2. The Sessions and Their Content
Session One Introduction
The impact of trauma and the importance of
attachment relationships – consolidation of research
and theory and evidence from neuroscience
Assignment and assessment criteria – action
Session Two Exploring attachment theory and its impact on
Key strategies which promote attachment and
support vulnerable learners – Attachment Aware
Schools and Emotion Coaching
Session Four Strategies for good practice – visiting lecturer
Session Five Sharing good practice - Presentations (formative
3. Activities for Each Session
For each session of the module you will complete the following:
• viewing course materials.
• participating in the session’s discussion board activity (for session 1
there is also an introductory discussion post as well).
• write answers to the session’s leading questions in the journal entry,
including an answer to the reflection prompt (these are private to you
and your instructor and will serve to aid your focus in the
**The private tutorial area (for any help you may need during the
module preparing for your assessments) is also located in the journal
4. You will also be required to submit a formative assessment as preparation for your
formal, summative assessment (the Action Enquiry Report). This will take the form
of a short PowerPoint Presentation with voiceover (10-15 minutes). The
presentation will indicate the following:
• Your professional role and context
• The topic of your Action Enquiry
• A brief review of some key literature related to your focus
• An outline of the methodology you will use as part of your Action Enquiry
• An outline of what you are hoping to achieve
• The presentation will be followed by a personal tutorial via the Tutorial Area or
Skype which should assist you in preparing for your Action Enquiry.
• In the event of a failed submission, Janet will contact you to warn them that your
piece of work is going to the board as a fail. You will be able to resubmit at the
Formative Assessment Presentation
5. • Due Date: Will be communicated to you.
• This is a report on an action enquiry into your own practice.
• The action enquiry must be related in some way to the focus of
the module (i.e. ‘Attachment and Learning’) and ensure that at
least some of the report draws on literature related to the
• All participants will be expected to present the findings from their
enquiry as their Formative Assessment Presentation (or progress to
date) and this will serve as a writing frame for the formal assessment
(see previous slide on Formative Assessment).
• 5000 words (30 credits)
• It should be well presented and use a clear font, in 11 or 12 point font
and 1.5 line spacing. You should paste in a cover sheet (Appendix C)
at the front so that your work is a single file and electronically sign it
by writing your name at the bottom.
Action Inquiry Assessment
6. The report should contain evidence of:
• the professional context of the enquiry
• the pedagogical rationale for conducting the enquiry
• identification of the nature of the problem or topic
• background reading on the professional topic being investigated
• academic validation of the research methods and project management
• progress of the project and findings showing collection and
interpretation/evaluation of the data
• implications/lessons of the study for the professional field concerned and
identification of any future potential professional action.
The Assessment Descriptor Grid is the same for both the Formative and
Action inquiry Assessments and is located on the next slide (and in
Outline of the Action Inquiry Assessment
7. Assessment Descriptors: People working towards the first 60 credits
(PG Cert) should typically:
Critical Analysis and Reflection Draw on literature to develop reflections and
use theoretical frameworks to support
understandings of own practice.
Focus Identify an issue for investigation and
demonstrate a clear focus in enquiry design
and data analysis. Articulate both
methodology and enquiry techniques.
Critical Evaluation of Practice and Research Explore own professional perspectives and are
critically aware of wider contexts and current
problems/ new insights through reference to
Structure and Cohesion Structure the text/presentation clearly and
fluently, with ideas linked cohesively
Writing/Presenting style Use a formal ‘voice’, which may include first,
but not second person. Use an appropriately
objective style to report and discuss -
effectively communicate intended meaning.
Reference all sources appropriately using
university approved Harvard system.
8. • Application form from CPD office – you will be
contacted by the CPD office.
• Cathryn Crane - firstname.lastname@example.org
• You complete the form and return it to CPD Admin.
• You will be sent instructions on how to access
• My email – Dr. Janet Rose – email@example.com
9. • As a registered student at the University, you are
eligible for a library card and to use our online
library resources. The library has a good range
of electronically available books and journals to
challenge your professional understandings.
• You can use your student number (username)
and password to access these resources as well
as the main PMP Minerva website.
• LIBRARY DEMONSTRATION
Library Services and VLE (Minerva)
11. • PG Certificate (60 credits)
• PG Diploma (120 credits)
• MA degree (180 credits)
• This module and another
30 credit module (with 50%
discount) will give you
a PG Certificate
in Vulnerable Learners.
I have deepened and
extended my knowledge of
child development and have a
better understanding of how
to promote children’s learning
MA Programme Structure