Module Descriptors
PROFESSIONAL DEVELOPMENT IN GIFTED & TALENTED LEADERSHIP
CRCU70146
Key Facts
Faculty of Arts and Creative Technologies
Level 7
15 credits
Contact
Leader: Louise Reynolds
Email: L.Reynolds@staffs.ac.uk
Hours of Study
Scheduled Learning and Teaching Activities: 14
Independent Study Hours: 136
Total Learning Hours: 150
Assessment
- PORTFOLIO weighted at 100%
Module Details
Module Texts
MacIntyre, C. (2008) Gifted and Talented Children 4-11Understanding and Supporting their Development (London: Routledge)
Smith, C. (2005) Including The Gifted & Talented. Making Inclusion Work for More Able Students (London: Routledge)
Wallace, B. et al (2009) Raising the Achievement of All Pupils Within an Inclusive Setting Practical Strategies for Developing Best Practice (London: Routledge)
Department for Children, Schools & Families: http://nationalstrategies.standards.dcsf.gov.uk/giftedandtalented
National Literacy Trust: http://www.literacytrust.org.uk/page404
Smith, C. (2005) Including The Gifted & Talented. Making Inclusion Work for More Able Students (London: Routledge)
Wallace, B. et al (2009) Raising the Achievement of All Pupils Within an Inclusive Setting Practical Strategies for Developing Best Practice (London: Routledge)
Department for Children, Schools & Families: http://nationalstrategies.standards.dcsf.gov.uk/giftedandtalented
National Literacy Trust: http://www.literacytrust.org.uk/page404
Module Resources
University Library
Blackboard VLE.
Blackboard VLE.
Module Special Admissions Requirements
Learners must already hold Qualified Teacher status
Module Learning Strategies
This module is taught by tutors from within the LA and additional materials, support & quality assurance will be provided by University-based staff. For administrative purposes the Certificates of Credit are led by the Faculty of Arts, Media and Design (Stoke campus). The Module Manager is Lou Reynolds, her email is: l.reynolds@staffs.ac.uk
The learning experience will focus upon discussion, debate and the development and application of a series of practical planning Gifted & Talented-related skills and competencies. The Certificate is designed to relate directly to your work and to enable you to enhance your understanding of the broader context of the subject. It is part of the teaching philosophy of Certificate of Credit that students will engage with each other to share ideas and learn from the different experiences and contexts of joint working in a teaching environment. So, during the work-shop sessions, you will engage in case-study and problem-based learning activities. You will be encouraged to critically evaluate with others your experiences; identifying problems and exploring solutions. In doing so, you will be asked to work with others to apply various models and draw upon your own experiences to discuss the advantages and disadvantages of these different approaches.
Outside the work-shops, you will undertake independent learning, typically readings, practical work and research to support your learning. To support your independent studies, all course materials can be found on the University's Virtual Learning Environment: Blackboard. This can be accessed via: http://blackboard.staffs.ac.uk/
Blackboard can also be used to establish discussion groups, email staff and fellow course delegates, and access a range of resources (e.g. the University or British Libraries and useful web links). Please log in to Blackboard as soon as possible and explore the site.
The learning experience will focus upon discussion, debate and the development and application of a series of practical planning Gifted & Talented-related skills and competencies. The Certificate is designed to relate directly to your work and to enable you to enhance your understanding of the broader context of the subject. It is part of the teaching philosophy of Certificate of Credit that students will engage with each other to share ideas and learn from the different experiences and contexts of joint working in a teaching environment. So, during the work-shop sessions, you will engage in case-study and problem-based learning activities. You will be encouraged to critically evaluate with others your experiences; identifying problems and exploring solutions. In doing so, you will be asked to work with others to apply various models and draw upon your own experiences to discuss the advantages and disadvantages of these different approaches.
Outside the work-shops, you will undertake independent learning, typically readings, practical work and research to support your learning. To support your independent studies, all course materials can be found on the University's Virtual Learning Environment: Blackboard. This can be accessed via: http://blackboard.staffs.ac.uk/
Blackboard can also be used to establish discussion groups, email staff and fellow course delegates, and access a range of resources (e.g. the University or British Libraries and useful web links). Please log in to Blackboard as soon as possible and explore the site.
Module Additional Assessment Details
The portfolio should consist of:
A. The series of completed tasks (e.g. Write a case-study that identifies effective classroom practice, and outline a strategy for developing 'beyond school' activity).
The specific detail of what is required for these elements of the portfolio will be discussed with you during the relevant work-shop session. (Weighted at 50%)
B. A 2500 word learning diary, which will require demonstration of a critical understanding of the arguments relating to G&T Leadership in a school environment. The learning diary should also include the use of references and a bibliography. Weighted at 50%
Please note: ALL ELEMENTS OF THE PORTFOLIO MUST BE ATTEMPTED.
A. The series of completed tasks (e.g. Write a case-study that identifies effective classroom practice, and outline a strategy for developing 'beyond school' activity).
The specific detail of what is required for these elements of the portfolio will be discussed with you during the relevant work-shop session. (Weighted at 50%)
B. A 2500 word learning diary, which will require demonstration of a critical understanding of the arguments relating to G&T Leadership in a school environment. The learning diary should also include the use of references and a bibliography. Weighted at 50%
Please note: ALL ELEMENTS OF THE PORTFOLIO MUST BE ATTEMPTED.
Module Indicative Content
This module explores the activities that surround the development and delivery of Gifted & Talented leadership teaching within a school environment. It is designed to provide Continuing Professional Development opportunities for G&T lead teachers who work in Primary & Secondary education. You will be introduced to the Institutional Quality Standards and will explore the range of different issues that arise in this area of education. The course will be practice-based and is intended to give you the skills required to understand the role of G&T leadership; whilst also assisting you to plan and deliver effective teaching methods within a school environment. You will also expand on the knowledge you have already developed in your role in G&T delivery and have the opportunity to reflect critically on the application of this knowledge in your own workplace.