?????????? Spiral curriculum reference??

Personal
Development
Record
Module 8: A reflective journey

janet hobley

MODULE DESCRIPTION
1. MANAGEMENT DETAILS
Module title:

Personal Development Record

Module number:

Module leader:
Level:

No. of credits:

15

Mode of delivery:

Face-to-face, part-time

Pre-requisites:

Modules 1,2,3 and 4 or credits corresponding to year 1 of

the Level 4 Certificate in Education and Training

Co-requisites:

N/A

Barred combinations:

N/A

Other restrictions or
requirements:

N/A

Timetable information:

Year 1 and 2

Programme/s in which this module may be taken

Programme title and code
Diploma in Education and Training Level 5 and
Professional Graduate Certificate in Education

Status
ED62, CV62, CV61 and SW62
Compulsory

2. MODULE AIMS
This module provides trainees with the opportunity to reflect on their journey through
the course and to provide synoptic links between all the modules covered throughout
the year. Trainees will be able to examine the range of theories, principles and models
that they have encountered in a structured series of reflective activities that form both
formative and summative assessment of their learning journey. The PDR will be
reviewed at key points throughout the year to allow trainees to think about how the
course is influencing their values, attributes, knowledge, understanding, expertise and
skills. In this way the PDR seeks to develop trainees own judgement of what works
and does not work in their teaching and training through refection on practice. In
addition it is aimed to develop deep and critically informed knowledge and
understanding in theory and practice as well as to develop expertise and skills to
ensure the best outcomes for leaners

3. LEARNING OUTCOMES

On successful completion of this module,

students will be able to:

Graduate
Attribute*
developed

Other GAs
developed

1. Reflect on what works best in own

teaching and learning to meet the needs
of diverse learners
2. Evaluate and challenge own practice,
values and beliefs

Academic Literacy

Global
Citizenship

Academic Literacy

Research
Literacy

3. Evaluate own practice with others and

assess its impact on learning
4. Apply theories and principles of learning
to own continuous professional
development
5. Value and promote social and cultural
diversity, equality of opportunity and
inclusion

Global Citizenship

6. Be creative and innovative in selecting

and adapting strategies to help learners
to learn

Critical
Self
Awareness
and
Personal Literacy

Global Citizenship

Academic Literacy
Digital Literacy

Digital literacy

4. OUTLINE SYLLABUS

Models of reflection
Theories and principles of learning
Metacognition and meta-learning
Deep and surface models of learning

5. TEACHING LEARNING AND ASSESSMENT STRATEGY

Trainees completing this module will have been given the opportunity to:

Attend lectures and workshops;

Work individually and in small groups;
Collaborate using social media to develop communities of practice
Use ICT to develop an e-portfolio

6. LEARNING HOURS

Scheduled learning and teaching activities

Lectures
Seminars
Practical classes
Tutorials

24 hours
Hours
25 hours
6 hours

Guided independent study

Directed/independent study

47.5 hours

Preparation for assessments

47.5 hours

Placement/Study Abroad
Hours

7. ASSESSMENT TASKS

7.1 Summative assignments

Reflective account that is

synoptic in nature using ICT as
appropriate

Written Examination

Word
count/
length of
exam

Learning
outcomes
assessed

Weighting

1-6

100%

N/A

0%

3000 Level
5
4000 Level
6
N/A

Practical Examination

N/A

N/A

0%

7.2 Opportunities for formative assessment and feedback

Formative feedback from peers and tutor on the presentation and tutor feedback on
the written assessment.

8. INDICATIVE READING LIST

In addition to key texts on page 28.
Carr and Kemmis
Validation History
This module was first approved in 2008

Date module first approved:

2008

Date of most recent

revision:

2015

MODULE DESCRIPTION
1. MANAGEMENT DETAILS
Module title:

Personal Development Record

Module number:

Module leader:
Level:

No. of credits:

15

Mode of delivery:

Face-to-face, part-time

Pre-requisites:

Modules 1,2,3 and 4 or credits corresponding to year 1 of

the Level 4 Certificate in Education and Training

Co-requisites:

N/A

Barred combinations:

N/A

Other restrictions or
requirements:

N/A

Timetable information:

Year 1 and 2

Programme/s in which this module may be taken

Programme title and code
Diploma in Education and Training Level 5 and
Professional Graduate Certificate in Education Level 6

Status
ED62, CV62, CV61 and SW62
Compulsory

2. MODULE AIMS
This module provides trainees with the opportunity to reflect on their journey through
the course and to provide synoptic links between all the modules covered throughout
the year. Trainees will be able to examine the range of theories, principles and models
that they have encountered in a structured series of reflective activities that form both
formative and summative assessment of their learning journey. The PDR will be
reviewed at key points throughout the year to allow trainees to think about how the
course is influencing their values, attributes, knowledge, understanding, expertise and
skills. In this way the PDR seeks to develop trainees own judgement of what works
and does not work in their teaching and training through refection on practice. In
addition it is aimed to develop deep and critically informed knowledge and
understanding in theory and practice as well as to develop expertise and skills to
ensure the best outcomes for leaners

3. LEARNING OUTCOMES

On successful completion of this module,

students will be able to:

Graduate
Attribute*
developed

Other GAs
developed

7. Critically reflect on what works best in

own teaching and learning to meet the
needs of diverse learners
8. Demonstrate effective change and
challenge to own practice, values and
beliefs
9. Evaluate own practice with others and
assess its impact on learning
10. Critically apply theories and principles of
learning to own continuous professional
development
11. Value and promote social and cultural
diversity, equality of opportunity and
inclusion

Academic Literacy

Global
Citizenship

Academic Literacy

Research
Literacy

12. Be creative and innovative in selecting

and adapting strategies to help learners
to learn

Critical
Self
Awareness
and
Personal Literacy

Global Citizenship
Global Citizenship

Academic Literacy
Digital Literacy

Digital literacy

4. OUTLINE SYLLABUS

Models of reflection
Theories and principles of learning
Metacognition and meta-learning
Deep and surface models of learning

5. TEACHING LEARNING AND ASSESSMENT STRATEGY

Trainees completing this module will have been given the opportunity to:

Attend lectures and workshops;

Work individually and in small groups;

Collaborate using social media to develop communities of practice

Use ICT to develop an e-portfolio

6. LEARNING HOURS

Scheduled learning and teaching activities

Lectures
Seminars
Practical classes
Tutorials

24 hours
Hours
25 hours
6 hours

Guided independent study

Directed/independent study

47.5 hours

Preparation for assessments

47.5 hours

Placement/Study Abroad
Hours

7. ASSESSMENT TASKS

7.1 Summative assignments

Word
count/
length of
exam

Learning
outcomes
assessed

Weighting

100%

Reflective account that is

synoptic in nature using ICT as
appropriate

Written Examination

3000 Level
5
4000 Level
6
N/A

N/A

0%

Practical Examination

N/A

N/A

0%

7.3 Opportunities for formative assessment and feedback

Formative feedback from peers and tutor on the presentation and tutor feedback on
the written assessment.

8. INDICATIVE READING LIST

In addition to key texts on page 28.

Personal Development Record:

The purpose of this document is to

Module 1: Introduction to Teaching

Professional Standards:

Apply theoretical understanding of effective practice in teaching, learning and

assessment drawing on research and other evidence

Evaluate your practice with others and assess its impact on learning

Motivate and inspire learners to promote achievement and develop their skills
to enable progression

Plan and deliver effective learning programmes for diverse groups or

individuals in a safe and inclusive environment

Reflective activities:
Level 5

Level 6
Roles and responsibilities

Evaluation of teaching

Skills audit

ILP
Reflection on placement and legislation
Observation of an experienced teacher

Module 2: Planning Comparative assessment

Professional Standards:

Enable learners to share responsibility for their own learning and assessment,
setting goals that stretch and challenge
Apply appropriate and fair methods of assessment and provide constructive and
timely feedback to support progression and achievement
Motivate and inspire learners to promote achievement and develop their skills to
enable progression
Apply theoretical understanding of effective practice in teaching, learning and
assessment drawing on research and other evidence
Evaluate your practice with others and assess its impact on learning

Reflective activities:

Reflection on own assessment and evaluation practice

Reflection on peer assessment
Reflection on tutor and peer assessment feedback

Module 3: Promoting outstanding learning???

Professional standards:

Apply theoretical understanding of effective practice in teaching, learning and

assessment drawing on research and other evidence
Manage and promote positive learner behaviour
Be creative and innovative in selecting and adapting strategies to help learners learn
Build positive and collaborative relationships with colleagues and learners
Reflect on what works best in your teaching and learning to meet the diverse needs
of learners

Reflective activities:

Refection on own approach to teamwork and communication using theoretical

frameworks
Reflection on action planning??

Module 4: Embedding literacy, language, numeracy and ICT within your

specialist subject

Professional Standards:

Promote the benefits of technology and support learners in its use

Address the mathematics and English needs of learners and work creatively to
overcome individual barriers to learning

Reflective activities:
Reflection on Minimum core
Refelction on the planning and implementation of a joint lesson

Module 5: Action Research

Professional Standards:
Apply theoretical understanding of effective practice in teaching, learning and
assessment drawing on research and other evidence
Evaluate your practice with others and assess its impact on learning
Build positive and collaborative relationships with colleagues and learners
Maintain and update your knowledge of educational research to develop
evidenced based practice

Reflective activities:

Reflection on the process of the action learning set

Reflection on the action research (research diary)

Module 6: Curriculum design for Inclusive Practice

Professional Standards:
Be creative and innovative in selecting and adapting strategies to help
learners learn
Plan and deliver effective learning programmes for diverse groups or
individuals in a safe and inclusive environment.
Contribute to organisational development and quality improvement through
collaboration with others

Promote the benefits of technology and support learners in its use.

Reflective activities:
Reflection on the value of curriculum theory in designing innovative models
Reflection on the need for quality assurance in curriculum design??

Module 7: Widening Professional Practice

Professional Standards:
Understand the teaching and professional role and your responsibilities
Apply theoretical understanding of effective practice in teaching, learning and
assessment drawing on research and other evidence
Evaluate and challenge your practice, values and beliefs
Maintain and update your teaching and training expertise and vocational skills
with employers

Reflective activities:

Reflection on the concept of Dual Professionalism

Reflection on ways to improve and broaden your own professional
development

Summative reflection:

PGCE end of year

Professional Practice and
Reflections on Distance
Travelled

Write a short reflective account of ways in which you could broaden and improve your own
professional practice based on your learning from each of the year 2 modules, assessing the
impact of innovations in practice arising from your learning and a critically reflective account
of the impact of learning on your professional roles and on your organisation (1000 words)
Produce an action plan with SMART goals. Implement improvements in your own
professional practice and analyse some barriers to your own improvement, including the
impact of policy on your own professional practice.