University of the West of England
MODULE SPECIFICATION
(Revised October 2005)
Code: |
UTLGN4-10-2 |
Title: |
14 to 16 Learners in the Learning and Skills Sector |
Version: |
2 |
Level: |
2 |
UWE Credit Rating: |
10 |
ECTS Credit Rating: |
5 |
Module Type: |
Standard |
Owning Faculty |
Social Sciences and Humanities |
Field: |
Secondary Education and Life Long Learning |
Field Leader (see guidance notes): |
|
Valid From: |
1st September 2008 |
Discontinued From: |
|
Contributes Towards (see guidance notes): |
Certificate in Education (Learning and skills) Dip HE Education (Learning Support) |
Pre-requisites: |
None |
Co-requisites: |
None |
Excluded Combinations: |
None |
It is a condition of study for this module that the trainee has been observed formally by their University Tutor, and received feedback, in one or other of the preceding practical teaching modules (UTLGMV-10-1 and/or UTLGMY-20-2) teaching students of 14 or 15 years of age on two occasions or been subject to an equivalent process. Assignments are cross referenced to learning outcomes for LLUK Option Unit ‘The Lifelong Learning Sector (TTL5).
Learning outcomes
Upon the successful completion of this module participants should have achieved the following:
Policy awareness (assessed in component B)
1. Demonstrated detailed awareness of current and proposed national policy relating to the 14-19 age group in school, workplace and elsewhere in the learning and skills sector, including future assessment, progression and curriculum changes, the national curriculum, and pastoral provision, such as Every Child Matters legislation
2. Demonstrated detailed awareness of practical and theoretical educational issues involved in curriculum partnerships extending across school, college and work based learning provision
Personal professional development as a teacher (assessed in component A)
3. Described and analysed the experiences and educational and pastoral needs of pre 16 learners studying in a learning and skills sector context.
4. Identified and reflected upon requisite improvements in their own specific subject knowledge, skills and generic understanding relating to the inclusive teaching of students aged below 16.
5. Able to plan for their personal career development as it relates to the possibility of work as a teacher or other manager of learning with 14 – 19 students.
Syllabus outline:
Main content:
• The developing 14-16 learner
• Current and proposed national 14 – 19 policy
• 14 – 19 curriculum and assessment changes, national curriculum, and pastoral provision
• Every Child Matters and Youth Matters legislation
• Educational issues in partnerships extending across school, college and work based learning provision
• Reviewing personal teaching experience with the 14-16 age group
• Identification of personal professional development requirements for work with the 14-16 student
• Planning for work with the 14-16 student
Teaching and learning methods:
Sessions will be based upon a variety of methods, e.g. exposition, workshop activity, and role-play. Participants will be expected to draw upon their own experience and bring this to bear upon module content and in the assignment.
Reading Strategy:
Essential reading will be provided electronically or as printed study packs or recommended book purchases. Students will be encouraged to read widely using the library catalogue, a variety of bibliographic and full text databases, and Internet resources. Guidance to some key authors and journal titles available through the Library will be given in the handbook or made available on UWEonline. It is expected that assignment bibliographies and reference lists will reflect the range of reading carried out. It is important that students can identify and retrieve appropriate reading. This module offers an opportunity to further develop information skills. Students will receive guidance and attend a library workshop on selection of appropriate databases and search skills. There are some excellent books published in this subject area. Students will be encouraged to buy a personal core library of relevant books.
Indicative Reading List:
The following list is offered to provide validation panels/accrediting bodies with an indication of the type and level of information students may be expected to consult. As such, its currency may wane during the life span of the module specification and other books recommended in the handbook in their place. However, as indicated above, current advice on readings will be available via other more frequently updated mechanisms.
COLES, A. (2006) Teaching in Post-Compulsory Education: Policy, Practice and Values David Fulton
DfES (2004) Every Child Matters: Next Steps (Reference: DfES 0240/2004)
DfES (2006) Youth Matters: Next Steps (Reference: 0260-2006DOC-EN)
DONOVAN, G. (2006) 14-19 Everything you need to know....about learning and teaching across the phases, David Fulton
HODGSON, A. (2004) Beyond A-levels: Curriculum 2000 and the Reform of 14-19 Qualifications (The Future of Education from 14+), Routledge Falmer
LUMBY, J., FOSKETT, N. (2005) 14-19 Education: Policy, Leadership and Learning, Sage Publications Ltd
WILLIAMS, A. and THURLOW, C. (eds) (2005) Talking Adolescence: Perspectives on Communication in the Teenage Years (Language As Social Action) Peter Lang Publishing (September 30, 2005)
WELLINGTON, J. (2006) Secondary Education: Key Concepts (Routledge Key Guides) Routledge
Assessment
Weightings between components A and B (standard modules only) A: 25% B: 75%
ATTEMPT 1
First Assessment Opportunity
Component A
The demand of Component A should be equivalent to that of a 500 word written assignment.
A 5 minute presentation in which a comparison of two or more 14 or 15 year old students is offered by the trainee, describing and evaluating these students’ educational experiences in a Learning and Skills sector institution and drawing conclusions for the trainee’s future practice and for the institution.
ASSESSMENT CRITERION
Students will also be required to meet the following academic criterion:
A L2: Conceptual Domain (Core)
The assignment demonstrates that the student can use and organise coherently relevant ideas and perspectives to interpret and/or explore issues under study (TLL5 1).
Component B
A 1500 word essay briefly describing and evaluating the trainee’s own teaching experience with 14 and 15 year old students and exploring the actual and potential educational and institutional impact upon 14 -19 year old students in colleges, and in schools in partnership with colleges, of current and proposed initiatives. These may, for example, include those designed to draw school and other learning and skills providers into closer relationships and greater consistency across providers.
ASSESSMENT CRITERIA
Students will also be required to meet the following academic criteria:
A L2: Conceptual Domain (Core)
The assignment demonstrates that the student can use and organise coherently relevant ideas and perspectives to interpret and/or explore issues under study.
C L2: Contextual Domain
The assignment demonstrates that the student can differentiate contextual factors (e.g. personal, locational, historical, political etc) influencing the area of study (TLL5 2).
Second Assessment Opportunity (further attendance at taught classes is not required)
Component A
The demand of Component A should be equivalent to that of a 500 word written assignment.
A 5 minute presentation in which a comparison of two or more 14 or 15 year old students is offered by the trainee, describing and evaluating these students’ educational experiences in a Learning and Skills sector institution and drawing conclusions for the trainee’s future practice and for the institution.
ASSESSMENT CRITERION
Students will also be required to meet the following academic criterion:
A L2: Conceptual Domain (Core)
The assignment demonstrates that the student can use and organise coherently relevant ideas and perspectives to interpret and/or explore issues under study (TLL5 1).
Component B
A 1500 word essay briefly describing and evaluating the trainee’s own teaching experience with 14 and 15 year old students and exploring the actual and potential educational and institutional impact upon 14 -19 year old students in colleges, and in schools in partnership with colleges, of current and proposed initiatives. These may, for example, include those designed to draw school and other learning and skills providers into closer relationships and greater consistency across providers.
ASSESSMENT CRITERIA
Students will also be required to meet the following academic criteria:
A L2: Conceptual Domain (Core)
The assignment demonstrates that the student can use and organise coherently relevant ideas and perspectives to interpret and/or explore issues under study.
C L2: Contextual Domain
The assignment demonstrates that the student can differentiate contextual factors (e.g. personal, locational, historical, political etc) influencing the area of study. (TLL5 1,2)
SECOND (OR SUBSEQUENT) ATTEMPT Attendance at taught classes is not required.
Specification confirmed by …………………………………………Date……………
(Associate Dean/Programme Director)