ED2S036 - Extending Professional Practice 01 Sep 2022 - 31 Aug 2026 | Version 3
Associated Module Information
| Module Code: | ED2S036 | ||
|---|---|---|---|
| Module Title: | Extending Professional Practice | ||
| Faculty: | Faculty of Life Sciences and Education | ||
| Faculty Group: | Post Compulsory Education | ||
| Faculty Sub Group: | Post Compulsory Education | ||
| Module Leader: | Jodie Rees | ||
| Module Team: | Helen Griffiths, Alison Straker, Phill Jones, Alexandra Clarke, Sara Davies, , Michael Holley, Jodene Jenkinson, Lisa Sayce, Karen Lamprey, Mandy Evans, Leigh Webber, Matt Eggerton, Lisa Pettinger, Heledd Smith, Donna Watson, Sophie Meace-Williams, Jodie Rees, Ilario Siciliano | ||
| First Intended Intake: | SEP 2020 | Final Year of Intake: | 2025 |
| Date Closed: | |||
| Credit Value: | 20 | Credit Level: | 5 |
| Language: | English | ||
| Percentage of Module Taught in Welsh: | 0 | ||
| Equivalent Module: | |||
| HECOS codes: | 100508 - post compulsory education and training | ||
| HECOS Code Weighting: | 100 | ||
Document Version Information
| Version | 3 |
|---|---|
| Valid From | 01 Sep 2022 |
| Valid To | 31 Aug 2026 |
Module Aims
• To extend practical teaching experience that develops the professional skills, knowledge and values required of an effective practitioner within the PcET sector.
• To develop an ethos of reflection and reflexivity underpinned by literature, lifelong learning and professional development as a teacher in the PcET sector.
• To work professionally with learners, mentors, tutors, and peers and develop professional relationships, promoting diversity, equality of opportunity and inclusion in all aspects of professional practice.
• To evaluate PcET policy at government and institution level, with reference to cross-cutting themes (including digital literacies), diversity, and equal opportunities to critically review the impact on teachers and students.
• To extend understanding and practice of long-term effective and innovative planning for learning.
Content Summary
The module is designed to help students extend professional skills and competence to deepen understanding of key issues in PcET and further extend knowledge, skills, and values of the sector:
Indicative content
• extending professional knowledge, values and skills expected of practitioners in the post-compulsory sector, drawing on collaborative and professional relationships with mentors, tutors, and peers
• practical experience at a PcET placement throughout the academic year to include observation of other practitioners and own teaching practice
• Apply self-evaluation and reflexivity for critical analysis of own practice and setting targets for own development
• critical engagement with a broader range of literature and theory to support development and understanding of the roles, responsibilities, knowledge, skills and values of working in the post-compulsory sector
• engaging in quality assurance (QA) processes and moderation in line with institution and awarding body requirements
• critically evaluating and applying sector specific policies set by government and institution e.g. wellbeing, ALN, sustainability, working with minority groups, ESDGC, British Values, Welsh language and culture, Digital 2030
• extend critical thinking skills to review the impact of wider institutional and social contexts on teachers and learners
• extending practice in the use of long-term planning documents (schemes of work/learning) used during placement to support effective and engaging learning
• developing skills and confidence in digital literacy, the use of visual media/technology for professional communication and technology enhanced learning
Assessment by portfolio (with the intention of e-portfolio subject to Turnitin viability) will provide students with the opportunity to evidence a wide range of work related to their developing professional practice over the course of their placement experience. It is valid, authentic and allows assessors to see development of professional knowledge, skills and values along practitioner journey. Planning, delivering, assessing and evaluating are key components of a cyclical and iterative process, but for the purpose of assessment these are disaggregated into two learning outcomes, both of which are evidenced holistically within the portfolio.
The presentation reviews a particular piece of PcET policy selected by the student to review its impact on teachers and students within the sector.
The assessment tool is valid, authentic and allows for range of practitioner contexts and priorities.
This module embeds the following cross-cutting themes:
• Professional and ethical standards
• Supporting the teaching and research nexus
• Developing literacies for learning and professional life
• Authentic and socially-situated learning
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| Lecture | 25 |
| Seminar | 5 |
| Practical classes and workshops | 10 |
| Independent Study | 100 |
| Directed Study | 55 |
| Formative Assessment - Scheduled | 5 |
| Total Hours Selected | 200 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | Demonstrate progress in planning and delivery of effective learning, teaching and assessment that meets the professional standards of the PcET sector and ongoing commitment to own professional development through reflection and evaluation. |
| LO2 | Evaluate a policy at government and institution level providing a critical review of its impact on teachers and students. |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Practical Assessment (CW) | Poster Presentation 1 | Produce a 10 minute vlog that evaluates a piece of PcET policy at government and institution level including a review of its impact on teachers and students. | 10 | N/A | 20 | No | 40 |
| Portfolio | Portfolio 1 | •Evidence of practical experience in the workplace includes: • Placement report • observation records (20 hrs) and teaching records (50 hours min) • Three successful TP observations (summative) each with evidence of planning documents, teaching and learning resources, examples of student work and tutor feedback with evidence of progress on targets •?Three written evaluations of up to 500 words completed after each teaching observation OR one written evaluation of up to 1500 words completed at the end of the three observations?? ?• Reflective journal • Professional development plan | 0 | 4000 | 80 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | ||
| Poster Presentation 1 | ✘ | ✔ | |
| Portfolio 1 | ✔ | ✘ | |