LIFELONG LEARNING STUDIES

Credit Points

20

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 1 on the BA in Professional Development.

Overview

The course is designed to introduce participants to the philosophy of and processes of the Programme for which it is a core course. This includes the skills required to learn from academic study and to learn from their own experience. The course gives prominent place to the model of the professional as a reflective practitioner. Participants will be encouraged to develop skills in the processes of reflection and their application in professional practice. In addition, the course assists participants to develop their own personal and professional development plan.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 4 x 3 hour seminars, 4 x 1 hour tutorials + distance learning. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Continuous assessment (100%).

Credit Points

20

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 1 on the BA in Professional Development.

Overview

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 4 x 3 hour seminars, 4 x 1 hour tutorials + distance learning. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Continuous assessment (100%).

Credit Points

20

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to student in Programme Year 1 on the BA in Professional Development and the BA in Early Childhood Studies.

Overview

Introduction to study – identifying the skills required for effective study, identifying individual strengths, identifying individual development requirements in relation to study – establishing individual learning styles and preferences.

Study skills – sourcing books, taking notes from books/seminars/groups; reproducing information – essays, reports, case studies; presenting information in the form of graphs, tables; referencing.

Study habits and processes – time planning, scheduling, practical study arrangements, managing multiple priorities, working alone and in groups.

Study support – identifying sources of support, managing stress, concentration, maintaining motivation, strategies for monitoring future study needs.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 4 x 3 hour seminars, 4 x 1 hour tutorials + distance learning. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Continuous assessment (100%).

Credit Points

20

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 1 on the BA in Professional Development and the BA in Early Childhood Studies.

Overview

The Professional Project content is determined by the individual participant. Participants select a piece of work that will form the basis of a project which brings together learning in the area of inquiry and reflection and learning in context.

Guidance is provided, however, on:

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 4 x 3 hour seminars, 4 x 1 hour tutorials + distance learning. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Continuous assessment (100%).

Credit Points

20

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 1 on the BA in Professional Development.

Overview

Organisations in the public, private and voluntary sectors frequently work with a range of different communities. This course assists participants to identify these communities, to analyse significant characteristics of these communities and to consider the contribution these communities may make to their organisation and to individual practice.

The case explores definitions of community; the politics of community; the sociology of community.

In identifying the participant’s own community, client communities, stakeholder communities and non-participant communities are considered.

The course covers principles associated with community involvement including concepts of empowerment, participation, partnerships and inclusion.

Practical steps in stimulating community interest and involvement are considered including identifying maintaining and harnessing community networks and resources.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 4 x 3 hour seminars, 4 x 1 hour tutorials + distance learning. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Continuous assessment (100%).

Credit Points

20

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 1 on the BA in Professional Development.

Overview

The course introduces participants to the key principles involved in developing or selecting effective training programmes for adults. It will focus on the development of programmes in different modes but in particular on short training programmes delivered face-to-face. It is intended for participants with limited experience or no experience of developing training programmes.

The course considers training in the context or organisational goals. It covers selected principles of adult learning and creating an adult learning environment.

Training Needs analysis including identifying individual and cluster needs is covered along with different modes of training needs analysis.

Finally, delivery, exploring different styles is considered and monitoring of evaluation tools.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 4 x 3 hour seminars, 4 x 1 hour tutorials + distance learning. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Continuous assessment (100%).

Credit Points

20

Course Coordinator

Mrs S L Kearns

Pre-requisites

Available only to students in Programme Year 1 on the BA in Professional Development.

Co-requisites

Current experience of direct work with children and families.

Overview

Values and perspectives in relation to childhood, parenting and the family, and their relevance to current legislation.

Concepts of attachment, resilience and vulnerability and their application.

Introduction to a range of theorists in the field of lifespan development, including Piaget, Fahlberg, Howe, Erikson.

Exploration of systemic practice models of assessment and child observation and relevant skills rehearsal.

Key skills in engaging communication and managing conflict.

Key skills in recording and reporting.

Standard delivery model – Mixed mode – 10 x 2 hour seminars, 1 x 7 hour workshop, 3 x 1 hour tutorials + open learning tasks. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Continuous assessment (100%).

Credit Points

20

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 1 on the BA in Professional Development.

Overview

Content is determined by the student in negotiation with the course tutor. A learning contract is developed. This emerges from dialogue between the course participant and the course tutor.

The contract includes learning outcomes negotiated between student and course tutor.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 4 x 3 hour seminars, 4 x 1 hour tutorials + distance learning. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Continuous assessment (100%).

Credit Points

15

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 2 on the BA in Professional Development.

Overview

The course focuses on learning through study, learning from experience and the development of professional knowledge. It discusses the emergence of the notion of the reflective practitioner. It considers the place of inquiry in professional development linked to practitioner research and active experimentation. Learning from inquiry; interpreting inquiry; using the inquiry of others are covered.

The purpose of the course is to deepen understanding of the role of professional development that participants may already have studies at SD1 level of the programme. It also introduces the key learning processes that underpin the SD2 level of the BA in Professional Development. This includes formal/informal learning, reflective practice, surface and deep learning, relationships with other professionals.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Continuous assessment (100%).

Credit Points

15

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 2 on the BA in Professional Development.

Overview

Content is determined by the student in negotiation with the course tutor. A learning contract is developed. This emerges from dialogue between the course participant and the course tutor.

The contract includes learning outcomes negotiated between student and course tutor.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Continuous assessment (100%).

Credit Points

15

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 2 on the BA in Professional Development.

Overview

The contribution of research to professional practice: the uses of research; the role of the researcher; ethical issues.

Designing and planning research: participatory research approaches; setting problems; developing a research proposal.

Data collection methods – questionnaires, observation and interviews.

Data analysis and interpretation.

Writing research proposals and reports.

A structured approach to organising and undertaking a simple small-scale research project.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Continuous assessment (100%).

Credit Points

15

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 2 on the BA in Professional Development.

Overview

The Professional Project content is determined by the individual. Participant guidance is provided in:

• selecting topic for inquiry


• reviewing literature and other sources of information


• developing a manageable and detailed project proposal


• formulating an action plan


• gathering, analysing and interpreting information


• interpreting data so that it may be linked to practice


• communicating findings.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Continuous assessment (100%).

Credit Points

15

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 2 on the BA in Professional Development.

Overview

The content of the course will assist participants to take a journey of inquiry, identifying and analysing the policy systems and structures that apply within their own organisation and their own profession; looking in particular at the implications of these for ‘more effective practice’.

The journey will include:

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Continuous assessment (100%).

Credit Points

15

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 2 on the BA in Professional Development.

Overview

The course will include:

Participants will have the opportunity to explore a number of approaches and techniques to improve the quality of partnership including information sharing, communication styles and skills; design of partnership relationships. Participants will also consider techniques to facilitate partnerships – empowerment, negotiation, drawing up agreements, dealing with conflict mechanisms for monitoring, reviewing ending and reviewing partnerships.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Continuous assessment (100%).

Credit Points

15

Course Coordinator

Mr A Hamilton

Pre-requisites

Available only to students in Programme Year 2 on the BA in Professional Development who are practitioners with a relevant professional qualification and who are nominated by their employing agency.

Overview

Course content will include:

• ledge of roles and responsibilities within legal and policy frameworks and balancing children’s rights; parental responsibilities; duties and powers of agencies;


• use of the law and local Child Protection Guidelines;


• examination of local arrangements for reporting and investigating abuse and roles within these;


• interprofessional and interagency collaboration and communication;


• communication with children, carers and professionals;


• consideration of roles and responsibilities;


• recognition of signs and symptoms of abuse and neglect;


• consideration of definitions of abuse;


• identification of barriers to recognition of abuse;


• examination of personal and professional value bases and their influence on practice.

Standard delivery model – 10 x 1-hour lectures, 19 x 2-hour seminars, 2 x 1-hour tutorials. Less face-to-face and more open/distance learning delivery mode can be provided to suit needs of sponsoring organisation.

Continuous assessment (100%).

Credit Points

30

Course Coordinator

Mrs S L Kearns

Pre-requisites

Available only to students in Programme Year 2 on the BA in Professional Development who have passed Working with Children, Young People and Their Families 1.

Co-requisites

Current experience of practice with children and families.

Overview

Exploration of ethical dilemmas and value conflicts.

Key concepts and discourses, including oppression and empowerment, children’s rights, partnership and the interface between care and protection.

Models of assessment and intervention introducing a range of systemic and solution-founded strategies.

Exploration of key areas of vulnerability and their impact on children’s behaviour and family functioning.

Consideration of the interdisciplinary interface between professional roles in the multi-interdisciplinary team.

Opportunities for skill development in a range of areas including conflict management.

Standard delivery model – Mixed mode – 12 x 2 hour seminars, 1 x 7 hour workshop, 4 x 1 hour tutorials + distance learning. More face-to-face contact OR more open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Continuous assessment (100%).

Credit Points

15

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 3 on the BA in Professional Development.

Overview

The BA in Professional Development has been designed to promote more effective practice with reflective inquiry as the key approach towards achieving this goal through the revision and reconstruction of practice. The philosophy and processes of the programme are made explicit at the beginning of each level of the programme. A prominent place is given to critical analysis of the model of the reflective practitioner.

Participants are not only encouraged to appreciate the significance of reflective practice but also they are encouraged to exercise and develop skills in the processes of reflection and their application in each participants’ professional practice, taking account of the social learning context. The course seeks to build upon existing professional values, knowledge and skills but expects that professionals accept responsibility for the ongoing development of their professional field.

The course provides the opportunity for personal and professional development planning.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Continuous assessment (100%).

Credit Points

30

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 3 on the BA in Professional Development.

Overview

The content of the professional project is determined by the individual participant with support from tutors. Guidance is, however, provided on:

Standard delivery model – Mixed mode – Face-to-face – 2 x 6 hour workshops, 6 x 3 hour seminars, 4 x 1 hour tutorials + distance learning. Full distance learning delivery modes can be made available if numbers are viable and more/less face-to-face can be provided where participants are in a viable cohort size to suit needs of the group/sponsoring organisation.

Continuous assessment (100%).

Credit Points

15

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 3 on the BA in Professional Development.

Overview

Distinctions between different approaches to practice research and evaluation.

Introduction to post-positivist approaches to small-scale qualitative inquiry.

Ethical research practice.

Research processes – research questions, methodology/methods/analysis and interpretation.

Analysis and interpretation of findings.

Research minded practice.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Continuous assessment (100%).

Credit Points

15

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 3 on the BA in Professional Development.

Overview

Content is determined by the student in negotiation with the course tutor. A learning contract is developed. This emerges from dialogue between the course participant and the course tutor.

The contract includes learning outcomes negotiated between student and course tutor.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Continuous assessment (100%).

Credit Points

15

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 3 on the BA in Professional Development.

Overview

Background to organisation theory including classical/scientific management and the human relations movement. Current influences in organisation theory and the emergence of development planning within educational services.

Strategic planning with particular reference to public and third sector, including negotiating and agreeing contracts.

Organisational change. Management of change. Strategic and operational objectives. Total Quality Management. Performance Indicators.

Management and planning of human resources to ensure full contribution to the work of the organisation.

Financial management. Financial implications of planned work activities. Budgeting.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. More face-to-face OR more open/distance learning delivery modes can be made available to suit needs of student or sponsor given viable cohort size.

Continuous assessment (100%).

Credit Points

15

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 3 on the BA in Professional Development.

Overview

Background to Training and Development

This unit provides an introduction to training and development, locating them within the context of other management functions and responsibilities.

Identification of Training Needs and Personal Development Plans

The relationship between strategic planning and training and development, exploring a number of methods of identifying training needs and outlining the process of producing Personal Development Plans, including strategies to meet these needs.

Planning and Designing Programmes

Trainer centred and participant centred approaches.

Evaluation and Reassessment of Needs

The final unit of this course explains how to evaluate programmes so that sound judgements may be made concerning the effectiveness of training and development.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. More face-to-face OR more open/distance learning delivery modes can be made available to suit needs of student or sponsor given viable cohort size.

Continuous assessment (100%).

Credit Points

15

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 3 on the BA in Professional Development who have passed Self-Management & Personal Effectiveness 2.

Overview

Self analysis – each student is encouraged to demonstrate willingness and ability to investigate and analyse their existing levels of personal effectiveness in practice using a combination of diagnostic instruments; reflection based on new learning from the course; and feedback from others.

At the outset participants will be introduced to the principles that underpin the module, including its reflective and active learning philosophy. Thereafter the course content will be built around the following topics:

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. More face-to-face OR more open/distance learning delivery modes can be made available to suit needs of student or sponsor given viable cohort size.

Continuous assessment (100%).

Credit Points

30

Course Coordinator

Mrs N M Hart

Pre-requisites

Available only to students in Programme Year 3 on the BA in Professional Development who hold a relevant professional qualification and are sponsored by their employing agency.

Overview

Evaluation and review of own knowledge base.
Update on current literature and research in child care and child protection and consideration of its implications for both practice development and professional development of staff and the development of child care policy and practice and the assessment planning and decision making process.

The influence of adult learning theory on supervisory style.

Learning styles.

Giving and receiving feedback.

Staff appraisal.

Motivating staff.

Standards of practice and assessment of competence.

Staff care and self care.

Standard delivery model – 15 x 1½ hour lectures, 12 x 2-hour seminars, 3 x 1 hour tutorials. More face-to-face OR more open/distance learning delivery modes can be made available to suit needs of student or sponsor given viable cohort size.

Continuous assessment (100%).

Credit Points

15

Course Coordinator

Mrs N M Hart

Pre-requisites

Available only to students in Programme Year 3 on the BA in Professional Development.

Overview

This course will include knowledge input and practice learning with regard to:

Standard delivery model – Face-to-face – 5 x 2-hour seminars, 10 x 1-hour lectures, 2 x 1-hour tutorials. Mixed mode OR more open/distance learning delivery modes can be made available to suit needs of student or sponsor given viable cohort size.

Continuous assessment (100%).

Credit Points

15

Course Coordinator

Mrs C A Gordon

Pre-requisites

Available only to students in Programme Year 3 on the BA in Professional Development who are currently employed in Further Education.

Overview

The course introduces issues that are current to practitioners in the FE context.

The course has been designed in such a way that it encourages a reflective practice approach in addressing the following topics:

Distance learning materials (either paper-based or online) with support arrangements as negotiated with FE college partners.

Continuous assessment (100%).

Credit Points

15

Course Coordinator

Mrs C A Gordon

Pre-requisites

Available only to students in Programme Year 3 on the BA in Professional Development who are currently employed in Further Education.

Overview

The course introduces issues that are current to practitioners in the FE context.

The course has been designed in such a way that it encourages a reflective practice approach in addressing the following topics:

Combination of taught delivery, self-study and academic tutorial support.

Continuous assessment (100%).

Credit Points

15

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 3 on the BA in Professional Development.

Overview

The course provides students with an opportunity to synthesise learning from practice based teaching experience in a further education setting. The course allows students in collaboration with a tutor to outline ways in which they intend to use teaching practice to plan their own development.

The course covers conceptualising practice, notions of competence and the establishment of agreed learning outcomes in a context of personal and professional goals. It also covers implementation of a learning plan and self-evaluation.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. More face-to-face OR more open/distance learning delivery modes can be made available to suit needs of student or sponsor given a viable cohort size.

Continuous assessment (100%).

Credit Points

15

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 3 on the BA in Professional Development.

Overview

Experiences of Learning – This encourages participants to look at their own experience of learning in order to begin to explore the values they hold, subjecting them to critical analysis and looks at definitions of adult education.

History, culture and politics of adult education – The context of adult education has been characterised over the years by changes and movements. An exploration of history, culture and politics contributes to understanding of the current character of adult education.

Understanding adult learners – This focuses on the learner and his/her motivation for learning and how his/her character and experience might be important to the learning experience.

Expanding Ideology – This assists participants to learn from the experiences of the course and to look to the future for the participants as both the learner and an educator of adults.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. More face-to-face OR more open/distance learning delivery modes can be made available to suit needs of student or sponsor given a viable cohort size.

Continuous assessment (100%).

Credit Points

15

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 3 on the BA in Professional Development.

Overview

The course explores common educational approaches in a practical context. This includes for example andragogy, learning styles, constructivism, learning careers, situated learning, coaching, informal learning.

Participants are encouraged to view the educational process as a multi-layered activity which brings together sociological forces that shape education, educational theory, curriculum and practice.

Common educational interventions will be introduced and practised, linking these to identified needs.

The training cycle used to design, implement and evaluate training programmes will frame the course introducing participants to training needs analysis, goal/objective setting/implementation and evaluation.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. More face-to-face OR more open/distance learning delivery modes can be made available to suit needs of student or sponsor given a viable cohort size.

Continuous assessment (100%).

Credit Points

15

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 3 on the BA in Professional Development.

Overview

The course will include an examination of different approaches to work in the community and community development with particular reference to different understandings of community. The course will consider the history of different government approaches to community empowerment and inclusion with particular reference to these in an educational context and supporting learning in the community. The underpinning values and principles will be explored.

Through consideration of common discourses of inclusion and empowerment, individuals will be encouraged to explore these notions in their own community or a community in which they work.

Common approaches and skills linked to community work will be introduced including community profiling, networking/partnership, progression and sustainability and evaluation.

The course aims to provide individuals with an opportunity to develop practical skills to support community work. This will include developing small-scale community profiles and the communication and networking skills linked to community development. Participants will be encouraged to reflect on their own values and the impact of their work in a community development domain of their choice.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. More face-to-face OR more open/distance learning delivery modes can be made available to suit needs of student or sponsor given a viable cohort size.

Continuous assessment (100%).

Credit Points

15

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 3 of the BA in Professional Development.

Overview

Defining community and related ideas and terms.

Identifying community work processes and good practice, including tools for change.

Networking, empowerment and inclusion.

Evaluating good community practice.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. More face-to-face OR more open/distance learning delivery modes can be made available to suit needs of student or sponsor given a viable cohort size.

Continuous assessment (100%).

Credit Points

15

Course Coordinator

Mrs L M Stephen

Pre-requisites

Available only to students in Programme Year 3 on the BA in Professional Development who are currently employed in Further Education.

Notes

Normally a participant would be completing this course concurrently with other courses in the BA Professional Development programme.

Overview

The course has three main themes. These are to:

• put into practice the knowledge and understanding of teaching and learning in Further Education;


• demonstrate teaching competence;


• reflect on learning and associated practice.

Distance learning information (either paper-based or on-line) with supportive documentation and individual opportunities to discuss teaching.

Continuous assessment (100%).

Credit Points

5

Course Coordinator

Mrs Y C Bain

Pre-requisites

Only available to students on the P/T PGCE (Primary) programme.

Co-requisites

This course is one of the optional courses within the PGCE (P) Programme (by part-time distance learning). Participants are expected to take the core courses for the PGCE (P) part-time programme.

Notes

Online web access is essential. Course available only where there is partnership agreement with the Local Authority.

Overview

The ICT Elective course provides an opportunity for deeper consideration of the impact and effectiveness of ICT on children’s learning. Research evidence suggests that ICT has a positive impact on learning when used in a planned, structured and supportive manner for learning and teaching. This course will consider practical ways in which learning can be supported with and through the use of ICT. Participants will be enabled to further enhance their own skills in using ICT and to make informed decisions about where, how and when to make use of computer technology in the Primary classroom.

6 hours contact in workshops delivered on-campus, 14 hours tutor-directed online learning, 10 hours negotiated study by distance learning and 20 hours student self-directed learning.

Continuous assessment (100%).

Credit Points

30

Course Coordinator

Mr J D Grant

Pre-requisites

Available only to students on the PGCE (Secondary) programme.

Co-requisites

Learning & Teaching in Secondary Schools, Secondary School Experience 1(SE1), Secondary School Experience 2(SE2), Secondary School Experience 3(SE3).

Overview

The content will:

• focus on the range of topics specified for Business Education which are relevant to the secondary school curriculum;


• examine the rationale for Business Education in the secondary school curriculum;


• critically evaluate relevant literature and research;


• study in detail national subject/course guidelines.

Attention is given throughout to aspects of professional practice in the teaching of Business Education in secondary schools such as: communication; lesson and course planning and evaluation; resource evaluation, selection and production; assessment of pupils; learning styles and differentiation. Students will be required to consider and use theoretical frames and findings from research.

This course is integrated with courses SE1, SE2 and SE3 and is offered in three blocks of 6 weeks. For blocks 1 and 2 the normal pattern will be 5 hours contact per week and for the block 3 the pattern will be two and a half hours per week. The contact time will be made up of lectures, seminars, tutorials and tutor led workshops.

Continuous assessment: In-Course Essay (100%).

Credit Points

30

Course Coordinator

Mr J D Grant

Pre-requisites

Available only to students on the PGCE (Secondary) programme.

Co-requisites

Learning & Teaching in Secondary Schools, Secondary School Experience 1(SE1), Secondary School Experience 2(SE2), Secondary School Experience 3(SE3).

Overview

The content will:

Attention is given throughout to aspects of professional practice in the teaching of Business Education with Economics in secondary schools such as: communication; lesson and course planning and evaluation; resource evaluation, selection and production; assessment of pupils; learning styles and differentiation. Students will be required to consider and use theoretical frames and findings from research.

This course is integrated with courses SE1, SE2 and SE3 and is offered in three blocks of 6 weeks. For blocks 1 and 2 the normal pattern will be 5 hours contact per week and for the block 3 the pattern will be two and a half hours per week. The contact time will be made up of lectures, seminars, tutorials and tutor led workshops.

Continuous assessment: In-Course Essay (100%).

Credit Points

30

Course Coordinator

Mrs Y C Bain

Pre-requisites

Available only to students on the PGCE (Secondary) programme.

Co-requisites

Learning & Teaching in Secondary Schools, Secondary School Experience 1(SE1), Secondary School Experience 2(SE2), Secondary School Experience 3(SE3).

Overview

The content will:

Attention is given throughout to aspects of professional practice in the teaching of Computing in secondary schools such as: communication; lesson and course planning and evaluation; resource evaluation, selection and production; assessment of pupils; learning styles and differentiation. Students will be required to consider and use theoretical frames and findings from research.

This course is integrated with courses SE1, SE2 and SE3 and is offered in three blocks of 6 weeks. For blocks 1 and 2 the normal pattern will be 5 hours contact per week and for the block 3 the pattern will be two and a half hours per week on a single morning. The contact time will be made up of seminars, tutorials and tutor led workshops.

Continuous assessment: In-Course Essay (100%).