Supporting transitions with assessment

Promoting students’ understanding of assessment (marking and feedback) at key transition points within the programme

What happens?

At the transition points within the programme (induction; L4 to L5; L5 to L6) students will be led through a session which supports them in understanding the increased academic expectations and the Department’s approach to providing them with feedback and feedforward. This is also an opportunity to ‘manage’ students’ expectations and understanding of what constitutes ‘fair’ marking and ‘useful’ comments (NSS questions).

What is the likely impact?

Students are supported in preparing for or anticipating the changes in expectations between levels. Their academic outcomes should then be improved.

For more information about the impact of this strategy please contact:                          Nichola Callander (Assistant Head of Department) Callandn@edgehill.ac.uk

[SOURCE: BA (Hons) Working with Children 5-11].

Feeding assessment forward

Generic feedback on module assessment, provided to students in advance of individual written feedback to assist with current coursework preparation.

What happened?

This is an approach that has been used with some success on other programmes in the Department of Children, Education and Communities i.e. Undergraduate Primary ITE. Module Leaders collect ‘generic’ feedforward from tutors who are engaged in marking an assignment and this is shared with the students who may be working on another piece of assessment which is due to be submitted before the scheduled return of their individual feedback/ forward.

What is the likely impact?

Students are provided with specific academic learning literacies prompts which very often focus them to consider the ‘common’ errors e.g. not preparing for an assignment through active reading.

For more information about the impact of this strategy please contact:                          Nichola Callander (Assistant Head of Department) Callandn@edgehill.ac.uk

[SOURCE: BA (Hons) Working with Children 5-11].

Funded opportunities to enhance employability

The provision of funded additional qualifications, e.g. first aid and coaching qualifications, to enhance students’ employability

What happens?

Students on the Working with Children 5-11 programme will be offered funded opportunities to enhance their employability and to widen their knowledge of potential career pathways.

What is the likely impact?

This programme has recruited a group of approximately 25 full time and 5 part time students for the first cohort staring September 2017. We anticipate this strategy having an impact on students’ perception of the quality of their programme and on their employment outcomes.

For more information relating to the impact of this strategy please contact:                      Polly Thorpe, Thorpep@edgehill.ac.uk

[SOURCE: BA (Hons) Working with Children 5-11].

Students as Digital Leaders

The selection of students as ‘Digital Leaders’ (DL) to support staff and other students in using digital learning technologies

What happens?

Students apply for a DL role and go through a selection procedure which includes a presentation. They work with the Department’s TEL Lead with the intention of supporting tutors’ use of TEL and being advocates for the use of TEL in schools with students on ITE programmes and the Department’s HEFCE programmes which all have a focus on children, education and communities.

The Departmental TEL Lead has been appointed as a Solstice Fellow and so we would anticipate that this practice would be presented to a wider audience. The Department’s first DLs were appointed in semester 2 of 2016/17. They have supported the TEL Lead in working with the sub-teams within the Department, have established an online presence with the ITE students through social media and have attended and worked on a national TEL conference (BETT)

What is the impact?

We expect that the DLs will have an increasing impact on the use of TEL in the Department’s teaching and on students’ confidence in using TEL to support children, their families and their communities.

For more information please contact Sarah Wright, Wrighsar@edgehill.ac.uk

[SOURCE: BA (Hons) Working with Children 5-11].

Primary ITT: Assessment and Student Choice

Primary ITT: Student Choice

Giving students a choice of genre/ format through which to respond to the assessment title with appropriate mapping. Some modules intend to present students with a limited choice of genre / format through which they can respond to the same assignment title and module learning outcomes. The programmes involved will ensure that this activity is carefully mapped to ensure that all students develop the appropriate graduate skills and have equal opportunities to achieve highly.

What is the likely impact?

We anticipate that this approach would have a positive impact on

  • students’ perceptions of the quality of their programme and its match to their needs and strengths; and student outcomes.

For more information about the impact of this strategy please contact:                          Nichola Callander (Assistant Head of Department) Callandn@edgehill.ac.uk

[SOURCE: Periodic review of Primary Education (Initial Teacher Training programmes)].

Primary ITT: Mental Health and Wellbeing

What is the focus?

Students on Primary ITT programmes receive specific input around mental health and wellbeing across two strands:

  • Students’ own mental health and wellbeing – recognising positive and negative indicators; developing positive, proactive strategies for managing stress and wellness
  • Students’ awareness of children’s mental health and wellbeing and its impact on their development and education

What is the impact?

It is anticipated that this work will have a positive impact on

  • student retention and completion
  • completion and attainment rates for ITT professional practices
  • numbers of students continuing with the QTS element of the ITT programmes staff wellbeing

For more information please contact

The Department has an identified Health and Wellbeing Lead. She is currently developing a number of projects associated with physical and mental health and wellbeing which involve both students and staff.

Emily Young (Departmental Health and Wellbeing Lead) Younge@edgehill.ac.uk

Sian Onions (Assistant Head of Department and Primary Undergraduate ITT Programme Leader) Onionss@edgehill.ac.uk

The support around mental health, responding to concerns about students’ resilience [SOURCE: Periodic review of Primary Education (Initial Teacher Training programmes)].