The learning strategies will require participants to commit 300 learning hours of which 30 hours will consist of contact time.
Sessions will take the form of 5 x 6hr sessions
Sessions will consist of
- lectures and presentations by the tutor;
- seminars and workshops to generate discussion, reflection and exchange of ideas;
- 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;
- 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;
- Information and Communication Technology, including word processing, data bases, internet communication, information retrieval and on-line searches. 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
- support from the peer group through collaborative learning activities
A further 270 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 as newly qualified teachers and relating all this to their own working context. This will form the basis of the assignment.

This module will enable students to explore ways in which `learning? and assessment practice can be enhanced in educational organisations.
It will include a review of relevant theory and practice in relation to:
- Leading curriculum planning;
- Evaluation of teaching and learning through classroom observation using qualitative and quantitative methods;
- Choice of appropriate methods of supporting pupils' progress (for subject teaching in the light of evidence on the role of pupils' experience, collaboration between pupils, working and long-term memory, auditory and visual memory in learning and for pastoral care in the light of behaviour management and careers' guidance);
- The learning environment (relationships between teachers and pupils and the impact of resource and classroom organisation on styles of learning, rationale for and implications of group work and individualised learning, health and safety regulations);
- Establishing and implementing clear assessment policies, including the use of assessment information in planning pupils' progression; (e.g. as in the debate over the role that formative assessment should play in teaching and the implications of this debate for learning objectives; selection of assessment objectives; views of learning implied by assessment objectives and styles of assessment);
- Leading the development of staff thinking and practice in learning and teaching.
- Ensuring the efficient use of resources specifically
- ICT resources (rationale for use of ICT to support individual and group learning and type of intervention with reference to theories of learning; the role of the teacher in ICT based learning, including directing, facilitating, managing, non-instructional behaviour);
- resources beyond the educational organisation (Work experience, educational visits, parents, local community; Higher Education: legal issues, integration of experience beyond educational organisation and classroom work.

University teaching sessions
Tutorials
University library
Materials and links on MA Education Blackboard

Bandura, A. (1986). Social foundations of thought and action. Engelwood Cliffs, NJ: Prentice-Hall.
Bruner, J. S. (1966). Toward a theory of instruction. Cambridge, MA: Harvard University Press.
Bruner, J. (1973). Going beyond the information given. New York, NY: Norton.
Claxton, G. (1990) Teaching to Learn ? a direction for education London Cassell
Davies, P. and Dunnill, R. (2008) `Learning Study? as a model of collaborative practice in initial teacher education in Journal of Education for Teaching 34:1 pp3-16
Davies, P. and Dunnill, R. (2006) Improving learning by focusing on variation in Teaching Business and Economics 9:2
Davies, P. and Dunnill, R. (2006) Disciplines, outcomes and purpose in social science education in Journal of Social Science Education 7:1
Gagne, R., & Driscoll, M. (1988). Essentials of learning for instruction. (2nd ed.). Englewood Cliffs, NJ: Prentice Hall.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York, NY: Basicbooks.
Lave, J (1988) Cognition in Practice Cambridge Cambridge University press
Meyer, J.H.F., Land, R. and Davies, P. (2006), Implications of threshold concepts for course design and evaluation, in Meyer, J.H.F. and Land, R. (eds.), Overcoming Barriers to Student Understanding: threshold concepts and troublesome knowledge, London and NewYork: Routledge.
Pang, M. and Marton, F. (2003) Beyond ?Lesson Study?: Comparing two ways of facilitating the grasp of some economic concepts, Instructional Science, 31, 175-194.
Papert, S. (1993) The Children?s Machines: rethinking school in the age of the computer London Harvester Wheatsheaf
Wenger, E. (1999) Communities of Practice. Learning, meaning and identity, Cambridge: Cambridge University Press.
Vygotsky, L. S. (1978). Mind and society. Cambridge, MA: Harvard University PressBandura, A. (1971). Social learning theory. Upper Saddle River, NJ: Prentice Hall.

A written assignment of 5000 words
Use the Learning Study model to develop one aspect of learning and assessment within your organisation. Critically evaluate the outcomes and the model used. Tests learning outcomes 1,2,3