Web Design & Development BSc (Hons)

Module TE0674 - Student Tutoring level 6

(20.00 Credits)

SYNOPSIS OF MODULE

This module provides students with some background knowledge and skills in supporting learning, then offers them 10 or more weeks experience, normally for a whole day each week, tutoring pupils/learners in a school/college/community learning centre under the supervision of qualified teachers. Students will: develop skills in areas like self-management, communication, teamworking, personal enterprise; reinforce the knowledge of their own or other related subject by transmitting it to others; develop an understanding of key issues faced by teachers and other professionals; gain a valuable workplace experience which they will critically evaluate and communicate to others.

During induction to the module, students are provided with skills areas in which they are expected to collect evidence of their competence, together with the assessment criteria against which their evidence will be judged. Students will establish a learning agreement at the start of the module and will maintain a learning log in which they will reflect on their progress and their performance in their role as a student tutor, linked to relevant theory, and how they propose to improve their performance in subsequent visits to their placement.

During semester two, students will critically review their progress against the goals in their learning agreement and will receive formative feedback. Students will attend an assessed interview at the end of semester two during which they will draw on the evidence of their competence that they have collected in their formative learning log. The student performance in carrying out their duties as a student tutor will also be assessed by the members of staff who are supervising them at their placement.

Feedback on student performance during the assessed interview is based on the assessment criteria and is posted onto Blackboard. The student tutoring modules are run jointly with Newcastle University.

Prior to commencing the module, students are required to apply for Independent Safeguarding Authority (ISA) registration and a Criminal Record Bureau (CRB) enhanced disclosure through Newcastle University Careers Service who deal with this aspect of the module.

For further information about this module, contact Northumbria University Marketing and Student Recruitment on 0191 227 3441 or cu@ncl.ac.uk.



INDICATIVE READING LIST OR OTHER LEARNING RESOURCES

• Learning styles literature review http://industry.becta.org.uk/display.cfm?resID=15472
• Graduate careers advice www.prospects.ac.uk
• Department for Children, Schools and Families www.dfes.gov.uk
• Relevant contemporary websites (which will need updating) e.g. Future Fit: Preparing Graduates for the World of Work at www.universitiesuk.ac.uk/Publications/Documents/FutureFit.PDF
• Students will also be provided with an extensive indicative reading list from which they will select sources that are relevant to their working context.
• Students are also expected to undertake independent research into areas that are of particular relevance to themselves and to their specific placement.


OUTLINE SYYLABUS

The main part of this module comprises a school, college or other learning centre-based experience in which the student will assist a qualified teacher by working with individual or groups of pupils/learners in order to raise their educational aspirations and achievement, and address key issues that are relevant for their specific placement. Students are also required to support one campus-based activity organised by the University Student Recruitment Team, usually comprising one working day. Altogether, students are expected to complete a minimum of 70 hours of direct engagement spread over at least 10 weeks – typically, a student will make a minimum of 10 whole-day placement visits and support one whole-day campus event. Students will join the module at the start of semester one and will be able to some extent to balance their work for the module across both semesters, with marks being allocated only in semester two.

The cycle of activities is as follows:

Prior to starting the module:
• complete ISA/CRB application through Newcastle University Careers Service (see www.northumbria.ac.uk/sis for details)

At the start of the academic year:
• use Blackboard to register tutoring preferences on-line;
• attend an induction training workshop and receive placement information
• negotiate calendar of activity and duties with host organisation to meet module requirements across both semesters – it is recommended that students complete at least 30 hours of direct engagement in each semester (total hours over year = 70);

During semester one:
•
• it is recommended that students complete a minimum of 30 hours of direct engagement with the organisation hosting the placement spread over at least 5 weeks– in addition to placement visits, sign up for and support at least one campus event;
• ongoing reflection, critical analysis and development of own competence;
• ongoing primary and secondary research into issues relevant to the host organisation and to develop own skills;
• attend personal tutorial to discuss learning agreement, and attend other seminars and workshops.

During semester two:
• complete the remaining hours of direct engagement with the organisation hosting the placement spread over at least 5 weeks (total hours over year = 70);
• ongoing reflection, critical analysis and development of own competence;
• ongoing primary and secondary research into issues relevant to the host organisation and to develop own skills;
• complete formal assessment tasks e.g. review of learning agreement, oral examination (assessed interview)
• conclusion of placement, including evaluation by the supervisor.
AIMS OF MODULE

To develop students who can independently self-manage, proactively interact and apply their knowledge and skills in a work-related context.
LEARNING OUTCOMES

At the end of the module students will know how to:
1. Determine, select and make appropriate use of relevant knowledge relating to working in a specific organisation.
2. Critically analyse and evaluate theories of personal and professional development in relation to their own experience of the module;

At the end of the module students will be able to:
3. Reflect on and accept accountability for managing own learning and development in a workplace environment;
4. Use existing and new knowledge to enhance personal performance in a workplace environment, evaluate the impact and communicate this process;
5. Use graduate skills in a professional manner in a workplace environment, evaluate the impact and communicate the personal development that has taken place;




PRE-REQUISITE

Students are required to apply for Independent Safeguarding Authority (ISA) registration and a Criminal Record Bureau (CRB) enhanced disclosure through Newcastle University Careers Service who deal with this aspect of the module. Details can be found on www.northumbria.ac.uk/sis or contact 0191 222 7748 or cu@ncl.ac.uk for further information.

CO-REQUISITE

N/A
DISTANCE LEARNING DELIVERY

N/A
LEARNING AND TEACHING STRATEGY

Training is provided at the beginning of the module to develop both a professional approach and skilled behaviour while attending a work placement. A series of workshops are then provided to concentrate student focus on the graduate skills that they are required to develop and demonstrate over the course of their placement and articulate during module assessment and to introduce them to theories of personal and professional development. Practical activity in the form of a work placement provides students with a context within which they are expected to practice experiential learning through reflection, critical analysis and continuous improvement. Seminars are used to facilitate discussion of the assessment criteria in relation to students’ individual experiences at their work placement and to help them to prepare for assessment. Tutorials and self directed learning resources are provided throughout the module that enable students to create links between their placement experience and the knowledge and skills they have acquired though attending training, workshops, and seminars. Self-directed learning resources are available from Blackboard which have been designed to be completed pre and post attendance at formal teaching and learning sessions and, in combination with directed learning opportunities, provide students with a comprehensive framework to support their progress through the module.
Students will achieve the learning outcomes for the module through full engagement with the activities indicated above.

ASSESSMENT AND FEEDBACK STRATEGY

a. Summative assessment and rationale for tasks

The assessment components are designed to develop and reward effective performance against a graduate skills framework that is provided for the students (linked to generic definitions of employability and sources such as www.prospects.ac.uk).

The oral examination is structured like a simulated job interview to give students the experience of articulating their development and impact at their placement to prospective employers. The oral examination requires students to demonstrate all knowledge and skill outcomes for this module through their responses to a series of questions that map onto the assessment criteria that is provided for the students.

The host organisation supervisor evaluation of student competence enables students’ application of all module knowledge and skill outcomes in carrying out their duties at the placement to be assessed in situ and considered as part of the overall module mark.


b. Additional formative assessment – detail of process and rationale

The learning agreement will be discussed with the module leader and submitted as a formal written document. The critical review of the learning agreement will take place part-way through semester two and will help students to reflect on and analyse their progress against all the learning outcomes.

To complement the learning agreement, students are expected to maintain a reflective record of their experience that will build into a formative portfolio of evidence that they will use to help them to prepare for all assessments.

c. Indication of how students will get feedback and how this will support their learning

Students will negotiate the learning agreement with their module tutor and with their placement supervisor and will be expected to revisit and develop this over the course of their placement. Feedback from the critical review of the learning agreement will help students to prepare for their oral examination (assessed interview). Feedback from the oral examination will be drawn from the assessment criteria provided for the students and will be made available via Blackboard. This will help students when they are preparing for job interviews in the future.




IMPLICATIONS FOR CHOICE

Students who have already completed any level 5 student tutoring module (TE0553,TE0555 or TE0559) are not permitted to take this module.

No other Student Tutoring modules (TE0653, TE0654) or Student Management modules (TE0656, TE0657, TE0658) may be chosen alongside TE0674.

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