1. Justify your choice of approaches to reflection
(CK8. The principles of reflective practice and the methods for applying reflective practice to their own professional development.)
Reflection
Communication

2. Apply your chosen approach to critically evaluate your academic professional practice in relation to your teaching, assessment and feedback
(CK1. A range of teaching, assessment and feedback methods used in higher education to support learning and achievement)
(CK2. How students learn and how to adapt delivery methods to support a range of students’ needs.)
(CS6. implement approaches to academic practice that are informed by equality and diversity.)
Learning
Analysis

3. Explore how stakeholder feedback supports curriculum development
(STK5. The methods required to develop curricula, monitor delivery and evaluate course, award and programme design.)
Knowledge and Understanding

4. Justify proposed developments to own practice
(STS5. Analyse and synthesise information and use critical thinking to share insight into their pedagogy and discipline area and improve engagement with excellence initiatives.)
Problem Solving
Enquiry

5. Evidence professional practice in relation to teaching, learning assessment, feedback and curriculum (portfolio).
(CK4. Regulatory, administrative, financial, planning procedures, risk management, quality assurance and quality enhancement, and how they are related to their role in higher education.)
(CK7. How to engage with relevant professional bodies and other external organisations to support their work.)
(STK3. The subject knowledge base and the methods for facilitating learning through engagement with it.)
(CS1. Deliver higher education teaching of high quality through lectures, tutorials, practicals or seminars.)
(CS5. Supervise and mentor students and peers to develop knowledge in their subject discipline.) Application

Assessment 1: A critically informed reflective account of academic professional practice
Justify choice of an appropriate reflective model.
Utilise this model and your portfolio evidence to write a critically informed reflection on your development as an academic professional in relation to curriculum, teaching, learning, assessment and feedback.
(Assesses LOs 1-4, 4,000 words, 80% weighting).

Assessment 2: An online portfolio of professional practice evidence
Details of the specific contents of the portfolio are provided in the module handbook. An online template will be provided through the university VLE.
(Assesses LO 5, 20% weighting)

The module provides an overview of key knowledge, behaviours, values and skills required by the lecturer new to higher education. As such, it covers key principles of teaching, learning, assessment feedback and curriculum. This includes consideration of the context of the HE sector and how learner and employer needs can be identified and met.

This module will be delivered through:
1) An induction and introduction to the course, including guidance on portfolio building.
2) Interactive content delivery sessions
3) Online learning weeks
4) Microteach sessions
5) Assignment workshops
6) Tutorial sessions
Additionally, as a part time course there is an expectation of considerable independent study. Participants are 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.

Ashwin, P. (2015) Reflective Teaching in Higher Education.

Becker, L. and Denicolo, P. (2018) Teaching in Higher Education. London: Sage.

Biggs, J. and Tang, C. (2011) Teaching for Quality Learning at University (3rd edition). Buckingham: SRHE.

Cleaver, E. et al. (2014) Teaching and Learning in Higher Education. London: Sage.

Day, T. (2018) Success in Academic Writing 2nd Edn. London: Palgrave.

Fry, H. (2014) A Handbook for Teaching and Learning in Higher Education. (4th Edn.). London: Routledge.

Lea, J. (2015) Enhancing Learning and Teaching in Higher Education: Engaging with The Dimensions of Practice. Maidenhead: OUP.

Morss, K. and Murray, R. (2018) Teaching at University - A Guide for Postgraduates and Researchers. London: Sage.

Race, P. (2014). The Lecturer's Toolkit: A Practical Guide to Assessment, Learning and Teaching. 4th Edn. Abingdon: Routledge Falmer.

Race, P. and Pickford, R. (2018) Making Teaching Work. Sage: London.

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 the online reading list for each module:
https://staffs.rebuslist.com/#/list/1775

PGCHPE resources are updated on a weekly basis, with the latest sector reports being linked on a bespoke Padlet site:

https://padlet.com/d_n_hindmarch1/PGCHPE

Regularly updated Blackboard site with online portfolio template.

While studying on this module, participants 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.

Participants opting for the apprenticeship will have to meet the additional requirements as specified in the apprenticeship handbook and programme specification.