Durham University
Programme and Module Handbook

Postgraduate Programme and Module Handbook 2014-2015 (archived)

Module EDUC40010: Planning for Professional Learning

Department: Education

EDUC40010: Planning for Professional Learning

Type Tied Level 4 Credits 10 Availability Available in 2014/15 Module Cap
Tied to MTL Programme


  • None.


  • None.

Excluded Combination of Modules

  • None.


  • To provide the student with opportunities to further develop reflective practice – that is, an informed, enquiring, self-motivated approach to professional practice and learning
  • To build methods of engaging in professional enquiry relating to practice, noting prior experience
  • To enable the student to engage critically with relevant literature


  • This module relates to Phase 1 of the National Framework which is intended ‘to develop professional knowledge, skills and understanding through enquiry and the use of evidence, in a new context. This module constitutes 10 of the 40 level 4 credits required to complete Phase 1 of the MTL. It complemented by Module 1 (30 credits)
  • Phase 1 provides the basis for the next stage of the MTL programme.
  • It is intended to build on ITT or previous professional learning and offer personalised learning opportunities based on initial diagnosis to
  • develop aspects of knowledge, skills and understanding in relation to the four content areas
  • develop skills of enquiry and the use of evidence
  • develop the participant’s professional practice in a new context.
  • The module provides the remaining 10 credits at level 4 to complete phase 1 according to the MTL Framework. This module is also intended as the first component of an MTL for students who under the national framework can bring a maximum of 30 credits from a PGCE (subject to University APL procedures). Thus, it acts as a bridging unit reprising and / introducing skills needed for phases 2 and 3.
  • Students will be given the opportunity to revisit learning theories relevant to practice. In this short module, the student will record consistently, with the support of a coach, the teaching and learning occurring over a two week period in an identified class / group they are teaching, utilising a variety of methods such as video-recording, audio recording, lesson observations, collecting children’s writing / other artefacts, and other documents such as plans, schemes of work.
  • Data collected will be analysed critically by the student in relation to one learning theory.

Learning Outcomes

Subject-specific Knowledge:
  • draw on and critique a knowledge base, related to the four content areas of MTL (LO1)
Subject-specific Skills:
Key Skills:
  • identify personalised professional learning needs in their context (LO11)

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

  • There will be HEI input from tutors through lectures, seminars and workshops. Lectures will be used to launch the module and introduce the students to new material relevant to the module topic. They will support students in drawing on and critiquing a knowledge base in relation to the four content areas (described in the MTL Framework) and in understanding the concept of a learning contract. The associated seminars and workshops will help students to understand and formulate ideas related to a learning contract which will provide the foundation for the assessment task.
  • Students will also receive one-to-one in-school support from coaches. HEI tutors will visit schools to provide extra support in the work context. Participants will also engage in directed and independent study and school-based tasks.
  • Assessment is by written work of 2,000 words.
  • Students will draw on the relevant literature and theory (LO1) in order to establish a learning contract which will require them to identify personalised professional learning needs in their context (LO11).
  • Role of school-based coach
  • To support the student in collecting data
  • To engage with the student and establish good working practices
  • Role of HEIs
  • To provide background academic content to support the learning outcomes of the module
  • To liaise with student and school-based coach to ensure progress is being maintained
  • To provide an electronic resource bank to act as a source of literature

Teaching Methods and Learning Hours

Activity Number Frequency Duration Total/Hours
Lectures 2 Conference 1 hour 2
Seminars/workshops 3 Conference 2 hours 6
HEI tutorial support 1 Visit to school 2 hours 2
Coach support 5 Weekly for 5 weeks* 2 hours 10
Preparation, Reading, School-based tasks. 80
Total 100

Summative Assessment

Component: Assignment Component Weighting: 100%
Element Length / duration Element Weighting Resit Opportunity
Learning Contract. 2000 words 100% Yes

Formative Assessment:

This will take place through participation in seminars and coaching sessions.

Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University