Being a Subject Specialist Teacher

Please note

This document only provides information for the academic year selected and does not form part of the student contract

School:

School of Education and Professional Development

Credit Rating:

Level (including FHEQ):

H (FHEQ Level 6)

Graded or Non Graded:

Non Graded

Version Valid From:

2024-09-01

Module Leader:

Nena Skrbic

Version Number

2024.01

Learning Methods

Work Based Learning

Seminar

Fieldwork and External Visits or Observation of Teaching Practice

Guided Independent Study

Lecture

Synopsis

This module involves further practice-focused professional development. It builds on previous generic and subject specialist development in two ways. Firstly, it contributes to the development of more advanced, inquiry-based strategies and methods forpromoting subject-specialist learning; secondly, it promotes the analysis of subject specialist pedagogy. The module achieves these purposes by… For more content click the Read More button below.

This module involves further practice-focused professional development. It builds on previous generic and subject specialist development in two ways. Firstly, it contributes to the development of more advanced, inquiry-based strategies and methods for
promoting subject-specialist learning; secondly, it promotes the analysis of subject specialist pedagogy. The module achieves these purposes by enhancing your ability to reflect on the challenges implicit in teaching your subject and by developing your ability to
respond to these concerns in innovative and creative ways.

Learning Strategy

Experiential learning. Constructive feedback on observed teaching sessions from experienced practitioners approved by the University. Critical dialogue around the subject and its pedagogies with teacher educators and mentors. Peer-to-peer support. Taught classes, tutorials, small-group work. Self-managed learning sets. Presentations by trainees. A key element of the learning strategy is attendance… For more content click the Read More button below.

Experiential learning. Constructive feedback on observed teaching sessions from experienced practitioners approved by the University. Critical dialogue around the subject and its pedagogies with teacher educators and mentors. Peer-to-peer support. Taught classes, tutorials, small-group work. Self-managed learning sets. Presentations by trainees. A key element of the learning strategy is attendance at a Subject Specialist Conference, during which trainees take part in specialist group activities led by tutors with appropriate expertise.

Outline Syllabus

Advanced subject-specialist teaching practice. The placement hours for each practice-based module should be at least 125 hours in duration, of which at least 75 hours should be teaching practice. The balance constitutes your professional practice hours and can include a range of activities, including team meetings, planning, interviews, assessment meetings,… For more content click the Read More button below.

Advanced subject-specialist teaching practice. The placement hours for each practice-based module should be at least 125 hours in duration, of which at least 75 hours should be teaching practice. The balance constitutes your professional practice hours and can include a range of activities, including team meetings, planning, interviews, assessment meetings, observations and/or provider wide CPD sessions. These activities should be supported by reflection and self-evaluation. A minimum of 10 hours of remote synchronous delivery should be included per practice-based module, alongside a minimum of 40 hours face to face delivery.
To improve your range of experience in the sector, your placement practice across the year must include experience in another teaching location. Cumulatively, this must come to 20 hours across the year. The 20 hours experience can include observation of practice, CPD activities, etc rather than teaching practice. If it is not possible to source a second placement, the placement could include observation of a different subject area and/or venue (e.g. alternative provision, 6th form) in the same provider. The 20 hours of experience in another placement will be logged in the teaching portfolio that you will submit as part of the assessment requirements for this module.
Exploring the concept of ‘advanced practice’ in teaching and deepening your engagement with specialist pedagogies, including signature assessment and feedback practices.
Further developing subject-specific expertise and the pedagogical application of subject knowledge. Widening your understanding of key pedagogical principles and practices relating to the specialist area.
Examining the characteristics of the specialist subject area including its knowledge structure and how these impact on curriculum design. Sequencing and structuring the curriculum to develop the specialist expertise of learners in both academic and vocational contexts.
Reflecting on the development of specialist teaching expertise and using the outcomes of reflection (both mentor-led and self-initiated) to promote long-term specialist development.
Applying specialist teaching, learning and assessment practices that are supported by wider research to site-based practices and the specialist paper.
Drawing on innovations and creative approaches in the specialist area and engaging with current developments, research, scholarship and industrial practice.
Evaluating the reliability of subject-specialist teaching methods and refining your practice, drawing on subject-specific literature, evidence-informed research and specialist curriculum materials. Using assessment to identify gaps in skills and subject-specific knowledge. Reporting progress. Collecting learner feedback. Strategies for and cycles of quality assurance and improvement.
Reviewing generic and subject specialist action points from the teaching portfolio. Formulating and implementing an action plan within the e-portfolio to develop advanced practice in own specialist teaching.
Further embedding the core skills - English, maths, digital, sustainability and Equality, Diversity and Inclusion (EDI) - in the specialist area. Recognising the signs of that may indicate disability or special educational needs and overcoming barriers to learning. Planning for English as an additional language

Learning Outcomes

On successful completion of this module students will

Critically review key pedagogical principles and their implications for teaching and learning in the specialist area.

Critically analyse the theoretical concepts of innovation and creativity in teaching and learning and their application to a particular specialist area.

Discuss the ways in which learning can be supported or enhanced through the application of digital and other new technologies.

Evaluate the ways in which English, maths, sustainability and digital technologies may be integrated into the specialist area.

Review and agree with tutor level of achievement on the course and an action plan for further professional development.

Achieve appropriate standards of professional practice,

Demonstrate respect for diversity and the ability to establish an inclusive learning environment.

Collaborate with other specialists to develop own professional practice.

Apply appropriate teaching strategies and methods within the specialist area.

10.

Critically reflect on, evaluate and develop innovative and creative approaches to teaching and learning within the specialist area.

11.

Attend a Subject Specialist Conference at which a specialist paper is presented.

Formative Assessment

Assessment 1: Written draft

Assessment 2: Written draft

Summative Assessment

Assessment 1: Portfolio

Description:A Teaching Portfolio, containing: Records of, and tutor reports on, a minimum of five specialist observations of the trainee’s teaching.Critically evaluative reflections on each observation that inform future practice and actions.One critical reflection on how creative approaches can overcome individual barriers to learning in the trainee’s subject-specialist area.Log of 20 hours of second placement experience across the academic year.Completion of an action plan agreed with tutor and viva. This must include evidence of personal and professional development. All reflections submitted as part of this task can be submitted in written, audio, video or graphic form. They must be supported by evidence and draw on appropriate theoretical knowledge.

Assessment Weight:50

Assessment Length:3500 Words (Equivalent Word Count)

Module Learning Outcomes:MLO1, MLO2, MLO3, MLO4, MLO5, MLO6, MLO7, MLO8, MLO9, MLO10

Individual or Group:Individual

Final Assessment Component:No

Marked Anonymously:No

Eligible for Tutor Reassessment:Yes

Assessment 2: Written Assignment

Description:A Specialist Conference paper. The paper should critically discuss the key pedagogical principles and factors affecting teaching and learning within the specialist area. This will be presented to peers at a Specialist Conference.

Assessment Weight:50

Assessment Length:3000 Words (Equivalent Word Count)

Module Learning Outcomes:MLO1, MLO3, MLO4, MLO7, MLO8, MLO10, MLO11

Individual or Group:Individual

Final Assessment Component:Yes

Marked Anonymously:No

Eligible for Tutor Reassessment:Yes

Assessment Criteria

All assessment tasks should: • Meet all module learning outcomes• Demonstrate effective practical, professional and reflective skills, knowledge and values in own subject area• Synthesise relevant reading• Demonstrate systematic and well-developed understanding of key issues• Analyse the application of theory to practice where appropriate• Be written and presented in a… For more content click the Read More button below.

All assessment tasks should:

• Meet all module learning outcomes
• Demonstrate effective practical, professional and reflective skills, knowledge and values in own subject area
• Synthesise relevant reading
• Demonstrate systematic and well-developed understanding of key issues
• Analyse the application of theory to practice where appropriate
• Be written and presented in a clear academic style.

All assessment tasks must be passed.

Course and Module Catalogue