Benefits of reflection
Structured and critical reflection in an academic context will help you to rationalise and articulate what you do, why you do it and to think about ways forward.

Challenges
Every day, or ‘common-sense’ reflection can be ill-structured and draws mainly on understandings we already possess (Moon, 2004). The main challenge is how to move away from this type of everyday descriptive reflection to analyse and evaluate what you do.

How do I get started?
To support you in overcoming the above challenges we suggest you make use of a reflective model. For example, the LearnHigher ‘model to generate critical thinking’ encourages a focus beyond description to include analysis and evaluation:

PebblePad is a learning journey platform which we will be using to support your development. We will guide through what you need to do; however, you can use PebblePad for many other things. The video below gives you an overview of what you'll see when you login and where to find its Learning Centre.

One means of scaffolding reflection within PebblePad is via the use of a 'workbook'. The workbook for this scheme is a set of worksheets structured around the UKPSF and provides prompts for your input. This activity has two tasks:1. Download your Skills Mapping and Reflection Tool (SMART) workbook2. Add an 'About me' page introducing yourself

Established by HERA (the Higher Education and Research Act 2017), its purpose is to simplify regulation which had become fragmented across multiple bodies. As the name implies, the OfS focusses on placing the interests of students 'at the heart' of Higher Education. This is not without controversy. What are, and who defines, for example, the 'interests of students'? Regardless of these debates, however, with the introduction of HERA the OfS articulate and enforce the University's Conditions of Registration (Links to an external site.).

The National Student Survey (NSS) is a survey of 'nearly half a million' students studying in the UK. The NSS provides prospective students with information in which to aid their choice of university. It is an important aid for institutional planning, and is also a core metric by which the university is judged in terms of TEF and our Conditions of Registration (see section 2.6).

Your understanding of Core Knowledge is most easily demonstrated through your engagement with the Areas of Activity. For example designing and planning a learning activity (Area of Activity 1) successfully would be determined by your level of subject knowledge (Core Knowledge1) and the use of appropriate teaching and learning methods (Core Knowledge 2); an understanding of how particular learners learn (Core Knowledge 3) and the use of appropriate learning technologies (Core Knowledge 4). You do not have to link every Area of Activity to every aspect of Core Knowledge. However, linking elements of Core Knowledge to a selection of Areas of Activity provides greater coherence and depth to the evidence and more accurately reflects the reality of practice.

This statement is about how the design and planning of learning activities and programmes of study together with associated teaching, assessment and feedback strategies, is informed and influenced by the nature of the subject being taught. For those in learning support areas the ‘subject’ should be identified as the ‘service’. For example – study skills support, information management, learning technologies etc.
This aspect of Core Knowledge is particularly influenced by a wider understanding of the nature of the subject, the student body and the context in which learning, teaching activities and learning support happens.
You are expected to demonstrate:
an awareness of scholarship, and possibly research (if appropriate to your role) relating to the particular subject, which in turn informs the curriculum/programme of study;
an up to date knowledge of the subject area which links to:
A5: Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices;
V3: Use evidence-informed approaches and the outcomes from research, scholarship and CPD.