Students on the BA Hons Teaching, Learning & Child Development programme are introduced to assessment protocols and practices in a series of seminars at the beginning of Year 1. After the first assessment point in semester 1 each PAT meets with their group of 10 tutees to reflect on the feedback / feed-forward received for the first piece of summatively assessed work. The PATs use the GROW model of coaching with the students to unpick the assessment feed-forward and to target set for future work.
What was the impact?
Students left the group tutorial feeling they understood how to interpret tutor feed-forward comments and how to action plan. Action planning is shared with the PAT and students had a clear understanding of how to track their own academic progress using the Progress and Development Profile
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Gillian Pye, Programme Leader BA Hons Teaching Learning & Child Development
Between first week and reading week the students engage with work which extends that which they started pre-course and during First Week. These sessions include input from Learning Services on accessing information and Assistive Technologies. The course team (Programme Leader & Course Leader) deliver these sessions covering active reading techniques, how to get the most out of your lectures, Harvard referencing, and the assessment protocols and practices on the programme.
What is the likely impact?
Students comment that these sessions really help give them a grounding in some of the key skills they need to develop and as these sessions run simultaneously with their first module they utilise the skills in between taught sessions to get a feel for what works best for them. The programme team is looking to build on this and develop a HE Study Skills module across both semesters in Year 1.
On Saturday the department held a wonderful event with mince pies and other festive refreshments in advance of the First Years first choreographic performance for their DAN1105 module, which included three group pieces made by the tutor and the students collaboratively.
This year mindful of induction and transitions, building on last years extremely successful ‘Festive Friday’ strategy the team took the opportunity to make a full piece about ‘Transitions’. The students and I went on a complete journey with the research and discussions surrounding the idea of the transitions we make in life, particularly from FE to HE. The piece was very well received by the audience and the marks for my group are particularly high for their process and performance. The work was also informed by the book The Alchemist by Paulo Coelho, which allowed for a narrative stimulus for the piece.
The team believe that this work would be really good to perform at a Transitions/Recruitment event and could be adapted for a variety of spaces, hence the team are exploring the potential of taking the performance to some of our local colleges, and also using the piece to work secondary schools, and also to further support recruitment during Subject Taster days.