University of Huddersfield · Web viewInclusion Equality & Diversity (PGCE Secondary Core & SD) DMX6930, Module Handbook. For information only – this document does not form part

University of Huddersfield

Inclusion Equality and Diversity(PGCE Secondary Core & School Direct)Module code: DMX6930Module handbook, 2018/9

Table of Contents

Inclusion Equality & Diversity (PGCE Secondary Core & SD) DMX6930, Module HandbookFor information only – this document does not form part of the student contract

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Introduction/welcome.................................................................................................2

Module specification..................................................................................................3

The module team......................................................................................................3

The module leader.......................................................................................................3

Delivery information...................................................................................................3

Delivery schedule.........................................................................................................3Directed study guidelines...............................................................................................4Seminar/Tutorial preparation..........................................................................................4Attendance requirements...............................................................................................4

Assessment information.............................................................................................5

The assessment strategy...............................................................................................5Assessment brief(s)......................................................................................................5Assessment deadlines..................................................................................................7Tutor reassessment......................................................................................................7Process for requesting an extension or submitting a claim for Extenuating Circumstances (EC)8Formative assessment..................................................................................................9Arrangements for the return of work and feedback.............................................................9

General information.................................................................................................10

Academic integrity and referencing information...............................................................10Further reading..........................................................................................................10Access to facilities/borrowing equipment........................................................................10Health and safety information.......................................................................................10Academic skills/technical support..................................................................................10Appendices...............................................................................................................11

School of Education and Professional Development, University of Huddersfield Page 2


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Introduction and welcome Welcome to the Inclusion, Equality and Diversity module which forms part of your PGCE Secondary Education with QTS or PGCE Secondary Education with QTS (School Direct). This module introduces you to the barriers to inclusion and equality of opportunity that children and families may encounter and to the inclusive teaching and learning strategies informed by current research which are designed to overcome these.

Working with your University tutor and subject/professional mentors during your school experience, you will identify an appropriate case study for your assessment task which enables you to focus on one pertinent aspect of inclusion and demonstrate your impact on the learning and progress of a pupil or group of pupils through your developing inclusive practice.

The learning outcomes support the development Teachers’ Standards (DFE, 2012), particularly standards TS1a,b,c, TS2a,b,d, TS3c, TS4d, TS5a,b,c,d, TS6b, c, TS7c, TS8c and Part 2a,c.

Module specificationThe module specification can be found in our virtual learning environment. When you are enrolled each year you will be given access to all the modules you are studying. Within each module folder you will find a tab called ‘Module Information’ and the latest module specification automatically appears there.

The module teamThe address for the School in which your module is situated is:The School of Education and Professional DevelopmentUniversity of HuddersfieldQueensgateHuddersfieldHD1 3DH

Staff involved in the organisation and delivery of this module is as follows:

Name Role Room Tel EmailEdward Southall Module Lead HAG/05 01484 478112 [email protected] Barnes Module Tutor HAG/06 01484 478132 [email protected] Carroll Module Tutor HAG/05 01484478152 [email protected] Lundberg Module Tutor HAG/09 01484 478203 [email protected] Price Module Tutor HAG/04 01494 478102 [email protected] Timmins Module Tutor HAG/09 01484 47249 [email protected] Wood Module Tutor HAG/06 01484 478132 [email protected]

If you are going to be absent from a teaching session, you would notify us in the student hub on the University website after you have logged in. The link asks you to confirm the reason you are absent.

You can also contact or call at the Student Support Office at Lockside reception with any query, issue or concern, phone 01484 478249 or email [email protected].


mailto:[email protected]









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Contact details for all staff in the School of Education and Professional Development can be found on the University website https://research.hud.ac.uk/ourstaff/.

The module leaderThe module leader has overall responsibility for organising, delivering and assessing a module. It is the module leader who you should see with any queries or problems related to a specific module, if the Student Support Office can’t help.

Delivery informationDelivery schedulePlease see the course timetable for details of the delivery of the module.

Availability of course materials for timetabled sessions

The University will normally make materials required for timetabled sessions available one week (but not less than 48 hours) prior to the session via the University’s VLE. It is your responsibility to ensure you access these materials in a timely enough manner in order to support your engagement with the course.

Directed study guidelinesYou will need to work with your professional and subject mentor in school to identify a suitable case study to focus on for this assignment. Use the guided independent study time allocated for this module to read sources which provide information and guidance on teaching and learning strategies to support the aspect of inclusion chosen.

Tutorial preparationYou will need to update PebblePad for tutorials with your tutor. Any further information with be disseminated to you during the course.

Attendance requirementsAs a registered student of the University, you are expected to attend your scheduled classes. If you miss classes or are late, your absence will be noted and you may find that

you have to explain your poor attendance. Continued poor attendance will lead to exclusion from your course. The regulations governing this can be found at http://www.hud.ac.uk/registry/regulationsandpolicies/studentregs, just click on the Student Attendance policy. For full details of how to register your attendance and report any periods of absence, please refer to your course handbook.

Please note that excellent attendance and punctuality form part of the personal and professional conduct expected in Part 2 of the Teachers Standards (2012) and details about your attendance and punctuality are always asked for in references for teaching posts in school.


http://www.hud.ac.uk/registry/regulationsandpolicies/studentregs

https://research.hud.ac.uk/ourstaff/


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Assessment information

The assessment strategyYou will be required to submit a case study which demonstrates a critical awareness of the inclusion agenda, including historical and theoretical perspectives. The case study will demonstrate how you have made an impact on the learning/progress of a child/young person or a group of children/young people within your teaching placement context. This will include a synoptic critical reflection focused on their impact your own learning in relation to the impact on children’s/young people’s progress.

Learning outcomes K&U1-3, A1-3, Equivalent to 6000 words, (100% of module marks)

This is the final assessment.

This assessment will not be anonymously marked.

This assessment is eligible for tutor reassessment.

Pass marks, grading and classification bands:

Postgraduate modulesPost-2016 course entry

Pass 50%Refer 35-49%

Grading bands

A 70% +

B 60-69%C 50-59%R*** 35-49%F*** 0-49%

The assignment will be marked using the Masters level grading criteria. We will focus on:

Creative and original responses to set tasks Depth and insightfulness of the evaluation Depth of understanding of appropriate literature Critical analysis Synthesis between theory and practice Standard of presentation, use of English and quality of referencing.

Assessment brief(s)

Work with your school based mentor and University tutor to identify an appropriate case study which will develop an understanding of a particular aspect of inclusion and a critical awareness and of the wider inclusion agenda, including historical and theoretical perspectives. Your case study should focus on developing teaching strategies to meet the needs of a particular pupil or group of pupils, and an evaluation of the impact on their



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outcomes and progress. Finally, write a synoptic critical reflection on your own learning and development of inclusive practice as a result of the study.

You will submit the assignment in two parts but the assignment will be marked holistically:

Part 1: Poster (4000 words equiv.)This aspect of the assignment focuses on providing an overview of the historical development, models and frameworks related to inclusive education and the particular aspect of inclusion you have chosen to focus on. You will also present your case study and the impact on pupils’ outcomes.

The poster should include:

A critical overview of the key ideas around the inclusion agenda. This should include a historical overview and theoretical perspectives in understanding how inclusion can be viewed e.g. medical/ social models. This will be referenced and requires you to read around the inclusion agenda.

A précis of the aspect of inclusion used in your case study. This section will highlight the particular case study you are considering. This will be referenced and requires you to read around the issue as well as talk to the SENCO and other teachers.

A critical evaluation of the strategies used within your teaching and the impact they had on the case study pupils(s) progress.

o What does the literature say about the way to enhance teaching for the pupils?

o What did you decide to implement and how did you do this? (Provide examples)

o How successful were you in impacting the learning and progress of the pupils?

References (just those used on the poster).

Remember to think about the presentation of the poster, eg: clarity and accessibility, the clarity of definitions of issues/strategies and the visual impact of the poster.

Part 2: Narrative (2000 words)This aspect of the assignment focuses on developing a synoptic critical reflection on your learning as a result of the case study and the impact on developing your wider inclusive practice.

The narrative should include:

The context of the case study. A summary of the reason why you decided to focus on this issue and select the particular pupil(s) to think further about.

A critical reflection on your own learning in relation to the inclusion agenda:o What do you now understand about the inclusion agenda and how is this

shaping your teaching? o What have you begun to implement across all teaching and not just within this

one example?o Does your learning link with the research you have read?

A critical reflection on your own learning in relation to the impact on the children’s/young people’s progress.

o What have you learnt about being able to support all pupils to make progress?



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o How has your study informed your ability to assess this for all pupils in the classroom?

o What have you read that has helped you with this? Include any references which you have referred to and you may also include some

evidence such as pupils’ work, examples of planning etc in appendices to support your narrative.

The University operates word limits against written assignments. The limits exist within a 10% above or below the specified word count boundary. If you exceed the minimum or maximum word count figure, the School-based policy for exceeding the word count applies, which is that all text above the maximum word count will not be considered.

Assessment deadlines

Element of assessment

Submission method

Submission date

Receipt issued

Date work and feedback returned

The whole assignment (poster and narrative)

Turnitin 16/04/2019 Yes 8/05/2019

It is important that you keep a copy of all of the work you submit for assessment. You are strongly advised to use the electronic storage system provided by the University, using the allocated space on the ‘K’ drive.

It is School policy that all assessed work must be submitted electronically via Turnitin, by 12:00 noon on the published date of submission. No hard copies should be submitted unless this is identified as a requirement in the Assessment Brief. Where hard copies are required, please ensure the work submitted is stapled in the top left hand corner, not submitted in folders or ring binders and your student ID number and name are clearly visible on the assessment.

Assessed work which is submitted late but within five working days of the agreed submission date will be accepted and the maximum mark available for that piece of assessment will be capped at the minimum pass mark. Please note that loss of data or printing error are not deemed to be acceptable reasons for the late submission of work.

This does not apply to the submission of assessed work relating to Tutor Reassessment, referral or deferral requirements but does apply to previously agreed, extended or renegotiated deadlines. Work submitted later than this without an approved extension will receive a mark of 0%.

Tutor reassessmentTutor Reassessment (TR) is where a student is given a single opportunity to re-submit an eligible piece of work and for it to be remarked prior to the meeting of the Course Assessment Board. Tutor reassessment will only be offered if you submit a piece of work for the original assessment and achieve a mark within the specified referral range. The maximum mark for a successful Tutor Re-assessment will be capped at the minimum pass mark. An EC claim cannot be submitted for an assessment that has been offered as a Tutor Reassessment.



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The full regulations for tutor reassessment can be found in Section F at https://www.hud.ac.uk/registry/regulations-and-policies/awards/

As indicated in the start of this section above, the following piece(s) of assessment are eligible for tutor reassessment:

Element of assessment

Submission method

TR submission date

Receipt issued

Date work and feedback returned

The whole assignment

Turnitin 19/05/2019 Yes 19/06/2018

Process for requesting an extension or submitting a claim for Extenuating Circumstances (EC)

Meeting deadlines is an important skill and one which the School of Education and Professional Development takes very seriously. Of course there are times when an extension may be needed. You should discuss this with your Personal Academic Tutor or your Module Leader. Extensions will only be given if we are assured that they are warranted by circumstances beyond your control for example illness. Deadlines for the submission of assessed work are strictly applied.

There are procedures in place for you to request a short extension to a deadline but this request has to be made no later than two working days after the published submission date. If you have difficulties such as a short term illness and need to request an extension or a claim for extenuating circumstances (ECs), you should submit a request via the Student Portal.

Late requests for extensions are not accepted and you run the risk of scoring the minimum pass mark for that piece of work if submitted late but within 5 working days of the original deadline, or 0% if submitted later than this without an approved extension.

The University understands that there may be times when your ability to complete a piece of assessed work or to concentrate on your studies may be hindered by factors beyond your control – such as illness or significant personal difficulties. The regulations include a process to allow students who are affected in this way to bring these extenuating circumstances (ECs) to the attention of the relevant people in the School (such as the Course Assessment

Board) so that proper account can be taken. Please be aware that a claim for ECs will usually only be accepted where you’ve been able to demonstrate that the circumstances described have had a direct impact on you and were substantial and unexpected - in all other cases students would be expected to negotiate an extension. The regulations for ECs can be found in Section 5 at http://www.hud.ac.uk/registry/regulationsandpolicies/studentregs

Additionally, the University does operate a ‘fit to sit’ policy for examinations – this means that, by attending an examination, a student is declaring that they are fit to undertake that assessment and it is unlikely that a claim for poor performance will be accepted.

When completing a claim for an extension or ECs please be careful to include the correct modules and assessments and to be sure that you attach appropriate and acceptable evidence to your claim.


http://www.hud.ac.uk/registry/regulationsandpolicies/studentregs

https://www.hud.ac.uk/registry/regulations-and-policies/awards/


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Formative assessmentSchool based mentors and University tutors will support students to identify an appropriate case study. Tutors can provide feedback on a draft of the poster and the narrative (10% of the word count). These need to be submitted through Turnitin by 29/03/2019.

Arrangements for the return of work and feedbackYou should normally receive feedback on your assessments three teaching (i.e. term time) weeks after the submission date for the assessment. Dates for the return of work and feedback are indicated within the ‘Assessment deadlines’ section of this handbook. Feedback should help you understand why you received the mark and what you can do to improve your performance in future assessments.



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General information

Academic integrity and referencing informationThe University regards any action by a student that may result in an unfair academic advantage as a serious offence. It is your responsibility to ensure at all times that the assessments you complete are entirely your own work and that you have used the relevant referencing technique correctly and in full. The full set of regulations which govern Academic Integrity can be found under Section 4, Assessment Regulations 3 and 4 at http://www.hud.ac.uk/registry/regulationsandpolicies/studentregs/

Further information on academic integrity, including an overview of the support available for referencing, can be found within your course handbook; it is important that you familiarise yourself with this information.

Further readingYou will find a reading list in MyReading, which is in the Key Items area on Brightspace.

Access to facilities/borrowing equipmentIf you wish to borrow equipment or gain access to specialist facilities please discuss your requirements with your Course leader or Year Tutor.

Aspects of health and safety information specific to this moduleAn overview of the Health and Safety arrangements in place for both the University and the School can be found within your course handbook.

Academic skills/technical supportWe have an Academic Skills Tutor based in the School of Education and Professional Development. Appointments can be made directly with the tutor. Contact details are as follows:

Name Room Tel EmailMussarrat Shaheen LS2/28 01484 478103 [email protected]

The page linked below gives information about the types of support which can be offered.

https://students.hud.ac.uk/studyresources/academicskills/

We also have an International Student Support Tutor. Appointments can be made directly with the tutor. Contact details are as follows:

Name Room Tel EmailAttila Szabo LS1/35 01484 478146 [email protected]

Technical support is available during office hours. Please ask at Lockside reception for help.

Out of hours, or if you are off site or away from Lockside, there is a University wide 24 hour IT helpline on 01484 473737 or [email protected].




https://students.hud.ac.uk/studyresources/academicskills/


http://www.hud.ac.uk/registry/regulationsandpolicies/studentregs/

University of Huddersfield · Web viewInclusion Equality & Diversity (PGCE Secondary Core & SD) DMX6930, Module Handbook. For information only – this document does not form part

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