15 credits at level HE5
The government’s framework for QTLS teacher training programmes includes a requirement for student teachers to undertake “options” that take account of their particular specialist area and educational setting. All such options must draw upon the LLUK Professional Standards for Teachers, Tutors and Trainers in the Lifelong Learning Sector.
This module is designed to enable student teachers to undertake worthwhile planned and purposeful professional development that: recognises and draws upon the nature of their specialist area; is appropriate to the stage of their programme; is demonstrably consistent with the Standards; and is in accord with their own professional interests.
The project stages will be: 1) reflective stage, to identify candidate project(s) 2) justification stage, including a Standards Mapping by the student teacher, to establish that the proposed project is appropriately aligned 3) project approval stage, in which the supervisor approves the project’s objectives and action plan 4) project implementation stage, in which the tutor and student teacher maintain regular contact 5) project submission.
There are TLPs at other academic levels with similar description, but with differing levels of challenge in relation to depth and breadth of study, sophistication of expectations, and academic level within the National Qualification Framework. These level differences are located in the specification of the Learning Outcomes and Assessment Criteria for what are otherwise similarly-expressed modules. It is most important that student teachers and supervisors discuss the project in relation to the level descriptors to ensure student work and supervisor assessment are appropriate to the level.
QTLS framework; LLUK standards; the concept of utilising Standards to express and clarify Professional Development; standards mapping; reflection and need identification; project specification through “SMART” (Specific, measurable, Realistic, Achievable within a time frame) objectives; action plan creation and monitoring. Ethical frameworks (where any project includes primary research involving people as participants). University of Bolton Level Descriptors; QAA Academic Infrastructure (NQF) Level Descriptors.
Examples of the types of project envisaged include: specialist area subject development where areas are in scope but insufficiently developed in the student teacher; development of innovative learning aids; “personal needs” projects of diverse kinds; work-based development projects involving the development of new policy, procedure, facilities, environments, systems; practice-based small-scale research.
LLUK Values and commitments included: Those mapped by the student teacher plus generic: AS4, AS7, BS2, CS1, CS4, FS3,
LLUK Standards included: Those mapped by the student teacher plus generic: AK4.1 , AK4.3, AP4.1, AP4.3, CK1.1, CP1.1, DK3.1, DP3.1
Each student teacher will be allocated a TLP Supervisor for the project. Initial briefings may be en-masse but subsequently the approach will be based mainly on one-to-one or small group tutorials. The module features student-centred learning within a structure that should ensure student teachers are appropriately supported and monitored. A module guide will be made available online that includes further advice and guidance on matters such as choosing a project, writing objectives, mapping, action planning, and writing up etc. Blended learning will be utilised as appropriate, for example utilising the VLE to provide an e-forum for student teachers undertaking projects to discuss their work and obtain peer support.
Assessment will be based on a negotiated project report of the approximate equivalent of:
2000 words (for the Level 4 project); 3000 words (for the Level 5 project); 4000 words (for the Level 6 project)
However, the actual word count specified by the tutor will take into account the nature and scope of any materials, artefacts, policies, learning aids etc created so as to reduce the notional word count from the above.
The assessment includes some optional negotiated assessment criteria.
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||Propose an appropriate project consistent with the module specification and receive approval for the project to proceed from the supervisor.||
1. Undertake reflection by applying reflective practice theory to identify possible projects based on a needs analysis.
2. Negotiate, agree, record and seek to meet additional assessment criteria specific to your project and appropriate to this module’s level (optional)
3. Explain and justify how your proposals constitute worthwhile professional development taking account your stage, subject, and setting.
4. Prepare a mapping that demonstrates credible fit with the LLUK Standards and in doing so, demonstrate an understanding of the role of those standards for teachers.
5. Ensure your project objectives are clearly expressed and justified as challenging outcomes and are “S.M.A.R.T.” (Specific, Measurable, Achievable, Realistic, Timed)
6. Create a credible action plan with appropriate information and level of detail
|2.||Pursue a project as above maintaining appropriate contact with the supervisor and responding appropriately to their guidance||
1. Maintain an appropriate level of contact with your supervisor
2. Taken due account of guidance given by your supervisor
|3.||Prepare a project report and submit it t with other evidence as appropriate for assessment, including the Mapping, SMART objectives, and action plan||1. Prepare a project report that meets the agreed brief and demonstrates critical analysis, is coherent and logically structured, is written in a clear style, and has few errors in the use of English.|
|4.||Reflect on the outcomes of the project||
1. Include an evaluation of the project that draws upon appropriate evidence
2. identify your own learning from the project, and identify any follow-up work indicated.
Your achievement of the learning outcomes for this module will be tested as follows:
There are no prerequisites for this module.
No restrictions apply.
This will mostly depend upon the nature of the particular project undertaken.
General sources include:
LLUK (2007) “New overarching professional standards for teachers, tutors and Trainers in the lifelong learning sector” Online. Available: http://www.lluk.org/standards/standards_index.html [1 May 2007]
QAA (2007) “The Frameworks for Higher Education Qualifications” Online. Available: http://www.qaa.ac.uk/students/guides/UnderstandQuals.asp [1 May 2007]
|Host Subject Group:||Education|
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