This document provides information about the Post Graduate Certificate in Further Education & Training module called "The Employable Teacher". It outlines the syllabus, learning outcomes, assessments, deadlines, and support services. The module launch is on January 6th and covers topics like curriculum design, assessment, differentiation, and lifelong learning. Students will complete two written assignments - one analyzing a curriculum and one creating an educational presentation - by the February 26th deadline. University support services are available to help students succeed.

1. TheEmployableTeacherModule
Post Graduate Certificate inFurther Education & Training
The module launch is on the 6th of January 2019 in Room: PSS1-LT at 10 am- 11 am

2. Syllabus

3. Fundamentalsof
Curriculum
Design,Theory&
Practice
▪ This aims to provide you with a comprehensive
orientation to curriculum theory from both historical
and contemporary contexts and as it applies to practice
in design.
▪ You will explore various curriculum theorists, designs
such as product or process designs and key pros/cons.
▪ Using contemporary and global understandings of
curriculum as applied in governmental educational
systems, you will also learn about strategies and best
practices in curriculum development.
▪ Specific attention will be given to principles of
curriculum design for all levels of student learning.
(Sessions 1-5)

4. Assessmentof
Student
Learning
▪ You will learn theories, strategies, and approaches to
develop and implement formative and summative
evaluations of student learning to assess student
knowledge, skill, and/or disposition in multiple
contexts.
▪ Particular attention will be placed on design of
assessments as they relate to particular educational
objectives.
▪ Assessment and evaluation theory will also be covered.
(Sessions 6-8)

5. Differentiation
ofInstructionfor
DiverseLearners
▪ You will explore theory, evidence, and tools for the
implementation of differentiated instruction across all
content areas and grade levels.
▪ You will have an overview of comprehensive
understandings of ability and disability in educational
contexts.
▪ College-wide and classroom-based interventions and
strategies will be covered. (Sessions 7-9)

6. Promoting
Independent&
LifelongLearners
▪ You will examine strategies, theory, and evidence on
practices and educational environments that encourage
independent and lifelong learning.
▪ The aim is to introduce you to teaching in the
community and to be engaged with your class tutor in
such as way that you can develop curiosity and habits of
reading and independent investigation. (Sessions 14-
17)

7. Assignment
Support
▪ This is an assignment support session to help answer
any queries regarding the assessment, criteria, layout
and presentation.
▪ Your course tutor will facilitate this session and plan it
accordingly, please attend and bring any questions/
issues to discuss and resolve. (Sessions 18-19)
▪ Module Evaluation:Trainees’ Feedback (Session 20)

8. Teaching&
Learning
▪ Your core module sessions are on a Monday and
Tuesday as per your Group timetable.
▪ Additionally, you are required to attend and participate
in:
▪ Keynote/Guest Speakers Lecturers (Mondays 9-10 am)
▪ Assignment support and CPD workshops.
Event: The Employability Day;
▪ The aim of the day is to learn first-hand what
employers are looking for and how you can meet the
sector’s needs and how to continue your professional
development.

9. Learning
Outcomes
▪ On successful completion of the module students will be able to:
▪ LO.1 Critically analyse an existing curriculum by evaluating the
theoretical models being demonstrated in relation to the embedding of
Numeracy (PET 4731), Literacy (PET 4732) and SEND (PET 4733).
▪ LO.2 Demonstrate critical awareness in evaluating the pedagogical
principles which would inform and deliver innovative and creative
approaches to teaching, learning and assessment within the specialist
area of Numeracy (PET 4731), Literacy (PET 4732) and SEND (PET 4733).
▪ LO.3 Justify, with comprehensive understanding, the selection of
resources intended to have a positive impact on teaching, learning and
assessment within the specialist area of Numeracy (PET 4731), Literacy
(PET 4732) and SEND (PET 4733) and, subsequently, critically evaluate
their utilisation.
▪ LO.4 Demonstrate efficient use of cogent, academic writing to address
the requirements of the module assessment strategy within the
published word limit.
▪ Word limit will exclude appendices, reference lists, artefacts etc.
and will allow +20%.

10. Summative
Assessment
▪ Assignment (1) Critically analyse an existing Scheme of
Work (SOW):
▪ This must be underpinned and informed by theoretical models
linked to the incorporation and development of Literacy,
Numeracy and SEND, then;
▪ Conclude with recommendations for enhancing the curriculum
accordingly.
▪ Note: Please submit only the highlighted sections/ weeks that
you have used from your chosen SOW with your assignment, i.e.
weeks 1-5 or weeks 5-8. Do not submit the whole SOW
document.
▪ Covers Learning Outcome 1 –Work count: 1,250
words
Total assignments
3,500 words equivalent

11. Summative
Assessment
▪ Assignment (2): Produce a power-point
presentation (with notes) which shows approaches to
teaching, learning and assessment of one of the
following (LIT//NUM/SEND in own subject of
specialism) and justify with examples the use of
resources which have a positive impact on learners’
experiences.
▪ Note: Make sure to identify and evaluate the key
principles and practice of pedagogy employed in
embedding and use your critical reflections on direct
examples from your own practice.
▪ Covers Learning Outcome LO 2 & 3 – Work
count: 2,250

13. WhatshouldI
write?
▪ You will explore key texts and associated material; the
expectation is that you engage in all the offered
opportunities to develop your understanding of the
sector and enhance your employability skills. You
should continue to reflect on what you discover and
discuss in class with your peers and tutors.
▪ Through wider reading, independent study and
placement experiences, you should be able to express
your thoughts on each week’s topic and demonstrate
knowledge and insight in your writing.

14. Marking
▪ Marks and feedback will be released electronically via
the Grademark facility on Turnitin. Coursework will be
marked initially by your tutor in charge of the group.
▪ In some cases, a second tutor will re-mark the work.
▪ If you have a query over the mark you have been
awarded, you should consult first your tutor in the first
instance, then the programme leader if necessary.
▪ A sample of the coursework will be sent to the external
examiner.

15. Assignment
Deadline
▪ All assignments must be submitted electronically
before the deadline using the Turnitin ‘drop-box’
facility on Blackboard. Please include the module
assignment front-sheet. The digital submission portal
will not accept your submission after this date/time and
you will not be eligible for a mark.
▪ Late submissions will receive an automatic
‘Referral’
▪ Note: Do not submit a paper copy or email your
assignment to your tutor as this will not be marked and
will be considered a late submission.

16. TheDeadlineisthe
26th February2020(5pm)

17. Extensions
▪ Extension to coursework deadline should be
requested using the official extension request form
available on Blackboard and submitted to Further
education and training administrators in person.
▪ All extension requests must be accompanied by
evidence and can only be made in the event of
unforeseen personal circumstances or ill health.
Requests must be submitted at least 24 hours in
advance of the submission deadline.
▪ They will be considered by the module leader and
course leader and a decision will be emailed to you.
The faculty policy can be viewed in the Further
Education and Training programme handbook.

18. University
Services
▪ Inclusion Team
▪ SpLD Support Team
▪ Catalyst Library
▪ Subject Specific Resources (Module Handbook)
▪ Referencing (UniSkills, Catalyst Library)
▪ Reading List (Blackboard)