Learning, Teaching and Assessment
| Module title | Learning, Teaching and Assessment |
|---|---|
| Module code | EDX1001 |
| Academic year | 2022/3 |
| Credits | 30 |
| Module staff | (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 8 |
| Number students taking module (anticipated) | 25 |
|---|
Module description
This Level 4 module links closely with three co-requisite level 5 modules: ?Curriculum and Society, Wider Practice and Professional Development and Theories of Learning and of Managing Behaviour.? This module is the first taught module of the course. The module addresses processes, principles and theories of planning, preparing and enabling learning. It investigates key aspects of the roles and responsibilities of teachers, trainers and tutors in the Further Education and Skills Sector.?
Throughout your training you will compile a Portfolio that contains evidence of achieving the professional standards for teachers and trainers required by the Education and Training Foundation for recommendation for the Qualified Teacher learning and Skills (QTLS). Successful completion of all four modules leads to the award of Certificate in Education (Further Education).
Module aims - intentions of the module
To enable you to develop and apply the practical skills, knowledge and understanding which underpin professional educational practice in the Further Education and Skills Sector, whilst reflecting on your own teaching and learning.?
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Analyse the role of a teacher in the Further Education and Skills Sector;
- 2. Analyse your own assessment practices and make reasonable adjustments for a range of additional needs;
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. Recognise learners? needs and interpret these learning needs in order to plan, teach, assess and evaluate lessons and schemes of work;
- 4. Engage in debate about current educational issues drawing on a limited range of evidence from theory, research and practice;
- 5. Identify the relevance of educational theory to practice;
- 6. Compare relevant educational literature and use research data in support of an argument;
- 7. Evaluate your personal professional learning and teaching against the Minimum Core;
- 8. Demonstrate, with support, the ability to plan your future professional development needs;
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 9. Demonstrate continued development, with support, through breadth of teaching practice;
- 10. Evaluate access and progression in teaching practice;
- 11. Manage your own learning and development, with support;
- 12. Learn effectively and be aware of your own learning strategies, with some guidance;
- 13. Work in different kinds of teams (formal, informal, project based, etc.);
- 14. Consider the main features of a given problem and develop strategies for its resolution;
- 15. Express ideas and opinions to a variety of audiences for a variety of purposes.
Syllabus plan
The module introduces you to current thinking in Teaching, Learning and Assessment in the context of teaching your chosen subject in the Further Education Sector.?Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following topics:
- Theories, principles and practice of teaching, learning and assessment in your own specialist area.
- Understanding support available to effectively meet the potential needs of learners.
- The implications of equality and diversity issues, including bilingualism, in teaching, learning and assessment.
- The role of assessment in evaluation and quality processes.
- Safeguarding and E-safety.
- Key aspects of relevant codes of practice and current legislative requirements, including legislation relating to disability, health, safety and welfare.
- Role, responsibilities, professional standards and boundaries of own role as a teacher.?
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 60 | 60 | 180 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activities | 60 | Includes group sessions, group tutorials/meetings, VLE interactions, individual tutorials and mentor meetings including discussion about professional learning; |
| Guided Independent Study | 60 | Self-directed reading related to assignment submission and classroom practice |
| Placement | 180 | A range of learning activities including: classroom observations and teaching; written critical reflection on progress towards achieving the required professional standards; and written action plans for further development. |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Written and oral critical reflection on professional learning | Continuous assessment of professional learning throughout the programme. | 4,8,9-13 | Verbal feedback; written feedback and action points agreed with tutor for developing teaching practice using the relevant Professional Standards and the Minimum Core. |
| Generic assessment: meeting the minimum teaching practice requirements and two teaching observations, one by a course tutor and one by a subject specialist mentor. The teaching observations will be assessed against the Programme Teaching Observation criteria. | Continuous assessment of professional learning throughout the programme. | 1-3, 5-7, 9, 14-15 | As above , including verbal and written feedback on two teaching observations |
| Formative assessment: written task | 1,500 words | 1-7, 15 | Verbal feedback; written feedback |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Written assignment | 100 | 4,000 words | 1 ? 7, 9, 15, 16 | Written feedback with grade |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Written assignment | Written assignment | 1-7, 9, 15, 16 | See notes below |
Re-assessment notes
Written assignment: If a submitted assignment is deemed to be a Fail, you will be given feedback outlining what needs to be done to bring the assignment to a pass standard and one opportunity for resubmission will be allowed. You can choose to resubmit a failed assignment ‘in year’ (i.e. before the final Assessment Progression and Awards Committee (APAC) in July). The resubmission would normally be made 4 weeks after receiving feedback on the first submission. Alternatively, you may opt to go to the APAC with the fail mark. You will then be referred to the College level APAC who will confirm the conditions for resubmission of the work. Normally the resubmission should be by 1st September. You should discuss these options with your tutor. Note: if you choose the second option, the award of Cert.Ed. (FE) will be delayed until the APAC following any successful resubmission (normally held in December). There may not be time to mark a resubmitted assignment before the end of the programme; this will mean that the award of Cert.Ed. (FE) will be delayed until the first APAC after July (this is normally held in December). If an assignment is deemed to be a Fail by the APAC, the mark obtained on resubmission will be capped at 40%.
Indicative learning resources - Basic reading
Core Texts
Appleyard, N. and Appleyard, K. (2009) The Minimum Core for Language and Literacy: Knowledge,
Understanding and Skills. 番茄视频: Learning Matters.
Armitage, A., Bryant, R., Dunnill, R., Flanagan, K., Hayes, D., Hudson, A., Kent, J., Lawes, S. and Renwick, M.(2007) Teaching and Training in Post Compulsory Education.(3rd edn.) Maidenhead: Open University Press.
Avis, J., Fisher, R., and Thompson, R. (2009) Teaching in Lifelong Learning - a guide to theory and practice. Maidenhead: Open University Press.
Black, P., Harrison, C., Lee, C., Marshall, B. and Wiliam, D. (2003) Assessment for Learning. London: Nelson.
Ginnis, P. (2002) The Teacher's Toolkit: Raise Classroom Achievement with Strategies for Every Learner. Wales. Crown House Publishing.
Gravells, A. and Simpson, S. (2012) Equality and Diversity in the Lifelong Learning Sector. (2nd edn.) 番茄视频: Learning Matters.
Hillier, Y. (2005) Reflective Teaching in Further and Adult Education (2nd edn) London. Continuum.
Huddlestone, P. and Unwin, L. (2008) Teaching and Learning in Further Education: Diversity and Change. London: Routledge.
Tummons, J. (2007) Assessing Learning in the Lifelong Learning Sector. 番茄视频: Learning Matters.
Recommended Texts
Boud, D. (2000) Sustainable assessment: rethinking assessment for the learning society Studies in
Continuing Education, 22, 2, 151-167.
Eastwood, L., Coates, J., Dixon, L., Harvey, J., Ormondroyd, C. and Willamson, S. (2009) A Toolkit for Creative Teaching in Post-Compulsory Education. Maidenhead: Open University Press.
Falchikov, N. (2004) Improving Assessment Through Student Involvement: Practical Solutions for Higher and Further Education Teaching and Learning. London: Routledge Falmer.
Fawbert, F. (ed.) (2008) Teaching in Post-compulsory Education: Skills, Standards and Lifelong Learning. London: Continuum.
Journals
Journal of Further and Higher Education
Journal of Vocational Education and Training
Websites
http://www.et-foundation.co.uk/
? ?
Resources available and suggested for the three accompanying modules in the PCE 番茄视频 College Programme will also be relevant to support learning in this module.?
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | None |
| Module co-requisites | Curriculum and Society (L5) Wider Practice and Professional Development (L5) Theories of Learning and of Managing Behaviour (L5) |
| NQF level (module) | 4 |
| Available as distance learning? | No |
| Origin date | 01/11/2016 |
| Last revision date | 07/09/2022 |