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1

LEARNER HANDBOOKSenior Leader Apprenticeship Programme with a Masterrsquos Degree in Schools Based Leadership and Management

Cohort 3

copy Captiva Learning Ltd 2019 This handbook must not be shared with anyone other than the recipient without the express permission of the Captiva Learning Ltd2 3

Learner Handbook Senior Leader Apprenticeship Programme with a Masterrsquos Degree in Schools Based Leadership and Management

What is an Apprenticeship 4

The Senior Leader apprenticeship with a Masterrsquos Degree in in Schools Based Leadership and Management 4

Initial Assessment 5

Stakeholder Responsibilities 6NCE Responsibilities 6Employer Responsibility 6 Learner Responsibility and Code of Conduct 6

The Senior Leader Programme 9

Training DaysResidentials 10Training Dates and Deadlines 10

Duration 11

Learning Outcomes and Assessment Criteria 12Knowledge amp Skills 12Behaviours 14

Academic Assessment 15

The Assessment Framework for the Masterrsquos Qualification 18 Grading Descriptors 18

Submission of Assignments 21

Academic Writing at Level 7 22

Writing Critically 28

Academic Referencing 34

Vocational Assessment via Portfolio 38

Reflection and the Online Journal 40

Carrying out and recording of a Change Project in your school 42

Learners Progress and Reviews 45 Hints and tips to consider 46 Fair assessment 47

Gateway to End-Point Assessment 48

Professional Body Recognition 50

Module 1 Learning to Lead 51

Module 2 Strategic Leadership 54

Module 3 Operations Mangement 57

Module 4 Innovation and Change 60

Module 5 Research Methods and Change Project 63

Have a query 65

copy Captiva Learning Ltd 2019 This handbook must not be shared with anyone other than the recipient without the express permission of the Captiva Learning Ltd2

CONTENTS



The National College of Education delivers this apprenticeship as an approved training provider The integrated Masterrsquos Degree is accredited by the University of Buckingham

A strategic leader is someone who has senior management responsibility and this can include formal governancedirector responsibilities They are responsible for setting strategy direction and vision for providing a clear sense of purpose and driving strategic intent They consider globalmacro level market trends and environmental influences identifying longer-term opportunities and risks Through inclusive leadership they are responsible for developing ethical innovative and supportive cultures with the agility to deliver results and are a role model with responsibility for those in senior positions and significant organisational budgets

The strategic leader apprenticeship applies to senior leaders in the private public or third sector and all sizes of organisation who lead organise and direct organisations This apprenticeship has been designed to provide access to development opportunities for as wide a range of individuals as possible but focuses on those who may already have developed practical experience but who wish to develop their theoretical understanding of higher-level management skills further

Apropos this programme will equip serving teachers already in senior positions in schools with the knowledge understanding and skills to take on headship and other senior management roles with confidence

and competence They will be able to reflect critically on educational theories policies and practices By means of a guided self-evaluation initiated at the start of the course a mid point and completed at the end they will recognise their own leadership strengths and weaknesses and develop themselves accordingly They will also assess the strengths and weaknesses of their own school Following on from these exercises throughout the course of the programme they will plan lead and implement a development in their own school and write it up and evaluate it as a research project They will also study and complete four course modules in which they will acquire knowledge and understanding of the essential elements of leadership and of educational management informed by the latest professional practice and academic research At the end of the course through rigorous application of what has been learned and through reflection of what they have done practically and theoretically those on the course will be better and more competent leaders their practice and leadership enhanced and ready to take on a range of roles requiring educational leadership

What distinguishes this apprenticeship from other masterrsquos level study programmes is the employer-defined knowledge skills and behaviour (KSBs) outcomes that are integrated and assessed underpinned with a management Masterrsquos degree and the potential to achieve professional recognition

The Senior Leader apprenticeship with a Masterrsquos Degree in Schools Based Leadership and Management

A Professional Development and review of prior learning

As a work-based learning programme apprenticeships aim to develop learners in their newly appointed roles and or to prepare them for roles with additional responsibilities which they are aspiring to achieve Initial review of prior learning and a skills gap analysis help to identify an individualised learning plan with key strengths and areas of development within the context of the learnersrsquo job role over the duration of the programme

B Personal Development

Our aim during the course of this programme is to support your development equipping you with skills that will help you with your future career path and personal and social development We will do this in a variety of ways including

A) Providing individual support to help increase your employability skills

B) Increase your awareness of key British values such as democracy mutual respect tolerance for all and the rule of the law

C) Assess your personal learning and thinking skills and provide appropriate support to ensure you are confident in yourself and your abilities

D) Conduct regular guidance meetings to support you with your future plans

E) Work with you to reflect on personal behaviour and the moral responsibility that we all must support others and create a supportive and productive society

C Functional Skills

A core requirement of all apprenticeships is for all learners to achieve level 2 competencies in English and Maths All learners are required to present evidence of completed qualifications that offer a direct exemption in the form of GCSE AS or A levels in grades A-C in English English Literature and Mathematics

All learners are required to evidence their previous qualifications in maths and English prior to starting their programmes and those who have not previously achieved Functional Skills level 2 or equivalent qualifications will have to complete both these qualifications to be successful in completing the apprenticeship Those without evidence or the qualifications for English and Maths are required to complete additional diagnostic assessments before starting the programme Apprenticeships are structured in such a way that a programme cannot be signed off at the gateway assessment (readiness review) without evidence of these level 2 qualifications

INITIAL ASSESSMENTAn apprenticeship is a focused learning programme intent on assisting learners to develop new skills and enhance their knowledge For some it can be an opportunity to ldquolearn whilst you earnrdquo for others it can support their development if they have recently been promoted or been tasked with additional responsibilities At the end of this programme you will have developed skills experience and gained a nationally recognised qualification that confirms competence in your chosen vocational area

What is an Apprenticeship





NCE responsibilities

bull Develop its own training programme and ensure this maps to the apprenticeship Standard

bull Develop approaches that will deliver high quality education and training to apprentices and fulfil employer expectations This may be achieved via a range of different delivery models including day release block release distance learning and online or through a more integrated approach designed in association with the apprenticersquos employer

bull Ensure that the apprentice meets the minimum entry requirements in liaison with the employer

bull Assess and provide feedback to the apprentice

bull Take part in periodic reviews with the employer to discuss the apprenticersquos progress

bull Ensure internal quality assurance of formative assessment that takes place as part of the apprenticeship

bull Liaise with employers to ensure that apprentice development plans are in place and executed giving apprentices opportunities to access develop practice and evidence knowledge and skills to meet the Standard

bull Carryout the gateway assessment in collaboration with the employer

bull Liaise with CMI and the employer regarding the end- point assessment

Employer Responsibility

bull Support the apprentice to manage their own learning by ensuring sufficient off the job time in their typical working day (or time in lieu) to meet the requirements of this apprenticeship How this entitlement is to be timetabled for the learner will be stipulated in an induction meeting with the NCE at the start of the programme

bull Ensure the apprentice is undertaking work which is productive and gives the apprentice opportunities to access develop practice and evidence knowledge and skills to meet the Standard

bull Allow the apprentice to attend external off-the-job training and assessment as part of their paid working hours

bull Ensure a line manager is overseeing the apprentices progress on the course including regular reviews formally recorded and uploaded to portfolios Review should take place once a half term

bull Provide opportunity for the apprentice and their line manager to take part in termly reviews with the appointed NCE Learning Experience Manager

bull Liaise with the NCE regarding the end-point assessment

bull Ensure that the apprenticeship lasts for a minimum of 24 months and that the apprentice employed for the full duration of their apprenticeship

bull In most cases employers employ an apprentice for at least 30 hours per week

Learner Responsibility and code of conduct

Learners are expected to

bull Be tolerant and respectful towards all Treat work colleagues customers trainers managers and other learners with respect all times Respect differences in ideas opinions culture religion and culture

bull Act appropriately at all times Harassment bullying discrimination swearing racist homophobic or sexist terms are not acceptable actions and will not be tolerated

bull Attend and be punctual for work and training inform employer of any reason for absence in line with organisational procedure

bull Follow all health and safety instructions policies and procedures behaving responsibly at all times and use safe practices so as not to endanger yourself or other people

bull Report anything that is dangerous or potentially dangerous to an appropriate person Follow the employerrsquos and training providers Accident Reporting Procedure

bull Observe all employer policies and procedures whilst at work

bull Complete work and collect evidence for assessment within agreed timescales

bull Be committed to a healthy lifestyle which is not dependent on the misuse of drugs or alcohol

bull Do not remove employer training provider or learner property materials or resources from work or training sites without permission

Responsibilities of all Stakeholders

Health and Safety

Please review our Health and Safety Equality and Diversity Safeguarding and PREVENT policies on the Captiva website here httpswwwcaptivalearningcompolicies

7

STAKEHOLDER RESPONSIBILITIES



The Programme is a 2-year full-time national apprenticeship that provides Learners with the opportunity to develop considerable specialised and general business knowledge and their decision making analytical leadership interpersonal and communication skills applicable to the education sector The acquisition and development of these five key skills is embedded in all aspects of the programme and in addition to content relating to key functional areas of education management (people strategy operations finance and innovation) Consequently the programme offers Learners the opportunity to explore personal development issues and to develop expertise in research methodology Learners may also explore how to manage people across cultures will refine project management skills and will conduct a major evidence-based project in their work context

THE SENIOR LEADER PROGRAMME

The programme focus on academically rigorous and managerially relevant content ensures that upon completion Learners are well equipped to perform to a high standard in the contemporary world of education management

The programme begins with an Induction Day at the University of Buckingham where Learners will learn about the programme VLE and portfolio tool as well as be given an introduction into research methodologies and academic writing

There are five modules in total The first four of which are taught at residentials delivered through pre-reading residential lectures and practical development of skills and behaviors in your school These modules are Learning to Lead Strategic Leadership Operations Management and Innovation and Change The fifth module is Research Methods and is delivered online through a series of webinars that support the Change Project

The Change Project will be delivered in the last 6 months of the programme This project will deliver an initiative designed to deliver whole school improvement after a process of review of that area has been completed Learners will write up the Project as their dissertation

Throughout the 2-year programme Learners will be submitting evidence of their leadership practices in context via their portfolio A key feature of the course will be the different modes of assessment ndash portfolio traditional essay self-assessment and action research discussion and group working ndash which will together relate to several of the dimensions of leadership

The programme modules are

Module 1 - Learning to LeadUnit 1 - Managing selfUnit 2 - Leading the teamUnit 3 - Leading a school

Module 2 - Strategic LeadershipUnit 1 - Vision and valuesUnit 2 - StrategyUnit 3 - Workforce culture and talent management

Module 3 - Operations MangementUnit 1 - Developing a service cultureUnit 2 - Strategic financeUnit 3 - Accountability

Module 4 - Innovation and ChangeUnit 1 - Management of change and riskUnit 2 - Managing complexity Unit 3 - Stakeholder engagement

Module 5 Research Methods and Change Project

9



TRAINING DAYSRESIDENTIALS

TRAINING DATES AND DEADLINESDate Event

12th September 2019 Induction day

21st November 2019 - 23rd November 2019 Residential 1

2nd March 2020 Essay one due

19th March 2020 - 21st March 2020 Residential 2

25th May 2020 Essay two due

2nd July 2020 - 4th July 2020 Residential 3

1th September 2020 Change Project proposal due

26th September 2020 Essay three due

1st October 2020 - 3rd October 2020 Residential 4

11th January 2021 Essay four due

5th July 2021 Dissertation due

6th September 2021 Change Project report due

September 2021 Gateway Assessment

OctoberNovember 2021 End Point Assessment

There will be 4 residentials 3 days each in length from a Thursday to Saturday during term time Each residential will deliver a module and each day within a residential will deliver a unit Dates for residentials are listed in the table below Accommodation and meal costs for the residentials are covered by the NCE Unfortunately any travel costs are not funded by the levy and are at the learnersrsquo expense

Southern group residentials take place atStaverton Estate Northamptonshire NN11 6JT

Northern group residentials take place atThe Met Hotel Leeds LS1 2HQ

Work Based Learning

Apprenticeships allow for flexibility giving senior leaders the opportunity to invest in their professional development and strategic planning for their school trust while continuing to work The Senior Leader apprenticeship has been designed for learners to develop and apply leadership theory and practice in their school and role Learners must be in a substantial Senior Leadership role to allow sufficient opportunities for the apprentice to undertake activities and tasks related to the Standard and to develop practice and evidence knowledge and skills to meet the Standard Learners will be implementing a change project in their school acting as the final assessment for completion of the Masters course and written in a dissertation and presented formally to Independent End Point Assessors Tasks related to the change project are mapped against the standards and will be recorded as evidence to meet each of these

Off the Job training commitment

lsquoOff-the-jobrsquo (OTJ) training and assessment will take place as part of a learners paid working hours Training must equate to a minimum of 20 of learners current working hours at school in line with apprenticeship requirements

The OTJ commitment must be fulfilled by the end of the practical duration of the course which is 22 months

Senior Leaders on term time only contracts will not be able to log off the job hours during holidays weekends or evenings unless time in lieu has been explicitly awarded by your employer Your 20 will be lower and therefore less training learning requires logging but all requirements of the course are still to be completed

Learners will gain new skills and develop your knowledge in a number of ways as part of your course and in meeting the commitment of logging off the job hours These may include

bull Training sessions and workshops covering modules making up the programme with Masters content integrated to meet the standards

bull CPD provided by your employer relevant to leadership and management

bull Work shadowing an experienced colleague

bull Completion of e-learning modules

bull Reading required for research and essays

bull Essay writing and completion

bull Carrying out of and evidencing practical tasks within school roles some repeatedly to build on and master practical skills behaviours and competencies of the standard in the workplace

Your off the job time is logged and monitored on your e-portfolio OneFile

All apprentices must meet their 20 off the job requirement in order to be eligible to complete the course and gain their qualification Learners that have not done so by the end of the practical period of the programme cannot go through their gateway review or end point assessment

Essentially elements of off the job on the programme are listed in the table below but the two strands to remember are

- learning training and mentoring coaching received by the learner including self-directed study

- practice training coaching mentoring carried out facilitated by the learner is evidence of meeting criteria in the standard Directly impacting progress in meeting requirements of the course as well OTJ time commitment

It will typically take 24 months to complete this apprenticeship The End Point Assessment falls outside this

DURATION



KnowledgeHas factual procedural and theoretical knowledge and understanding of a subject or field of work to complete tasks and address problems that while well-defined may be complex and non-routine Can interpret and evaluate relevant information and ideas Is aware of the nature of the area of study or work Is aware of different perspectives or approaches within the area of study or work

SkillsIdentify select and use appropriate cognitive and practical skills methods and procedures to address problems that while well-defined may be complex and non-routine Use appropriate investigation to inform actions Review how effective methods and actions have been

BehavioursThe actions or mannerisms with which you carry out your skills

The apprenticeship standards are listed in a table below and these will make up modules covered within the programme The standards are divided into Knowledge Skills and Behaviours The handbook is structured to list the learning outcomes and criteria that will be assessed for each module

LEARNING OUTCOMES AND ASSESSMENT CRITERIA

Knowledge amp Skills

Organisational Performance

Strategy Knowledge

Knows how to shape organisational vision culture and values

Understands organisational structures business modelling diversity global perspectives governance and accountability the external environment social technological and policy implications

Understands new market strategies changing customer demands and trend analysis

Skills

Use of horizon scanning and conceptualisation to deliver high performance strategies focusing on growth sustainable outcomes

Sets a clear agenda and gains support from key stakeholders

Able to undertake research and critically analyse and integrate complex information

Innovation and change

Knowledge

Understands innovation the impact of disruptive technologies how to drive change and new ways of working across infrastructure processes people and culture and sustainability

Knowledge of systems thinking knowledgedata management and programme management

Skills

Initiates and leads change in the organisation creates environment for innovation and creativity establishing the value of ideas and change initiatives and drives continuous improvement

Able to manage conflict

Manages partnerships people and resources effectively and measures outcomes

Acts where needed as a Sponsor championing projects and transformation of services across organisational boundaries

Enterprise and risk Knowledge

Knowledge of ethics and values-based leadership regulatory environments legal HampS and well-being and compliance requirements corporate social responsibility risk management environmental impact and cyber security

Understands competitive strategies and entrepreneurialism approaches to effective decision making and the use of big data and insight to implement and manage change

Skills

Able to challenge strategies and operations in terms of ethics responsibility sustainability resource allocation and business continuityrisk management

Application of principles relating to Corporate Social Responsibility Governance Regulatory compliance

Drives a culture of resilience and supports development of new enterprise and opportunities

Finance Knowledge

Understands financial strategies including scenarios modelling and identifying trends application of economic theory to decision-making and how to evaluate financial and nonfinancial information

Understands financial governance and legal requirements and procurement strategies

Skills

Oversees financial strategiesmanagement results and setting organisational budgets and challenges financial assumptions underpinning strategies Is accountable for decisions based on relevant information eg KPIsscorecard

Is accountable for decisions based on relevant information eg Key Performance Indicatorsscorecard

Uses financial data to allocate resources Oversees procurement supply chain management and contracts

Interpersonal Excellence-leading people and developing collaborative relationships

Leading and developing people

Knowledge

Knowledge of organisationalteam dynamics and how to build engagement and develop high performance agile and collaborative cultures

Understands approaches to strategic workforce planning including talent management learning organisations workforce design succession planning diversity and inclusion

Skills

Leads and influences people building constructive working relationships across teams using matrix management where required

Ensures workforce skills are utilised balancing people and technical skills and encouraging continual development

Developing Building CollaborativeRelationships

Knowledge

Understands macro level and inter-organisational influencing and negotiation strategies

Knowledge of the external political environment and use of diplomacy with diverse groups of internal and external stakeholders

Understands working with board and company structures

Knowledge of brand and reputation management

Skills

Manages complex relationships across multiple and diverse stakeholders

Builds trust and rapport with ability to positively challenge

Leads beyond area of controlauthority and able to influence negotiate and use advocacy skills to build reputation and effective collaborations

Engaging employees Skills

Uses personal presence and ldquostorytellingrdquo to articulate and translate vision into operational strategies demonstrating clarity in thinking and using inspirational communication

Creates an inclusive culture encouraging diversity and difference

Gives and receives feedback at all levels building confidence and developing trust and enables people to take risks



Behaviours

Personal and interpersonal effectiveness

Leads by example Demonstrates high levels of self-awareness emotional and social intelligence empathy and compassion and able to identify mental well-being in others

Uses empowerment and delegation

Acts with humility and authenticity is credible confident and resilient

Judgement and challenge

Takes personal accountability aligned to clear values

Demonstrates critical analysis and flexibility in decision making and problem solving

Instils confidence demonstrating honesty integrity openness and trust

Courage and curiosity Is confident and brave willing to innovate seeks new ideas and looks for contingencies

Manages complexity and ambiguity comfortable in uncertainty pragmatic

Valuing Difference Engaging with all ndash is ethical and demonstrates inclusivity recognising diversity championing enabling cultural inclusion

Actively seeks to coach and mentor

Professional Reflects on own performance demonstrates professional standards in relation behaviour and ongoing development

Shares good practice within and outside the organisation

ACADEMIC ASSESSMENT

Module 1 to 4 require an essay of 4000 words Assessment criteria to pass each essay must be met and is stipulated in the assessment framework Learners must ensure that their level of academic writing meets level 7 criteria in terms of the depth of their analysis and critical thinking The academic writing requirements of the course meet the Masterrsquos qualification as well as the knowledge criteria within the standard

All essays will be assessed with the following criteria as well as individual elements of the Senior Leader Standard specific to the topic of each essay

Learners will be expected to

Subject Specific Outcomes

1 Demonstrate an informed understanding of theories of leadership and the principles that underpin its practices

2 Investigate and apply educational theory and critical frameworks to address contemporary issues

3 Use personal reflection and constructive self- evaluation within managerial and educational contexts to link theory with practice

4 Apply advanced critical analysis and evaluation skills to review and address specific issues of management and school performance

5 Demonstrate professional knowledge and understanding of resource management including the core principles of legal HR financial and health and safety issues within educational organisations

Generic Outcomes

6 Advanced levels of in-depth research 7 Evidence skills of critical analysis and evaluation 8 Apply advanced communication skills 9 Demonstrate enhancement skills



Assingment 1

Write a 4000-word essay that critiques the relationship between people and high-performance Be sure to address how the following concepts support this relationship

1 Organisational structures

2 Engagement

3 Organisational and team dynamics

4 Agile and collaborative cultures

Assignment 2

Write a 4000-word essay that critiques how vision culture and values underpin strategic leadership Be sure to address how the following concepts influence strategy

1 Trend analysis of changing local and national demands

2 Competitive strategies and entrepreneurialism

3 Approaches to effective decision making

4 The use of big data

Assignment 3

Write a 4000-word essay that critiques how to achieve operational excellence within an organisation Be sure to comment on the following concepts

1 Governance

2 Financial management

3 Strategic workforce planning including talent management

4 Workforce design and succession planning

Assignment 4

Write a 4000-word essay that critiques how to drive change and new ways of working within an organisation Be sure to comment on the following concepts

1 Brand and reputation management

2 The impact of the external political environment on innovation and change

Dissertation

Write a 14000-word dissertation recording and analysing the outcomes of an implemented Change Project in their school


1 Develop a sustained in-depth critically driven research project that deals with complex educational issues associated with change management current senior management issues

2 Demonstrate a comprehensive understanding and application of leadership theory and its principles informed by an in-depth examination of current research

3 Evidence advanced leadership competencies the ability to lead staff and pupils including working with teams and the management of school improvement

4 Evidence personal reflection and constructive self- evaluation within managerial and educational contexts that link theory with practice

5 Ability to review the effectiveness of individual performance management procedures and the impact of policies

6 Critically analyse aspects of an educational institutionrsquos performance and develop a continuous school improvement programme

7 Demonstrate core knowledge understanding and principles of resource management including legal HR financial and health and safety issues within educational organisations

Generic Outcomes

8 Apply advanced research skills and methodologies

9 Plan develop and execute a complex sustained research project

10 Demonstrate advanced critical analytical and evaluative skills

11 Apply advanced communication skills

Project Showcase and Report

Apprentices must complete and submit a report based on their work-based project for their EPA The report will be a summary of the learnerrsquos research project and dissertation Apprentices must present their report to their independent assessor This will be followed by a questioning with the independent assessor relating to the work-based project focussing on KSBs assessed by this assessment method that have not been demonstrated via the report or presentation The evidence from the report presentation and answers to questions will be holistically assessed against the KSBs The assessment framework presents criteria to be met for successful initiation of the End Point Assessment

Requirements

bull The report must be submitted to the NCE and presented at their gateway review

bull The report must be 4000 words +-10 and can include photos diagrams and tables where they add value and clarity to the report but these will be included in the word count No annexes or appendices are allowed

bull The presentation must be for a duration of 20 minutes +-10

bull Apprentices may use PowerPoint and presentation aids eg handouts as they see fit



19

Award and Classification

Degrees of Master may at the discretion of the Board of Examiners be awarded as a Pass with Merit or with Distinction

Classification scale

The Masters is mapped to the outcomes of the Senior Leader Apprenticeship and incorporates assessments that map to the achievement of the apprenticeship

Achievement of the Senior Leader Apprenticeship will depend on apprentices being able to successfully complete several assessment activities and evidence all the requirements of the Standard

The assessment methods employed ensure that the all the required knowledge skills and behaviours of the Standard can be evidenced

A range of assessment styles are employed on the programme including formative assessment individual learning activities essay assignments change management project presentation reflective portfolio and group-based participation

In particular work-based learning enables assessment to integrate theory with practice add value to individuals and organisations and demonstrate development to employers other employees and provide evidence for end point assessment

Grading Descriptors

Clear Fail - Grade 0 - 40

bull The process employed lacks direction and consistency and the requirements of the assignment are poorly understood

bull There is little evidence of a discernible or appropriate methodology and limited evidence of critical thought analysis and evaluation

bull The communication of core knowledge ideas and concepts is very limited and the use of English lacks clarity and definition

bull The work lacks evidence of subject knowledge and the arguments presented rely on a poorly constructed narrative that is descriptive and subjective

bull There are serious omissions and misunderstanding and the study fails to move beyond a basic understanding of the subject and its immediate contexts

bull There is very limited contextualising self-reflection and critical reflective practice This limits the work to a poorly understood engagement with the established and familiar

bull The work lacks clearly articulated and understood conclusions The referencing fails to follow academic conventions

bull This grade is final and a resubmission cannot be made to obtain the required credits for the academic writing submitted

Marginal Fail - Grade 40 - 49

bull The work demonstrates a basic comprehension of the task The level of research is limited to familiar sources and a simple methodology is articulated

bull The level of critical engagement is limited to reporting the findings of others and consequently lacks depth of enquiry sustained analysis and depth of critical evaluation

bull There is a tendency to reduce complex theory conceptual ideas and academic debate and arguments to simple notions and assumptions often proposed without supporting evidence

bull The work has relevance to the task but provides a limited range of responses to it

bull There is some knowledge and understanding of core ideas and concepts but these are articulated in simplified forms A simple structure supports some lines of discussion but the conclusions drawn lack definition and sufficient supporting evidence to validate them

bull A basic methodology has been applied and the level of communications skills employed are satisfactory

bull A resubmission can be requested where this grade has been achieved in order to obtain the required credits The resubmitted work will be capped at 50

The assessment framework for the Senior Leader Apprenticeship Programme with a Masterrsquos Degree in Schools Based Leadership and Management has been developed with reference to the

bull Apprenticeship Standard for Senior Leaderbull FHEQ Master levelbull Relevant QAA subject benchmarks bull Buckingham Universityrsquos Regulations (Validating University)

THE ASSESSMENT FRAMEWORK FOR THE MASTERrsquoS QUALIFICATION



Pass - Grade 50 - 59

bull The work demonstrates a broad range of research from both established and current sources

bull There is a good understanding of key concepts and critical examination of theoretical ideas

bull There is evidence of sustained critical thought and enquiry

bull There is a structured systematic approach to the critical analysis and evaluation of ideas concepts and information that enables insights judgements and the construction of informed argument

bull There is a clear rational for the methodology informed by a review of methodologies associated with the subject

bull A good level of communication is sustained throughout the work and academic conventions have been accurately followed

bull The work demonstrates an advanced level of subject knowledge with the ability to critically examine ideas and information in order to structure arguments

bull The approach adopted has strong core structural elements that support consistent lines of discussion

bull The central tenets of the enquiry are rigorously investigated with good evidence of critical self- reflective practice that blends theory with practice within work-based contexts

bull The work draws upon the familiar and established in order to begin to develop a range of challenging perspectives and ideas

bull The work has employed critical analysis and evaluation to examine a range of theory ideas and practices in order to formulate and articulate valid conclusions

Merit - Grade 60 - 69

bull The work demonstrates a very good understanding of the task and a committed approach to its investigation

bull There is a very wide range of research drawn from both familiar sources and current research within the subject field

bull This is supported by the ability to structure and synthesise research findings to develop sustained and coherent argument

bull There is a very good level of critical engagement and evaluation of academic debate and wider contextual frameworks

bull The rationale for the selection of the methodology is clearly articulated and demonstrates a critical understanding of methodologies within the subject field

bull There is evidence of an emerging active voice within the study that draws together theory with practice and critical reflection

bull The work demonstrates a growing confidence

and ability to critically understand a specialist subject area theory and practice and a maturing ability to synthesise these in order to engage in insightful analysis and evaluation

bull Self-analysis and critical reflection are embedded within the work enabling a critically informed blend of work-based learning theory and practice

bull Conclusions challenge established knowledge and understanding and are justified through robust informed argument

bull The work is coherent well-structured and effectively communicated and appropriate academic conventions are used consistently and accurately

Distinction - Grade 70 to 100

bull Distinction level work is characterised by a sustained independent voice that evidences excellent reasoning and critical thought employed to systematically explore a complex specialist subject

bull It examines and interrogates critical frameworks and knowledge that lie beyond its boundaries that inform the analysis and evaluation of the subject

bull It is original and creative with highly skilled sustained synthesis and the critical evaluation of evidence methodologies and critical frameworks

bull Its conclusions are rigorously defended and make a convincing contribution to the knowledge and understanding of the discipline

bull It rigorously challenges received ideas and the basis upon which they were validated challenges accepted orthodoxies shows willing to thoroughly engage with unpredictable contexts and rigorously argues for alternative perspectives that extend the knowledge and understanding of the subject

bull A full range of established and current research is accessed from a diverse range of sources It is clearly coherently and systematically ordered to support the development of a personal line of argument

bull Research methodologies within and beyond the field of enquiry are critically considered and evaluated and an excellently conceived rationale for the studyrsquos methodology is clearly articulated and rigorously applied

bull A very sophisticated level of a communication is sustained throughout with academic conventions being rigorously and accurately followed

bull Ideas and professional working methods and practices are thoroughly and critically reviewed in sustained self- reflective practice that seamlessly blends theoretical ideas action-based learning and knowledge with critical insight and evaluation

bull The original and creative conclusions that lie at the forefront or extend the knowledge and understanding of the discipline are robustly defended through excellently informed and logically structured argument

SUBMISSION OF ASSIGNMENTS

All essays will be submitted to Moodle in a Microsoft Word file using double spaced size 12 font Login details for Moodle will be provided to you upon enrolment You will receive marks and comments on your submission by the same medium from your Teacher typically within 20 working days Within this period your work will also be moderated by your Course Director All submissions are scanned with Turnitin software which screens submissions for plagiarism against other submitted work from UK Higher education institutions The Course Director is responsible for investigating any instances of plagiarism given its severity of offence Upon receipt of your marked assignment you should upload it to OneFile as evidence of Knowledge ndash as identified in the feedback provided by your Teacher

Note Permission must always be sought for late submission of assignments Please request permission for late submission stating the reason for the request You will be required to explain the reasons for the request If assignments are submitted late without obtaining prior permission they will be subject to a cap of 50 and may be failed It is possible to ask for an extension two times during the course and there is a maximum amount of time that can be granted before a deferral needs to be considered In line with University policy it is also possible to request an extension due to special consideration of specific learning needs This should be applied for in the same way

21



ACADEMIC WRITING AT LEVEL 7

Overview This guide combines information on using sources and argument and looks specifically at the types of essay that you are asked to write in Higher Education The aim of this guide is to give you an idea of what you need to include for this common type of assessment at the university and key points that you will need to think about when writing your essays during your course This guide explains

bull What the essay is

bull How to answer essay questions

bull What the essay contains

The university essay The essay is still the most common method of assessment on courses in the social sciences it is part of the assessment process for undergraduate masters and doctoral students

An essay

- is 2000 to 5000 words long

- is an answer to a given title or to a title that is created by you

- has an introduction body and conclusion

- incorporates different sources of information in an appropriate and critical way

- needs to be written in academic language and use appropriate vocabulary for that subject area

- is free of grammatical and spelling errors

Answering an essay question You will get a better idea of what is expected of you by looking carefully at the exact wording of the question When analysing essay questions you could look for the key language focus and constraint contained in the question

The key language of a question Example one gives some of the key language that you might see in an essay question

Analysebull this requires you to separate something into smaller pieces in a structured formbull an analysis should tell the reader something that is not immediately obvious

Compare amp contrast

bull compare and this will involve looking at two or more thingsbull contrast you are looking for similarities and differences

Describebull this word requires you to give as much detail as possible bull you are being asked to present the reader with a clear picture of what is happening

Discussbull This is a written debate using your skill at reasoning backed up by carefully selected evidence to make a case for and against an argument or point out the advantages and disadvantages of a given context

Evaluatebull Giving your verdict as to what extent a statement or findings are true or to what extent you agree with them Ensure to provide evidence taken from a wide range of sources which both agree with and contradict an argument

Explore bull when you explore an issue you often give reasons for and against something

To What Extentbull in an essay question this word means to give your extent or ideas and the reasons why you think so

The focus of a questionThe focus of a question will be the topic area

The constraint of a questionAn essay question puts limits on what you should write about For example if you are answering a question about assessment in education you would rarely be asked to write about assessment at every level of education You

could be though asked to write about assessment in higher education Here the constraint is higher education (which implies not primary or secondary education)

Question analysisIn examples one and two the questions have been analysed according to key language focus and constraint

Example oneDiscuss the implications of the different roles of the teacher and the writing instructor in UK higher education

Example twoTo what extent can a Marxist perspective be applied to Western education

Example three

Title page Your essay will need a title page You may find what you need to include in the title page in your handbook if you cannot find this information you may want a title page similar to example three for an essay titled Plagiarism as a wider socio-cultural notion and the implications for pedagogy

Key Focus Constraint

In this first question the word lsquodiscussrsquo identifies this question requiring argument

The focus of this question is on the implications for the different roles This means more than simply describing the differences between the roles of the teacher and the writing instructor One implication may have to do with job satisfaction Job satisfaction would not be something that you could find in any job description but may result from certain responsibilities when assuming a role

In this question there are two areas of constraint The first area is national the UK which suggests not other countries The second is the stage of education higher or university which suggests not primary or secondary


The key language in this question is lsquoto what extentrsquo This would require argument ndash a proposition of to a large extent moderate extents or to a very small extent

The focus of this question is to do with a Marxist perspective This would require a good knowledge of what a Marxist perspective is

The constraint of this question has to do with a lsquoWesternrsquo education (which might suggest contrary to a non-Western education)

Plagiarism as a wider socio-cultural notion and the implications for pedagogy

Submitted as assessment for the module Emotional Intelligence in the degree of Masterrsquos in Education Leadership

Submission June 26 2019 Word length 4900 words

Tutor Professor Jones Student Michael Smith



A contents pageWhen you write longer texts you need additional ways of organising your writing One way of doing this is by using a contents page A contents page will come at the beginning of your essay and will contain a list of the headings and subheadings you will use in your essay A contents page will help the reader follow your argument as it will give an overview of the main sections of the essay as the subheadings help structure your essay

Example five

The basic structure of an essay

An essay contains an introduction a body and a conclusion as shown in example six

Example six

ln example four the student uses the numbers 10 20 30 and so on for her headings and decimals for her submdashheadings This is appropriate for a text of about 4 -5000 words The student has written good headings and subheadings as they are self-explanatory not overly long and follow the lines of her argument within her essay She has also provided the necessary structure to her essay without creating too many sections to the essay

With a longer text secondmdashorder sub-headings can be used as in example five

Contents10 introduction

20 Culture and social context

21 Culture and text

22 Types of Writing

21 Culture and text

211 Types of Writing

Essay

General statements

Definition(s)

Thesis statement

Introduction- 10 to 20 of essay

Body of essay

A) Topic sentence

1) Support

2) Support

B) Topic sentence

1) Support

2) Support

C) Topic Sentence

1) Support

2) Support

Example four

Summary of mainExample six is a simplification of an academic essay at university level but it provides a useful way of thinking about the overall structure of your essay Your essay no matter how long it is will need to begin continue and end In the next sections of this guide parts of the studentrsquos essay lsquoPlagiarism as a wider socio-cultural notion and the implications for pedagogyrdquo will be used to provide examples of the structure of the essay shown in example six The introduction to your essay needs to- start with one or more general statements that provide a background to the ideas that you will present in your essay - define how you will be using the key words in your essay- contain a thesis statement the focusargument of your essay and how your essay is organised

General statementsIn example seven the student provides general statements at the beginning of her introduction

In example seven the student provides background information to the main argument in her essay These general statements reflect the idea in her title that plagiarism is lsquoa wider socio-cultural notionrsquo which suggests that the lsquotheftrsquo of ideas does not only exist in academic study The student points out that plagiarism occurs in other social contexts and is treated differently in those contexts The student will need to define certain terms in her introduction eg plagiarism and culture and give specific information about the details of her argument

DefinitionsWhen you create your definition or definitions you will want to look at how others have defined this term in the literature and then decide on how you will use the term In example eight the student has defined how she will beusing the term culture in the introduction to her essay In example eight the term culture is acknowledged to be a complex term and examples of how different disciplines view this term are given After this acknowledgement the view of culture from a specific discipline is used (Merino 1999) and a definition from within this discipline is given In example eight the definition and its reference are shown in bold

Thesis statement

Your thesis statement should provide the reader with a good idea of

- your focusargument

- how you will organise your ideas

It often comes towards the end of your introduction Your thesis statement does not have to be extremely detailed but the aim is to draw attention to your focusargument and guide your readers through your essay Example nine shows some of the language that the student uses to describe her focusargument and what she will write about in her essay Plagiarism as a wider sociomdashcultural notion and the implications for pedagogy Looking at this type of language and thinking about how to incorporate it in your essay will improve your academic writing

Example seven

Example eight

The idea of stealing ideas can take many different shapes and forms If a musician in the community copies the words of a song

without proper authorisation he will be accused of plagiarism and will be sanctioned under the laws of intellectual property

Likewise if a member of an academic community copies ideas that are not hers she will be sanctioned by the university under

plagiarism guidelines for the university

The term culture is a highly complex and dynamic term that is used by many different disciplines to mean different things (for

disciplinary differences see Smith 1999 Jones 2001 LopezmdashFlecha 1998 Merino 1999) For the purposes of this essay

culture is the cumulative deposit of knowledge experience beliefs values and attitudes held by a community through individual

and group striving (Merino 1999)



Example nine

Example ten

The body of your essay

The body of your essay will provide the detail to your essay that your thesis statement outlined

A paragraph for your essay is about 150 words and is comprised of two parts mdash the topic and the development of your topic The topic is the first sentence (or first two sentences) of the paragraph The topic states what the paragraph is about The development is the remaining part of the paragraph and it develops the idea stated in the topic This development might be to provide support for the topic explain ideas stated in the topic elaborate ideas stated in the topic and so on

Example ten contains the first half of two of the paragraphs in the body of the studentrsquos essay These paragraphs come in section 22 of her essay under the subheading of Types of writing In example ten the topic and the development of the paragraph have been separated and put into text boxes Note that parts of your paragraphs are not normally separated The total length of these paragraphs is approximately 150 words

In the topic in the first paragraph the student introduces an idea from Grabe and Kaplan (1996) The development of this paragraph is used to further explain this idea The second paragraph continues the idea expressed in the topic of the first paragraph but relates the knowledge telling and transforming to the ability required of learners to write The development of the second paragraph explains the idea expressed in the topic of the second paragraph

The conclusionThe conclusion to your essay will look backwards to summarise what you have said and will look forwards to speculate on where you think the issues that you have raised will go Example eleven shows the languagethat the student uses to highlight what she has argued in her essay and example twelve shows the language that looks forward

My main argument in this essay is that

In this essay I first look at I then consider the implications for pedagogy

and suggest that I posit that I focus on In section 40

I first summarise Finally l synthesise

Topic

- Grabe and Kaplan (1996) describe writing as knowledge telling and knowledge transforming

Development

- Knowledge telling involves a written version of a

(150 words)

Topic

- Writing tasks that require knowledge telling or knowledge transformation will differ in the level of ability required on the part of

the writer (Smith 1998)

Development

- As knowledge telling is simple writing what one is thinking

(150 words)

Example eleven

Example twelve

ReviewThis guide has looked at the essay When writing an essay you might be given an essay question to answer In answering the question you will need to structure your essay into introduction body and conclusion You will need to state how your essay is organised and define how you are using certain terms As you read through your draft essay check that the way you have organised your ideas into paragraphs and your use of heading and submdashheadings help your readers

Writing criticallylsquoThe feedback on my assignment said it wasnrsquot critical enough but I donrsquot know how to make it more criticalrsquo

OverviewWe now examine what it means to write critically about your own practice and about the published material you find in journal articles or books This section- explains what it means to write critically- shows how theory can be related to practice - outlines the process of critical reflection- looks at the overall structure of the critical review- gives examples of language in the various sections of the critical review

In this essay I have examinedTo summarise I believe thatln other wordsas l suggestedthe various approaches that l

positedmy argument here wasas I explained

I think that future work shouldit is important to look at not only the_but theTeachers shouldlt is recommended thatrather

than searching for a lsquobestrsquo methodscholars might think about



Writing critically means writing after analysing and evaluating information When we write we often need to describe facts or events or summarise what someone else has written but writing critically goes further than description or summary It involves looking closely at the details from different points of view and making a judgement about the information Writing critically means setting out how you have made that judgement with supporting evidence from ideas you have found in published literature andor from your own experience

WRITING CRITICALLY

Example one is from a conclusion reporting the findings of a study which asked participants to complete a questionnaire The writer is commenting on one of the limitations of the study in particular the behaviour of some of the participants

Example one

This finding highlights the importance of recruitment of participants and context of enquiry both of which might have an effect on results in a variety of ways It perhaps also calls for a degree of scepticism about studies where individuals participated as part of their undergraduate course requirements or for the reward of a T-shirt (Stepanova Sachs and Coley 2006) The findings from the current study emphasise the need for serious thoughtful participation in lsquo questionnaire studies and highlight the limitations of lsquoquick and dirtyrsquo quantitative research of this kind

In example one the writer makes clear that some of the participants in her study did not complete the questionnaires carefully She then makes a general point about the way in which surveys are conducted with a critical reference to another study described in the literature Theory to practice In a professional practice such as teaching it is important to be able to see how our experiences in the classroom relate to theories about teaching and learning Although we can agree or disagree with a theory based on our personal experience it is helpful to know that there is usually a theoretical explanation for our problems mdash and our successes Theory can also guide our practice Example two is an extract from an assignment in which the teacher in training observed a very young child We can see here that the report of the observation is informed by the theoretical model proposed by Stern

Example two

Stern (1985) argues that as very young children develop they pass through four different lsquosenses of selflsquo In the third stage at about seven to nine months of age the child becomes aware of the feelings of other people and wants to share experiences with them The behaviour of the child that I observed reflected this stage of development Child A was playing with building bricks with his father His father looked away from the bricks to speak to another child and Child A started to cry and knocked down the structure he had built His father turned back to him and started to build up the bricks again Child A immediately stopped crying laughed and continued with the activity demonstrating his need for a lsquoshared subjective experiencersquo (Stern 1995)

Examples one and two show that writing critically involves using relevant literature to support and frame our own experiences and understanding

Critical reflection In a professional practice such as teaching practitioners also find it valuable to record their experiences so that they can think about their practice in a systematic way Recording your thoughts and observations in a teaching journal is the first step in a reflective approach to practice Teachers in training are also encouraged to keep a teaching journal of their observations of classes and pupils Your teaching journal is personal but you might find it helpful to note the following points

- details of a particular event - how you feel about it mdash both good and bad feelings - what could have been done differently - what could be done in a similar situation next time - what you have learned during this process

The aim of writing a critical reflection is to help you examine and learn from the observations you have recorded In your written reflection you are asked to analyse the events and experiences that you have recorded by drawing on theories and concepts from your reading You are also asked to show how your views andor your practice have changed as a result of your experience and reading The following table shows some of the questions that you can ask to structure your reflection

Example three

I shared the class with another teacher and we planned our lessons together Before deciding to use a particular activity we discussed the reason for our choice and the aim of the activity During the classes we supported each other whenever there were behavioural problems with the pupils

Example four is from the discussion section later in the same assignment The writer now analyses the situation by using the concept from relevant literature of a lsquocritical mirrorrsquo to show the value of sharing a class with another teacher This extract relates what the student has learned from the experience of teaching practice

Example four

The opportunity of sharing a class with another teacher allowed me to notice aspects of my teaching that I would otherwise not have seen My fellow teacher acted as a lsquocritical mirrorrsquo (Brookfield 1995) by describing my classroom practice in new ways The experience of co-teaching was also very valuable in showing me alternative ways of dealing with difficult situations

Example five is the introduction of a critical reflection lsquowritten by another teacher in training In this example the writer draws on the ideas of Watkins about how students react to different styles of teaching

Example five

This paper explores the ways in which students are affected by the classroom environment and the implications for practice When students view classrooms as having a learning orientation they have positive coping strategies and positive feelings In contrast when they view classrooms as having a performance orientation there is defensive coping and negative feelings (Watkins 2001 5) I will draw on examples of incidents that occurred in my classes to discuss the impact of such events both on the students and on my own practice and then suggest alternative approaches

In example five the writer has used the concepts proposed by Watkins to guide her analysis of the studentsrsquo behaviour in class This is similar to example

two where the writer used the concept proposed by Stern as a guide Now compare this with the way the literature has been used in example six

Example six is the conclusion of another critical reflection by a teacher in training about her experience of promoting whole class and small group discussion in class The writer has included a quotation from Franklin that illustrates the point that pupils develop their ideas through listening and talking to each other

Example six

I now see myself as the facilitator of learning rather than the provider of knowledge I have learnt that knowledge is best acquired when it is co-constructed ldquoin the discourse between people doing things togetherrdquo (Wells 1997 33) This has helped me see my role differently I have learnt that effective teaching is not only about being able to deliver the curriculum objectives but is also about how teachers can stimulate studentsrsquo learning through the approach that they choose

In example six the literature is used to give weight to what the writer wants to say about her experience

Examples five and six show that a critical reflection is a very personal piece of writing that is backed up by theory This theory may come from what you read or from your previous experience The writers use the first person lsquoIrsquo and describe and analyse their own experiences and feelings This analysis is based on their personal experience and the ideas they have acquired through their reading What makes their writing critical is the way that they make a judgement about the events and then use ideas from relevant literature to support their discussion

If you compare example two example five and example six you can see that the literature has been used in different ways In example two Sternrsquos model of lsquoshared subjective experiencersquo has been used to guide the observation of the child In example five the writer has used concepts from Watkins to analyse her classes In example six the writer has used concepts from Franklin to support her argument In all three examples the writers have engaged with the literature they have selected relevant ideas from the literature and used them to guide or support their own argument

What is the context Eg describe the school where you are teaching or observing the class(es) and the students

What is the issue What event(s) have made you think about this issue Was there one particular event mdash a critical incident

Why is this issue important to you How does the issue that you describe relate to your view of teaching andor learning

What relevant theories or approaches can guide your thinking

Refer to relevant literature that you have read andor ideas discussed in your course material

What action did you or someone else take or what action could be taken in future

How did you decide what to do Did you develop your ideas from your reading From discussion From observation

How have your views changed over time as a result of this reflection

Relate what you have learned from this experience to the original issue and the ideas you have gained from your reading



The critical reviewA critical review of published material generally follows the structure shown in example seven

Example sevenIntroduction to the critical review with general statementsStatement about how the published material has been organisedSummary of the authorrsquos main ideas argument or conclusionEvaluation of the published materialConclusion

Example eightSummaryAn important part of your critical review will involve summarising the published material This summary will come at the beginning of your critical review You need to think carefully about the language that you use to discuss the authorrsquos work Some of the language that you might use to summarise the authorrsquos work is as follows

lmplybull To imply that something is the case means to do or say something to suggest that it is the case The author seems to imply that

Presumebull If you say that someone presumes to do something you mean that they do it even though they have no right to do The author presumes that

Assumebull If you assume that something is true you suppose it is true sometimes wrongly The author assumes that

Contendbull It you contend a point of view you say that it is true The author contends that

Assertbull If you assert a fact or belief you state it firmly The author asserts that

Discussbull If people discuss something they talk about it often in order to reach a decision In hisher article the author discusses

Maintainbull If you maintain your point of view you keep stating that it is true even if other people do not believe it The author maintains that the

Examinebull If you examine something you look at it or consider it carefully In this article the author examines

Affirmbull If you affirm something is true you state firmly and publicly that it is true

bull If an event affirms something it shows that it is true or exists The author affirms the notion that

Arguebull If you argue with someone you disagree with them about something often strongly or angrilybull If you argue that something is true you give the reasons why you think it is true In this article the author argues that

Allegebull If you allege someone has done something wrong you say it but do not prove it In this article the author alleges that

Statebull If you state something you say or write it in a formal or definite way In this article the author states that

Claimbull If you claim that something is true you are implying that you can produce evidence to support your assertion The author claims that

Explainbull If you explain something you give details about it or describe it so that it can be understoodbull If you explain something that has happened you give reasons for it In this article the author explains that

Presentbull If you present someone with information you formally give it to them In this article the author presents the case of

Describebull If you describe someone or something you say what they are like In this article the author describes

Evaluating published materialEvaluation means making an assessment or judgement about something in academic writing this assessment is usually about someonersquos ideas or about how those ideas are presented Evaluation always involves the useof criteria or particular standards but they are not always stated Compare the following extracts from a critical review in example nine and example

Example nineSmith (1999) states that more research is needed with children and formal teaching environments

Example tenSmith (1999) rightly states that more research is needed with Children and formal teaching environments Only one word lsquorightlyrsquo is different between example nine and example ten but the two reviews treat Smithrsquos ideas very differently In example ten Smith is evaluated as being correct but we do not know how the reviewer reached that conclusion ie we do not know what criteria were used

Example eleven is from the critical review of Academic Writing for Graduate Students

Example elevenMuch that is good in Academic Writing comes from the understanding that in higher education both text management and lexical selections are a reflection of personal choice

In example eleven the reviewer evaluates Academic Writing but does not explicitly state at the beginning what criteria are used to evaluate the book For this reviewer it is clear that a book written for graduate students aboutacademic writing needs to talk about personal choice in writing For another reviewer this criterion might not be so important The selection of criteria to evaluate professional writing is a personal choice but in general published reviews of academic books or articles tend to make positive comments about the book or article as a whole but negative comments about specific aspects such as the clarity of the authorrsquos explanations or how easy the book or article is to read

When evaluating published material you need to think carefully about how strong to make your claims There are many ways of expressing probability in written academic English as the following examples show- Teachers may find the use of such new technologies helpful- Teachers mightcould find the use of such new technologies helpful - Teachers seem to find the use of such new technologies helpful - Teachers appear to find the use of such new technologies helpful - Teachers are likely to find the use of such new technologies helpful

What questions might I askWriting a critical review of published material can be a difficult task for students due to a lack of confidence about evaluating a published authorrsquos work You might try asking yourself some of the following questions when writing your critical review- Who is the author in what context are they writing when and where was this text published- What is the main area under review - What are the main findings - Where does the authorrsquos data and evidence come

from Is it appropriatesufficient valid and reliable - Does the author raise any questions- Does the author answer all their own questions - Is the text balanced is it fair or biased - How does all this relate to other literature you may have read your own experience ideas and view- What conclusions can you come to about the text- Does this fit with the way you see the topic

ReviewWriting critically means much more than describing and summarising facts and information In order to be truly critical we need to question many aspects of what we experience or read in order to place them within ourdeveloping awareness of our field of study in order to critically reflect we need to consider our experiences objectively and in the light of academic theories and concepts in order to critically evaluate a text we need toevaluate to what extent the points it makes are reasonable reliable and valid in view of other texts and information we have at our disposal

ArgumentThe first step in making an argument is to ask what are you trying to prove What is your conclusion Remember that the conclusion is the statement for which you are giving reasonsWeston (2000)

OverviewThis section examines a key notion in higher education argument Argument is central to many types of writing in higher education eg portfolios essays reports critical reviews and dissertations This section- defines what an argument is - explains argument by authority - explains argument by empiricism - looks at the structuring of argument - helps you to organise your thoughts in preparation for argumentative writing - looks at argument in longer documents

What is an argumentThe word lsquoargumentrsquo in higher education means a proposition or propositions (or conclusions) combined with a reason or reasons A proposition is a statement a way of thinking or an idea that you believe to be true It is also a way of persuading a reader of your views it you can ask the question lsquowhyrsquo following any statement way of thinking or idea that you believe to be true it is a proposition

Compare the following

That chair is brown

I believe that first languages are learned but not taught

Following the first statement we could ask the question lsquowhyrsquo but we are not likely to do so The second statement leaves ample room to give reasons for why you think that you can learn language but you cannot teach it The reasons in this proposition will probably focus on the use of the word first



In order to persuade readers it is essential to provide reasons to support your proposition Reasons to support propositions might be because an authority figure has stated a proposition to be true Reasons to supportpropositions might also be through empiricism

Argument by authorityArgument by authority uses information from literature to support the points made Writers state a proposition and cite sources as evidence of why they believe the proposition to be true Example one makes a proposition about language teacher training today and uses the reason that Smith (1999) states that this is true

Example oneMost current European language teacher training is not based on increasing language proficiency by encouraging student involvement with tasks but on traditional language and literacy methods that involve memorisation (see Smith 1999)

Structuring argumentWhen presenting your propositions with supporting reasons you will want to present alternative opinions or the opposite side of the argument mdash the counterargument Presenting a counter-argument and addressing why you believe the counter-argument to be weak makes your argument stronger Examples of key words to present a counter argument are however but on the other hand and while Example two begins with an argument by authority that ways of teaching should be matched to what is learned This is a common idea in education mdash you could think of students learning about erosion by experimenting with water and sand The countermdashargument to matching teaching methods with what is taught is that it is difficult to do in practice (In many teaching situations students are taught many different subjects in one classroom there is only so much money to go around etc) The language of the counter-argument is shown in bold type

Example twoTeaching aimed at specific subjects is an important and growing notion in the current pedagogy literature (Banks 2002 Wilson 2004) The notion that specific subjects give shape to variation in teaching practice is supported by literature on the disciplines and that these disciplines are associated with particular lsquoways of knowingrsquo (McKenzie 2004 Coles 1983) While the pragmatics of teaching aimed at specific subjects is problematic (see Flecha 2003 Merino 2007) the potential advantages are many (Chen 2001 Khan 2003) These advantages include

Argument by empiricismArguments by empiricism use qualitative or quantitative data as support for propositions While exact definitions of qualitative and quantitative data are not easy a good way of thinking about the difference between these two is that quantitative data focuses on assigning numbers to responses and qualitative data focuses on the responses Example three uses qualitative data to support a proposition about how second language students compose academic writing differently from first language students

Example threeBoth in traditional print and in an electronic format second language (L2) students placed considerable emphasis and importance on having teacher recommended references near at hand during the composing process Having a set of references close by while writing as Student (5) stated really facilitated and sped up the L2 composing process

OK I take a number of sources from my teacher when I write when I come to a point say not knowing what to say Also look up the articles or sources itrsquos possible that one or maybe two sentences are taken We only changed specific words with what I want but the sentence structure may still be the same

Example four uses quantitative support in the first sentence for the proposition that comes in the second sentence

Example fourThe correlation of group A is only moderate at 661 and for group B at 663 it would appear then that estimating both first language and second language word frequencies is at best only moderately successful Organising your thoughts for argumentative writingUse the following table to help you organise your thoughts around a topic that you have studied or are studying By completing the table you will have a summary of the study

Title or assignment-question

Current discussion on this topic centres around

There are a number of people who agree with this idea such asThe claims they make are that

Furthermore they also argue thatMoreover they claim that

However there are alternatives to this view as held by They claim that

Another counter argument is Furthermore

In conclusion in consideration of all the points presented and the I examination of the evidenceit seems that Because

Recommendations or implications

Argument within longer documents Argument within a longer document eg a dissertation or an essay becomes more complex because you may combine argument by authority and argument by empiricism You will also have several lsquolayersrsquo to your argument in that you will probably have your main argument (or proposition) and several sub-themes to your argument Example five comes from an assessment sheet within the institute of Education In this example the tutor comments critically on how the student has structured the argument and suggests how she might improve it

Example fiveAssessment sheet mdash Taught Masterrsquos DegreesFocus and clarity of purpose

This essay is quite well written and makes some good points alongthe way It could though have been written in a much morecarefully focused way

You have a tendency here to move from one argument theme to the next (motivation identity inclusion) without linking them together in a sufficiently tight way in reference to a main argumentAs a result the piece reads a little too much like extracts from a textbook which is overviewing some key issues within primary education Certainly it is necessary to do this in order to set thescene and review the relevant literature but you need to go further and tie it together in reference to your main argument or research questions you are investigating

An argument theme is also an argument it has its own propositions and reasons which are part of a larger argument For example an argument about the need for better schools might include an argument for less spending in other areas What is missing from the dissertation in example five is a unifying link between the themes and the main argument

Example six is an example of an argument within a longer document It contains the breakdown of argument within a studentrsquos essay In this example we can see the studentrsquos title her main argument the themes of the argument and a paragraph from within one of the themes of her argument

ReviewArgument is an important concept to understand for study in higher education It is comprised of a proposition(s) and reason(s) It may be based on authority or empiricism You will need to think of alternative points of view to the propositions that you put forward as well as how your argument will lsquotake shapersquo in longer documents (eg your dissertation)

Title of essay Righting past wrongs postmdashwar shifts in policies concerned with lsquoracersquo ethnicity and education

Main argument Despite Britainrsquos adherence to international human rights treaties which safeguard the right of access to education racial forms of education have tended to perpetrate racial inequalities These racial forms of education evident within policy documents have contributed to ethnic minority underachievement

Themes within argument that link to main argument

1 Racial forms of education and the early post-Second World War British policies2 Multicultural and antimdashracist educational policies3 Equality of opportunity versus racial equality4 Institutionalisation of inequalities

Equality of opportunity versus racial equality

In British educational policies the principle of equality of opportunity intended in terms of formal and substantive access opportunity was enshrined in the 1944 Education Act (see Gillborn 1990 versus Troyna and Carrington 1990) However it is argued that in the racial British educational context the principle of equality of opportunity equality as established by human rights is more an ambition than a reality (see Jeffcoate 1984 Troyna 1987 Troyna and Carrington 1990 Gillborn 1990) Since 1944 the principle of equality of opportunity has tended to assume importance as it encapsulates the core of the meritocratic ideal Equality of opportunity has reinforced formal meritocratic criteria which has made the education system a ldquoneutral allocator and regulator of credentialrdquo (Troyna and Carrington 1990 p 41) lsquo

Example six



The University of Buckingham uses the Harvard Referencing method for all academic writing The guide is intended to help you understand how to use source material effectively in this referencing style It outlines the general features of the style It also uses Colin Nevillersquos The complete guide to referencing and avoiding plagiarism which is seen as a guiding authority on the format for Harvard in-text citation and referencing

ACADEMIC REFERENCING

What is the Harvard Style The Harvard style originated at Harvard University but has been much adapted by individual institutions There is no set manual or formatting rules for Harvard as there is for some other referencing systems Harvard is a style for citing sources by giving the name of the author and the date of their publication in the text of a piece of writing within brackets ( ) for example (Smith 2016) A reference list of full bibliographic details is then given at the end with sources listed in alphabetical order by author

Why Reference Citing and referencing source material is a crucial aspect of academic writing You will probably be aware that plagiarism (using someone elsersquos work as though it were your own) is a serious form of academic misconduct and it must be avoided at all costs Referencing accurately and consistently is an important part of ensuring the distinction is clear between your words and the words and ideas of others in your assignments

In-text citation is included in the body of your text and is there to directly show the reader where an idea piece of information and or a quotation is from The reader will then be able to match the source cited in the text to the full reference given in your bibliography reference list where full details of the publication are presented

Citing of source materials within your assignment is useful and beneficial to supporting your argument However be selective Do not just use as many references as you can in a bid to impress the marker that yoursquove read a massive amount Your references should be relevant and are an integral part of your argument that is you discuss or critique them in your writing

For example if you bull Include data from your reading (eg tables statistics diagrams) bull Describe or discuss a theory model or practice from a particular writer bull Want to add credibility to your argument by bringing in the ideas of another writer ndash for or against bull Provide quotations or definitions in your essaybull Paraphrase or summarise information which is not common knowledge

How do I format in-text citations The Harvard style requires you to include the name of the author and the date of their publication in brackets ( ) and when appropriate to add a page number There are different ways in which you can integrate an in-text citation depending on how you are using the source in your writing and where in the sentence the citation will be placed For example

ldquoChoking under pressure refers to performing worse than expected in situations with a high degree of perceived importance (Baumeister 1984 Beilock and Gray 2007) Following a conceptual framework presented by Baumeister (1997) to explainrdquo

(Taken from Jordet G Hartman E and Jelle Vuijk P (2016) Team history and choking under pressure in major soccer penalty shootouts British Journal of Psychology 103(2) 268ndash283)

The in-text citation examples given throughout this guide give the version (Neville 2010) for illustrative purposes How do I effectively cite quotations Quotations are word-for-word text included in your work and must be clearly distinguished from your own words and ideas For short quotations (of less than 40 words) use a brief phrase within your paragraph or sentence to introduce the quotation before including it inside double quotation marks ldquo ldquo For example

As Neville (2010) emphasises ldquoyou should cite all sources and present full details of these in your list of referencesrdquo (p37)

For longer quotations (of 40 words or more) you use block quotation without quotation marks but clearly indented to indicate these words are not your own For example

Neville (2010 p 38) comments that It can sometimes be difficult if not impossible to avoid using some of the authorrsquos original words particularly those that describe or label phenomena However you need to avoid copying out what the author said word for word Choose words that you feel give a true

impression of the authorrsquos original ideas or action

NB Note the inclusion of page numbers to the in-text citations for the above examples

When must I use page numbers in my in-text citations It is important to give a page number to an in-text citation in the following circumstances bull when quoting directly bull when referring to a specific detail in a text (for example a specific theory or idea an illustration a table a set of statistics)

This might mean giving an individual page number or a small range of pages from which you have taken the information Giving page numbers enables the reader to locate the specific item to which you refer Are in-text citations included in my word count Usually in-text citations will be included in your word count as they are integral to your argument This may vary depending on the assignment you are writing and you should confirm this with your module teacher If in-text citations are included this does not mean you should leave out citations where they are appropriate What is the difference between a reference list and a bibliographyReferences are the items you have read and specifically referred to (or cited) in your assignment You are expected to list these references at the end of your assignment this is called a reference list or bibliography These terms are sometimes used in slightly different ways A bibliography is sometimes used to refer to a list of everything you consulted in preparation for writing your assignment whether or not you referred specifically to it in the assignment A reference list will include all the references that you have cited in the text You would normally only have one list headed lsquoreferencesrsquo or lsquobibliographyrsquo and you should check with your department which you are required to provide What if an author I am referencing has published two or more works in one year In this case you can simply use lower-case letters a b c etc to differentiate between different works within one given year For example

In-text (Carroll 2007a Carroll 2007b)

Bibliography reference list

Carroll J (2007a) A handbook for deterring plagiarism in higher education Oxford Oxford Centre for Staff and Learning Development Oxford Brookes University

Carroll J (2007b) Do national statistics about plagiarism tell you about your students LINK Newsletter on Academic Integrity The Hospitality Sport and Leisure Subject Centre 18 3-9

What if I cannot locate the name of an author of a source It is important to use quality sources to support your arguments and so you should carefully consider the value of using any source when you cannot identify its author For online sources look carefully for named contributors such as in the lsquoabout usrsquo sections For printed material look carefully at the publication copyright information which is often on the inside cover of a book or back page of a report If you cannot locate the information you could use the name of the organisation for example lsquoOECDrsquo for the author What if I cannot locate the date of a source Knowing when a source was created published or last updated is important as this helps you to determine the currency of the source How current a source is relates for example to being contemporary to an event or containing the latest research findings For online sources look carefully for created and or last updated dates on the page(s) you are using and similarly look carefully for named contributors such as in the lsquoabout usrsquo sections For printed material especially historical sources where the exact date is unclear you could use lsquocircarsquo or lsquocrsquo before the date to indicate the approximate date of publication For example

Jones M (circa 1897) Memories of the diamond jubilee London Back Street Press Should I include web addresses in an in-text citation No If the website has an author cite the source as you would anything else for example (Gillett 2016) If there is no author use the organisation name or the title of the web page Full details of the website will be given in the bibliography reference list Should I use secondary references A secondary reference is given when you are referring to a source which you have not read yourself but have read about in another source for example referring to Jonesrsquo work that you have read about in Smith Avoid using secondary references wherever possible and locate the original source and reference that Only give a secondary reference where this is not possible and you deem it essential to use the material It is important to think carefully about using secondary references as the explanation or interpretation of that source by the author you have read may not be accurate What if I want to use several sources in one in-text citation If for example you are pulling together several sources to support your argument you may want to use several sources in one in-text citation For example

As is widely stated in the literature (Ryan 2016 Davies 2011 Warwick 2007) They should appear in date order the most recent one first



What is the Harvard convention for using capital letters You should only capitalise the first letter of the first word of a book journal article etc The exception is the names of organisations What abbreviations can I use

Examples of the Harvard Style

Book (one author) In-text (Becker 2007)


Becker H S (2007) Writing for social scientists how to start and finish your thesis book or article 2nd ed London The University of Chicago Press

Book (two or three authors) In-text (Peck and Coyle 2005)


Peck J and Coyle M (2005) The studentrsquos guide to writing Basingstoke Palgrave Macmillan

Book (four or more authors) In-text (Moore et al 2010)


Moore S Neville C Murphy M and Connolly C (2010) The ultimate study skills handbook Maidenhead Open University Press

OR

Moore S et al (2010) The ultimate study skills handbook Maidenhead Open University Press

Chapter in an edited book In-text (Dobel 2005)


Dobel J P (2005) Public management as ethics In E Ferlie LE Lynn Jr and C Pollitt (Eds) The Oxford handbook of public management Oxford Oxford University Press pp 156-181

Religious textsIn text (Genesis 143) Note include book chapter and verse You can use abbreviations eg Gen or Ezek

If you are referring to a particular version of a sacred text then reference that in the bibliography and cite that eg (Good News Bible Genesis 143)

Bibliography reference list Good News Bible (2010) New York Harper Collins

Journal article In-text (Selman 2016) Use single inverted commas to refer to a title in the text eg lsquoThe global decline of Intercountry adoptionrsquo


Selman P (2016) The global decline of intercountry adoption what lies ahead Social Policy and Society 11(03) 381-397

Note for multiple authors for journals follow the same rules as for multiple authors for books but use the journal style

Journal article (electronic) In-text (Yuill 2016)


Yuill C (2016) The North Laine a visual essay Sociological Research Online 17(1) [Online] Available at httpwwwsocresonlineorguk1714html [Accessed 12 April 2016]

Newspaper article (with author) In-text (Brady and Dutta 2016)


Brady B and Dutta K (2016) 45000 caught cheating at Britainrsquos universities Independent on Sunday 11 March 2016 pp 4-5

Newspaper article (with no author) In-text (The Guardian 2016)


The Guardian (2016) Editorial French elections Bitter-sweet victory for the left 23 April 2016 p 26

Website with author In-text (Gillett 2016)


Gillett A (2016) Writing a list of references [Online] Understanding English for Academic Purposes Available at httpwwwuefapcom writingwritframhtm [Accessed 12 Oct 2012]

Website with no author In-text (BBC 2011) Bibliography reference list

BBC (2011) Working in nursing and care [Online] Available at httpwwwbbccouk skillswisefactsheetjo09care-e3-f-workingin [Accessed 12 Oct 2016]

ch or chap chapter

ed edition

Ed or Eds editor(s)

et al and others

nd no date

no (issue) number

p page (single)

pp pages (page range)

ser Series

supp supplement

tab Table

vol Volume

Secondary referencing In-text Campell (1976) highlighted (as cited in Becker 2007 p178)



Note Only the source you have actually read is referenced in the bibliography reference list

Bibliography Neville C (2010) The complete guide to referencing and avoiding plagiarism 2nd ed Maidenhead Open University Press

Pears R and Shields G (2010) Cite them right the essential referencing guide 8th ed Basingstoke Palgrave Macmillan



Throughout your apprenticeship you will be engaged in developing and practicing a broad range of skills and behaviours These will need to be demonstrated and evidenced at level 7 for the successful achievement of the award and evidenced at the end point assessment for the apprenticeship

VOCATIONAL ASSESSMENT VIA PORTFOLIO

In the work environment

Observation of performance Watching apprentices perform in their workplace

Examining work products The outcomes or products of a learnerrsquos work activity

Questioning the learner Using a range of questioning techniques either spoken or written

Discussing with the learnerA conversation in which learners describe and reflect on their performance and knowledge in relation to the requirements of the standards

Looking at learner statementsThe learnerrsquos account of what they have been doing in relation to the standards to be achieved

Recognising prior learning (RPL)Assessment of a learnerrsquos existing level of knowledge and skill in relation to the standards

Evidence from others (Witness Statement)

Another personrsquos account of what a learner has done usually to confirm existing knowledge from your own observation

In other environment eg classroomworkshop

Skills tests Formal testing of skills under test conditions

Oral and written questions Using a range of questioning techniques either spoken or written

Projects assignments and case studies

Assessing the outcomes of case studies projects and assignments that a learner has undertaken as part of their vocational learning against specified criteria

Simulation Using a replica of the work environment to assess competence


At masterrsquos degree level you will be expected to select and employ a rage of sophisticated research strategies and methodologies to achieve the expectations of the Standard This will include the systematic acquisition and structured use of evidence and its effective communication to assessors

These are the types of questions you might expect at the end point assessment of your apprenticeship

Tell me about a task that did not go to plan what action you took the results and learning you took from the experience

During your project how have you developed your knowledge to enable you to better shape organisational vision culture and values

Tell me about how you have used horizon scanning to develop and deliver a high- performing strategy

Tell me about a time when you demonstrated flexibility when making a decision or solving a problem

Institute for apprenticeships and Technical Education (2017) Senior Leader Masterrsquos Non-integrated Degree Apprenticeship End Point Assessment Plan

An online portfolio will be assigned to all learners The portfolio currently used by the NCE is OneFile (wwwonefilecouk) The portfolio is an assessment tool where learners upload evidence of their developing skills and behaviours against the Senior Leader standard

The portfolio will be expected to contain evidence of the application of knowledge and demonstration of skills and behaviours relating to the standards throughout the programme Portfolios must also include regular reviews and feedback of line managers as well as feedback of colleagues completing a 360-degree review Employers may assist the apprentice to develop their portfolio to ensure that it is complete and that it covers the totality of the KSBs to be assessed by professional discussion

The knowledge criteria in the standard will be covered in training provided throughout the course and evidence of learning against these criteria will be the learners essays and the dissertation The skills and behaviours criteria of the standard will be mapped against work-based tasks to carryout and evidence as well as the change project Briefs or tasks will be assigned to learners on Onefile and on average 4-5 tasks may be assigned per module In order to evidence competency in the skill or behaviour some tasks may be repeated at different points of the programme Evidence can be in the form of reports minutes witness testimonies performance reviews presentations facilitating meetings mentoring etc The portfolio must have a minimum of one piece of evidence that demonstrates each required KSB of the standard

The practical tasks carried out in work should fall within a learnerrsquos day to day responsibilities and where they do not learners and their line managers are to plan for opportunities for the learner to carry out such tasks For

example a leader may not have responsibility of HR in their school or organisation as this responsibility is designated to another individual or department Therefore the opportunity to meet with the HR lead to learn about legal requirements and compliance may also include carrying out an appraisal or performance management meeting to put their learning into practice As these tasks are carried out at work or during work hours with work colleagues the logging of such evidence in onersquos portfolio will also contribute to meeting off the job time commitments

Learners can also upload evidence of good practice against selected criteria of the standard themselves throughout the course This helps best showcase a learnerrsquos development in their leadership and management skills and attributes collectively in their portfolio The portfolio then forms an important element of the assessment process throughout the course but also when reviewed by the End Point Assessor

A separate user guide is provided to support learners in accessing and logging on their portfolio

A learnersrsquo CPD log should include

- the activity that took place and the date

- what the activity entailed

- what were the learning outcomes

- how has the learning impacted on practice

All evidence contained within the portfolio must relate to that produced by the apprentice A declaration of authenticity should be included



Reflection is a vital aspect of learning and development as experienced learners will inevitably critically consider how preconceptions and assumptions have influenced their practice and how new understanding of knowledge may evolve into developing evidence-based practice

REFLECTION AND THE ONLINE JOURNAL

Learners may choose to reflect on content of training sessions reading and online learning and experiences of work-based activities that have been carried out Notes and reflections can be uploaded to the Onefile Journal online or via the app

While it may not come naturally to all learners reflection can vastly enhance onersquos learning and allow learners to direct their learning journey prioritising their own identified areas of development and interests Learners can choose an approach or style that best suits them but a suggestion of a reflective learning cycle for academic writing and self-reflection is the Reflective Cycle written by Graham Gibbs (1988)

DescriptionWhat happened

AnalysisWhat sense can

you make of the situation

FeelingsWhat were you

thinking and feeling

EvaluationWhat was good and bad about the experience

Action PlanIf it arose again what

would you do

ConclusionWhat else could you have done



The work-based change project is a substantial piece of work to be undertaken towards the end of the Apprenticeship by the Senior Leader The project and written report must bring together elements of learning from different parts of the programme and show evidence of accumulated knowledge and understanding of management and the application of all of the acquired knowledge and understanding within their organisation

CARRYING OUT AND RECORDING OF A CHANGE PROJECT IN YOUR SCHOOL

The project and written report must meet the Apprenticeship Standard and demonstrate the approach taken to the planning and completion of the project Because of the significance of the project the employer and NCE must work together with the apprentice to agree a project that is achievable within the employerrsquos business constraints whilst meeting the needs of the Apprenticeship Standard The project should be conducted as part of the apprenticersquos normal work There will be incidences where the project life-span will continue beyond the Apprenticeship Programme If that is the case then we would expect the dissertation and report to reflect this and to provide a narrative that describes at what stage the project is at what the outputs are at that point and a projection for the outcomes of the project with an estimated time for completion Whatever the subject matter the project report and project must be one that is ldquoliverdquo and relates to the business need in the school where the apprentice is working

Project Design A specification must be devised between all parties of what has to be delivered on completion of the project ndash this must include the anticipated outputs project plans etc The terms of reference must be developed by the apprentice and presented to the NCE in a project proposal for approval The proposal should cover

bull Approach to the problem solution design and implementation the dissertation final report and presentation

bull Apprentices must document their assumptions and highlight the consequences of these assumptions ndash enabling them to demonstrate their understanding of commercial pressures and the application of their thinking and problem-solving skills

bull Agreement to be made between the apprentice employer and NCE on what systems tools and

bull Platforms required (if any) to complete the tasks and how these will be made available

Delivery of the Project The NCE will support the learner and their employer to define the project title and support arrangements required to enable the project to be undertaken

bull The project should be based on an area of interest to the learner but also an area of development for their Trust Learners must be enabled to implement their change project within their role with the aim of assessing their individual impact on colleagues and change through their leadership

bull Suitable time should be set aside by the employer for the apprentice to plan undertake and write up their project This will form part of their working hours and contribute towards their off the job time commitment

bull The apprentice will first work out what is required and present terms of reference and an initial plan for agreement with the employer and Apprenticeship Provider

bull The employer and the NCE will ensure that the apprentice has access to the tools and systems required to complete the tasks within the project

bull The apprentice will provide a signed statement to confirm the project is their own work

bull The project will be set and completed during the final 6 months of the apprenticeship

bull The learnerrsquos line manager will support their employee in implementing and assessing their change project

Context and Literary Review In order to place your leadership skills and behaviours within wider theoretical and professional contexts you will need to conduct an extensive literature review

This review should look at a broad spectrum of both established and current research It should enable you to identify and evidence a critical understanding of the evolution of theory core contemporary theoretical ideas and assess their impact on practice and policy Importantly it should also enable you to critically review research strategies and methodologies in order to contextualize your approach

It should also enable you to identify gaps in knowledge refine your research questions and critically consider how to evidence the knowledge skills and behaviours required by the Standard

Methodology Methodology is the broad range of approaches methods and procedures employed to investigate a set of phenomena

There are three related aspects to the apprenticeship Knowledge Skills and Behaviours (KSB) To evidence the knowledge aspects a research strategy that blends qualitative and quantitative methodologies maybe appropriate

A typical model is illustrated here

The identification of a question or area of practice

Literature Review explore knowledge and understanding of the subject identify gaps in knowledge explore critical frameworks

Review research strategies and methodologies

Review the question or area of practice

Apply Research strategy and application of methodology

The critical analysis evaluation and review of research findings

Structure of discussions and development of arguments

Conclusions

It is interesting to consider the difference between evidencing the acquisition and practice of skills and behaviours and those required to demonstrate the knowledge and understanding of a subject

Positivist experimental objective approaches to research are often employed to explore and examine

a phenomenon by adopting the point of view of an external observer but this approach may not be entirely appropriate or successful when the subject being examined is your engagement with a phenomenon and how you manage and deal with this in your practice

Therefore to evidence the skills and behaviours required within the Standard you may consider employing action research also known as an interpretative methodology The importance of this approach lies in its suitability for work-based educational contexts and particularly its ability to provide rational frameworks around subjective responses with the potential to impact directly on practice and policy

Your engagement in the development and practice of skills and behaviours is likely to involve a dynamic set of experiences open to change and subject to continual modification The methodology required to explore formulate test and validify these attributes and qualities will therefore need to be rigorous flexible and able to respond effectively to ongoing self-reflection within a work-based professional context

By moving the researcherrsquos position from external observer to one that is integrated within the field of enquiry where each element impacts on the others in a changing and developing research environment the evaluation and recording of evidence will need to critically map the skills and behaviours being employed and their adaptation to meet the demands of practice

The evidence collected should provide a deep and valuable range of qualitative findings about the development and employment of skills and behaviours within a specific context



45

Action or Interpretative research is one that

1 Recognises a fluid range of reference points

2 Welcomes a diverse range of perspectives

3 Places the researcher within the research setting influencing it and being influenced by it taking into account a range of factors such as status power gender and culture

4 Relies on partnership between the researcher and other stakeholders that takes into account multiple perspectives

5 Relies on a dialogue between established theoretical positions and the emerging process and findings of the project

6 Internal processes and procedures to establish the validity of the research

7 Ethical practices

It is important to note that in most research environments interpretative research is used in combination with other qualitative quantitative and positivist approaches Therefore a balance is struck between strategies that maintain an objective position to those that adopt more subjective approaches

Research Strategy and Validate The design and execution of your research should endeavor to avoid bias and ensure that conclusions have validity To achieve this action-based research needs to include a careful record of the critical analysis and evaluation of feedback from other participants in the research field It is important to note that within the research an important role is played by those impacted by leadership decisions and actions

The structure timing management and use of the research tools such as questionnaires interviews and written responses also need to be carefully considered For instance the repetition of events allows respondents further time to reflect on their responses questionnaires should be designed to use short closed questions and the piloting of research tools may also be useful to evaluate their effectiveness prior to their deployment All of these and other measures will help to validify the approach and findings of the study

The triangulation of research is also useful and may include the same questions being posed to a variety of stakeholder groups or focus groups that include a mix of different stakeholders in order to gain feedback about how they perceive your skills and behaviours These tools aim to ensure a consistency of approach and promote a lsquocritical dialoguersquo that informs the evaluation analysis and development of your skills and behaviours

Theory and Practice You should be able to critically reflect on the relationship between your skills and behaviours and established bodies of theory and practice Your literature review should enable you to gain an overview of theories in your field and further research should furnish you with more detailed knowledge and understanding of both the evolution and the current application of theory within your discipline

Armed with this you should be able to contextualize the development of your skills and behaviours relating experiences to theory

This engagement in a sophisticated dialogue between practice and theory provides a wider critical contextual awareness that can add depth to the evidence you present for the achievement of skills and behaviours

Indeed it may be interesting to use this analysis and evaluation in conjunction with your interpretative methodology to see where there is an alignment with established theory and practice and where your research challenges conventions and expectations

You should be able to

1 Understand core theoretical ideas about leadership skills and behaviours

2 Identify and critically consider the alignment of your skills and behaviours in relation to core theoretical ideas

3 Confirm of challenge theoretical conventions based on evidence derived from your action research

School employers are also responsible for ongoing support and oversight of learner progress Progress will be reviewed looking at the application of learning in the workplace and the logging of recorded reviews on individual portfolios It is recommended that reviews take place once a half term with line managers The role of the line manager is not to formally sign off any work related to the programme but should rather provide guidance in implementing learning and skills within onersquos school role These will include the change project learners are to complete in line with a school trust improvement plan

Evidence is not prescribed and could include assignments reports practical exercises projects minutes appraisals against performance objectives plans records of observation of performance and professional discussions personal reflective logs and feedback on behaviours via contact with others teamwork - managerrsquos report emails peer review etc Assessments and reviews of progress of learners meetingsrsquo cannot be logged as training on the portfolio If however shadowing coaching or mentoring is facilitated by your line manager this does count as training and learning to be logged in onersquos timesheet

1 Reviews between the Apprentice and Line Manager Regular reviews between an apprentice and an appointed line manager from their school is to take place and records of these retained every 6-8 weeks The appointed line manager is to support you with progressing the through the programme and may not be your current line manager for your position at school These reviews should include the apprenticersquos progress towards activities that contribute towards the apprenticeship and ensure that the apprentice is being given the opportunity to develop knowledge and skills in the workplace In some instances review of progress for learners may involve observations carried out by line managers of assigned tasks with recorded witness testimony and feedback provided

2 Reviews between the Apprentice Line Manager and Learning Experience Manager The date and timings of the review will be agreed in advance by your Learning Experience Manager and it is important that all parties attend

At each review meeting you will bull Review progress against each aim of the standard and qualification

bull Review learning activities that have been undertaken since the last review

bull Review progress in meeting your off the job time commitment

bull Plan support measures or further learning activities that can be undertaken to gain additional knowledge or skills

bull Discuss and agree SMART (specific measurable agreeable realistic and timebound) objectives for the following 8 weeks Review and update your ILP

bull Discuss any areas of concern or barriers to success and how these can be overcome

bull Discuss core learning areas of Equality and Diversity Safeguarding and Health and Safety

Your reviews will be recorded and uploaded to OneFile so you will be able to refer back at any time to the objectives and targets that have been agreed

3 Self-assessment and reflection Throughout the programme your competencies and knowledge will be assessed through a range of methods These may include product evidence and observations witness testimonies questioning and tests projects and assignments reflective accounts and professional discussions Below are factors to take into consideration when assessing your own work as meeting course requirements

Prior to a review you will need to ensure that you have completed your Learner Self-Assessment Review record where you will reflect on developments that you have completed targets you wish to meet in the future your awareness regarding core areas of learning such as Health and Safety Equality and Diversity and Safeguarding

For the duration of the programme all learners will be assigned a Learning Experience Manager They will act as assessors allocated to learners and are responsible for oversight of progress of the apprenticeship tasks through regular review of completion of portfolio tasks

LEARNER PROGRESS AND REVIEWS



Hints and tips to considerObservationReview the standards for the unit(s) to be assessed and remind yourself about the range of specific competencies that you will need to demonstrate Clarify anything that is unclear before the assessment

Witness TestimonyMust be provided by a competent witness such as your manager supervisor or an experienced colleague It will need to refer to specific examples of how you have demonstrated competence against the standards being assessed Should not be a re-working of the standards or a more general statement of competence

Planned Professional Discussion - Review the standards for the unit(s) to be assessed and remind yourself about the range of specific competencies that you will need to demonstrate during the discussion - Make notes on the specific examples of competence that you plan to discuss Be prepared to discuss what you did when you did it how you did it why you made the decisions that you did and the outcome Reflect on your performance what was good what could be improved - Collect any documentary evidence that is available to support the examples of competence that you plan to discuss

Product Evidence - Make sure any product evidence such as completed records forms letters emails are your own work Ensure that any personal information such as names addresses and contact details are not visible - Blank forms should not be presented as evidence as they do not demonstrate that you are competent at completing them - Ask your manager supervisor or a witness to authenticate your evidence to confirm that you produced the evidence on your own on time and to the required standard Any contribution from other people should be clearly indicated on the evidence

Reflective Accounts - Ensure that accounts accurately reflect on specific events that have occurred - Explain what you did how why where and when and what the outcome was- Provide product evidence where this is available to support your account - Ask a witness to authenticate your account to confirm that it is accurate and that the work you refer to meets your employerrsquos requirements and was completed within agreed timescales

Tests - Ensure that you attend all teaching sessions on the agreed dates as this will help develop and refresh your skills - Make sure you are clear on the date time and venue for the test - Prepare a revision plan to make sure you are fully prepared by the date of your test- Complete a mock test to become familiar with the format of the test

Fair Assessment

We are committed to achieving equality of opportunity at each stage of the assessment process We aim to ensure that the assessment requirements and methods used within our qualifications are sufficiently flexible to enable the widest range of learners to fairly and reliably demonstrate competence

We do however need to ensure that the assessment arrangements we allow are fair reliable and do not give learners an unfair advantage either real or perceived Learners may have particular assessment requirements for a number of reasons including bull being unable to complete standard practical and written tasks through temporary or permanent disabilitybull being unable to complete standard written tasks through temporary or permanent disability learning needsbull being unavailable through illness or injury to attend scheduled practical assessmentsbull being unable to effectively demonstrate practical assessments through illness or injury

Apprenticeship normally require both demonstration of practical skills and some written work Some courses require learners to complete multiple-choice tests or written exam papers If learners believe that there are reasons why they might find it difficult to show competence through the methods proposed they should discuss what alternatives might be available with their Learning Experience Manager

Reasonable adjustments to accommodate particular assessment requirements must be approved prior to the assessment taking place Requests should be submitted in strictest confidence to the Learning Experience Manager who will ensure this request remains confidential Further information is available in Reasonable Adjustment and Spe-cial Requirements Policy Learners have the right to appeal any decision not to accommodate the proposed adjust-ment The Appeals Procedure should be followed to appeal any decision made in relation to a request

47



49

GATEWAY TO END-POINT ASSESSMENT

Once the programme requirements have been completed an assessment gateway is instigated In order to instigate the gateway assessment learners are required to have

bull successfully completed their Masterrsquos Degree in Management

bull achieved English and Maths GCSErsquos at level 2 or higher (if not already held)

bull completed their work-based project

bull collected a portfolio of evidence against the standards

The Gateway will be a readiness review for the End Point Assessment (EPA) and will include learnersrsquo completion report and presentation of their Change Project to the NCE and their line manager In line with the EPA assessment criteria this will be followed by a professional discussion regarding the presentation and an apprenticersquos portfolio of evidence against the standard

End-Point Assessment End point assessment should only start once the employer is satisfied that the gateway requirements for EPA have been met and that the apprentice is consistently working at or above the level set out in the standard The end-point assessment is carried out by a approved Independent Apprentice Assessment Organisation They will carryout an overall synoptic assessment that covers the whole Standard The appointed EPA for this apprenticeship is the Chartered Management Institute (CMI)

The EPA consists of two distinct assessment methods that are equally weighted at 50

bull a Project Showcase based on the work-based project including report presentation and questioning

bull a Professional Discussion based on review of the portfolio

The assessment methods will collectively assess the KSBs required of a Senior Leader as set out in the apprenticeship standard It is anticipated that apprentices will undertake both assessment methods on the same day however this is not a requirement allowing Apprenticeship Assessment Organisations (AAO) flexibility and efficiency in scheduling

The Project Showcase The project showcase focuses on apprentices presenting the approach findings recommendations and lessons learned from their work-based Change project It includes a report presentation and questioning

It must cover

bull What the apprentice set out to achieve their approach to the work and how they dealt with any issues

bull The key outcomes of the work-based project

bull Recommendations and lessons learned from the work- based project

Apprentices must complete and submit a report based on their work-based project to their EPA The report will be a summary of the learnerrsquos research project and dissertation Apprentices must present their report to their independent assessor This will be followed by questions from the independent assessor relating to the work-based project focussing on KSBs and the associated assessment method that have not been demonstrated via the report or presentation The evidence from the report presentation and answers to questions will be holistically assessed against the KSBs

Requirements

bull The report must be submitted to the apprenticersquos EPA within one month of the EPA gateway


bull Apprentices must receive appropriate notice of their presentationquestioning time - a minimum of 7 daysrsquo notice must be given


bull Apprentices may use PowerPoint and presentation aids eg handouts as they see fit technical requirements must be agreed with the AAO in advance

bull Questioning must be 25-30 minutes duration

bull Questioning must consist of open questions with follow up questions allowed for clarification AAOs must provide sample questions however it is not feasible to pre-determine questions they will depend upon

i) the nature of the work upon which the presentation is based

ii) what is said in the presentation

iii) what the independent assessor decides needs to be clarified

Example questions that might be used



Tell me about how you have used horizon scanning to develop and deliver a high-performing strategy


The presentation and questioning must be face-to-face with the independent assessor except in exceptional circumstances where it may be via live media for example where apprentice is working abroad or based on a restricted site

The presentation and questioning must take place in a suitably controlled environment ie quiet space free from distraction This may be at employersrsquo premises or other suitable venues

The presentation and questioning must be recorded by the independent assessor (using written audio or video recording) a copy of the report and any presentation material must be retained for quality assurance purposes

The Professional Discussion The Professional Discussion takes place between the apprentice and their independent assessor The independent assessor must prepare areas for discussion following the review of the apprenticersquos portfolio and based on the KSBs to be assessed by this assessment method

The professional discussion will

bull Clarify any questions the independent assessor has from their review of the portfolio of evidence

bull Explore aspects of the work including how it was carried out in more detail

bull Require the apprentice to draw on their evidence to demonstrate the KSBs

Requirements

bull Apprentice must receive appropriate notice of their professional discussion time - a minimum of 7 daysrsquo notice must be given

bull Independent assessors must structure a series of topic

areas for discussion based on the areas of the standard to be tested as set out in Annex 2

bull The professional discussion must last for 50ndash60 minutes

bull The professional discussion must be face-to-face with the independent assessor or in exceptional circumstances via live media for example where apprentice is working abroad or based on a restricted site

bull The professional discussion must take place in a suitably controlled environment ie quiet space free from distraction This may be at employersrsquo premises or other suitable venues

bull The professional discussion must be recorded by the independent assessor (using audio or video recording)

End Point Assessment Grading Independent assessors will assess and grade each assessment method separately and combine the results to determine the end point assessmentapprenticeship grade

Each assessment method will be graded fail pass merit or distinction using set assessment criteria The merit criteria builds on the pass criteria with distinction criteria building on the pass and merit criteria

To achieve a pass apprentices must gain a pass or higher in both assessment methods A pass represents full competence against the apprenticeship standard

To achieve a merit apprentices must achieve a merit or higher in each assessment method

To achieve a distinction apprentices must achieve a distinction in both assessment methods

Independent assessorsrsquo decisions will be subject to moderation ndash see internal quality assurance section Results must not be confirmed until after moderation

Re-sitsRe-takes Apprentices who fail one or more of the end-point assessment methods can re-sitre-take A re-sit does not require further learning whereas a re-take does It is recommended but not required that apprentices wait for one month before re-taking to allow the development of the KSBs that were found to be lacking at the end point assessment Any resits or retakes are taken at the expense of the learner



Chartered Management Institute successful apprentices will be eligible for Chartered Fellow or Chartered Manager member status depending on years of management experience

Institute of Leadership amp Management successful apprentices will be eligible for membership or fellowship subject to requisite management experience

PROFESSIONAL BODY RECOGNITION


THIS MODULE WILL

bull develop Learnersrsquo understanding of self-awareness and emotional intelligence critically evaluate how both concepts impact upon people and performance within organisations from a lens of leading people

bull develop Learnersrsquo understanding of teams and specifically how teams should be led to build engagement and develop high performance agile and collaborative cultures

bull develop Learnersrsquo understanding of the relationship between people and performance and specifically the role that school structures play in supporting this relationship

MODULE 1 LEARNING TO LEAD

51



Reading

I Barber Michael Mourshed Mona How the worldrsquos best-performing school systems come out on top Mckinsey Quarterly 2007

II Bothello Joel Roulet Thomas The Imposter Syndrome or the Mis-Representation of Self in Academic Life Journal of Management Studies 2019

III Gladwell Malcolm The Tipping Point How Little Things Can Make a Big Difference Little Brown 2000

IV Goleman Daniel Richard E Boyatzis and Annie McKee Primal Leadership Learning to Lead With Emotional Intelligence Harvard Business School Press 2004

V Heffernan Mary Self‐compassion and emotional intelligence in nurses International Journal of Nursing Practice 2010

VI Hewlett Sylvia Ann Want to Be a Better Manager Get a Proteacutegeacute Harvard Business Review 2019

VII Mills Ian Ridley Mark Laker Ben Chapman Tim The Salespersonrsquos Secret Code LID Publishing 2017

VIII Seppaumllauml Emma Bradley Christina Handling Negative Emotions in a Way thatrsquos Good for Your Team Harvard Business Review 2019

IX Viana Vargas Ricardo Strategy at work Project Management Institute 2017

53

Know and understand

1 Strategy - Understand organisational structure

2 Leadership and development of people- Knowledge of organisationalteam dynamics and how to build engagement and develop high performance agile and collaborative cult

3 Knowledge of systems thinking knowledgedata management and programme management

4 Understands working with board and company structures

5 Understands organisational structures business modelling diversity global perspectives governance and accountability the external environment social technological and policy implications

Be able to

1 Assess the impact of your own leadership behaviour

2 Review the efficacy of leadership behaviours in your teams

3 Apply strategic methods to motivate and support your teams

4 Coach or mentor others as a support for their leadership

5 Use empowerment and delegation strategies effectively

6 Lead and influence people building constructive working relationships across teams using matrix management where required

Assessment criteria

The learner can present evidence of

- Presenting a case for change in own organisation

- Project-manage change in own organisation

- The learner can assess their own performance in supporting development of new enterprise and opportunities

- Design and implement matrix management demonstrating setting of goals and accountabilities for teams and individuals to develop relationships

- Managing conflict at a strategic level

Assessment Criteria and Learning Outcomes to be achieved against the Standard



MODULE 2 STRATEGIC LEADERSHIP

THIS MODULE WILL

bull develop Learnersrsquo understanding of strategy and specifically how strategy is used to shape the vision culture and values of schoolsrsquo

bull develop Learnersrsquo understanding of how leaders use data and trend analysis to inform strategy creation and culture formulation

bull develop Learnersrsquo understanding of competitive strategies and entrepreneurialism used by leaders within the education sector and to study a range of effective decision-making approaches




Reading

I Bradley Chris Hirt Martin Smit Sven Strategy to beat the odds Mckinsey Quarterly 2018

II Bungay Stephen 5 Myths About Strategy Harvard Business Review 2019

III Eacott Scott Strategy in educational leadership in search of unity Journal of Educational Administration 2008

IV Hill Alex Mellon Liz Laker Ben Goddard Jules The one type of leader who can turn around a failing school Harvard Business Review 2016

V Laker Ben Roulet Thomas How companies can adapt during times of political uncertainty Harvard Business Review 2019

VI Odhiambo George Hii Amy Key Stakeholdersrsquo Perceptions of Effective School Leadership Educational Management Administration amp Leadership 2012

VII Rose Wade Cray David Public‐sector strategy formulation Canadian Public Administration 2010

VIII Siebel Thomas Why digital transformation is now on the CEOrsquos shoulders Mckinsey Quarterly 2017

IX Viana Vargas Ricardo The Chief Strategy Officer Playbook The Project Management Institute 2018

THIS MODULE WILL

bull develop Learnersrsquo understanding of governance and legal requirements in relation to leading a school

bull develop Learnersrsquo understanding of strategic finance modelling and identifying trends application of economic theory to decision-making and how to deliver school based financial and nonfinancial to an executive level (such as governing body)

bull develop Learnersrsquo understanding of strategic workforce planning talent management learning organisations workforce design succession planning diversity and inclusion through the lens of leading schools

MODULE 3 OPERATIONS MANAGEMENT

57

Know and understand

1 Know how to shape organisational vision culture and values

2 Knowledge of ethics and values-based leadership regulatory environments legal HampS and well-being and compliance requirements corporate social responsibility risk management environmental impact and cyber security

Be able to


2 Ensure workforce skills are utilised balancing people and technical skills and encouraging continual development

3 Use personal presence and ldquostorytellingrdquo to articulate and translate vision into operational strategies demonstrating clarity in thinking and using inspirational communication

4 Use horizon scanning amp conceptualisation to deliver high performance strategies focusing on growth sustainable outcomes

5 Challenge strategies and operations in terms of ethics responsibility sustainability resource allocation and business continuityrisk management

6 Set a clear agenda and gains support from key stakeholders

7 Apply of principles relating to Corporate Social Responsibility Governance Regulatory compliance

8 Create an inclusive culture encouraging diversity and difference

9 Give and receive feedback at all levels building confidence and developing trust and enables people to take risks with 360 feedback

Assessment criteria


- The use of horizon scanning techniques investigate opportunities to develop a business proposal

- Demonstration of the use of research techniques to generate data and information of strategic value

- Examine own organisationrsquos strategies and operations critique the extent to which good practice in ethics responsibility and sustainability are achieved

- Appraise own organisationrsquos implementation of principles of corporate social responsibility governance and regulatory compliance



Reading

I Doerr John Measure What Matters OKRs Portfolio Penguin 2018

II Hill Alex Cuthbertson Richard Brown Steve and Laker Ben Service fitness ladders improving business performance in low cost or differentiated markets International Journal of Operations amp Production Management 2017

III Hill Alex Mellon Liz Laker Ben Goddard Jules How the best school leaders create enduring change Harvard Business Review 2017

IV Laker Ben Roulet Thomas Will the 4-day workweek take hold in Europe Harvard Business Review 2019

V McConnell Megan Schaninger Bill Are we longmdashor shortmdashon talent Mckinsey Quarterly 2019

VI McWilliam Erica Educating the creative workforce New directions for twenty first century schooling British Educational Research Journal 2013

VII Trehan Rita Unleashing Capacity The Hidden Human Resources LID Publishing 2019

VIII Ullrich Laura Differing Responses to School Finance Reform The Haves Versus the Have‐Nots Poverty amp Public Policy 2017

IX Viana Vargas Ricardo The Transformation Playbook Project Management Institute 2019

59

Know and understand

1 Knowledge of ethics and values-based leadership regulatory environments legal HampS and well-being and compliance requirements corporate social responsibility

2 Understands financial strategies including scenarios modelling and identifying trends application of economic theory to decision-making and how to evaluate financial and nonfinancial information

3 Understands financial governance and legal requirements and procurement strategies

4 Understands new market strategies changing customer demands and trend analysis (strategy)

5 Understands innovation the impact of disruptive technologies how to drive change and new ways of working across infrastructure processes people and culture and sustainability

Be able to

1 Able to challenge strategies and operations in terms of ethics responsibility sustainability resource allocation and business continuityrisk management

2 Manage partnerships people and resources effectively and measures outcomes

3 Oversee financial strategiesmanagement results and setting organisational budgets and challenges financial assumptions underpinning strategies Is accountable for decisions based on relevant information eg KPIsscorecard

4 Use financial data to allocate resources

5 Is accountable for decisions based on relevant information eg Key Performance Indicators scorecard

6 Oversee procurement supply chain management and contracts


Assessment criteria




- Demonstrate oversight of own organisationrsquos financial strategies and oversee the development and setting of organisational budgets

- Critically evaluate financial assumptions that underpin strategies within own organisation

- Demonstrate accountability for decisions based on relevant information eg Key Performance Indicatorsscorecard

- Demonstrate the use of financial data to allocate resources within own organisation

- Demonstrate oversight of own organisationrsquos procurement and supply chain management and contracts



MODULE 4 INNOVATION AND CHANGE

THIS MODULE WILL

bull develop Learnersrsquo understanding of innovation and change and specifically how to drive change and new ways of working across school infrastructure processes people and culture and sustainability bull develop Learnersrsquo understanding of the external political environment and specifically how to use diplomacy with diverse groups of internal amp external stakeholders to support brand and reputation management bull develop Learnersrsquo understanding of global perspectives the external environment social technological and policy implications upon brand and reputation management




Reading

I Cable Dan Vermeulen Freek Making work meaningful A leaderrsquos guide Mckinsey Quarterly 2018

II Catlin Tanguy LaBerge Laura Varney Shannon Digital strategy The four fights you have to win Mckinsey Quarterly 2018

III Francis Becky Schools as damaging organisations Instigating a dialogue concerning alternative models of schooling Pedagogy Culture and Society 2012

IV Mills Ian Ridley Mark Laker Ben Pacifico Adam The Leaderrsquos Secret Code LID Publishing 2019

V Moser Bryan Characterizing the Gap Between Strategy and Implementation The Project Management Institute 2019

VI Nonaka Ikujiro Innovation at Work Thinkers50 2018

VII Pedaste Margus Schoolsrsquo Opinions about Implementing the Model of Innovation Schools Procedia - Social and Behavioral Sciences 2015

VIII Revzin Sergei Revzin Vadim How to Encourage Entrepreneurial Thinking on Your Team Harvard Business Review 2018

IX Sitthisomjin Junrat The effects of innovation management on school performance of secondary schools in Thailand Kasetsart Journal of Social Sciences 2018

THIS MODULE WILL PROVIDE LEARNERS AN OPPORTUNITY TO

bull design and undertake an original project in an area that is of interest to them ndash projects will be self-selected by Learners must be practical in their orientation illuminate complex managerial problems and deliver recommendationsinterventions that will aid organizational decision making andor management practice

bull acquire and develop considerable specialised knowledge

bull refine the analytical skills needed to evaluate test the efficacy of and apply academic theory to real management issues

bull develop written communication skills ndash eg the ability to produce high-quality written reports

MODULE 5 RESEARCH METHODS AND CHANGE PROJECT

63

Know and understand

1 Understand macro level and inter-organisational influencing and negotiation strategies

2 Knowledge of the external political environment and use of diplomacy with diverse groups of internal amp external stakeholders

3 Knowledge of brand and reputation management

4 Understand organisational structures business modelling diversity global perspectives governance and accountability the external environment social technological and policy implications

Be able to


2 Drive a culture of resilience and supports development of new enterprise and opportunities

3 Act where needed as a Sponsor championing projects and transformation of services across organisational boundaries

4 Manage complexity and ambiguity

5 Lead beyond area of controlauthority and able to influence negotiate and use advocacy skills to build reputation and effective collaborations

6 Manage complex relationships across multiple and diverse stakeholders

Assessment criteria



- Judge practices of resource allocation business continuity and risk management within own organisationrsquos strategies and operations

- Manage conflict at a strategic level Appraise how outcomes are measured in the management of partnerships people and resources in own organisation Demonstrate own role as Sponsor championing projects and transformation of services across organisational boundaries

- Appraise own ability to lead beyond area of controlauthority

- Demonstrate the ability to influence negotiate and use advocacy skills to build reputation of own organisation and establish effective collaborations

- Demonstrate own ability to manage complex relationships across multiple and diverse stakeholders

- Demonstrate own ability to build trust and rapport with the ability to positively challenge others


- Demonstrate the ability to influence negotiate and use advocacy skills to build relationships



Reading

I Allen Rebecca The teacher labour market teacher turnover and disadvantaged schools new evidence for England Education Economics 2018

II Briggs Ann Coleman Marianne Research Methods in Educational Leadership and Management Sage

2012

III Cohen Louis Manion Lawrence Research Methods in Education Routledge 2017

IV Du Plessis Anna Elizabeth Barriers to effective management of diversity in classroom contexts The out-of-field teaching phenomenon International Journal of Educational Research 2019

V Finn Kirsty Multiple relational and emotional mobilities Understanding student mobilities in higher education as more than lsquostaying localrsquo and lsquogoing awayrsquo British Educational Research Journal 2017

VI Hill Alex Mellon Liz Laker Ben Goddard Jules How to turn around a failing school Harvard Business Review 2017

VII Leckie George Goldstein Harvey The evolution of school league tables in England 1992ndash2016 lsquoContextual value‐addedrsquo lsquoexpected progressrsquo and lsquoprogress 8rsquo British Educational Research Journal 2017

VIII Rhodes Jeremy How to undertake a research project and write a scientific paper Annals of the Royal College of Surgeons of England 2012

IX Woodcock Stuart Woolfson Lisa Marks Are leaders leading the way with inclusion Teachersrsquo perceptions of systemic support and barriers towards inclusion International Journal of Educational Research 2019

HAVE A QUERY

Leadership Matters Jamie Ganley JamieGanleyleadershipmattersorguk

Significant operational issues about your programme

Lisa Robson LisaRobsonnationaleducationcollege

Administrative queries regarding residential or training days


Requests for withdrawals or breaks in learning Lisa Robson LisaRobsonnationaleducationcollege

Safeguarding concern Matthew Smith MatthewSmithnationaleducationcollege

Appeals praise feedback or complaints Rebecca Gurley RebeccaGurleynationaleducationcollege

Quality of teaching learning and assessment Rebecca Gurley RebeccaGurleynationaleducationcollege

CMI Management Direct Zoe Reynolds MISnationaleducationcollege

OneFile Zoe Reynolds MISnationaleducationcollege

Day to day queries regarding your programmeYour Learning Experience Manager

MoodleYour Learning Experience Manager

Queries from employers regarding the programme or individual learners

Your Learning Experience Manager

Queries from employers regarding new learners wishing to start programme


Requests for extensions or deferrals on assignments

Zoe Reynolds MISnationaleducationcollege

The Change Project is a work-based project which will bring together elements of their learning from different parts of the programme and show their accumulated knowledge and understanding of management and its application in their organisation The topiccoverage of the work-based project will be agreed between the employer and apprentice and must be of benefit to the business Work-based projects must enable the application of KSBs to be assessed by the project showcase

The employer must agree with the apprentice a work-based project that is achievable within the employerrsquos business constraints whilst meeting the needs of the EPA

The work-based project should be conducted as part of the apprenticersquos normal work The employer should make allowance in terms of time and resource for the work-based project to be undertaken

The module provides Learners with a structured programme designed to guide them towards the completion of a high-quality Change project Learners are supported in this process through

A programme of webinars (5x1 hour sessions)

Seminar 1 ndash Undertaking a Change project (key deliverables time management and working with supervisors)

Seminar 2 ndash Writing project proposals lsquoMaster Classrsquo

Seminar 3 ndash Writing a Change project ndash Part 1 (Writing project introductions literature reviews results and discussions)


Seminar 5 ndash Project lsquofinishing schoolrsquo (Project presentation report preparation formatting and submission)

The focus of this pedagogical contact will be on directing and supporting Learnersrsquo independent self-study guiding supporting and informing the design performance and writing up of student

0208 221 9081wwwnationaleducationcollege

4 Cam Road London E15 2SN



What is an Apprenticeship 4

The Senior Leader apprenticeship with a Masterrsquos Degree in in Schools Based Leadership and Management 4

Initial Assessment 5

Stakeholder Responsibilities 6NCE Responsibilities 6Employer Responsibility 6 Learner Responsibility and Code of Conduct 6

The Senior Leader Programme 9

Training DaysResidentials 10Training Dates and Deadlines 10

Duration 11

Learning Outcomes and Assessment Criteria 12Knowledge amp Skills 12Behaviours 14

Academic Assessment 15

The Assessment Framework for the Masterrsquos Qualification 18 Grading Descriptors 18

Submission of Assignments 21

Academic Writing at Level 7 22

Writing Critically 28

Academic Referencing 34

Vocational Assessment via Portfolio 38

Reflection and the Online Journal 40

Carrying out and recording of a Change Project in your school 42

Learners Progress and Reviews 45 Hints and tips to consider 46 Fair assessment 47

Gateway to End-Point Assessment 48

Professional Body Recognition 50

Module 1 Learning to Lead 51

Module 2 Strategic Leadership 54

Module 3 Operations Mangement 57

Module 4 Innovation and Change 60

Module 5 Research Methods and Change Project 63

Have a query 65


CONTENTS



















C Functional Skills








































Health and Safety


7

















9






















Work Based Learning




















DURATION










Strategy Knowledge




Skills





Knowledge



Skills








Skills




Finance Knowledge



Skills






Knowledge



Skills




Knowledge





Skills










Behaviours















ACADEMIC ASSESSMENT










Generic Outcomes




Assingment 1



2 Engagement



Assignment 2






Assignment 3


1 Governance




Assignment 4




Dissertation










Generic Outcomes







Requirements







19









Grading Descriptors





























































21









An essay























Example three

















Example five



Example six





21 Culture and text

22 Types of Writing

21 Culture and text


Essay

General statements

Definition(s)

Thesis statement


Body of essay

A) Topic sentence

1) Support

2) Support

B) Topic sentence

1) Support

2) Support

C) Topic Sentence

1) Support

2) Support

Example four





Thesis statement





Example seven

Example eight











Example nine

Example ten











Topic


Development


(150 words)

Topic



Development


(150 words)

Example eleven

Example twelve











WRITING CRITICALLY


Example one



Example two






Example three



Example four



Example five





Example six


















































That chair is brown




































Example six









































OR


























ch or chap chapter

ed edition

Ed or Eds editor(s)

et al and others

nd no date

no (issue) number

p page (single)


ser Series

supp supplement

tab Table

vol Volume




























































would you do

































Conclusions










45








7 Ethical practices





































Fair Assessment





47



49














It must cover





Requirements
























Requirements





















THIS MODULE WILL





51



Reading










53

Know and understand






Be able to







Assessment criteria











THIS MODULE WILL







Reading










THIS MODULE WILL





57

Know and understand



Be able to










Assessment criteria








Reading










59

Know and understand






Be able to








Assessment criteria












THIS MODULE WILL





Reading
















63

Know and understand





Be able to







Assessment criteria













Reading



2012








HAVE A QUERY



















































C Functional Skills








































Health and Safety


7

















9






















Work Based Learning




















DURATION










Strategy Knowledge




Skills





Knowledge



Skills








Skills




Finance Knowledge



Skills






Knowledge



Skills




Knowledge





Skills










Behaviours















ACADEMIC ASSESSMENT










Generic Outcomes




Assingment 1



2 Engagement



Assignment 2






Assignment 3


1 Governance




Assignment 4




Dissertation










Generic Outcomes







Requirements







19









Grading Descriptors





























































21









An essay























Example three

















Example five



Example six





21 Culture and text

22 Types of Writing

21 Culture and text


Essay

General statements

Definition(s)

Thesis statement


Body of essay

A) Topic sentence

1) Support

2) Support

B) Topic sentence

1) Support

2) Support

C) Topic Sentence

1) Support

2) Support

Example four





Thesis statement





Example seven

Example eight











Example nine

Example ten











Topic


Development


(150 words)

Topic



Development


(150 words)

Example eleven

Example twelve











WRITING CRITICALLY


Example one



Example two






Example three



Example four



Example five





Example six


















































That chair is brown




































Example six









































OR


























ch or chap chapter

ed edition

Ed or Eds editor(s)

et al and others

nd no date

no (issue) number

p page (single)


ser Series

supp supplement

tab Table

vol Volume




























































would you do

































Conclusions










45








7 Ethical practices





































Fair Assessment





47



49














It must cover





Requirements
























Requirements





















THIS MODULE WILL





51



Reading










53

Know and understand






Be able to







Assessment criteria











THIS MODULE WILL







Reading










THIS MODULE WILL





57

Know and understand



Be able to










Assessment criteria








Reading










59

Know and understand






Be able to








Assessment criteria












THIS MODULE WILL





Reading
















63

Know and understand





Be able to







Assessment criteria













Reading



2012








HAVE A QUERY


































































Health and Safety


7

















9






















Work Based Learning




















DURATION










Strategy Knowledge




Skills





Knowledge



Skills








Skills




Finance Knowledge



Skills






Knowledge



Skills




Knowledge





Skills










Behaviours















ACADEMIC ASSESSMENT










Generic Outcomes




Assingment 1



2 Engagement



Assignment 2






Assignment 3


1 Governance




Assignment 4




Dissertation










Generic Outcomes







Requirements







19









Grading Descriptors





























































21









An essay























Example three

















Example five



Example six





21 Culture and text

22 Types of Writing

21 Culture and text


Essay

General statements

Definition(s)

Thesis statement


Body of essay

A) Topic sentence

1) Support

2) Support

B) Topic sentence

1) Support

2) Support

C) Topic Sentence

1) Support

2) Support

Example four





Thesis statement





Example seven

Example eight











Example nine

Example ten











Topic


Development


(150 words)

Topic



Development


(150 words)

Example eleven

Example twelve











WRITING CRITICALLY


Example one



Example two






Example three



Example four



Example five





Example six


















































That chair is brown




































Example six









































OR


























ch or chap chapter

ed edition

Ed or Eds editor(s)

et al and others

nd no date

no (issue) number

p page (single)


ser Series

supp supplement

tab Table

vol Volume




























































would you do

































Conclusions










45








7 Ethical practices





































Fair Assessment





47



49














It must cover





Requirements
























Requirements





















THIS MODULE WILL





51



Reading










53

Know and understand






Be able to







Assessment criteria











THIS MODULE WILL







Reading










THIS MODULE WILL





57

Know and understand



Be able to










Assessment criteria








Reading










59

Know and understand






Be able to








Assessment criteria












THIS MODULE WILL





Reading
















63

Know and understand





Be able to







Assessment criteria













Reading



2012








HAVE A QUERY
















































9






















Work Based Learning




















DURATION










Strategy Knowledge




Skills





Knowledge



Skills








Skills




Finance Knowledge



Skills






Knowledge



Skills




Knowledge





Skills










Behaviours















ACADEMIC ASSESSMENT










Generic Outcomes




Assingment 1



2 Engagement



Assignment 2






Assignment 3


1 Governance




Assignment 4




Dissertation










Generic Outcomes







Requirements







19









Grading Descriptors





























































21









An essay























Example three

















Example five



Example six





21 Culture and text

22 Types of Writing

21 Culture and text


Essay

General statements

Definition(s)

Thesis statement


Body of essay

A) Topic sentence

1) Support

2) Support

B) Topic sentence

1) Support

2) Support

C) Topic Sentence

1) Support

2) Support

Example four





Thesis statement





Example seven

Example eight











Example nine

Example ten











Topic


Development


(150 words)

Topic



Development


(150 words)

Example eleven

Example twelve











WRITING CRITICALLY


Example one



Example two






Example three



Example four



Example five





Example six


















































That chair is brown




































Example six









































OR


























ch or chap chapter

ed edition

Ed or Eds editor(s)

et al and others

nd no date

no (issue) number

p page (single)


ser Series

supp supplement

tab Table

vol Volume




























































would you do

































Conclusions










45








7 Ethical practices





































Fair Assessment





47



49














It must cover





Requirements
























Requirements





















THIS MODULE WILL





51



Reading










53

Know and understand






Be able to







Assessment criteria











THIS MODULE WILL







Reading










THIS MODULE WILL





57

Know and understand



Be able to










Assessment criteria








Reading










59

Know and understand






Be able to








Assessment criteria












THIS MODULE WILL





Reading
















63

Know and understand





Be able to







Assessment criteria













Reading



2012








HAVE A QUERY






















































Work Based Learning




















DURATION










Strategy Knowledge




Skills





Knowledge



Skills








Skills




Finance Knowledge



Skills






Knowledge



Skills




Knowledge





Skills










Behaviours















ACADEMIC ASSESSMENT










Generic Outcomes




Assingment 1



2 Engagement



Assignment 2






Assignment 3


1 Governance




Assignment 4




Dissertation










Generic Outcomes







Requirements







19









Grading Descriptors





























































21









An essay























Example three

















Example five



Example six





21 Culture and text

22 Types of Writing

21 Culture and text


Essay

General statements

Definition(s)

Thesis statement


Body of essay

A) Topic sentence

1) Support

2) Support

B) Topic sentence

1) Support

2) Support

C) Topic Sentence

1) Support

2) Support

Example four





Thesis statement





Example seven

Example eight











Example nine

Example ten











Topic


Development


(150 words)

Topic



Development


(150 words)

Example eleven

Example twelve











WRITING CRITICALLY


Example one



Example two






Example three



Example four



Example five





Example six


















































That chair is brown




































Example six









































OR


























ch or chap chapter

ed edition

Ed or Eds editor(s)

et al and others

nd no date

no (issue) number

p page (single)


ser Series

supp supplement

tab Table

vol Volume




























































would you do

































Conclusions










45








7 Ethical practices





































Fair Assessment





47



49














It must cover





Requirements
























Requirements





















THIS MODULE WILL





51



Reading










53

Know and understand






Be able to







Assessment criteria











THIS MODULE WILL







Reading










THIS MODULE WILL





57

Know and understand



Be able to










Assessment criteria








Reading










59

Know and understand






Be able to








Assessment criteria












THIS MODULE WILL





Reading
















63

Know and understand





Be able to







Assessment criteria













Reading



2012








HAVE A QUERY










































Strategy Knowledge




Skills





Knowledge



Skills








Skills




Finance Knowledge



Skills






Knowledge



Skills




Knowledge





Skills










Behaviours















ACADEMIC ASSESSMENT










Generic Outcomes




Assingment 1



2 Engagement



Assignment 2






Assignment 3


1 Governance




Assignment 4




Dissertation










Generic Outcomes







Requirements







19









Grading Descriptors





























































21









An essay























Example three

















Example five



Example six





21 Culture and text

22 Types of Writing

21 Culture and text


Essay

General statements

Definition(s)

Thesis statement


Body of essay

A) Topic sentence

1) Support

2) Support

B) Topic sentence

1) Support

2) Support

C) Topic Sentence

1) Support

2) Support

Example four





Thesis statement





Example seven

Example eight











Example nine

Example ten











Topic


Development


(150 words)

Topic



Development


(150 words)

Example eleven

Example twelve











WRITING CRITICALLY


Example one



Example two






Example three



Example four



Example five





Example six


















































That chair is brown




































Example six









































OR


























ch or chap chapter

ed edition

Ed or Eds editor(s)

et al and others

nd no date

no (issue) number

p page (single)


ser Series

supp supplement

tab Table

vol Volume




























































would you do

































Conclusions










45








7 Ethical practices





































Fair Assessment





47



49














It must cover





Requirements
























Requirements





















THIS MODULE WILL





51



Reading










53

Know and understand






Be able to







Assessment criteria











THIS MODULE WILL







Reading










THIS MODULE WILL





57

Know and understand



Be able to










Assessment criteria








Reading










59

Know and understand






Be able to








Assessment criteria












THIS MODULE WILL





Reading
















63

Know and understand





Be able to







Assessment criteria













Reading



2012








HAVE A QUERY



































Behaviours















ACADEMIC ASSESSMENT










Generic Outcomes




Assingment 1



2 Engagement



Assignment 2






Assignment 3


1 Governance




Assignment 4




Dissertation










Generic Outcomes







Requirements







19









Grading Descriptors





























































21









An essay























Example three

















Example five



Example six





21 Culture and text

22 Types of Writing

21 Culture and text


Essay

General statements

Definition(s)

Thesis statement


Body of essay

A) Topic sentence

1) Support

2) Support

B) Topic sentence

1) Support

2) Support

C) Topic Sentence

1) Support

2) Support

Example four





Thesis statement





Example seven

Example eight











Example nine

Example ten











Topic


Development


(150 words)

Topic



Development


(150 words)

Example eleven

Example twelve











WRITING CRITICALLY


Example one



Example two






Example three



Example four



Example five





Example six


















































That chair is brown




































Example six









































OR


























ch or chap chapter

ed edition

Ed or Eds editor(s)

et al and others

nd no date

no (issue) number

p page (single)


ser Series

supp supplement

tab Table

vol Volume




























































would you do

































Conclusions










45








7 Ethical practices





































Fair Assessment





47



49














It must cover





Requirements
























Requirements





















THIS MODULE WILL





51



Reading










53

Know and understand






Be able to







Assessment criteria











THIS MODULE WILL







Reading










THIS MODULE WILL





57

Know and understand



Be able to










Assessment criteria








Reading










59

Know and understand






Be able to








Assessment criteria












THIS MODULE WILL





Reading
















63

Know and understand





Be able to







Assessment criteria













Reading



2012








HAVE A QUERY



































Assingment 1



2 Engagement



Assignment 2






Assignment 3


1 Governance




Assignment 4




Dissertation










Generic Outcomes







Requirements







19









Grading Descriptors





























































21









An essay























Example three

















Example five



Example six





21 Culture and text

22 Types of Writing

21 Culture and text


Essay

General statements

Definition(s)

Thesis statement


Body of essay

A) Topic sentence

1) Support

2) Support

B) Topic sentence

1) Support

2) Support

C) Topic Sentence

1) Support

2) Support

Example four





Thesis statement





Example seven

Example eight











Example nine

Example ten











Topic


Development


(150 words)

Topic



Development


(150 words)

Example eleven

Example twelve











WRITING CRITICALLY


Example one



Example two






Example three



Example four



Example five





Example six


















































That chair is brown




































Example six









































OR


























ch or chap chapter

ed edition

Ed or Eds editor(s)

et al and others

nd no date

no (issue) number

p page (single)


ser Series

supp supplement

tab Table

vol Volume




























































would you do

































Conclusions










45








7 Ethical practices





































Fair Assessment





47



49














It must cover





Requirements
























Requirements





















THIS MODULE WILL





51



Reading










53

Know and understand






Be able to







Assessment criteria











THIS MODULE WILL







Reading










THIS MODULE WILL





57

Know and understand



Be able to










Assessment criteria








Reading










59

Know and understand






Be able to








Assessment criteria












THIS MODULE WILL





Reading
















63

Know and understand





Be able to







Assessment criteria













Reading



2012








HAVE A QUERY



































19









Grading Descriptors





























































21









An essay























Example three

















Example five



Example six





21 Culture and text

22 Types of Writing

21 Culture and text


Essay

General statements

Definition(s)

Thesis statement


Body of essay

A) Topic sentence

1) Support

2) Support

B) Topic sentence

1) Support

2) Support

C) Topic Sentence

1) Support

2) Support

Example four





Thesis statement





Example seven

Example eight











Example nine

Example ten











Topic


Development


(150 words)

Topic



Development


(150 words)

Example eleven

Example twelve











WRITING CRITICALLY


Example one



Example two






Example three



Example four



Example five





Example six


















































That chair is brown




































Example six









































OR


























ch or chap chapter

ed edition

Ed or Eds editor(s)

et al and others

nd no date

no (issue) number

p page (single)


ser Series

supp supplement

tab Table

vol Volume




























































would you do

































Conclusions










45








7 Ethical practices





































Fair Assessment





47



49














It must cover





Requirements
























Requirements





















THIS MODULE WILL





51



Reading










53

Know and understand






Be able to







Assessment criteria











THIS MODULE WILL







Reading










THIS MODULE WILL





57

Know and understand



Be able to










Assessment criteria








Reading










59

Know and understand






Be able to








Assessment criteria












THIS MODULE WILL





Reading
















63

Know and understand





Be able to







Assessment criteria













Reading



2012








HAVE A QUERY









































































21









An essay























Example three

















Example five



Example six





21 Culture and text

22 Types of Writing

21 Culture and text


Essay

General statements

Definition(s)

Thesis statement


Body of essay

A) Topic sentence

1) Support

2) Support

B) Topic sentence

1) Support

2) Support

C) Topic Sentence

1) Support

2) Support

Example four





Thesis statement





Example seven

Example eight











Example nine

Example ten











Topic


Development


(150 words)

Topic



Development


(150 words)

Example eleven

Example twelve











WRITING CRITICALLY


Example one



Example two






Example three



Example four



Example five





Example six


















































That chair is brown




































Example six









































OR


























ch or chap chapter

ed edition

Ed or Eds editor(s)

et al and others

nd no date

no (issue) number

p page (single)


ser Series

supp supplement

tab Table

vol Volume




























































would you do

































Conclusions










45








7 Ethical practices





































Fair Assessment





47



49














It must cover





Requirements
























Requirements





















THIS MODULE WILL





51



Reading










53

Know and understand






Be able to







Assessment criteria











THIS MODULE WILL







Reading










THIS MODULE WILL





57

Know and understand



Be able to










Assessment criteria








Reading










59

Know and understand






Be able to








Assessment criteria












THIS MODULE WILL





Reading
















63

Know and understand





Be able to







Assessment criteria













Reading



2012








HAVE A QUERY









































An essay























Example three

















Example five



Example six





21 Culture and text

22 Types of Writing

21 Culture and text


Essay

General statements

Definition(s)

Thesis statement


Body of essay

A) Topic sentence

1) Support

2) Support

B) Topic sentence

1) Support

2) Support

C) Topic Sentence

1) Support

2) Support

Example four





Thesis statement





Example seven

Example eight











Example nine

Example ten











Topic


Development


(150 words)

Topic



Development


(150 words)

Example eleven

Example twelve











WRITING CRITICALLY


Example one



Example two






Example three



Example four



Example five





Example six


















































That chair is brown




































Example six









































OR


























ch or chap chapter

ed edition

Ed or Eds editor(s)

et al and others

nd no date

no (issue) number

p page (single)


ser Series

supp supplement

tab Table

vol Volume




























































would you do

































Conclusions










45








7 Ethical practices





































Fair Assessment





47



49














It must cover





Requirements
























Requirements





















THIS MODULE WILL





51



Reading










53

Know and understand






Be able to







Assessment criteria











THIS MODULE WILL







Reading










THIS MODULE WILL





57

Know and understand



Be able to










Assessment criteria








Reading










59

Know and understand






Be able to








Assessment criteria












THIS MODULE WILL





Reading
















63

Know and understand





Be able to







Assessment criteria













Reading



2012








HAVE A QUERY




































Example five



Example six





21 Culture and text

22 Types of Writing

21 Culture and text


Essay

General statements

Definition(s)

Thesis statement


Body of essay

A) Topic sentence

1) Support

2) Support

B) Topic sentence

1) Support

2) Support

C) Topic Sentence

1) Support

2) Support

Example four





Thesis statement





Example seven

Example eight











Example nine

Example ten











Topic


Development


(150 words)

Topic



Development


(150 words)

Example eleven

Example twelve











WRITING CRITICALLY


Example one



Example two






Example three



Example four



Example five





Example six


















































That chair is brown




































Example six









































OR


























ch or chap chapter

ed edition

Ed or Eds editor(s)

et al and others

nd no date

no (issue) number

p page (single)


ser Series

supp supplement

tab Table

vol Volume




























































would you do

































Conclusions










45








7 Ethical practices





































Fair Assessment





47



49














It must cover





Requirements
























Requirements





















THIS MODULE WILL





51



Reading










53

Know and understand






Be able to







Assessment criteria











THIS MODULE WILL







Reading










THIS MODULE WILL





57

Know and understand



Be able to










Assessment criteria








Reading










59

Know and understand






Be able to








Assessment criteria












THIS MODULE WILL





Reading
















63

Know and understand





Be able to







Assessment criteria













Reading



2012








HAVE A QUERY



































Example nine

Example ten











Topic


Development


(150 words)

Topic



Development


(150 words)

Example eleven

Example twelve











WRITING CRITICALLY


Example one



Example two






Example three



Example four



Example five





Example six


















































That chair is brown




































Example six









































OR


























ch or chap chapter

ed edition

Ed or Eds editor(s)

et al and others

nd no date

no (issue) number

p page (single)


ser Series

supp supplement

tab Table

vol Volume




























































would you do

































Conclusions










45








7 Ethical practices





































Fair Assessment





47



49














It must cover





Requirements
























Requirements





















THIS MODULE WILL





51



Reading










53

Know and understand






Be able to







Assessment criteria











THIS MODULE WILL







Reading










THIS MODULE WILL





57

Know and understand



Be able to










Assessment criteria








Reading










59

Know and understand






Be able to








Assessment criteria












THIS MODULE WILL





Reading
















63

Know and understand





Be able to







Assessment criteria













Reading



2012








HAVE A QUERY




































WRITING CRITICALLY


Example one



Example two






Example three



Example four



Example five





Example six


















































That chair is brown




































Example six









































OR


























ch or chap chapter

ed edition

Ed or Eds editor(s)

et al and others

nd no date

no (issue) number

p page (single)


ser Series

supp supplement

tab Table

vol Volume




























































would you do

































Conclusions










45








7 Ethical practices





































Fair Assessment





47



49














It must cover





Requirements
























Requirements





















THIS MODULE WILL





51



Reading










53

Know and understand






Be able to







Assessment criteria











THIS MODULE WILL







Reading










THIS MODULE WILL





57

Know and understand



Be able to










Assessment criteria








Reading










59

Know and understand






Be able to








Assessment criteria












THIS MODULE WILL





Reading
















63

Know and understand





Be able to







Assessment criteria













Reading



2012








HAVE A QUERY

































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