The University s course specification template has been developed to fulfil three main functions; it shall act:

Transcription

1 LONDON METROPOLITAN UNIVERSITY Course Specification template The University s course specification template has been developed to fulfil three main functions; it shall act: as a source of information for students and prospective students seeking an understanding of a course and as a basis for gaining feedback on the extent to which they opportunities for learning were successful in promoting the intended outcomes to ensure that there is clarity concerning the aims and intended learning outcomes for the course for the University during the approval and periodic review process to provide information for external examiners, professional, statutory and regulatory bodies and employers as to the skills and other transferable abilities developed by the course Section One: ABOUT THE COURSE 1 Name of course and highest award Foundation degree in Foundation Degree Education: Primary Pathway 2 Level of highest award (according to FHEQ) Level 5 (UG) 3 Possible Interim Awards Certificate of Higher Education 4 Awarding/validating institution London Metropolitan University 5 Teaching institution(s) City and Islington College 6 Total credit for course (for highest award) 240 Credits 7 Faculty responsible Humanities, Arts, Langauges & Education 8 Validated pattern of attendance and intake Autumn start FT 9 About the course and its strategy towards teaching and learning and towards blended learning. Please include details of access to learning facilities, including flexible/open learning spaces within the Faculty. Foundation Degree in Primary Education: Primary Pathway concerns itself with the preparation of informed, confident and responsible professionals, equipped with the knowledge, skills, understanding and critical instincts to take on the challenges of working in this vital, challenging and, frequently, fluid area of public life. This course has been designed with the recognition that for many students, the next step will be a move into teaching by attaining Qualified Teacher Status; however, there is a growing diversity of educational roles in people-related professions and their associated work settings. We recognise this through a commitment to the development of primary educators, broadly conceived, and as a complement to those pursuing QTS, we seek to support students whose professional aspirations require a less formally institutional and more contextualised deployment of what could broadly be described as social pedagogies. Our prospective students could come from a variety of employment backgrounds such as youth, community and social workers; community educators; learning mentors; counsellors and trainers; social entrepreneurs., The Foundation Degree seeks through a multidisciplinary appraisal of theory, critical enquiry and reflective engagement with practice within a Primary School Setting to offer students an interdisciplinary synthesis affording a firm platform for further professional education and personal development. 20th June 2011 onwards 1 of 8

2 10 Course aims. Course aims are broad statements of intent and should be written to show how the content of the course meets the aims. Where a course sits within a framework the course aims should incorporate framework aims. The aims of this course are as follows: 1. To produce well qualified professionals with the field of Primary Education who are able to explain, critically reflect upon and assess their own practice, and the legislative and historical framework in which they work and to take a part in current debates in the field; 2. To increase the level of professional competence of those who work with children, meet local and national training needs and improve the quality of education across a range of primary schools; 3. To increase the impact of learning and teaching in schools through providing highly trained support staff 4. To recognise the strengths, capabilities and experience of students as professionals in the field and encourage them to take active responsibility for their own learning and to contribute to the learning of their colleagues; 5. To build on students awareness of inequalities faced by children, young people and their families and to develop awareness of anti-racist and anti-discriminatory practice; 6. To offer practitioners the opportunity to engage in the academic study of their chosen subject area, building on their practical experience; 7. To enable students to progress to an honours degree in Education studies at London Met, or to apply for an employment based route into teaching such as the Registered Teacher Programme. 11 Course learning outcomes. Learning outcomes are statements of what a student is expected to understand or be able to do after completing the process of learning. For example at undergraduate level, collectively, course learning outcomes should contribute to the development of the undergraduate graduate attributes, or, if at postgraduate level, Master s Degree attributes. The following learning outcomes incorporate and depend on systematic understanding of the key aspects of the knowledge base of Primary Education including a coherent and detailed knowledge of some specialist areas in depth. On successful completion of this course students will be able to: 1. deploy accurately established techniques of analysis and enquiry within Primary Education 2. devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of Primary Education; 3. describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in Primary Education, recognising the uncertainty, ambiguity and limits of knowledge; 4. manage their own learning, and to make use of scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to Primary Education); 20th June 2011 onwards 2 of 8

3 5. apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects; 6. critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem; 7. communicate information, ideas, problems and solutions to both specialist and nonspecialist audiences; 8. exercise initiative and personal responsibility, including decision-making in complex and unpredictable contexts; 9. undertake appropriate further training of a professional or equivalent nature. 12 Indicative learning hours for the course. Learning hours comprise face-to-face and virtual contact hours plus self-managed and directed learning and time spent on placements. Please give an indication of the number of anticipated learning hours for the course as a total, taking in to account core modules and indicative designates. Students should note that these figures may change depending on the exact combination of options taken. Method Description and number of learning hours Level hours in scheduled lectures, seminars and other directed activity and study (20%) Scheduled learning and Teaching activities Level hours in scheduled lectures, seminars and other directed activity and study (22.5%) Self managed/independent study Workplace observation/placement/fieldtrips/study abroad In addition, students receive 60 hours of tutorial support per year Level hours independent study guided by scheduled programme (34.5%) Level hours independent study guided by scheduled programme (45%) Level hours placement / work related activities (45.5%) Level hours placement / work related activities (33%) TOTAL LEARNING HOURS FOR THE COURSE Describe the arrangements for promoting reflective learning/personal development planning on this course The course employs reflective learning approach as a core value underpinning effective pedagogy. Reflective learning / personal development is highlighted in the following processes and modules: The compilation of an e-portfolio that sits outside the taught curriculum, but is structured by a set of core competencies that require students to forge interpreted links between their academic and experiential learning and personal development; Evidence from this e-portfolio will be called upon by the students formal learning, but 20th June 2011 onwards 3 of 8

4 its medium and preferred format will be a matter of personal choice could be in Power Point, Facebook, webpage...; this evidence compiled in the e-portfolio forms the basis for the construction of a multimedia CV that presents their achievements and requires them to identify an outward-facing professional self for potential employers; 14 Description of course and its structure. Around 150 words, written to be accessible to a lay audience to be used for marketing purposes. What is the course s unique selling point? What is the pattern of delivery? Effective professionals, including teachers and other educators, draw strength from their own personal education and the resources it affords them. These resources include a confident critical grasp of subject knowledge, a capacity for fluent communication via a range of media, a willingness to learn and a life-long commitment to self-development. Furthermore, society looks to its professionals to make difficult decisions and to take responsibility for them. This course equips students with the knowledge, interpretive skills and incipient professional reflexes to expand their understanding of education as well as personal and social growth across a range of social contexts. Many students will wish to progress to teacher training courses offering QTS and a licence to teach; it should be emphasised that Primary Pathways Studies is not teacher education, but we know that those of our graduates who pursue that path will be more effective in their daily practice and thrive over the course of long and purposeful careers to the great benefit of future generations. Graduates not entering teaching over previous years have found professional employment in careers and guidance, arts management, educational research by PhD and employment as academic colleagues at LondonMet and other institutions. The course offers the following aims and objectives: (i) (ii) (iii) (iv) (v) (v) (vi) To produce well qualified classroom assistants who are able to explain, critically reflect upon and assess their own practice, and the legislative and historical framework in which they work and to take a well-informed part in current debates in the field; To increase the level of professional competence of those who work with children, meet local and national training needs and improve the quality of education across a range of primary schools; To increase the impact of learning and teaching in schools through providing highly trained support staff To recognise the strengths, capabilities and experience of students as professionals in the field and encourage them to take active responsibility for their own learning and to contribute to the learning of their colleagues; To build on students awareness of inequalities faced by children, young people and their families and to develop awareness of anti-racist and antidiscriminatory practice; To offer practitioners the opportunity to engage in the academic study of their chosen subject area, building on their practical experience; To enable students to progress to an honours degree in Education studies at London Met, or to apply for an employment based route into teaching such as the Registered Teacher Programme. 15 Teaching site(s) for course City and Islington College, Centre for Business, Arts and Technology City & Islington College City & Islington College City & Islington College 16 PSRB accreditations (where relevant) N/A 20th June 2011 onwards 4 of 8

5 17 Exemptions from Professional Body N/A examinations (where relevant) 18 Principal QAA Subject Benchmark Statement Education Studies (2007) (where relevant) 19 Secondary relevant QAA Subject Benchmark Statement or other external reference point 20 Expected length of course FT duration 2 years PT duration Other (please specify 21 Admissions requirements, to be demonstrated through certificated or experiential learning (around 30 words) Level 3 qualification in Teaching and Learning or Childcare, GCSE Maths and English at C Grade or above or an IELTS qualification to prove English standard and 2 years experience in a Primary School setting. In line with LondonMet s longstanding traditions, we welcome applicants who through experience and/or personal qualities, expressed through interview or personal statement, demonstrate that they will be able to undertake the course with a strong likelihood of success and thus, be able to meet the requirements for employment in a professional role. 22 Details of organised work experience, work based learning, sandwich year or year abroad available during the course (if applicable) We have an Employer Liaison officer who will help the student find a work placement if needed but it is preferable they will be in employment within the Primary School setting. 23 Other external links providing expertise/experience available during the course We hold regular Programme management meetings to which student reps and employers are invited to. We also hold Employer networking events which students are invited to 24 Arrangements on the course for careers education, information and guidance Within the College we have specialised Career, student welfare officers which FD students are able to access 25 Career, employability and opportunities for continuing professional development Successful completion of this course offers improved career opportunities in the area of Primary Education. The course outcomes are also linked to the Higher Teaching Assistant award which can be completed by producing an e- portfolio. This is not part of the programme and needs to be done in the student s own time but advice can be given from the Course Manager. The programme is also excellent preparation for further research or study, for example QTS status after completing BA Education studies and PGCE (Primary) Section Two: COURSE STRUCTURE AND ASSESSMENT 26 Articulation of the assessment strategy for the course. For example: You are assessed via essays, individual and group research projects and a final dissertation The four strands of learning, assessment, feedback and credentialing are braided through the course. Assessment is aligned with learning outcomes and is designed to allow students to demonstrate the achievement of these outcomes through the integration of theory and practice. Constructive 20th June 2011 onwards 5 of 8

6 feedback should be given to students in a timely manner with the intention of being useful to students so that students are guided and supported in making sense and the best use of feedback. Credentialing should not be seen merely as the last word on their award, but rather, when we are awarding marks we are offering students a staged credentialing that should build confidence and clarify objectives for the task ahead. It is vital, however, that these processes are woven into a personal tutoring system that enables students to discuss specific results and achievements and identify where particular challenges lie as well as narrate their emergent academic, intellectual and professional selves. The course seeks to combine formative and summative elements constructively and to make best use of Reading Weeks to offer students detailed and meaningful feedback. Assessment throughout the 30 credit modules will be staged to ensure that students do not become overloaded at the end of the module. The course team is committed to Coursework as the means for assessment throughout. We recognise that this benefits and is welcomed by the majority of the students we recruit. 27 Course Structure Diagram Teaching Module Module Title Status Credits Notes Period Code Level 4 Semester Code Title Status Credits Notes ED4F01CI Personal Professional Development Core 30 ED4F02CI Educational Issues and Practice Core 30 ED4F03CI Understanding Behaviour Core 30 ED4F04CI A Balanced Curriculum Core 30 Level Five Semester Code Title Status Credits Notes ED5F01CI Language of Science and ICT Core 30 ED5F02CI Numeracy and Literacy in Primary Education Core 30 ED5F03CI The Well-being of Children in Primary Education Core 30 SS5031 Qualitative Educational Research in theory and practice Core 30 To be taught at LMU Mapping matrix of modules delivering the course learning outcomes Course learning outcome (list all) Met by module aim/learning outcome (list all relevant module titles) 1. deploy accurately established techniques of analysis and enquiry within Primary Broad and Balanced Curriculum 20th June 2011 onwards 6 of 8

7 Education 2. devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of Primary Education; 3. describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in Primary Education, recognising the uncertainty, ambiguity and limits of knowledge; 4. manage their own learning, and to make use of scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to Primary Education); 5. apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects; 6. critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem 7. communicate information, ideas, problems and solutions to both specialist and non-specialist audiences; 8. Exercise initiative and personal responsibility, including decision-making in complex and unpredictable contexts; 9. Undertake appropriate further training of a professional or equivalent nature. Educational Issues and Pracrice Broad and Balanced Curriculum Supporting Numeracy and Literacy Profile Profile Broad and Balanced Curriculum Supporting Numeracy and Literacy Well-being of Children in Primary Education Language of Science and ICT Supporting Numeracy and Literacy 29 Which modules are core-compulsory and thus required to be taken to gain specific awards? Please specify if there are any combinations of modules that a student is required to take to gain either the highest level of award or one of the interim awards listed in section3. All modules are required to gain the Foundation Degree Section Three: COURSE SPECIFIC REGULATIONS 30 Courses shall conform to both framework and University Academic Regulations. Where a course in addition has course specific regulations which have been formally approved by the 20th June 2011 onwards 7 of 8

8 University, these should be included below. Section Four: OFFICIAL USE AND CODES responsibility for completion is as indicated 31 (Faculty) Course Leader at time of approval Liza Martello 32 (Faculty) Source of funding HEFCE [click to select source of funding 2] [click to select source of funding 3] Other: please complete as appropriate 33 (QEU) Original date of approval 34 (QEU) Course approved to run from 35 (QEU) Course specification version number 36 (QEU) Revision date (specify cohort) 37 (Academic Registry) London Met course code 38 (Academic Registry) Route code 39 (Planning Office) JACS code 20th June 2011 onwards 8 of 8