Teaching, Learning and Mentoring Practice - Edge Hill University

Teaching, Learning and Mentoring Practice
Pre - Programme Information
Part-time
2012-2013

Welcome.
The Programme team extends a warm welcome to students who will be
joining the programme in September 2012. The BA (Hons) TLMP is an
innovative programme designed for teaching assistants and support staff. The
degree aims to provide students with a high quality education and training
experience within a range of school and other educational contexts. In
addition it aims to develop professional and vocational knowledge,
understanding and skills. The programme is vocationally focused and
therefore relates to school based observations, experience and good practice.
This booklet contains important information to prepare you for the start of the
programme. Essential information such as term dates, contacts, general
information related to your studies and school-based learning are outlined
here and you will receive a comprehensive Programme Handbook at
induction.
Edge Hill will be offering this Degree via the traditional Standard route (face to
face) and Flexible or online route and through part-time study. The Standard
route is via face-to-face taught sessions based at various Study Centres with
some aspects of online learning. The Flexible route, for those studying online,
involves 4 face-to-face days throughout the first year in addition to the
studying via the Virtual Learning Environment ‘Blackboard’.
Students will receive further details of Induction e.g. times and location before
the programme begins.
The team aims to ensure that you will find the programme enjoyable and
rewarding. We hope that it provides personal enrichment and assists both
your professional and personal development.
We are looking forward to meeting you at the start of the programme in
September 2012.
Very best wishes,
The BA TLMP Team.
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Mission Statement
Edge Hill is a major centre of excellence providing a high quality learning
environment. Working with a range of partners and committed to equal
opportunity, Edge Hill provides its students with the knowledge and skills to
make key contributions to communities and organisations throughout their
lives.
Values
Edge Hill seeks in all its relations to be:
• Open, honest and professional
• Supportive and welcoming
• Forward looking
and to respect and value diversity.
“Edge Hill is a higher education institution seeking to provide an innovative,
high quality and inclusive learning experience underpinned by a commitment
to the advancement, dissemination and application of knowledge. Edge Hill is
dedicated to developing individuals as skilled and autonomous learners in
challenging and supportive environments.”
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BA (Hons) Teaching, Learning and Mentoring Practice
The degree in Teaching, Learning and Mentoring Practice provides an
opportunity for teaching assistants and support staff to build upon their skills
and knowledge in the field of primary or secondary education.
Pathway A is intended for those who want to develop their professional work
within the wider Children’s workforce. Pathway B is for primary support staff
considering QTS and wish to develop more specialist knowledge in this area
and Pathway C is intended for secondary support staff considering QTS in
Secondary ICT.
This is a four year, part-time degree that enables students to engage in workbased
learning. It offers wider participation, flexible learning and is a valuable
qualification in its own right. Part-time Students may exit this degree at the
end of level 5 with the award of a foundation degree or may transfer to one of
the QTS programmes, subject to interview/ availability.
Students on the current degree have appreciated the way in which the
programme fits in with family life and work commitments. They comment that,
in addition to developing knowledge and essential skills, the programme has
given them confidence and has helped them to understand their supporting
roles and responsibilities in working alongside their peers, teachers and
pupils.
If you have any queries about the degree then please email Joanne Sutcliffe,
the programme leader on sutclifj@edgehill.ac.uk
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The two different study routes
As a new student, regardless of if you are studying face to face or online
you will enrol with Edge Hill University at the start of your programme.
To ensure you have all the information you need on enrolment day
please visit the following website which will tell you about our ID policy
as well as other important enrolment information.
www.edgehill.ac.uk/welcome
Standard Route (face to face)
The Standard delivery route is the traditional form of delivery with face-to-face
taught sessions with some online learning. Following your enrolment on to
programme you will attend an Edge Hill centre one day per week during the
afternoon and evening or during one full evening.
Proposed enrolment day and delivery days for Standard (part-time)
route students in September 2012 are below. Induction days will be on
your day of delivery during week beginning 1 st October 2012:
Centre Enrolment date and time Time and day of delivery
Edge Hill University 18
Ormskirk
th September 2012 1
5.00-6.00
st October 2012
2.00-5.00
Shrewsbury 4
Training Centre,
Shrewsbury
th October 2012
4
4.00-5.00
th October 2012
5.00-8.00
Holy Cross
24
University Centre,
Bury
th September 2012 1
4.00-5.00
st October 2012
5.00-8.00
Acre Lane, Wirral 4 th October 2012
4
4.00-5.00
th October 2012
4.00-5.00
Flexible Route (Online)
The Flexible route for those studying online involves 3 face-to-face days at
Edge Hill in Ormskirk during your first year. The first day includes Enrolment,
Induction and training for Blackboard 9.2, our ‘virtual learning’ environment;
these are followed by a conference day at the beginning of each term to meet
module tutors and be introduced to the module material and assessment
criteria.
For those students studying via the Flexible form of delivery (and not face to
face), your first day is on:
Friday 28 th September between 9.00a.m – 4.00p.m at Edge Hill
University, Ormskirk.
Your enrolment will take place on this day at 10.00.
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Demands and expectations of your BA (Hons) Degree
Although for most this is a part time degree, there are many demands of the
programme. Most of you will be working full time and may also be the main
carer in your family. However you are expected to attend every session
during your time at University and attendance is closely monitored throughout
your four years. Please consider carefully the following to ensure you get the
most from your study.
• Each module is taught for a specific number of hours, these are
generally between 20-30 hours each module.
• However in addition we expect another 300 notional hours to be spent
on each module during the term. This would be broken up into:
o Directed study tasks
o Work based tasks
o Additional reading
o Assignment preparation time.
Therefore it is necessary to spend at least another 8/10 hours each
week on study.
• Independent learning is extremely important and we would recommend
you consider what this means. We do provide a lot of relevant
information for you but we would consider this as only a starting point
and want you to be pro-active in your own development. The team
would advise you to start your work early and consider what is
expected from you. We would also expect you to seek information out
from your school and also from the library. This may not always be
Edge Hill’s Library.
• Wider reading is an important skill when studying for any Higher
Education Degree and we would advise you to summarise and make
notes about what you have read when you read it.
• As a team we would also advise you to take advantage of any study
skills programmes offered.
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What can the BA TLMP Degree programme lead to?
The BA (Hons) Teaching, Learning and Mentoring Practice can lead to new
work based opportunities such as the management of other teaching
assistants, supervising classes or managing aspects of the SENCO’s role
within school. It may also open up opportunities to become a learning mentor.
Progression to QTS Honours Routes.
This degree can also provide direct progression options to two Honours
degrees leading to QTS:
1. A Qualified Teacher Status option for Pathway B: BA (Hons) with
QTS in Primary Education.
2. A Qualified Teacher Status option for Pathway C: BA (Hons) ICT
Secondary Education with QTS
Places on progression routes are limited and not guaranteed and are
subject to an application procedure and successful interview. On
completion of the BA (Hons) TLMP students may also consider applying
for PGCE and GTP programmes.
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The modules to be studied include:
Code Title Credit
rating
Undergraduate Level 4
TMP 1001
TMP 1002
CYP 1000
TMP 1004
TMP 1005
Undergraduate Level 5
TMP2000
TMP 2001
Pathway A
TMP2002
TMP2003
TMP2004
Pathway B
TMP2005
TMP2006
TMP2007
Pathway C
TMP2008
TMP2009
Undergraduate Level 6
CYP 3001
TMP 3000
TMP 3002
TMP 3003
Compulsory modules
~ Training Needs Analysis
~ Introduction to Reflective
Practice
~ Theories of Learning,
Teaching and Development
~ Teaching, Learning and
Mentoring within the
Curriculum
~ Current issues in Education
and Implications for Practice
Compulsory Modules
~ Developing Reflective
Practice in Teaching,
Learning and Mentoring
~ Planning, Assessment and
Evaluation of Learning
Option Modules
Children’s Workforce
Professional route
Inclusion
Additional Needs
Curriculum Frameworks
Primary Education route
~Creative Approaches to
English and ICT
~ Creative Approaches to
Mathematics and Science
~Creative Approaches to
Foundation Subjects
Secondary Education (ICT)
route
~ICT Pedagogy and Practice
~ ICT Knowledge and
Development
Compulsory Modules
Preparing for Research
Work-Based Research
Applying Theories of
Learning
Leading in Teaching Learning
and Mentoring Practice
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20
20
20
40
20
20
20
20
20
20
20
20
20
20
40
20
40
20
20
Details
~ Work-based learning.
~ Reflection on own learning and
development of academic skills
~ Theories of Learning, Teaching
and Development
~ Examining the core subjects in
schools alongside an
understanding of the role of the
learning mentor
~ Consideration around multiagency
working in schools and
education.
~ Work-based learning.
Developing reflective practice
through critical incidents
~ Planning, Assessment and
Evaluation of Learning
~ Inclusive practice in schools
~ Additional needs in schools
~ Use of Curriculum Frameworks
in schools
Creative Approaches to Core
(literacy, ICT, mathematics and
science) and Foundation subjects
(history, geography, music, D&T.
Art, PE, RE) for those who want to
have an opportunity to progress to
primary ITT
ICT focused modules for those
who want to have an opportunity
to progress to Secondary ITT
Introduction to research and
research methods
Work-based project.
Theories of learning in relation to
teaching, learning and mentoring
practice.
Understanding leadership in
practice within children’s workforce
communities

Work Based Practice
Module TMP1001 Work Based Practice runs as a thread throughout Level 4
and accumulates 20 credits. It helps to link together all the learning that takes
place at Level 4.
The Work Based Practice module is based on the Higher Level Teaching
Assistant Standards (HLTA) but this does not mean that students are
automatically awarded HLTA. You need to apply for HLTA via your Local
Authority. Students who already hold HLTA status are exempt from TMP
1001, 1002 and CYP 1003.
In TMP 1001 and TMP 1002 you will engage learners in reflective practice
and develop an ability to be analytical and evaluative. The work based
practice module provides the core of a Professional Development Portfolio.
The work-based practice element is the driver that underpins the central
philosophy of the learning and teaching rationale for the programme. Learning
should be active and realisable in vocational terms.
Work-based practice is a mechanism for learning. Within this context, it is
centred on:
• Reflection on work practices. It is about acquiring knowledge and a set
of technical skills and it is about reviewing, learning from experience
and setting targets for further development.
• Action and problem solving within a working environment, centred on
live projects and challenges to individuals and organisations. Workbased
learning also sees the creation of knowledge as a shared and
collective activity, one in which people discuss ideas and share
problems and solutions.
• The acquisition of new knowledge and meta-cognition.
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Facilitator Role
The Work Based Practice is facilitated and monitored by your school-based
facilitator and Edge Hill tutor. Your facilitator will play a key role in supporting
you on the programme.
A named individual in your school/setting will act as a facilitator. This could be
a teacher or experienced practitioner within the school/setting. Their
responsibilities include:
• facilitate a programme of learning experiences to meet your needs and
needs of the programme;
• ensuring you have adequate and appropriate experiences in
classrooms where you can undertake your work-based tasks;
• liaising with and offering guidance to the class teacher and subject
colleagues in relation to the programme requirements;
• the provision of information, for example, about resource location,
resource purpose, educational terminology, pupils individual learning
needs;
• helping you to acquire knowledge and skills which will enable you to
work in partnership with teachers and other colleagues;
• provide you with time and assistance to foster evaluation, selfevaluation
skills and critical reflection;
• develop and improve professional competences and confidence
through constructive feedback;
• recognising your particular personal needs showing sensitivity in
meeting them.
As part of the application process your Head teacher agreed to provide an
appropriate facilitator from within the setting. The facilitator will normally:
• be a teacher or experienced practitioner able to take responsibility for
the facilitation of appropriate learning opportunities;
• be accessible to you;
• be a good communicator with effective interpersonal skills who is able
to work with you in identifying developmental targets related to
professional practice;
• be someone who is committed to contributing to the culture of
professional learning in a school and willing to engage in facilitator
briefings and partnership with the University.
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Useful Contacts:
Programme Leader
Joanne Sutcliffe 01695 584591 sutclifj@edgehill.ac.uk
Course Leader (full time)
Christine Lewis 01695 650827 Christine.Lewis@edgehill.ac.uk
Course Leader (part time)
Tony Hooson 01695 584681 hoosonr@edgehill.ac.uk
Senior Lecturer
Maureen Judge 01695 650841 judgem@edgehill.ac.uk
UGPD Administrator
Michael Anderson 01695 584434 Michael.Anderson@edgehill.ac.uk
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Recommended Reading
You will receive all Programme materials and resources during your Induction
session. Each module is accompanied by a comprehensive resource booklet
which contains all requires essential reading relating to that particular module.
All items on the reading lists will be available from Edge Hill’s Library.
The following books are highly recommended for purchase to support Year 1
modules.
Walton, A., and Goddard, G. (Eds) (2009) Supporting Every Child: A course
book for foundation degrees in teaching and supporting learning. Exeter:
Learning Matters
Watkinson, A. (2009) The essential guide for experienced teaching assistants.
London: Fulton
Alfrey, C. (2004) Understanding Children’s Learning: A Text for Teaching
Assistants. London: Fulton
Bold, C. (2005) Supporting Learning and Teaching. London: Fulton
Other readings:
Balshaw, M., and Farrell, P. (2002) Teaching Assistants: Practical Strategies
for Effective Classroom Support. London: Fulton
Cottrell, S. (2008) The Study Skills Handbook. Palgrave McMillan
Judge, B., Jones, P., and McCreery, E. (2009) Critical Thinking Skills for
Education Students. Exeter: Learning Matters
Parker, M. et al (2009) A toolkit for the Effective Teaching Assistant. London:
Sage
Ritchie, C., & Thomas, P. (2005) Successful Study: Skills for Teaching
Assistants. London: Fulton
Tyrer, R. Gunn, S., Lee, C. et al (2004) A Toolkit for the Effective Teaching
Assistant . London: Chapman
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PRECOURSE TASK:
It would be really useful if you could find an interesting article or a piece of
current research that considers recent developments regarding the context
and role of teaching assistants and support staff in education - it could be a
TV programme that you have seen or a website or blog that you have read.
Whatever you find, you will be able to share with others at your induction on
the week of the 1 st October 2012.
APPLICANTS
IMPORTANT – FAILURE TO ACT ON THIS INFORMATION MAY RESULT
IN THE WITHDRAWAL OF YOUR PLACE AT EDGE HILL
Please ensure that your clearances (qualifications) and references have been
received by the Admissions Unit as soon as possible. Please note that you
cannot enrol with Edge Hill until all clearances and references have been
processed and approved.
Failure to provide these by the end of OCTOBER will result in your offer
of a place being withdrawn. It is your responsibility to ensure that all
information asked for is provided as soon as possible.
You should not contact the Admissions Unit to establish the situation
regarding clearances and references once they have been forwarded, as this
will cause a delay in processing the information. Please wait for the
Admissions Unit to contact you.
If you have not already supplied the Admissions Office with copies of your
previous examination results, please arrange to send in photocopies of your
certificates or computer slips as soon as possible.
If you no longer have your certificates or computer slips you can
either
provide a letter on official letterhead, signed by the head
teacher/examinations officer of the school/college/university where they were
taken, indicating the subject(s), level(s), grade(s) attained and the date taken
or
contact the examination board to request copies of your certificates to be sent
either to yourself or to Edge Hill (please note that this may take up to six
weeks). Any costs incurred to be met by the applicant.
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We have listed below some of the examination boards:
Assessment and Qualifications Guildford
Alliance (AQA)
AQA
Stag Hill House Tel: 01483 506506
Guildford Fax: 01483 300152
Surrey email:postmaster@aqa.org.uk
GU2 7XJ website:www.aqa.org.uk
(for NEAB, AEB, JMB, SEG)Manchester
AQA Tel: 0161 953 1180
Devas Street Fax: 0161 273 7572
Manchester email:postmaster@aqa.org.uk
M15 6EX website: www.aqa.org.uk
Edexcel Foundation
Stewart House Tel: 0870 240 9800
32 Russell Square Fax: 0207 758 6960
London email:enquiries@edexcel.org.uk
WC1B 5DN website:www.edexcel.org.uk
Oxford, Cambridge and RSA Examinations (OCR)
Head Office Tel: 01223 552552
1 Regent Street Fax: 01223 552553
Cambridge email:helpdesk@ocr.org.uk
CB2 1GG website: www.ocr.org.uk
Welsh Joint Education Committee (WJEC)
245 Western Avenue Tel: 029 2026 5000
Cardiff Fax: 029 2057 5994
CF5 2YX email: exams@wjec.co.uk
website: www.wjec.co.uk
If your examination board is not listed above, please contact the Admissions
Office for further guidance. Alternatively, check out “The Education
Authorities Directory and Annual” in your local library.
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