Course Overview

Simon Parton (Univeristy SCITT Tutor) at Yorkshire Wolds Teacher Training SCITT

Your SCITT will send us your email address and we will send you an enrolment email and task to complete. Once enrolled, you will find detailed information relating to your SCITT modules on the SHU Blackboard site, be able to access student support, library and skills centre services.

Information about your upcoming two Level 7 modules:

Module 1: Reflecting on Professional Practice and Development This module will enable you to explore and develop your understanding of key theories of learning and teaching and effective pedagogical approaches. We encourage you to research the benefits of talk for learning, though you can choose your own more specific area of focus in collaboration with your mentor and research an area that is meaningful to your specific context. This first module prepares you for the standard of academic work expected at level 7, and includes an Ethical Approval formative piece which is agreed and signed off by your mentor in placement and SHU SCITT Tutor.

Through this small-scale educational research project, you will focus on the way you use or interpret a specific aspect of pedagogy, for example choosing from the topic list below:  

-  Dialogic practice / Exploratory talk 

-  Collaborative learning 

-  Modelling learning and thinking 

-  Questioning 

-  Scaffolding learning 

This will be relevant to your unique context, age phase and/or subject to support learning. You will reflect on the way in which you use the pedagogy effectively to encourage the approach in your SCITT placement, focusing on how it enables inclusive and adaptive teaching strategies.  

Your understanding and critical reflection will be supported by literature from a range of sources in relation to your chosen aspect of pedagogy and linking into:

·       placement experiences;

·       SCITT Training; Intensive Training and Practice (ITAPs);

·       Core Content Framework (CCF) links

·       any other relevant reading.

Reference to background literature and in particular subject/phase- specific literature, is essential and should be incorporated in all sections.

·       Your project should be underpinned by sound ethical principles, and your ethical approval and project plan should be shared with your placement and SCITT. 

The essay is in three parts:

1. A review of relevant literature that enables you to identify and critically analyse the underpinning principles of your chosen pedagogical approach and then apply those principles effectively in practice.

2. A critically reflective analysis, linked to reading where appropriate, of your practice with a focus on the strategy’s effectiveness in impacting positively on learning and enabling adaptive teaching and inclusion principles.

3. A final section that draws together both reading and practice in terms of what you have learned and how that learning will inform future practice and your own development

Module 2: Exploring and Developing Professional Practice The second module will enable you to develop your professional knowledge in relation to a chosen improvement area, using a lesson study approach. You will develop your interpersonal skills to be able to work with other colleagues in collaborative professional development to further yours and their understanding of learners and learning. The structure of the module is similar to the first module, and also includes an Ethical Approval formative piece which is agreed and signed off by your mentor in placement and SHU SCITT Tutor.

This module enables students to collaborate with colleagues on a chosen aspect of pedagogy, with a view to improving learning and teaching conditions and experiences.

You should choose an aspect of pedagogy that is an area of discussion at either class, phase/department or school level with regards to improving the immediate learning experiences of a particular community of pupils, and which has the overarching objective of potentially improving outcomes.

The assignment will have three parts.

Firstly, using both qualitative and quantitative data to assist you, and working collaboratively with one or more colleagues under the guidance of your school-based mentor and SHU tutors, choose a community of pupils that you have teaching responsibility for, and for whom planned interventions could start to impact on their engagement and progress.

By analysing a range of relevant literature identify and explore key principles underpinning your chosen area of focus and potential teaching and learning strategies that may address them. The chosen community could reflect issues including:

• Pupil Premium pupils.

•  Pupils with English as an Additional Language (EAL).

• Pupils with Special Educational Needs and Difficulties (SEND).

• Pupils under-performing in a particular subject/ subject area.

• Pupils requiring greater depth / gifted and talented pupils.

• Gender

This is not an exhaustive list, please discussed potential areas with your Tutor

Secondly, you will

-   collaboratively plan and implement a short sequence of lessons with a focus on specific intervention strategies targeted towards the chosen community of pupils

-   critically analyse the pupils’ responses to the interventions and indicators that show the potential for the interventions to elicit progress.

-   reflect critically on your own learning regarding the target community of pupils and on the implications for practice both personally and, where appropriate, for policy and practice more widely. Link your reflections and analysis to any prior or new reading to ensure links between theory and practice are maintained.

Finally, Drawing on relevant literature, analyse the potential opportunities and challenges of working collaboratively with colleagues in terms of developing professional practice, and reflect on the impact the process has had on your own learning.

Level descriptors 

The following descriptors provide details of the academic level that your work will be expected to achieve for level 7 for both modules. To achieve level 7 you need to demonstrate: 

1. A systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice; 

2. A comprehensive understanding of techniques applicable to your own research or advanced scholarship; 

3. Originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline; 

4. Conceptual understanding that enables you: 

a. to evaluate critically current research and advanced scholarship in the discipline; and 

b. to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses. 

Typically, if you pass at level 7 you will be able to: 

1. Deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences; 

2. Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level; 

3. Continue to advance your knowledge and understanding, and to develop new skills to a high level; 

4. And you will have the qualities and transferable skills necessary for employment requiring: 

a. the exercise of initiative and personal responsibility; 

b. decision-making in complex and unpredictable situations; and the independent learning ability required for continuing professional development. 

Information Communications Technology and Computing 

Trainee teachers need to be able to use IT skills in a variety of ways. As well as learning how to help children and young people develop their IT skills, you need to ensure your own skills are of a sufficient standard. One way of communicating with tutors and other trainees in the University is by the use of email and a virtual learning environment called Blackboard (more information on page 10). You will be given a personal email address at the beginning of your course. You will be expected to use a computer regularly to obtain messages from staff, and engage with module content.

Other core skills 

As well as the development of IT skills, you need to learn how to 

·         present ideas and materials to others; 

·         write coherently and succinctly; 

·         analyse arguments and data; 

·         identify foci for information searches; 

·         provide support to other people; 

·         receive support from other people; 

·         access academic support; 

·         identify and access relevant material; 

·         formulate, plan and conduct small-scale work-based research; 

·         self-evaluate learning and performance; 

·         engage in the process of plan, action, reflect and re-plan. 

If you are having particular difficulties with any of these core skills, then you need to consult your University SCITT Tutor who will provide you with appropriate advice. 

Academic Work 

Assessment is viewed as an integral part of learning and trainees will engage with a range of assessment activities. The purposes of assessment are to:- 

·         generate a learning activity; 

·         identify the academic standard or skill achieved; 

·         provide ongoing feedback to trainees on their performance; 

·         assist trainees in identifying strengths and weaknesses; 

·         enable trainees to gain an award. 

·          

Each module has its own assessment. This will be made available to you at the start of each module e.g. via module guides and module Blackboard sites. 

Presenting and Submitting Work 

Details regarding this will be clearly articulated to you in the module assessment brief published via the relevant Blackboard module site. You must take reasonable steps to: 

·         adhere to the required format as stipulated 

·         submit legible assessment 

·         submit accessible work, i.e. not password protected and not corrupt files 

Assessment not submitted in the specified format will not be classed as a valid attempt and will receive a zero mark. The assessment task will be referred (if at first submission) or failed (if at referral submission).  The dates of submission and return of coursework will be published to you via the relevant Blackboard module site. 

Standards expected for assessed work 

You are expected to be able to present well-researched, well-reasoned and well-written work. Good writing is clear and simple: use plain English. Write for an intelligent lay-person as the audience. Use short sentences wherever possible and pay attention to paragraphing rules. Many assignments require you to write a report or an essay, not to tell a story. It is therefore important to use appropriate language and structure. Written work should be in Standard English using conventional grammar, spelling and punctuation. You are advised to leave sufficient time to proofread and correct your work. The aim is to make your work as error-free as possible; work containing spelling and grammatical errors is not acceptable. If you are aware that this may be a problem for you please make arrangements to talk with your Tutors. If you need help writing essays or reports, you may wish to use the support study sessions. Further details can be found be on the 'Learning Essentials' tab on your virtual learning environment (Blackboard).

What happens if I submit my work late?  How do I get an extension?

You will receive a schedule of coursework submission deadlines via your Assessment Statement at the start of the year. You should use this schedule to plan your work programme and should regard coursework submission deadline dates and times as being almost immovable. 

However, it is recognised that occasionally some students struggle to meet the deadline due to a range of circumstances. If your medical or personal circumstances (also known as extenuating circumstances) mean that submission by a due deadline becomes a problem, please talk to Hallam Help prior to the deadline. They will review whether an extension to provide you more time to submit your work can be permitted. 

If you submit your coursework late without an approved extension, then your mark will be reduced in line with the University’s policy for late submission of coursework: 

·         Within one working day (i.e. 24 hours) of the deadline, your marks will be capped at the minimum pass mark. For students studying at level 7, this is 50%. Any work submitted after this point will receive a zero mark. 

24 hours is defined as the same time as the original submission deadline on the next University working day. Weekends and other days the University is not open are not counted as working days. 

Please note: there may be some coursework items which cannot support late submission for sound practice or operational reasons, e.g. time bound assessments such as a presentation or where feedback has already been provided to the class. Your Module Leader will make it clear to you in module documentation where this is the case. 

If you are unable to submit work by the required date you need to contact Hallam Help on 0114 225 2222 or via hallamhelp@shu.ac.uk and a member of the team will be able to advise you on the options and signpost you to support processes if applicable. 

Extenuating Circumstances 

During your studies you may experience sudden or unexpected ill-health or personal issues that have a significant impact on your ability to study, or complete assessments on time or to your usual standard. We define these as extenuating circumstances. Such circumstances could include (but are not limited to): illness other than minor illnesses; hospitalisation; bereavement; acute personal/emotional circumstances; or sudden and unexpected changes in family circumstances. 

If you find yourself in this type of situation then you are strongly encouraged to contact your Hallam Help as soon as is practical. The Students' Union Advice Centre is also able to provide independent, confidential and free advice to all Sheffield Hallam students. 

Hallam Help representatives will discuss with you your options which may include a request to extend a submission deadline or making reasonable adjustments through a Learning Contract. If your circumstances are felt to be having a significant impact on your studies then we may review how we can support you through the Supporting your Capacity to Study Procedure.

We are aware that some students may feel embarrassed or uncomfortable to disclose the details of these kinds of circumstances, particularly those of a personal or sensitive nature, to people outside of one's family. We wish to reassure you that the University is fully supportive of students in difficult circumstances and want to assist if at all possible. However, we are only able to do so if you bring these matters to our attention in a timely manner. 

Further information on the University's extenuating circumstances and fitness to study policies are available on MyHallam under Rules and Regulations: Illness and Difficult Circumstances.

Academic integrity, assessment, standards and fairness 

University regulations 

As a student at Sheffield Hallam University you agree to abide by the University regulations upon enrolment to the University. Please note regulations can change during the year and the latest version can be found on MyHallam. You should therefore read this handbook in conjunction with these Academic Regulations and Student Policies, which can be found at the foot of the page at https://students.shu.ac.uk/ under Rules and Regulations. 

How do we ensure all assessments are appropriate and fair for all students? 

All courses at Sheffield Hallam University are subject to the University's quality assurance processes which begin when courses are designed and approved. An important element in this is the input of external partners and professional bodies with subject expertise that inform course design. Subject experts from other Universities also act as external examiners on our courses to ensure your course standards are comparable with other Universities. 

Each year, all assessment tasks are reviewed by staff before they are released to students. This ensures they are appropriate and suitable for testing the learning outcomes agreed during course approval. The assessment(s) will be set by the module leader and/or module team subject to approval by both an internal moderator and, if the marks from the assessment contribute to your award classification, an external examiner. This will normally take place before they are given to you at the start of teaching. 

Any work you submit for marking will go through a similar process to check and confirm that the standard of our marking and feedback is fair for all students and reflects the quality of the submitted work. Samples of student work for all assessments will again be checked by an internal moderator and, as above, if appropriate, by an external examiner. Project and dissertation modules and those involving a high level of independent research will normally be marked by two markers and an agreed mark arrived at prior to a sample being seen by an external examiner. 

The purpose of these quality assurance processes is to ensure that no student is disadvantaged by our assessment practices, to ensure that our assessments allow all students to meet the learning outcomes of their modules to the best of their abilities, and to ensure that standards of marking and feedback are entirely appropriate and fair to all. 

How do I get feedback? 

You should receive your feedback sheet with the provisional mark for each assignment within three working weeks of the assignment deadline (excluding student vacation periods and University closures over Bank Holidays). 

Academic conduct 

Academic conduct is an ethical standard by which academic communities operate, and Sheffield Hallam University is committed to the protection and development of this standard. We would consider any attempt to gain an unfair advantage over another student in the completion of an assessment to be a breach of the Code of Academic Conduct, and investigated as suspected academic misconduct. 

Details about how we may investigate any concerns or allegations regarding the content of your assessments can be found in the Academic Conduct Regulation, which is available to students on Shuspace under Rules and Regulations: Conduct and Discipline.

Appeals, complaints and student conduct 

Academic appeals 

Students are able to appeal a decision by a Departmental Assessment Board, an Extenuating Circumstances Panel or an Academic Conduct Panel. An appeal can request a review of the decision reached by the board and information submitted in appeals is treated confidentially. You will not be disadvantaged as a result of making an appeal, provided it is made in good faith. The full policy and procedure for appeals are published on MyHallam under Rules and Regulations: Appeals and Complaints. Please note: all appeals should be submitted within 10 working days of the decision being available to you. 

Student complaints 

The University also operates a formal complaints process to address concerns raised by students. This process encourages early resolution by raising concerns locally with the member of staff most directly involved with the concern you have - this may be your Module Leader, Course Leader, Academic Advisor or Faculty Student Support Team. Early resolution is taken to mean the concern is addressed by agreement with appropriate staff without the need to submit a Student Complaint Form. 

Complaints will be dealt with promptly and sympathetically with respect for your privacy and confidentiality. The detailed process and guidance on making a formal complaint is published on Shuspace under Rules and Regulations: Appeals and Complaints. 

Student conduct 

The University recognises that the vast majority of its students behave in a responsible manner and meet the expectations of the Code of Conduct for students. However, on occasions a small minority behave in ways which cause harm to the University, its students or its staff, or the public. In these cases it is the responsibility of the University to take action under its Disciplinary Regulations in order to protect the University community and the University's reputation. These regulations are also published on MyHallam under Rules and Regulations: Conduct and Discipline. 

Further information and advice is available from your Faculty Student Support team. In addition, the Students' Union Advice Centre will also provide free, confidential and independent advice and support to students.

Online systems 

Messages and information 

Check your email and information on Blackboard on a regular basis. It is particularly important to check Blackboard as urgent messages about changes to the course (and other important information) will be posted here. From time to time we may need to contact you urgently. We will both email and phone you, but we can only do this if you let us have your phone number. Similarly we can only post a letter to you with reasonable success if your term time address is correctly recorded. Your maximum co-operation is expected in these matters. If you need to change any of your personal details you can do this on MyHallam.

MyHallam

https://www.shu.ac.uk/myhallam Learning and interacting online is an integral part of being a student here. You do this through MyHallam, this is your student portal, and you'll hopefully use it every day. It's accessible on and off campus 24 hours a day, seven days a week, giving you the flexibility to use it any time, from any place, including your mobile device, via our University app SHUgo. 

Learning online 

Blackboard Ultra is the University's virtual learning environment (VLE), which you access via MyHallam. Every module you are enrolled on will have a site where you will find study materials and learning resources. 

If you're a distance education student, these facilities will be essential. 

What else is on MyHallam? 

Not only does MyHallam provide access to the VLE, but it is also your main source of support, help and information whilst you are at university. Log in for 

·         Library resources 

·         University email 

·         Timetables 

·         Your student record - choose your modules, check results and make sure the information we hold about you is correct 

·         Career planning resources 

·         Tools to help you to manage your time and study effectively 

·         A wide range of additional information, from wellbeing tips, disabled student support and course issues 

Referencing 

Referencing is an essential part of academic writing. 

When you write an assignment you will be drawing constantly upon information you have read in books, journal articles and other sources. You are required to acknowledge these sources through referencing. 

Accurate referencing is very important because: 

·         it demonstrates that you have researched or read around the subject which you are writing about; 

·         it provides evidence for your arguments; 

·         it allows any reader of your work to find the original sources you used; 

·         it shows that you are not passing off someone else's research as your own thoughts. 

You should reference whenever you use someone else's work in your own work; not only when you quote but also when you paraphrase or summarise someone's ideas. 

Examples of referencing using APA 7 - find out more at http://libguides.shu.ac.uk/referencing

 Students at London East Teacher Training Alliance SCITT