Post Graduate Certificate in Education (Post 14 Education and Training) Certificate in Education (FE and Skills) 2015/16

Transcription

1 College of Education Department of Postgraduate and Initial Teacher Education Programme Handbook Post Graduate Certificate in Education (Post 14 Education and Training) Certificate in Education (FE and Skills) 2015/16 Course Codes: X141 UX3AG Post Graduate Certificate in Education Certificate in Education 1

2 Contents Welcome to the University of Derby and to the College of Education... 5 On behalf of the course team I would like to welcome you to the Post Graduate Certificate in Education /Certificate in Education Hayley Wood... 5 Senior Lecturer/Collaborative Partnership Coordinator, Post Graduate Certificate in Education (Post 14 Education and Training)/Certificate in Education (FE and Skills)... 5 University of Derby... 5 Programme Aims... 6 PROGRAMME LEARNING OUTCOMES... 6 Knowledge and understanding... 6 Intellectual skills... 6 Subject specific skills... 7 Transferable skills... 7 THE PROGRAMME TEAM... 7 PROGRAMME STRUCTURE... 8 PROGRAMME DELIVERY Delivery Plan 2015/ ASSESSMENT Personal Development Planning (PDP)/Teaching Files INDUCTION TUTORIAL SYSTEMS PROGRAMME LEADER SUBJECT SPECIALIST MENTORS OBSERVATION OF TEACHING ATTENDANCE REQUIREMENTS HOW TO APPROACH YOUR ASSIGNMENT ACADEMIC OFFENCES, APPEALS, COMPLAINTS AND DISCIPLINARY PROCEDURES STUDENT FEEDBACK STUDENT SUPPORT STUDY SKILLS SUPPORT FOR STUDYING, RESEARCHING AND WRITING AT UNIVERSITY Preston s College Higher Education Centre Specific Guides Study Support THE INZONE

3 LEARNING ZONE ASSISTANTS VALNOW LEARNING FACILITIES SUPPORT FOR STUDENTS SEND STUDENT SERVICES THE LEARNER VOICE HAVE YOUR SAY STUDENT FEEDBACK THE STUDENT COUNCIL COMPLAINTS AND COMPLIMENTS THE STUDENT CHARTER Conduct PROGRESSION

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5 Welcome to the University of Derby and to the College of Education. On behalf of the course team I would like to welcome you to the Post Graduate Certificate in Education /Certificate in Education. These qualifications are part of a suite of Initial Teacher Education qualifications at the University of Derby and are part of the College of Education and the Department of Postgraduate and Initial Teacher Education. This programme handbook aims to inform you fully of your course, its aims and outcomes and to be a point of reference throughout the programme to support you in your study. The course team are all experienced, qualified teachers with varying backgrounds including secondary schools; further education colleges; training providers and industry. It is our job to prepare you to teach in the FE and Skills sector and we will support you throughout your course to achieve this aim. If we cannot directly support you as it out of our professional remit, we will refer you to the appropriate support area. We all know what a difficult and challenging course this will be for you and over the years of delivering this qualification, there are not many challenges we haven t had to go through with trainee teachers. We are here to educate, prepare and support you in achieving your professional status as a qualified teacher. Please be aware that the information in the programme handbook is updated annually and it should be used in conjunction with other materials and documents provided, e.g.: Rights, Responsibilities and Regulations for Students (the 3Rs) which can be accessed via Guidance on Tutorial Support. Teaching / Mentor Observation Guidance. Mentor Guidance Handbook. Statement of Professional Conduct I hope that you find the course interesting, stimulating and useful in achieving your professional goals. Hayley Wood Senior Lecturer/Collaborative Partnership Coordinator, Post Graduate Certificate in Education (Post 14 Education and Training)/Certificate in Education (FE and Skills) University of Derby 5

6 Programme Aims This programme will seek to encourage trainees to be fully engaged in a transformational learning process where knowledge and skills are transferred primarily through modelled good practice by tutors and shared experiences through peer-led discourse. The programme aims are: To provide opportunities for trainees to develop a sound base of knowledge of working in the FE and Skills Sector To facilitate work-based learning and application of sound practice in the classroom To provide academic and vocational progression opportunities for lifelong learning and career development To provide opportunities for personal and professional development To provide opportunities for reflective practice and the development of reflective practitioners PROGRAMME LEARNING OUTCOMES The programme learning outcomes are designed to meet the QAA Education Studies Benchmarks (2007); be clearly mapped against the criteria identified by the UK Qualifications and Skills Team, part of the Learning and Skills Improvement Service (LSIS) (2011); reflect Ofsted ITE trainee characteristics (2012); and to achieve the appropriate levels 4, 5, 6 and 7 within the Framework for Higher Education Qualifications (FHEQ). On graduating with a Post Graduate Certificate of Education or Certificate of Education, students should be able to demonstrate the following: Knowledge and understanding A secure knowledge and a critical understanding of the principles associated with teaching and training in an inclusive manner within the FE and Skills sector; an ability to evaluate and interpret these, and understand the appropriateness of different approaches to solving problems within practice A clear understanding of the roles and responsibilities of a dual-professional; an ability to use their subject knowledge to find different ways of explaining or leading learning through evaluating An ability to explain with authority from an informed position, why they use particular teaching and learning approaches and critically evaluate why these work through comparison with other varying contexts to overcome barriers to learning Intellectual skills The ability to use a range of established techniques to initiate and undertake critical analysis of information, to propose solutions to problems arising from that analysis and apply underlying concepts in a practical context 6

7 The ability to present, critically evaluate and interpret qualitative and quantitative data in order to develop lines of argument and make sound judgments in accordance with basic theories and concepts relating to the FE and Skills sector Subject specific skills Sound subject knowledge and mastery of skills in order to teach in a manner which engages learners interest; apply and promote codes and principles of practice enough to ensure that all learners are sufficiently challenged and achieve the intended learning objectives Effective working relationships with other professionals utilising high levels of communication skills to plan, teach, monitor and review learners progress Through reflective practice, know how to learn from both success and failure, and when/who to ask for support both in developing and trying out new approaches; show flexibility/adaptability that takes account of the progress made by learners and match their teaching to it Transferable skills Personal qualities, professional characteristics and resilience needed for employment within a dynamic education and training sector; an ability to systematically reflect on, and adapt to emerging trends, techniques and technologies The ability to communicate information, ideas, arguments, problems and solutions to both specialist and non-specialist audiences and deploy key techniques of the discipline effectively THE PROGRAMME TEAM The initial teacher education team are highly experienced in teaching in Further Education and other educational establishments. In addition to contributing to this programme, some team members have other teaching commitments across the University and are also External Examiners for Initial Teacher Education programmes at other universities. The staff at your college should always be your first point of contact. Key contacts at the college for your programme are listed below: Contacts at the University Name Telephone Jacky Melling jmelling@preston.ac.uk Head of School Communication, Education, A Level and Language School Linzi Monks -Tutor lmonks@preston.ac.uk PTL Business Solutions and Enterprise Mary McCarthy - Tutor Teaching and Learning Quality Improvement Leader mmccarthy@preston.ac.uk 7

8 PROGRAMME STRUCTURE Structure and Curriculum Each module is 20 credits and requires 200 hours of student effort. In the first year, the first three modules will be followed consecutively in the order shown below, starting in September. In the second year you will complete a further 2 core modules and an optional module. (You will essentially start aspects of the Teaching Professional/Subject Specialist module from year 1). You will be awarded 20 credits for each module successfully completed, and at the end of the academic programme you will have accrued 120 credits. The programme has been designed to enable you to acquire essential preparatory knowledge and skills in the first year, progressing onto higher level learning and application in the second year. Detailed information regarding the recommended study requirements is located within the individual module handbooks. Certificate in Education (part time) Structure Diagram (20 Credit modules) Preparing to Teach Plus (FE & Skills Sector) Level 4 Developing Practical Teaching Skills Year 1 Level 5 Level 5 The Theory of Teaching and Learning Curriculum Development for Inclusive Practice Optional module The Teaching Professional (Level 5) Year 2 Optional Modules (Level 5) The Business Culture of Education Teaching in Schools Technology Enhanced Learning (TEL) Behaviour Management for Learning From FE to HE Teaching and Learning Informed Research 8

9 Level 7 Modules Subject specialist Practice & CPD (20 credits) through module Level 6 Level 6 modules PGCE Post 14 Education and Training (Part Time) Structure diagram (20 credit modules) Year 1 Introductory Award in Education and training (20 Credits) Enhancing Teaching learning and assessment (20 credits) Theories and principles of educational practice (20 credits) Year 2 Curriculum in context (20 credits) Optional Module Either: Principles and practices of leadership and management (L7) Teaching in Schools and Academies (L7) Learning Technologies for Education (L7) Promoting and maintaining behaviour for learning (L7) Higher Education teaching in Colleges (L7) Research Project: The Inquiring Professional (L7) 9

10 PROGRAMME DELIVERY Learning and Teaching Methods The teaching, learning and assessment strategy of the University promotes the delivery of flexible programmes to provide widening participation and access to H.E. for learners. Underpinning the rationale for the teaching and learning methods selected for the delivery of this programme are the following five themes: Widening participation Partnership Flexibility Work based learning Reflective practice / personal and professional development A variety of teaching and learning strategies will be employed throughout your studies. It is important to realise that the development of both subject based and transferable skills will be a continuous process throughout your study, and will build in complexity. Level 4 - you will gain a fundamental knowledge and understanding of principles associated with teaching in the FE and Skills sector from formal lectures, tutorials and supervised practical exercises Level 5 study - will deepen and broaden your understanding of the subject area through a more problem-based learning approach geared around understanding and evaluating your own practice and that of others Level 6 - growth and consolidation of your skills and knowledge will continue by being encouraged to work independently. Level 7 requires self-direction and originality in your work. At all levels E-based learning is employed where appropriate to support the more traditional strategies; this is given the term blended learning. The taught sessions are complemented by directed and private study completed in your own time. This is supported by materials placed on Blackboard/Moodle. Work based practical experience underpins the framework at every stage. In accordance with the philosophy of our programme, the delivery offers variety and assures the learning and assessment activities are relevant and of value to your future professional practice. The programme uses experiential learning and reflective practice models, recognising the importance of integrating practice experience and formal theory which are fundamental to studying in a vocational training context. In the future, professionals in the FE and Skills sector will be expected to work collaboratively across professional and subject boundaries, develop and recognise the transferable nature of skills and knowledge across subject, embrace inter-professional learning, adapting and thinking flexibly and innovatively. 10

11 Ofsted (2012) commented on this aspect of the programme by making the following statement: Training and assessment are outstanding across the partnership. Trainers routinely model best practice in their teaching and are adept at drawing trainees attention to techniques and methods successfully employed during sessions. Trainers use a wide range of successful strategies to bring together theory and practice, and trainees have plentiful opportunities to experiment and develop confidence in exploring what they have learned. During classroom activities and in assignments, trainers make excellent use of trainees wide range of employment backgrounds and vocational experiences. Trainees respond extremely well to the quality of training and make rapid progress from a wide variety of starting points, on inand pre-service programmes. 11

12 Delivery Plan 2015/16 Week 1 Induction Icebreaker. Diagnostic assessments and enrolments. Year plan and modules; analysing the teaching role: introducing the PDP. Establishing round rules. 2 Accessing the VLE (Moodle) Harvard Referencing Workshop The Portfolio of Professional Practice and PDP ; Milestone Reviews; Observation Process; the Reflective Learning Journal (Rolfe s Model of Reflective Practice) 3 Introduction to Module 1: Preparing to Teach Plus Module content and assessment/ground rules 4 The teaching and training cycle; roles, responsibilities and relationships; Legislation impacting on own role Bridging Assignment Workshop for L4 PTLLS Achievers electing to complete bridging assignment 5 Promoting equality and valuing diversity; inclusive learning; Level 4 briefing for Tasks 1 & 2 PDP and Learning journal 1 submission 6 Principles of Assessment 7 Half term Induction at University of Derby (5pm start) 8 Practical Tasks and planning for teaching; Lesson Planning; Assignment briefing levels 4 and 6 9 Developing micro teaches (workshop and tutorials) Assignment tutorials 10 Micro teaches 11 Micro teaches 12 Putting Module submission together/module feedback/tutorial support PDP and Learning journal 2 submission 13 Putting Module submission together/module feedback Module 1 Submission Deadline Learners with APL Observation 1 Deadline Christmas Holidays 14 Flip Learning session Review of PDP and preparation of Milestone Review 1 Introduction to Module 2: Developing Practical Teaching Skills Content and assessment; outstanding teaching and learning Schemes of Work ( external speaker tbc) The purpose and elements of a lesson plan (overview) Formulating aims and outcomes for a lesson and Bloom s Taxonomy Course Committee Meeting 1 15 Peer review of lesson plans and schemes of work Differentiation 16 Assessment for Learning Learners without APL Observation 1 Deadline 12

13 17 ICT Audit Writing a justification for your TEL resource of own skills 18 Introduction to Technology enhanced learning resources (TEL) Showcasing different TEL (Part 1) Half term 19 Showcasing different TEL (Part 2) 20 Workshop time to decide suitable TEL resource to develop in own context Observation 2 Deadline 21 Workshop time to develop time resource/tutorials 22 Show and tell resource developed; offer peer feedback 23 Module 3: The Theory of Teaching and Learning Flip Learning session Directed Study 24 Module content and assessment Overview of paradigms of learning/briefing on Component 1/groups for presentations Module 2 (Component 1) Submission Deadline Observation 3 Deadline PDP and Learning Journal 4 submission 25 Analysing paradigms of learning Workshop to develop group presentation Spring Break 26 Group presentations (Summative Assessment, Component 1) Communication theories and their application to practice Audit of own communication skills 27 Group presentations (Summative Assessment, Component 1) Communication theories and their application to practice 28 Theories of intelligence 29 Memory Attribution Theories and Mind-set PDP and Learning journal 5 submission Observation 4 Deadline 30 Workshop/Tutorial Support Half term 31 Workshop/Tutorial Support Module 3 Submission Deadline Course Committee Meeting 2 32 Milestone 2 Review Deadline Module 2 (Component 2) Deadline (Portfolio of Professional Practice) Programme Committee Dates Programme Committee 1 Monday 12 th October 2015 Programme Committee 2 Monday 29 th February 2016 Programme Committee 3 Thursday 30 th June 2016 Hand-in dates and assessment information 13

14 Module 1 15 th December 2015 Module 2 29 th Feb 2016 Module 3 1 st June 2016 Module 4 TBC year 2 Module 5 TBC year 2 Module 6 TBC year 2 Moderation event 1 Friday 11 th March 2016 Moderation Friday 24 th June 2015 Assessment Board Wednesday 6 th July 2016 Observation Deadlines Observation 1 With APL 15 th December 2015; without APL: 29 th January 2016 Observation 2 1 st March 2016 Observation 3 29 th March 2016 Observation 4 17 th May 2016 Assignment Deadlines Module 1 15 th December Module 2 Component 1 29 th February 2016 Component 2 8 th June 2016 Module 3 1 st June 2016 Portfolio of Professional Practice Interim Submission Final Submission 24 th May th June 2016 Learning Journal Deadlines Learning Journal 1 st submission 13 th October 2015 Learning Journal 2 nd submission 8 th December 2015 Learning Journal 3rd submission 29 th February 2016 Learning Journal 4th submission 29 th March 2016 Learning Journal 5 th submission 17 th May 2016 Note: Assignment hand-in dates are not negotiable. If you cannot complete an assignment by the due date, you must inform your lecturer and apply for Exceptional Extenuating Circumstances which will be considered by the University EEC panel prior to the Examination Board. The teaching team cannot confirm whether your EEC will be accepted. 14

15 ASSESSMENT Assessment throughout the programme is through 100% coursework. This programme operates within the University s Regulatory Framework and conforms to its regulations on assessment. The emphasis of assessment methods for this programme is for trainees to produce work that will be topical, innovative and current, to reflect working practices. Thus assessments are designed to be broad, wide ranging, flexible and innovative, facilitating context based learning and allowing trainees to produce work relevant to their own subject and institutional operations within the FE and Skills sector. We have endeavoured to provide diversity in the assessment types to ensure that a variety of learning styles are catered for. The method of assessment for each module is designed to test the learning outcomes. Each module descriptor outlines the assessment the trainee will undertake including a piece of formative assessment. Our approach to assessment assures: Each assessment has value and relevance to professional practice Academic rigour to test and achieve the module/programme learning outcomes Assessment methods include: Written assignments, including essays Reports Oral assessment and presentation Peer assessment Patchwork tasks leading to the completion of a portfolio Observation of practical teaching Progression in assessment This is reflected in the requirements of the assessment activities and is designed to give consistency and coherence in the development of academic and vocational knowledge, skills and understanding. For example: Level 4 modules ask trainees to: Demonstrate an understanding Reflect on personal attributes and practice Communicate own thoughts and ideas Level 5 modules ask trainees to: Analyse information Reflect on professional context to discuss and examine knowledge skills and understanding Interpret the thoughts of others and communicate these effectively Level 6 modules require trainees to Critically analyse information and practice Reflect on application and interpretation of ideas and theories within the sector Synthesise the thoughts of others and present information in an efficient manner 15

16 Level 7 requires you to move towards master s level learning. Trainees are required to develop more self-direction and originality in tackling and solving problems and act more autonomously in their development as a teacher. You will continue to advance your knowledge and understanding and develop your skills at a higher level. As you progress through the programme you will move from a position where you report others views, through to commenting on these views, and then finally to a position where you will analyse what others say. As such the assessments reflect this change in level by moving from smaller, patchwork assessments which are collated in to a portfolio, through to fewer but larger assignment based assessments in the latter stages of the programme. Consistent throughout assessment activities in the programme, is the need to reflect on every aspect of your own performance, progression and development. While the volume of this method of assessment does not change, in reality you will be expected to move from a position where you make superficial comments to being deeper and more incisive. Assessment of modules is in accordance with the UGCAMS regulations for Level 4/5/6/7. The award is achieved on the accumulation of 120 credits at this level. All arrangements for assessment, including those related to Assessment Boards and External Examiners are in accordance with UGCAMS/UoD regulations. All assessment will be through coursework and teaching observations. There are no examinations. Internal and external moderation will take place within the University Guidelines. It will give participants the opportunity to: 1. Reflect on required activities in their practice and to develop self-critical awareness. 2. Construct and develop a Teaching File, to set targets for personal and professional development and used to demonstrate an ongoing record of achievement of the ETF professional standards. This is also evidenced via the teaching file, observed sessions, and assessed work. 3. Be observed in sessions with students, facilitate tutorials and delivery sessions with peers to validate practical competence, skills and values and to assess the achievement of the national professional standards. 4. Complete assignments, case studies and reports to demonstrate academic achievement, competence and skill at a level appropriate to the award. The assessment load for each 20 credit module is normally the equivalent of words, depending upon the level of the module. Assessment criteria for each piece of assessed work can be found within Module Handbooks. The Post Graduate Certificate in Education or Certificate in Education is awarded only when the student can successfully demonstrate to the Assessment Board: Achievement of the academic requirements of the programme detailed in the assessment method sections of modules; Together with: A teaching file, which confirms their achievement of the ETF professional standards. 16

17 Participants who persistently fail to demonstrate professional standards or demonstrate values unfavourable to the educational development of their own students shall be drawn to the attention of the Assessment Board, which in extreme cases may agree to their programme of study being terminated. The assessment will reflect the aims of the programme and measure the extent to which the assessment criteria have been achieved according to the tasks set in each module. For each assignment, a hand-in date will be set. In normal circumstances, the assignment should be completed by this date. If a deadline date cannot be met, it is the trainee s responsibility to apply for Exceptional Extenuating Circumstances (EEC). An online form must be completed in accordance with the guidance, and a central University panel will decide whether the request should be upheld. Further information can be found at Module Handbooks provide thorough detail of the assessment requirements. Assessment Hand-in For those studying at partner colleges, assignments should be handed in by the deadline set by the college. You will be asked to submit the majority of your work electronically and details of how to do this will be shared with you by your teaching team. Marking and Grading In normal circumstances, interim feedback from assignments completed by the agreed date will be given within three weeks but details regarding final grades are not allowed to be released until verification of results after moderation and the Assessment Board. An exception to this rule is given for work submitted past the hand-in date. All tutors will provide written feedback/comments on your work. Feedback regarding your assignment will generally be available within 3 days of Internal Moderation taking place. However, as stated above, grades will be confirmed following the Assessment Board. Students should access their UDO account to check their grades. Depending on the result, students should contact the relevant tutor to organise tutorial support. All your assignments must be available for submission to the External Examiner who may request samples of students work at any time. This request must be complied with. Marking, Moderation and Feedback of Students Work To ensure that the assessment regulations of the University ( are complied with and also to provide a 3-week turnaround of student work, the following process has been put into place: Students submit work by assignment deadline date Staff implement a marking rota to ensure all work is marked ready for moderation Moderation event takes place all referrals are marked along with a specified sample of scripts. Grades are then entered onto Peoplesoft by the Module Leader. Programme leaders should receive copies of all student grades from module tutors. Following moderation, an is sent to students from programme leaders to say that work has been moderated and interim results are available. It must be made clear that these results are still subject to ratification at the exam board. Programme leaders can give out provisional grades on behalf of all tutors but students should read feedback before booking tutorials with relevant module tutors. 17

18 At the exam board, a date is set for re-submission of work which programme leaders should communicate to all students When re-submissions come in, module tutors mark them and grades are entered onto Peoplesoft Referrals should be bought to the next moderation event for consideration Further information about submitting assignments and accessing tutorial support is available on the separate tutorials support guidance document, provided at induction and on UDO. Personal Development Planning (PDP)/Teaching Files This is a professional programme and as such has personal development planning threaded throughout the programme. All trainees are required to reflect on their personal professional development and vocational practice through work-based learning and assessment. PDP is included both formally, as a mandatory requirement, as part of the delivery and assessment, and informally through associated activities. Within the programme opportunities for PDP are incorporated in the following ways: The application of learning materials to current practice within the field of the FE and skills sector The use of critical, work-based reflection within all modules and specifically in the Professional Teacher module All modules contained within this programme have been mapped against the professional standards for teachers (ETF 2014). In all modules trainees will be required to make explicit links to how learning has helped develop professional practice. The majority of PDP activity will be evidenced through your teaching file and the completion of the PDP document which will be shared with you at the beginning of your programme. Your tutors will guide you about the content of this file. As part of the assessment, each trainee s progress through the programme and during teaching practice will be gauged by applying professional standards and measures through the completion of progressive milestone reviews conducted through personalised tutorials. Sequentially these will correspond to demonstrating requires improvement, good and outstanding characteristics when applied to the knowledge, skills and performance of trainee teachers as determined by Ofsted. Throughout, you will be encouraged to think about yourself as, and recognise and develop the attributes of a dual-professional. The PDP process in this programme provides opportunities for individual trainees to review their career choices, construct their skill/experience profile and enable development of a strategy for attaining your personal and professional goals. Ofsted (2012) commented on this aspect of the programme by making the following statement: Progress for most trainees is good, and for some, very rapid. Very quickly, trainees become reflective, professionally aware practitioners who have a very good understanding of their own progress and development needs. 18

19 INDUCTION The induction period will enable you to get to know other participants on the programme, and will also help you to understand the structure of the course. During the induction programme you will be given some general advice concerning study skills in relation to the programme. You will find that a considerable amount of learning comes through the process of interaction with colleagues on the programme. During induction all partner trainees are invited to the University of Derby as it is important that you recognise yourself as a student of the University as well as the institution in which you are completing your qualification. We will provide a tour of the University premises, indicating key resources such as the library and computing facilities. The induction will also embrace exercises that will enable you to exchange views with colleagues. This process should enable you to get to know your fellow course participants and enjoy the learning experience. TUTORIAL SYSTEMS For academic support your module tutor is the first point of contact for help with your assignments, and the organisation of your work and your time. An essential part of the programme is the observation of your teaching. The College Initial Teacher Education mentor you are assigned to will observe and assess you during your teaching practice, as will your Subject Specialist mentor in the workplace. The number of observations needed in total is eight, which have to be staged throughout the programme as evidence of your development. You will get support and guidance about the observations in the induction and also as part of the Teaching Professional/Subject Specialist module. Throughout the programme, monitoring and development of personal and professional development is essential. This will be integrated into the programme via your Teaching File, which is held on onefile, starting during the induction period and then monitored and updated throughout the programme. Inherent in this process will be the use of reflective practice which can be highly effective in recording and evaluation of critical incidents. Your ITE mentors will assist you in the recording and tracking of your personal and professional development. PROGRAMME LEADER Mary McCarthy and Jacky Melling lead the overall programme. These people are the main point of contact for your studies whilst on programme. You are, of course, able to contact the collaborative partnership coordinator at the University if you are not able to speak to the programme leader where you are studying. SUBJECT SPECIALIST MENTORS Because the programme is a generic (i.e. not subject-specific) course, you will be asked to allocate a subject specific mentor to support you at work. This support has been identified as invaluable by previous students in their feedback. The role of the mentor is to support in specialist elements of planning; preparing; delivering and assessing teaching and learning and to provide guidance and support for your Continuing Professional Development (CPD). 19

20 A training and support session is offered to mentors by the University dates will be arranged for October and communicated through the college. Colleges may also make local arrangements for mentor training and support. A mentor booklet and training will be provided to ensure the subject specialist mentor is fully aware of the course requirements. OBSERVATION OF TEACHING You will be observed teaching at least 8 times during your course (by the end of the programme, you should be graded as good or better - please refer to the Observation Guidance Document). When your observer arrives, you should make available: Scheme of work Lesson plan Lesson justification Copies of printed resources used in the session Your teaching file Copies of previous Observations/Action Plans/lesson evaluations Please ensure you communicate with your observer in relation to travel and car parking arrangements. It is also helpful to phone or to confirm the appointment the day before if the appointment was made some time ago or if you haven t seen your observer for a while. Further guidance about the observation process will be provided at induction. After the observation you will asked to write your own evaluation of the session, based on your thoughts and the feedback given. You will be required to organise a joint observation as one of the first observations to take place. This will involve both your mentor and tutor. The purpose of the joint observation is to introduce your mentor and tutor, check that the mentor is happy with the requirements for the observation and to assist with quality assurance processes. More information about this can be found in the observation guidance document. ATTENDANCE REQUIREMENTS As this is a taught programme, it is delivered as a structured learning experience. Two central aspects of this are peer-learning experience and the learning from tutor-directed sessions. It is important that attendance at these structured sessions is maintained. 80% attendance is required; absences due to illness must be supported by a doctor s note. It is the student s responsibility to inform the programme leader at the college if they are unable to attend sessions. We are committed to helping you get the best from your studies and to keep on track to achieve your award. To help with this, we do monitor student attendance. There are different ways that we do this, your ID card might be scanned in class, or you might be asked to sign a class register. When you enrol, you agree to a learner contract and the expectation is that you regularly attend all modules. 20

21 If you do not attend, you may be contacted by our Head of School or Programme Leader. Not attending taught sessions may mean that you are no longer able to complete the modules successfully and you may be withdrawn from the programme. We know that there may be times when there are circumstances that mean you cannot attend. However, you need to contact your programme leader as soon as you can so that you can get the necessary support to continue with your learning on the programme. HOW TO APPROACH YOUR ASSIGNMENT Ensure that you are clear about the requirements of the set assignment before starting it. You should plan and work out the amount of time you need to realistically complete the assignments. Do not leave things until the last minute! Discuss the assignment with your lecturer in the class sessions. Read assignment guidelines that are circulated by module leaders. Checklist you have submitted all parts of the assignment. A lot of people who have their assignments referred do so because it is incomplete. Further information about tutorial support and submitting assignments will be provided by your delivery staff. ACADEMIC OFFENCES, APPEALS, COMPLAINTS AND DISCIPLINARY PROCEDURES The University s Academic Appeals Regulations (see 3Rs) apply to all programmes, whether delivered internally or externally, which lead to one of its awards. These regulations therefore apply to students taking University of Derby programmes at partner colleges. The University s Academic Offence Regulations (see 3Rs) also apply to all programmes leading to one of its awards, and therefore all students on the programmes at partner colleges. Complaints will be subject to the Complaints procedure of the college as detailed in each partner college s Student Handbook. Students at each partner college will be subject to the college s Disciplinary Procedures. PLAGIARISM POLICY: The University plagiarism policy has been deemed by the University Quality Enhancement Committee to be the current definitive academic document regarding plagiarism. There are many supporting materials available to guide you through this process including booklets and web links on: Developing a Knowledge of Plagiarism and Referencing Skills Detection of Plagiarism Facing the Consequences Please ensure you read the document thoroughly and understand the consequences regarding your academic work and plagiarism. These documents can be located on the web site under the following general link: 21

22 Exceptional Extenuating Circumstances (EEC). Please refer to designated web link for full details of the EEC process and procedures. If serious circumstances beyond a student s control affect their ability to complete an assessment, they may submit a claim for Exceptional Extenuating Circumstances (EEC). This must be accompanied by evidence and the work done to date, by the original assessment submission deadline. This will be considered by an EEC panel. If no work is submitted, then the mark recorded will be a non-submission and the appropriate penalty will be applied. In the event that the claim is unsuccessful, the submitted work will be marked as a completed submission. If it is upheld, the student will be informed of the grade and given the opportunity to either accept that grade or to take up the offer of resubmitting the work. If the submitted work is late but within 7 days of the deadline, and there are no approved extenuating circumstances, the work will be assessed. There is no entitlement to feedback although feedback may be offered. If the work is tendered without an approved EEC form more than 7 days after the deadline, it is not marked and an N (non-submission) grade is recorded. The referral regulations apply. Work which is submitted after the designated deadline for a coursework assessment is deemed late. If the work is submitted together with an approved Exceptional Extenuating Circumstances (EEC) claim and is received before the extended deadline indicated on the EEC, the work will be marked. There is no entitlement to submit late after an agreed submission extension nor for the submission of referred work. Referred Assignments There is only one opportunity to attempt each assessment component before completion of the module but a referral opportunity approved by the Subject Assessment Board can provide the means to redeem an initial failure. Referral, however, is only an entitlement and automatic if there is some evidence of engagement in the assessment of the module concerned. If your assignment has been referred: Take time to go back over your work and read the comments made before you make an appointment for a tutorial Unless you have been referred on something minor it is strongly recommended that you make a tutorial appointment (you do not have any further opportunities to submit after this!) come to the tutorial prepared in terms of what needs to be done to the assignment in the light of the feedback All advice and information in the above section applies to referrals If you have any queries about this process, then please speak to either your module tutor or your programme leader. Alternatively, the assessment regulations can be found on the University s website at: LATE WORK Work which is submitted after the designated deadline for a coursework assessment is deemed late. 22

23 If serious circumstances beyond a student s control affect their ability to complete an assessment, they may submit a claim for Exceptional Extenuating Circumstances (EEC). This must be accompanied by evidence and the work done to date, by the original assessment submission deadline. This will be considered by an EEC panel. If no work is submitted, then the mark recorded will be a non-submission and the appropriate penalty will be applied. In the event that the claim is unsuccessful, the submitted work will be marked as a completed submission. If it is upheld, the student will be informed of the grade and given the opportunity to either accept that grade or to take up the offer of resubmitting the work. If the submitted work is late but within 7 days of the deadline, and there are no approved extenuating circumstances, the work will be assessed. There is no entitlement to feedback although feedback may be offered. If the work is tendered without an approved EEC form more than 7 days after the deadline, it is not marked and an N (non-submission) grade is recorded. The referral regulations apply. Work which is submitted after the designated deadline for a coursework assessment is deemed late. If the work is submitted together with an approved Exceptional Extenuating Circumstances (EEC) claim and is received before the extended deadline indicated on the EEC, the work will be marked. There is no entitlement to submit late after an agreed submission extension nor for the submission of referred work. RECOMMENDATIONS OF THE SUBJECT ASSESSMENT BOARD Following consideration of the evidence of student performance in assessment, a Subject Assessment Board may recommend that the student should pass, or be referred, or be deferred or should fail a module. Where it is recommended that a student should pass a module, the Subject Assessment Board will confirm the number of credits and the level of the credits to be awarded in respect of the module. It is important to note that marks for all assessment components will be considered at assessment boards, and only those marks will be accepted as the formal marks for the module. Students will be deferred or referred in named assessment components and will be required to resubmit work for the whole component. Exceptionally, following a ruling made by a panel in consideration of a proven academic offence, a student may be required to take a module again. GRADING The assignments are graded Pass or Fail. RETAKING MODULES If a student has failed a module there is normally an entitlement to re-enrol for, and retake, the module in full. Retaking necessitates attendance and requires completion of all the assessments. Any assessment grades from the previous attempt at the module cannot be carried forward. There is a financial cost of retaking modules. DEFERRED ASSESSMENTS 23

24 The Subject Assessment Board may decide that, in recognition of approved evidence of significant extenuating circumstances, a student s assessment [or several assessments] may be deferred. Normally, this deferral will be to the next formal opportunity to submit works as indicated by the undergraduate academic calendar. Exceptionally, in the case of serious extenuating circumstances, the Subject Assessment Board may specify a later date for the submission of the deferred assessments. In setting such a date the Subject Assessment Board should ensure that the final submission is not too remote in time from the original delivery of the module. If, following deferral, the assessment is not submitted by the stipulated date, the assessment is considered failed and the referral regulations apply. ACTION IN CONSEQUENCE OF FAILURE FOLLOWING ILLNESS OR OTHER VALID CAUSE Consideration in respect of illness, or other valid cause, is given only if the student concerned has made a formal claim [EEC] and provided acceptable evidence within seven days of the date of the final assessment for a module. In these circumstances the Subject Assessment Board normally offers a deferral of the assessment. RIGHTS AND RESPONSIBILITIES Programmes are designed within a structured credit framework which is intended to place an increasing intellectual demand upon students as they undertake learning at the higher levels. In exercising this right, students must accept responsibility for the decisions they make, albeit supported by the University s system for academic guidance, which will help them to assess the benefits and risks of different strategies. Please see for further details. STATEMENT OF ACHIEVEMENT At the end of each semester, following publication of the results in individual modules, a Statement of Achievement will be available to every student. This will take the form of a transcript listing all modules taken by the student which can count towards an award, together with any modules (credits) approved through APL. It will also state the total number of credits accumulated to date, at each credit level. Using this information, in conjunction with the Award Template and the advice offered by tutors and other academic advisers, students will plan the next phase of their programme. PROFESSIONAL CONDUCT Protocol The College offers a number of programmes that lead to a licence to practise in a variety of professional contexts which are characterised as being practice centred and directed towards the achievement of professional competence and/or professional registration. In addition, Professional Statutory and Regulatory Bodies (PSRB s) and other Professional Advisory Bodies (PAB s) concerned with regulating professional practice require students to demonstrate a developing professionalism in order to comply with associated professional Codes of Conduct. An important aspect of such requirements is for students to exhibit acceptable conduct and possess values and attitudes which make them suitable to practice in the discipline concerned. If the conduct or suitability of a student undergoing such programmes (in either campus or work based settings) falls below the high standards of behaviour that the public has a right to expect from these professions or 24

25 that deemed appropriate by academic regulations, the University has the ultimate right to terminate a student s registration if concerns are considered serious. In essence, the university has a duty to be vigilant in ensuring that students on professional practice focused programmes are fit for professional practice in the relevant professional area and is able to deal promptly, appropriately and fairly in cases where there are concerns about professional conduct and professional suitability. The Essence of Professional Conduct In undergoing professional programmes which lead to registration there are requirements (laid down by PSRB s and PAB s) for students to exhibit behaviour and conduct (in either campus or work-based settings) which is considered appropriate for the practices concerned. Identifying conduct which contravenes such wide and diverse codes and requirements is difficult but professional conduct which has led to criminal convictions; behaviour that would bring the profession into disrepute and/or behaviour that puts at risk the proper operation of professional practice are unacceptable. The following are examples of behaviour that would typically be indicative of inappropriate professional conduct and could therefore warrant review and investigation: criminal conviction(s) acquired during the programme of a nature that would have prevented admission to the programme behaviour that indicates a lack of honesty and trustworthiness, e.g., misrepresentation of qualifications at the time of admission, forging of documents or signatures; intentional or reckless damage to practice placement premises; unjustified refusal to carry out a lawful and reasonable instruction that could result in immediate serious consequences for others; failure to respect others involved in professional practice as individuals and/or failure to protect the interests and dignity of individuals irrespective of gender, age, race, ability, sexuality, economic status, lifestyle, culture or of any other distinction; any behaviour that would bring the profession into disrepute or behaviour that would adversely affect the proper operation of professional practice and/or confidence of practitioners, for example: o o o o o abuse (physical, sexual or emotional); any action or omission that may place individuals encountered in professional practice at risk; aggressive or threatening behaviour; alcohol or drug abuse; breach of confidentiality (except under the provisions of the Public Interest Disclosure Act 1998); 25