Mcmillan School of Teaching

McMillan School of Teaching,

Health and Care

Certificate in

Education and Training

TCAT4005A

Part time: Year Two 2014-15

Module Tutors:

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

Contents

Year Two Handbook 1

Staff Contact Details 1

Compliments and Complaints 2

Late Submission of Assignments 3

Mitigating Circumstances 3

Assignment Submission 4

Plagiarism statement: 5

Important Dates – the year over-view: 6

Module 3 Teacher as Researcher 7

Module 4: Developing Curriculum 10

Module 6: Developing Professional Practice 13

Observations and Reflective Practice 16

What do I need to do BEFORE an observation? 17

What do I need to AFTER an observation? 17

Appendix 1 - Marking Criteria 17

Appendix 2 - Professional Standards 20

Reading Lists 21

Year Two Handbook

Welcome to year two of the Certificate in Education and Training.

This handbook contains the specifications for your modules in year one and all of the key information you will need.Handbooks for the Literacy, ESOL and Numeracy Diplomas will be provided separately. Each module is described along with its assessment. Listings of learning outcomes, weekly schedules and general advice are also included.

Reading Lists and the assessment grading criteria can be found towards the end of the handbook. Additional information may be released at various times during the course.

Staff Contact Details

Name / Room / Extension / E mail
Andrew Hudson / 4th Floor Staffroom
David Hockney Building /
Richard Nelson / 4th Floor Staffroom
David Hockney Building /
Kate Toch / 4th Floor Staffroom
David Hockney Building /
Hilary Woodhead / 4th Floor Staffroom
David Hockney Building /
Cathy Mitchell / 4th Floor Staffroom
David Hockney Building /
Wendy Croft / 4th Floor Staffroom
David Hockney Building /
Curriculum Team Leader
Andy Naylor / 4th Floor Staffroom
David Hockney Building /
Programme Manager
Kirstin Sawyer / 4th Floor Staffroom
David Hockney Building /

Attendance

Regular attendance in class or at your computer for distance learning elements is required for all elements of these modules and your tutor will keep a register. It is the responsibility of individual students to catch up on missed work: we encourage a ‘study buddy’ system to support this as well as an active VLE. You are required to attend classes regularly and punctually. Whenever you are absent the reason must be notified to your tutor. You are expected to maintain an attendance level of 100% on your course. If you are absent from sessions for three consecutive weeks, without adequate explanation, we have a duty to notify the student loan company and you may be deemed to have withdrawn from the course.

Tutorial support

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

Student opinion

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

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

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

Compliments and Complaints

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

·  Your first action is to tell the person concerned what your complaint is, so that the problem can be resolved if at all possible

·  Details of the formal Complaints Procedure can be found on the College’s Student Intranet website.

Conversely, if are enjoying the course and wish to compliment the team:

·  Your first action is to tell the person concerned!

·  Inform the module leader and course tutor

·  Make sure that you complete a module review

·  Tell your friends and colleagues

Teesside University Assessment Regulations

Important Regulatory Points

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

All courses:

·  the pass mark for a module is 40% for undergraduate modules.

·  work must be submitted for all the components of a module (failure to submit one part will lead to re-submission)

·  the maximum mark achievable for a re-assessed piece of work is 40% (the pass mark for a module)

Late Submission of Assignments

Extensions must be obtained prior to the submission date. Extension forms can be obtained from Reception and must be signed and approved by either your module leader, course tutor or year leader. The authorised form is then submitted by you to Reception, you should retain a copy to submit with the work. Extensions are normally granted for a period of 5 working days. Working days include vacation periods but not Saturdays and Sundays or Bank Holidays.

Mitigating Circumstances

Teesside University’s Mitigating Circumstances procedure can be found at: http://www.tees.ac.uk/docs/DocRepo/Student%20Regulations/Academic%20Regulations/Mitigating%20Circumstances%20Regulations.pdf

Please refer to your Course Handbook for further explanation and note that it is your responsibility to apply for mitigating circumstances and to complete the appropriate proforma, you must also notify and consult with your Course Tutor/Personal Tutor if you consider that there are any mitigating circumstances affecting your performance in assignments and/or assessments.

Mitigating Circumstances proformas can be obtained from McMillan Reception or Academic Quality and Standards, B16, Old Building and the completed forms, plus any supporting evidence, should be returned to the above. Information and guidance is also provided on the College’s Moodle site.

Assignment Submission

All written assignments must be submitted electronically via Moodle by 12.00 noon on the hand-in date.

General Assessment Advice

·  You should consult the grading criteria;

·  Look at the learning outcomes for each module– you need to demonstrate that you have met these when completing the various tasks;

·  The work must be presented in standard English, word processed using a standard font such as Arial (avoid ‘flashy’ fonts please), double line spaced, left-aligned, show clarity of presentation and be coherently organised;

·  The work must demonstrate relevance and breadth of reference to appropriate literature;

·  You are strongly encouraged to make use of the tutorial time allocated to ensure that your work will meet the requirements of the assessment brief;

·  Referencing must be the Harvard system of referencing. Use the school referencing booklet “Guidelines on Referencing in Academic Writing”, for guidance. You will be penalised for poor referencing. All references cited in the assignment must be included in a reference list. A bibliography i.e. a list of everything you have read is not required, whether cited or not;

·  Word count: An assignment can be submitted with a word length of + or - 10% of the specified word length. For example, if an assignment of 2000 words is set then students can submit work with a word total within the range of 1800 to 2200 words. If the word total falls outside of these limits then the assessment grade and feedback given will report poor drafting and editing of the work. All words contained in the main body of the assignment contribute towards the word count. This includes quotations and references. It does not include the reference list or appendices. Please record the actual word count at the end of each section for which a word count has been given;

·  Confidentiality: You should ensure that all work that you submit maintains confidentiality and anonymity. In the interest of confidentiality please ensure that your work does not identify individuals, either colleagues or students, or organisations. You may submit copies of documents prepared during the course of your work but names should be removed from the document.

·  Marking: We aim to return work within 3 weeks. Please be aware that tutors may have up to 60 pieces of work to mark in this time and up to 50% of the work needs to be double marked. If you miss the deadline then your work may not be marked for some time after this 3 week period.

Plagiarism statement:

Re-assessment

Specific Module Assessment Advice/Criteria & Reading Lists:

Important Dates – the year over-view:

Module / Dates / Assignment due
1 / Teacher as Researcher
Or
ESOL, Literacy and Numeracy Diploma* / 24.09.14 -17.12.14
*Specialist
Diplomas may vary / 17.12.14
*Specialist
Diplomas may vary
2 / Developing Curriculum / 07.01.15 –
11.03.15 / 18.03.15
3 / Developing Professional Practice / 18.03.15 – 13.05.15 / 19.05.15

Module 3 Teacher as Researcher

Module Focus

This module aims to develop students’ skills and understanding of Action Research, through an examination of one aspect of your own teaching and learning practice.

This module will enable you to develop knowledge and a detailed understanding of the key features and purposes of Action Research.

You will use established techniques of research and enquiry to carry out an Action Research project on one aspect of own teaching and learning practice, showing an ability to manage ethical considerations, and present research and key findings in an appropriate format.

Learning outcomes

Knowledge &
Understanding / 1.  Identify the purpose, key features and techniques of Action Research (Prof Standards: 4, 7, 12, 20)
2.  Examine ethical considerations in relation to teachers carrying out primary research on own practice (Prof Standards: 2, 5)
Cognitive &
Intellectual Skills / 3.  Employ established techniques of ethical research and enquiry in carrying out an Action Research project on one aspect of own teaching and learning practice (Prof Standards: 1, 2, 4, 6, 9, 19)
4.  Analyse and interpret key findings in an appropriate format (Prof Standards: 10, 20)
Practical & Professional Skills / 5.  Act autonomously and cooperatively with colleagues (if appropriate) in planning and carrying out the Action Research project (Prof Standards: 6, 12, 19)
6.  Identify possible methodologies to assess the impact of teaching on learning (Prof Standards: 10, 11, 18)
Key Transferable Skills / 7.  Reflect systematically on performance to further develop learning
8.  Select and use a range of communication methods appropriate to the context

Assessment: Teacher as Researcher (Level 5)

Type of Assignment: Action Research Report

Weighting: Report 100%

Word count: 3500

Submission Dates:

Section 1 / Identify the purpose, key features and techniques of Action Research.
Develop a research question and suggested methods. / 15.10.14
Complete Report / Taking into account ethical considerations, present and analyse key findings enabling you to draw conclusions about the impact of a particular teaching strategy on both your own and your students’ learning / 17.12.14

Assessment Brief:

Carry out an Action Research project on one aspect of own teaching and learning practice, taking into account ethical considerations. Present and analyse key findings enabling you to draw conclusions about the impact of a particular teaching strategy on both your own and your students’ learning

Module Assessment Advice/Criteria: To pass this module assignment you will have to meet all the learning outcomes. You should check your work before submission to see that you have completed all the tasks and fulfilled the grading criteria

SCHEDULE

/ Date
(Wednesday) / Session focus / Learning outcomes /
1 / 24.09.14 / What is Action Research?
Identify and develop the research question. / Identify the purpose, key features and techniques of Action Research
2 / 01.10.14 / Research Methodologies and Methods / Established techniques of ethical research and enquiry in carrying out an Action Research
3 / 8.10.14 / Research Proposal Seminar / Act cooperatively with colleagues (if appropriate) in planning and carrying out the Action Research project
4 / 15.10.14 / Ethics of Research
(Submit Section 1) / Examine ethical considerations in relation to teachers carrying out primary research on own practice
5 / 22.10.14 / Analysis of results / Analyse and interpret key findings in an appropriate format
27.10.14 / Reading Week
6 / 5.11.14 / Action Research Workshop
(no formal session – individual and small group tutorial) / Employ established techniques of ethical research and enquiry in carrying out an Action Research project
7 / 12.11.14 / Action Research Workshop
(no formal session – individual and small group tutorial) / Employ established techniques of ethical research and enquiry in carrying out an Action Research project
8 / 19.11.14 / Measuring the impact of research / Identify possible methodologies to assess the impact of teaching on learning
9 / 26.11.14 / Action Research Workshop
(no formal session – individual and small group tutorial) / Employ established techniques of ethical research and enquiry in carrying out an Action Research project
10 / 3.12.14 / Research Seminar
(Discussing progress and findings so far) / Reflect systematically on performance to further develop learning
11 / 10.12.14 / Action Research Workshop
(no formal session – individual and small group tutorial) / Employ established techniques of ethical research and enquiry in carrying out an Action Research project
12 / 17.12.13 / Submission of Assignment

9

Module 4: Developing Curriculum

Module Focus

This module has been designed to provide a broad introduction to the key skills and underpinning knowledge that students will need as new teachers in terms of analysing and evaluating their curriculum. The module will also enable students to develop a knowledge and understanding of how curricula are developed in the post compulsory sector.

Learning outcomes

Knowledge &
Understanding / 1.  Explain and apply models of curriculum design (Prof Standards: 14)
2.  Implement appropriate principles of curriculum design taking account of relevant factors in terms of the content and context of curriculum delivery (Prof Standards: 9, 15, 16)
3.  Identify clearly the relationships between principles and processes of evaluation, quality assurance and quality improvement (Prof Standards: 20)
Cognitive &
Intellectual
Skills / 4.  Justify proposals for improvements to a specific curriculum with reference to a range of sources relevant to teaching practice (Prof Standards: 4, 10)
Practical &
Professional
Skills / 5.  Construct a curriculum proposal that demonstrates an ability to be inclusive (Prof Standards: 5)
6.  Utilise appropriate Quality Assurance and Quality Improvement systems and procedures for own context. (Prof Standards: 20)
Key Transferable
Skills / 7.  Explain clearly using appropriate professional language to a specialist and non-specialist audience.
8.  Use a range of technology to access learning and promote your subject specialism

Professional Standards: