, visiting speakers, tutorial, engagement with subject mentor and independent guided study. In addition, students’ learning will be supported by electronic materials available on VLE.








Assessment Details:


A training event Essay

Grading Mode % %

Weighting % 70% 30%

Pass Mark 40% 40%


Outline Details Identification of an area for improvement; programme and content for the training event to bring about improvement of practice in subject specialist area; clarification of how it would fit within the organisation’s QA/QI systems.

Impact analysis of external factors influencing the development of own curriculum area.


Are students required to pass all components in order to pass

Yes Yes


the course



Duckworth, V. and Tummons, J.

2010 Contemporary issues in lifelong learning [ebook]


Facer, K. 2011 Learning futures : education, technology and social change [ebook]

Routledge

Gould, M. and Lahiff, A. (eds)

2001 Equality, participation and inclusive learning : a reader

Greenwich University Press

Grace, S. and Gravestock, P.

2009 Inclusion and diversity : meeting the needs of all students

Routledge

Minton, D. 2005 Teaching skills in further and adult education. 3

rd edn.

Thomson Learning


Yr2, term 2








School Education


Code SOPA 1030

Course Title Educational Policies and Practices



Credit 30

Pre-requisites

Aims This module seeks to introduce the student to current central government legislation that feeds into policy initiatives at local authority and organisational level. As such, it considers the impact of policy on education and training. An examination of stakeholder interests and the development of policy will be investigated in relation to wider economic, socio-cultural and political influences. Students will further evaluate a chosen policy initiative in a selected education context and critically assess its impact. Learning Outcomes


1. Review current central government legislation and policy initiatives that impact on education. 2. Examine the relationship between central government legislation, local authorities and individual schools, colleges and

training providers 3. Analyse the roles and responsibilities of stakeholders in education in relation to the implementation of policy 4. Assess the wider economic, socio-cultural and political influences on educational policy development and practice 5. Critically evaluate a current policy in a selected education context 6. Assess the impact of chosen policy on relevant stakeholders

Indicative Content Current developments in education and training linked to central government legislation and policy initiatives; contemporary values, motivations, political ideologies that influence education policy and practice at different levels ; role of politicians, LEAs, governors, senior managers, industry in policy making ; economic, socio-cultural and political trends and influences on education policy and practice ; current policies relating to teaching and learning, SEN, safeguarding, inclusion, funding mechanisms, training provision, selection, governance etc.


The taught sessions will comprise a mixture of lecture, tutorial and independent guided study. In addition, students’ learning will be supported by electronic materials available on VLE.








Assessment Details:


Essay

Grading Mode %

Weighting % 100%

Pass Mark 40%

Word Length 3000

Outline Details Investigate how a particular policy has been implemented in a chosen educational context. Influences of stakeholders and wider socio-cultural, economic and political factors examined.



Yes




Bartlett, S. and Burton, D

2012 Education studies : essential studies. Paul Chapman

Borich, G 1995 Becoming a teacher: an inquiring dialogue for the beginning teacher

Routledge

Brundrett, M. et al.

2003 Leadership in Education Sage

Bush, T 2010 Theories of education leadership and management Sage

McCall, C. 2002 Leading and managing Effective learning Optimus

Rodd, J. 2005 Leadership in early childhood: the pathway to professionalism

OUP

Rogers, B 2007 Leadership for results: transforming teaching, learning and relationships in School

Corwin Press



Yr3, term 1








School Education


Code ACAD 1327

Course Title Independent Study



Credit 30

Pre-requisites

Aims This module aims to promote student autonomy. It demands students to apply and develop study skills learnt earlier in the course; engage with current literature, research and policies related to an area of personal interest and value; and rigorously and independently pursue a line of enquiry that can be eloquently presented, interpreted and evaluated. Subsequently, students are tasked with demonstrating originality of thought, self-direction and the ability to clarify their own philosophy of education with consideration given to personal and organisational values as well as moral and ethical perspectives.

Learning Outcomes


1. Demonstrate a high level of autonomy by taking responsibility for own learning, managing time effectively and evidencing originality of thought

2. Negotiate and justify an area of personal interest and value within a clearly defined scope and depth of enquiry 3. Critically and systematically pursue a process of enquiry towards a predefined and agreed goal 4. Interrogate literature, policies and observable educational practices to underpin and validate the chosen line

of enquiry 5. Critically evaluate processes adopted and resulting outcomes

Indicative Content Literature & policy searching & interrogation; investigation planning, implementation and evaluation; current educational initiatives; autobiographical perspectives/philosophies of education/learning; moral perspectives, power and agency in education; and principles, theories & models for understanding learning.

Learning and Teaching Activities The taught sessions will comprise a mixture of lecture, seminar, tutorial and independent guided study. In addition, students’ learning will be supported by electronic materials available on VLE. However, tutorials and seminars will be the dominant modes of support due to the varied and independent nature of the learning intentions and assessment.








Assessment Details:


Independent Study

Grading Mode %

Weighting % 100%

Pass Mark 40%

Word Length 3000

Outline Details Individual study independently identified, investigated and evaluated



Yes




Curtis, W. and Pettigrew, A.

2009 Learning in contemporary culture [ebook] Learning Matters

Dufour, B. and Curtis, W.

2011 Studying education : an introduction to the key disciplines in education studies [ebook]


Illeris, K. (ed.) Contemporary theories of learning : learning theorists in their own words [ebook]

Routledge

Moore, S. et al. 2007 Teaching at college and university : effective strategies and key principles [ebook]


Ward, S. and Eden, C.

2009 Key issues in education policy SAGE



Yr3, term2








School Education


Code TEAC 1112

Course Title Reflective Professional Practice Skills



Credit 30

Pre-requisites

Aims The purpose of this module is to review practice in relation to pedagogy and assess personal standing as an autonomous learner. Students will analyse and evaluate the impact of their values and beliefs on their professional role and critically review their CPD needs. The concept of professionalism within education and training will be explored, as well as opportunities for and benefits of collaborative working. Reflective models will provide the frameworks for analysing, evaluating and actioning development of students’ personal and professional skills.


1. Demonstrate, analyse and evaluate the integration of pedagogic theory into own professional practice and subject specialism

2. Apply and evaluate models of reflective practice in relation to own practice, continuous development and autonomy as a learner

3. Critically analyse the concept of ‘professionalism’ and its impact on teaching/training roles within education and training

4. Analyse the impact of own values, beliefs and attitudes on professional activity 5. Critically evaluate and address own CPD needs 6. Evaluate opportunities for collaborative working 7. Demonstrate independence in using techniques of enquiry & research related to own subject specialism

Indicative Content Theories & principles of pedagogical approaches to support subject specialism and learning; nature, purpose, role and evaluation processes of CPPD; identification, implementation & evaluation of own CPPD needs/activities; models of reflective practice (Dewey, Argrys & Schön, Willis, Brookfield); impact of values & beliefs on teaching & training activities; motivation; professions and professionalism; collaborative practice; and characteristics and stages of autonomy.

Learning and Teaching Activities The taught sessions will comprise a mixture of lecture, tutorial and independent guided study. In addition, students’ learning will be supported by electronic materials available on VLE.








Assessment Details:


Reflective journal

Grading Mode %

Weighting % 100%

Pass Mark 40%

Word Length 3000

Outline Details A connected collection of reflective writing: to demonstrate level of autonomy and provide a critical analysis of own professional practice and development by drawing on pedagogy and models of reflection



Yes




Bradbury, H. et al. (eds.)

2010 Beyond reflective practice : new approaches to professional lifelong learning

Routledge

Hillier, Y 2012 Reflective teaching in further and adult education. 3rd edn

Continuum

Moon, J. 2006 Learning journals : a handbook for reflective practice and professional development

Routledge

Roffey-Barentsen, J. & Malthouse, R

2009 Reflective practice in the lifelong learning sector Learning Matters

Rushton, I. and Suter, M.

2012 Reflective practice for teaching in lifelong learning Open University Press



Yr3, term 3








School Education


Code TEAC 1113

Course Title The Mentoring-Coaching Role



Credit 30

Pre-requisites

Aims This module is for FD direct-entry students only. This module will enable students to critically assess the role and responsibilities of a mentor-coach in an education context. They will be required to review the values, attitudes, beliefs of a mentor-coach and examine the legislative and institutional frameworks that impact on the mentoring-coaching process. Students will apply key techniques based on recognised models and strategies, exploring the professional relationship between mentor-coach and mentee-coachee. Students will also evaluate the effectiveness of their own practice, use feedback from others and identify areas for development

Learning Outcomes


1. Critically assess the role and responsibilities of the mentor-coach 2. Review how values, attitudes and beliefs impact on the mentoring-coaching process 3. Analyse recognised mentoring-coaching models and strategies 4. Examine legislative and institutional frameworks that impact on the mentoring-coaching process 5. Demonstrate the skills relevant to mentoring-coaching 6. Critically evaluate the effectiveness of own practice

Indicative Content The mentor-coach role in education; establishing contracts; recognising boundaries; confidentiality; interventions (eg Heron); effective listening skills; problem solving; strategies for helping (eg Egan); establishing a coaching culture (eg Rogers’ core conditions); maintaining records; GROW model, transactional analysis; emotional intelligence ; ethical competences; action planning for change; mentoring for leadership

Learning and Teaching Activities The taught sessions will comprise a mixture of lecture, tutorial and independent guided study. In addition, students’ learning will be supported by electronic materials available on VLE.








Assessment Details:


Case Study

Grading Mode %

Weighting % 100%

Pass Mark 40%

Word Length 3000

Outline Details Case study demonstrating application of skills and processes of effective mentoring-coaching in a chosen educational context



Yes




Connor, M. Pokara, J.

2012 Coaching and mentoring at work: developing good practice


Cunningham, B. 2012 Mentoring teachers in post-compulsory Education Routledge

Megginson, D et al

2006 Mentoring in action: practical guide for managers Kogan Page

Pask, R. Joy, B.

2007 Mentoring-coaching: a guide for education professionals


Shea, G. 2002 Mentoring: how to develop successful mentoring behaviours

Crisp

Stevens, N. 2008 Learning to coach: for personal and professional development

Oxford



Yr3, term 4







Appendices 1. Staff Curricula Vitae


CURRICULUM VITAE (for Partner Institution staff)

Name of Partner Institution

Nescot

Surname: Salifu First Name(s) Seidu

Qualifications, with dates and institution attended (most recent first)

University of Central Lancashire

2001 – 2007

Preston, Lancashire Doctor of Philosophy - (Sociology of Education)

University of Central

Lancashire 2001 to 2002

Blackburn Campus Post Graduate Certification in Education (PGCE Post Compulsory)

University of Central

Lancashire 1996 - 1998

Preston, Lancashire

Master of Arts - Social Work and Welfare Studies.

University of Cape Coast

1989 - 1993

Cape Coast, Ghana

Bachelor of Arts (Honours) Dip Ed

History and Religions,

Diploma in Education (Teacher status)

Current and previous posts, with dates; include industrial and commercial experience

Jan 2009 to Present North East Surrey College of Technology (NESCOT) Head of Department for Teacher Education Epsom

Oct 2002 to Dec 2008 Yeovil College (full time) Teacher Training programme Area co-ordinator PGCE(PCE) Course Director Yeovil

Sept 2000 to 2002 University of Central Lancashire (par-time) Lecturer in Sociology and Education Studies Preston

Sept 2001 to July 2002

Blackburn College (Part time) Lecturer in Sociology Blackburn


Sept 1999 to July 2002

Preston College (part-time)

Lecturer in Economics Preston

Subjects and courses taught in the last 5 years (indicating level) Teacher Education (Post Compulsory) Level s 4-6 Foundation Degree Education Support Levels 4-5

Staff development activities (during last 5 years, with dates) How to support outstanding staff 2014 Outstanding Teaching, Learning & Assessment 2012 Weblearn for assessment 2012 Management Training 2012 Supported Experiments Project Review 2012 Emergency First Aid at Work 2012 Effective Peer Observation 2011 HE Work Experience Training 2011 Observation of Teaching and learning 2011

Publications/research/consultancy (during last 5 years, with dates) A curriculum fit for purpose discourse analysis of the Ghanaian curriculum conference paper July 2013 University for Development Studies, Tamale.

Membership of Professional bodies/institutions MIfL, ASAUK

Your expected involvement in this development, if approved Course Leader and Lecturer



Name of Partner Institution Nescot College

Surname: Summers

First Name(s)Krystyna Margaret

Qualifications, with dates and institution attended (most recent first) Certificate in Counselling Concepts – Nescot 20 Subject Learning Coach - 20 BTEC PDA Teaching at Levels 1 and 2 –Nescot 2002 Certificate in Further Education Teaching (QTFE) –Nescot 2003 Post Graduate Diploma Social Work Studies –London School of Economics 1976 Certificate of Qualification in Social Work - London School of Economics 1976 BA (Hons) Sociology 2.2 – University of Leicester 1974

Current and previous posts, with dates; include industrial and commercial experience Lecturer (ATP) Health & Social Care and Teacher Training 2010-present Head of Department Care and Early Years-Nescot College 2008-2010 Lecturer (ATP) Health & Social Care -2005-2008 Lecturer in Health and Social Care – Nescot College 2000-2005 Lecturer Health and Social Care East Surrey College 1999-2000 Programme Area Manager, Care Services -East Surrey College 1995-1999 Lecturer Health and Social Care East Surrey College 1989-1995 Senior (Practitioner) Social Worker, London Borough of Wandsworth 1979-1987 Social Worker, London Borough of Wandsworth 1976-1979 Social Worker, London Borough of Hammersmith 1974-75 Subjects and courses taught in the last 5 years (indicating level) Psychology, Sociology, Human Growth and Development –Levels 2 and 3 Teacher Training – Levels 4 and 5 Staff development activities (during last 5 years, with dates) In- house Management training 2008-2010 In –house half day and whole day staff development in Teaching and Learning strategies 2010-present In –house training in lesson observation 2010-present


Publications/research/consultancy (during last 5 years, with dates) Membership of Professional bodies/institutions Your expected involvement in this development, if approved: Course tutor & personal tutor.



Name of Partner Institution

Nescot

Surname Banthorpe

First Name(s) Paul

Qualifications, with dates and institution attended (most recent first) MA in Tourism Studies (University of North London) 2001 PGCE in Further Education (Surrey University) 1996 BSc in Business and Sports Studies (Roehampton University) 1988 Assessor Awards: D32 D33 D34 Internal Verifier for GNVQ, AVCE, BTEC, HND, NVQ: Levels 2-5 Lead Internal Verifier Travel and Tourism Level 2/3 (current) External Verifier for BTEC Edexcel from 2008/9 Subject Learning Coach (2006- present)

Current and previous posts, with dates; include industrial and commercial experience Lecturer based in the Teacher Education Department (FT from Sept 2013) Cross College role (current): Lead Teaching and Learning Coach coordinating a team of coaches to

support the development of teaching and learning (2012 - )

Lecturer in Travel and Tourism Dept/0.4 in Teacher Education/Advanced Practitioner 2004 – 2013 Lecturer in Leisure, Travel and Tourism Croydon College 1994 - 2004 Leisure and Recreation Industry – 4 years (Duty Officer, Kingston Upon Thames) 1989 - 93 Secondments and research whilst in teaching profession: working with the Travel and Tourism

Programme (producing educational materials for leading London attractions); retail travel agency

experience (independent and multiples), liaising with tour operations (Kuoni, Newmarket) –

organising work experience programmes, marketing and input into training material for staff.


Subjects and courses taught in the last 5 years (indicating level) Level 3 Award in Education and Training; PGCE/Cert Ed/Foundation Degree in Teaching in the

Lifelong Learning Sector Level 4-6 ; FDeg in Education Support Level 4/5; BA Education Studies

Level 6 ; HNC/D in Travel and Tourism Management Level 4/5

Staff development activities (during last 5 years, with dates) Coordinator for Innovation Learning Fair 07/13

Differentiation for Stretch and Challenge 01/13

Teaching and Learning Launch Event (LSIS) 11/12

Observation Training 10/12

Working with How2Teach 09/12

Supported Experiments Review 02/12

LSN Managing Teaching and Learning 06/11

Managing Student Attainment 04/11

Child Protection Awareness 08/09

Embedding E and D into the Curriculum 07/09

Protocol Observation Training 07/09

Publications/research/consultancy (during last 5 years, with dates) n/a

Membership of Professional bodies/institutions n/a

Your expected involvement in this development, if approved Programme Coordinator BA Education Studies Course Leader PGCE/Cert Ed in Education and Training Course Leader FDeg in Education Support


CURRICULUM VITAE (for Partner Institution staff) Name of Partner Institution

Nescot

Surname Lawler First Name(s) Judith Qualifications, with dates and institution attended (post A Levels)

AQA Assessing Vocational Achievement Certificate, NCFE, L3 [June 2013]

QTLS [2009]

PG Dip in Teaching & Learning [Distinction] (2006)

Tutoring On-line, NEC (2002 - 2003)

Key Skills IT [L4] 2002

Key Skills IT [L3], Comms [L3] & AoN [L3] 2001

C&G 9281-02, Initial Certificate in Teaching Basic Skills, 1997

B.Ed(Hons) 2ii (1979 -1980)

Cert Ed [Distinction] 1976 -1979

Current and previous posts, with dates; include industrial and commercial experience Currently:

Teacher Trainer (FD/PGCE/Cert Ed [2007 to date] & PTLLS/AET [2005 to date]); Programme Coordinator (FD/PGCE/Cert Ed T&L in LLS [2007 to date]); Module tutor for BA (Hons)Education Studies & dissertation supervisor [2013 to date]; Mentor to support staff before & following lesson observations [2007 to date]; and In-house staff development provider & Advanced Teacher Practitioner [2005 to date]

Previously: Course leader for C&G DTLLS (7305), [2005-2013] and 7407 stages 1,2,3 [2005-2008]

Learning Development Advisor, Nescot, [1997-2005] and Advanced Practitioner, [2002 to date]

IT Support Assistant, Nescot [1995-1997]

Head of IT & Business Studies, The Green School, Hounslow, (Comprehensive, 11-18) [1989-1995]


Head of Computer Studies & IT, The Green School, Hounslow [1983-1989]

Teacher (Maths, Geography, French & Computer Studies), Exams Assistant, St Mark’s School, Hounslow (Comprehensive 11-18) [1980-1983]

Subjects and courses taught in the last 5 years (indicating level)

BA (hons) Education Studies (L6) – Module tutor for ‘Innovative Teaching & Learning Environments’ and dissertation supervisor [2013 to date]

PGCE/Cert Ed (L4&5) – Module tutor for all modules, lesson observer and personal tutor [2007 to date]

FD (L5) - Module tutor for ’Professional Reflective Practice Skills’ and personal tutor[2007 to date]

C&G AET (L3) and previously PTLLS (L3&4) – Tutor and assessor for all units [2005 to date]

In-house staff development provider – ‘bite-size’ events on differentiation, innovative lesson starting points, questioning techniques, lesson planning [2009 to date]

Staff development activities (during last 5 years, with dates)

Consultation event on the Professional Standards [Feb 2014]

In-house Teaching & Learning training sessions – various (T&L strategies, outstanding lessons, stretch & challenge, differentiation, formative assessment by Petty, Powell, Wiliam, Lightbody) [2011 to date]

LSIS ITE qualification update [Nov 2012]

Introduction to NLP [ Nov 2012]

London Festival of Education (IoE) [Nov 2012]

Educare Data Protection & Safeguarding [2012]

Observation training (in-house, Alastair Taylor, Tony Davies) [2008 to date]

In-house IT update training sessions – various (VLE & IWB) [2010 to date]

City & guilds preparation for new PTLLS, DTLLS &AET [2011, 2012 & 2013]

Supported Experiments, Joanne Miles [2011 – 2012]

In-house HE Practitioner group [2010 to date]

Ofsted preparation – whole college & ITT [Sept/Oct 2010]

Higher Education in FE annual conference [2009 – 2012]

Safeguarding Training – Nescot [2009 to date]

Mental Health & Adult Learning & Skills [2010]


Publications/research/consultancy (during last 5 years, with dates)

Membership of Professional bodies/institutions

Learning Innovation group [2013 to date]

Good Practice Group with Farnborough & Highbury Colleges [2007 to date]

HE Practitioner Group, Nescot [2010 to date]

AoSEC member [2005 – 2012]

Your expected involvement in this development, if approved

Programme Coordinator, Course Tutor & Personal Tutor for FD and FT & PT modes of Cert Ed & PGCE in Education & Training

Course tutor for BA (hons) Education Studies


2. Fitness to Practise Regulations

It is the responsibility of the employer to ensure that appropriate CRBs are carried out for the part-time students.

Where students are studying either of the full-time programmes, the college’s “Teacher Training Work Placements” procedure (below) must be followed in advance of the commencement of the placement

AGREED AT SMT 01/10/2012

TEACHER TRAINING – WORK PLACEMENTS

Students studying on Nescot Teacher Training courses will be allowed work placements in College departments as long as the following procedure is adhered to:

The Student must be enrolled on a Nescot course

HR to be provided with the full name of the student and details of the department in which they will be working.

HR to be provided with the number of teaching hours to be worked each week

HR to inform the Deputy Principal (Curriculum Services and HE) and Assistant Principal (Curriculum Performance and Improvement) of the name, department and hours for each student.

HR to issue a CRB Application form and instructions for completion and evidence required to the student

Student must return completed CRB form and provide original identity evidence to HR Once the above information has been received by HR and verified the following process applies (the student may commence their work placement at this stage):

HR will send the HOD where the student is placed a Volunteer Agreement for completion, to be returned to HR.

HR will issue the student with the Volunteer Agreement All work placements are provided on a voluntary basis; there will be no payment to the students for work completed. *Student Finance have confirmed that all students enrolled on part time teacher training courses are eligible to study in the UK, and are therefore also eligible to be on a work placement at the College as part of their studies.

north east surrey college of technology (nescot) programme... · 2015-02-03 · 1. awarding...

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