Modules

Every effort is made to ensure this information is accurate at the point of publication on the UCAS website. For the most up-to-date information, please refer to our website.

Assessment method

The assessment strategy is based upon the premise that critical evaluation of theoretical perspectives as they apply to your own teaching is an intrinsic element of best teaching practice. Throughout the course, therefore, you will continually be encouraged to explore what is known about teaching and learning, and to demonstrate independence and creativity in evaluating the relevance of that knowledge in your own context. Assessed work will be directly applicable to your future role as a teacher and predominantly include essays, reflective writing, reports, presentations and portfolio. During your placements you will be assessed directly against the Teachers’ Standards. In years one and two you will complete in-class tests to assess your developing knowledge and understanding. Sound subject knowledge is a fundamental quality of an effective teacher and you will be expected to demonstrate a commitment to ongoing development of that knowledge throughout the course. Also key to the course is a focus on the development of research informed teaching, culminating in an extended systematic study of your own practice (action research project/dissertation). For study at level 7 (Integrated Master’s) your work will need to consistently evidence your ability to critically analyse and evaluate practice, methodologies and research. By embedding the professional requirements for Qualified Teacher Status within the academic requirements of the degree, the course supports you in developing the qualities which define the University of Bedfordshire Graduate Teacher: an independent, reflective, creative, innovative, collaborative and resilient professional who is committed to ongoing personal and professional development. The assessment for this course seeks to support you in developing your understanding of the interplay between theoretical perspectives and practice based experience. You will be developing your skills of research and evaluation, critical thinking, creativity and independence. The themes for your reflective writing are developed from local and national priorities and, therefore, allow you to develop the evidence of your understanding of values and principles underpinning the Teachers’ Standards as they apply to your working context. (Superficial statements of performance against the standards oppose the principles which underpin this course and are not accepted). By building your reflections around these themes, you will generate rich evidence which can contribute to the assessment of your professional performance. Hence, the assessment items are intrinsically connected and, in combination, allow you to demonstrate your achievement of all learning outcomes. The Profile Review Point is the process by which the mentor reviews your progress in your teaching practice. The Teachers’ Standards (2012) provide the framework by which this progress is judged and are supplemented with descriptors which support you in understanding the qualities which define the level at which you meet the standards. The Teachers’ Standards Descriptors are included in School Experience documentation. Formative use of assessment is embedded throughout the course and is a principle which we would expect you to adopt in your own teaching. You will be supported to become familiar with self- and peer-assessment approaches and to make effective use of feedback on both academic and practice-based aspects of the course, to identify targets for your ongoing development and plan actions to address them. Engagement with published research is a fundamental aspect of the course and you will be supported in developing skills of critical analysis of the literature. Rigorous attention to referencing conventions is, therefore, essential and you will be required to adopt the Harvard system. You will be supported in developing your understanding of plagiarism and poor academic practice to ensure that your work meets the highest standards of ethics.

Professional bodies

Professionally accredited courses provide industry-wide recognition of the quality of your qualification.

• National College for Teaching and Leadership

Qualified teacher status (QTS)

To work as a teacher at a state school in England or Wales, you will need to achieve qualified teacher status (QTS). This is offered on this course for the following level:

• Secondary