RTL guidance

1. RETHINKING TEACHING LEARNING
AND ASSESSMENT
BA Primary Education year 1 (LEVEL 4) Assignment

2. Submission Date: Monday 1st April 2019, by 2pm
Return date: Wednesday 24th April
• To be submitted electronically via Turnitin.
• Support for the Turnitin process can be found on Blackboard

3. A PORTFOLIO ASSIGNMENT...
....comprises more than one piece of work. There are three parts to this
assignment BUT you will only be assessed on parts 2 and 3. You will:
1. Plan and teach a microteaching session in a group. (1000 word
equivalence – this means that it counts as 1000 words, not that you have
to write 1000 words);
2. Write a rationale and reflection on the microteaching session (1000 word
approx);
3. Write a critical comparison discussing how the content of your
microteaching might be taught using two different approaches that you
have learned about on the course. (2000 words approx).
Sections 2 and 3 should add up to 3000 words with a 10% allowance either way).

4. WHAT YOU WILL SUBMIT
1. The plan for the micro teaching session.
2. The rationale for your micro teaching session plan, and a
brief reflection, all linked to relevant literature,
demonstrating key links between learning, teaching and
assessment.
3. The critical comparison.
BUT you will only be assessed on parts 2 and 3.

5. PLAN/TEACH
• In groups of 3 or 4;
• On any topic of your choice – it does not have to link to the primary curriculum
-something that you find interesting, something you think your peers may not
know much about and therefore be genuinely engaged in finding out more;
• Approx 20-30 minutes;
• Delivered to the rest of the group during seminar time – one a week;
• Please provide the tutor with a brief plan at the beginning;
• You will also submit the plan as part of the portfolio to Turnitin. It will count as
1000 words equivalent but the actual number of words is irrelevant;
• It does not matter how the microteaching goes – you will not be assessed on
this;
• You will receive some informal formative feedback from the tutor in the
session, but this is entirely disconnected from the overall grade awarded.

6. RATIONALE AND REFLECTION
(Approx 1000 words)
• What were you hoping to achieve?
• Can you demonstrate the connections in your session between
– teaching
–learning
–potential assessment?
• BRIEFLY discuss how your session could have be improved if given
the chance to do it again.

7. CRITICAL COMPARISON (2000 words approx)
• Compare and contrast how the content of your micro-teaching session may be
taught/learned in a primary school setting using two different approaches that you have
learned about in this module
• We strongly recommend that one approach could come under the heading of a
‘traditional approach’ and the other under the heading of a ‘progressive approach’.
This means the session on ideologies may be particularly helpful. However, you will
learn about many approaches on the remainder of the course which can come under
those headings
• Whatever approach you use, think about the view of the following:
• The individual
• Knowledge
• Society
• Think about how this might affect the way in which you see:
• the purpose of education
• the role of the teacher,
• the expectations of the learner
• the means of assessment

8. READING
• You must demonstrate that you are reading and supporting your
written discussion with relevant literature.
• There is a reading list in the module overview on the module
Blackboard (under the Module information tab).
• Additional texts are referenced in the seminar and lecture
presentations.
• The references from last week’s session will be particularly useful
(find the presentation under the Learning resources tab on the
module Blackboard).

9. LEARNING OUTCOMES
The assignment will be marked against the general assessment criteria for HE
Level 4. Additionally you are required to demonstrate the following learning
outcomes:
• Demonstrate an understanding of how learning, teaching and assessment is
constructed in a variety of educational contexts;
• Demonstrate an understanding of the importance of the alignment of
teaching and assessment approaches with learning;
• Know, plan for, and be able to demonstrate, the foundations of a repertoire
of teaching strategies and evaluate these.

10. LO: to know how to use Lego to build a windmill
•What are the important
features of a windmill?
•What sort of bricks do you
have?
•Which bricks will be most
useful for building a
windmill and why?

11. To build a windmill:
• look closely at the diagrams
• listen to the instructions.
You will need to make sure that:
• you select the correct pieces
• you assemble them in the right way.

12. On the year 1 Rethinking Teaching, Learning and Assessment
Blackboard you can find:
• The assignment brief in the course outline (updated January
2019) under the Module information tab;
• The level 4 marking criteria under the assessments tab. You
will be becoming familiar with this now from the Childhood
and Exploring Curricula and Pedagogy assignments.

13. SUPPORT FOR ACADEMIC WRITING
On Blackboard you can also find support for academic writing on the ‘student support’ tab

14. DON’T FORGET
• Check your referencing using Cite Them Right
• Submit a copy to the draft bucket to check your plagiarism score
• Show a word count at the end of the assignment. This can be 10% more or less than
3000 words (the lesson plan accounts for the other 1000).
• Place this at the start of every submission:
• Double space your work to enable your marker space to comment
• Use this font Humanst 777Lt BT if possible – Arial would be the next choice
PLEASE COPY AND PASTE THIS AT THE START OF EACH
SUBMISSION
Target(s) from previous
assignments
Special Consideration to be
applied
Submit form at front of
assignment
Yes/No
Marking tutor