University of the West of England
MODULE SPECIFICATION
(Revised October 2005)
Code: |
UTXGMR-10-3 |
Title: |
Personal and Professional Skills |
Version: |
2 |
Level: |
3 |
UWE credit rating: |
10 |
ECTS credit rating: |
5 |
Module type: |
Unit of Assessment |
Owning Faculty: |
Social Sciences and Humanities |
Field: |
Education Non-Modular |
Field Leader (See Guidance Notes): |
|
Valid from: |
1 September 2008 |
Discontinued from: |
|
Contributes towards (See Guidance Notes): |
Professional Graduate Certificate in Education (PCET); Postgraduate Certificate in Education (PCET) |
Pre-requisites: |
None |
Co-requisites: |
None |
Excluded combinations: |
UTLGMX-10-2 Preparing for Advanced Study: Reflective Professional Practice UTLGMX-10-3 Preparing for Advanced Study: Reflective Professional Practice |
Learning Outcomes:
On successful completion of this unit, participants will have:
1. with tutorial assistance, analysed, defined and evaluated their existing study skills and academic strengths and weaknesses including strengths and weaknesses in personal literacy and numeracy; (Component A)
2. shown detailed critical understanding of how these compare with the specific requirements for their award; (Component A)
3. negotiated and undertaken a personal study-enhancement programme. (Component A)
4. demonstrated the foundations of self reliance, reliability, application and circumspectness as appropriate to the level of study that lies ahead; (Component A)
5. developed a varied repertoire of study skills; (Component A)
6. provided evidence that they have satisfied the requirements of the national minimum core in numeracy and literacy; (Component B)
7. demonstrated the transferable/key skill of being able to use ICT in study and other appropriate situations. (Component B)
Syllabus outline:
Support in developing ICT skills and understanding; support in evidencing the national core curriculum in personal numeracy and literacy; the image and the reality of University level work; personal, social, environmental and educational factors in study; working together in the university classroom; directed study; self study; introduction to empirical enquiry and using the work of others; negotiating and planning assignments; study modes in talking, listening, reading and writing; deep and surface approaches to study; theory and practice dichotomies; concepts and constructs; meeting criteria; personal study-enhancement programme.
Teaching and Learning Methods:
The purpose of this unit is to help students prepare for challenging forthcoming study by consolidating existing strengths and guiding them towards reflective study skills and a critical awareness of the requirements of education study.
A programme of classroom activities and input complements a programme of set readings and a negotiated personal study enhancement programme of directed and self study activities. An integrated programme offers support in the development of ICT and in evidencing required standards for the national core curriculum in numeracy and literacy.
Indicative Reading:
BLOOR, M. and LAHIFF, A. (2000) Perspectives on learning: a reader London: Greenwich University Press
BROOKFIELD, S. (1995), Becoming a critically reflective teacher, San Francisco: Jossey-Bass
DfES and FENTO (2002 et seq.) National Minimum Core Curriculum in Numeracy and Literacy
FAIRBARN, G. J. & FAIRBARN, S. A., (2001), Reading at university: a guide for students, Buckingham: Open University Press
FARRELL, M. (2005) The effective teachers' guide: autism and other communication difficulties; practical strategies (new directions in special educational needs) Routledge
HILL, C (2003) Teaching using information and learning technology in further education Exeter: Learning Matters
NORTHEDGE, A. (2005) The good study guide Milton Keynes: Open University Press
PAPEN, U. (2006) Adult literacy as social practice more than skills (new approaches to adult language, literacy and numeracy) Routledge
RACE, P., (2000), How to win as a final year student: Essays, exams and employment, Buckingham: Open University Press
WILLIAMS, K., (1999), Developing writing, (2nd ed), Oxford: Oxford Centre for Staff Development
ASSESSMENT
Component A
A prepared five-minute presentation in which the student analyses, describes and evaluates their approach to reflective practice and their current level of skill in study. A personal programme of study advancement is proposed and related to the student’s ongoing Professional Development Record (PDR).
Assessment Criteria
A L3: Conceptual Domain (Core)
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.
B L3: Literature Domain
The assignment demonstrates that the student can reference appropriate literature and utilise it in the development of analysis and discussion of ideas.
.
Component B Weighting
A portfolio of 1500 words, or representing equivalent work, with documented evidence following issued guidelines related to the learning outcomes of this unit, in which the student has appropriately
• provided evidence that they have met the Department for Education and Skills (DfES/LLUK 2002 or subsequent) minimum core in numeracy and literacy (CPPD 5)).
• provided evidence that they have demonstrated a designated professional range of skills in information and communications technology.
ASSESSMENT CRITERIA
Students will also be required to meet the following academic criterion:
A L3: Conceptual Domain (Core)
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.
Second Assessment Opportunity (further attendance at taught classes is not required)
Component A
A prepared five-minute presentation in which the student analyses, describes and evaluates their approach to reflective practice and their current level of skill in study. A personal programme of study advancement is proposed and related to the student’s ongoing Professional Development Record (PDR).
Assessment Criteria
A L3: Conceptual Domain (Core)
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.
B L3: Literature Domain
The assignment demonstrates that the student can reference appropriate literature and utilise it in the development of analysis and discussion of ideas.
.
Component B Weighting
A portfolio of 1500 words, or representing equivalent work, with documented evidence following issued guidelines related to the learning outcomes of this unit, in which the student has appropriately
• provided evidence that they have met the Department for Education and Skills (DfES/LLUK 2002 or subsequent) minimum core in numeracy and literacy (CPPD 5)).
• provided evidence that they have demonstrated a designated professional range of skills in information and communications technology.
ASSESSMENT CRITERIA
Students will also be required to meet the following academic criterion:
A L3: Conceptual Domain (Core)
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.
Specification confirmed by …………………………………………………Date ………………
(Associate Dean/Programme Director)