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

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.

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
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 Press

This module will enable students to explore the meaning of `learning? and ways in which we can measure (assess) learning. It will look at learning and social experience as described by social constructivist theories of learning (Vygotsky, Communities of practice, threshold concepts etc.) and the implications of these theories for supporting learning; It will examine the social context for the individual development of learners: identity formation, self-efficacy and self-regulation including;
- Social background and achievement in learning: summary of evidence and underlying themes: inter-generational transfer; cultural capital.
- Communities and neighbourhood schooling; role of parents in schooling; school choice; faith schools; It will explore variations in the organisation and conduct of schooling (e.g. Extended schools, school partnerships, parental participation) and their impact on school-community relations and students? achievements.
- The influence of social capital on educational organisation- community relationships; knowledge and trust relationships between teachers, students and parents.

A written assignment of 5000 words
Critically evaluate the current approach to Learning and Assessment within your organisation. Tests learning outcome 1,2,3,4