Early Department for Education. years’ outcomes, (2013), Kyriacou, C. (1995). Essential Teaching Skills. Cheltenham, UK: Stanley Thornes. McGregor, D. (2011). Developing reflective practice: a guide for beginning teachers. Maidenhead, United Kingdom: Open University Press. Morgan, J., & Ashbaker, B. (2009). Supporting and supervising your teaching assistant. London, United Kingdom: Continuum International Publishing Group. National Strategies (2008) London, Improving practice and progression through lesson study. United Kingdom: DCSF. DfE (2012) standards. London, United Kingdom: DfE. Teachers’ Pollard, A. (2014). Reflective teaching in schools. (4th ed.). London, UK: Bloomsbury. Watkins, C., Carnell, E. Lodge, C., & Whalley, C. (2000). Learning about learning. London, UK: Routledge. Student Representation and Evaluation The University of Chester is fully committed to the involvement of students in the evaluation of modules and programmes of study. Students on this Programme are expected to play a full part in this process and may consider putting themselves forward for selection as a Student Academic Representative (StAR) to represent their group at StAR meetings with the Programme Leader. Shared experiences of the Programme through informal discussion via StARs and by honest and thoughtful completion of module evaluation questionnaires help the team to improve the quality of the student experience and that of future students on this Programme. Information on the StAR System Learning Resources Learning and Teaching The Programme adopts a range of approaches to learning and teaching including: School-based Modules - these modules are held within the Partnership. Virtual Learning Environments - the Virtual Learning Environment (VLE) is Moodle and is an essential feature of the Programme. Each programme and module has a dedicated module site in Moodle in which a range of support materials are accessible. On the module site, specific information about the module is also available.
Early years’ outcomes, (2013), Department for Education. Kyriacou, C. (1995). Essential Teaching Skills. Cheltenham, UK: Stanley Thornes. McGregor, D. (2011). Developing reflective practice: a guide for beginning teachers. Maidenhead, United Kingdom: Open University Press. Morgan, J., & Ashbaker, B. (2009). Supporting and supervising your teaching assistant. London, United Kingdom: Continuum International Publishing Group. National Strategies (2008) Improving practice and progression through lesson study. London, United Kingdom: DCSF. DfE (2012) Teachers’ standards. London, United Kingdom: DfE. Pollard, A. (2014). Reflective teaching in schools. (4th ed.). London, UK: Bloomsbury. Watkins, C., Carnell, E. Lodge, C., & Whalley, C. (2000). Learning about learning. London, UK: Routledge. Student Representation and Evaluation The University of Chester is fully committed to the involvement of students in the evaluation of modules and programmes of study. Students on this Programme are expected to play a full part in this process and may consider putting themselves forward for selection as a Student Academic Representative (StAR) to represent their group at StAR meetings with the Programme Leader. Shared experiences of the Programme through informal discussion via StARs and by honest and thoughtful completion of module evaluation questionnaires help the team to improve the quality of the student experience and that of future students on this Programme. Information on the StAR System Learning Resources Learning and Teaching The Programme adopts a range of approaches to learning and teaching including: School-based Modules - these modules are held within the Partnership. Virtual Learning Environments - the Virtual Learning Environment (VLE) is Moodle and is an essential feature of the Programme. Each programme and module has a dedicated module site in Moodle in which a range of support materials are accessible. On the module site, specific information about the module is also available.
PR0011%20Primary-EY%20Core%20SBL%20handbook%202018-19.docx