Appointments can be booked with a learning development tutor or Royal Literary Fund Fellow or drop-in to the Writing Café located on the 4th Floor of Babbage. Further information on all these resources and more can be found . Employability The Employability Service offer impartial information, advice and guidance to support you throughout your time at university, and for three years beyond. We work with academic departments and employers to develop workshops, fairs and skill sessions, all aimed to enhance your employability. They can help with; career direction advice, postgraduate study options, job searching, placement and work-based learning opportunities, CV and application support, interview and assessment centre advice as well as support with extra-curricular activities. Please click for further information. Peninsula Arts Peninsula Arts is the arts and culture centre for University of Plymouth, featuring the Peninsula Arts Gallery, hosting a variety of exhibitions throughout the year and providing a wide range of music concerts, films, performances, talks and debates. The unique Student Participation in Arts (SPiA) scheme for University of Plymouth students gives all students a gift of up to £150 of free credit to spend on Peninsula Arts events. Visit the Peninsula Arts Box Office to load your student card with credit and redeem against events that feature the SPiA logo. We provide exciting internship opportunities throughout the year to help students gain arts administrational experience; visit the website to find out more about how to apply. Visit the Peninsula Arts Gallery Shop for a chance to purchase bespoke artwork created by University of Plymouth students, limited edition prints, art books, cards and gifts. You can now obtain tickets online 24/7 or contact our Box Office on t: 01752 585050 or email: Open to the Public | Peninsula Arts | Roland Levinsky Building | Monday - Friday 10:00 - 17:00 | Saturdays 11:00 - 16:00. University of Plymouth Press The University of Plymouth Press is run in conjunction with MA Publishing . The Press welcomes proposals for publications. Please see details . Appendix 1 – Module Records UNIVERSITY OF PLYMOUTH MODULE RECORD SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.
programme. Of which one x 1hr (minimum) session will be observed by a subject specialist mentor and 1hr by a course tutor. Directed and independent study 207.5 hrs Total 300 hrs (NB: 1 credit = 10 of learning; 10 credits = 100 hours, etc) Category Element Component Name Component weighting Comments Include links to learning objectives Coursework C_ A research project task Pass/Fail ALOs 1,2 and 3 will be assessed through a research project task equivalent to 3500-4000 This task will be assessed against the Programme’s Coursework criteria. Generic Assessment A_ Teaching Practice and Two Teaching Observations Pass/Fail ALO 4 will be assessed through meeting the minimum teaching practice requirements and two teaching observations, one by a course tutor and one by a subject specialist mentor. The teaching observations will be assessed against the Programme’s Teaching Observation criteria. Practice P_ Professional Portfolio Pass/Fail ALO 5 will be assessed through a Professional Portfolio with agreed action points for developing teaching practice using the relevant Professional Standards and the Minimum Core. This task will be assessed against the Professional Portfolio criteria. Updated by: Date: XX/XX/XXXX Approved by: Date: XX/XX/XXXX UNIVERSITY OF PLYMOUTH MODULE RECORD SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code. MODULE CODE: DLLS683 MODULE Investigating Theories of Learning and Teaching CREDITS: 30 FHEQ LEVEL: 6 JACS CODE: X141 PRE-REQUISITES: N/A CO-REQUISITES: N/A COMPENSATABLE: No SHORT MODULE DESCRIPTOR: (max 425 characters)
Through reflective practice and autonomous study, this module critically evaluates some of the theories, policies and principles for enabling inclusive learning. Communication, resources, teaching and learning strategies and organisation policies are critically analysed. . ELEMENTS OF ASSESSMENT [Use HESA KIS definitions} E1 (Examination) C1 (Coursework) Pass/Fail P1 (Practical) Pass/Fail E2 (Clinical Examination) A1 (Generic assessment) Pass/Fail T1 (Test) SUBJECT ASSESSMENT PANEL Group to which module should be linked: DLL Professional body minimum pass mark requirement: Pass MODULE AIMS: To allow graduates to critically examine the relationship between the theories and principles for enabling learning through a professional inquiry into a selected aspect of the Further Education and Skills sector. The module incorporates elements of the LSIS mandatory content for the Diploma in Education and Training. ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: Demonstrate a comprehensive knowledge of theories and principles of learning Apply a method of professional inquiry to a selected aspect relating to theories of learning in the Further Education and Skills sector in the context of the learner’s own professional practice. Demonstrate the autonomous ability to improve own subject specialist teaching Identify ways to improve own approaches to planning and enabling learning making reference to the Minimum Core and Professional Standards DATE OF APPROVAL: XX/XX/XXXX FACULTY/OFFICE: FAH DATE OF IMPLEMENTATION: XX/XX/XXXX SCHOOL/PARTNER: Education DATE(S) OF APPROVED CHANGE: XX/XX/XXXX TERM: Autumn and Spring UNIVERSITY OF PLYMOUTH MODULE RECORD Additional notes (for office use only): UNIVERSITY OF PLYMOUTH MODULE RECORD SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes. ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE:
Appendix 2 – Coursework Assessment Criteria Grade Critical reading Research & investigation Communication skills LEVEL 7 A pass in demonstrating the knowledge and understanding to achieve the assessed learning outcomes linked to the coursework Relevant and wide range of texts, to include journal articles, national and local policy documents, with accurate and consistent referencing. Reflexively evaluate reliability, validity and significance of data. Deep systematic analysis and synthesis of complex, incomplete or contradictory areas of knowledge in relation to own practice and impact on learning. Deep and systematic engagement in / with current research to encourage innovation / creativity and improve own practice. Reflexive engagement with related ethical issues. Reflexively evaluates impact on practice and learners. Consistently demonstrating highly effective and coherent communication of complex ideas and meaning. Format is appropriate, readable and accessible, with accurate and consistent grammar and punctuation. A fail in demonstrating the knowledge and understanding to achieve the assessed learning outcomes linked to the coursework Irrelevant and limited range of inaccurately and / or inconsistently referenced texts. Lacking deep and systematic analysis, evaluation and synthesis. Lacking deep and systematic engagement in research, ethical implications. Lack of reflexive evaluation of impact on practice and learners. Lacking consistency and coherence in communicating complex ideas and meanings. Inappropriate format which lacks readability and accessibility. Inaccurate and / or inconsistent in grammar and punctuation. LEVEL 6 A pass in demonstrating the knowledge and understanding to achieve the assessed learning outcomes linked to the coursework Relevant and wide range of texts to include journal articles and policy documents, with generally accurate and consistent referencing. Critically evaluate reliability, validity and significance of data. Comprehensive and detailed analysis and critique of theories and contexts and an awareness of the provisional nature of knowledge. Engagement with own / others’ research to encourage innovation / creativity and improve own practice. Critical analysis of related ethical issues. Critically reflects and evaluates impact on own practice and learners. Effective and coherent communication of and meaning, using appropriate format, which is readable and accessible, with generally accurate and consistent grammar and punctuation. A fail in demonstrating the knowledge and understanding to achieve the assessed learning outcomes linked to the coursework Irrelevant and limited range of poorly sourced and referenced texts. Lacking comprehensive analysis, evaluation and critique. Lacking engagement in research and critical evaluation of ethical issues. Lack of critical reflection of impact on practice and learners. Lack of coherency and ineffective communication of ideas and meaning. Inappropriate format and accuracy and / or inconsistency in grammar and punctuation.
Reflection Implementation An outstanding pass in achieving the assessed learning outcomes linked to the Professional Portfolio Detailed and systematic evaluation of impact on learning of all lessons planned, with challenging targets set, many of which will be innovative/creative. Rigorous and systematic evaluation of own capabilities against relevant given and self-directed targets, as listed in the RDP. Many of these will be complex/non-routine innovative/creative. Detailed and systematic reflection on development of own practice and impact on learning, in relation to relevant professional standards. Analysis of links between theory and practice; shows awareness of organisational and Government policies and relevant research. Submission of all elements of the Professional Portfolio, as listed in the module contents sheet, which evidence autonomous development, impact on learning and which demonstrate initiative and problem solving. Rigorously completed lesson with specific learning outcomes and using a range of learning and assessment approaches, which are challenging and encourage innovation/creativity/risk taking to enable learning. Meeting targets set in RDP, many of which will be and demonstrate autonomous development in practice and impact on learning. Evidence from mentor of progress in subject pedagogy which has an outstanding impact on learning. A good pass in achieving the assessed learning outcomes linked to the PP Detailed evaluation of impact on learning of all lessons planned, and challenging targets set, some of which will be innovative/creative. Consistent and detailed evaluation of own capabilities against given and self-directed targets, as listed in the RDP. Some of these will be complex/non-routine/creative. Detailed reflection on development of own practice and impact on learning, in relation to relevant professional standards. Clear articulation of links between theory and practice; shows awareness of organisational and Government policies. Submission of all elements of the Professional Portfolio, as listed in the module contents sheet, which evidence consistent development, impact on learning and which demonstrate problem solving. Fully completed and detailed lesson plans with specific learning outcomes and using a range of learning and assessment approaches, which are challenging/encourage innovation/creativity and enable learning. Meeting targets set in RDP, some of which will be and demonstrate consistent development in practice and impact on learning. Evidence from mentor of progress in subject pedagogy which has a good impact on learning. Appendix 4 - Professional Portfolio Assessment Criteria – includes Reflective Development Plan (RDP)