Programme of Study Catalogue

Objectives:

On successful completion of the module, students will begin to be able to:

1 Begin to demonstrate a critical understanding of the complexity of the interaction between learners and contexts and the range of ways in which participants (including learners and teachers) can influence the learning process.
2 Begin to demonstrate the ability to reflect on their own and others� value systems
3 Begin to demonstrate a critical understanding of the diversity of learners and the complexities of the education process
4 Begin to demonstrate a critical understanding of the societal and organisational structures and purposes of educational systems, and the possible implications for learners and the learning process

Content:

This module will provide the foundations for further study of professional practice in L5 (PS3 � Developing Professional Practice and PS4 � Inclusion, Learning and Teaching). Links will be made to other modules at this level, particularly PS2 � Development, Learning and Teaching.

In essence, this module will focus on :-
� The professional in school � roles and responsibilities
� Becoming a teacher � duty of care, attitudes and responsibilities of trainee teachers
� What is a school? � consideration of a range of settings, including faith schools, an introduction to Roman Catholic schools, mission statements and ethos
� Introduction to / principles of curriculum, planning , assessment and classroom organisation
� Introduction to diversity and the needs of the individual
� Behaviour and its management

In relation to a number of the above areas, students will be introduced to and discuss a range of research findings and government initiatives.

This module will address the following from the Qualified Teacher Status Standards effective from 1 September 2012:
5. Adapt teaching to respond to the strengths and needs of all pupils;
7. Manage behaviour effectively to ensure a good and safe learning Environment;
8. Fulfil wider professional responsibilities.

Learning and Teaching Information:

Each session will include a variety of approaches to promote active learning, to reflect those utilised in the primary classroom. These will be undertaken as a whole group, small group, pair or individually. Learning will be supported by reading materials provided in study and CLARCS pack and via online learning. Assignments and tasks will be fully scaffolded. Independent study � preparation for sessions, independent reading, e-learning via Moodle.

Lectures / workshops
Contact hours: 36
Intended Group size: up to 40

Tutorials
Contact hours: 4
Intended Group size: up to 40

Additional Assessment information
Further assessment information

Modules with formative assessment elements will be graded in the following way:

The formative assessment element will have a 10% weighting for the module.

For the purposes of entering the marks formative assessment will be pass/fail. Students pass if they have engaged with formative assessment, IT IS NOT TO DO WITH WHETHER THEY WOULD HAVE PASSED AGAINST THE MARKING CRITERIA. Students will not receive the pass/fail grade, just the formative feedback.

The following formula will be used for calculating summative grades for module using formative assessment:

Summative assessment 1 45%
Formative assessment 10%
Summative assessment 2 45%
Or
Formative assessment 10%

Summative assessment 90%

etc.

This will change according to whether students engage with formative assessment and receive a P or whether they do not and receive an F

This will result in the summative assessment being weighted in the following way, for example:

Example 1:
Summative assessment 1 45%
Formative assessment F
Summative assessment 45%
Or
Summative assessment 1 50%
Formative assessment P
Summative assessment 2 50%

Example 2:
Formative assessment F
Summative assessment 90%
Or
Formative assessment P
Summative assessment 100%