module specification

This module is designed to enable students to undertake a period of work-based learning, in relation to their course at level 5, within an appropriate organisation, and to gain credit for that learning. Students will have the opportunity to apply, to test and to extend the knowledge that they have gained at all levels of their course. In so doing, students will be able to enhance and extend their understanding of professional educational practice. The module will also afford them the opportunity to gain professional experience of an appropriate education-related work environment.

Students will be expected to find and organize their own placement in an educational setting where they get insight into professional teaching and learning practice. Objectives of the placement might be in relation to professional standards, how teaching and learning is facilitated, or intended outcomes of interventions.

The module is framed by Kolb’s (1984) learning style model, the four-stage learning cycle: planning – reflecting – interpreting – identifying next steps. This cycle will inform both the module structure and the assessment strategy.
At the beginning of the module, students will attend a series of workshops where they will be briefed on the module and undergo induction. Guidance on securing a placement will be offered in conjunction with the career service, including inputs on personal and professional development.
Students will need to have their work-based learning agreement approved, before they take up the opportunity to gain practical experience.

During the work-experience, students will reflect on their observations and actions with respect of the objectives of their learning agreement and wider professional standards. There will be two or three feedback sessions allowing students to discuss their own practice and learning.

Towards the end of the work-based learning period there will be a series of workshops to support students’ interpretation of their experience in relation to theory and professional educational practice.

Students will also be offered scheduled opportunities to prepare for the QTS skills tests prior to application for PGCE places (or equivalent).

References
Kolb, D. (1984) Experiential learning experience as a source of learning and development, New Jersey: Prentice Hall.

The module offers:
• Guidance on finding and organising an appropriate setting for work experience;
• Provision of a rational for practice-based learning;
• Discussion of key educational and social concepts to enhance students’ reflection on and interpretation of their experiences;
• Discussion of broader aspects of the work experience in the context of professional practice and employability;
• Preparation for QTS skills-tests.

• A minimum of 100 hours (spread across at least 10 weeks) in the work placement during the summer period;
• A mixture of lecture inputs and workshops outlining theoretical and practical considerations in relation to experiential learning
• Feedback sessions and workshop sessions focusing on the students’ work-experience and its interpretation
• Weblearn will provide supporting material including wider employability guidance

The module aims to give students the opportunity to:
1. Apply their prior learning in an appropriate work environment;
2. Relate specific knowledge – theoretical perspectives as well as policy/practice analysis – to the work environment;
3. Consider professional practice/pedagogies in specific real-life situation;
4. Recognize how their work relates to wider educational and social discourses;
5. Enhance their professional and personal development;
6. Prepare students for application to courses bearing QTS.

Formative
• Learning contract; student to design after meeting with employer and tutor
Summative
• Report by employer; after completion of the work experience
• Written coursework; reflective essay relating to the learning objectives set out in the learning contract and wider professional practice/discourses

Core reading

Kolb, D. (1984) Experiential learning experience as a source of learning and development, New Jersey: Prentice Hall.

Lindon, J. (2012) Reflective practice and early years professionalism, London: Hodder Education (2nd Revised Edition).

Pollard, A. (Eds) (2014) Reflective teaching in schools, London: Continuum (4th Edition).

Additional reading

Matheson, D. (Eds) (2009) An introduction to the study of education, London: David Fulton.

Mayo, M. and Annette, J. (Eds) (2010) Taking part? Active learning for active citizenship, and beyond, London: NIACE.

Moon, J. A. (2006) Learning journals: A handbook for reflective practice and professional development, London: Routledge.

Websites

BESA, British Education Studies Association
http://educationstudies.org.uk

Careers, Student Services, London Metropolitan University
http://www.londonmet.ac.uk/services/studentservices/careers/iag/

Institute for Volunteering Research, Evidence Bank
http://www.ivr.org.uk/ivr-evidence-bank

Job Shop, Careers, Student Services, London Metropolitan University
http://www.londonmet.ac.uk/services/studentservices/careers/job-shop/

Prospects, UK graduate careers website
http://www.prospects.ac.uk

Reach volunteering, Careers, Student Services, London Metropolitan University
http://www.londonmet.ac.uk/services/studentservices/careers/reach-volunteering/

SES, Society for Educational Studies
http://www.soc-for-ed-studies.org.uk

The British Journal of Education Studies
http://www.tandfonline.com/toc/rbje20/current#.UvyqdL-X7lI