North East Surrey College of Technology (NESCOT) Foundation Degree Education Support. Programme Definitive Document

Transcription

1 North East Surrey College of Technology (NESCOT) Foundation Degree Education Support Programme Definitive Document September 2014

2 Contents 1. Programme Information Programme specification Programme Rationale Curriculum Content, Design and Delivery Teaching, Learning and Assessment Student Support and Learning Resources Quality Management Course Specifications Staff Curricula Vitae University of Greenwich QA Handbook, Appendix D6 (September2012) page 2

3 1. Programme Information Award type (s) Programme title (s) FHEQ Level Programme code (s) Mode (s) of study Foundation Degree Foundation Degree Education Support L4/L5 (To be advised) Full-time Part-time Online/Distance learning Other (please specify) Date of APC authorisation External Partner (if applicable) North East Surrey College of Technology (NESCOT) Nature of external approval Franchise Validation External Validation Joint Award Dual Award Programme Leader (UK) Programme Leader (Partner) Link Tutor Dr Seidu Salifu University of Greenwich QA Handbook, Appendix D6 (September2012) page 3

4 2. Programme specification 1. Awarding Institution 2. Teaching Institution 3. School/Department 4. UCAS Code: North East Surrey College of Technology Teacher Training Department N/A (NESCOT) 5. Final Award 6. Programme Title 7. Accredited by: FdA Foundation Degree Education Support N/A 8. Quality Assurance Agency (QAA) Benchmarking Group(s) Benchmarking statements for the subject you are studying define what a student is expected to learn from studying that subject. They are defined by academic staff in the field and provided to students and universities by the Quality Assurance Agency (QAA). Benchmarking statements are explained and described on the Agency s website at: The foundation degree in Education Support is designed to enable learners benefit from the interpretation of ideas and experience of practice, within wider context employment and one in which knowledge, understanding and and skills are clearly integrated. Relevant subject benchmarks have been consulted in education studies (2007) and foundation benchmark (2010) in the design of this programme to reflect the expected standards of an foundation degree and relate closely to the educational support role in this programme. The generic outcomes identified below are taken from the descriptors for the qualification that has been used to represent the level 5 with the FHEQ. By comparison award holders should be be able to ; i. develop specialist skills and knowledge of educational support in schools in a variety of contexts. ii. apply appropriate support systems and relevant educational theory to effectively provide support in the classroom. iii. Analyse flexible approaches to undertaking continued professional development. iv. Analyse problems, identify solutions within technical, economic and social constraints. v. Apply academic skills appropriately within a range of assessment formats. vi. Successfully apply knowledge and skills learnt throughout this programme in the workplace 9. Entry Requirements : NVQ 3 Classroom Support or appropriate experience. 10. Educational Aims of the Programme and Potential Career Destinations of Graduates [Maximum 150 words]: The aims of the programme are to: develop specialist skills and knowledge of educational support in schools which will enable an immediate and effective contribution to school environment University of Greenwich QA Handbook, Appendix D6 (September2012) page 4

5 develop knowledge in support systems and educational theory necessary for an effective contribution as a professional in providing support in the classroom. develop an awareness of the rapid changing school environment and adopt the necessary flexible approach to continue self-development define and analyse problems, identify solutions within technical, economic and social constraints provide academic skills development opportunities appropriate to the programme and to provide a foundation for further study. 11. Summary of Skills Development for Students within the Programme [Maximum 150 words]: Students within the programme will develop; skills and knowledge of educational support in schools which will enable an immediate and effective contribution to school environment skills and knowledge in support systems and an introduction to educational theory to support their contribution in providing support in the classroom. academic skills appropriately within a range of assessment formats. academic skills development opportunities appropriate to the programme and to provide a foundation for further study. demonstrate specialist skills and knowledge of educational support in schools applied in a variety of contexts. self-evaluation skills within the school environment. reflect on support skills required to function as a teaching assistant in the classroom. define and analyse problems, identify solutions within technical, economic and social constraints and apply appropriate support skills derived from educational theory to effectively provide support in the classroom for individual learners. And use problem solving skills to identify solutions within technical, economic and social constraints within a given context. University of Greenwich QA Handbook, Appendix D6 (September2012) page 5

6 11. The programme provides opportunities for you to achieve the following outcomes: The following teaching, learning and assessment methods are used to enable you to achieve and demonstrate these outcomes: These are related to the benchmarking statements for the subject you are studying, described under 8 above. A. Knowledge and understanding of: A. Teaching and learning methods: Lectures, group activity,individual research,seminars/discussion, presentation,web-based activity, demonstration of professional practice i. The support role in the class room and the educational environment to meet pupils special needs ii. Values and attitudes needed for providing specialist support services iii. The application of theory into practice within the learning environments iv. The values and approach to enhancing the professeional development and best practice through peer support, leadership and supervision and teaching of teaching using Current policy initiatives v. The curriculum structure and development with the intention of providing eeffective classroom management vi. The need for a commitment to lifelong learning and continuing professional development A. Assessment methods: All courses have a variety of formative and summative assessment, case studies strategies including portfolio for workbased practice, skills, essays, exams, reports, reflections, oral presentations, opportunities for self assessment. Each course has one or more summative assessment. University of Greenwich QA Handbook, Appendix D6 (September2012) page 6

7 B. Intellectual skills: B. Teaching and learning methods: The ability to: i. Use enquiry-based approaches to gather, interpret and respond to information ii. Use problem solving skills, extending to situations in the classroom where decisions have to be made with limited information iii. Apply knowledge and skills in a variety of settings in response to the needs of pupils inside and outside the classroom Lectures, group activity,individual research,seminars/discussion, presentation,web-based activity, demonstration of professional practice B. Assessment methods: All courses have a variety of formative and summative assessment, case studies strategies including portfolio for workbased practice, skills, essays, exams, reports, reflections, oral presentations, opportunities for self assessment. Each course has one or more summative assessment. University of Greenwich QA Handbook, Appendix D6 (September2012) page 7

8 C. Subject practical skills: C. Teaching and learning methods: i. Participation in a community of practice ii. Advocacy iii. Assess learners needs iv. Contribute to planning programmes of learning, guidance, assessment, intervention and support v. Produce learning resources vi. Carry out professional role competently vii. Action research Lectures, group activity,individual research,seminars/discussion, presentation,web-based activity, demonstration of professional practice C. Assessment methods: All courses have a variety of formative and summative assessment, case studies strategies including portfolio for workbased practice, skills, essays, exams, reports, reflections, oral presentations, opportunities for self assessment. Each course has one or more summative assessment. University of Greenwich QA Handbook, Appendix D6 (September2012) page 8

9 D. Transferable/key skills: D. Teaching and learning methods: The ability to: i. Communicate effectively ii. Collect, record and interpret numerical data iii. Think critically iv. Use ICT tools v. Work with others vi. Undertake individual research vii. Improve own learning and performance viii. Evaluate and reflect on professional performance ix. Academic Skills Lectures, group activity,individual research,seminars/discussion, presentation,web-based activity, demonstration of professional practice D. Assessment methods: All courses have a variety of formative and summative assessment, case studies strategies including portfolio for workbased practice, skills, essays, exams, reports, reflections, oral presenations, opportunities for self assessment. Each course has one or more summative assessment. University of Greenwich QA Handbook, Appendix D6 (September2012) page 9

10 E. Graduate Attributes: E. Teaching and learning methods: The ability to: Evaluate specialist skills and knowledge of educational support in schools in a variety of contexts. Synthesise and apply appropriate support systems and relevant educational theory to effectively provide support in the classroom. Analyse flexible approaches to undertaking continued professional development. Analyse problems, identify solutions within technical, economic and social constraints. Apply academic skills appropriately within a range of assessment formats. Demonstrate specialist skills and knowledge of educational support in schools applied in a variety of contexts. Choose and apply appropriate support systems and relevant educational theory to effectively provide support in the classroom. Adopt flexible approaches to undertaking continued professional development. Define problems and identify solutions within technical, economic and social constraints within a given context. Lectures, group activity,individual research,seminars/discussion, presentation,web-based activity, demonstration of professional practice E. Assessment methods: All courses have a variety of formative and summative assessment, case studies strategies including portfolio for workbased practice, skills, essays, exams, reports, reflections, oral presenations, opportunities for self assessment. Each course has one or more summative assessment. University of Greenwich QA Handbook, Appendix D6 (September2012) page 10

11 12. Programme Structure: Levels, Courses and Credits Level 4 Compulsory Courses Developing Study Skills (15 credits) 1.2 Diversity and Inclusion in SEN (15 credits) 1.3 Supporting Positive Learning Behaviours (15 credits) 1.4 Supporting Numeracy and Literacy (15 credits) 1.5 Education Support in Practice (15 credits) 2.1 Using Emerging Technologies to support Learning (15 credits) 2.2 Supporting, Teaching Learning and Assessment (30 credits Awards, Credits and Progression of Learning Outcomes Certificate of Higher Education (Cert. HE) Level 5 Compulsory Courses 2.3Theories and Principles of Learning (15 credits) 2.4 Professional development in Education Support ( 15 credits) 2.5 Educational Policies (30 credits) 2.6 Independent Study (30 credits) 2.7 Research project (30 credits) Foundation Degree Education Support (FdA) 1 Please indicate clearly whether a course runs in Term 1, Term 2 or across the academic year University of Greenwich QA Handbook, Appendix D6 (September2012) page 11

12 Partner background and details (for collaborative provision) Nescot has well-established Programmes in Childcare and Early Years education and professional development up to NVQ Level 3 or equivalent. Experience in these programmes has identified a need to provide local progression routes for the programmes. In addition, those who have trained as teaching assistants in schools frequently approach the College seeking routes through to degrees and Qualified Teacher Status. A Foundation degree provides the most appropriate means of satisfying the needs of such learners, who, for a variety of reasons, are often tied to the local area, and need to continue in employment at least part time, while accessing opportunities for further study. In line with Nescot Higher Education (HE) strategic development plan, the College is proposing to run a foundation degree for teaching assistants who seek to progress from the College s current Level 3 NVQ and other qualifications into HE. It is meant to develop career prospects of those whose role is to support teaching and learning. The modules written are informed by the National Occupational Standards for Teaching Assistants (2001), Foundation Degree Qualification Benchmark (2004) and results from NESCOT market research. The programme has previously been validated by the University of Surrey and is currently enjoying very high enrolments and success rates at Nescot. The teacher education department was graded among its partner institutions as Good by Ofsted inspectors in December 2010 after a week- long inspection. The department has professional and experienced teacher educators whose experience would contribute to the success of the proposed foundation degree educational support. The college has a proven record of supporting learners from non- academic backgrounds who have gone on to achieve successfully in their academic performance. As a work based programme, the proposed foundation degree will provide participants with the required skills to improve their current practice as well as achieve their ambition of achieving a Higher Education Qualification. Above all students are able to work and earn at the same time benefiting from getting a higher education opportunity without having to travel out of their locality. University of Greenwich QA Handbook, Appendix D6 (September 2012) page 12

13 3. Programme Rationale 1. Rationale and context for the development of the programme Nescot has well-established programmes in Childcare and Early Years education and professional development up to NVQ Level 3 or equivalent. Experience in these programmes has identified a need to provide local progression routes for the programmes. In addition, those who have trained as teaching assistants in schools frequently approach the College seeking routes through to degrees and Qualified Teacher Status. A Foundation degree provides the most appropriate means of satisfying the needs of such learners, who, for a variety of reasons, are often tied to the local area, and need to continue in employment at least part time, while accessing opportunities for further study. To achieve the above aims the following modules are being proposed as the constituent part of the programme. The units are informed by the National Occupational Standards for Teaching Assistants (2001), Foundation Degree Qualification Benchmark (2004) and results from NESCOT market research. The course is designed to develop reflective practitioners who actively and effectively contribute to promoting positive and inclusive learning environments for their learners. All modules incorporate reflective practice not only in relation to teaching but also to students own functional skills. The College has well-established programmes in childcare and Early Years education and professional development up to NVQ Level 3 or equivalent. Experience in these programmes has identified a need to provide local progression routes for the programmes. In addition, those who have trained as teaching assistants in schools frequently approach the College seeking routes through to degrees and Qualified Teacher Status. A Foundation degree provides the most appropriate means of satisfying the needs of such learners, who, for a variety of reasons, are often tied to the local area, and need to continue in employment at least part time, while accessing opportunities for further study. The programme team have consulted with relevant LEA personnel; written to senior staff at all primary educational provision within Surrey and bordering London Boroughs. The involvement of Nescot tutors delivering NVQ in Classroom Support that have recent and extensive knowledge of professional development and local provision has provided beneficial additional information and direction. The programme is structured in a way which reflects the stated needs of the market and the intentions of central government. Education Support Assistants are, in the vast majority of cases, either: employed as specific support for a pupil with an identified special educational need or, in a more general curriculum support role, or, especially in 5 16 provision supporting specific curriculum areas. The majority of Education Support Assistants are mature learners and have not studied beyond statutory schoolleaving age. Many approach degree level study with apprehension and anxiety. The content of the degree therefore addresses both the need to provide appropriate academic and pastoral support, as well as, the requirement to address the effectiveness of their practice in their specific workplace. All students will be working full- or part-time in appropriate educational settings, and, as part of the programme, will be implementing personal action plans to identify and meet their professional development needs. It is a fundamental element of the programme that students are actively involved throughout in linking theory to practice. Applicants will be required to document the support of their employer for their enrolment onto the programme. As such, it will not normally be necessary to provide or approve work placements. All work contexts are already subject to thorough audit and inspection regimes, such as LEAs and OFSTED. University of Greenwich QA Handbook, Appendix D6 (September 2012) page 13

14 2. Target market The programme is aimed to meet the demands from schools within and around the county of Surrey and the surrounding boroughs of London. There are also a number of special education needs schools and colleges who currently send their Learning Support Assistants (LSA) to access the foundation degree education support programme. Most students in the current intake have studied at HE level and very much look over the prospect further study to gain a foundation degree. Prospective students are mostly mature learners, employed in a job they genuinely enjoy and find the programme satisfying. They sell the course by word of mouth in their respective institutions. Experience from existing student demographics demonstrate that applicants are most likely to be highly experienced, in part-time of full-time employment in their establishment and have the support of their head teacher and/or governing body. The availability of a clear pathway from Access, NVQ, existing experience, or other relevant qualifications through the FD Educational Support with specific relevance to work and aspiration would be very attractive to many Teaching Assistants and Learning Support Assistants. 3. Consultation with employers and Career Options for Students Consultation with employers and existing students reveals that the course programme meets the skills required to perform teaching assistant duties. Enrolment for the past three years demonstrate a steady rise in applicants ( academic year 10 students were recruited, , 14 students were recruited, , 19 students were recruited. The course is gaining popularity by the year. Existing students are promoting it by word of mouth; some schools currently pay for their staff to be trained as they deem it an appropriate course for both their experienced and new staff. 4. Entry criteria and admissions process Applicants will be expected to provide satisfactory evidence of ability to pursue successfully the Foundation Degree programme. The course is intended for candidates who have completed an NVQ Level 3 Certificate for Teaching Assistants or its equivalent and who are employed in an appropriate learning support role in the schools sector (state and private) or the Life-long Learning Sector. Those working in other sectors may be considered provided they can meet the practice requirements to complete the programme. Those candidates who have not had the opportunity to achieve the NVQ Level 3 for Teaching Assistants, but who have evidence of extensive professional practice, or professional practice and NVQ2, will be considered. They must have been in relevant appropriate employment for at least one year with a minimum of two days per week excluding nonterm time. All applicants who meet the minimum requirement for admission will be invited for interview. At the interview applicants will be given a diagnostic assessment to test their written and spoken ability to pursue the programme. Only upon the satisfaction of the admission tutor that the candidate has met the entry criteria at the interview will a candidate be allowed to enrol. 5. Recruitment strategy and AP(E)L As an existing course at Nescot, the proposed programme will be advertised by Nescot Marketing Department via the College website and print publication such as prospectus and local media. The Teacher Education Department also has a database of primary and secondary schools in and around Surrey and therefore produces an annual mailshot to the schools. University of Greenwich QA Handbook, Appendix D6 (September 2012) page 14

15 Where the need for AP (E)L arises a portfolio of work or appropriate transcripts will be required to determine some exemptions. Where portfolio is produced as a prove of experience the portfolio will be required to include the following elements: Appraisal records Reference from employer Completed CPD records CV Accredited staff training records/certificates Reflective statement that sets out the applicants experience and training that provides evidence of their work experience broadly commensurate with practitioners that already have NVQ3. Normally applicants must be in employment. Exceptionally a candidate may be working in a school in a voluntary capacity. At interview, the admissions tutor would evaluate the extent and quality of the voluntary placement and its suitability to generate sufficient work-based experience. There would need to be a supporting reference from the head teacher of the school or appropriate manager. Offer of a place is at the discretion of the admissions tutor. Where the student falls out of employment the student is responsible for informing the programme leader as soon as possible. The programme leader will consider the student s circumstances and decide an appropriate course of action. This may include a deferral of study or the approval of a proposed alternative placement that provides sufficient opportunity for progression. All students must be in an appropriate placement at the commencement of each new module. 5. Curriculum Content, Design and Delivery 1. Rationale for the programme and its structure This programme and its learning outcomes have been designed to map against the framework for Higher Education Qualifications (FHEQ) qualification descriptors and foundation degree foundation degree benchmarks (2010). Like all Foundation Degrees this programme will have a subsidiary award of Certificate of Higher Education. For this to happen a student will have achieved all the level 4 programmes in this award. At this point they have will have acquired the knowledge of underlying concepts and principles and an ability to evaluate and interpret these within the context of that area of study. They will be able to present, evaluate, and interpret qualitative and quantitative data, to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study. They will evaluate different approaches to solving problems and communicate the results of their study/work accurately and reliably, and with structured and coherent arguments. They will be further aware of their need to undertake further training and develop new skills within a structured and managed environment. They will have developed qualities and transferable skills necessary for employment requiring the exercise of appropriate levels of personal responsibility. The Foundation Degree students will have demonstrated the competencies of the Certificate of higher education and additionally have knowledge and critical understanding of the well-established principles of their area(s) of University of Greenwich QA Handbook, Appendix D6 (September 2012) page 15

16 study, and how those principles have developed. They will be able to apply underlying concepts and principles outside the context in which they were first studied and application of those principles in an employment context. They will demonstrate knowledge of the main methods of enquiry in their subject and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study. They will have developed an understanding of the limits of their knowledge and how this influences analyses and interpretations based on that knowledge. Students will have used a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis. They can communicate effectively and present information, arguments, and analysis, in a variety of forms, to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively. The successful students will be aware of the need to undertake further training, develop existing skills, and acquire new competences that will enable them to assume significant responsibility within organisations. Graduating students will have the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision-making. To realise the above rationale, the tables below shows how the programme is going to be delivered across the three years. The programmes are grouped taught, and assessed in semesters but the practice observations are structured inline with the school trimester to ensure effective observation and assesssement of practice. Design and delivery structure Year 1 Developing Study Skills 1.1 (15) Semester 1 Semester 2 Diversity and Inclusion in Supporting positive learning SEN 1.2 (15) behaviours 1.3 (15) Education Support in Practice 1.5 (15) Year 2 Emerging Technologies to support learning 2.1 (15) Semester 3 Semester 4 Supporting, Teaching Learning and Assessment 2.2 (15 notional credits) Professional development in Education Support 2.4 (15) Supporting Numeracy and Literacy 1.4 (15) Supporting, Teaching Learning and Assessment 2.2 (15 notional credits) Theories and Principles of Learning 2.3 (15) Year 3 Semester 5 Semester 6 Education Policies (30) Independent Study (15 Independent Study ( 15 notional credits) notional credits) Research Project (30) Placement Observation schedule There will be a total of six observations of education support activity. Each observation will last at least one hour. The observation may be either one-to-one or in a group settings. Two of the six observations will be done by a school mentor and the others by a named college tutor. A Mentors handbook will be provided and reviewed as part of their induction. University of Greenwich QA Handbook, Appendix D6 (September 2012) page 16

17 Observation Schedule Terms YR1 YR2 YR Education Support in Practice Mentor Observation Education Support in Practice Joint Observation Education Support in Practice Tutor Observation 2.4 Professional development in Education Support Tutor Observation 2.4 Professional development in Education Support Tutor Observation 2.4 Professional development in Education Support Tutor Observation 2. QAA Benchmark Statements The defining characteristics of the Foundation Degree have been considered in the design of the award in terms of its structure and requirement of the workbased elements in order to combined theory into a single award. Foundation Degrees were introduced by the Department for Education and Skills (DfES) in 2000 to provide graduates who are needed within the labour market to address shortages in particular skills. Foundation Degrees also aim to contribute to widening participation and lifelong learning by encouraging participation by learners who may not previously have considered studying for a higher level qualification. Foundation Degrees integrate academic and work-based learning through close collaboration between employers and programme providers as prescribed by the QAA Benchmark Statements (2008). They are intended to equip learners with the skills and knowledge relevant to their employment and appeal to learners wishing to enter the profession as well as those seeking continuing professional development. They also provide pathways for lifelong learning and the opportunity to progress to other qualifications. The defining characteristics of foundation degrees are: 1. Employer involvement in the design and review of the foundation degree programme, together with a role in the delivery and assessment of the course programme and the monitoring of student performance in the workplace. 2. Accessibility to provide increased access on widening participation in higher education via work-based learning. 3. Articulation and progression to provide access to higher education for learners from different starting points and with different entry qualifications. To provide opportunities for progression to other higher education qualifications. 4. Flexibility which facilitates responsiveness to the needs of the learners and to the progressive and changing demands of employment. 5. Partnership between employers, HEIs, FE colleges and Sector Skills Councils. Students who successfully complete a Foundation Degree course should be able to demonstrate: knowledge and critical understanding of the well-established principles in their field of study and the way in which those principles have developed; successful application in the workplace of the range of knowledge and skills learnt throughout the programme; University of Greenwich QA Handbook, Appendix D6 (September 2012) page 17

18 ability to apply underlying concepts and principles outside the context in which they were first studied, and the application of those principles in a work context; knowledge of the main methods of enquiry in their subject(s), and ability to evaluate critically the appropriateness of different approaches to solving problems in their field of study and apply these in a work context; an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge in their field of study and in a work context. Typically, holders of Foundation Degrees would be able to: use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis in their field of study and in a work context; effectively communicate information, arguments, and analysis, in a variety of forms, to specialist and nonspecialist audiences, and deploy key techniques of the discipline effectively in their field of study and in a work context; undertake further training, develop existing skills, and acquire new competences that will enable them to assume responsibility within organisations; and have: qualities and transferable skills necessary for employment and progression to other qualifications requiring the exercise of personal responsibility and decision-making; the ability to utilise opportunities for lifelong learning. During the development of this Foundation Degree references have been made to various schools in Surrey and the Local Education Authority. A Forum has been set up of practitioners, teachers and managers. Their feedback has informed the development of the programme in terms the design of relevevant programmes which will be of an emerse benefit for both the school and the individual students participating in the study. 3. Professional, Statutory and Regulatory Body requirements Relevant subject benchmarks have been consulted in education studies in the design of this programme. These were published in 2010 to reflect the expected standards of Foundation Degree and relate closely to the supporting classroom role. There is relatively little within the statement that relates directly to the education support role. However, there are aspect of the programme that share characteristics with teacher education, in particular an understanding of the principles of developing learning resources to meet stated needs and an ability to understand how education theory applies in a vocational setting. In 2001 the National Occupational Standards for Teaching/Classroom Assistants were published. These informed the development of a suite of qualifications at FE levels 2 and 3. This document informed the development of the NVQ 3 qualification for Classroom Assistants. It is expected that the Foundation Degree will recruit strongly from successful students completing the programme. The programme has been developed to significantly extend the skills students have achieved within the areas set out in the document whilst strongly recognising the context within the vocational setting. University of Greenwich QA Handbook, Appendix D6 (September 2012) page 18

19 4. Greenwich Graduate Attributes and support for University policies and strategies Nescot staff do subscribe to the Greenwich Graduate Attributes and support for University policies and strategies to provide quality of learning experience to students. The College will work with alongside with the University of Greenwich to ensure the graduate attributes are integrated in the programme through teaching and assessment strategies as evidenced in the programme. Scholarship and Autonomy On graduating with an honours degree in education studies, students should be able to: 1. Have an informed understanding of their discipline or professional practice, and the ability to question its principles, practices and boundaries 2. Think independently, analytically and creatively, and engage imaginatively with new areas of investigation appreciate disciplines and forms of professional practice beyond their own, and draw connections between them 3. Become intellectually curious, responsive to challenges, and demonstrate initiative and resilience Creativity and Enterprise On graduating with an honours degree in education studies, students should be able to: 1. Recognise and create opportunities, and respond effectively to unfamiliar or unprecedented situations or 2. Problems 3. Generate new ideas and develop creative solutions or syntheses 4. Communicate clearly and effectively, in a range of forms, taking account of different audiences 5. Make use of familiar and emerging information & communication technologies 6. Seize and shape the opportunities open to them on leaving university Cross cultural and International Awareness On graduating with an honours degree in education studies, students should be able to : 1. Engage effectively in groups whose members are from diverse backgrounds 2. Appreciate the importance of behaving sustainably 3. Move fluently between different cultural, social and political contexts 4. Value the ability to communicate in more than one language 5. Employer links and engagement with the programme The programme builds in a mentor role which serves as a conduit to making appropriate employer links and engagement with the programme. The mentor who is usually a senior member of staff in the school is required to hold a joint observation of students practice and in the second year a separate observation is done by the mentor and report to the College tutor who is able to identify elements of practice that can be built into the curriculum. When College tutor visits the school there is usually a professional rapport between the school mentor and college tutor which serves and an informal link between employers and the college. Employers who pay the fees for their staff would receive copies of annual transcripts to inform them about progress of their sponsored staff. University of Greenwich QA Handbook, Appendix D6 (September 2012) page 19

20 6. Work-Based Learning Opportunities A part from the bespoke modules such as Learning Support in practice which requires students to reflect on their practices, all assignments give students the opportunities to explore their work environment in order to provide good answers by placing theory into context and reflect on other aspects of learning in the workplace. Six successful observations of trainees are required to be carried by both the College and the school as an attempt to see how trainees translate theory into practice. Having a mentor at the work environment provides students with opportunity to watch and learn from experienced members of staff as well as getting the appropriate feedback with several years of experience in the work place. 6. Teaching, Learning and Assessment 1. Overall aims of the Teaching, Learning and Assessment Strategy The teaching methodology of the course is based on a mixture of constructivist approach recognising the diversity and breadth of experiences of the participants. The sessions are delivered in a manner that promotes active learning and a range of teaching and learning strategies are modelled throughout. The significance of the role of ILT is recognised and practiced, as is the importance of embedding functional skills in vocational and academic areas. Throughout the course, emphasis is placed on formative assessment to support and develop students knowledge and skills related to teaching and learning, prior to module summative assessments. The course commences with an induction that aims to familiarise students with each other, the course requirements, the college environment, learner support, policies and practices and academic writing conventions. Within induction there will be opportunities for students to meet the course team, their tutor and college support staff. It is the course team s intention to adopt flexible and adaptable teaching and learning strategies which can accommodate the range of learners and satisfy the requirements of the QAA and personal aspirations of the students. In order for students to experience a range of teaching strategies each module will involve a variety of methods depending on the learning outcomes, the needs of the students and the resources available. These strategies will include: Establishing an intellectually stimulating and challenging learning environment through which students are supported to develop the attributed essential for employment in Education Support Actively support the development of skills and attributed of all students to encourage reflective practice and inspire lifelong learning. Practice approaches to assessment that stimulate learning Implement flexible method of learning and teaching Emphasis is placed on a spiral nature of delivery, as well as a constructivist and andragogical approach to teaching and learning. A safe and supportive environment allows for active student participation and experimentation with new ideas and strategies. University of Greenwich QA Handbook, Appendix D6 (September 2012) page 20

21 In order to ensure all students receive extensive support throughout the teaching and learning programme, tutors will play an important developmental role. Each student will be responsible for identifying their own individual needs and in negotiation with the course tutor identify strategies for meeting these needs. 2. Elements of Teaching, Learning and Assessment Each course within the programme has specified assessment strategies. In line with the University s assessment policy the 30 credit courses have where appropriate, two elements of summative assessment. The 15 credit courses have one element of summative assessment. All courses will utilise formative assessment throughout their duration to enable students assess their own progress and obtain feedback prior to the summative assessment Teaching and Learning strategies Varied teaching and learning strategies have been incorporated into courses. These have been mapped to ensure that strategies have been included to accommodate the differing learning styles of students Level 4/5 study places more emphasis on synthesis and evaluation and encourages the student to critically examine and reflect on theoretical perspectives and apply these to practice, whilst continuing to encourage the student to further develop their skills of reflection within a portfolio and who accepts responsibility as an independent learner for own learning. Educational practice based learning at Level 4/5 further increases skills acquisition at complex care level and develops the students teaching expertise, focusing on the elements of practice required by a teacher. Key Skills The Quality Assurance Agency (QAA) and the Qualifications and Curriculum Authority (QCA) have deemed key and transferable skills as an essential feature of foundation degrees. Given that these skills are being assessed within a higher education environment they will be assessed at Level 4, 5 depending upon their location within the programme. Key skills are integrated throughout the. Each assignment will have a submission deadline by which formal submission should take place, this will be a date and may also specify a time of day. All assessment submissions must be submitted formally. The declaration of authenticity and fitness to participate must be completed and the assessment submission must be submitted electronically using Weblearn or 'signed in' and date stamped. Unless an extension has been granted or there is evidence of extenuating circumstances, work not formally submitted by the deadline will be penalised. Late submissions The College believes that handing work in on time is a valuable discipline which helps to develop the ability to plan and organise time effectively in preparation for jobs which include a need for time management. In all cases of late submission the regulations of the awarding body will be followed. The University regulations specifying the penalties for late submission or non- submission of coursework and non-attendance for in-module tests can be viewed in section 7 of the student handbook. Extensions for assignment submission Failure to complete or submit an assessment on time is usually penalised, extensions to assessment deadlines are not normally provided. A claim for an authorised extension to an assessment deadline is a request for University of Greenwich QA Handbook, Appendix D6 (September 2012) page 21

22 recognition that serious circumstances are preventing you from meeting your deadlines. The College understands that exceptional circumstances may occur and in such cases you may wish to make a formal claim for an authorised extension to your programme coordinator. Further information about the type of circumstances considered, together with the claim form, are available to students in the Authorised Extension to Assessment Deadline student guide available on Weblearn or from the Academic Registrar in CW88. Claims for an authorised extension to an assessment deadline must normally be made no later than two working days in advance of the submission deadline. Fitness to participate To confirm you are fit to take an assessment the College requires you to sign a declaration ( fit to sit ) when submitting work and/or sitting examinations. If you are taken ill or are affected by unforeseen circumstances during or immediately prior to an examination but choose to continue, you must sign the declaration accordingly and advise the invigilator of your circumstances, the invigilator will endorse the fit to sit declaration. Extenuating Circumstances The College wants all students to participate in all parts of their programme, pass their assessments at the first attempt and make good progress throughout. However the College understands there may be serious and significant situations, which may be considered to be extenuating circumstances, and that these may inhibit you from completing your assessments or participating fully. If you consider your performance has been affected by extenuating circumstances you may wish to make an extenuating circumstances claim. Claims must be submitted using the College documentation, clear and convincing reasons must be given and supporting evidence provided to the Academic Registrar in CW88. Further information about the type of circumstances considered, how to make a claim and the claim form are available to you in the Extenuating Circumstances student guide available on Weblearn or from the Academic Registrar in CW88. Extenuating circumstances claims must normally be claimed no later than five working days after the examination or assessment date. Procedure in the event of illness If a learner fails to sit or submit all or part of an assessment due to medically certified illness or other valid cause, s/he may be permitted to sit/resubmit the failed assessment(s) as if for the first time by a date to be determined in accordance with the Extenuating Circumstances policy. This is only permitted if application has been made in accordance with the Extenuating Circumstances policy. Access arrangements for students with learning difficulties or disabilities Students are entitled to special access arrangements in all examinations, internal and external, so that they are not at a disadvantage due to a learning difficulty or disability. Examples of access arrangements include extra time, use of a reader, scribe or laptop. Students are encouraged to inform the college at an early stage if they believe they need access arrangements. Referral to Learning Support in the early stage of the programme enables full benefit to be derived from learning support and enables any applications for access arrangements to be made at the appropriate time to the relevant examination board. Learning Support staff will assess students' access arrangement needs, if this assessment has not been carried out previously, and will inform the programme leader of the arrangements to which the student is entitled. University of Greenwich QA Handbook, Appendix D6 (September 2012) page 22

23 Assessment returns The date by which assessed work will be returned to learners is identified on the assessment schedule included in this handbook. This is usually expected to be within 15 working days. Assessment and classification Assessment of each module will be by methods which reflect the specific aims, learning outcomes, content and teaching/learning strategies of that module. Assessment of each module will normally be completed by the end of the semester in which the module has been studied. A variety of assessment methods will normally be employed, for example coursework and end of module examination. All assignments will be marked against the specified criteria and the University s generic criteria which can be found in the Regulations. The following table shows the percentage bands for each grade. Each piece of work will be marked and returned to candidates with-an 'indicative classification and specific feedback. Following moderation, at the end of the module, a final grade point will be awarded. All assessed work is subject to internal moderation. 3. Expected contact and Personal Study Hours Attendance at classes is compulsory. Students are required to attend all classes on time and to take responsibility for their own learning. Learning is a shared group experience and all students are expected to play their part in the group in promoting a collective understanding. Each course has a contact time which students are expected to attend. At the start of each course the course brief will inform students the expected number of attendance each session lasting not less that 3hrs. Substantial amount of personal study hours is required of each students including time for preparation and assignment, project, coursework or presentation. The required number of personal study time is indicated in each course brief. Notification of absence If students are planning to be absent they must contact the programme coordinator or other agreed member of staff prior to the time of absence. If they are unexpectedly absent they are asked to notify an agreed member of staff as soon as possible. 4. Development of Student Skills Each course within the foundation degree is designed to enable students to develop the required skills expected of a graduate spelt out by the QAA benchmark for foundation degree (2010). Students are at this point expected to chart the various theoretical, historical and ideological trajectories that inform education today. The development of criticality when translating theory into practice in their various respective educational fields is what this programme is meant to equip its participants. 5. Assessment Feedback Most often feedback will be written, however feedback about your work may also be verbal or may take place in informal/formal work in progress meetings. Any questions about any assessment decisions should be raised in the first instance with the module tutor concerned. University of Greenwich QA Handbook, Appendix D6 (September 2012) page 23

24 6. Progression through the Programme The assessment procedure is designed both to enable students to demonstrate that they have achieved the learning outcomes of each course and to evaluate the quality of each student s performance as they progress through the programme. Each course is assessed by what is considered the most appropriate method(s) to incorporate class-based and work-based learning. In year one the courses are delivered and assessed at Level 4 and at Level 5 in years two and three. At the beginning of each year students will be given a handbook to show course and assessment methods. An aggregate of 40% mark is required where there is more than one assessed component. Progression Map Foundation Degree Education Support 120 credits at Level credits at Level 5 Potential Award FdA Degree Credit Level 5 Compulsory modules (credit ratings) Using Emerging Technologies to support learning 2.1 (15) Professional development in Education Support 2.4 (15) Educational Policies 2.5 (30 credits) Independent Study 2.6 (30 credits) Research project2.7 (30 credits) Progression 120 credits at Level 4 0% of final degree mark Certificate of Higher Education 120 credits at Level 4 Credit Level 4 Compulsory modules (credits) Developing Study Skills 1.1 (15) Diversity and Inclusion in SEN 1.2 (15) Supporting positive learning behaviours 1.3 (15) Supporting Numeracy and Literacy 1.4 (15) Education Support in Practice 1.5 (15) Theories and Principles of Learning 2.3 (15 credits) Supporting, Teaching Learning and Assessment 2.2 (30) University of Greenwich QA Handbook, Appendix D6 (September 2012) page 24

25 Descriptors for grades awarded for written assessments: Distinction 70% and above A comprehensive knowledge and understanding of how to support teaching and learning A comprehensive knowledge and understanding of student learning individual educational needs and specialist aspects of the curriculum Synthesis of theoretical insights with professional practice so that creative and innovative work is produced Extensive critical analysis of relevant theory and current research Excellent style and organisation with arguments presented in a logical and imaginative way Merit 60-69% A thorough knowledge and understanding of student learning, educational needs and specialist aspects of the curriculum Assimilation of theoretical insights with professional practice so that an effective and coherent assignment is produced Very good ability to analyse relevant theory and current research A very good style and organisation with arguments presented logically Pass 40-59% A sound knowledge and understanding of student learning, educational needs and specialist aspects of the curriculum Assimilation of theoretical insights with professional practice so that a sound and coherent assignment is produced Good ability to analyse relevant theory and current research Good style and organisation with arguments presented logically 7. Assessment Map Practice Observation There will be a total of six observations of education support activity. Each observation lasts at least one hour. The observation may be either one-to-one or in a group settings. Two of the six observations will done by a school mentor and the others by the named college tutor. A Mentors handbook will be provided and reviewed as part of mentor induction. Observation Schedule Terms YR1 YR2 YR Edu Sup in Practice Mentor Observation Edu. Sup Practice Joint Observation Edu Sup in Practice Tutor Observation 2.4 PDES Tutor Observation 2.4 PDES Tutor Observation 2.4 PDES Tutor Observation University of Greenwich QA Handbook, Appendix D6 (September 2012) page 25

26 Each module description contains references to module assessment strategies and to the methods used and appropriate weightings. Year 1 Course Level/Credits Term/Year Assessment 1.1 Developing Study Skills L4/15 1/1 Poster 25% Essay 1500 words 75% 1.2 Diversity & Inclusion L4/15 1/1 Report 1500 words 75% Case Study 500 words 25% 1.3 Supporting Positive Learning behaviours L4/15 2/1 Essay 1500 words 75% Evaluative Report 500 words 25% 1.4 Supporting Numeracy and Language L4/15 2/1 Essay 1500 words 75% Case study report 500 words 25% 1.5 Education support in practice observation 1.5 Education Support in practice assignment L4 / 5 of 15 L4/15 2/1 3/1 Joint observation between mentor and Tutor Case Study Report 1000 words 50% Reflective Report 1000 words 50% HE1/ 5 of 15 3/1 Tutor observation YEAR Theories and principles of learning L4/15 4/2 Case Study 1000 words 50% Reflective Report 1000 words 50% 2.2 Supporting Teaching Learning and Assessment L4/15 4/2 Essay 1500 words 75% Poster 500 words 25% 1.5 Learning support in Practice observation 2.4 Professional Development Education Support 2.1 Using Emerging Technologies for supporting Learning 2.5 Supporting Teaching learning and assessment L4/5 of 15 4/2 Tutor observation Reflective Report on 3 observed sessions 2000 words L5/15 5/2, 6/2, Mentor Observation in 5/2 and tutor observation 6/2 L5/15 5/2 Case Study 1000 words 50% Essay 1000 words 50% L5/ 15 of 30 6/2 Report 2000 words 50% YEAR Education Policies L5/ 30 7/3 Evaluative Report 3000 words 50% 2.7 Independent Study L5/30 8/3 Seminar paper 1500 words 75% Evaluation of seminar learning 500 words 25% 2.4 Professional Development Education Support L5/5 of 15 7 /3 & 8/3 Essay 2000 words based on portfolio evaluation Tutor Observation in 8/3 2.5 Research Research Project L5/30 7,8 & 9/3 Project 6000 words consisting of: Literature review 1500 words 25% Approved project proposal and research methods 1500 words 25% Report on conduct of investigation and University of Greenwich QA Handbook, Appendix D6 (September 2012) page 26

27 recommendations made from findings and proposals for further investigation.3000 words 50% 7. Student Support and Learning Resources 7.1 Week One The week one (induction) is aimed to welcome and orientate students to both the College and the programme, it is to introduce them to the team who will be teaching them. Students are introduced into the initial socialisation of their cohort programme and their identity as a student. Enrolment ensures that students are given access to college facilities (access to Learning Resource Centre and VLE etc.) which is required as early as possible. During this time students will have some teaching which will include sessions on appropriate documentation such as the programme handbooks. 7.2 Teaching Accommodation Teaching will take place in purpose-built and comfortable teaching accommodation is available with full internet access and interactive whiteboards. 7.3 Library Facilities The Learning and Resource Centre (LRC) provides a comprehensive collection of text books and other study aids including journals, newspapers and audio-visual materials. Many of these resources can be accessed remotely from the Nescot website and the virtual learning environment (WebLearn). There are a range of on-line databases suitable for educational research and all students are able to acquire an Athens password for access. As part Nescot commitment to this programme books and online subscriptions to education studies journals have been purchased, the curriculum team compile a reading list drawn from books/journals reviewed and recommended by academic and subject librarian to ensure students use a wide range of recommended resources and varying texts. The LRC is a bright and comfortable learning environment with facility for group and silent study, access to PCs, photocopying, DVDs, learner support and guidance from LRC staff. It opens Monday to Friday throughout the year (excluding the Christmas break). 7.4 IT Facilities Laptop access in the classroom supports teaching, learning and assignment completion. The LRC provides ready access to PCs and on-line resources as well as assistive technology and IT support staff. The IT support staff offer a range of workshops to develop students IT skills in such areas as word-processing, internet searching, etc. All teaching sessions are roomed with access to Smartboard (interactive whiteboard) to allow for maximum modelling of good practice in the use of ILT for teaching and learning. The Online software aids students by creating, managing, organising and housing a Web-based learning environment. Examples of facilities are posting lecture notes, and information, quizzes, assignment course and assignment remits, course handbook, video clips glossary and a forum for bulletin board and links to appropriate educational websites. Weblearn allows students access to information at any time be it night or day, home or college. University of Greenwich QA Handbook, Appendix D6 (September 2012) page 27

28 7.5 Specialist Physical Resources There is no physical resources requirement but under the Special Education Needs Act the College will be obliged to provide any specialist physical resources when required by a student. 7.6 Maximum New Entrant Number (collaborative programmes only) Twenty (20) students 7.7 Personal Tutoring The College operates a tutorial programme to provide the opportunities for students to develop their potential academically, socially and personally whilst they go through their journey at Nescot. The support offered is personalised for each student, and effective tutoring encourages students to become more responsible for their own learning. The tutoring programme complements and underpins the course experience. More information about tutorials can be found in the Programme Handbook. Tutorials are designed to fulfil a range of purposes. They will provide opportunities to support delivery of module content, to provide support in the workplace for students and for one-to one academic or pastoral support. On this programme a combination of one to one and group tutorials are encouraged. Tutorials will be undertaken by both module and personal tutors. Each student will be allocated a personal tutor from the teaching team. The tutor will be responsible for: Identifying learner needs and initiating learner support Conducting tutorials to advise and guide students. Keeping records of tutorials and other meetings. Assisting students to identify strengths and weaknesses and actions related to these; and where appropriate refer Production of student references Supporting shared learning Providing academic leadership 7.8 Staff Availability Staff involved in delivery The following staff will be involved in the delivery of the programme: Head of Department: Dr Seidu Salifu Programme Leader: Diana Noble Paul Banthorp Steve Smith Krystyna Summers Judith Lawler University of Greenwich QA Handbook, Appendix D6 (September 2012) page 28

29 7.9 Project Supervision and Management A research project handbook will be issued to students at the commencement of the module. The handbook will contain general guidelines relating to structure and presentation of the project report, details of the supervision process, a research log and declaration on plagiarism. Teaching will take the form of one to one project supervision. Project supervisors will meet students on at least five occasions and the outcomes of these tutorials will be recorded in the research log. Project supervisors will be chosen by the module leader in consultation with the students and the course co-ordinator to supervise individual student s dissertation. The project supervisor will be a member of the teaching team for this programme as this will facilitate the maintenance of close links with the student and provide for regular opportunities to give advice, support and guidance on the research project. Ethical considerations Students will be required to secure the agreement from their dissertation tutor and their employer that proposed investigations and activities fall within the policies and processes of the education setting. In some cases, employers may require the proposal to be considered by their own Ethics Committee. In such cases the approval of the Ethics Committee will be taken into consideration by the employer before they grant their agreement. Assessment The dissertation will be assessed by the individual project supervisor whose assessment will be internally moderated by a second member of the programme team. In exceptional cases e.g. where there is disagreement between the project assessor and internal moderator, the University of Greenwich regulations will apply Pastoral Support The course will benefit from cross college pastoral support which is offered centrally at the student services that include : Counselling Nurse on site Financial services Careers Advice and Guidance Students will be visited in the work place least two times a year to conduct workbased placement observations. The process is clearly explained in the Practice Handbook. 8. Quality Management 8a. Student Registration Arrangements As specified by the University Regulations, applicants will be expected to provide satisfactory evidence of ability to pursue successfully Foundation degree education support. The course is intended for candidates who have at least level 3 qualification in relevant area. All suitable applicants will be interviewed. At interview, the admissions tutor would evaluate the extent and quality of work previously undertaken at foundation degree level. Offer of a place is at the discretion of the University of Greenwich QA Handbook, Appendix D6 (September 2012) page 29

30 admissions tutor. Where appropriate, additional support needs will be discussed so that suitable adjustments can be explored. 8b) Staff and roles (Programme Leader, Course Coordinators, Link Tutor etc) Responsibility for the day-to-day management of the programme rests with the programme co-ordinator under the guidance and direction of the Head of Department. Nescot Programme Coordinators and teams work with Heads of Department to implement the quality assurance procedures which support the maintenance of academic standards and the quality of learning opportunities. Operational responsibility for the management of quality is devolved to Directors of Faculty. The Academic Registrar and Student Performance Manager supports the Directors of Faculty in their work with Heads of Department. The Deputy Principal has oversight of all matters related to higher education on behalf of the Senior Management Team. Clear information about the processes used to assure standards and quality is provided for staff in the College Quality Assurance Handbook. Roles and responsibilities of the Course Coordinator include; Day to day management including monitoring and reporting upon quality of programme delivery and the student experience Liaison with programme contributors including tutors and mentors Guiding and making appropriate referrals for student experiencing difficulties Coordinating the development of published information about the programme including coordinating student handbooks and contributing to marketing information Roles and responsibilities of the link tutor; To be agreed 8c) Composition and function of the Programme Committee and how the University will consider student feedback from external partner students A formal Board of Study is held each semester for each programme. Arranged by the Programme Coordinator these provide a forum for regular review and assessment of the quality of the programme. Each Board of Study includes a student representative whose role is to present the views of their peers on the programme and feedback to their peers after the meeting. The Higher Education College Management Group is the operational group with collective responsibility for the management of higher education across the College. The Group is also an effective means of supporting Directors of Faculty and Heads of Department in their work with programme teams to assure quality and academic standards. The Higher Education Practitioners Group, comprised of all those involved in delivery of HE programmes, is a forum for sharing best practice and discussion of higher education related matters. Nescot Academic Board receives reports, monitors actions on matters referred by the awarding body and advises the Senior Management Team on higher education related matters. Nescot programmes are constantly monitored as part of a process of continuous improvement. Student views are considered an important element of the monitoring and evaluation process. Well established means for gathering student opinion include; Nescot surveys Nescot module reviews National student survey University of Greenwich QA Handbook, Appendix D6 (September 2012) page 30

31 Destination survey Board of Study Learner voice Student Council Nescot Surveys occur twice each year, generally early in the academic year and again towards the middle of the academic year. Nescot module reviews are short questionnaires generally undertaken at the end of each module. Module tutors use these to capture the views of learners and make adjustments to the delivery of future modules if appropriate. Where appropriate for specific matters focus groups are also used to gather student opinion. Findings from college wide surveys are reported to Higher Education College Management Group and findings from each survey form part of the Annual Programme Review action planning for each programme. Nescot Student Council is an opportunity for nominated student representatives from each programme to meet formally as a group with senior. This structured forum enables students to share ideas and inform decision making. Students propose and debate developments on their course and the wider college. Nescot also has a well established Student Voice forum in which students give their opinion about ways in which the College can improve. Reporting of this information to the awarding body will be in accordance with awarding body requirements (to be advised). 8d) Link tutoring arrangements To be advised 8e) Setting exam papers and assessments Assessment verification processes are applied to enable judgements to be made about the quality of assessment feedback and vocational relevance. This enables teams to assure the consistency and fairness of assessment tools. Staff are supported in their implementation of these processes through clear explanations in the HE Assessment Moderation handbook. 8f) Marking and moderation arrangements Assessment moderation and/or double marking processes are applied to assure the consistency and fairness of assessment tools and decisions. These processes are clearly described in the HE Assessment Moderation handbook. 8g) Annual monitoring arrangements Annual reporting to the awarding body will be in accordance with awarding body requirements (to be advised). Internal annual reporting is informed by phased annual programme review which prompts reflection on programme performance at key points in the academic year with reference to key performance indicators. The Academic Registrar and Student Performance Manager collates information including performance data, feedback from external examiners, student feedback and assists in preparing the structured annual review documentation for each programme. Annual programme reviews inform the College Annual Monitoring Report received by Academic Board University of Greenwich QA Handbook, Appendix D6 (September 2012) page 31

32 8h) External Examining External examination reports are managed using a rigorous procedure which ensures reflection at all levels in the College. The Academic Registrar and Student Performance Manager logs reports, collates matters raised and liaises with the programme teams to ensure reported matters are addressed. Directors of Faculty approve the action plan prepared by teams and regularly monitor progress with actions planned. Matters reported by external examiners are addressed in each annual programme review and a clear overview is provided in the College annual external examiner report summary received by Academic Board. Progress against actions arising from external examiner reports are also explicitly addressed at each assessment board. Matters arising from external examiner reports are shared with students during Board of Studies or in class sessions. Opportunities for external examiners to comment are provided at the end of each Departmental Assessment Panel and Progression and Award Board, through the formal external examiner s report and during the external examiners meetings. Each external examiner receives a copy of the approved action plan the programme team devises in response to their report. 8i) Programme specific regulations Please add appropriate content here N/A 8j) Management of AP(E)L procedures Where the need AP (E)L arises a portfolio of work or appropriate transcripts will be required to determine some exemptions. Where portfolio is produced as a prove of experience the portfolio will be required to include the following elements: Appraisal records Reference from employer Completed CPD records CV Accredited staff training records/certificates Reflective statement that sets out the applicants experience and training that provides evidence of their work experience broadly commensurate with practitioners that already have NVQ3. 8k) Plagiarism procedures The College regards academic misconduct very seriously. Academic misconduct can be considered to be any act whereby a candidate seeks to obtain an unfair advantage for themselves or another candidate. As such these are acts which undermine the integrity and validity of assessment. It is important that learners are aware of the seriousness of academic misconduct and the procedures in place for any case of suspected academic misconduct. Academic misconduct can be considered to include; Impersonation Misrepresentation Collusion University of Greenwich QA Handbook, Appendix D6 (September 2012) page 32

33 Fabrication Communicating Unauthorised material/objects Plagiarism (intentional or otherwise) Declaration of authorship are signed for each assessment and submission is through software which provides an originality report. For any case of suspected academic misconduct there is a staged investigation procedure. The management of suspected academic misconduct is clearly described in the associated policy and procedures. 8l) Complaints procedures Nescot sets high standards and is committed to achieving excellence in the delivery of education and training services. Therefore feedback from students and members of the public is welcome and encouraged because feedback is used to make improvements to services. A guide to students is available on the virtual learning environment. 8m) Appeals Procedures for appeal are in accordance with the Academic Appeal Regulations of the University. Student handbooks provide links to these regulations. University of Greenwich QA Handbook, Appendix D6 (September 2012) page 33

34 9. Course Specifications Course Specification Faculty Education & Health Department ECS Code RESE 1124 Course Title 1.1 Developing Study Skills Course Coordinator Diana Noble Level (please tick) Credit 15 Pre-requisites Aims This module seeks to introduce the learner to the key academic study skills required for working at level of qualification. It provides opportunities to practice the research techniques, academic writing and presentation skills that support and enhance e personal and professional development. The module assessments focuses on critical thinking and evaluative writing using a policy document froma school setting. Learning Outcomes On completing this course successfully you will be able to: Write an initial assessment of study skills needs Demonstrate the use of academic writing conventions Demonstrate evidence of information retrieval from a range of relevant resources Undertake a successful group presentation Use critical thinking to evaluate a relevant policy used in a school setting Indicative Content 1. time management and organisation. 2. note taking 3. critical and analytical skills thinking and writing 4. a range of reading techniques 5. effective presentation strategies 6. information retrieval techniques 7. referencing ( Harvard system) 8. academic writing, logical presentation, language and audience Learning and Teaching Activities The taught sessions will comprise a mixture of lecture, tutorial and independent guided study University of Greenwich QA Handbook, Appendix D6 (September 2012) page 34

35 Learning Time (1 credit = 10 hours) Scheduled contact hours: Note: include in scheduled time: project supervision, demonstrations, practical classes and workshops, supervised time in studio or workshop, scheduled lab work, fieldwork, external visits. Guided independent study Note: include in guided independent study preparation for scheduled sessions, follow up work, wider reading or practice, revision Placements & year abroad lectures 21 seminars supervised practical sessions tutorials 1 formative assessment other scheduled time Independent coursework 128 Independent laboratory work other non-scheduled time Work placements Work based learning Year abroad Other placement Total hours ( Should be equal to credit x 10 ) 150 Assessment Details: Methods of Assessment Portfolio of study skills development Grading Mode % Weighting % 100% Pass Mark 40% Word Length 1, Outline Details Last Item of Assessment Are students required to pass all components in order to pass the course Portfolio concerns evidence from a range of tasks ie undertaking a group presentation, producing a piece of academic writing Yes University of Greenwich QA Handbook, Appendix D6 (September 2012) page 35

36 Indicative Course Materials and Reading: Author Date Title Publisher Brown, M. (2010) Asking the right questions: a guide to critical thinking. 9 th ed Burns, T. and Sinfield, S (2012) Essential study skills : the complete guide to success at university Pearson London: SAGE Cottrell, S (2008) The study skills handbook Basingstoke: Palgrave Macmillan Cottrell, S. (2011) Critical thinking skills : developing effective analysis and argument. 2 nd ed Sage Craswell, G. and Poore, M. (2012) Writing for academic success. 2 nd edn London:Sage Drew, S. and Bingham, R (2010) The guide to learning and study skills : for higher education and at work. Farnham: Gower. Du Boulay, D. (2009) Study skills for dummies. Chichester: Wiley Fairbairn, G and Winch, C. (2010) Reading, writing and reasoning. 3 rd ed Open University Press. Fisher, A (2001) Critical thinking: an introduction Cambridge University Press Godfrey, J. (2009) How to use reading in your essays Basingstoke: Palgrave Macmillan Judge, B. Jones, P. and McCreery, E. (2009) Critical thinking skills for education students Exeter: Learning Matters Kirton, B. (2012) Brilliant academic writing Harlow: Prentice- Hall Moore, S. (2010) The ultimate study skills handbook. Maidenhead: Open University Press Oliver, P. (2008) Writing your thesis.2 nd edn Los Angeles: SAGE Pears, R. and Shields, G. (2010) Cite them right : the essential referencing guide. 8 th edn Basingstoke: Palgrave Macmillan University of Greenwich QA Handbook, Appendix D6 (September 2012) page 36

37 Pulver, B. and Adcock, D. C. Richardson, L. and McBryde- Wilding, H. (2009) Organizing and using information. Harlow: Heinemann (2009) Information Skills for Education Students Learning Matters Sharp, J. G. (2012) Success with your education research project. 2 nd edn Shiach, D. (2007) How to write essays : a step-by-step guide for all levels, with sample essays London: SAGE Oxford: How To Books Smale, B. and Fowlie, J. Wallace, M.and Wray, A. (2009) How to succeed at university : an essential guide to academic skills and personal development. (2011) Critical reading and writing for postgraduates. 2 nd edn London: SAGE London: SAGE COURSE SPECIFICATION: ADMINISTRATIVE DATA for PAS/BANNER/LQU Term 1 Term of Delivery: (Term A, Term B, Standard Double Term, Term 3, February cross sessional start and finish and May cross sessional start and finish, and Summer) Donor Teaching: (% of teaching from another School) Donor School: (providing the additional teaching) Partner College: (give College name if course is only available at a Partner College) Linked Course: (if this course is taught with another but assessed separately, state with which course) External Examiner: Please provide the full name and period of tenure for the examiner appointed to this course. University of Greenwich QA Handbook, Appendix D6 (September 2012) page 37

38 Course Specification Faculty Education & Health Department ECS Code ACAD 1328 Course Title 1.2 Diversity & Inclusion for Special Educational Needs Course Coordinator Level (please tick) Credit 15 Pre-requisites Aims This module introduces the learner to the significance of diversity and inclusion in the context of education support. Students will investigate relevant school policies, factors that influence access to the curriculum, and wider diversity and inclusion issues. The module then focuses on specific support for SEN pupils and students will be given the opportunity to plan for and deliver effective support for inclusive teaching and learning in a context of their choice. Learning Outcomes On completing this course successfully you will be able to: Review policies relating to inclusion and diversity at the school level. Examine a range of factors that influence access to the curriculum Identify appropriate sources of further information and guidance on diversity and inclusion issues Evaluate recording monitoring and action planning processes for SEN. Demonstrate effective support for inclusive teaching and learning Critically reflect on support for diversity and inclusion in a chosen educational context. Indicative Content 1. Inclusion and diversity within the context of support for special educational needs (SEN); 2. Factors which influence access to the curriculum; 3. Further information and advice on SEN; 4 Recording and action planning the pupils learning needs; 5. Supporting a diverse and inclusive learning environment; 6. Planning for effective action to meet special educational needs. 7. Supporting the teaching and learning of SEN pupils 8 Evaluation techniques and assessment tools to support learning. Learning and Teaching Activities There will be opportunities for formative assessment to be completed as part of this module. Whilst not forming part of the graded assessment, the outcomes of formative assessment undertaken in college and in the workplace may form part of the Personal Development Portfolio. University of Greenwich QA Handbook, Appendix D6 (September 2012) page 38

39 Learning Time (1 credit = 10 hours) Scheduled contact hours: Note: include in scheduled time: project supervision, demonstrations, practical classes and workshops, supervised time in studio or workshop, scheduled lab work, fieldwork, external visits. Guided independent study Note: include in guided independent study preparation for scheduled sessions, follow up work, wider reading or practice, revision Placements & year abroad Assessment Details: lectures 21 seminars supervised practical sessions tutorials 1 formative assessment other scheduled time Independent coursework 128 Independent laboratory work other non-scheduled time Work placements Work based learning Year abroad Other placement Total hours ( Should be equal to credit x 10 ) 150 Methods of Assessment A Case Study Grading Mode % Weighting % 100% Pass Mark 40% Word Length Outline Details The case study will examine an intervention and will include an evaluation of its implementation. The case study enables students to link school policies relating support for special educational needs Last Item of Assessment Are students required to pass all components in order to pass the course Yes University of Greenwich QA Handbook, Appendix D6 (September 2012) page 39

40 Indicative Course Materials and Reading: Author Date Title Publisher Boxall, M (2010) Nurture groups in schools : principles and practice. 2 nd edn.. London : SAGE Frederickso n, N. and Cline, T Grace, S. and Gravestock, P Gravells, A. and Simpson S... (2009) Special education needs : inclusion and diversity. 2 nd edn (2009) Inclusion and diversity : meeting the needs of all students..(2009),equality and diversity in the lifelong learning sector. Maidenhead: Open University Press Abingdon: Routledge Exeter: Learning Matters Griffin, S. (2008) Inclusion, equality and diversity in working with children. Harlow: Heinemann Herbert, S (2011) The inclusion toolkit London: SAGE Westwood, P 2008 What teachers need to know about learning difficulties ACER Lindon, J (2012) Equality and inclusion in early childhood.. 2 nd edn London: Hodder and Stoughton Richards, G. and Armstrong, F. (eds). Thompson, N (2008) Key issues for teaching assistants : working in diverse and inclusive classrooms. (2011) Promoting equality : working with diversity and difference. 3 rd edn Abingdon: Routledge Basingstoke: Palgrave Macmillan Willis, C (2009) Creating inclusive learning environments for young children : what to do on a Monday morning. London: SAGE Younie, S. et al. (eds) (2009) Supporting teaching and learning in schools : a handbook for higher level teaching assistants. Abingdon: Routledge University of Greenwich QA Handbook, Appendix D6 (September 2012) page 40

41 COURSE SPECIFICATION: ADMINISTRATIVE DATA for PAS/BANNER/LQU Term of Delivery: (Term A, Term B, Standard Double Term, Term 1 Term 3, February cross sessional start and finish and May cross sessional start and finish, and Summer) Donor Teaching: (% of teaching from another School) Donor School: (providing the additional teaching) Partner College: (give College name if course is only available at a Partner College) Linked Course: (if this course is taught with another but assessed separately, state with which course) External Examiner: Please provide the full name and period of tenure for the examiner appointed to this course. University of Greenwich QA Handbook, Appendix D6 (September 2012) page 41

42 Course Specification Faculty Education & Health Department ECS Code ACAD 1329 Course Title 1.3 Supporting positive learning behaviours Course Coordinator? Level (please tick) Credit 15 Pre-requisites Aims The aim of this module is to introduce students to the management of effective learning and discipline in schools; the kinds of challenging behaviour that can be found in pupils of all ages and the promotion of positive behaviour. Learning Outcomes On completing this course successfully you will be able to: Analyse factors which influence pupil behaviours with reference to recognised theories and models Assess the significance of social and emotional development on pupil behaviour Examine the effectiveness of school policies on managing behaviour Explore the effectiveness of multi agency collaboration Reflect on specific behavioural difficulties and identify strategies for support Indicative Content 1. Theoretical approaches to learning behaviours. 2. Supporting emotional and social development of pupils 3. Personal Social and Health Education and Citizenship 4. Anti Bullying and intervention procedures 5. Multi-agency collaboration for early identification/caf/ Extended School Partnerships 6. School codes, policy and provision 7. Strategies and interventions for support Learning and Teaching Activities The taught sessions will comprise a mixture of lecture, tutorial and independent guided study University of Greenwich QA Handbook, Appendix D6 (September 2012) page 42

43 Learning Time (1 credit = 10 hours) Scheduled contact hours: Note: include in scheduled time: project supervision, demonstrations, practical classes and workshops, supervised time in studio or workshop, scheduled lab work, fieldwork, external visits. Guided independent study Note: include in guided independent study preparation for scheduled sessions, follow up work, wider reading or practice, revision Placements & year abroad lectures 21 seminars supervised practical sessions tutorials 1 formative assessment other scheduled time Independent coursework 128 Independent laboratory work other non-scheduled time Work placements Work based learning Year abroad Other placement Total hours ( Should be equal to credit x 10 ) 150 Assessment Details: Methods of Assessment Essay Grading Mode % Weighting % 100% Pass Mark 40% Word Length Outline Details Evaluate theories and current practices for supporting positive behaviours with reference to relevant school polices, multi agency involvement and strategies that respond to challenging behaviours University of Greenwich QA Handbook, Appendix D6 (September 2012) page 43

44 Last Item of Assessment Are students required to pass all components in order to pass the course Yes Indicative Course Materials and Reading: Author Date Title Publisher Bennett, T. (2010) The behaviour guru : behaviour management solutions for teachers. London: Continuum Cefai, C. and Cooper, P. (eds.) (2009) Promoting emotional education : engaging children and young people with social, emotional and behavioural difficulties London: Jessica Kingsley Carmel, C. and Cooper, P 2009 Promoting emotional education : engaging children and young people with social, emotional and behavioural difficulties Cousins, L. (2010) The essential guide to shaping children s behaviour in the early years Jessica Kingsley Harlow: Longman Cowley, S (2003) Getting the buggers to behave, 2 nd edn London: Continuum Dix, P (2010) The essential guide to taking care of behaviour. 2nd edn Ellis, S. and Tod, J. (2009) Behaviour for Learning: proactive approaches to behaviour management Hryniewicz, L. (2011) Teaching assistants : the complete handbook. 3 rd ed. Lee, C. (2011) The complete guide to behaviour for teaching assistants and support staff Long, R. (2009) Rob Long's intervention toolbox : for social, emotional and behavioural difficulties. Petty, G (2009) Evidence based teaching : a practical approach. 2 nd edn Spohrer, K. (2008) The teaching assistant's guide to emotional and behavioural difficulties Vizard, D (2007) How to manage behaviour in further education Harlow: Longman Routledge Adamson London: SAGE London: SAGE Cheltenham: Nelson Thornes London: Continuum London: Paul Chapman University of Greenwich QA Handbook, Appendix D6 (September 2012) page 44

45 Whitney, B (2007) Social inclusion in schools : improving standards, raising standards Wolfgang, C. (2009) Solving discipline and classroom management problems : methods and models for today s teachers London: Routledge Hoboken, N : Wiley COURSE SPECIFICATION: ADMINISTRATIVE DATA for PAS/BANNER/LQU Term 2 Term of Delivery: (Term A, Term B, Standard Double Term, Term 3, February cross sessional start and finish and May cross sessional start and finish, and Summer) Donor Teaching: (% of teaching from another School) Donor School: (providing the additional teaching) Partner College: (give College name if course is only available at a Partner College) Linked Course: (if this course is taught with another but assessed separately, state with which course) External Examiner: Please provide the full name and period of tenure for the examiner appointed to this course. University of Greenwich QA Handbook, Appendix D6 (September 2012) page 45

46 Course Specification Faculty Education & Health Department ECS Code ACAD 1330 Course Title 1.4 Supporting Language, Literacy and Numeracy Course Coordinator? Level (please tick) Credit 15 Pre-requisites Aims This module aims to introduce a range of methods for identifying pupils literacy or numeracy skills and appropriate techniques for their development. Students will be required to engage with debates about the national and local strategies for developing literacy or numeracy among pupils in schools. Learning Outcomes On completing this course successfully you will be able to: Assess factors which impact on the development of language, literacy and numeracy Examine a variety of ways in which language, literacy and numeracy skills are assessed Evaluate appropriate support for learner(s) with specified learning needs in relation to language, literacy or numeracy Plan for and implement an appropriate intervention arising from an assessment of learning needs for either language, literacy of numeracy Evaluate the success of the intervention used Indicative Content Knowledge and understanding of equal opportunities in the context of learning support; The factors which help and hinder the development of reading, writing, speaking, listening or numeracy skills; Methods of assessing pupils including those with specific learning difficulties; Planning for intervention programmes to develop reading, writing, speaking, listening or numeracy skills; Implementing appropriate strategies for individuals Learning and Teaching Activities The taught sessions will comprise a mixture of lecture, tutorial and independent guided study. University of Greenwich QA Handbook, Appendix D6 (September 2012) page 46

47 Learning Time (1 credit = 10 hours) Scheduled contact hours: Note: include in scheduled time: project supervision, demonstrations, practical classes and workshops, supervised time in studio or workshop, scheduled lab work, fieldwork, external visits. Guided independent study Note: include in guided independent study preparation for scheduled sessions, follow up work, wider reading or practice, revision Placements & year abroad lectures 21 seminars supervised practical sessions tutorials 1 formative assessment other scheduled time Independent coursework 128 Independent laboratory work other non-scheduled time Work placements Work based learning Year abroad Other placement Total hours ( Should be equal to credit x 10 ) 150 Assessment Details: Methods of Assessment Report Grading Mode % Weighting % 100 Pass Mark 40 Word Length Outline Details Last Item of Assessment Are students required to pass all components in order to pass the course Report to the senior management team focusing on the planning, implementation and assessment developments required to effectively support language, literacy and numeracy Yes University of Greenwich QA Handbook, Appendix D6 (September 2012) page 47

48 Indicative Course Materials and Reading: Author Date Title Publisher Browne, A (2009) Developing language and literacy London : SAGE Callander, N. and Nahmad- Williams, L (2010) Communication, language and literacy. London: Continuum DFES (2006) Primary framework for literacy and mathematics London: DFES Snowling, M. J. and Stackhous e, J. (eds.) Hughes, A. Watkinso n, A Whitehea d, M. R. (2006) Dyslexic speech and language : a practitioner s handbook. 2 nd edn (2009) Problem solving reasoning and numeracy in the early years foundation stage (2003) The essential guide for experienced teaching assistnts (2009) Supporting language and literacy development in the early years. London: Whurr. London: Routledge London: David Fulton Maidenhead: Open University Press COURSE SPECIFICATION: ADMINISTRATIVE DATA for PAS/BANNER/LQU Term 2 Term of Delivery: (Term A, Term B, Standard Double Term, Term 3, February cross sessional start and finish and May cross sessional start and finish, and Summer) Donor Teaching: (% of teaching from another School) Donor School: (providing the additional teaching) Partner College: (give College name if course is only available at a Partner College) Linked Course: (if this course is taught with another but assessed separately, state with which course) External Examiner: Please provide the full name and period of tenure for the examiner appointed to this course. University of Greenwich QA Handbook, Appendix D6 (September 2012) page 48

49 Course Specification Faculty Education & Health Department ECS Code ACAD 1331 Course Title 1.5 Education Support in Practice (1) Course Coordinator? Level (please tick) Credit 15 Pre-requisites Aims This module focuses on how the student can effectively support the teacher and other professionals in the planning, delivery and evaluation of pupil learning. Students will develop their skills as reflective practitioners as a result of participating in tutor and/or mentor observed sessions. Students will be prepared to engage in performance appraisal linked to learning models and theories introduced in the first year of the programme, as well as self-evaluation based on feedback received. Learning Outcomes On completing this course successfully you will be able to: Demonstrate an ability to support the teacher in the planning, delivery and evaluation of learning Liaise with colleagues and other professionals so that learners are supported effectively Reflect on own professional experience, relating relevant models and theories to own practice. Use a range of techniques to enhance evaluation of own performance and experience Indicative Content 1. Planning for collaborative teaching and learning activities 2. Skills audit and action planning for professional development 3. Theories that support effective teaching and learning i.e. the teaching cycle, learning styles 4. Reflection on professional performance based on recognised models of reflective practice 5. Observations on delivery of education support in a school setting 6. Evaluative writing based on feedback Learning and Teaching Activities The taught sessions will comprise a mixture of lecture, tutorial and independent guided study. The programme requires that students are observed in their work place undertaking their normal profession duties. One joint observation by the workplace mentor and course tutor will take place in Learning Support in Practice, followed by two further observations one each carried out by the Mentor and Tutor. All observations are formatively assessed and evidenced in the Personal Development Portfolio. The criteria for achieving a Pass are available in the Practice Handbook Usually a failed observation, or where an observation is cancelled without extenuating circumstances being approved, will require a replacement observation to be scheduled. If required, the programme tutor, and where appropriate the mentor, will agree appropriate support and development work to be undertaken prior to the re-observation. Where a repeat observation is not passed then the Education Support in Practice module will be deemed to have been deferred. The University of Greenwich QA Handbook, Appendix D6 (September 2012) page 49

50 student will then be provided with further support in preparation for a further observation scheduled in accordance with the Assessment Board decision. Learning Time (1 credit = 10 hours) Scheduled contact hours: Note: include in scheduled time: project supervision, demonstrations, practical classes and workshops, supervised time in studio or workshop, scheduled lab work, fieldwork, external visits. Guided independent study Note: include in guided independent study preparation for scheduled sessions, follow up work, wider reading or practice, revision Placements & year abroad Total hours ( Should be equal to credit x 10 ) lectures 48 seminars supervised practical sessions 3 tutorials 3 formative assessment other scheduled time Independent coursework 120 Independent laboratory work other non-scheduled time Work placements Work based learning Year abroad Other placement Assessment Details: Methods of Assessment Personal Development Portfolio 3 passed practice observations Grading Mode % Weighting % 50% 50% Pass Mark 40% 3 observations at PASS Word Length n/a Outline Details Last Item of Assessment Are students required to pass all components in order to pass the course Completed PDP Yes Evidence included in PDP University of Greenwich QA Handbook, Appendix D6 (September 2012) page 50

51 Indicative Course Materials and Reading: Author Date Title Publisher Bold, C. (ed.) (2011) Supporting learning and teaching. 2 nd edn. Abingdon: Routledge Bolton, G (2010) Reflective practice : writing and professional development. 3 rd ed Bryson, J. (2005) Effective mentoring manual : assessing competence and improving teaching through mentoring Burnham, L (2011) Brilliant teaching assistant : what you need to know to be a truly outstanding teaching assistant London: Sage Pearson Education Harlow: Pearson Fox, G. (2003 (2003) A Handbook for learning support assistants : teachers and assistants working together. 2 nd rev. ed David Fulton Ghaye, A. (2010) Teaching and learning through critical reflective practice. 2 nd ed Routledge Hammersle y-fletcher, L. Lowe, M. and Pugh, J. Hryniewicz, L. Lawrence, D. (2006) The teaching assistant s guide: an essential textbook for foundation degree students (2007) Teaching assistants : a complete handbook. 2 nd edn (2006) Enhancing self-esteem in the classroom. 3 rd ed London: Routledge Norwich: Adamson Sage Moon, J. (2006) Learning journals : a handbook for reflective practice and professional development. 2 nd ed. Overall, L (2006) Supporting children s learning : a guide for teaching assistants. Routledge. London: SAGE Walton, A. and Goddard, G Watkinson, A. (2009) Supporting every child : a course book for foundation degrees in teaching and supporting learning (2006) Learning and teaching : the essential guide for higher level teaching assistants Exeter: Learning Matters David Fulton Wood, D How children think and learn Blackwell University of Greenwich QA Handbook, Appendix D6 (September 2012) page 51

52 COURSE SPECIFICATION: ADMINISTRATIVE DATA for PAS/BANNER/LQU Term 2 Term of Delivery: (Term A, Term B, Standard Double Term, Term 3, February cross sessional start and finish and May cross sessional start and finish, and Summer) Donor Teaching: (% of teaching from another School) Donor School: (providing the additional teaching) Partner College: (give College name if course is only available at a Partner College) Linked Course: (if this course is taught with another but assessed separately, state with which course) External Examiner: Please provide the full name and period of tenure for the examiner appointed to this course. University of Greenwich QA Handbook, Appendix D6 (September 2012) page 52

53 Course Specification Faculty Education & Health Department ECS Code ACAD 1332 Course Title 2.3 Theories and Principles of Learning Course Coordinator? Level (please tick) Credit 15 Pre-requisites Aims To introduce the student to the theories of learning, with particular focus on behaviourist, cognitive and social learning theories. This will enable the student to relate theory to practice by considering the influence of theory on teaching and learning practices. Learning Outcomes On completing this course successfully you will be able to: Examine a range of relevant theories and principles of learning Analyse cognitive, humanist and behaviourist theories that influence learning in a school context. Evaluate the impact of selected learning theories on supporting learning Critically assess the implications of selected learning theories on own practice Indicative Content Theories and principles of learning Cognitive, humanist and behaviourist theories that affect teaching and learning strategies The impact of learning theories on supporting the delivery of learning Implications of learning theories on own practice Learning and Teaching Activities The taught sessions will comprise a mixture of lecture, tutorial and independent guided University of Greenwich QA Handbook, Appendix D6 (September 2012) page 53

54 Learning Time (1 credit = 10 hours) Scheduled contact hours: Note: include in scheduled time: project supervision, demonstrations, practical classes and workshops, supervised time in studio or workshop, scheduled lab work, fieldwork, external visits. Guided independent study Note: include in guided independent study preparation for scheduled sessions, follow up work, wider reading or practice, revision Placements & year abroad lectures 21 seminars supervised practical sessions tutorials 1 formative assessment other scheduled time Independent coursework 128 Independent laboratory work other non-scheduled time Work placements Work based learning Year abroad Other placement Total hours ( Should be equal to credit x 10 ) 150 Assessment Details: Methods of Assessment Presentation Grading Mode % Weighting % 100% Pass Mark 40% Word Length Outline Details Presentation demonstrating understanding of theories and principles of learning; cognitive, humanist and behaviourist theories ;impact supporting the delivery of learning University of Greenwich QA Handbook, Appendix D6 (September 2012) page 54

55 Last Item of Assessment Are students required to pass all components in order to pass the course Written evaluation on own practice Yes/No Indicative Course Materials and Reading: Author Date Title Publisher Arthur, J. Peterson, A. (2012) The Routledge companion to education. Abingdon: Routledge Bold, C (2004) Supporting Learning and Teaching David Fulton Carr, David (2003) Making sense of education : an introduction to the philosophy and theory of education and teaching. Abingdon: Routledge Falmer Daly, M. Byers, E. and Taylor, W (2006) Understanding early years theory in practice. Oxford: Heinemann Gould, J. (2009) Learning theory and classroom practice in the lifelong learning sector Exeter: Learning Matters Gordon, M. O'Brien, T. V. (2007) Bridging theory and practice in teacher education. Rotterdam: Sense Gray, C. and MacBlain, S. (2012) Learning theories in childhood London: SAGE. Pound, L (2005) How children learn : educational theories and approaches made easy.. Leamington Spa: Step Forward Smith, P.K., Cowie, H., Blades,M (2003) Understanding Children s Development 4 th Edn Blackwell Illeris, K (2009) Contemporary theories of learning : learning theorists in their own words. Abingdon: Routledge Inglis, F. Aers, L. (2008) Key concepts in education London: Sage Miller, L. and Hevey, D. (eds.) (2012) Policy issues in the early years London: SAGE Mooney, C. G (2013) Theories of childhood : an introduction to Dewey, Montessori, St Paul, MN: Redleaf University of Greenwich QA Handbook, Appendix D6 (September 2012) page 55

56 Erikson, Piaget and Vygotsky. 2nd edn Murphy, L., Mufti, E. and Kassem, D (2009) Education studies : an introduction Maidenhead: Open University Press Palaiologou, I (2010) The Early Years Foundation Stage : theory and practice Pritchard, A (2009) Ways of learning : learning theories and learning styles in the classroom. 2 nd ed London: Sage London: David Fulton Pritchard, A. and Wollard, J. Smith, P. K. Cowie, H. and Blades, M (2010) Psychology in the classroom : constructivism and social learning. (2011) Understanding children s development. 5 th ed Abingdon: Routledge Chichester: Wiley COURSE SPECIFICATION: ADMINISTRATIVE DATA for PAS/BANNER/LQU Term of Delivery: (Term A, Term Term 2 B, Standard Double Term, Term 3, February cross sessional start and finish and May cross sessional start and finish, and Summer) Donor Teaching: (% of teaching from another School) Donor School: (providing the additional teaching) Partner College: (give College name if course is only available at a Partner College) Linked Course: (if this course is taught with another but assessed separately, state with which course) External Examiner: Please provide the full name and period of tenure for the examiner appointed to this course. University of Greenwich QA Handbook, Appendix D6 (September 2012) page 56

57 Course Specification Faculty Education & Health Department ECS Code ACAD 1333 Course Title 2.2 Supporting teaching, learning and assessment Course Coordinator? Level (please tick) Credit 30 Pre-requisites Aims This module seeks to introduce the learner to the significance of an effective good learning environment and the importance of effective communication and co-operation between pupils, teachers and education support staff. Students will plan for differentiation within National Curriculum s levels and learning styles are effectively supported and support the development of an effective and coherent assessment process. Students will understand the continuous cycle of planning, teaching and assessment which takes account of the wide range of abilities, aptitudes and interests of all pupils. Learning Outcomes On completing this course successfully you will be able to: Identify factors which contribute towards an effective learning environment Examine strategies which achieve an effective two-way flow of communication and co-operation between and amongst pupils, teachers and education support staff Plan and develop resources that meet individual needs Support a delivery of a range of assessment process Develop a continuous cycle of appropriate teaching, learning and assessment Compare teaching and learning strategies in two learning environments Indicative Content 1. Factors which contribute towards an effective learning environment, including health and safety responsibilities. 2. Selection of appropriate teaching methods including structuring and presenting information and ideas to support differentiation. 3. Resource constraints and their influence on the selection of teaching and learning techniques. 4. Evaluation strategies and methods. 5. Assessment methods. 6. Statutory curriculum requirements including the National Curriculum. 7. Using resources flexibly and imaginatively to meet a range of needs. 8. The teaching and learning cycle. Learning and Teaching Activities The taught sessions will comprise a mixture of lecture, practical activities, tutorial and independent study University of Greenwich QA Handbook, Appendix D6 (September 2012) page 57

58 Learning Time (1 credit = 10 hours) Scheduled contact hours: Note: include in scheduled time: project supervision, demonstrations, practical classes and workshops, supervised time in studio or workshop, scheduled lab work, fieldwork, external visits. Guided independent study Note: include in guided independent study preparation for scheduled sessions, follow up work, wider reading or practice, revision Placements & year abroad lectures 42 seminars supervised practical sessions tutorials 2 formative assessment other scheduled time Independent coursework 266 Independent laboratory work other non-scheduled time Work placements Work based learning Year abroad Other placement Total hours ( Should be equal to credit x 10 ) 300 Assessment Details: Methods of Assessment Report Micro teaching Evaluative report Grading Mode % % Weighting % 60% 40% Pass Mark 40% 40% Word Length Outline Details Last Item of Assessment Are students required to pass all components in order to pass the course Evaluate the strategies in place in two learning environments that provide support for teaching, learning and assessment.provide a report comparing and contrasting two learning environments. Consider communication and resources used to implement teaching and learning Yes A 15 minute micro t each session demonstrate teaching, learning and assessment followed by a reflective account to justify approaches used in relation to the chosen learning environment University of Greenwich QA Handbook, Appendix D6 (September 2012) page 58

59 Indicative Course Materials and Reading: Author Date Title Publisher Anning, A. et al (2010) Developing multi-professional teamwork for integrated children s services :research, policy and practice. 2 nd edn Maidenhead: Open University Press Bold, C. (ed.) (2011) Supporting learning and teaching. 2 nd edn. Abingdon: Routledge. Bolton, G (2010) Reflective practice : writing and professional development. London: SAGE Cowley, S. (2010) Getting the buggers to behave 4 th Continuum Drummond, J (2007) Assessing children learning David Fulton Ghaye, A. (2010) Teaching and learning through reflective practice : a practical guide for positive practice. 2nd edn London: Routledge Hryniewicz, L (2012) Teaching assistants: the complete handbook. 3rd edn Norwich: Adamson Kyriacou, C. (2007) Essential teaching Skills Nelson and Thornes Siraj- Blatchford, I. Clarke, K. and Needham, M. (eds.) Watkinson, A. (2007) The Team Around the Child : multi-agency working in the early years. (2009) The essential guide for experienced teaching assistants : meeting the National Occupational Standards at Level 3. 2 nd edn. Stoke-on- Trent: Trentham Abingdon: Routledge University of Greenwich QA Handbook, Appendix D6 (September 2012) page 59

60 COURSE SPECIFICATION: ADMINISTRATIVE DATA for PAS/BANNER/LQU Term of Delivery: (Term A, Term B, Standard Standard Double Term Double Term, Term 3, February cross sessional start and finish and May cross sessional start and finish, and Summer) Donor Teaching: (% of teaching from another School) Donor School: (providing the additional teaching) Partner College: (give College name if course is only available at a Partner College) Linked Course: (if this course is taught with another but assessed separately, state with which course) External Examiner: Please provide the full name and period of tenure for the examiner appointed to this course. University of Greenwich QA Handbook, Appendix D6 (September 2012) page 60

61 Course Specification Faculty Education & Health Department ECS Code ACAD 1333 Course Title 2.1 Using Emerging technologies to support learning Course Coordinator Level (please tick) Credit 15 Pre-requisites Aims This module seeks to enable students to explore the potential of the use of ILT in enhancing learning for a specific educational setting. It provides an awareness of legislation and policy related to the use of ILT in a school setting. Students are given the opportunity to develop their understanding of specialist software that supports learning. The module, also assess the effective use of ILT in relation to specific learning needs. Learning Outcomes On completing this course successfully you will be able to: Demonstrate use of ILT skills in an educational support context. Develop an understanding in the effective use of specialist educational software and support equipment. Demonstrate the effective use of ILT to support specific learning needs of individuals or groups of learners. Evaluate the school ILT policies and procedures, taking into account current UK government legislation. Indicative Content The requirements for ICT in education. Use of standard application software to support learning for educational support Use of standard application software and hardware, including word processing, presentation and spread sheets to support learning and the interactive whiteboard. Use of information communication technology and its application in a range of settings. Embedding information learning technology to support learning. Developing and evaluating effective use of ILT to support learning. Evaluating ICT equipment and packages used in an educational setting. Learning and Teaching Activities Discussion, lecture, flexible learning for the acquisition of skills, peer exchange via web-board, presentations. University of Greenwich QA Handbook, Appendix D6 (September 2012) page 61

62 Learning Time (1 credit = 10 hours) Scheduled contact hours: Note: include in scheduled time: project supervision, demonstrations, practical classes and workshops, supervised time in studio or workshop, scheduled lab work, fieldwork, external visits. Guided independent study Note: include in guided independent study preparation for scheduled sessions, follow up work, wider reading or practice, revision Placements & year abroad lectures 21 seminars supervised practical sessions tutorials 1 formative assessment other scheduled time Independent coursework 128 Independent laboratory work other non-scheduled time Work placements Work based learning Year abroad Other placement Total hours ( Should be equal to credit x 10 ) 150 Assessment Details: Methods of Assessment Essay Case Study Evaluation presentation and reflection Grading Mode % % Weighting % 75% 25% Pass Mark 40% 40% Word Length Outline Details An audit and evaluation of current technology in the classroom and government legislation for implantation of ILT Identify areas of best practice, areas for development and a proposed list of recommendations underpinned by appropriate evidence from literature. 15 minute demonstration or review of an agreed application software or equipment to meet the needs of an identified pupil(s) and reflective evaluation of the impact and appropriate recommendations for implementation. University of Greenwich QA Handbook, Appendix D6 (September 2012) page 62

63 Last Item of Assessment Are students required to pass all components in order to pass the course Yes Indicative Course Materials and Reading: Author Date Title Publisher Beetham, H. and Sharpe, R (2007) Rethinking pedagogy for a digital age : designing and delivering learning Abingdon: Routledge Clarke, A (2008) E-learning skills. 2 nd edn. Basingstoke Palgrave Macmillan Dawson, D (2007) Handheld technologies for mobile learning Leicester: NIACE Galloway, J. and Norton, H (2011) ICT for teaching assistants Abingdon: Routledge Hill, C (2008) Teaching with e-learning in the lifelong learning sector 2 nd ed Exeter : Learning Matters Hussain, S (2005) Developing e-learning materials : applying usercentred design JISC (2005) Innovative practice with e-learning : a good practice guide to embedding mobile and wireless technologies into everyday practice Littlejohn, A & Pegler, C Leicester : NIACE London : HEFCE (2007) Preparing for blended e-learning Abingdon : Routledge John, J., and Wheeler, S. Mason, R. & Rennie, F. (2008) The digital classroom : harnessing technology of learning and teaching. (2008) E-learning and social networking handbook : resources for higher education Abingdon: Routledge Abingdon: Routledge University of Greenwich QA Handbook, Appendix D6 (September 2012) page 63

64 McKeown, S. and McGlashon, A (2012) Brilliant ideas for using ICT in the inclusive classroom. Abingdon: Routledge Zanker, N. (2010) Effective Information and Communication Technology Hodder & Stoughton COURSE SPECIFICATION: ADMINISTRATIVE DATA for PAS/BANNER/LQU Term of Delivery: (Term A, Term B, Standard Double Term, Term Term 1 3, February cross sessional start and finish and May cross sessional start and finish, and Summer) Donor Teaching: (% of teaching from another School) Donor School: (providing the additional teaching) Partner College: (give College name if course is only available at a Partner College) Linked Course: (if this course is taught with another but assessed separately, state with which course) External Examiner: Please provide the full name and period of tenure for the examiner appointed to this course. University of Greenwich QA Handbook, Appendix D6 (September 2012) page 64

65 Course Specification Faculty Education & Health Department ECS Code ACAD 1335 Course Title 2.4 Professional Development in Education Support Course Coordinator? Level (please tick) Credit 15 Pre-requisites Aims This module seeks to introduce the learner to the methods of supporting the teacher in planning, delivering and evaluating learning. Students will develop their skills as reflective practitioners as a result of participating in tutor-observed sessions. Students will be prepared to engage in performance appraisal Learning Outcomes On completing this course successfully you will be able to: Demonstrate an ability to effectively participate in a selected learning community Critically assess relationships with colleagues and other professionals so that learners are supported effectively Critically reflect on own professional development in education support relating to models and theories of teaching and learning Demonstrate developing skills, roles and responsibilities within the context of education support Use a range of techniques to appraise own performance and plan for future progression opportunities Indicative Content a. Participation in a community of learning and whole school team b. Developing relationships internally and externally to support learning c. School structures, processes and systems to support learning d. Developing skills, roles and responsibilities in the education support context e. Continued reflection and self-appraisal on own practice f. Opportunities for continuing professional development and progression Learning and Teaching Activities The taught sessions will comprise a mixture of lecture, tutorial and independent guided study. In Year 2 of the programme students are further observed in their work place undertaking their normal profession duties. This again will entail one joint observation by the workplace mentor and course tutor followed by two observations, one each by the Course Tutor and Workplace Mentor. All observations are formatively assessed. It is a requirement that they are included in the Students Professional Development Portfolio (Yr 2). The criteria for achieving a Pass is available in the Practice Handbook Usually a failed observation, or where an observation is cancelled without extenuating circumstances being approved, will require a replacement observation to be scheduled. If required, the programme tutor, and where appropriate the mentor, will agree appropriate support and development work to be undertaken prior to the re-observation. Where a repeat University of Greenwich QA Handbook, Appendix D6 (September 2012) page 65

66 observation is not passed then the Professional Development in Education Support module will be deemed to have been deferred. The student will then be provided with further support in preparation for a further observation scheduled in accordance with the Assessment Board decision. Learning Time (1 credit = 10 hours) Scheduled contact hours: Note: include in scheduled time: project supervision, demonstrations, practical classes and workshops, supervised time in studio or workshop, scheduled lab work, fieldwork, external visits. Guided independent study Note: include in guided independent study preparation for scheduled sessions, follow up work, wider reading or practice, revision Placements & year abroad lectures 21 seminars supervised practical sessions 3 tutorials 3 formative assessment other scheduled time Independent coursework 122 Independent laboratory work other non-scheduled time Work placements Work based learning Year abroad Other placement Total hours ( Should be equal to credit x 10 ) 150 Assessment Details: Methods of Assessment Essay 3 passed practice observations and PDP Grading Mode % % Weighting % 50% 50% Pass Mark 40% 3 observations at PASS Completed all sections in PDP ( Yr 2) Word Length Outline Details Last Item of Assessment 1500 Critically evaluate the developing role of education support in a chosen learning community with reference to own professional development opportunities Evidence included in the PDP All sections of the PDP to be completed University of Greenwich QA Handbook, Appendix D6 (September 2012) page 66

67 Are students required to pass all components in order to pass the course Yes Indicative Course Materials and Reading: Author Date Title Publisher Brookfiel d, S. (2006) The skillful teacher : on technique, trust and responsiveness in the classroom. 2 nd edn. San Francisco: Jossey- Bass Bolton, G (2010) Reflective practice : writing and professional development. 3 rd ed Bryson, J. (2005) Effective mentoring manual : assessing competence and improving teaching through mentoring David Fulton Pearson Education Fox, G. (2003 (2003) A Handbook for learning support assistants : teachers and assistants working together. 2 nd rev. ed David Fulton Ghaye, A. (2010) Teaching and learning through critical reflective practice. 2 nd ed Hillier, Y. (2012) Reflective teaching in further and adult education. 3 rd edn. Routledge London: Continuum Hitching, J. Lawrence, D. (2008) Maintaining your licence to practise. Exeter: Learning Matters (2006) Enhancing self-esteem in the classroom. 3 rd ed Sage Moon, J. (2006) Learning journals : a handbook for reflective practice and professional development. 2 nd ed. Routledge. Ogunleye, J. (2007) Guide to teaching London: Continuum Race, P. and Pickford, R. Schon, D A Watkinson, A. (2007) Making teaching work : teaching smarter in postcompulsory education (1991) The reflective practitioner : how professionals think in action (2006) Learning and teaching : the essential guide for higher level teaching assistants London: SAGE Aldershot: Ashgate David Fulton University of Greenwich QA Handbook, Appendix D6 (September 2012) page 67

68 Wallace, S (2011) Teaching, tutoring and training in the lifelong learning sector. 4 th edn Exeter: Learning Matters Wood, D. (1993) How children think and learn Blackwell COURSE SPECIFICATION: ADMINISTRATIVE DATA for PAS/BANNER/LQU Term of Delivery: (Term A, Term B, Full term Standard Double Term, Term 3, February cross sessional start and finish and May cross sessional start and finish, and Summer) Donor Teaching: (% of teaching from another School) Donor School: (providing the additional teaching) Partner College: (give College name if course is only available at a Partner College) Linked Course: (if this course is taught with another but assessed separately, state with which course) External Examiner: Please provide the full name and period of tenure for the examiner appointed to this course. University of Greenwich QA Handbook, Appendix D6 (September 2012) page 68

69 Course Specification Faculty Education & Health Department ECS Code SOPA 1031 Course Title 2.5 Education Policies and Practices Course Coordinator? Level (please tick) Credit 30 Pre-requisites Aims This module seeks to introduce the learner to current governmental and LEA policy initiatives and their impact on learning support. The development of schools policies for learning support will be reviewed. Students will gain an understanding of the responsibilities of the Teaching Assistant. Learning Outcomes On completing this course successfully you will be able to: Review relevant and current central and local government policy initiatives to support teaching and learning. Critically analyse a current school policy to support teaching and learning. Evaluate the impact of chosen policy relating to supporting teaching and learning at school level Critically evaluate development of own role in the implementation at school level of the chosen policy to support teaching and learning Appraise how a particular policy supports teaching and learning in complex and unpredictable contexts Examine the constraints and barriers that impact upon the successful implementation of policies at a school level and what strategies can be used to strategies to minimise or reduce them Indicative Content 1. Current developments to learning support 2. Different approaches and perspectives on teaching and learning 3. Recognising and respecting the different values of all those with an interest in the learning process 4. Review of literature on issues within learning support 5. The organisation and management of schools and classrooms; 6. Team development and structure; 7. Monitoring and assessment 8. Recording and reporting; 9. Specific issues, e.g.: transition, Equal opportunities, Every Child Matters 10. Child protection and safeguarding Learning and Teaching Activities The taught sessions will comprise a mixture of lecture, tutorial and independent guided study. University of Greenwich QA Handbook, Appendix D6 (September 2012) page 69

70 Learning Time (1 credit = 10 hours) Scheduled contact hours: Note: include in scheduled time: project supervision, demonstrations, practical classes and workshops, supervised time in studio or workshop, scheduled lab work, fieldwork, external visits. Guided independent study Note: include in guided independent study preparation for scheduled sessions, follow up work, wider reading or practice, revision Placements & year abroad Total hours ( Should be equal to credit x 10 ) lectures 30 seminars 6 supervised practical sessions tutorials 12 formative assessment other scheduled time Independent coursework 252 Independent laboratory work other non-scheduled time Work placements Work based learning Year abroad Other placement Assessment Details: Methods of Assessment Grading Mode % Essay Seminar Presentation Weighting % 75% 25% Pass Mark 40% 40% Word Length words equivalent Outline Details Last Item of Assessment Are students required to pass all components in order to pass the course Investigate how a particular policy has been implemented in your chosen educational setting to support teaching and learning. Yes Prepare and deliver a seminar paper on the implementation of a named policy in a school environment. (20 minutes duration) University of Greenwich QA Handbook, Appendix D6 (September 2012) page 70

71 Indicative Course Materials and Reading: Author Date Title Publisher Anning, A. et al. (2010) Developing multi-professional teamwork for integrated children s services :research, policy and practice. 2 nd edn. Maidenhead: Open University Press Bold, C. (ed.) (2011) Supporting learning and teaching. 2 nd edn. Abingdon: Routledge Bolton, G (2010) Reflective practice : writing and professional development. 3 rd ed Bryson, J. (2005) Effective mentoring manual : assessing competence and improving teaching through mentoring David Fulton Pearson Education Fox, G. (2003 (2003) A Handbook for learning support assistants : teachers and assistants working together. 2 nd rev. ed David Fulton Ghaye, A. (2010) Teaching and learning through critical reflective practice. 2 nd ed Routledge Hryniewic z, L. (2012) Teaching assistants: the complete handbook. 3rd edn. Norwich: Adamson Lawrence, D. (2006) Enhancing self-esteem in the classroom. 3 rd ed Sage Moon, J. (2006) Learning journals : a handbook for reflective practice and professional development. 2 nd ed. Routledge. Watkinso n, A. (2006) Learning and teaching : the essential guide for higher level teaching assistants David Fulton Wood, D How children think and learn Blackwell University of Greenwich QA Handbook, Appendix D6 (September 2012) page 71

72 COURSE SPECIFICATION: ADMINISTRATIVE DATA for PAS/BANNER/LQU Term of Delivery: (Term A, Term B, Standard Term 1 Double Term, Term 3, February cross sessional start and finish and May cross sessional start and finish, and Summer) Donor Teaching: (% of teaching from another School) Donor School: (providing the additional teaching) Partner College: (give College name if course is only available at a Partner College) Linked Course: (if this course is taught with another but assessed separately, state with which course) External Examiner: Please provide the full name and period of tenure for the examiner appointed to this course. University of Greenwich QA Handbook, Appendix D6 (September 2012) page 72

73 Course Specification Faculty Education & Health Department ECS Code ACAD 1327 Course Title 2.6 Independent Study Course Coordinator Seidu Salifu Level (please tick) Credit 30 Pre-requisites Aims This module aims to promote student autonomy. It demands students to apply and develop study skills learnt earlier in the course; engage with current literature, research and policies related to an area of personal interest and value; and rigorously and independently pursue a line of enquiry that can be eloquently presented, interpreted and evaluated. Subsequently, students are tasked with demonstrating originality of thought, self-direction and the ability to clarify their own philosophy of education with consideration given to personal and organisational values as well as moral and ethical perspectives. Learning Outcomes On completing this course successfully you will be able to: Demonstrate a high level of autonomy by taking responsibility for own learning, managing time effectively and evidencing originality of thought Negotiate and justify an area of personal interest and value within a clearly defined scope and depth of enquiry Critically and systematically pursue a process of enquiry towards a predefined and agreed goal Interrogate literature, policies and observable educational practices to underpin and validate the chosen line of enquiry Critically evaluate processes adopted and resulting outcomes Indicative Content Literature & policy searching & interrogation; investigation planning, implementation and evaluation; current educational initiatives; autobiographical perspectives/philosophies of education/learning; moral perspectives, power and agency in education; and principles, theories & models for understanding learning. Learning and Teaching Activities The taught sessions will comprise a mixture of lecture, seminar, tutorial and independent guided study. In addition, students learning will be supported by electronic materials available on VLE. However, tutorials and seminars will be the dominant modes of support due to the varied and independent nature of the learning intentions and assessment. University of Greenwich QA Handbook, Appendix D6 (September 2012) page 73

74 Learning Time (1 credit = 10 hours) Scheduled contact hours: Note: include in scheduled time: project supervision, demonstrations, practical classes and workshops, supervised time in studio or workshop, scheduled lab work, fieldwork, external visits. Guided independent study Note: include in guided independent study preparation for scheduled sessions, follow up work, wider reading or practice, revision Placements & year abroad Assessment Details: lectures 9 seminars 12 supervised practical sessions tutorials 15 formative assessment other scheduled time Independent coursework 234 Independent laboratory work other non-scheduled time Work placements Work based learning 30 Year abroad Other placement Total hours ( Should be equal to credit x 10 ) 300 Methods of Assessment Independent Study Grading Mode % Weighting % 100% Pass Mark 40% Word Length 3000 Outline Details Last Item of Assessment Are students required to pass all components in order to pass the course Individual study independently identified, investigated and evaluated Yes University of Greenwich QA Handbook, Appendix D6 (September 2012) page 74

75 Indicative Course Materials and Reading: Author Date Title Publisher Anyon, J. et al (2009) Theory and educational research : toward critical social appreciation Abingdon : Routledge Arthur, J. & Davies, I. (eds) (2010) The Routledge education studies reader Abingdon : Routledge Atkinson, P. and Coffey, S. (2011) Analysing documentary realities. In: Silverman, D. ed. Qualitative research. 2 nd ed. London : Sage, p56-75 Bell, J. (2010) Doing your research project : a guide for first-time researchers in education, health and social science. 4 th ed. Maidenhead : Open University Press Blaxter, L. et al (2010) How to research. Maidenhead : Open University Press Boudah, D. (2011) Conducting educational research : a guide to completing a major project. Los Angeles : SAGE Coghlan, D. and Brannick, T. (2010) Doing action research in your own organisation. 3 rd ed London : Sage Cohen, L. et al. (2011) Research methods in education. 7 th ed. London : Routledge Curtis, W. and Pettigrew, A. (2009) Learning in contemporary culture [ebook] Learning Matters Denscombe, M. (2010 The good research guide: for small-scale social research projects. 4 th.ed Maidenhead : McGraw-Hill/Open University Press Dufour, B. and Curtis, W. Illeris, K. (ed.) (2011) Studying education : an introduction to the key disciplines in education studies [ebook] Contemporary theories of learning : learning theorists in their own words [ebook] Open University Press Routledge Moore, S. et al. (2007) Teaching at college and university : effective strategies and key principles [ebook] Open University Press Hopkins, D. (2008) A teacher s guide to classroom research. 4 th ed Maidenhead : Open University Press Inglis, F. & Aers, (2008) Key concepts in education London : Sage University of Greenwich QA Handbook, Appendix D6 (September 2012) page 75

76 L. McNiff, J. and Whitehead, J. Ward, S. and Eden, C. (2010) You and your action research project London : Routledge (2009) Key issues in education policy SAGE COURSE SPECIFICATION: ADMINISTRATIVE DATA for PAS/BANNER/LQU Yr3, term2 Term of Delivery: (Term A, Term B, Standard Double Term, Term 3, February cross sessional start and finish and May cross sessional start and finish, and Summer) Donor Teaching: (% of teaching from another School) Donor School: (providing the additional teaching) Partner College: (give College name if course is only available at a Partner College) Linked Course: (if this course is taught with another but assessed separately, state with which course) External Examiner: Please provide the full name and period of tenure for the examiner appointed to this course. University of Greenwich QA Handbook, Appendix D6 (September 2012) page 76

77 Aims Course Specification Faculty Education & Health Department ECS Code RESE 1125 Course Title 2.7 Research methods and action learning project Course Coordinator Seidu Salifu Level (please tick) Credit 30 Pre-requisites This module seeks to introduce students to: build on the students knowledge of theory and practice acquired in previous modules, in order to locate and evaluate relevant concepts and theoretical and practical experiences which will consolidate and enhance understanding of teaching and learning in the field of Educational Support enable students to critically and systematically examine a range of appropriate experiences, data and source materials gathered in previous modules in order to generate philosophical and professional perspectives; enable students to demonstrate awareness of ethical considerations, protocols and procedures in educational inquiry; enable students to design and communicate the results of an enquiry in the Educational through a written practitioner research self-directed study, so that students might take control of personal learning and professional development. adapt and developing learning programmes and interventions in the light of evaluation Learning Outcomes On completing this course successfully you will be able to: Demonstrate personal responsibility for maintaining sensitivity in the acquisition and analysis of data within professional codes of conduct, including guidelines and procedures for ethical considerations when working with children and their families. Critically evaluate and select research methods. Use several sources of appropriate data to support planning, implementation, analysis and conclusions. Present conclusions from analysis of data and provide recommendations. Conduct a critical evaluation of their own role eliciting and using feedback from others Indicative Content 1. Principles of action research 2. Research design 3. Methods of data collection 4. The identification of theoretical, philosophical and practical issues in the field of Educational Support 5. Critical reflection and analysis of literature and theory that informs current practice; 6. Techniques of data collection and data analysis; 7. Ethical considerations and confidentiality issues when working with children and their families University of Greenwich QA Handbook, Appendix D6 (September 2012) page 77

78 Learning and Teaching Activities The taught sessions will comprise a mixture of lecture, workshop, tutorial and independent guided study Learning Time (1 credit = 10 hours) Scheduled contact hours: Note: include in scheduled time: project supervision, demonstrations, practical classes and workshops, supervised time in studio or workshop, scheduled lab work, fieldwork, external visits. Guided independent study Note: include in guided independent study preparation for scheduled sessions, follow up work, wider reading or practice, revision Placements & year abroad lectures 30 seminars Total hours ( Should be equal to credit x 10 ) supervised practical sessions tutorials 20 formative assessment other scheduled time Independent coursework 250 Independent laboratory work other non-scheduled time Work placements Work based learning Year abroad Other placement Assessment Details: Methods of Assessment Grading Mode % Project Weighting % 100% Pass Mark 40% Word Length 6000 Outline Details Literature review 1500 words 25% Approved project proposal and research methods 1500 words 25% Report on conduct of investigation and recommendations made from findings and proposals for further investigation.3000 words 50% University of Greenwich QA Handbook, Appendix D6 (September 2012) page 78

79 Last Item of Assessment Are students required to pass all components in order to pass the course Yes Indicative Course Materials and Reading: Author Date Title Publisher Bell, Judith 2010 Doing your research project: a guide for first-time researchers in education and social science OUP Blaxter, L et al 2010 How to research OUP Coglan, D and Brannick 2010 Doing your action research in your own organisation Sage Cohen, L et al 2011 Research methods in Education Routledge Descombe, M The good research guide: for small scale social research projects OUP McNiff, J Doing and writing action research Sage Silverman, D Interpreting qualitative data 4 th ed. Sage COURSE SPECIFICATION: ADMINISTRATIVE DATA for PAS/BANNER/LQU Term 2 Term of Delivery: (Term A, Term B, Standard Double Term, Term 3, February cross sessional start and finish and May cross sessional start and finish, and Summer) Donor Teaching: (% of teaching from another School) Donor School: (providing the additional teaching) Partner College: (give College name if course is only available at a Partner College) Linked Course: (if this course is taught with another but assessed separately, state with which course) External Examiner: Please provide the full name and period of tenure for the examiner appointed to this course. University of Greenwich QA Handbook, Appendix D6 (September 2012) page 79

80 7. Appendix 1. Staff Curricula Vitae NAME : Dr. Seidu Salifu CURRICULUM VITAE CURRENT POSITION AT NESCOT Head of Department for Teacher Education QUALIFICATIONS BA (Hons) Dip Ed, MA, PGCE, PhD PREVIOUS POSTS HELD: Programme Area Coordinator Lecturer in Education Studies Lecturer in Sociology TEACHING EXPERIENCE: 25 Years CURRENT TEACHING AREA: Teacher Education/BA Education Studies MEMBERSHIP OF PROFESSIONAL BODIES/COLLEGE COMMITTEES: MIfL, CMG STAFF DEVELOPMENT Outstanding Teaching, Learning & Assessment 2012 TAQA (Assessor Award) 2012 Weblearn for assessment 2012 Management Training 2012 Supported Experiments Project Review 2012 Emergency First Aid at Work 2012 Effective Peer Observation 2011 HE Work Experience Training 2011 Observation of Teaching and learning 2011 PUBLICATIONS/RESEARCH Quantitative analyses of research data for teachers University of Exeter Conference publication 2004 Women Experiences on Foundation Degree Programmes Kingston Mauward College 2007 Dorchester. A troubled generation? : educational achievements among the generations African Caribbean people in the United Kingdom: ASAUK Biennial Conference 2009 University of Central Lancashire University of Greenwich QA Handbook, Appendix D6 (September 2012) page 80

81 Name: Paul Banthorpe CURRICULUM VITAE Current teaching position; Advanced Teacher Practitioner as from 1 st Nov 2004 Lecturer in Travel and Tourism Department (Course Leader HND and Group Tutor Level 2) Qualifications: MA in Leisure and Tourism ; PGCE in Further Education ; BSc in Business and Sports Studies Assessor Awards: D32 D33 D34 Internal Verifier for GNVQ, AVCE, BTEC, HND, NVQ External Verifier for BTEC Edexcel from 2008/9 Subject Coach (Qual 2006) Teaching Experience: 17 years working in F.E ; 6 years as an Advanced Practitioner undertaking staff training, lesson observations, mentoring and coaching of new and existing staff. Part of the Teacher Training Dept delivering FDeg Modules and PTLLS Industry Experience: Leisure and Recreation Industry 4 years (Duty Officer, Kingston Upon Thames) Secondments and research whilst in teaching profession: working with the Travel and Tourism Programme (producing educational materials for leading London attractions); retail travel agency experience (independent and multiples), liaising with tour operations (Avro, Cosmos, Keycamps) organising work experience programmes, marketing and input into training material for staff. Publications/research: Effectiveness of Work Experience Placements within the Travel Industry University of Greenwich QA Handbook, Appendix D6 (September 2012) page 81

82 CURRICULUM VITAE NAME: Krystyna Summers CURRENT POSITION AT NESCOT Lecturer (ATP) Health & Social Care QUALIFICATIONS BA (Hons) Sociology Post Graduate Diploma Social Work Studies Certificate of Qualification in Social Work Certificate in Further Education Teaching (QTFE) BTEC PDA Teaching at Levels 1 and 2 Subject Learning Coach Certificate in Counselling Concepts PREVIOUS POSTS HELD Programme Area Manager, Care Services (East Surrey College) Lecturer Health and Social Care Senior (Practitioner) Social Worker, Wandsworth Borough Social Worker, Wandsworth Borough. TEACHING EXPERIENCE 13 years, Nescot College 9 years, East Surrey College 2 years part-time (Merton Institute for Adult Education) CURRENT TEACHING AREAS Health and Social Care Teacher Education PTLLS, DTLLS and Cert Ed/PGCE PUBLICATIONS/RESEARCH 1985 Co-author of a study of group work with parents of children with disabilities University of Greenwich QA Handbook, Appendix D6 (September 2012) page 82

83 CURRICULUM VITAE NAME: Judith Lawler CURRENT POSITION AT NESCOT: Teacher Trainer (FD/PGCE/Cert Ed T&L in LLS Course Leader) & Advanced Teacher Practitioner (2005 to date) QUALIFICATIONS (post A levels, 1976): PG Dip in Teaching & Learning [Distinction] (2006) Tutoring On-line, NEC ( ) B.Ed(Hons) 2ii ( ) Cert Ed [Distinction] Key Skills IT [L4] 2002 Key Skills IT [L3], Comms [L3] & AoN [L3] 2001 C&G , Initial Certificate in Teaching Basic Skills, 1997 PREVIOUS POSTS HELD: Course leader for C&G DTLLS (7305), and 7407 stages 1,2,3 ( ) Learning Development Advisor, Nescot, [and Advanced Practitioner, 2002 to date] IT Support Assistant, Nescot, Head of IT & Business Studies, The Green School, Hounslow, (Comprehensive, 11-18), Head of Computer Studies & IT, The Green School, Hounslow, Teacher (Maths, Geography, French & Computer Studies), Exams Assistant, St Mark s School, Hounslow (Comprehensive 11-18), TEACHING EXPERIENCE: Staff development & mentoring cross-college, in-house delivery & support (1997 to date) Module tutor and dissertation supervisor - BA(hons) Education Studies (2012 to date) Teacher Training Cert Ed/Prof Grad Cert Ed/Foundation Degree (2008 to date) Teacher Training C&G PTLLS & DTLLS (Sept ); Award in Education & Training (2013) Access to HE Diploma - Education strand ( ) Teacher Training C&G Stage 3 (Feb ) Teacher Training C&G 7407 Stages 1 & 2 (Feb 2005 Sept 2007) New Teachers Toolkit in-house pre-service programme for new staff to teaching ( ) Delivery of National Key Skills training events for Edexcel, (IT, numeracy, communications L2 & 3) Trained External Moderator for Key Skills, Edexcel, 2003 Teaching IT short courses (PT, adult evening classes) at Nescot, KS3, GCSE & A level teaching experience in Maths, Geography, French, IT, Computer Studies, CPVE & TVEI ( ) University of Greenwich QA Handbook, Appendix D6 (September 2012) page 83

84 CURRENT TEACHING AREA: Teacher Training FD Teaching & Learning, Prof Grad Cert Ed, Cert Ed (Course leader) Teacher Training L3 C&G Award in Education & Training Module tutor (Innovative Teaching & Learning Environments) & dissertation supervisor BA(hons) Education Studies Staff development in-house cross-college for FE & HE Mentoring college staff MEMBERSHIP OF PROFESSIONAL BODIES/COLLEGE COMMITTEES: QTLS, 2009 IfL member, AoSEC member, Member of Sharing Good Practice group network of affiliated colleges offering ITE qualifications validated by the University of Surrey (2007 to date) STAFF DEVELOPMENT: In-house Teaching & Learning training sessions various (T&L strategies, differentiation, assessment Petty, Powell, Wiliam) LSIS ITE qualification update Nov 2012 Introduction to NLP Nov 2012 London Festival of Education (IoE) Nov 2012 Observation training (in-house, Alastair Taylor, Tony Davies) In-house IT update training sessions various (VLE & IWB) 2010 to date City & guilds preparation for new PTLLS & DTLLS & 2012 Supported Experiments, Joanne Miles HE Practitioner group to date Ofsted preparation whole college & ITT, Sept/Oct 2010 Higher Education in FE annual conference Safeguarding Training Nescot, 2009 & 2010 Mental Health & Adult Learning & Skills 2010 Introduction to Dyslexia Nescot, 2007 AoSEC network meetings various, 2005 to date PG Dip/MSc in Teaching & Learning at University of Surrey, including modules in Action Research, Mentoring, Supporting Students, Leadership & Management, Lifelong Learning, Innovation in Curriculum Design and Research Methods, PUBLICATIONS/RESEARCH: PG Dip dissertation research on initial assessment in ITT, 2006 Mentoring Policy for Nescot, 2004 Action Research reviewing take-up of VLE staff development ( ) University of Greenwich QA Handbook, Appendix D6 (September 2012) page 84

85 DIANA NOBLE Career History Section leader Business / Teacher Trainer/Business Lecturer North East Surrey college of Technology Work with the HoD to ensure resources in place Monitors learners progress Organise, chair and record actions at section leader meeting Co ordinate the completion of course reviews Collate, monitor and update the section files Provide reports Mentor staff Carry out lesson observations 2010 present Course Leader North East Surrey College of Technology Lecture on the following courses: Preparing to teach in the lifelong learning sector Certificate to teach in the Lifelong learning sector Diploma to teach in the lifelong learning sector Staff Development Courses BTEC Foundation Learning in Business National Diploma in Business Call Centre Operations FD In Business Ilex Diploma Legal Secretaries Amenities Horticulture Level 3 RHS Diploma in Horticulture 2001 present Lecturer, RHS Wisley RHS Diploma in Horticulture Resource Management Education/Qualifications: 8 O`levels A`Levels : Zoology, Botany City & Guilds in Gardening awarded 1996 Certificate in Child Care and Education awarded 1998 Teacher training City & Guilds Stage one & two Certificate of Education University of Greenwich 2004 Life Coaching Course 2005 University of Greenwich QA Handbook, Appendix D6 (September 2012) page 85

86 Positive Impact Coaching Course 2005 A1/A2 Assessment ongoing BA (Hons) Education Studies Awaiting results VOLUNTARY WORK St Anne s Primary School at Banstead Parent Teacher association Involved in fundraising for the school and organising events 2004 current Fundraiser for Orchard Hill College, Carshalton The college provides education courses for adults with profound and multiple/severe learning disabilities. Attended the Support Group to assist in the organization of fund raising - circa 30,000 Negotiated with companies for funds, prizes and donations. Regularly met with students University of Greenwich QA Handbook, Appendix D6 (September 2012) page 86

87 Name - Steve Smith QUALIFICATIONS:- BA (Hon) due in Dec 2013 FdA (2009) Ancient A levels (3) Maths Pure & Applied Physics. O levels (10) English English literature Maths Physics Geography History Religious cstudies Computer studies French Spanish A* (Mother Spanish) Stages 1 & completed within 2 years at Nescot 2002 Cert Ed at Brooklands College, Weybridge 2003 Won award for most helpful student to others on course Level 3 Mathematics in PDQ award 2004 CITB Construction Industry Assessor for FCT March 2006 Merit - Highest award at Nescot PREVIOUS EMPLOYMENT Apprentice Steel Erector Steel erector - Babcock & Wilcox Self-employed Sole trader / Developer Suspended Ceiling Company Part of the Sock Shop drive to open shops in stations UK & Europe (185 shops in 3 years) 1980 s Freelance Contracts (Working with bespoke companies & English Heritage) Many contracts completed over the 22 year span of main self-employment. Freelance Bar & Events Manager - Catering PREVIOUS EDUCATIONAL POSTS HELD:- Surrey Adult Education - part time lecturer Delivering Geology Basic DIY for Water Edge Single Parents Mosaics Queen Elizabeth s training college - part time lecturer - Construction Nescot College to date Construction Lecturer - now extended to Teacher Trainer. University of Greenwich QA Handbook, Appendix D6 (September 2012) page 87

88 SPECIALIST TEACHING AREA/ SPECIALIST EDUCATIONAL RESPONSIBILITES:- PREVIOUS ROLES Prison education for Nescot College - Male Cat A High Down & Coldingley Carpentry (run a workshop with 679 tools to be accounted for) Painting & Decorating for inmates to refurbish own cells. Prison Education for Nescot College - Send Women s prison Basic D.I.Y. Art Cooking Safe sex Spanish Construction in School Links (terminated this summer ) trades taught Carpentry Brickwork Painting & Decorating Plastering Plaster Casting model work CURRENT TEACHING AREA Level 1 Carpentry theory & Practical 6000 series & City & Guilds 6218 Teacher training FD3 New & emerging Technology PTLL s Foundation Degree for Teaching Assistants MEMBERSHIP OF PROFESSIONAL BODIES/COLLEGE COMMITTEES London Society Rugby Referees since Surrey Community rugby courses & liaison with local schools as development officer Effingham & Leatherhead Rugby Club - since Youth Development officer contract with sports funding from September Under 18,s Specialist rugby coach Community Club Coaching Co-ordinator Community Referee Development officer Rugby Club Bar manager Member of LSIS Initiative IFL member since its start. 1st team coach STAFF DEVELOPMENT A awards for assessing started in house 2002 not complete - was required & complied with becoming an FCT 708 Assessor. PDQ started 2004 difficult to complete with work load. Developed & presented Behaviour Management 14 to 16 year olds at Nescot in 2005 Nescot Records for Staff development in File PUBLICATIONS/RESEARCH Misty the World Famous Cat - Children s book. WEBLINK An art commission site developing ideas for unique artistic slants in many media. All my own works & available for commissions to the general public. University of Greenwich QA Handbook, Appendix D6 (September 2012) page 88

89 Projects revolving around conservation issues in re-cycling materials into art works. Incorporating evolution themes into artworks from the beginning of time. Set up The World of Eternal Images. Currently am working a 0.2 post in local Senior & Youth development in Junior Rugby Active for Surrey Rugby as youth referee developer- soon stopping & possibly changing direction as in discussion with the RFU (Rugby Football Union) for a post as referee developer for South East. (these posts are voluntary with minimum chance of paid employment). University of Greenwich QA Handbook, Appendix D6 (September 2012) page 89