Executive Summary This module is part of a suite of a number of modules developed in the Carnegie Faculty of Sport and Education at Leeds Metropolitan University. The modules are part of the Initial Teacher Education Programme(ITE). This programme prepares undergraduate and post-graduate students for qualified teacher status. The courses are funded by the Training and Development Agency for Schools.(TDA) Each provider of teacher education provides opportunities for students to demonstrate they meet particular standards. The module is assessed at level 3. It is taught to students in the year they graduate and receive the recommendation for qualified teacher status, The mark from the assessment does not count towards their classification. Training and Development Agency for Schools The TDA Standards

Background As part of their initial teacher training students have to develop the necessary knowledge, understanding and skills to be able to use museums and galleries as learning contexts for children. They have to know how to prepare children for a visit, organise the visit with due care and attention to health and safety issues and be able to develop further work on return to the classroom. Over a number of years we have tried to develop parentership modules in which substantial amounts of time which would normally be spent on teaching in our University are spent learning through working with children in schools. Evaluation This is an evaluation of a partnership module published by the Centre for British Teachers. What are partnership modules?

Other Partnership Modules These videos illustrate two further partnership modules. One featured students specialising to teach history and involved Smawthorne Henry Moore School in Castleford, West Yorkshire, the British Museum and West Yorkshire Archaeology Service. The other involved students specialising to teach Design and Technology. Children and students were inspired by a visit to a museum where they worked with some Victorian mechanical toys. Here the partner school was Carr Manor and the Museum was Armley Mills/Abbey House in Leeds. Castleford Archaeology Project Design and Technology Project Smawthorne Henry Moore Archaeology Project Teachers TV Archaeology at Carr Manor Roman Castleford Portable Antiquities Scheme. This site has resources for helping children understand Archaeology. Armley Mills Museum This museum was the stimulus for the work on Victorian mechanical toys.

Contact Me Please comment on this module. Advice and support from Andy Bowles. A.Bowles@leedsmet.ac.uk

Objectives On completion of this module students will: understand and critically engage with the thinking informing recent developments in education at national and, where appropriate, international level; demonstrate an understanding of the wide variety of ways and the knowledge of the different settings in which children learn and can apply that understanding in the skilful employment of different approaches in teaching; think openly, critically and rigorously about policies and practices related to teaching, learning, curriculum and assessment, with particular reference to different settings and placements; identify and describe an appropriate range of current and relevant literature and critically examine the synthesis and practice; and be constructively critical of their own professional preparation.

Course Design Module Details Module Aims This module aims to engage the students in current issues, developments and initiatives in preparation for entry into the teaching profession. As teachers of the future, students will address the required knowledge, skills and understanding about effective teaching and learning in a variety of contexts, including out-of-school settings. Key Skills Analysis and reflection. Application and reflection. Group/Interpersonal. Information literacy. Synthesis and evaluation. Theory and principle. Module Tutor: Andy Bowles

Student Evaluation All modules in the Carnegie Faculty of Sport and Education are evaluated. Student Evaluation 08/09

Tutor Evaluation Students appreciated the opportunity to develop knowledge skills and understanding in the context of the museum and to extend their professional experience in school. They recognised the contribution this made to the development of the evidence base for qualified teacher status. This module contrasts with the typical student experience and more time is necessary in class to clearly explain how partnership modules work. I intend to use this e published material to support the students. More time need to be devoted to supporting students with the reflective and reflexive writing. Some did not understand the nature of a blog.I intend to give more support here.Some reflective writing was insufficiently focused on habits of the heart. I will introduce Lee Schulman's conceptual grasp of the nature of teaching as part of the module next year. Students were disappointed that this module did not count to their degree classification. This situation has been received following a proposal made to the course team. Attendance on the museum and school based component was 100%.Need to create larger groups of children if this is possible.Overall students satisfaction was considerable but more progress should be possible to raise the overall numerical scores. Andy Bowles August 09

References Alexander, R.(2003) Still No Pedagogy in England. Cambridge University Press DfES (2004) Excellence and Enjoyment. HMSO London Pollard, A.(2002) Reflective Teaching. Continuum Pollard, A. Readings for Reflective Teaching Continuum DfES(1998) Health and Safety of Pupils on Educational Visits. HMSO (Available through Teacher Net) Teacher Net UK Government website for teachers. Department for Children and Families. UK Ministry of Education Excellence and Enjoyment Government Policy for Excellence and Enjoyment Aspects of Learning Key Aspects of Learning

Assessment Assignment Details Task In assigned groups write 5 reflections of about 300 words. Present reflections on one side of A4. Each reflection should normally be accompanied by a photograph in which you have recorded visually the essence of the reflection. Hand in all five as a booklet with a bibliography completed in the Harvard Style. Make sure all group members include names on all reflections. Assessment Structure A booklet of reflections with accompanying photographs. Reflection 1 will be submitted and returned with formative feedback.. The booklet should include a bibliography in the correct Harvard style. Learning Outcomes to be Assessed On completion of this module students will: understand and critically engage with the thinking informing recent developments in education at national and, where appropriate, international level; demonstrate an understanding of the wide variety of ways and the knowledge of the different settings in which children learn and can apply that understanding in the skilful employment of different approaches in teaching; think openly, critically and rigorously about policies and practices related to teaching, learning, curriculum and assessment, with particular reference to different settings and placements; identify and describe an appropriate range of current and relevant literature and critically examine the synthesis and practice; and be constructively critical of their own professional preparation. Key Skills to be Assessed You will be expected to reflect and analyse evidence. You will identify and comment on your professional development through reference to the standards. You will be expected to successfully work in a group. You will have to use the internet and search and use the library to develop further understanding of the theories, principles and research which feature in module content. You will have to synthesise and evaluate theory, practice and research. Assessment Criteria Ability to combine knowledge, theories and principles about current initiatives in novel ways in the analysis and solution of complex problems Ability to analyse complex situations associated with achievement and learning from a range of viewpoints and with some objectivity. Ability to apply theory and principles in the identification of solutions to practical and theoretical associated with teaching in museums and personalising learning. Accurate conventions with correct spelling punctuation and grammar. Guidance ICT lab is available for research Assessed Work Marking Guidance