COURSES IN HIGHER EDUCATION

Transcription

1 Department of Teaching and learning STUDENT HANDBOOK Level 5 Diploma in Education and Training (QCF) 601/5350/7 Academic Year 2015 /

2 VTCT Level 5 Diploma in Teaching in the Lifelong Learning Sector C O N T E N T S Topic Area Page Introduction 4 1. Teaching Training Programme Staff 5 2. Communication with Teacher Training Staff 6 3. Course Details 7 4. Course Specification Aims of the Qualification Learning Outcomes Indicative Course Content Learning Strategy Reading List Indicative Course Outline Course Curriculum Strategic Outline Attendance Assessment and Reassessment Assessment and Grading Fareham College Grading Schedule Submissions of Work 18 2

3 17. Extensions and Mitigating Circumstances Academic Malpractice Additional Support and Inclusion Service Unit Evaluation Internal and External Verification the Quality of your programme 23 3

4 Introduction Welcome to the Department of Teaching and Learning. Your course meets the requirement of the Further Education Teachers Qualification (England) Regulations The Level 5 Diploma in Education and Training is the teaching qualification developed particularly for a role in the further education sector. The qualification will provide you with the knowledge, understanding and skills to teach and to develop techniques, personal qualities and attitudes for successful performance in working life. The programme will provide you with a nationally recognised vocationally specific qualification to enter employment in the field of teaching. This handbook aims to provide you with: The aims and learning outcomes for each module. A guide to the assessment for each module. Tasks for directed study between sessions A week by week outline of the programme. Your tutors will be available throughout the course and by appointment. You are invited to make contact with them to discuss any aspects of this course at any stage. You should find the answers to many of the questions about the organisation and structure of the Course in this handbook. If you have any queries just ask! 4

5 1. Teaching and Learning Programme Staff Vincent Adams Director of Teaching and Learning Room Y008 Tel Frances Lovett Course Team Leader Teaching and Learning Room TRIC 052 Tel Beverley Woolford Lecturer Teaching and Learning, Room R107 Tel For any learning difficulties you can contact Jan Lancaster Learning Support Manager Additional Support & Inclusion Room ilrc Tel

6 2. Communicating with Teaching and Learning Programme Staff In Writing The most efficient method of communicating with academic staff is by . This allows the course leader to deal with queries in an ordered and clear manner, providing a record of the communication in the process. It is inadvisable to leave notes on tutors desks or under their doors as they have a habit of falling off or being thrown in bins! In Person or by Telephone If you prefer, you may phone the faculty office on: or visit the faculty office. Those present will either deal with your query or leave a message for (or contact) the appropriate lecturer in question. Please be certain that before you make contact with the faculty office by phone or in person your need is an immediate one which cannot be dealt with by . Communications from Staff: Virtual Learning Environment Academic staff will post any information you will need to know on the college VLE ORACLE please ensure your ORACLE accounts are activated as soon as possible and check for postings regularly or you may miss something crucial. All staff will communicate to you by if very important. Your college address will be given to you when you activate your college account. 6

7 3. Course Details COURSES IN HIGHER EDUCATION The Teaching and Learning Team will be working with you to help you achieve your Diploma. This programme will help you develop skills and knowledge in teaching in the life -long learning sector by working with both individuals and groups of learners You have been offered a place on the course because Fareham College believes that you have the ability to succeed. We have designed the course to build on the knowledge, skills and values that you bring from your previous experience on your level 3 qualification (Level 3 Award in Education and Training or similar). During each unit of study, you will see what you have achieved through assessed pieces of written work and examples from your own practice. The programme structure has been designed to allow for holistic assessment to maximise assessment opportunities and observation of practice. You will be required to complete a minimum of 100 hours teaching practice over the duration of your programme and you will be observed for a minimum of eight hours on at least eight occasions. This will be by a member of the teacher training team or from a subject specialist/mentor from your workplace. It is a requirement of the course that you have a mentor who can support you during your programme. You will need to give your tutor the details of your mentor at the start of your programme. On completion of the Diploma in Education and Training you will be able to teach or apply for QTLS status. This handbook is designed to tell you about the programme, the Units and the staff who will be working with you. It explains what skills you will be using and how we will be helping you to develop them. It gives details of all the assessments and what we can do to help and support you in reaching your goals. Please take time to read this handbook. We wish you every success in your studies and hope you enjoy the course. We will be asking for your views at various stages of the programme, but if you have any questions or comments please contact us by telephone, or in person at Fareham College (contact details are listed above). Vincent Adams Director of Teaching and Learning 7

8 4. Course Specification COURSES IN HIGHER EDUCATION Course Awarding Institution VTCT Course Title: Level 5 Diploma in Education and Training Course Code: 601/5350/7 Credits: 120 credits Level: 5 Duration: 4 terms including the summer break Entry Requirements: Level 3 Award in Education and Training or equivalent and C or above in English and maths. In some instances you can be working towards these qualifications and this will be discussed at interview The VTCT level 5 Diploma in Education and Training has a strong work related emphasis a minimum of 100 teaching hours and will provide you with a nationally recognized vocationally specific qualification to enter employment in the field of teaching or you may wish to undertake further study in a specialised teaching and learning context. Entry Qualifications All candidates that wish to undertake the Level 5 Diploma in Education and Training are subject to approval by the college will require an interview. Candidates will also need to have a teaching placement to cover a minimum of 100 hours teaching practice and need to have the following: Level 3 Award in Education and Training or equivalent GCSE level C or above in English and math or level 2 Functional Skills equivalent. 8

9 Course Structure The Diploma consists of a minimum of 7 units, of which four are mandatory core units at level 5 the other units are selected by the college from level 4-5 to or enable the course to be studied in greater depth. 120 credits in total Core Units Unit Level Unit Grouping Academic Year Credits Value UET3 Teaching Learning and Assessment in 4 Mandatory 15/16 20 Education and Training UET4 Developing Teaching, Learning and Assessment in Education 5 Mandatory 15/16 20 and Training UET6 Theories, Principles and Models in education 5 Mandatory 15/16 20 and Training UET11 Wider Professional Practice and Development in 5 Mandatory 15/16 15 Education and Training UET12 Teaching in a Specialist Area 4 Specialist 15/16 15 UET15 Developing using and Organising Specialist 15/16 5 Resources in a Specialist 15 Area UV51238 Action Research 5 Specialist 15/

10 5. Aims of the qualification - To provide knowledge, understanding and skills and to develop a range of skills and techniques, personal qualities, and attitudes for successful performance in working life. - - To provide specialised studies that are directly related to the individual vocations in which students are currently working, or in which they intend to seek employment. - To enable students to make an immediate contribution to the needs of both local and regional employers by integrating academic and practical skills. - To develop flexibility, knowledge, skills and motivation as a basis for progression to graduate study, post graduate study and / or professional membership.(qtls) - To provide a sound knowledge base in all of the disciplines studied and to develop wider knowledge of the mythology of motivational and teaching techniques. - To develop an appreciation of the need for continuing professional development in recognition of the need for education and training 10

11 6. Learning Outcomes Learning outcomes describe the knowledge, understanding and skills you will develop throughout the programme, if you make good use of the opportunities provided. The learning outcomes are provided on all assignment cover sheets and may be found in the course guidance material. At the end of the course you will have developed; - Knowledge and understanding of MANDATORY units. - Knowledge and understanding of SPECIALIST units. Developed cognitive skills that will enable the student to; Analyse the role of initial and diagnostic assessment in agreeing individual learning goals Apply theories and principles of group dynamics to manage and motivate groups of learners Analyse the influence of theories, principles and models of curriculum design on inclusive learning and teaching. Apply educational ideologies when planning a curriculum and course/lesson Integrate knowledge, understanding and skills from a range of units to evaluate & evaluate the effectiveness of curriculum/course and lesson planning Develop Practical Skills that will be able to; Select an appropriate range of methodologies of course design and apply them directly to your teaching, to meet the needs of the learners Assess learners in a range of settings and enable learners through assessment Produce a range of resources to enhance lessons using new and existing technologies. 7. Skills which will be developed The student will be expected to develop higher level skills and abilities during the programme of study including developing the following: ability to integrate a range of concepts, knowledge and skills relating to teaching and learning ability to apply theories to practical realistic work situations within a class room environment 11

12 independence of approach to study and the generation of written evidence to support research ability to take responsibility to manage and direct their own and others activities responsiveness to change and ability to multi-task ability to innovate and work in a creative way. 8. Learning Strategy Teaching and Learning is through a variety of methods involving traditional lecturing via whiteboards, classroom discussion, completion of in class examples, practical activities as well as self study aided by the college virtual learning environment. Teaching and learning strategies in taught sessions will include lectures, electronic sources, selected readings, research and peer presentations which may be used to introduce and discuss aspects of academic and theoretical perspectives. Peer group discussions will provide opportunity for the course tutor to monitor participants ability to select research and prepare for written assignments. Observation of a minimum of 8 hours of teaching will be required by tutor or subject specialist. 9. Reading Make yourself familiar with the College s intranet system: particularly the Oracle facility. Lecturers will often post course information on this site and convey additional information through this media to support studies. Specific unit reading lists will be available on assignments and also will be available on Oracle. Recommended websites There are a huge number of websites available that can be used to compile reports. However please be careful as these websites have not been technically vetted and information may be inaccurate. Also, do not copy and paste large extracts from such websites as there is usually a big difference in language between your work and the website information; it is very easy for assessors to spot plagiarism! If any formative work is suspected by the assessor to be copied and pasted you will be made subject to the college s plagiarism policy procedures. 12

13 10. Indicative Course Outline 2015/2016 An outline of the timetable is given below: College Calendar Dates will be outlined on the first evening of your programme Date (week commencing). W/C 29 th September 2015 or 13 th January 2016 Course Dates Introduction to Course and week 1. ASSIGNMENT SUBMISSIONS Must be completed throughout the academic year and handed in on time. As set by your lecturer. Assignments will be submitted via the Oracle VLE 13

14 11. Course Curriculum- strategic outline. There will be two start dates for this programme Learning Outcomes and Preparatory Reading/Tasks for each Session. Session 1 : 29 th September 2015 or 13 th January 2016 Introduction to Units and course content completion or accreditation of Level 3 Award in Education and Training or similar qualification All units commence Useful reading See the recommended reading list. Term 1 Task: Assignments submitted for term 1 as identified on the assignment brief units. End of first term. Commence teaching observations Useful reading See the recommended reading list in specific assignment specifications. Term 2 Task: Assignments submitted for relevant units for term 2. Useful reading See the recommended reading list in specific assignment specifications. Term 3 Task: Assignments to be handed in. 1:1 with tutor for action planning and commencement of Action Research Term 4 Task : Completion and presentation of Action Research and consolidation of other assignments and portfolio completion for verification 14

15 12. Attendance Irregular attendance will have a detrimental effect on your learning experience. If you are absent from a timetabled session you should: Try to let the tutor know beforehand by phone or by leaving a message via ; If the session involves group work (such as a tutorial based around practical work or a student presentation as part of the project team), try to contact other students in the group beforehand; If you are absent from THREE consecutive WEEKS without providing completed and authorised forms you may be de-registered from THE COURSE. It is also important to state that all students taking holidays or receiving your qualification unless you confirm with the course leader that all assignments submitted are passed and you are thus able to go on holiday with no further work outstanding. For full details regarding Academic Regulations attendance please refer to The College Student Handbook. 15

16 13. Assessment and Re assessment All assessments for the Diploma Education and Training are linked to the awarding body criteria, these are based on the achievement of specified outcomes. All the assignments contributing to the programme are internally assessed and externally verified. Assessments and observations of teaching practice therefore make- up the qualification, along with the prescribed number of teaching hours (minimum 100) and will be grades as Pass or Fail. Formative Assessment: This involves feedback given on a first submission of a piece of work. Your tutors will provide guidance to enable you to complete the work to a higher standard for your final submission. Summative Assessment The method of summative assessment is outlined in each assignment brief; your assessor will pass your work if this outcome is a referral you will be given one more opportunity to re-submit your assignment. If an assignment is referred with a short amount of study it is possible to re-submit an assignment the time scale for this is normally 2 weeks. All units and teaching practice must be successfully achieved before certification can occur. 14. Fareham College Grading Schedule for DTTLS The term answer when used below relates to the work that was submitted in answer to the assessment task(s) set: it may refer to professional practice, a performance, an essay or any other form of assessment. Assignment Grade Unclassified Fail / Refer Characteristics of Grade Band Penalty grade for academic malpractice, failure to hand in work at All. All leads to a Potential Complete Failure of Course Of no relevance whatsoever to the objectives of the module assessment. Lacking in application or quality. An attempt has been made to address the relevant issues, but with little or no evidence.. The style may be inappropriate, with serious errors of grammar, spelling and structure. Displays some intellectual or practical application. Some relevant issues are addressed, however the answer is largely descriptive or anecdotal, or is backed up with little evidence. The style may be inappropriate, with serious errors of grammar, spelling and structure. Inability to handle knowledge; limitations in 16

17 Pass practical skills. The main issues have been addressed, but with some omissions. There is little theoretical content. The style may be inappropriate, with errors of grammar, spelling and structure. Limited in interpretative use of knowledge or in some practical skills. ONE or ALL PASS LEARNING OUTCOMES NOT MET A competent answer which addresses the criteria, which is well presented and structured. The assignment shows a comprehensive and insightful exposition of theory/practical aspects of the programme (as appropriate to context). Makes innovative and original links to theory/research. Referencing and Bibliography 15. Submission of Work In all cases assignment briefs should show a clear submission date which students must observe. Generally 3 Weeks are allowed for each assignment to be completed. In exceptional cases (e.g. ill-health learning difficulty or disability, work commitments) an extension may be granted where appropriate evidence (e.g. a medical certificate) has been provided and NEGOTIATION has taken place see later. Please Note that all assignments must be handed in on the agreed hand in date and submitted via the Oracle site Staff must also adhere to agreed submission dates. It is considered to be good practice where programme teams draw up an assignment schedule at the beginning of the programme, providing an even spread of work over the lifetime of the course. Student work should be marked and returned, with feedback, within three working weeks. Every effort must be made by the student to attempt assignment work as early as possible. Most Units will have their respective assignments handed out early. Check the assignments regularly to see which parts of the assignments can be done. It is vital that when the last Assignment is to be Handed In, it must be handed in early, so that it can be assessed and if necessary time can be given to enable mistakes to be corrected. 17

18 16. Extensions and mitigating circumstances Extensions If you feel that you will be unable to submit an assignment on the submission date, you should seek advice from the Programme Co-ordinator, well in advance (at least one week). If circumstances warrant, then you will be given an extension but you must fill in an extension form. Extensions can be given for one or two weeks. It is imperative that you seek an extension in advance of the submission date. Requests for extensions on the submission date will not be granted unless there are unavoidable circumstances. If you are unable to contact your tutor you are advised to leave a dated telephone message, or , or to contact the Programme Administrator. If an extension is granted, you must submit your work on the new submission date. The work will be marked in the normal way according to the assessment criteria. There is no penalty for requesting an extension or being granted one. It is better to request an extension if you are experiencing difficulties rather than risk a nonsubmission. The Procedure for granting an Extension is; At least 1 week before (ideally more) bring the appropriate assignment into the college. Discuss with the lecturer concerned the reason why an extension is necessary and when the hand in of the assignment is possible. The lecturer will then annotate on the assignment (In the hand in date box) the new agreed hand in date. The Lecturer must sign above this date to confirm the date is valid. On the agreed hand in date the assignment must be handed in. Mitigating Circumstances Any student who believes that there are circumstances (ill health or close family bereavement for example) which have seriously affected their performance in assessment is advised to submit a claim so that circumstances may be taken into account when the Academic Board meets to discuss candidature. Applications for mitigation must be submitted before the deadline of the assignment (this applies to all assignments). For more information on mitigating circumstances and an electronic version of the form, please refer to the intranet web pages. For full 18

19 details regarding Academic Regulations about submission and resubmission of your work please refer to The College Student Handbook. 18. Academic Malpractice Academic Malpractice is treated very seriously by Fareham College. For this reason, programmes give students detailed guidance about how to reference the work of others and support students in developing good academic practice. Students who are suspected of Academic Malpractice will be invited to attend an Assessment Enquiry Panel. The panel does not seek to conclude whether the malpractice was intentional or not, it focuses on whether or not it occurred. Where Academic Malpractice is confirmed the outcome is reported to the Academic Board, which determines the nature and extent of the penalty to be imposed. A range of penalties are available to the Board from lowering the grade, requiring reassessment, or failing the unit. In recent years the whole range of penalties has been imposed. For the most serious cases this has included the withholding of a Higher National Certificate. Details of the procedures for dealing with Academic Malpractice are to be found in The College Academic Misconduct Policy. Academic malpractice is cheating which is defined as to trick, defraud, deceive. Academic malpractice can take a number of forms including: Academic Malpractice relating to a student s own work: Collusion: where a student works in a fraudulent manner with another (or others) being assessed independently (either wholly or in part) in the same Unit. Commissioning: getting another person(s) to complete work, which is subsequently submitted as the student s own work. Duplication: the replication of element(s) of material in more than one assessment within the same institution or elsewhere, simultaneously or at some other time. Falsification of data: where data have been invented, altered copies or obtained by unfair means. Plagiarism: to take and use another person s thoughts, writings and inventions as one s own. Syndication: the submission of substantially similar piece(s) of work by two or more students, either in the same institution or in a number of institutions, either at the same time, or at different times. 19

20 Academic Malpractice relating to the work of other students: Aiding and abetting: where a student assists another student in any form of dishonest academic practice. Students are reminded that: a. all passages taken word for word from any source, whether primary or secondary, must appear within quotation marks or in an agreed appropriate manner; b. the sources of each quotation must be clearly identified; c. where a quotation from primary material has been taken from secondary work, without the candidate having consulted the primary material, acknowledgement must be made to both the primary and secondary source of the quotation; d. where a part of a secondary work has been paraphrased, this also must be clearly identified; e. any collaboration with other people on the project, or any other assignment, must be acknowledged. If you produce a word processed document you are strongly advised to keep an electronic version of any written assignments on disk, along with their printed hard copy. It is also a good idea to keep copies of hand written assignments produced just in case How to avoid plagiarism: It is always important to make it clear when you are using the work of another. It is never permitted to copy unacknowledged passages from sources or to represent the ideas of another as if they were your own, even accidentally; to do so is to run the risk of a charge of plagiarism. To ensure that your work is original please use the TURNITIN software. You should ensure that: All passages taken word for word from any source, whether primary or secondary, appear within quotation marks (even in your preliminary notes so that you can acknowledge the source later). The sources of such a quotation are clearly identified (include Author, source and page number) Where a quotation from primary material has been taken from secondary work, without the student having consulted the primary material, acknowledgement is made to both the primary and the secondary source of the quotation (use the term cited in (or cited by ) Any work, part or all, of which has been paraphrased is clearly identified You only use quotes when the particular words used by a particular source are significant to the argument You use your own words wherever possible:- using quotes because you cannot express the material in you own words is not an acceptable use of quotes; you will only get credit for what YOU say in your own words, so never use a quote without commenting on it. Any collaboration with other people on the project or any other assignment, is acknowledged. 20

21 17. Additional Support and Inclusion Service The aim of the Additional Support is to support and advocate for students with disabilities, medical conditions, mental health difficulties and other additional requirements in order to promote equal opportunities. Advice and help is available within the college throughout the week during main office hours 9.00 am to 5.30 pm. Disability Advice and Support This service currently supports trainees with a variety of disabilities and additional learning needs that impact on studies. Disabilities include: dyslexia, dyspraxia, visual impairment, hearing impairment, physical and mobility difficulties, social communication disorders, Asperger syndrome, Tourettes, mental health and medical problems. Adapted Course Materials The Sensory Advisor can assist trainees with accessing adapted course materials, equipment and resources if they experience a visual or hearing impairment. Specialist Support Staff Trainees should contact the Disability Co-ordinator if they require: 1:1 specialist tutorials with a dyslexia tutor, or a note taker, reader, interpreter, lip speaker, support in the library or around the college etc. How to contact the Additional Support and Inclusion Service For general advice, or to book an appointment with any of the Disability and Academic Skills Service please ring or

22 18. Unit evaluation The formal evaluation of UNITS is an important part of the quality processes of the Education and Training Diploma. You will be asked to fill in an evaluation form at the end of the academic year (time will be given in class for this purpose). These forms are analysed, in the first instance by the module course leader who writes a report based on the overall impression of the strengths and weaknesses of the module; part of the report includes the presentation of raw data and tutors are encouraged to make recommendations for the future running of the module. 19. Internal and external Verification the quality of your programme Internal Verification Samples of all the assignments are internally assessed by the Teaching and Learning department team to ensure that a consistency of marking has taken place. In addition the assignments that are used are all internally verified to ensure that they are fit for purpose and that the questions posed meet the criteria specified on the assignment. External Verification Every year the course is subject to two inspection visits by an external examiner from VTCT to ensure that all standards are being maintained. The college s facilities are also inspected and on the day of the inspection the Education and Training students present on that day are asked for their thoughts on the course and student work and course materials inspected to ensure that standards are being met. 22