The learning strategies will require participants to commit 300 learning hours of which 18 hours will consist of contact time. Sessions will take the form of two 1.5 day conferences, based at one of the University campuses. The first will take place early in the spring term, the second late in the summer term. Sessions will consist of keynote lectures, seminars, peer run workshops and tutorials. These will provide participants with a broad theoretical overview and the conceptual frameworks which underpin professional development and specialist subject pedagogy. They will also provide the opportunity to develop critical thinking skills to apply the underpinning theories to an examination of their own practice, in preparation for the assignment and benefit from peer and tutor support. Seven hours scheduled tutor time on Blackboard will also support the above.

A further 275 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.

The module will examine current pedagogical policy, research and practice in specialist school/college subjects, set these against broader policy and research thrusts and place all this inside participants' working contexts. It will encourage participants to consider the issues raised by tensions between research, policy and practice and to reflect on their current practice and the implications of all this for the development of their own thinking and professional practice.

The module will also draw on research, policy and practice in the key areas of Planning; Resourcing; Approaches to Learning and Teaching; Approaches to Motivation and Behaviour; Inclusion; Assessment and Feedback; Monitoring, Tracking and use of Data; Working in a Team; Contribution to the Life of the School/College; Self-Evaluation and Improvement. Participants will learn some research methods in order to collect and use evidence of their own work in these areas to develop their professional knowledge and understanding and to identify areas for development.

The module will also explore issues of subject leadership and management and of pedagogical excellence (linked to notions of Excellent Teacher and Advanced Skills Teacher) along with broader research on professional learning and development to help participants to set their own work and early career in the context of subject associations, future career and professional development and frameworks such as the TDA's Postgraduate Professional Development, the GTCE Teacher Learning Academy and generic Professional Development Portfolios.

University teaching sessions
Tutorials
University library
Materials and links on BA Education (Lifelong Learning) Blackboard

A Postgraduate Professional Development (PPD) Portfolio of 2000 words or equivalent, (normally the portfolio provided by the NQT to the school to judge NQT Standards) providing evidence of meeting the TDA Induction/Main Scale Teacher Standards - 0% but must be submitted. Assesses LO4

A 4000 word assignment investigating a chosen aspect of learning, teaching or assessment in a specialist subject - 100%. Assesses LOs 1,2,3

Both assessments must be passed.

ARMITAGE, A. BRYANT, R. DUNNILL, R. HAYES, D. HUDSON, A. KENT, J. LAWES, S. AND RENWICK, A, (2003) Teaching and Training in Post-compulsory Education, Buckingham, Open University Press

BELL, J. (2005) Doing Your Research Project: A Guide for First-Time Researchers in Education, Health and Social Science Buckingham Open University Press

BROOKS, V. ABBOTT, I. AND BILLS, E. (2004) Preparing to Teach in Secondary Schools: A Student Teacher's Guide to Professional Issues in Secondary Education, Bucknigham, Open University Press

BROOMFIELD, A. SCOTT-BAUMANN, A. AND ROUGHTON, L. (1997) Becoming a Secondary School Teacher, London, Hodder Arnold

CAPEL, S. LEASK, M. AND TURNER, T (2005) Learning to Teach in the Secondary School: A Companion to School Experience, London,Taylor and Francis

COHEN, L. MANION, L. AND MORRISON, K. (2004) A Guide to Teaching Practice, London, RoutledgeFalmer

DAVIES, P. AND BRANT, J. (2005) Teaching Business, Economics and Enterprise, London, Routledge

DILLON, J. AND MAGUIRE, M. (eds) (2001) Becoming a Teacher: Issues in Secondary Teaching, Buckingham, Open University Press

DURRANT, J. AND HOLDEN, G. (2005) Teachers Leading Change: Doing Research for School Improvement, London, Sage

HAMMERSLEY, M. AND WOODS, P. (Eds.) (1986) Life in School: The Sociology of Pupil Culture, Buckingham, Open University Press

HODKINSON, S. AND JEPHCOTE, M. (1996) Teaching Economics and Business (London: Heinemann).

JEPHCOTE, M. AND ABBOTT, I (2005) (eds), Teaching Business Education 14-19, London, David Fulton

KENNEWELL, S. PARKINSON, J. AND TANNER, H. (2002) Learning to Teach ICT in the Secondary School London, Routledge Falmer

KYRIACOU, C. (1997) Effective Teaching in Schools: Theory and Practice, London, Nelson Thornes

MOON, R.et al (eds) (2002) Teaching, Learning and the Curriculum in Secondary Schools: A Reader, London, Routledge Falmer

OWEN-JACKSON, G. (2000) Learning to Teach Design and Technology in the Secondary School, London Routledge Falmer

RUSSELL, T. Teaching and Using ICT in Secondary Schools (2001) London, David Fulton