MODULE SPECIFICATION
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: SSH Field: Education Non-Modular
Faculty Committee approval: QSC Date:
Approved for Delivery by: University of West of England, Frenchay campus
Valid from: September 2010 Discontinued from:
Contributes towards:
Professional Graduate Certificate in Education (PCET); Postgraduate Certificate in Education (PCET)
Pre-requisites: None
Co-requisites: None
Entry requirements: If the module is offered as CPD or stand alone, indicate the entry requirements
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.
Reading Strategy
Students are expected to make full use of the library using both hard copies of texts and accessing electronic sources which have been identified or which students have found themselves through online database searches. Students are expected to identify all other reading relevant to their chosen topic for themselves however a list of indicative readings is provided below as a guide to the nature and level of texts appropriate for this module. Some texts will be available in electronic format via Blackboard.
Indicative Reading List: (see guidance notes)
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. However, as indicated above, CURRENT advice on readings will be available via other more frequently updated mechanisms.
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
Please state which element of assessment should be recorded as the final assessment for the purposes of submitting data on non-submissions to HEFCE. (For further information please contact Academic Registry.)
Weighting between components A and B (standard modules only) A: 25% B:75%
ATTEMPT 1
First Assessment Opportunity (Sit)
Component A: Weighting: 25%.
A prepared five-minute oral presentation, following issued guidelines related to the learning outcomes, where the student describes and evaluates their approach to embedding National Minimum Core (NMC skills) of Literacy, Numeracy and ICT into their teaching practice. The presentation will provide evidence that students have demonstrated:
• They have met the Lifelong Learning UK (LLUK 2007 or subsequent) minimum core in numeracy and literacy (CPPD 5).
• A designated professional range of skills in information and communications technology.
A possible way in which students may demonstrate this will be to produce an interactive resource showing how they embed at least two of the skills of Lit/Num/ICT into their subject teaching.
Assessment Criteria:
AL3: 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.
Component B FINAL Weighting 75%
A 1500 word essay in which the student 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).
The action plan will ask students to identify strengths and development areas for both study skills and NMC skills.
Assessment Criteria:
AL3: 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.
BL3: Literature Domain
The assignment demonstrates that the student can reference appropriate literature and utilise it in the development of analysis and discussion of ideas.
Second Assessment Opportunity (Resit) (further attendance at taught classes is not required)
Component A: Weighting: 25%.
A prepared five-minute oral presentation, following issued guidelines related to the learning outcomes, where the student describes and evaluates their approach to embedding National Minimum Core (NMC skills) of Literacy, Numeracy and ICT into their teaching practice. The presentation will provide evidence that students have demonstrated:
• They have met the Lifelong Learning UK (LLUK 2007 or subsequent) minimum core in numeracy and literacy (CPPD 5).
• A designated professional range of skills in information and communications technology.
A possible way in which students may demonstrate this will be to produce an interactive resource showing how they embed at least two of the skills of Lit/Num/ICT into their subject teaching.
Assessment Criteria:
AL3: 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.
Component B Weighting: 75%
A 1500 word essay in which the student 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).
The action plan will ask students to identify strengths and development areas for both study skills and NMC skills.
Assessment Criteria:
AL3: 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.
BL3: Literature Domain
The assignment demonstrates that the student can reference appropriate literature and utilise it in the development of analysis and discussion of ideas.
EXCEPTIONAL SECOND ATTEMPT (Retake): Attendance at taught classes are not required.
Specification confirmed by …………………………………………………Date ……………………………
(Associate Dean/Programme Director)