The learning strategies will require students to commit 300 learning hours of which 20 hours will consist of contact time.
Lectures (10 x 3 hrs) provide students with a broad theoretical overview and the conceptual frameworks which underpin the development of their personal educational practice.
Tutorial support activities will provide students with the opportunity to develop critical thinking skills to apply the underpinning theories to their own context, in preparation for the assignment.
A further 270 hours of independent study will require students to reflect on the educational context they are working within and the educational practice they wish to develop. This will also include personal reading related to their chosen focus. This will form the basis of the assignment.
Guided reading and supported self study - students will be provided with booklists and reading tasks in order to enable them to engage with relevant and appropriate debates.
VLE - Blackboard will be used to facilitate exchange of ideas and access to specific resources and activities. Students will be encouraged to use Information and Communication Technology, including word processing, data bases, internet communication, information retrieval and on-line searches throughout their studies.
Work Related Learning - Students will be required to complete a series of work related tasks in module 5. This will provide them with the opportunity to link theoretical perspectives to their practice. It will also enable them to reflect on values, practices, assumptions and policies.
Students are also required to organise and review their lecture notes and undertake preparatory reading and research on assigned materials in order to participate in, and lead, class discussions individually and as part of a group.

The purpose of this module is to provide an opportunity for participants to develop their personal educational practice and provides an opportunity to engage in a self-provided work placement. Students endeavour to undertake a change in their professional practice linked to organisational need. They implement and evaluate the change. Topics studied will include: an awareness of the needs of the learners and an understanding of the potential barriers to learning; understanding the influence of learning environments; understanding approaches to planning and resourcing within education; planning for learning (including differentiation, Individual Learning Plans / Individual Education Plans, and individualised learning); and policies and practices in education in relation to the assessment of learning. Students will identify the use of different approaches of planning to learning and debate aspects related to differentiation within differing educational contexts. They will reflect on the use of national assessment strategies. Students will also reflect on their own personal attitudes and practice within the education workplace.

Blackboard VLE

Adey, P. & Shayer, R. (1994) Really Raising Standards, London: Routledge
Assessment Reform Group (2002) Testing, Motivation and Learning. School of Education: University of Cambridge.
Gardner, H. (1983) Frames of Mind: The Theory of Multiple Intelligences, London: Heinemann
Goleman, D. (1996) Emotional Intelligence London: Bloomsbury
Hopkins, D. (2001) School Improvement for Real London: Routledge Falmer Ch. 9.
Light, P., Sheldon, S. and Woodhead, M. (1991) (Eds.) Learning to Think, London: Routledge in Association with the Open University
Smith, A. (2002) The Brain?s Behind It Stafford: Network Educational Press
Vincett, K., Cremin, H. and Thomas, G. (2005) Teachers & Assistants Working Together Maidenhead Open University Press

An ESSAY comprising three parts weighted at 100%.
Part one = an audit of practice in relation to an area of educational practice in an educational organisation. Tests learning outcomes 2,3
Part two = an action plan to improve the students personal educational practice Tests learning outcomes 1 , 4
Part three = an evaluation of the planned intervention 2,4
Total length 2500 words