The assessment comprises the following:

A portfolio of evidence weighted at 100% which shows your:

a) Alignment to the dimensions of the UK Professional Standards framework, in particular:
A1 Design and plan learning activities and/or programmes of study
A2 Teach and/or support learning
A3 Assess and give feedback to learners
b) Engagement in specified teaching activities.
c) Critical reflection on your development in a teaching and/or supporting student learning role.
d) Reflective account based on a study of student learning drawn from your own experience

(Details of the specific contents of the portfolio are provided in the module handbook.)

Biggs,J. and Tang, C. (2011) Teaching for Quality Learning at University (3rd edition). Buckingham: SRHE
Entwistle, N. (2009). Teaching for Understanding at University. Basingstoke: Palgrave MacMillan
Knight, P. and Yorke, M. (2003) Assessment, Learning and Employability Buckingham: SRHE and OU Press
Ramsden, P. (2003) Learning to Teach in Higher Education. London: Routledge Falmer
Race, P. (2006). The Lecturer's Toolkit: A Practical Guide to Assessment, Learning and Teaching. 3rd Ed. Abingdon: Routeledge Falmer.
Reece, I. and Walker, S. (2007). Teaching Training and Learning: A Practical Guide 3rd Ed. Business Education Publishers Ltd.

There are a number of educational journals which are a valuable contemporary resource during this module. Of particular relevance are:

Higher Education
Innovations in Education and Teaching International
Active Learning in Higher Education
Assessment and Evaluation in Higher Education
Studies in Higher Education
Journal of Vocational Education and Training

University library for a range of learning and teaching texts and journals, including Rebus reading list.
Internet access enabling access to relevant websites.
Access to PebblePad.

While studying on this module, you will normally be engaged in teaching at higher / professional level for an average of at least ten hours per month as well as having a role in assessment.

After an initial review of selected models and theories of learning, the module explores individual student characteristics and the social, physical and psychological issues which affect individual learners in the context of higher and professional education. This is linked to the principles of constructive alignment which underpin an exploration of the core issues, strategies and techniques required to teach and assess effectively in a Higher and/or Professional Education context.

"This module will be delivered through: 1. A series of workshops, for example starting with a full day introduction followed by structured weekly workshops. The workshops will include a variety of teaching and learning methods, such as presentations by experienced practitioners, large and small group discussions, case studies and task-centred investigations. There will be a strong emphasis on activity focused learning and participation. 2. Independent study through which participants will be expected to consolidate and build upon their learning from the taught sessions by reading key texts and journal articles and undertaking follow-up tasks and work based self assessments."