University of the West of England

MODULE SPECIFICATION

(Revised October 2005)

Code:

UTLGJ8-30-M

Title:

Creative Approaches to 14-19 Learning and Teaching

Version:

3

Level:

M

UWE Credit Rating:

30

ECTS Credit Rating:

15

Module Type:

Standard

Owning Faculty

Social Sciences and Humanities

Field:

Secondary Education and Lifelong Learning

Field Leader:

  

Valid From:

September 2008

Discontinued From:

  

Contributes Towards:

MA Ed; MA Lifelong Learning; MA Ed (RAICS); PG Dip Ed; PG Dip Lifelong Learning; PG Dip Ed (RAICS); PG Cert Ed; PG Cert Lifelong Learning; PG Dip Cert (RAICS);

Pre-requisites:

None

Co-requisites:

None

Excluded Combinations:

None

Learning outcomes:

On successful completion of the module participants will have:

• identified and explored the implications of current policy dimensions for diverse forms of educational provision for 14-19 year olds; (Components A)

• a sound understanding of diverse 14-19 qualification pathways and outcomes, linked to career pathways, Higher Education and employment needs; (Component B)

• critically examined the variety of approaches to teaching, learning and assessment adopted within particular programmes of study and awards; (Component B)

• an appreciation of needs of different learners and opportunities for extending and widening participation with a critical awareness of issues of equality, diversity, inclusion, culture and social justice within the context of 14-19 curriculum provision and student engagement; (Component B)

• a critical awareness of the role played by external agencies, statutory and non-statutory bodies and employers in supporting, developing, monitoring and evaluating 14-19 education; (Component B)

• identified and implemented a process of reflective enquiry to enhance creative approaches to 14-19 learning and teaching; (Component A)

• engaged confidently in academic and professional communications with others, reporting on action clearly, autonomously and competently, including the capacity to communicate processes and outcomes of their learning. (Components A and B)

Syllabus outline:

The module is designed in a form that enables it to be delivered in a way that is responsive to the individual needs and interests of participants. The following is indicative of the content and the precise format will be drawn from the list through negotiation with participants:

• understanding how the 14-19 educational market operates to provide, choice, continuity and progression;

• evaluating recent policy developments, legislation and research for their impact on 14-19 education;

• exploring different approaches to teaching and learning across the different vocational and academic routes;

• brokering and managing partnerships with employers and other agencies to facilitate work-based learning and alternative learning opportunities to classroom based;

• examining the nature of assessment within 14-19 education and evaluating the appropriateness of the range of methods available;

• examining different measures of, and approaches to, quality assurance;

• designing and implementing a process of improvement in practice through reflective action.

Teaching and learning methods:

The module will be delivered through a mixture of teaching and learning methods, including lectures, seminars, workshops and presentations. Active participation by the student group will be encouraged throughout. Visiting lecturers and personnel from external agencies and the business community will be invited to contribute to specific aspects of the module.

Indicative sources:

All participants will be encouraged to make full use of the print and electronic sources available to them through membership of the university. These include a range of electronic journals, and a wide variety of resources available through websites and information gateways. The university Library’s web pages provide access to relevant resources and services, and to the Library catalogue. All resources can be accessed from outside the University.

ASHCROFT K and JAMES D Ed (1999) The Creative Professional: Learning to teach 14-19 year olds London: Falmer Press.

CAMPBELL A, McNAMARA O and GILROY P (2004) Practitioner Research and Professional Development in Education London: Paul Chapman Publishing.

COFFIELD F (2004) Learning Styles and Pedagogy in post 16 learning: a systematic and critical review London: Learning and Skills Research Centre.

DfES (2005) 14-19 Education and Skills White Paper London: HMSO.

ELLIS V Ed (2002) Learning and Teaching in Secondary Schools Clevedon: Learning Matters Ltd.

LEARNING WORKING GROUP (2004) About Learning: report of the Learning Working Group: London: Demos.

HUDDLESTON P & UNWIN L (1997) Teaching and Learning in Further Education London: Routledge.

POLLARD A & TRIGGS P (1997) Reflective Teaching in Secondary Education London : Cassell.

SHARPE P (1997) The Development of the Vocational Curriculum for 16-19 year olds in colleges and schools 1979-1995 Leeds, Leeds University

www.dfes.gov.uk/14-19/

Assessment

Weighting between components A and B (standard modules only) A: 25% B: 75%

ATTEMPT 1

First Assessment Opportunity

Component A

A short presentation (10 minutes) on a topic chosen from the module content, the precise title to be negotiated with the tutor. Presented to a tutor and group of peers.

Component B

A written assignment of approximately 3500 words demonstrating links between theory and practice in the development of creative approaches to 14-19 learning and teaching. Title to be agreed with the tutor.

Second Assessment Opportunity (further attendance at taught classes is/is not required)

Component A

A short presentation (10 minutes) on a topic chosen from the module content, the precise title to be negotiated with the tutor. Presented to tutors.

Component B

A written assignment of approximately 3500 words demonstrating links between theory and practice in the development of creative approaches to 14-19 learning and teaching. Title to be agreed with the tutor.

All assessment tasks must meet the following criteria:

A: Conceptual Domain (Core)

LM: The assignment demonstrates that the student can use and organise coherently relevant ideas, perspectives or theories to interpret and/or explore issues under study and in addition can critically analyse and/or evaluate those ideas, perspectives or theories showing the ability to synthesise and/or transform ideas in the process of developing an argument.

G: Action Domain

LM: The assignment demonstrates that the student can explore the relationship between theory and practice in the workplace, and use reflection to develop personal theory and refine professional practice, with due regard to issues of equity and social justice, critically evaluating professional development needs and/or outcomes.

One other criterion through negotiation with the tutor

SECOND (OR SUBSEQUENT) ATTEMPT: Attendance at taught classes is/is not required.

Specification confirmed by ………………………………………………Date …………………

(Associate Dean/Programme Director)

University of the West of England, Bristol

Module Specification (revised November 2002)

Guidance Notes for users completing the specification

Please bear in mind that this module specification will be used as a reference by students, staff and non-UWE colleagues.

1

Each section of the electronic copy should be contracted or expanded as

appropriate to accommodate your text – the more concise the better.

2

The entries against the two italicised headings are optional and designed for those faculties which insist that these are essential (eg HSC). If they are

unnecessary, make no entry and delete these headings.

3

All other sections must be completed.

4

Learning Outcomes (and Key Skills)

Key skills are no longer listed in a separate section. The University's policy on specifying key skills is that they should be identified and made explicit by associating them with learning outcomes in this section. The specification should also make clear which learning outcomes are targeted by which elements of assessment. This can be done by making a brief cross-reference to the relevant component/element of assessment (eg assessment component A, element 3) in brackets at the end of each learning outcomes statement. Some learning outcomes are of course process-related or less tangible and may not be assessed discretely or formally.

5.1

Assessment

 

(a)

Standard modules may have one or two components. All elements in component A are assessed under controlled conditions; elements in component B may be assessed under controlled conditions or other conditions or by a combination of controlled conditions and other conditions. The A:B component weighting for standard modules at all levels should be expressed as percentages (using whole numbers only ie no decimal points).

 

(b)

Professional practice modules may have one or two components. Component A is the practice component, is by definition assessed under controlled conditions and yields a pass/fail outcome only. There is therefore no overall weighting between components A and B in professional practice modules. Component A must be passed to achieve a pass in the module overall.

Elements in component B may be assessed under controlled conditions or other conditions, or a combination of controlled and other conditions. Each element within component B must show a discrete weighting.

 

(c)

Project modules have only one component. This component usually has one element only but it may be sub-divided into two elements (the first element being typically a project plan / proposal / design, and the second the project itself). At all levels these two elements will show discrete weightings and faculties may specify that one of them (typically the plan / proposal / design) must be passed in its own right in order to pass the module (this aims to ensure that students take the plan / proposal / design seriously and complete it satisfactorily before tackling the extended piece of work). Conversely, the two elements may be the extended piece of written or other creative work and a presentation, where the former must be passed in its own right, irrespective of any impressive theatrical skills a student might demonstrate in the presentation!

Project modules are the only type of module in which a requirement to achieve a pass in an element in its own right is permitted.

5.2

The second (ie referral) Assessment Opportunity (AO2)

 

(a)

The weighting between components must be the same for AO2 as for the first assessment opportunity (otherwise it would not make sense to be able to carry forward a mark for a component which has been passed).

 

(b)

The number of elements included in each component in AO2 need not be the same as in AO1 and if this is the case the weighting between elements within the component will clearly not be the same as for AO1. The critical point is that the activities included in the elements for AO2 must meet the same learning outcomes for the referred component overall as those included in AO1.

Note

Colleagues should bear in mind the change to percentage marks for level M modules, with a University-wide pass mark of 50% at level M, takes effect from 1 October 2003.

Rod Coleman

University Modular Scheme Director

November 2002

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