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The University of Southampton

CHEP6002 PGCAP Module 2: The Reflective Practitioner

Module Overview

The Reflective Practitioner, PGCAP Module 2, is designed to support you in developing as a reflective educator. Building on established theories of learning and current practice across the sector, it aims to inform discussions about underpinning pedagogic and andragogic theory. Studying this module allows you to explore innovative ways of designing the inclusive learning experience, covering curriculum design and assessment practice. You will be able to reflect on the impact of teaching practice on student learning whilst developing your own personal and professional development. Completion of this module will allow you to consider the values of equality, diversity and inclusivity (EDI) as part of your own teaching practice, encompassing student support, guidance and academic advising, with an overview of the resources available. Taught sessions are designed to engage participants in pedagogic discussions across subject groups, with activities designed to encourage reflection on the repertoire of teaching tools and techniques, taking into account difference in both discipline and learning environments. Adherence to attendance requirements and successful completion of assessments will demonstrate achievement across relevant dimensions of UKPSF relevant to descriptor D2 that entitles successful participants to receive Fellowship of the Higher Education Academy (FHEA), a national and transferable recognition.

Aims and Objectives

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

  • identify evidence-based models of good practice and research appropriate to inclusive learning environments including student support
  • critically analyse the appropriateness of different methods and strategies for teaching, assessment and curriculum design within and across discipline contexts
  • evaluate assessment and feedback methods that inform and measure student-learning, taking account of the impact of the learning environment within your discipline
  • use reflective practice to maintain the quality of your learning and teaching activity up to a nationally recognised standard


The module is designed around three main areas: curriculum design (especially module design), student support and assessment and feedback. The syllabus will cover education theory, creating effective learning environments, curriculum and assessment design, effective feedback, equality, inclusivity, and diversity alongside critical analysis and evaluation. In addition, you will be able to select from a range of CPD activities in order to support and inform your assessment, professional interests and professional practice.

Learning and Teaching

Teaching and learning methods

You will engage in a range of activities to include flipped and workshop-style sessions, tutorials and CPD sessions in order to create a personalised learning experience that will influence personal professional practice. The workshop sessions are highly interactive, and designed to promote engagement with the content and support the development of relevant skills. You will be required to draw on your own experiences and apply current theory and research to your teaching and learning activities. The module is designed to allow you to engage with education theory and current practice whilst developing your own areas of educational interest. Engaging with the full range of CPD activities and small group tutorials will support and inform this strategy. You will have opportunities to tailor the module to your own professional interest or discipline. Learning methods include: 1. Tutorials 2. Workshop–style sessions 3. CPD Activity 4. Reflective writing periods could be own time or a writing workshop Course materials, reading lists and other resources will be available on Blackboard to aid reflection. You will be explicitly encouraged to reflect upon and evaluate your learning experience as you progress through the module.

Completion of assessment task80
Independent Study90
Total study time200

Resources & Reading list

Biggs, J & Tang C (2011). Teaching for Quality in Higher Education. 

Brookfield, S D (2017). Becomng a Critically Reflective Teacher. 

Jessop, T & Thomas, C (2016). The Implications of Programme Assessment Patterns for Student Learning. Assessment and Evaluation in Higher Education. ,1 .

Ramsden, P (2003). Learning to Teach in Higher Education. 

Veck, W (2009). Listening to include. International Journal of Inclusive Education. ,13 .

Earwaker, J (1992). Helping and Supporting Students: rethinking the issues. 

Boyle, B & Charles, N (2016). Curriculum Development. 

CArnell, B & Fung, D (2017). Developing the Higher Education Curriculum. 

Butcher, C, Davies, C & Highton, M (2005). Designing Learning: From Module Outline to Effective Teaching. 


Assessment Strategy

The assessment strategy on this module ensures that you are able to demonstrate the module learning outcomes and incorporates a professional practice statement that evidences how your practice maps to the UKPSF dimensions. Assessment is both formative and summative, the formative providing opportunities for feedback throughout the module. Formative assessment will be via individual contributions to workshop activity, interactions with peers and tutors, and reflective writing. All formative elements can be used to inform summative elements of assessment. Summative assessment is in a portfolio style, and incorporates a case study, UKPSF requirements statement and a reflective project culminating in a poster presentation, at a PGCAP event at the end of the course. Posters will be reviewed internally. Those meeting the learning outcomes will be displayed at a celebration event at the end of the module. Participants will receive feedback during the exhibition.


Reflective Journal


MethodPercentage contribution
Case study  (1500 words) 30%
Poster Presentation 60%
Reflective account  (400 words) 10%


MethodPercentage contribution
Case study  (1500 words) 30%
Poster Presentation 60%
Reflective account  (400 words) 10%


MethodPercentage contribution
Academic poster 60%
Case study 30%
Reflective account 10%

Repeat Information

Repeat type: Internal & External

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