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Doing lesson plans in lessons are beneficial as it’s something practical rather than just listening and taking theory notes.

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I do think the assignments have been well spread out this year which has been better I believe for everyone to be able to manage their workload.

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Sometimes I feel like the lessons are just repeats of last year, or do not need to be an hour and a half long and this causes lack of motivation for some attendance.

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I prefer the layout of this years timetable with more space to work on assignments, and how spread out our assignments are (and the half practical and half essay based). However I feel as though there is some things we are being told by some lecturers and the same thing is being contradicted by another which does lead to some confusion with assignments.

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Some of the substance of the lectures could be condensed, as the content is from previous year in addition to not being relevant to upcoming assignments.

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I think the assignments have been more manageable this year but assignment feedback is sometimes hard to understand. I quite often get the same statement for both my praise and targets which can be confusing.

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I think the modules have been well led & the content delivered effectively, but i do also question the use of group discussions as a form of assessment & wish they took in like notes or resources ect to support our grades. How can me talking for like 3 minutes be the equivalent weighting to a 2000 word essay.

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I would prefer to start at 9am rather than 10:30am which would allow for an earlier finish.

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Earlier start time would be more beneficial if it meant that we would finish earlier. Sometimes feel that i 'wait around' for lectures to start, earlier finish time would allow more time for work to be completed independently after the uni day.

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November - Assignments and Workload with ITaP was very tough. This would need to be planned out better, to ensure enough time to focus on completing assignments and to focus separately on ITaP.

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50522 - ITaP. This was good but didn’t seem to benefit us as much as hoped. Not being in the classroom as promised didn’t provide us with the correct experience.

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50122 - Very contracting module, with the term ‘resource’ contributing to many challenges students faced. Module wasn’t planned out as well as could have done and ITaP days reflected this.

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50522 - Module content was very short, however as this was condensed into 4 full days this made it seem even shorter. Which if absent for this day, you missed a lot of content for the discussion. Very heavy content which needed processing time particularly with Mental Health session.

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I think time tables have been improved to allow more spread out time for assignments. However, a lot of the lectures are actually shorter than the allocated time therefore there’s a lot of wasted time which could be used for an earlier finish to work on assignments and prepare for placement in our own time.

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I can appreciate that there is a lot of things that we are expected to do and targets and requirements we need to meet, but when it comes to assignments, it is difficult to cover everything such as criticizing the source, offering alternative viewpoints etc. This is achievable but not to the standard that you expect due to the time/word limit we have. Expectations need to be looked at and made more appropriate for the assignments.

(This mainly applies to the group discussions and presentations.)

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It is very annoying to see that people are placed near where you live and you are forced to drive 1hr - 1hr30 to placement when there are schools 20 -30 minutes away others are being placed at.

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Do not put independent study on our timetable when it isn’t

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Feel like there is no trust, no consideration for students with children or work.

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Following recent feedback from a written assignment, there seems to be a lack of consistency in what is deemed correct.

This is due to being told one thing is acceptable within written work from CELT and then being told something different in our feedback.

Furthermore, some students have received recommendations for further reading. Is this a new thing that is being implemented? This has not been the case in previous feedback. Should this be something that we should have been notified about in advance?

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Issue 1: Timetables.

This was commented on last year but it has not been addressed properly. We commented on the fact that session were being scheduled as 1hr30 or 2hr, but the content only filled 1hr or 1hr30 worth of the session. You took this as us complaining about finishing early and did nothing to the sessions. What we wanted was for the sessions to either have more content to help us with our development, or be shortened to an appropriate time and move the sessions up so that we finish early and have additional time to complete assignments, placement work, CPD, etc.

Issue 2: Content in sessions

In most of the sessions to do with the curriculum, we are mainly taught about HOW to teach, where as we also need to be taught WHAT we need to teach. You keep telling us to develop our subject, but give us barely anything to help us develop that. There have been things mentioned, but I believe it would be beneficial to have a session PER SUBJECT in looking at WHAT we need to teach and what resources are available for us to use.

Issue 3: Expectations and feedback

This has been mentioned but I feel like it is a valid point. When it comes to your expectations of what you want us to achieve, they need to be lowered. You expect 100 different things: criticality, evaluation, synthesis, theory, practice, etc. but we have such a limited amount of time/words to present this all across. When it comes to the assignment – what ever is most important is what is should be focused on and what our feedback should reflect. In addition, the expectations for what we need to be included in the assignment need to be CLEAR. PE501 was not clear and not presented effectively. As you are aware, there was many misconceptions with this, and the presentation of the resources was also a shambles. Staff need to all be aware of what is expected of us so we are told 1 consistent thing rather than 100 opinions. When it comes to feedback, it is not consistent. From my feedback I was told I need to include more sources and evaluate them more. But I was also told to use less sources and to not evaluate the source, so it is not clear what I need to do which is not helping my development.

Issue 4: Placement allocations

We have addressed this numerous times but it is not fair that people are placed near where we live, but we are expected to drive 1hr30 to somewhere closer to someone else. Placements should be allocated, starting near them, then working away until one can be placed.

Issue 5: Respect

We do not feel respected as people. You say you want to help and support us but when we ask for help and give feedback, we are either ignored, dismissed or penalised for asking. Some of us have children and most of us work as we need money to survive and the pressures from the university do not help and need to be put into consideration when making decisions. We agree that the degree comes first but for most people like me, not working is NOT an option and cannot be helped.

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Positive 1: Spacing of assignments.

Having the assignments spaced out more has been really helpful is managing our workload.

Positive 2: Discussions.

Having more discussions has been really effective in helping with our knowledge and understanding which needs to be implemented across all 3 years.

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I feel there is very little consideration for those of us with children and have no option then to work. My placements this year have been placed 40 minutes away without traffic but I can only get childcare from 7:30am at the earliest so getting to placement is a stress and worry especially when others get placed so close to their home address with no children to worry about. All this info has been put on my placement form but seems to have been dismissed. I do not have family nearby to help us with this either.

There was a lot of conflicting information given when planning our resource for PE50122 so feel communication on exactly what was expected would have been beneficial.

Do like how there is less pressure and assignments have been spread out better.

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Feeling very let down and disappointed- we are expected to be professional yet do not receive the same back. We are expected to reply to all emails from staff even with an acknowledgment yet when I have emailed staff, I do not get a single reply. This has happened multiple times. I do not feel supported by this university at all

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teachers need to relax kindness goes along way

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the cohort got split into 3 sections for a few of the days with 2 lectures each in that day (11/1 & 18/1 for example) our group (IJKL) had one lecture beginning at 10:30am and then the second beginning at 2:45pm. for the people that have to travel far, have work to get to in the evenings, or walk to uni for the day then go home at the end this meant we had a 3 hour gap. this led to most people in our group not attending those later sessions. during that gap however, a different group (i believe ABCD) were taught that later running session, in times like this, could those groups not be put together so the day doesn’t have such a large break in it?

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The group at the end of the alphabet have had a 2 hour 45 min gap for two Thursdays in a row. This is extremely demotivating and the other two groups don't have this issue...