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School of Education

PGCE Primary Full-time University-led Programme

Academic Assessment Handbook

2016-17

ContentsTitle Page

Expectations for Submissions 4

Support for Academic Work, Extensions and Mitigating Circumstances 7

Application for Extension of Submission Date (up to 7 days) Form 9

Request for Consideration of Mitigating Circumstances Form 11

External Examining and Quality Assurance 13

3PGC07 – Early Years and Primary Curriculum 14

3PGC11 – Early Years and Primary Curriculum with Specialism 19

MPGC01 – Understanding Learning and Teaching and School Experience 24

MPGC04 – The Emerging Professional and School Experience 27

Guidelines for Written Work 32

Assignment Submission Slips 34

Harvard Referencing 35

University Assessment Criteria 37

Continuing with Masters level study 38

Overview of submissionsin back

MPGC01 Mon 20th Mar 2017 Mon 24th Apr 2017MPGC04 Thurs 24th Nov 2016 Thurs 22nd Dec 2016MPGC04 presentations 30th & 31st Mar 2017 Thurs 28th Apr 20173PGC07 core subject portfolio Mon 20th Mar 2017 Mon 24th Apr 20173PGC07 Presentations Fri 9th Dec 2016 Fri 6th Jan 20173PGC11 Core subject portfolio Mon 20th Mar 2017 Mon 24th Apr 20173PGC11 Specialism portfolio Fri 21st Apr 2017 Fri 19th May 2017

Re-submissionsin back

MPGC01 Fri 7th Jul 2017 Fri 21st Jul 2017MPGC04 Fri 7th Jul 2017 Fri 21st Jul 2017MPGC04 presentations w/c 29th May 2017 w/c 29th May 20173PGC07 core subject portfolio Fri 7th Jul 2017 Fri 21st Jul 20173PGC07 Presentations Fri 7th Jul 2017 Fri 21st Jul 20173PGC11 Core subject portfolio Fri 7th Jul 2017 Fri 21st Jul 20173PGC11 Specialism portfolio Fri 7th Jul 2017 Fri 21st Jul 2017

2

Overview of the PGCE Assessment for QTS

3

Assessment for the award ofQualified Teacher Status

(QTS)

Experiential Placements 1, 2, 3, 4, 5

Independent work - reading, tasks, notes, journals

SOL – reading, tasks, school-based tasks

Standards File –evidence to show you

have met the Teachers’ Standards

Assessed School Experience 2

Assessed School Experience 1

Emerging Professional Research Project

30 credits(MPGC04)

Understanding Learning & Teaching Assignment

30 credits(MPGC01)

Curriculum Portfolio&

Subject Specialism Portfolio60 credits(3PGC11)

Curriculum Portfolio&

Presentation60 credits(3PGC07)

Assessment for the Graduate Diploma

120 credits at Level 3

Assessment for the PGCE60 credits at M Level60 credits at Level 3

OR

Expectations for SubmissionsYou will enrol on the PGCE programme from the outset and your assessed work will be at Masters level (two professional studies modules) and Level 3 (one curriculum module/subject specialism module). In order to pass work at Level 3, you need to achieve at least a grade of 40. For Masters level work, this grade needs to be at least 50.

All school placements will be graded as pass or fail, where a pass will be a mark of 50 and a fail a mark of 20. Academic work is graded within the 0-100 grading scale.

The two professional modules have dual criteria. If your work achieves a grade between 40 and 49, this means it has not met the criteria for Masters level but it has met the criteria for Level 3. You can accept this grade which means you will pass the module at Level 3. This means you will not qualify for the PGCE but you will gain the Graduate Diploma in Education.

All academic work at Masters level should be to a more critical and reflective standard than that of Level 3 work. This means that you are expected to have read widely, be able to challenge theory and put forward your own conclusions and argument. You should also be able to identify any gaps in the current topic which you are writing about and suggest your own creative and innovative ideas about further discussions to be had.

All work, regardless of whether it is Level 3 or Masters level, is assessed for academic conventions and style. You should be able to use Standard English accurately as well as ensure there are no spelling errors, grammatical errors or incorrect verb tense.

You should avoid the following: colloquial language contractions (e.g., write cannot instead of can’t) generalisations emotive language (e.g., fantastic, brilliant)

Word limitWord limits are specified for assessed work in order to encourage clear and succinct writing by students and to maintain equity between all the students doing the same assessment. Students are required to keep to the word limit set for an assessment and to note that they may be subject to penalty if they exceed that limit according to the table of penalties set out below. The penalties are specified so that a piece of work of pass standard will be eligible for at least the capped mark notwithstanding the extent of any over-run.

Up to 10% over the word limit Situation flagged by tutor in feedback but over-run is tolerated and no deduction is made from the final mark

Between 10% and 25% over the word limit

Deduction of 5 marks off final mark or the work will be awarded the capped re-sit mark whichever is the greater

Between 25% and 50% over the word limit

Deduction of 15 marks for the final mark or the work will be awarded the capped re-sit mark whichever is the greater.

In excess of 50% over the word limit Eligible only for the capped re-sit mark only (40 for Level 3 and 50 for M level)

You will be required to provide an accurate word count for each piece of work you submit. This will normally rely on the word count system within Microsoft Word.

The word count specified for assessments will exclude reference lists and appendices. It will also exclude tables and graphs.

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Appendices will not count against the word limit but should not contain large amounts of text. It will be expected that they will normally contain diagrams or tables or visual images.

Markers will check the declared word count against the word limit specified for that assessment; where the word count exceeds the specified word limit, the appropriate penalty will be applied. This will be reported to the Assessment Panel.

If it is suspected that the student has not declared the word count honestly, and that the piece of work is over the specified limit, the word count may be checked and a penalty applied. The Assessment Panel may reserve the right to refer the student for consideration under the University’s policy on academic cheating.

PlagiarismPlagiarism is the act of deliberately presenting someone else’s work as your own. It is absolutely unacceptable in academic work, and the penalties are very severe; the University cannot award any marks for work that is not your own. It is not enough to include the source used in your reference list; all reference to other people’s work must be carefully acknowledged by use of quotation marks, notes or references. If you are any doubt about the requirements for proper referencing, consult this handbook, the library website, and/or ask a tutor.

Academic work normally requires working with other people’s ideas, and using data from other people’s research. This is to be encouraged, as long as the proper conventions for referencing are used. However, academic work also requires students to demonstrate their achievement of critical and analytical skills; without proper referencing, tutors cannot identify the student’s own work, and cannot therefore award marks.

Working collaborativelyThe School recognises the educational and personal value of collaborative discussion and learning, across all the modules it offers on its undergraduate and postgraduate programmes. We actively encourages tutors to incorporate group-based learning activities into a wide range of student learning experience and encourage students to take the fullest advantage of such opportunities.

However, all experience carries potential risk as well as potential benefit. The importance of group learning activity needs to be set against the fact that the award of credit towards a degree classification is essentially the recognition of the individual achievement of each student. Whenever a student submits a piece of written coursework, a declaration of academic integrity is signed asserting that the work is the student’s own and is not plagiarised (borrowed or paraphrased from an unacknowledged source). Coursework which is (in part or as a whole) the outcome of group collaboration cannot be treated as an exception to this important principle.

Although it is often difficult to be certain where any particular aspect of learning has originated, students must ensure, to the best of their ability, that material which is known to emanate from group collaboration acknowledges the contribution of other members of the group. Any conclusion, perspective or consensus which has been arrived at through group discussion, debate or collaboration must not be claimed solely as the work of any individual member of that group.

The principle applies across all types of written coursework but students are advised to pay particular care to the application of this principle to types of coursework which are necessarily of a personal nature. For example, the submission of an individual learning journal, based as it will be on the individual perceptions and reflections of a particular student’s unique experience, must not contain elements which are simplistically drawn from the outcome of group collaboration, but rather must be reflected on and individualised by the submitting student. Even then, due acknowledgement must be explicitly made to the group context and contribution.

Students who choose to ignore this important principle run the risk of having their work seen as being plagiarised and thus subject themselves to the normal University penalties for such dishonesty.

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Marking of academic workTutors will apply a consistent procedure for marking your work. There will be summary comments on the feedback sheet as well as some comments written within your text. These comments are intended to highlight aspects for development so you can address these in future work. You may also be advised to seek writing support if there are numerous aspects of your writing that need attention.

At least 10% of the overall work will be moderated by a second tutor. This is to ensure consistency of judgements and marks made against the criteria. A moderator may not add additional comments but will verify the grade given by the first marker. In some instances, academic work may be moderated by a third tutor.

Resubmissions and feesAll resubmissions will incur a fee. Academic work will be £50 for resubmission. School placements will be £500. These fees are fixed by YSJ Registry.

If a piece of work is not submitted by the published deadline or an approved extended deadline, a mark of 0 NS will be recorded. If you fail any academic work, you normally have one attempt to resubmit it. Your feedback sheet will show whether you have passed or not. If you do not pass, you are encouraged to seek a tutorial with the tutor who first marked your work. Marks will be capped at 50 (M Level) or 40 (Level 3) for resubmissions but feedback will indicate the grade you would have achieved if it had been a first submission.

In cases where you have not made use of the first assessment opportunity, the Subject-area Assessment Panel and Board of Examiners for Progress and Award are unlikely to exercise favourably any discretionary powers relating to re-assessment opportunities, progression or award. Students should be aware that failing to make use of assessment opportunities may delay progress and/or award of the degree and graduation.

For failed school placements, please see the Programme Handbook.

Date for all resubmissions: Friday 7th July 2017 by 12 noon.

Resubmissions must be handed into the Education Office in hard copy of electronically via Moodle. You must include a front sheet as in your first submission as well as the feedback sheet from your first piece of work. This will enable the tutor marking your resubmission to identify whether you have addressed the targets from your previous work.

In most cases, resubmitted work will not need to be a completely new piece of work. It is likely that you will re-work your first attempt and address the questions and comments from tutors.

Distinctions and CommendationsIf you achieve a mark of 70 or above in any module, you will receive a commendation. If you have commendations in all three modules and have shown strength in practical teaching, you will be awarded a PGCE with Distinction. The professional school experience aspect on a module is capped at 50 but is not used when calculating the overall academic mark.

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Support for Academic Work, Extensions and Mitigating Circumstances

Support for Academic WorkYSJU has a dedicated Learning Support team who offer short courses and specific guidance for academic work. They can help you to identify ways to improve the efficiency and quality of your academic work and offer advice and tuition on study and writing strategies.

You can contact them by email: [email protected] or call 01904 876477. More information can be found at the web address on the Student Homepage: http://www.yorksj.ac.uk/student-services/student-services/learning-support/study-development.aspx

Submission DatesSubmission dates for all assessments are published in this handbook and on Moodle. This date is the equivalent of an exam, and it is expected that all work will be submitted by the published deadline.

Late Submission without prior arrangementWhere work is submitted up to 7 days after the deadline without an agreed extension the mark will be capped at 40 for Level 3 work and 50 for Masters level work. Where work is not submitted within 7 days of the deadline, a non-submission will be recorded with a mark of 0 NS and a re-sit offered for a capped mark of 40 for Level 3 work and 50 for Masters level work.

Failure to submit the re-sit by the revised submission date will result in a mark of 0NSX, which will prevent progression to the next level of study and it is likely that the programme will be terminated.

Medical or Unforeseen Personal Circumstances (short term): Approved by Cohort LeadIf medical or unforeseen serious personal circumstances prevent submission by the published deadline, an application for an extension of up to 7 days may be submitted to the Education Office. If an extension is approved, the work will be eligible for full marks. If an extension is not approved, any work received after the published submission date will be treated as a Late Submission (see above). If work is submitted after the extended deadline it will be treated as a Late Submission (see above).

Medical or Unforeseen Personal Circumstances (long term): Approved by Head of SchoolIf the circumstances are serious and have a long term impact on the student’s ability to submit work or engage in module activity, a request for mitigating circumstances accompanied by documentary evidence should be submitted to the Education Office. Approval of Mitigating Circumstances will normally result in one of the following:

an extended deadline for full marks for submission before the Registrar’s Deadline an extended deadline for capped marks for submission before the Registrar’s Deadline a mark of 0DF and an opportunity to submit the work in the re-sit period

In exceptional circumstances, additional measures outlined in the University’s Mitigating Circumstances Policy may be applicable. In such cases, the Head of School will forward your application to the University Concessions Committee for consideration.

MonitoringApplications for Extensions and Mitigating Circumstances will be monitored to ensure that students are being treated equitably, both within the School of Education and across all Schools within the University.

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http://www.yorksj.ac.uk/student-services/student-services/learning-support/study-development.aspx

mailto:[email protected]

How to apply for an ExtensionComplete an Application for Extension form available in this handbook, on the Programme Area of Moodle or from the Education Office. Sign the form and deliver it to the Education Office. The Cohort Lead may wish to discuss your application with you in order to ensure that you have any support you might need. You will receive an email response to your YSJU email account within one working day of submitting your application. In the meantime you should continue to work towards the published deadline.

How to apply for Mitigating CircumstancesYou may wish to discuss your circumstances with your Academic Tutor who will help you with the form. Complete a Request for Consideration of Mitigating Circumstances form available in this handbook, on the Programme Area of Moodle or from the Education Office. Sign the form and deliver it with documentary evidence (see table below) to the Education Office.

The Cohort Lead may wish to discuss your application in order to advise you on the options available to you and ensure that the appropriate support is in place to support you. You will receive an email response to your YSJU email account within five working days of submitting your application.

If your application requires submission to the University Concessions Committee for consideration, you will receive notification of the outcome directly from the Concessions Committee. This will normally be within 14 days of the Board of Examiners (see Re-submission / Re-sit Schedule table below).

Head of School may approve: deferral within the module; deferral to the next resubmission date. Any other measures must be discussed with members of the Mitigating Circumstances Group and submitted to Concessions Committee.

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School of EducationApplication for Extension of Submission Date (up to 7 days)

(please complete all sections)

Your Details

Student name:

Student number:

Programme: YSJ Email:

Academic year:

Semester /Term:

Collaborative Partner:

(if applicable)

Contact Telephone Number:

Reason for application for extension (X as appropriate)

Short Term Illness of studentFirst application: Self-certificate – once

only each yearSubsequent applications: (Student to

attach documentary evidence with this form e.g. GP letter, confirming

circumstances).

Illness of dependents or immediate familyStudent to attach documentary evidence with this form (e.g. GP letter, or email from Cohort

Lead confirming circumstances).

BereavementStudent to attach documentary evidence

with this form (e.g. Death certificate, or email from Cohort Lead confirming

circumstances).

Moving HouseStudent to attach documentary evidence with this form (e.g. evidence of date moving house)

Registered with the Disability Advice Team but reasonable adjustments not

yet agreedStudent to contact Cohort Lead as soon as

possible. Supporting evidence may be required.

Seeking Writing Support (not registered with Disability Unit)

Student to contact Cohort Lead as soon as possible. Supporting evidence may be required.

Unforeseen personal circumstancesStudent to attach documentary evidence

with this form (e.g. GP letter, a police crime number or insurance claim reference)

Professional InterviewStudent to attach documentary evidence with

this form (e.g. copy of letter inviting to interview)

Inability to travel due to circumstances beyond control

Student to contact Module Tutor as soon as possible. Supporting evidence may be

required.

Time Management or multiple deadlines & lost USB stick/loss of data

Not acceptable as a reason for granting an extension

Supporting Statement (please summarise your circumstances and how they have impacted your studies)

Please continue the form overleaf

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Module(s) affected

Module

Code

Module Title Component Published Submission

Date

Module Tutor Revised Submission Date

Have you consulted with your Module Tutor?

Dates to which the circumstances apply:

Student signature:

Date:

FOR OFFICE USE ONLY:

Revised submission date:

Cohort Lead signature:

Date:

Entered on database:

Please return completed form to: Programme Administrator, Education Office, York St John University, Lord Mayor’s Walk, York, YO31 7EX. Or email address

If you are experiencing difficulties, we recommend that you seek support from Student Services.You can contact them in the Holgate Student Centre or by emailing: [email protected]

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York St John University Registry

Request for Consideration of Mitigating CircumstancesQA Ref: STU13; Maintained by: Registry; Last updated: July 2015

GUIDANCE NOTESIt is your responsibility to fully and correctly complete and submit Mitigating Circumstances forms, with the evidence, as set out in the Attendance, deadlines and assessment section of the Regulations and Programme Specifications web page –. A tutor may not complete this form for you. A separate form must be sent to each subject area for which you want consideration. Forms should be completed electronically and emailed to the Faculty Office responsible for the modules concerned no later than the final date for the submission of assessed work.

1.1 Your detailsName Student ID

Programme of Study Year of Programme

Academic Year Semester

Collaborative Partner YSJU email

1.2 The circumstances

Reason for application for extension (X as appropriate)

Long-term illnessStudent to attach documentary evidence with this form (e.g. medical certificate; GP letter).

Illness of dependents or immediate familyStudent to attach documentary evidence with this form (e.g. GP letter).

BereavementStudent to attach documentary evidence with this form (e.g. Death certificate).

Unforeseen personal circumstancesStudent to attach documentary evidence with this form (e.g. GP letter, a police crime number or insurance claim reference)

Other circumstances: please provide brief detail Student to attach documentary evidence with this form (e.g. medical certificate; GP letter).

1.3 The specific dates to which the circumstances applyProvide the specific dates and explain how these circumstances affected your ability to complete work.

1.4 The evidence NB: If you do not provide appropriate evidence your application cannot be considered.

Please list and attach the documentary evidence supplied.

1.5 Your preferred outcome What outcome would you like the panel to consider? If you wish to have the deadline for your work extended, please indicate your preferred submission date(s)

Now continue to page 2 and complete section 2.1 Assessment Tasks / Examinations Affected and 2.2 Student Declaration

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http://www.yorksj.ac.uk/documents/directory/regs-and-prog-specs.aspx

2.1 The Assessment Tasks / Examinations Affected

To be completed by Student Sub-Panel Approval (staff use only)

Module Code Module Title Assignment Number / Type Module Director

Date assignment

due

Complete existing work

New Assessment

Full Mark or Capped Mark

Revised submission date or examination date or period in which module

will be repeated

2.2 Student Declaration / Cohort Lead CommentsStudent Declaration Programme Comments (staff use only)I confirm that I have read the guidelines on mitigating circumstances and request that the Subject Assessment Panel take into account the circumstances set out above. I understand that if I have not fully completed this form, my application will not be processed and the form will be returned to me.

If you have a Disability Learning Support Plan please tickSigned (Student) Date Signed

Print name / Role:

Date

If you have not received the signed copy of this form within 5 working days of submission, please contact your School OfficeIf you are experiencing difficulties please be reminded that you may be able to access support from Student Services. The team are able to offer support to students for many of

the issues which contribute to mitigating circumstances. Please contact them in the Holgate Student Centre or by emailing: [email protected]

2.2 Cohort Lead Comments / School SAP Sub-Panel Comments

School SAP Sub-Panel Comments (staff use only) School SAP Sub-Panel SignatureSigned

Print Name / Role

Date

Disability Learning Support Plan: confirm MC for additional circumstances

This form, completed with the Faculty recommendation(s), should be returned to Registry with the mark sheets by the published semester deadlines.

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mailto:[email protected]

External Examining and Quality AssuranceExternal Examiners at York St John are key professional partners in the maintenance and enhancement of the quality and standards of York St John's programmes of study. The three examiners for the PGCE programme are:

Jane DixonSenior Lecturer in Early YearsUniversity of Cumbria

Nadine BakerAssociate Dean ITE and Quality AssuranceEdge Hill University

Karen DanielsSenior LecturerSheffield Hallam University

All examiners will visit a sample of students on placement and will observe them teaching. They will speak to school colleagues and gather information about the programme overall. They will not overturn any decisions or judgements made of student teachers and may not offer individual feedback on their visit. Examiners will also meet a different group of students in university. If you are requested to attend this meeting, every effort will be made to ensure you can get to university from your school placement.

Examiners also scrutinise samples of written work and other academic work. They may attend the conference and group presentations. Should they be unable to attend on the dates for these assessments, video recordings will be made so they can comment upon these.

It is not appropriate for students to contact examiners individually but to be ready to talk to them about their programme as indicated above. Examiners are human and are not to be afraid of!

At the end of the programme, external examiners provide a verbal and written report to the university about their observations. This is from a quality assurance perspective and reports will indicate strengths of the programme as well as areas where improvements might be made. All reports are available for students to view on the Programme area of Moodle.

External Examiners also attend the programme Assessment Panel meeting at the end of the programme to verify the academic marks and awards of all students. They may also be asked for approval and advice about individual student issues or Standards Review meetings to ensure a quality assurance perspective.

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Assignment Details

3PGC07 Early Years and Primary Curriculum One core subject portfolio One presentation with accompanying A1 portfolio

Core Subject Portfolio Title: Child Study

Submission Date: Monday 20th March 2017

Hard copy to be handed in to the Education Office by 4.00pm

Feedback Date: Monday 24th April 2017

The feedback sheet will be uploaded onto Moodle. Portfolios can be collected from the Education Office at any point afterwards. Hard copies of work will not be posted out to students.

For a 60 credit module with the level of face to face contact time provided, you are expected to put in about 300 hours of private study time.

PurposeTo give you the opportunity to demonstrate:

evidence of your subject knowledge in English, mathematics and science how you have made baseline assessments of a target child and set next steps how you have planned for progression how you have evidenced your impact on your target child’s learning

Throughout your portfolio, you must make reference to theory and literature. This must come from your reading of academic journals as well as published books. References should not be older than ten years unless they are seminal texts or from leading authors in the field.

Core portfolio: PlanningIn your initial planning towards this portfolio, you must have completed the subject knowledge audits in English, mathematics and science as set out on Moodle at the start of your programme.

During the introductory phase of your first assessed placement, you must identify a target child and begin to collect a range of baseline assessment information to evidence your target child’s current strengths and areas to develop in English (reading), mathematics (number) and science (working scientifically).

Towards the end of the introductory phase, next steps must be set and these will drive your planning, teaching and assessment for the developmental phase. You must then evidence your planning and further assessment of your target child to demonstrate the impact you have had on progression.

Presenting your workYour written work should adhere to the university guidelines for presentation.

The portfolio should be organised in the following way:

Section 1 Front cover with assignment title, module code and title, student number, module tutor Assessment feedback sheet

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Contents page

Section 2: English (Reading) baseline assessment to evidence word reading and comprehension and next steps evidence of planning and assessment to demonstrate impact 500 word critical reflection on your experience and developing knowledge of the learning

and teaching of reading

Section 3: Mathematics (Number) baseline assessment to evidence the child’s understanding of number and next steps evidence of planning and assessment to demonstrate impact 500 word critical reflection on your experience and developing knowledge of the learning

and teaching of number all ten learning journal entries

Section 4: Science (Working scientifically) baseline assessment to evidence the child’s current skills relating to working

scientifically and next steps evidence of planning and assessment to demonstrate impact 500 word critical reflection on your experience and developing knowledge of the learning

and teaching of working scientifically

Section 5: Reference List

Evidence of relevant reading must underpin all sections of the portfolio. Examples of children’s work, photographic evidence and observations should be integrated within the portfolio rather than included as appendix material. Further information relating to the content of your portfolio will be included in subject workshops.

Section 6: Appendices

Reflective learning journals (Maths)

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3PGC07 Assessment Feedback Sheet: Child Study Student Number:

Learning Outcomes 80-100 70-79 60-69 50-59 49-40 39 or below

Fail

Baseline Assessment &

Next Steps 1, 3

An outstanding range of assessment evidence is presented which clearly illustrates the child’s strengths and areas to develop. This information has been systematically analysed to identify relevant targets. Next steps are ‘SMART’ and clearly informed by baseline assessment.

An excellent range of assessment evidence is presented which illustrates the child’s strengths and areas to develop. Analysis has been used to identify relevant next steps. Targets are ‘SMART’ and clearly informed by baseline assessment.

A good range of assessment evidence is presented which illustrates the child’s strengths and areas to develop. Next steps are relevant and have been informed by baseline assessment.

A satisfactory range of assessment evidence is presented which attempts to show the child’s strengths and areas to develop. Next steps have been identified but may not be clearly matched to the baseline assessment evidence.

A limited range of assessment evidence is presented and this fails to give a full overview of the child’s strengths and areas to develop. Next steps have been identified but these are not informed by assessment.

A very limited range of baseline assessment is presented and fails to give an accurate overview of the target child. Next steps are missing or irrelevant.

Evidence of Impact on Learning

1, 3

The planning, teaching and assessment evidence presented illustrates exceptional impact on learning. Planning and teaching allows the child to make good progress toward their targets and evidence of progression has been systematically documented.

The planning, teaching and assessment evidence presented illustrates a very good impact on learning. Planning and teaching allows the child to make progress toward their targets and evidence of progression has been clearly documented.

Evidence of planning, teaching and assessment demonstrates good impact on learning. Evidence of progression has been clearly documented.

The planning, teaching and assessment evidence presented illustrates some impact on learning and some assessment evidence is presented to demonstrate progression.

The range of planning, teaching and assessment evidence presented is limited. There is evidence of some progression and assessment information.

An inadequate range of planning, teaching and assessment evidence is presented with no evidence of impact on learning. Assessment evidence is either missing or fails to document progression.

Critical Reflection

1, 3

Consistent evidence of an outstanding level of critical reflection. A clear focus is placed on how the student teacher has influenced progression. Fluent and accurately written with no errors in grammar and spelling. Recent and relevant literature has been accurately referenced.

An excellent level of critical reflection is demonstrated. The student teacher has evaluated their role in the learning process. Fluent and accurately written with no errors in grammar and spelling. Recent and relevant literature has been accurately referenced.

A good level of critical reflection is demonstrated. The student teacher has evaluated their role in the learning process. The reflection is accurately written with limited errors in grammar and spelling. Recent and relevant literature has been accurately referenced.

Some level of critical reflection is demonstrated throughout each reflection although there is a tendency to become descriptive. Some errors in grammar and spelling are evident. Recent and relevant literature has been referenced.

There is a limited level of critical analysis contained within all reflections. Reflections fail to identify the role played by the student teacher within the learning process. Numerous errors in grammar, spelling and referencing.

Critical reflections are either missing or fail to identify the role played by the student teacher within the learning process. There are numerous errors in spelling and grammar. Referencing of relevant literature is limited or missing.

Overall:

Main target(s) for development:

First marker: Date: Provisional Grade:

Moderator: Date: Grade:

Moderator Comments:

Agreed Grade:

Presentation and Accompanying A1 Portfolio

Group Cross-curricular Presentation Date: Friday 9th December 2016

Feedback Date: Friday 6th January 2017

The feedback sheet will be uploaded onto Moodle


your understanding of cross-curricular planning and teaching your ability to plan a range of foundation subjects (UPR groups) or specific

and prime areas of the EYFS (LPR groups) how to make links between relevant reading and your own practice your ability to work collaboratively

PlanningFollowing your initial tutor led cross-curricular workshop (w/b 21st September 2015), you must organise yourselves into presentation groups. Please do remember that those students who have elected to take the specialism route (3PGC11) will not be involved in this assessment, so do organise your groups accordingly. Groups should contain 3 or 4 people (maximum of 4) and should contain members from the same teaching group.

Once groupings have been organised, you must agree a central topic/theme for your presentation and begin to develop planning ideas. A tutorial workshop (w/b 23 rd

October 2015) has been timetabled to allow you to share your initial ideas and gain tutorial support.

Presenting your workFinal presentations will include a 15 minute group presentation to tutors. During your presentation you must outline your central theme and describe how a cross-curricular approach can be used to teach some of the foundation subjects or areas of the EYFS. There must be a clear focus on learning and teaching and your presentation should be informed by an accompanying A1 portfolio of evidence (poster format). Your presentation should last no longer than ten minutes and will be followed by a brief question and answer session with the tutor. This is where you will be expected to justify the decisions you have made in relation to your topic. You will have a small table top area to display one activity and related resources to support your presentation.

The A1 portfolio should include: a curriculum/topic mind map showing how different areas of the curriculum

can be combined examples of medium term planning evidence of recent reading and links to literature clear learning objectives and evidence of how these will be assessed possible links to educational visits and visiting speakers evidence of differentiation

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3PGC07 Cross-Curricular Presentation Feedback SheetStudent names:

Date and time:

Theme:

Presentation 80-100

70-79 60-69

50-59

40-49 Less than 40

Introduction Engaging Learning is made explicit

Quality of Presentation Clear expression of ideas using

standard English Clarity & suitability of intended

learning outcomes Diverse needs met

Quality of Discussion with Tutor Secure knowledge demonstrated Clear understanding of subject areas

Collaboration Shared responsibility demonstrated Each member shows understanding

of all aspectsOverall Quality

Relevant to age range Quality of material presented

A1 Portfolio 80-100

70-79 60-69

50-59

40-49 Less than 40

Purpose Creative approaches to planning Meeting diverse needs

Organisation of Ideas Level of critical reflection, analysis

and evaluation Evidence of independent thought

Links Between Theory & Practice Awareness and understanding of

impact demonstratedClarity

Fluent & accurately presented Standard written English

Grammar, Spelling & Punctuation Free from errors

Referencing Appropriate standard of referencing

is demonstratedStrengths:

Suggestions for improvement:

Presentation Mark: Portfolio Mark:

Tutor signature and name: Moderator tutor signature and name:

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3PGC11 Early Years and Primary Curriculum with Specialism

One core subject portfolio One subject specialism portfolio

Core Subject Portfolio Title: Child Study





For a 60 credit module with the level of face to face contact time provided, you are expected to put in about 300 hours of private study time. Thursday 24th March 2016


evidence of your subject knowledge in English, mathematics and science how you have made baseline assessments of a target child and set next

steps how you have planned for progression how you have evidenced your impact on your target child’s learning

Core Portfolio: PlanningIn your initial planning towards this portfolio, you must have completed the subject knowledge audits in English, mathematics and science as set out on Moodle at the start of your programme.

During the introductory phase of your first assessed placement, you must identify a target child and begin to collect baseline assessment information to evidence your target child’s current strengths and areas to develop in English (reading), mathematics and science.

Towards the end of the introductory phase, next steps must be set and these will drive your planning, teaching and assessment for the developmental phase. You must evidence your planning and further assessment of your target child to demonstrate the impact you have had a progression.

Presenting your workYour written work should adhere to the university guidelines for presentation and throughout your portfolio, you must make reference to literature and relevant documentation. This must come from your reading of academic journals as well as published books. References should not be older than ten years unless they are seminal texts or leading authors.

The portfolio should be organised in the following way:

Section 1

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Front cover with assignment title, module code and title, student number, module tutor

Assessment feedback sheet Contents page

Section 2: English (Reading) Baseline assessment to evidence word reading and comprehension and next

steps Evidence of planning and assessment to demonstrate impact 500 word critical reflection on your experience and developing knowledge of

the learning and teaching of reading

Section 3: Mathematics (Number) Baseline assessment to evidence the child’s understanding of number and

next steps Evidence of planning and assessment to demonstrate impact 500 word critical reflection on your experience and developing knowledge of

the learning and teaching of number

Section 4: Science (Working scientifically) Baseline assessment to evidence the child’s current skills relating to working

scientifically and next steps Evidence of planning and assessment to demonstrate impact 500 word critical reflection on your experience and developing knowledge of

the learning and teaching of working scientifically

Section 5: Reference List

Evidence of relevant reading must underpin all areas of the portfolio. Examples of children’s work, photographic evidence and observations should be integrated within the portfolio rather than included as an appendix. Further information relating to the content of your portfolio will be included during subject workshops.

Section 6: Appendices

Reflective learning journals (Maths)

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3PGC11 Assessment Feedback Sheet: Child Study Student Number:

Learning Outcomes 80-100 70-79 60-69 50-59 49-40 39 or below

Fail

Baseline Assessment &

Next Steps 1, 3

An outstanding range of assessment evidence is presented which clearly illustrates the child’s strengths and areas to develop. This information has been systematically analysed to identify relevant targets. Next steps are ‘SMART’ and clearly informed by baseline assessment.

An excellent range of assessment evidence is presented which illustrates the child’s strengths and areas to develop. Analysis has been used to identify relevant next steps. Targets are ‘SMART’ and clearly informed by baseline assessment.

A good range of assessment evidence is presented which illustrates the child’s strengths and areas to develop. Next steps are relevant and have been informed by baseline assessment.

A satisfactory range of assessment evidence is presented which attempts to show the child’s strengths and areas to develop. Next steps have been identified but may not be clearly matched to the baseline assessment evidence.

A limited range of assessment evidence is presented and this fails to give a full overview of the child’s strengths and areas to develop. Next steps have been identified but these are not informed by assessment.

A very limited range of baseline assessment is presented and fails to give an accurate overview of the target child. Next steps are missing or irrelevant.

Evidence of Impact on Learning

1, 3

The planning, teaching and assessment evidence presented clearly illustrates impact on learning. Planning and teaching allows the child to make progress toward their targets and evidence of progression has been systematically documented.

The planning, teaching and assessment evidence presented illustrates impact on learning. Planning and teaching allows the child to make progress toward their targets and evidence of progression has been clearly documented.

Evidence of planning, teaching and assessment demonstrates some impact on learning. Evidence of progression has been clearly documented.

The planning, teaching and assessment evidence presented illustrates some impact on learning and some assessment evidence is presented to demonstrate progression.

The range of planning, teaching and assessment evidence presented is very limited. There is little evidence of progression and assessment information.

An inadequate range of planning, teaching and assessment evidence is presented with no evidence of impact on learning. Assessment evidence is either missing or fails to document progression.

Critical Reflection

1, 3

Consistent evidence of an outstanding level of critical reflection. A clear focus is placed on how the student teacher has influenced progression. Fluent and accurately written with no errors in grammar and spelling. Recent and relevant literature has been accurately referenced.

An excellent level of critical reflection is demonstrated. The student teacher has evaluated their role in the learning process. Fluent and accurately written with no errors in grammar and spelling. Recent and relevant literature has been accurately referenced.

A good level of critical reflection is demonstrated. The student teacher has evaluated their role in the learning process. The reflection is accurately written with limited errors in grammar and spelling. Recent and relevant literature has been accurately referenced.

Some level of critical reflection is demonstrated throughout each reflection although there is a tendency to become descriptive. Some errors in grammar and spelling are evident. Recent and relevant literature has been referenced.

There is a limited level of critical analysis contained within all reflections. Reflections fail to identify the role played by the student teacher within the learning process. Numerous errors in grammar, spelling and referencing.

Critical reflections are either missing or fail to identify the role played by the student teacher within the learning process. There are numerous errors in spelling and grammar. Referencing of relevant literature is limited or missing.

Overall:




Moderator Comments: Agreed Grade:

21

Subject Specialism Portfolio

Title: The Role of the Subject Leader in the Primary School

Submission Date: Friday 21st April 2017


Feedback Date: Friday 19th May 2017


Word length: 5000 words


how you would develop a subject specialism within the context of your teaching

your understanding of current national priorities for your subject and how these have been influenced by recent research and policy

your understanding of the role of the subject leader within a primary school your ability to plan a subject-related training event

PlanningIn your initial planning towards this portfolio, you must begin to gather information about your chosen subject specialism and how it is managed within the primary curriculum. You must gain a secure understanding of your subject and the national curriculum and understand what aspects of your subject are current priorities.

During your enrichment period (w/b 29th February 2016) you must make arrangements to shadow a curriculum leader in your chosen subject. Through this placement, you will gain experience of their role and gather information to evidence your understanding.

Presenting your workThe portfolio should be organised in the following way:

Front cover with assignment title, module code and title, student number, module tutor

Assessment feedback sheet Contents page Main assignment (5000 words) to include:

o subject, curriculum and pedagogical knowledgeo current subject priorities, themes and researcho the role of the subject leader and a planned training event

Reference list Appendices

Throughout your assignment you must make reference to theory and literature. This must come from your reading of academic journals as well as published books. References should not be older than ten years unless they are seminal texts or from leading authors in the field.

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3PGC11 Assessment Feedback Sheet: Subject Specialism Portfolio Student Number:Learning

Outcomes 80-100 70-79 60-69 50-59 49-40 39 or belowFail

Subject/curriculum and

pedagogical knowledge

3

The introduction of the new NC is discussed in detail and implications for the subject specialism are made explicit.

The introduction of the new NC is discussed in detail and implications for the subject specialism are made explicit.

The introduction of the new NC is discussed and implications for the subject specialism are made clear.

The introduction of the new NC is discussed and some attempt is made to identify implications for the subject specialism.

The introduction of the new NC is outlined and a limited attempt is made to identify implications for the subject specialism.

The introduction of the new NC is not discussed and no attempt is made to identify implications for the subject specialism.

Current subject priorities/themes/

research

3

National priorities for the subject specialism are clearly identified and underpinned by recent examples of policy and research. A clear and coherent discussion highlights how policy and research influence practice and careful consideration has been given to the implications for the schools/practitioners.

Priorities for the subject specialism are clearly identified and underpinned by recent examples of policy and research. A clear discussion highlights how policy and research influence practice.

Developments within the subject specialism are identified and supported by examples of policy and research. A clear discussion highlights how policy/ research influence practice.

Developments within the subject specialism are identified and some attempt has been made to link these to changes in policy and research. A discussion highlights how policy/ research influence practice.

Developments within the subject specialism are briefly identified and little attempt has been made to link these to changes in policy and research.

Developments within the subject specialism are not identified and no attempt has been made to link these to changes in policy and research.

The role of the subject leader 3

The role of the subject leader is clearly identified and supported by current subject specific documentation. There is a deep understanding of responsibilities and the impact of the subject leader on the wider curriculum. The training event has been planned in detail and examples of resources are included. The rationale is fully explained and linked to current national priority areas.

The role of the subject leader is clearly identified and supported by current subject specific documentation. There is a very good understanding of responsibilities and the impact of the subject leader on the wider curriculum. The training event is well- planned and resourced. The rationale is fully explained and linked to current national priority areas.

The role of the subject leader is identified and supported by subject specific documentation. There is a good understanding of responsibilities and the impact of the subject leader on the curriculum. The training event is well- planned, clearly explained and resourced.

The role of the subject leader is outlined and supported by documentation. There is some understanding of responsibilities and the impact of the subject leader on the curriculum. The training event is planned, explained and resourced.

The role of the subject leader is not clearly defined and there is limited attempt to support this with documentation. There is some understanding of responsibilities and the impact of the subject leader on the school. The training event is planned and explained but resources are limited.

The role of the subject leader is not clearly defined and there is no attempt to support this with documentation. There is limited understanding of responsibilities and the impact of the subject leader on the school. The training event is not clearly explained or missing.

Academic Writing 4

Excellent argument that is of the highest academic quality.

Clear, well-structured argument that is well crafted and cogent.

Clear, cogent and well- structured argument.

Mostly clear, cogent and well-structured argument.

Generally well structured and clear argument.

Minimal structure and argument unclear.

No errors in grammar and syntax. Published material Referenced impeccably using appropriate conventions.

Virtually no errors in grammar and syntax. Published material clearly and accurately referenced using appropriate conventions.

Reasonable grammar and syntax but with several errors. Published material referenced clearly and mostly accurately with minor lapses.

Many errors in grammar/spelling/syntax. Published material adequately referenced but clearer and/or more references needed.

Errors in grammar/spelling/syntax impede/prevent reading, and require serious/intensive remedial work. Published material inaccurately referenced.

Overall:




Mod Comments: Agreed Grade:

23

MPGC01 Understanding Learning and Teaching and School Experience

One assignment

Title: Critically evaluate one aspect of your practice developed during Assessed Placement 1


Electronic submission through Moodle by 4.00pm


The feedback sheet and assignment will be uploaded onto Moodle.




your understanding and learning of becoming a teacher how you have identified an aspect of your practice that you are developing collection of evidence of your practice and the impact on children or in the classroom

environment how you critically analyse your practice in relation to literature how you have evidenced the way in which your pedagogical understanding has

changed

Throughout your assignment you must make reference to theory and literature. This must come from your reading of academic journals as well as published books. References should not be older than ten years unless they are seminal texts or leading authors.

PlanningIn your initial planning towards this assignment, you must be clear about aspects of learning to become a teacher and the areas you feel you need to prioritise. Aspects might include:

- Planning - Observing - Assessment - Differentiation - Resources - The use of supporting adults - The learning environment - Behaviour management - Other, in agreement with your module tutor

Evidence in Appendices

You are likely to draw upon examples of children’s work, photos, planning pro forma, assessment grids, written feedback provided to children, lesson observations, appraisals, reflective learning journals and other evidence. It is important that any Appendix material is referred to in your assignment. Do not include lengthy documents where there is only one paragraph of interest, for example, a complete Ofsted report of a school where you are drawing upon a sentence of behaviour. Ensure you highlight any key information on a longer piece of evidence to save the reader from reading through aspects that are not related to the point you have made in your assignment. Do not include evidence in your Appendices that you have not referred to in your assignment.


The assignment should be organised in the following way: Front cover with assignment title, module code and title, student number, module

tutor Assessment feedback sheet Contents page Main assignment (5000 words) Word count Reference list Appendices

Appendix material needs to be organised in the following way: labelled numerically, e.g., 1, 2, 3, etc, using page numbers or coloured labels ordered as they are referenced in your assignment.

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MPGC01 Assessment Feedback Sheet: Essay Student Number:

Learning Outcomes 80-100 70-79 60-69 50-59 49-40

Level 3 only39 or below

Fail

Knowledgeand

Understanding 1, 2

A highly perceptive and insightful understanding of the chosen issue, informed by an exemplary range of source material. An outstanding, analytical and in depth consideration of the context, including policy and practice.

A perceptive and insightful understanding of the chosen issue, informed by a very good range of source material. A highly, analytical and in depth consideration of the context, including policy and practice.

A good understanding of the chosen issue, informed by a good range of source material. A good, analytical and in depth consideration of the context, including policy and practice.

A reasonable understanding of the chosen issue, informed by a reasonable range of source material. A sound consideration of the context, including policy and practice.

A limited understanding of the chosen issue, informed by a limited range of source material. Some consideration of the context, including policy and practice.

A lack of understanding of the chosen issue, insufficiently supported by partial and sometimes irrelevant source material. Insufficient reference to context.

Analysisand

Reflection 2, 3, 4

Demonstrates an outstanding level of criticality in the handling of evidence, and analysis of theory and practice. Exceptional personal reflection indicating autonomy based on a personal belief system.

Demonstrates a very good level of criticality in the handling of evidence, and analysis of theory and practice. Very good personal reflection suggesting autonomy and an emerging personal belief system.

Demonstrates a good level of criticality in the handling of evidence, and analysis of theory and practice. Good personal reflection demonstrating good ability to justify choice, understand influences, evidence progress in teaching, and demonstrate changes to thinking.

Demonstrates some criticality in the handling of evidence, and analysis of theory and practice. Some personal reflection, demonstrating some ability to justify choice, understand influences, evidence progress in teaching, and demonstrate changes to thinking.

Demonstrates limited criticality in the handling of evidence, and analysis of theory and practice. Limited personal reflection, demonstrating limited ability to justify choice, understand influences, evidence progress in teaching, and demonstrate changes to thinking.

Demonstrates little or no criticality in the handling of evidence, and analysis of theory and practice. Little or no personal reflection, demonstrating little or no ability to justify choice, understand influences, evidence progress in teaching, and demonstrate changes to thinking.

Academic Writing5

Excellent argument that is of the highest academic quality.

Clear, well-structured argument that is well crafted and cogent.

Clear, cogent and well- structured argument.

Mostly clear, cogent and well-structured argument.

Generally well-structured and clear argument.

Minimal structure and argument unclear.

No errors in grammar and syntax. Published material Referenced impeccably using appropriate conventions.

Virtually no errors in grammar and syntax. Published material clearly and accurately referenced using appropriate conventions.

Reasonable grammar and syntax but with several errors. Published material referenced clearly and mostly accurately with minor lapses.

Many errors in grammar/spelling/syntax. Published material adequately referenced but clearer and/or more references needed;

Errors in grammar/spelling/syntax impede/prevent reading, and require serious/intensive remedial work. Published material inaccurately referenced.

Overall:




Moderator Comments:

Agreed Grade:

MPGC04 The Emerging Professional and School Experience

One paperOne conference presentation on a research project of your own choice of focus and data gathered from your Assessed School Experience 1

Paper Title: Literature Review and Methodology

Submission Date: Thursday 24th November 2016

Electronic submission through Moodle by 4.00pm

Feedback Date: Thursday 22nd December 2016

The feedback sheet and paper will be uploaded onto Moodle.


Presentation Title: Findings, Analysis and Conclusions

Submission Date: 30th and 31st March 2017

15 minute presentation at the PGCE Conference with hand-out

Feedback Date: Thursday 28th April 2017

The feedback sheet will be uploaded onto Moodle.



how you have conducted a small-scale research enquiry how you can justify a rationale for research how you can plan a methodology and use various methods of gathering data how you can critically evaluate your findings and apply these to your own practice as

a teacher your developing skills as a practitioner-researcher

Throughout your assignment you must make reference to theory and literature. This must come from your reading of academic journals as well as published books. References should not be older than ten years unless they are seminal texts or by leading authors in the field.

Paper: PlanningIn your initial planning towards this assignment, you must have access to at least one of the core texts for research:

Wilson, E (2013). School-based Research: a guide for education students. 2nd Edition. London: SAGE

Sharp, J. (2009). Success with your Education Research Project. Exeter: Learning Matters

Roberts-Holmes, G. (2011). Doing your Early Years Research Project: a step-by-step guide. 2nd Edition. London: SAGE

You should have started thinking about an area of interest you would like to investigate. You should have identified key sources of information as a starting point for searching for relevant literature, such as journals, books and appropriate websites. You need to know what educational research and social science research is and have begun to address your critical reading and critical writing skills. You should start to define what a ‘research methodology’ and how this is not the same as ‘research methods’. You also need to be aware of how to structure the writing up of a research project, including the terms below:

- Abstract - Key words - Introduction - Rationale - Contextual information/literature review - Methodology including ethical consideration - Gathering data and methods - Findings and Analysis - Conclusions


The written paper should be organised in the following way: Front cover with assignment title, module code and title, student number, module

tutor Assessment feedback sheet Contents page Main assignment (2500 words), structured below:

o introduction and rationaleo literature reviewo methodology and ethical considerations

Word count Reference list Appendices

o Ethical Consent Form from head teacher (school-based task)o Research Ethical Consideration form (signed by research supervisor)

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MPGC04 Assessment Feedback Sheet: Paper: Literature Review and Methodology Student Number:

Learning Outcomes 80-100 70-79 60-69 50-59 49-40

Level 3 only39 or below

Fail

KnowledgeandUnderstanding 2, 3, 5

A highly perceptive and insightful research question, informed by an exemplary range of source material. An outstanding, analytical and in depth consideration of the context, including policy and practice.

A perceptive and insightful research question, informed by a very good range of source material. A highly analytical and in depth consideration of the context, including policy and practice.

A very well-thought out research question, informed by a good range of source material. A good, analytical and in depth consideration of the context, including policy and practice.

A well-thought out research question, informed by a range of source material. A sound consideration of the context, including policy and practice.

An acceptable research question, informed by some source material. Some consideration of the context, including policy and practice.

A flawed research question, insufficiently supported by partial and sometimes irrelevant source material. Insufficient reference to context.

ResearchMethodology 1, 3

Outstanding critical understanding of the principles of practitioner research, key approaches and methods of enquiry. An exceptional ability to justify the research, recognising potential and limitations.

Very good critical understanding of the principles of practitioner research, key approaches and methods of enquiry. A very good ability to justify the research, recognising potential and limitations.

Highly critical understanding of the principles of practitioner research, key approaches and methods of enquiry. A good ability to justify the research, recognising potential and limitations.

Some critical understanding of the principles of practitioner research, key approaches and methods of enquiry. A sound ability to justify the research, with some recognition of potential and limitations.

Limited understanding of the principles of practitioner research, key approaches and methods of enquiry with limited criticality. Limited ability to justify the research or recognise potential and limitations.

Little or no understanding of the principles of practitioner research, key approaches and methods of enquiry. Inability to justify the research or recognise potential and limitations.

ArgumentandPresentation 1, 2, 3, 5

Excellent argument that is of the highest academic quality. Highly relevant sources integrated into the discussion and impeccably referenced throughout.Virtually no errors in grammar/spelling/ syntax.

Clear, well-structured argument that is well crafted and cogent. Highly relevant sources are well integrated into the discussion, and are clearly and accurately referenced throughout.Virtually no errors in grammar/spelling/ syntax.

Clear, cogent and well- structured argument. Relevant sources are clearly integrated into the discussion, and are clearly and accurately referenced.Good grammar/spelling/ syntax, with few errors.

Mostly clear, cogent and well-structured argument. Relevant sources are integrated into the discussion, and are generally clearly and accurately referenced.Good grammar/syntax/ spelling with some errors.

Some/minimal structure and argument present. Sources only occasionally integrated into the discussion and references are limited.Many errors in grammar/ syntax/spelling although still readable.

Minimal structure and argument present and referencing is poor.Many errors in grammar/spelling/ syntax making it difficult or impossible to read.

Overall:




Moderator Comments:

Agreed Grade:

Presentation

PlanningIn your initial planning towards the presentation, you need to be aware of what constitutes a good piece of research and a good presentation. You should be clear about what is expected in a professional context with a focus on educational research. Your use of Standard English should be perfect and you should dress smartly. You need to think about how to convey your research clearly to the audience as this will comprise of your peers, tutors and school-based staff. You should practise and rehearse your verbal speaking before the date of the conference. You should also visit the room you will be presenting in to familiarise yourself with the resources and layout. Room allocation will be made available to you on Moodle a few days before the conference.

Presenting your workYou should have a presentation ready. This could be through PowerPoint, Prezi or another piece of software used for presentations. You will have access to the usual facilities found in teaching rooms. Your presentation may take the form of a poster or several posters and may include examples of work from school or children, if appropriate. You should have a hand-out for the two tutors who will be assessing your presentation.

You will speak for 15 minutes to an audience of up to 30 people. This will include your peers and others from the programme. You must ensure you tell the audience what the impact of conducting this research had had on you as a teacher, learner and researcher. You should suggest how you will use your analysis and findings to inform your practice on your final Assessed Placement and into your NQT year.

You need to be prepared for questions from the audience at the end of your presentation. These are not to catch you out but to seek clarification of any points you have raised in your presentation.

The presentation should include: Title of your research project Update on new literatures since your literature review submission Adaptations to the planning of the research and rationale for the changes (if the

research has been adapted from your original intentions) Findings and analysis (This should form the main focus for your presentation) Conclusions and impact on your own practice Reference list

MPGC04 Presentation Feedback SheetStudent name:

Date and time:

Title:

Presentation 80-100 70-79 60-69 50-59 40-49 Less than 40

Knowledge and understanding

Research question Range of source material Consideration of context, policy and practice

Research methodology

Understanding of practitioner research Understanding of key approaches and

methods of enquiry Justification for the research Recognition of potential and limitations

Analysis and reflection

Criticality of data Analysis of theory and practice Synthesis of concepts and ideas to own

practice Reflection upon anticipated outcomesArgument

Clear, well-structured and cogent

Presentation

Communication of ideas and appropriate format(s)

Grammar and syntax Command of professional language References to published material

Strengths:

Suggestions for improvement:

Agreed Mark

Tutor signature and name: Moderator tutor signature and name:

31

Guidelines for Written WorkPreparing and Writing EssaysLots of study skills books can give you tips on how to prepare and write essays, so do consult these. Emulating the styles of presentation and writing in text books and journals (such as the British Educational Research Association (BERA) journal) is also not a bad place to start.

ReadingThe ‘essential’ and ‘recommended’ reading lists given on Moodle are obvious places to start for specific modules. The topic is normally approached by several books on your reading list. Many books also have useful suggestions for further reading at the end of chapters. Journals will be essential in all academic work and you must ensure you refer to these in every assessment. There will be an ‘introduction to journals’ workshop at the very start of your programme with the Academic Librarian for Education.

What will tutors be looking for in an essay? evidence of a basic grasp of topics introduced through lectures evidence of ‘essential’ and ‘recommended’ reading. Lectures cannot and should not

provide all the information you need to know about a topic. Further reading and further exploration/development of themes introduced in lectures are the essences of study at degree level. Reading can also help improve your academic written style!

evidence that you have understood the question, and have tried to answer the question fully, bringing in illustrations and examples where possible to support the points you are making

better essays will show clear evidence that the writer has actually thought about the question - the important themes it is trying to get you to address. Where appropriate, a ‘critical’ response, well backed up by a good example and a reasoned argument, is a good one to develop at this level of study

evidence of a clear structure to your essay - an obvious ‘beginning’, ‘middle’ and an ‘end’

full and clear referencing for the books, journals and websites you have used during the preparation of the essay. You should take particular care not to copy sections of writing without putting such material in quotation marks and giving a full reference. Paraphrasing of an author’s ideas should also be referenced.

Presentation of Written WorkAll work is to be word-processed with pages numbered. Font should be Arial size 12. Word count should be included on the final page. Reference Lists should come at the end of the essay with Appendices at the end. Appendices should be numbered accordingly. Headers or footers should only state your Student ID number.

Submitting your workPresent it on the published submission date. Agreed dates for the submission of essays should be strictly adhered to, except in exceptional circumstances and after consultation with the Cohort Lead prior to deadlines.

All work to be in hard copy should be handed in at the School Education Office.

All work MUST have the appropriate front sheet completed and attached.

32

Keep your receipt as proof of submission and keep a copy of your work.

Present it in a light plastic folder, unless otherwise requested. This is cheap for you and convenient for everyone. It also helps to ensure its safekeeping.

DO NOT present individual pages in plastic sleeves as tutors may need to write on your work.

Keep a copy of your final draft. Retain all work handed back. It may be required subsequently by the Examination Committee or by the External Examiner.

Some work will be retained for Quality Assurance purposes.

33

Assignment Submission Slips

RECEIPT: KEEP THIS AS PROOF OF SUBMISSION

Module Code: Assignment Number:

Declaration of Academic Integrity: (Please tick against each item as appropriate)I have proof read the content and have spell-checked the workI have referenced the work using Harvard conventions and provided a list of referencesI have read and understood the regulations on plagiarism and cheating and the work submitted is my own within the meaning of the regulations

Student Name Student Signature

Student ID Number

Administrator signature Date

RECEIPT: KEEP THIS AS PROOF OF SUBMISSION

Module Code: Assignment Number:

Declaration of Academic Integrity: (Please tick against each item as appropriate)I have proof read the content and have spell-checked the workI have referenced the work using Harvard conventions and provided a list of referencesI have read and understood the regulations on plagiarism and cheating and the work submitted is my own within the meaning of the regulations

Student Name Student Signature

Student ID Number

Administrator signature Date

34

Harvard ReferencingYSJU follows the Harvard referencing system. Please ensure you are familiar with these conventions by locating the guidance on the library website: http://library.yorksj.ac.uk/smile/Smile_Harvard_Referencing.pdf

Citing in the body of the textWhen you cite a piece of work you must always state the author / editor and the date of publication. If the work has two authors / editors you must cite both names. When citing in-text, you only use the author and date; do not include the title, place of publication, etc., as these further details are written in your reference list at the end of your assignment.

Example with one author:The work of Smith (2002) emphasises that the research was ...

Example with two authors:The work of Theakston and Boddington (2001) emphasises that the research was ...

Example of paraphrased text:There is some considerable debate concerning this research (Theakston and Boddington, 2001) highlighted is ...

If the work has four or more authors/editors, then we use the abbreviation ‘et al.’ This should be used after the name of the first author.

Example of authors cited in the body of your text:The work of Smith et al. (2002) emphasises that the research was undisputable. Theakston and Boddington (2001), however, considererd that ...

Example of paraphrasing in the body of your text:Furthermore, the argument presented was not convincing, causing further debate which led to the postponement of any decision on the refurbishment of the building (Smith et al. 2006).

If you cite an item which has the same author and was written in the same year as an earlier citation you must use a lower case letter after the date to differentiate between the two.

Example of citing different work by the same author from the same year:The work of Smith (2002a) emphasises that the research was ...

Direct quotesIf a direct quote from a book, article, etc., is used you must use quotation marks. Either ‘single’ or “double” quotation marks may be used but you should always be consistent and not switch between the two. State the page number.

Example – Short quotationSimpson (2002, p.6) declared that “the explosive behaviour was unexpected.”

Have a separate, indented paragraph for quotes that take up more than two lines of text, such as in the examples below:

Example 1, indenting a quote:Boden (1998, p.72) states:

35

http://library.yorksj.ac.uk/smile/Smile_Harvard_Referencing.pdf

“In 1664, the most common female crime prosecuted at the Quarter Sessions was that of battering men. This would suggest that women were not the passive and obedient members of society that men would have liked to believe they were.”

Example 2, indenting a quote:...The Place of Women in Society:“In 1664 the most common female crime prosecuted at the Quarter Sessions was that of battering men. This would suggest that women were not the passive and obedient members of society that men would have liked to believe they were.” (Boden 1998, p.72)

Use an ellipsis (three dots, or full stops) to indicate that part of the original text has been omitted from the quotation.

Example – Indicating that some words are omitted from the quotationBoden (1998, p.72) states: “In 1664 the most common female crime prosecuted at the Quarter Sessions was that of battering men ... women beating or dominating a man was a particularly sensitive issue as it threatened the perpetuation of the patriarchal society...”

36

University Undergraduate Assessment Criteria

Continuing with Masters Level StudyYSJ currently offers the following part-time Masters level programmes:

MA EducationMA Education: Early ChildhoodMA Education: MentoringMA Education: Post-compulsory EducationMA Education: Research-engaged Setting

It is important to be aware that the MA programmes are not discrete programmes. They are all MA Education programmes but with the opportunity to follow a specialist interest for those wanting one of the named specialist awards. The specialist award is primarily derived from the focus of your Dissertation/Major Project study in the final year, which must be in the named specialist field. In the first two years you will study generic education content alongside students undertaking different specialist awards, but you will discuss and apply this to your own specialist interest.

Our MA Education programmes offer you the opportunity to learn about and develop your knowledge of current issues from a wide range of perspectives on education. We include creative approaches to teaching, learning and assessment and you will be supported by a team of tutors who are active researchers. We have designed the programme to enable you to study with others who are interested in a wide range of educational issues; for example people working in primary, secondary, post-compulsory or higher education; libraries and archive professionals; people working in museum education; people with mentor roles; Early Years teachers, play workers or Children’s Centre managers.

In Year One you will be introduced to the skills you need for Master’s level study and you will develop in-depth knowledge of a range of approaches and methods through which education is investigated. In Year Two there is a choice to adopt a local, national or global perspective. You might choose to study global changes and effects on education or contemporary educational issues and changes at national level, or you might

have a specific ‘local’ issue you want to study. This ‘local’ issue might be something relevant to you and your employer if you are employed in a work setting or it might be a special interest you have developed through study on one of the other modules that you choose to examine in more depth. In Year Three you will study the Dissertation/Major Project and you will have a specific tutor who will supervise this work. We have designed the MA programmes to support you to engage proactively in education from a theoretical or practical approach, or a combination of the two. This is an exciting opportunity to:

Join with other students in discussion and collaborative learning Be taught by an experienced tutor team who are skilled in supporting your

learning needs as a postgraduate student Gain a Master’s level qualification and a suitable grounding from which

you could progress to future doctoral degree study Include the study of a special interest, and on some modules negotiate

with your tutor the type of assessment which best allows you to demonstrate the learning outcomes. For example you might decide to choose an essay, a report, a funding bid, visual artefacts, the text for a journal article or a research project proposal.

What will I study?You can choose to study Education by enrolling on the generic MA Education programme or to focus your study towards a specific interest or issue relevant to you by enrolling on either the MA Education: Early Childhood, the MA Education: Mentoring, the MA Education: Post-compulsory Education, or the MA Education: Research-engaged Setting.

The course engages you with current issues and debates in education, enabling you to gain critical awareness and understanding and to develop new insights. You will engage in research and advanced scholarship in the discipline and will develop as a self-directed, independent learner who is able to deal with complex issues both systematically and creatively.How is the programme delivered?You will study at York St John University* on two weekends each semester during your first and second year of part-time study. In the third and final year you will experience a different study pattern of individualised supervision and some opportunity to engage with other dissertation students through a two day ‘Easter School’ which will include a range of inputs and activities including workshops, lectures and discussion groups.

*The MA Education: Research-engaged Setting is an off-campus programme. It follows a different timetable schedule and delivery model to the on-campus programme and is delivered off-site. Organisations interested in the MA Research-engaged Setting should contact Leanne Lyons, Programme Administrator in the first instance for further information [email protected]. The strand is particularly relevant to schools who wish to link Master’s study to the development of capacity-building for self-improvement whilst also responding to the national focus too on developing research within the teaching profession.

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Entry requirements You may apply if you have an honours degree in an appropriate discipline. You will be accepted onto the programme following a satisfactory interview, references and evidence of qualifications. If you don’t have these academic qualifications you may qualify for entry based on other equivalent relevant qualifications or experience.If you have a PGCE which you gained within the last five years then we can recognise up to 60 relevant M level credits for this to provide exemption from two of the modules normally studied in the second year of part-time study. This means that you would complete and pass the first year modules and then proceed straight to your dissertation study.

For international applicantsInternational applicants whose first language is not English will be required to demonstrate that they possess sufficient competence in written and spoken English to succeed in the programme of study. This will normally be demonstrated by an IELTS score of 6.0 overall with not less than 5.5 in each section.

How do I apply?Online application forms and guidelines are available on our website http://www.yorksj.ac.uk/

FeesDetails of fees, which are revised annually, can be found on our website at http://www.yorksj.ac.uk/finance/finance-department/tuition-fees.aspx

A 10% discount is applicable to all YSJU Alumni undertaking PG level study.

What Resources will I have access to? A well-stocked library including traditional and on-line material University IT facilities

How can I find out more about the programmes?For more detailed information and an application form please visit http://www.yorksj.ac.uk/

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