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 one full day session (6 hours) which will take place in the Autumn Term. 5x 3 hour sessions will take place during the remainder of the year.
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.

Cohen, L.; Manion, L. & Morrison, K.(2000) Research methods in education, London: Routledge
Gillham, B. (2000) Case Study methods, London: Continuum Books
Gillham, B. (2000) Developing a Questionnaire, London: Continuum Books
Hopkins, D. (1993) A Teacher's Guide to Classroom Research, Buckingham: Open University Press
Jones, S. (1999) Doing Internet Research: Critical Issues and Methods for Examining the Net, Thousand Oaks, California, Sage
Mcniff, J., Lomax, P., and Whitehead, J. (1996). You and your action research project. London: Routledge.
Middlewood, D., Coleman, M. and Lumby, J. (1999) Practitioner research in Education: Making a difference, London: Paul Chapman Publishing
Robert-Holmes, G. (2005) Doing Your Early Years Research Project London: Paul Chapman Publishing
Silverman, D. (2000) Doing Qualitative Research, London: Sage

An assignment of 5000 (30 credits) words or the equivalent, the content and assessment of which will be based on the objectives or specific outcomes negotiated in the process of setting up the project and the generic assessment criteria for submissions at this level. The scope and detail in terms of reading and critical analysis will be contained within the objective of this report. Assesses LO 1,2,3

University teaching sessions
Tutorials
University library
Materials and links on Blackboard

This independent unit of study aims to offer the programme member the opportunity to develop an individual project in negotiation with a supervising tutor. The project should be suitable insofar as the resulting written report or assignment may be assessed against M level criteria, as well as against any learning outcomes that are intrinsic to the project itself. The learning outcomes of this course will depend upon the nature of the project negotiated. The scope of the project will determine the nature of the learning outcomes but the generic learning outcomes will be as below. Course Content will be negotiated with the participant. The content for this course might be derived from the programme member's professional context, e.g the evaluation of a curriculum initiative, a case study centring on an aspect of teaching or learning or a survey of parents' attitudes to some aspect of educational organisation life. Programme members might draw material and tutor support within the context of another course offered within the institution.