SED7293 - Planning for Progression

Objectives:

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

1 Construct sequences of learning specific to the subject and reflecting the context in which they practice, using knowledge and insights about sequencing knowledge, common barriers and misconceptions, and techniques of scaffolding and exposition from teachers, mentors and professional and research literature.

2 Use a structured and systematic approach to small-scale enquiry, selecting appropriate data gathering strategies which do not require ethical approval, make supported analyses of this data, and evaluate and synthesise their own findings in the light of established literature and evidence.

3 Undertake critical analysis of the relationship between policy, theoretical models and professional perspectives and their application and impact in particular classrooms, as well as apply such analysis in their own practice.

4 Deploy strategies to create, collate, interpret and react to various forms of evidence relating to pupil’s knowledge, understanding and difficulties through adaptation of their professional teaching, assessment and preparation activities.

5 Construct sequences of learning specific to the subject and reflecting the context in which they practice, using knowledge and insights about sequencing knowledge, common barriers and misconceptions, and techniques of scaffolding and exposition from teachers, mentors and professional and research literature.

Content:

This module is designed to help students apply, reflect on and improve their practice and knowledge of curriculum, curriculum planning and sequencing, how students learn and progress in their subject, all in the socio-educational context of their practice. Students will undertake reconnaissance activities in their placement and subject community relating to a specific topic or concept and develop a planned sequence of learning that will cover 4-6 hours of pupil-learning and teaching time. This plan will be informed by their reading of generic and school-subject orientated professional and research literature. They will be taught how to search for, read and understand such literature, as well as techniques of academic writing and practice-evaluation.

Learning and Teaching Information:

For students learning on Campus / with LTU as their lead provider Lectures in the Professional Studies (PES) Course will introduce key themes early in the programme. These will be built upon and extended through Workshops and Tutorials, in PES and the Subject Knowledge and Applied Pedagogy (SKAP) Course and School Experience, or similar programmes and placements run by partner organisations in their own programmes for Qualified Teacher Status (QTS).

For students learning with partnership providers or in remote provision lectures and workshops will be provided in focused immersion days, on premises or using technology as agreed with each partner provider. These sessions will be enhanced between these workshop days using remote support and top-up sessions.

In each case sessions will use the 3-part model of teaching (Pre/Live/Post). Pre-tasks will introduce key themes that will be built upon and extended through the live lecture content and will be developed further through focussed activities during school experience. Each year the curriculum and sessions will be updated to reflect the latest Learning, Teaching and Academic Experience Polic (or equivalent in force at the time).

Workshops will be dialogic, focussing on extending critical reading and writing practices to reveal either the contested nature of inclusion, reflection on school-based practice and identify topics of focus for the assignment brief.

Directed readings of relevant academic articles will be provided on Moodle to promote reading skills and be used to assist critical understandings at Level 7. 1-1 tutorials and panopto presentations with specific guidance for writing at Level 7 and understanding the assessment brief will also be provided. A high level of engagement in self-study is expected from students at Level 7.

Lectures
Hours: 15
Intended group size: Cohort

Workshops/Seminars
Hours: 15
Intended group size: 20-Cohort

Guided independent study
Hours: 270

Further details relating to assessment
The Report is a very structured and scaffolded assignment, which requires that trainees outline the context and content of their sequence, before using literature to justify a specific sequence and teaching approach. This is then evaluated using professional reflection and evidence gathered from their classroom.

Ongoing formative assessment opportunities are provided during this module via:
- Feedback on proposals for the study
- Tutorials from School Based tutors (in the case of some partnership models)
- Tutorials from University Subject Tutors (in the case of most School Direct and all University-led models of training)

Assessment:

001 Essay & evidence; 4,000 word essay & 2,000 word evidence; end of module 100%

Fact File

Module Coordinator - Edward Podesta
Level - 7
Credit Value - 30
Pre-Requisites - NONE
Semester(s) Offered - 7PGYL

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