Hand and Winstanley. (2009) Philosophy in Schools. Continuum.
Kasachkoff. (1997) In the Socratic Tradition. Rowman and Littlefield. (2009) Teaching Philosophy. Continuum.

100% by continuous and formative portfolio. (4000 words)
[Learning outcomes 1 - 4]

Key Information Set Data:
Coursework 80%
Practical exams 20%

Contact time will comprise some or all of: lectures, seminars, small group work, individual or small group scheduled tutorials, whole or partial group workshops, student individual or group presentations, in-class tests or other in-class forms of assessment, student-led group discussions, student-requested or drop-in tutorials, telephone or other technology-assisted tutorials or conferences, visiting speakers, and on-line discussion, advice or feedback.

The Continuous and Formative Portfolio will consist of a set of elements, all of a formative (learn while doing) nature, and variously distributed throughout the teaching semester. There may also be diagnostic-formative assessments (learn while doing, but not formally assessed). The portfolio may include some or all of the following elements, among others: bibliographic exercises, PDP development diaries, quizzes, essay planning exercises, oral examinations, short answer or multiple choice in-class tests, self-evaluative exercises or reports, exposition essays, research essays, mentoring evaluations, individual or group oral presentations, presentation write-ups or evaluations, informal logic exercises, dissertations, field work reports and discussions, evaluation reports, literature reviews, on-line discussion forum contribution, continuous assessments of performance or contribution, on-line workshop write-ups, critical discussions, article or book reviews, research plans, methodological reviews and evaluations, career planning exercises and reports, take-away examinations, draft versions of any of the above, revised versions of any of the above. All elements of assessment within the portfolio must be passed for the module to be passed.

Key Information Set Data:
Scheduled Learning & Teaching Activities 7%
Guided Independent Learning 93%

Students will be directly involved and/or responsible for a variety of activities, including some or all of the following:
-Assisting in the planning and organization of events with local schools and colleges, such as 6th form conferences.
-Helping ensure quality of recruitment materials vis a vis the current secondary educational environment.
-Organising the undergraduate philosophy society
-Inviting visiting speakers to talk to undergraduates students
-Disseminating information to undergraduate students about events relevant to them (e.g. undergraduate essay competitions, undergraduate philosophy conferences, conferences on themes of particular interest to students)
-Updating the Philosophy web-site and/or Subject Blackboard space (after training, if required)
-Assembling an on-line library of excellent student work that will be available to other students (under the guidance of tutors)
In this way, the module aims to provide students with experience in organizing activities and projects related to the provision of Philosophy from secondary through higher education. Essentially equivalent to an extended internship, it is expected that this will be of general benefit to employability, but especially for those students contemplating a career in education. The module also aims to permit students the opportunity to enhance the quality of experience of the community of students on all Philosophy awards at Staffordshire University.

seminar/ workshop room with computer and projector; library resources; office space for tutorials; university computing facilities; Blackboard.

By interview only