A review of relevant theory in relation to:

Subject knowledge for teaching
- breadth and depth of content subject knowledge, in terms of the body of knowledge and skills in the subject, together with pedagogical subject knowledge, namely the ways in which the teacher breaks down and communicates this knowledge and skills to make them accessible to all children/young people of different ages and abilities, including those with SEN and disability
- statutory requirements; QCA and examination frameworks; schemes of work
- how subjects are evolving and why, including how they are evolving in line with the most recent trends and practice in corresponding business and employment sectors
- research literature
- access to expertise in subject knowledge at a national level: subject associations pupils' common misconceptions in the subject and how to address them
- assessment in the subject - and tailoring and personalising teaching and learning appropriately to take account of formative assessment
- links between subjects

Curriculum and curriculum development
- what is planned to be taught to enable all children/young people to maximize their learning
- sum total of formal and informal areas of learning
- entitlement
- principles, values and attitudes
- knowledge, understanding, skills
- curriculum design
- National Curriculum developments
- 14 - 19 reforms and the suite of new qualifications
- planning progression of, and personalising learning opportunities, for all children/young people, including children with SEN and disability and G&T learners
- learning in contexts beyond the classroom

The learning strategies will require participants to commit 200 learning hours of which 20 hours will consist of contact time.

Contact Time takes two forms:
Mandatory: 1 x 7hr (Input Day) - Sessions will `normally' comprise the following activity types;
- lectures and presentations by the tutor;
- seminars and workshops to generate discussion, reflection and exchange of ideas;
- practical workshops for the analysis and discussion of issues, documents and materials;
- case-study activities to establish connections between the workplace and issues raised by the programme;
- critical feedback from peers and tutors on presentations, workplace experiences and standpoints taken on issues raised in taught sessions;
- work Related Learning - the opportunity to link theoretical perspectives to practice. It will enable participants to reflect on values, practices, assumptions and policies;
- work with others, which enables participants to develop interpersonal skills, the capacity to plan, to share goals and work as a member of a team, communicate and present oral and written arguments;
- support from the peer group through collaborative learning activities

Mandatory Personalised: 13 Hours of learning as determined by personalised action plan. This learning will `normally' comprise the following activity types;
- Guided reading, supported self-study and independent study to enable participants to engage with relevant and appropriate debates;
- Individual tutorials to support development of understanding;
- Case-study activities to establish connections between the workplace and issues raised by the programme;
- Work Related Learning ¿ Both Inter and Intra School learning opportunities (e.g.; lesson observation, professional dialogue, attendance at network meetings, engagement with Training schools) which provide the opportunity to link theoretical perspectives to practice. It will enable participants to reflect on values, practices, assumptions and policies;
- Information and Communication Technology, including word processing, data bases, internet communication, information retrieval and on-line searches and engagement with DcSF training materials.
- VLE (Blackboard) will be used to facilitate exchange of ideas and access to specific resources and activities. Participants will be required to use word processing, data bases, internet communication, information retrieval and on-line searches throughout their studies
- Engagement with HEI M level Modules, Private Provider Course, e.g.; National College for School Leadership or Local Authority Professional Development

An additional 180 Hours of Independent study are required: The hours of independent study will require participants to take responsibility for relating the issues addressed in this module to their personal experience, for reading and thinking about their work and relating all this to their own working context. This will form the basis of the assignment.

TWM MTL University libraries
TWM MTL VLE

Dymoke, S. and Harrison, J. (2008) Reflective Teaching and Learning - A Guide to Professional Issues for Beginning Secondary Teachers. London: Sage
Denby, N, Butroyd, R, Swift, H, Price, J and Glazzard, J (2008) Master's Level Study in Education, Buckingham, OUP
Moon, J. (2008) Critical Thinking: An exploration of theory and practice. London: Routledge.

TWM Associate to choose one mode of assessment for each module utilising one form of data collection.

Each mode of assessment = 100% weighting.
Each mode of assessment = 4000 words equivalent
Each mode of assessment tests learning outcomes 1-5

The mode of assessment and the method of data collection chosen should be the most appropriate form of assessment and method as agreed between Associate, tutor and school based coach.

For each module in phase 2 (Modules 3,4,5 and 6) a different mode of assessment must be chosen.

For each module in phase 2 (Modules 3,4,5 and 6) a different data collection method must be chosen.

You cannot submit work more than once using each assessment mode and method of data collection.

Associates should plan carefully with the school based coach and tutor which modes of assessment and methods of data collection they will use for modules 3,4,5 and 6.

Assessment Modes

Written Report - A report based on the evaluation and analysis of elements of the module content, and the impact of these on learning and teaching.
Critical incident reflection - Evaluation and analysis of a critical incident in relation to an individual's or a group's progress and achievement.

Lead a staff development session - Presentation to staff in school, based on the implementation of specific strategies or module content and the impact of these (to include presenter notes, handouts, analysis of data and reflective commentary).
Presentation - Presentation to MTL peers and tutors based on the development and implementation of specific strategies in a subject, specialism or curriculum area in professional practice, and the impact of these.

Data Collection Methods

Diary (video or written) and Reflection - Video/record diary extracts based on the use of strategies or content development, and reflective analysis of the impact of these on learning and teaching.

Portfolio of workplace evidence and commentary - Portfolio of evidence based on the implementation of specific strategies or content and a commentary based on the analysis of these.

Lesson observation, plan, recording and reflective commentary - Lesson plan in a subject, specialism or curriculum area in professional practice, including teaching, learning and assessment strategies to be used, recording of evidence and evaluation and analysis of achievement.

Interviews and action points - Interviews with staff/students/other adults based on a focus content area, transcribed and action points developed.