teaching in the lifelong learning sector (qcf) · responsibilities of the coach and the mentor 1.1...

Ascentis Level 5 Diploma in Teaching in the Lifelong Learning Sector (QCF) Subject Code: TQDTL1

O:\ASCENTIS\Programmes\TTRQ\Specifications\DTLLS Level 5 Diploma in Teaching LLL Sector QCF Optional Units

of 63 Version 5 -25th January 2011

Level 5 Diploma in

Teaching in the Lifelong Learning Sector (QCF)

Optional Units

Ofqual Accreditation Number: 500/3015/2

Ofqual Accreditation Start Date: 01/9/07 Ofqual Accreditation End Date: 31/08/12 Ofqual Certification End Date: 31/08/14



of 63 Version 5 -25th January

LEVEL 3 OPTIONAL UNITS __________________________________________________________________ 3

The Coaching and Mentoring Roles _____________________________________________________________ 3


Delivering Employability Skills _________________________________________________________________ 6

Equality and Diversity ________________________________________________________________________ 8

Managing Behaviours in the Learning Environment _________________________________________________ 11

Managing and Responding to Behaviours in a Learning Environment ___________________________________ 13

Teaching a Specialist Subject _________________________________________________________________ 14

Developing and Managing Resources in the Lifelong Learning Sector __________________________________ 17

Specialist Delivery Techniques and Activities______________________________________________________ 19


Developing and Managing Resources in the Lifelong Learning Sector __________________________________ 21

Action Research ____________________________________________________________________________ 23

Action Learning to Support Development of Subject Specialist Pedagogy ________________________________ 26

Reflective Professional Practice Skills ___________________________________________________________ 28

Working with the 14-19 Age Range in the Learning Environment ______________________________________ 30

Inclusive Practice ___________________________________________________________________________ 33

Literacy and the Learners _____________________________________________________________________ 36

Literacy, ESOL and the Learners _______________________________________________________________ 38

Numeracy and the Learners ___________________________________________________________________ 40

Literacy Theories and Frameworks _____________________________________________________________ 43

Developing Numeracy Knowledge and Understanding ______________________________________________ 46

Study Skills for the Development of Learning ______________________________________________________ 49

Reflective practice in the Development of Learning _________________________________________________ 51

Planning Embedded Approaches for Developing Subject Focused Knowledge and Skills ___________________ 53

Understanding Embedded Approaches for Developing Literacy, Language and Numeracy Skills ______________ 57

Implementing Embedded Approaches for Developing Subject Focused Skills_ ___________________________ 60




Unit Specification

The Coaching and Mentoring Roles

Level of Unit: 3 Credit Value of Unit: 6

Learning Outcomes

The learners will:

Assessment Criteria

The learner can:

3PF ref

Assessment

1 Understand the role and responsibilities of the coach and the mentor

1.1 Identify and analyse the values, attitudes, beliefs and skills required in a coach and a mentor Section 1

1.2 Review own values, attitudes, beliefs and skills against those required Section 1

1.3 Define and analyse the roles and responsibilities of the coach and the mentor, the boundaries of these roles and differences between them. Section 1

1.4 Explain and justify when referral is appropriate, discussing alternative support which can be provided to the learner Section 1

1.5 Identify and comply with relevant legislative requirements, discussing their impact on the coaching and mentoring process Section 1

1.6 Identify and comply with relevant organisational policies and procedures, discussing their impact on the coaching and mentoring process Section 1

1.7 Review the support available to the coach and mentor and justify circumstances when it would be appropriate to access this Section 1

1.8 Discuss the importance of, and demonstrate good practice in record keeping Section 1

2 Understand and demonstrate key techniques for an effective coaching and mentoring relationship

1.1 Discuss and demonstrate ways of creating an environment in which effective coaching and mentoring can take place Section 2

1.2 Discuss and demonstrate ways in which rapport can be built Section 2

1.3 Discuss and demonstrate good practice in establishing the coaching and mentoring agreement Section 2

1.4 Discuss and demonstrate how to discuss goals and explore potential courses of action with learners, discussing good practice Section 2

1.5 Discuss and demonstrate ways of assisting learners to clarify their goals and develop an action plan Section 2

1.6 Explain the importance of, and demonstrate effective communication skills in the coaching and mentoring relationship, discussing good practice Section 2




Learning Outcomes

The learners will:

Assessment Criteria

The learner can:

3PF ref

Assessment

3 Understand the stages of progression through an effective coaching and mentoring relationship

3.1 Analyse the progression of the coaching and mentoring relationship from beginning to closure, discussing problems that may arise and their possible solutions Section 2

3.2 Discuss the importance of a code of conduct, ground rules and confidentiality for the coaching and mentoring relationship Section 2

3.3 Review strategies which can be used to clarify situations and overcome misunderstandings Section 2

3.4 Review strategies for positive completion of the coaching and mentoring relationship Section 2

4 Understand how to review the learner’s progress and achievements

4.1 Discuss and demonstrate how to support the learner to review their progress and implement their action plan Section 2

4.2 Review strategies for motivating learners to manage their expectations and achieve their goals Section 2

4.3 Discuss the characteristics of, and demonstrate good practice in providing constructive feedback to the learner Section 2

5 Understand how to evaluate the effectiveness of own practice

5.1 Use reflective practice and feedback from others to evaluate own role and identify areas for development, suggesting modifications to own practice as necessary Section 3

Indicative Content

Role and skills: e.g. the GROW model (Goal – Current Reality – Options – Will).

Resources and materials: e.g. learning materials and media; IAG, counsellors, learning support etc

Strategies e.g. identification of learning needs and learning preferences; range of activities

Barriers to learning: e.g. external and internal factors

Models of setting learning objectives e.g. methods and role of goal and target setting. (SMART).

Teaching preferences: e.g., visual/auditory/kinaesthetic

Communication: Types of and effective communication; questioning techniques, active listening.

Effective feedback

Review and evaluate progress: e.g. methods of reviewing learner progress; identifying next steps

Effective learning environments: e.g. health and safety, ground rules- trust and support, mutual respect, confidentiality, maintaining interest and motivation, impact of different styles and strategies

Reflection, evaluation and feedback: personal reflection on content and delivery; how to develop skills further; sing feedback from others to improve own practice




Mentoring ‘A structured process for supporting professional learners through significant career transitions’ ‘Mentors are experienced colleague with knowledge of the requirements of the role’. (National Framework for Mentoring and Coaching) Coaching (also described as ‘Specialist Coaching’) ‘A structured, sustained process for enabling the development of a specific aspect of a professional learner’s practice’ ‘Coaches are fellow professionals with knowledge and expertise relevant to the goals of the professional learner’ (National Framework for Mentoring and Coaching) Recommended Reading Derrick J and Dicks J (2005) Teaching Practice and Mentoring, London, NIACE Jones T S (2008) Conflict Coaching: conflict management, strategies and skills for the individual London Sage Kay D and Hinds R (2002) A Practical Guide to Mentoring, Oxford, How to Books Landsberg M (2003) The Tao of Coaching, London, Profile Books Parsloe E and Wray M (2003) Coaching and Mentoring - Practical Methods to Improve Learning, London, Kogan Page Starr J (2003) The Coaching Manual, Harlow, Prentice Hall Business Mentoring and Tutoring: Partnership in Learning, Routledge, Taylor and Francis Group Journal of In-Service Education, Routledge, Taylor and Francis Group www.nfer.ac.uk www.teachernet.gov.uk www.coachingnetwork.org.uk http://www.nottingham.ac.uk/sedu/mentor/index.php

Assessment – The Coaching and Mentoring Roles - Level 3

Section 1

1 Identify, analyse and compare the role of coach with that of the mentor. Include code of conduct, ground rules and confidentiality

2 Explain when referral is appropriate for each role and to whom learners could be referred. 3 Analyse the skills and qualities required for coach or mentor

Section 2

Provide a case study of 2 learners who have attended at least 2 sessions of coaching/mentoring in learning, skills and knowledge. This would include:

Learning needs and preferred learning styles of the 2 learners, including factors which may inhibit learning

How a suitable environment was created to all for coaching to take place effectively;

The strategy you chose for each learner and how this was used to clarify misunderstanding and build rapport

The identified learning goals and the time set scale to achieve them

The methods used to give feedback, review progress and action plan

The resources and materials selected and their effectiveness in meeting learner needs

Section 3 Evaluate the sessions, utilising feedback from others and your own professional reflective practice

http://www.nfer.ac.uk/

http://www.teachernet.gov.uk/

http://www.coachingnetwork.org.uk/

http://www.nottingham.ac.uk/sedu/mentor/index.php




Unit Specifications

Delivering Employability Skills Level of Unit: 4 Credit Value of Unit: 6

Learning Outcomes

The learner will

Assessment Criteria

The learner can

3PF ref

Assessment

1 Understand the difference between employability skills and employment skills

1.1 Discuss the difference between employability skills and employment skills Section 1

1.2 Review the advantages and disadvantages of each in the current marketplace / workplace Section 1

2 Understand the personal qualities, skills and competencies needed for employability skills delivery

2.1 Analyse the skills, qualities and competencies required for delivering employability skills and review own strengths and weaknesses in this context Section 1

1.2 Demonstrate and evaluate interpersonal skills and a range of creative communication techniques appropriate to persuasive employability skills delivery Section 1

2.3 Select, use and justify a range of constructive feedback techniques to underpin employability skills training Section 1

3 Understand how to plan and deliver creative, innovative and inclusive sessions appropriate for employability skills delivery

3.1 Explain and justify how the needs of target audiences should be taken into account when planning and preparing employability skills training sessions and support materials Section 2

3.2 Identify and review the strengths and weaknesses of a range of training techniques and approaches to teaching employability skills to highlight the importance of creativity and innovation Section 2

4 Understand how environment and personal presentation influence the success of employability skills training

4.1 Employ and evaluate a range of strategies used to transform the training area to reflect a realistic working environment Section 3

4.2 Employ and evaluate a range of strategies that challenge pre-conceptions of appropriate dress and behaviour Section 3

5 Understand how to use group contracts, rewards and penalties to reflect the workplace

5.1 Discuss the principles of the design of group contracts, justifying how they reflect the needs of the workplace Section 3

5.2 Analyse ways of negotiating and defining behavioural parameters for employability training in the production of the group contract Section 3

6 Understand the need for continuous personal development to reflect changing sector/marketplace requirements

6.1 Explain, justify and use a proactive approach to personal updating and development which will reflect changing sector/marketplace requirements Section 4

6.2 Use reflective practice and feedback from others to evaluate own role in delivering employability skills and identify areas for personal development, suggesting modifications to own practice Section 4




Indicative Content

Employability skills: e.g. definition of employability skills: personal skills, social skills, working with others, personal effectiveness etc

Employment skills: e.g. definition of employment skills: CV's, application forms, letters of application, interview techniques, vocational knowledge, work experience, holiday jobs etc

Workplace: e.g. understanding of workplace practices, organisational structures, workplace relationships, keeping a job, career structure etc

Skills: e.g. skills audit, working with others, adapting to change, communication skills, demands of the workplace etc

Qualities: e.g. motivating, flexibility, working in a team, leadership skills, setting standards etc. Competencies: e.g. planning, preparation, time management, supportive of others etc. Training techniques: e.g. video, power point, handouts, question and answer, role play, individual

presentations, feedback etc Planning: e.g. learner needs, learning styles, assessment requirements etc Innovation: e.g. being creative, being flexible, active learning etc Environment: e.g. creating a suitable learning environment, use of equipment appropriate to the

workplace etc Negotiation: e.g. being inclusive, democratic, setting goals, meeting outcomes, consequences of

discrimination etc Updating: e.g. keeping up-to-date in industrial sector, awareness of changes in legislation related to

work, establish links with employers etc. Self evaluation, SWOT analysis etc

Recommended Reading Welfare Reform on the Web (2004) Social Security available at: http://www.welfare-reform.org.uk/Documents.aspx Livingstone I & Matthews M H (2000) Assessing a skills-based curriculum Cheltenham and Gloucester College of Higher Education Mallows D (2007) Basic skills and employability Basic Skills Agency

Assessment - Delivering Employability Skills - Level 4

Section 1

Explain the difference between employability skills and employment skills. Include the advantages and disadvantages of each in the workplace

Analyse your own abilities in relation to the skills, competencies and special qualities required for delivering employability skills

Section 2

Explain how you adapt your planning and preparation for employability training. Justify how you adapt resources for your target group. Review the strengths and weaknesses of your approach, highlighting creativity and innovation

Section 3

Assess the range of strategies used for the planned sessions and analyse the importance of creating a realistic working environment. Explain the effect on the learner's attitudes to codes of behaviour, dress, group contracts

Section 4

Reflect on your role in delivering employability skills using feedback from others. Identify ways of ensuring your own personal and professional development to reflect changing sector requirements.




Unit Specifications

Equality and Diversity


Learning Outcomes

The learner will:

Assessment Criteria

The learner can:

3PF ref

Assessment

1 Understand the key features of a culture which promotes equality and values diversity

1.1 Analyse the meaning and benefits of diversity and the promotion of equality Section 2

1.2 Analyse forms of inequality and discrimination and their impact on individuals, communities and society Section 3

1.3 Discuss how relevant legislation, employment regulations and policies and codes of practice contribute to the promotion of equality and valuing of diversity Section 1

2 Understand the importance of the promotion of equality and valuing of diversity for effective work in the sector

2.1 Discuss how the promotion of equality and diversity can protect people from risk of harm Section 3

2.2 Evaluate action taken to value individuals and its impact Section 3

2.3 Summarise and demonstrate good practice in providing individuals with information Section 3

3 Understand and demonstrate behaviour appropriate to the promotion of equality and valuing of diversity

3.1 Explain and demonstrate ways of communication and behaviour which support equality and diversity PDE; OR

3.2 Analyse impact of own behaviour on individuals and their experience of the organisation’s culture and approach RJ

3.3 Review the impact of own behaviour on own organisation’s culture RJ

3.4 Explain and demonstrate how working with other agencies can promote diversity Section 2

4 Understand how to actively help others in the promotion of equality and valuing of diversity

4.1 Analyse actions by individuals which can undermine equality and diversity and evaluate strategies for dealing with these effectively Section 3

4.2 Evaluate strategies for dealing with systems and structures which do not promote equality and diversity Section 3

5 Understand how to review own contribution to promoting equality and valuing diversity

5.1 Evaluate own strengths and areas for development in promoting equality and valuing diversity, using reflection and feedback from individuals OR; RoD; RJ

5.2 Identify, use and evaluate appropriate sources for support in promoting equality and valuing diversity Section 3




Indicative Content

Understand the key features of a culture which promotes equality and values diversity: e.g. definitions of diversity and equality, impact on learner and learning styles/need; diversity in race, culture, religion, language, gender, education and age; awareness of learning disabilities and difficulties that hinder learning and skills development; forms of and impact of social and financial inequality; prejudice based on racial. ethnic and religious background; overt and covert discrimination; discriminatory language; DDA/DDA4; deaf awareness; visual awareness; Tomlinson; Moser; Higginson; Kennedy; equality of opportunity; CRB procedures; addressing needs of 14-19 curriculum

Understand the importance of the promotion of equality and valuing of diversity for effective work in the sector: e.g. Policies and procedures of organisation(s); systems that confront discrimination; investment in specialised provision; SEN provision; initial assessment for identifying the needs of learners; theories linking self-value to achievement; theories behind importance of valuing roles within groups, e.g. Belbin; sharing good practice; identifying, developing and valuing diversity in promoting inclusion; types of information; currency, accuracy, relevancy, appropriateness of material; ways to disseminate information

Understand and demonstrate behaviour appropriate to the promotion of equality and valuing of diversity: e.g. communication theory; awareness of Skills for Life agenda; understanding principles behind challenging behaviour; managing challenging behaviour; professional standards; codes of conduct; valuing of different perspectives and perceptions; organisational culture; induction strategies; reflective practice; learner perceptions and feedback; design of resources; accessing appropriate assessment strategies; creating an inclusive learning environment; working with others to promote inclusion; design and marketing of courses and course literature; liaison with relevant bodies/agencies; enabling ;learners in accessing support agencies; using information to influence and change practice

Understand how to actively help others in the promotion of equality and valuing of diversity: e.g. recognise issues underlying discrimination; identifying underlying actions which undermine equality and diversity, e.g. bullying, harassment, ignorance; disciplinary procedures; team building; negotiating individual roles and responsibilities; encouraging peer ad self assessment; CPD; challenging discrimination using feedback systems and processes; ground rules; information sharing

Understand how to review own contribution to promoting equality and valuing diversity: e.g. reflective practice; strategies for reviewing own personal and interpersonal skills; target setting and action planning; quality assurance/self assessment review; observations and evaluation of own practice; incorporating specific aspects of equality and diversity to planning if teaching and learning; differentiation in resource design and use; agencies available to learners; accessing/negotiating support; staff development; learner support

Recommended Reading Barber M (2000) Equality and diversity; phenomenological investigations of prejudice and discrimination Amherst Humanity Books Browne J (Ed) (2007) The Future of Gender Cambridge University Press Cooper D (2004) Challenging diversity; rethinking equality and the value of difference Cambridge University Press DTI (2002) Equality and diversity; the way ahead London www.dti.gov.uk/er/equality Gillborn D and Mirza HS (2000) Educational Inequality; Mapping Race, Class and Gender London Ofsted Hill H (2008) Promoting equality and diversity Oxford University Press Reisenberger A (2002) Equality and diversity in adult and community learning: a guide for managers Learning and Skills Development Agency Wooldbridge E (2201) Diversity and day to day realities www.diversity-works.gov.uk Gold Dust resources available at: http://excellence.qia.org.uk/GoldDust/

http://www.dti.gov.uk/er/equality

http://www.diversity-works.gov.uk/

http://excellence.qia.org.uk/GoldDust/




Assessment - Equality and Diversity - Level 4

Section 1

Analyse the changes in legislation that have led to the development of equality and diversity policies in the LL sector

Section 2

All colleges, HE institutions, training and all public sector bodies should have Equality and Diversity policies. They have a legal duty under the terms of equality legislation to:

Promote racial equality

Promote equality between men and women

Actively consider ways to ensure equality for disabled people

Equal Opportunities Approach: some organisations do the legal minimum necessary; that is, they monitor data and assess and report on the impact of their policies on different racial groups, on women and men and on disabled people Diversity Approach: some organisations are more proactive and aim to promote diversity in all aspects of their work – in their employment practice and in their client base. Their policies also include promoting diversity in religion and political belief, economic background, sexuality and age Look at the Aims section of your organisation’s Equality and Diversity policy and analyse the approach taken

Section 3

Produce an equality and diversity induction booklet for a colleague who is new to teaching and your institution The document must contain the following:

A summary of your organisation’s Equality and Diversity policy;

An explanation of the importance of the promotion of equality and valuing of diversity in the LL sector

An explanation of the roles of college personnel in the promotion of equality and valuing of diversity

Information about agencies that can aid the promotion of diversity (e.g. Commission for Racial Equality, Centre for Accessible Environments, Disability Rights Commission)

An equality and diversity induction checklist for the new colleague to complete, demonstrating that you have understood what a teacher must know to function effectively within the LL sector




Unit Specifications

Managing Behaviours in the Learning Environment Level of Unit: 4 Credit value of Unit: 6

Learning Outcomes

The learner will:

Assessment Criteria

The learner can:

3PF ref

Assessment

1 Understand key factors that can lead to behaviours that disrupt the learning environment

1.1 Review a range of factors that may lead to behaviours that disrupt the learning environment Section 1

2 Understand organisational policies relating to managing behaviour in the learning environment

2.1 Review organisational policies relevant to managing behaviour in the learning environment identifying any areas for improvement Section 2

3 Understand and demonstrate how to encourage behaviours that contribute to an effective learning environment

3.1 Review ways of encouraging behaviours that contribute to an effective learning environment. PDE; OR

3.2 Use strategies for encouraging behaviours that contribute to an effective learning environment PDE; OR

4 Understand how to manage behaviours that disrupt an effective learning environment

4.1 Review ways of managing behaviours that disrupt an effective learning environment

PDE;OR

5 Understand how to evaluate and improve own practice in managing behaviours that disrupt the learning environment

5.1 Summarise own strengths and development needs in relation to managing behaviours that disrupt the learning environment PDE; OR; RJ

Indicative Content

The boundaries of the teacher/tutors responsibility and authority Key features of relevant legislation and national codes of professional practice: e.g. equality and

diversity, health and safety, DDA Individual learning needs: e.g. inclusive learning, learning styles, preferences, difficulties and/or

disabilities Strengths and limitations of learning strategies Barriers to learning : e.g. previous learning experiences, social and personal factors Planning: e.g. aims and objectives, tutor activities, learner activities, assessment methods, resources,

timings, strategies for differentiation, opportunities for embedding functional skills Effective learning environments: e.g. Health and safety, accessibility, layout of room, physical comfort

(heating ,lighting, noise levels) psychological comfort (valuing and respecting individuals, opportunities to participate, ground rules, confidentiality)

Effective feedback: e.g. Identifying strengths and areas for development, focusing on specifics, timing of feedback

Inclusive communication processes: e.g. clear and concise information, clear expression of ideas, listening and responding to learners, questioning techniques, managing discussion, role of visual aids, ICT




Recommended Reading Ball S., Maguire M. & Macrae S (2000) Choice, Pathways and Transitions Post 16. London: Routledge Falmer Cowie H (2008) Managing violence in schools: a whole-school approach to best practice London Paul Chapman Felder D (2007) Reasoning Skills for Handing Conflict Tallahassee Fla Wellington Press Leaman L. (2003) Managing Very Challenging Behaviour. Continuum International Publishing Group Ltd Petty, G. (2003) Teaching Today 3

rd ed. Nelson Thornes

Reece, I and Walker, S (2003) Teaching, Training and Learning: A Practical Guide 5th ed. Business

Education Publishers Ltd Unwin, L. and Wellington J. (2000) Young people's perspectives on Education, Training and Employment. London: Kogan Page Wallace, S. (2004) Teaching, Tutoring and Training in the Lifelong Learning Sector 3

rd ed. Learning Matters

British Journal of Special Education Blackwells www.qca.org.uk Qualification and Curriculum Authority www.dfes.gov.uk Department for Children, Schools and Families www.gtce.org.uk General Teaching Council for England www.ofsted.gov.uk The Office for Standards in Education www.teach.gov.uk

Assessment - Managing Behaviours in the Learning Environment - Level 4 Section 1 – Case Study Provide a case study of 2 learners: one learner who demonstrates behaviours that contribute positively to an effective learning environment and one learner who demonstrates behaviours that disrupt an effective learning environment. The case study should include:

The range of positive and negative behaviours demonstrated by each learner and the reasons for them

The effects of both types of behaviours on the learning environment and the learning of others

A review of the strategies for encouraging behaviours that contribute to an effective learning environment

Section 2 – Review and Evaluation

Review the organisational policies relevant to managing behaviours (rewards/sanctions), commenting on their effectiveness and recommending improvements

Evaluate the effectiveness of own strengths for managing behaviours in the learning environment

Complete a SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis, demonstrating own strengths and development needs in relation to managing behaviours in the learning environment

http://www.qca.org.uk/

http://www.dfes.gov.uk/

http://www.gtce.org.uk/

http://www.ofsted.gov.uk/

http://www.teach.gov.uk/




Unit Specifications

Managing and Responding to Behaviours in a Learning Environment

Level of Unit: 4 Credit value of Unit: 15

Learning Outcomes

The learner will:

Assessment Criteria

The learner can:

3PF ref

Assessment

1 Understand the characteristics and impact of a range of behaviours that may occur in the learning environment

1.1 Summarise a range of behaviours that may occur in the learning environment Section 1

1.2 Review a range of factors that may underlie different behaviours in the learning environment Section 1

1.3 Analyse the impact of different behaviours on the learning environment Section 1

2 Understand legislation and organisational policies relating to managing behaviour in the learning environment

2.1 Summarise legislation relevant to managing behaviour in the learning environment Section 2

2.2 Review organisational policies relevant to managing behaviour in the learning environment identifying any areas for improvement Section 2

3 Understand and demonstrate how to encourage behaviours that contribute to an effective learning environment

3.1 Review ways of encouraging behaviours that contribute to an effective learning environment PDE; OR

3.2 Use strategies for encouraging behaviours that contribute to an effective learning environment PDE; OR

4 Understand and demonstrate how to manage behaviours that disrupt an effective learning environment

4.1 Review ways of managing behaviours that disrupt an effective learning environment PDE; OR

4.2 Use strategies for managing behaviours that disrupt an effective learning environment PDE; OR

5 Understand how to evaluate and improve own practice in managing different behaviours in the learning environment

5.1 Review own approaches, strengths and development needs in relation to managing different behaviours in the learning environment PDE; OR; RJ

5.2 Discuss ways to adapt and improve own practice in relation to managing different behaviours in the learning environment PDE; OR; RJ

Indicative Content

The boundaries of the teacher/tutor responsibility and responsibility Key features of relevant legislation and national codes of professional practice: e.g. equality and

diversity, health and safety, DDA Individual learning needs: e.g. inclusive learning, learning styles, preferences, difficulties and /or

disabilities Strengths and limitations of learning strategies Barriers to learning: e.g. previous learning experiences, social and personal factors Planning: e.g. aims and objectives, tutor activities, learner activities, assessment methods, resources,

timings, strategies for differentiation, opportunities for embedding functional skills Effective learning environments: e.g. health and safety, layout of room, physical comfort (heating,

lighting), valuing and respecting individuals, opportunities to participate, ground rules, confidentiality Effective feedback: e.g. identifying strengths and area for development, focusing on specifics, timing of

feedback

Inclusive communication processes: e.g. clear and concise information, clear expression of ideas, listening and responding to learners, questioning techniques, managing discussion, role of visual aids, ICT




Recommended Reading Ball S., Maguire M. & Macrea S. (2000) Choice, Pathways and Transitions Post 16. Routledge Falmer Bradley A. (2003) Positive Approaches to Person Centred Planning: LDAF Workbook British Institute of Learning Disabilities Leaman L. (2003) Managing Very Challenging Behaviour. Continuum International Publishing Group Ltd. Unwin L. and Wellington J. (2000) Young people's perspectives on Education, Training and Employment. Kogan Page www.qca.org.uk www.dfes.gov.uk www.gtce.org.uk www.ofsted.gov.uk www.teach.gov.uk

Assessment - Managing and Responding to Behaviours in the Learning Environment - Level 4 Section 1 Write a report analysing the range of positive and negative behaviours that may occur in the learning environment. Discuss the impact that such behaviours have on the learning environment and those within it. Section 2 Critically review the legislation regarding behaviour management in the learning environment. Analyse the relevant behaviour management policies of the organisation in which you work. Prepare a presentation that identifies any areas for improvement, suggesting ways in which this could be achieved.

http://www.qca.org.uk/




http://www.teach.gov.uk/




Unit Specifications

Teaching a Specialist Subject

Level of Unit: 4 Credit Value for Unit: 15

Learning Outcomes

The learner will:

Assessment Criteria

The learner can:

3PF ref

Assessment

1 Understand the aims and philosophy of education and training in own specialist area

1.1 Review key aims of education and training in own specialist area TRL

1.2 Discuss key philosophical issues relating to education and training in own specialist area TRL

2 Understand the aims and structure of a range of courses and qualifications available to learners in own specialist area

2.1 Summarise the aims and structure of a range of key courses and qualifications in own specialist area TRL

2.2 Justify how own approach to the planning and preparation of a particular course or qualification in own specialist area enables the identified aims to be met PDE

3 Understand principles of inclusive learning and teaching and key curriculum issues in own specialist area

3.1 Discuss the inclusiveness of own approach to the planning and preparation of a particular course or qualification in own specialist area PDE

3.2 Justify how own approach to the planning and preparation of a particular course or qualification in own specialist area takes account of key curriculum issues, including the role of new and emerging technologies PDE

4 Understand how to use a range of specialist resources for inclusive learning and teaching

4.1 Review a range of learning and teaching resources, including new and emerging technologies, discussing their effectiveness in meeting individual learning needs RR

4.2 Explain and justify the inclusiveness of own use of a range of resources RR

5 Understand and demonstrate how to work with other teachers and trainers within own specialist area

5.1 Review a range of opportunities for liaison with other teachers and trainers within own specialist area TRL

5.2 Review the impact of liaison with other teachers and trainers within own specialist area on own practice RoD; RJ

6 Understand how to evaluate, improve and update own specialist knowledge and skills

6.1 Review own approaches, strengths and development needs in relation to own specialist knowledge and skills RoD; RJ

6.2 Discuss ways to develop and update own specialist knowledge and skills RoD; RJ




Indicative Content

Curriculum requirements: e.g. academic, vocational, technical, practical and language, literacy and numeracy skills, awarding / professional body regulations

The teacher’s contractual obligations relating to planning, regulating delivery and quality assurance structure of a range of courses and qualifications available to learners in own specialist area: e.g. in-class support, workshops, specialist equipment

Recording systems and procedures: e.g. documentation , flow of information

Awareness of National Vocational Qualifications/ Scottish Vocational Qualifications and their link with lead body guidelines

Curriculum interpretation: e.g. specifications, aims and objectives / outcomes; schemes of work and session plans; teaching and learning strategies

Inclusive learning and ways to promote inclusivity

How to work with other teachers and trainers within own specialist area

Key curriculum issues in own specialist area

Learning and teaching resources: e.g. handouts, worksheets, case studies, diagrams and charts, textbooks, journals, range of audio-visual aids, new and emerging technologies and their strengths, limitations and constraints

Contexts for curriculum design and change: e.g. Braun’s Principles of Good Design

Effective communication: e.g. clear and concise information, clear expression of ideas, listening and responding to learners, questioning techniques, managing discussion, role of audio visual aids, ICT

Stakeholders: e.g. employers, community organisations, professional bodies, funding council

Reflection and evaluation: e.g. role of reflection in the development of philosophical thinking such as clarity of expression, critical reflection and notions of coherence and consistency. Methods of evaluation, content of evaluations, the importance of learner feedback.

Key features of relevant legislation and national codes of professional practice: e.g. equality and diversity

The process of giving effective feedback to promote learner progress and achievement

Personal, social and cultural factors: e.g. learners’ cultural, linguistic and educational backgrounds, learning difficulties and disabilities

Recommended Reading See recommended reading in DTLLS specification Barton L and Clough P (eds.) (1998) Articulating with Difficulty: Research Voices in Inclusive Education Paul Chapman, UK Braun’s Principles of Good Design: www.cse.yorku.ac.uk Hannan, A. and Silver, H. (2002) Innovative forms of Enhancement in Teaching and Learning Available at the LTSN enhancement debate: www.ltsn.ac.uk

http://www.sagepub.co.uk/authorDetails.nav?contribId=500976

http://www.sagepub.co.uk/authorDetails.nav?contribId=500441

http://www.cse.yorku/




Unit Specifications

Developing and Managing Resources within the Lifelong Learning Sector


Learning Outcomes

The learner will:

Assessment Criteria

The learner can:

3PF ref

Assessment

1 Understand types of resources and their purpose

1.1 Discuss the purpose of resources in relation to effective practice RR

1.2 Review the effectiveness of different types of resources in meeting individual learning needs RR

1.3 Review the use of a range of resources for specific learning contexts RR

2 Understand and demonstrate how to produce resources

2.1 Review a wide range of sources to inform resource development RR

2.2 Plan, design and justify a range of appropriate subject specialist resources to engage learners, including the use of new and emerging technologies

RR

PDE; RR

2 Understand ways to ensure that materials are inclusive

3.1 Review ways to adapt a range of resources to ensure an inclusive approach RR

3.2 Explain and justify the inclusiveness of own use of resources

PDE; RR

OR; RR

4 Understand and demonstrate ways of using and managing resources

4.1 Demonstrate effective use of equipment as a resource for own practice OR

4.2 Review effective practice in storing, cataloguing and sharing resources

RR

RJ

5 Understand legal requirements and responsibilities in relation to use of resources

5.1 Define intellectual property rights and copyright and their potential implications for the production and use of materials RR

6 Understand how to evaluate and improve own use of resources

6.1 Review own approaches, strengths and development needs in relation to resource design and management RR; RoD; RJ

6.2 Discuss ways to adapt and improve own practice in relation to resource development and management RoD; RJ




Indicative Content

Materials and resources: e.g. overview of range available, conform to health and safety, are appropriate and available, equipment: audio visual, paper based, people, ICT, New and emerging technologies, interactive etc. How materials chosen or adapted meet the preferred learning styles and needs of learners

Potential and Effect of Learning resources/materials: e.g. handouts, worksheets, case studies, diagrams and charts, textbooks, journals, TV/Video, OHP, Laptop and Data Panel, tape recorder, Dictaphone, electronic recordings, pod casts, MP3, models/exemplars, guest speakers, associated strengths and limitations

Constraints on available resources: e.g. time and cost, production skills, availability.

Potential Barriers: e.g. language, literacy, numeracy, personal, social and cultural factors: e.g. learners’ cultural, linguistic and educational backgrounds, learning difficulties and disabilities and ways to overcome them


Curriculum interpretation: e.g. specifications, aims and objectives / outcomes, schemes of work and session plans', teaching and learning strategies

Purpose of resource: e.g. inform, exemplify, stimulate the exchange of ideas and opinions, introduce new skills, reinforce a skill, practice a skills, assessment etc.

Adapt materials: e.g. fit for purpose, language, structure, tone, style, meets curriculum requirements, presentation, differentiate learning, how to promote inclusivity, copyright and intellectual ownership

Design principles: e.g. fit for purpose, structure, layout, style, tone, principles of non discriminatory language, accuracy in style, format and appropriateness to needs of the learner and curriculum requirements, inclusivity, format, ease of use, clarity of purpose, differentiation, inclusivity

Materials Management: e.g. Copyright and intellectual ownership, storage and accessibility, up-to-date, relevance, accurate and reliable, distribution, budgets, timescales, health and safety, sharing, equality and diversity legislations and good practice

Recommended Reading Huddleston P, Unwin (2002) Teaching and Learning in Further Education: diversity and change London, Routledge, Taylor & Francis




Unit Specifications

Specialist Delivery Techniques and Activities

Level of Unit: 5 Credit Value of Unit:

Learning Outcomes

The learner will:

Assessment Criteria

The learner can:

3PF ref

Assessment

1 Understand a range of inclusive approaches to the employment of specialist delivery techniques and activities within the learning environment

1.1 Identify and analyse a range of inclusive specialist delivery techniques and activities, showing how they can meet learning objectives PDE

1.2 Indentify and discuss learning needs that can be met most effectively through the use of specialist delivery techniques PDE

1.3 Select and justify appropriate specialist delivery techniques to meet the specific need of learners PDE, OR

2 Understand how to develop inclusive specialist delivery techniques and advanced learning activities

2.1 Identify and discuss diversity considerations in the development of special delivery techniques and learning activities PDE

2.2 Develop inclusive specialist delivery techniques and advanced learning activities, justifying the techniques and activities used and showing how session objectives are met PDE

2.3 Select/adapt and justify a range of inclusive resources to support the specialist delivery techniques and advanced learning activities PDE, OR

3 Demonstrate specialist delivery techniques and advanced learning skills

3.1 Use a range of inclusive specialist delivery techniques and advanced learning activities which meet the needs of learner and learning objectives PDE, OR

3.2 Use a range of inclusive resources effectively to support specialist delivery techniques and advanced learning activities RR

4 Understand how to evaluate the effectiveness of specialist delivery techniques and advanced learning activities

4.1 Evaluate the effectiveness of the special delivery techniques and advanced learning activities, justifying how they have met the needs of learners and learning objectives

OR, RoD, RJ

4.2 Evaluate and develop own practice in relation to specialist delivery techniques and advanced learning activities, using reflection and feedback

OR, RoD, RJ




Indicative Content

Inclusive learning and the way to promote inclusivity

Negotiation: e.g. being inclusive, diplomatic, setting goals, meeting outcomes, consequences of discrimination etc

Planning: e.g. learners need learning styles, assessment requirements etc

Teaching strategies: e.g. range of learning activities and resources available to promote learning: small groups, pairs, role play, presentations, demonstrations, instruction, coaching etc

Learning and teaching resources e.g. handouts, worksheets, case studies, diagrams and charts, textbooks, journals, range of audio-visual aid, new and emerging technologies and their limitations and constraints

Communication: e.g. how to put learners at ease, types of communication: verbal, non-verbal, body language, verbal expressions, cultural differences, active listening, how to avoid bias 1.1, Effective communication: e.g. clear concise information, clear expression of ideas, listening and responding to learners, questioning techniques, managing discussions etc

Reflection and Evaluation e.g. role of reflection, content of evaluations, importance of learner feedback

Recommended Reading Barton L and Clough P (editors) (1998) research Voices in Inclusive Education, London, Paul Chapman Publishers, (Sage) in association with BERA Corder, N (2002) Learning to Teach Adults, London, Routledge, Falmer Florian L, Rose R and Tilstone C, (2006) Promoting Inclusive Practice London, Routledge Hayes A (2006) Teaching Adults Continuum Inclusive Learning (Tomlinson 1996)




Unit Specifications

Developing and Managing Resources within the Lifelong Learning Sector


Learning Outcomes

The learner will:

Assessment Criteria

The learner can:

3PF ref

Assessment

2 Understand types of resources and their purpose

2.1 Analyse the purpose of resources in relation to effective practice RR

1.3 Evaluate the effectiveness of different types of resources in meeting individual learning needs RR

2.2 Evaluate the use of a range of resources for specific learning contexts RR

3 Understand and demonstrate how to produce resources

3.1 Analyse principles of resource design RR

2.3 Evaluate a wide range of sources to inform resource development RR

2.4 Plan, design and justify a range of appropriate subject specialist resources to engage individual learners and groups of learners, including the use of new and emerging technologies PDE; RR

4 Understand ways to ensure that materials are inclusive

3.3 Analyse how theories, principles and models of inclusive curriculum design are used to inform resource development RR

3.4 Evaluate ways to adapt a range of resources to ensure an inclusive approach PDE; RR

3.5 Evaluate the inclusiveness of own use of resources

OR; RR

5 Understand and demonstrate ways of using and managing resources

4.3 Demonstrate effective use of equipment as a resource for own practice

OR

4.4 Analyse effective practice in storing and cataloguing resources. RR

4.5 Evaluate opportunities for collaborative approaches to resource development and management RJ

5 Understand legal requirements and responsibilities in relation to use of resources

5.1 Define intellectual property rights and copyright, and analyse implications for the production and use of materials RR

6 Understand how to evaluate and improve own use of resources

6.1 Evaluate own approaches, strengths and development needs in relation to resource design and management

RR; RoD; RJ

6.2 Plan opportunities to develop and improve own learning and practice in resource design and management RoD; RJ




Indicative Content

Materials and resources: e.g. overview of range available, conform to health and safety, are appropriate and available, equipment: audio visual, paper based, people, ICT, New and emerging technologies, interactive etc. How materials chosen or adapted meet the preferred learning styles and needs of learners

Potential and Effect of Learning resources/materials: e.g. handouts, worksheets, case studies, diagrams and charts, textbooks, journals, TV/Video, OHP, Laptop and Data Panel, tape recorder, Dictaphone, electronic recordings, pod casts, MP3, models/exemplars, guest speakers, associated strengths and limitations

Constraints on available resources: e.g. time and cost, production skills, availability.

Potential Barriers: e.g. language, literacy, numeracy, personal, social and cultural factors: e.g. learners’ cultural, linguistic and educational backgrounds, learning difficulties and disabilities and ways to overcome them


Curriculum interpretation: e.g. specifications, aims and objectives / outcomes, schemes of work and session plans', teaching and learning strategies

Purpose of resource: e.g. inform, exemplify, stimulate the exchange of ideas and opinions, introduce new skills, reinforce a skill, practice a skills, assessment etc.

Adapt materials: e.g. fit for purpose, language, structure, tone, style, meets curriculum requirements, presentation, differentiate learning, how to promote inclusivity, copyright and intellectual ownership

Design principles: e.g. fit for purpose, structure, layout, style, tone, principles of non discriminatory language, accuracy in style, format and appropriateness to needs of the learner and curriculum requirements, inclusivity, format, ease of use, clarity of purpose, differentiation, inclusivity

Materials Management: e.g. Copyright and intellectual ownership, storage and accessibility, up-to-date, relevance, accurate and reliable, distribution, budgets, timescales, health and safety, sharing, equality and diversity legislations and good practice

Recommended Reading Huddleston P, Unwin (2002) Teaching and Learning in Further Education: diversity and change London, Routledge, Taylor & Francis




Unit Specifications

Action Research Level of Unit 5 Credit Value of Unit: 15

Learning Outcomes

The learner will:

Assessment Criteria

The learner can: Assessment

1 Understand the key features and purpose of action research

1.1 Analyse the key features and purpose of action research Section 1

1.2 Analyse key features of the action research cycle Section 1

1.3 Identify and evaluate the implications of a model for action research Section 1

2 Understand and demonstrate procedures to be used when initiating action research

2.1 Select and justify choice of an appropriate area of own practice for action research Section 1

2.2 Plan and demonstrate implementation of a clear intervention strategy Section 1

2.3 Justify the chosen intervention strategy and timescales Section 1

2.4 Discuss ethical and political considerations and issues of confidentiality, explaining how these will be observed in practice Section 1

3 Understand and apply action research methodology

3.1 Identify and draw on appropriate and relevant literature, demonstrating use of standard referencing methods. Section 1

3.2 Evaluate a range of methods of qualitative and quantitative data collection, comparing advantages and disadvantages. Section 2

3.4 Explain and justify choice of methods selected for own research Section 2

4 Understand and demonstrate how to collect, present and analyse appropriate data

4.1 Discuss ways in which collected data may be analysed Section 2

4.2 Collect, present and analyse appropriate data Section 2

5 Understand and demonstrate how to present research conclusions

5.1 Report clearly and objectively on results achieved, identifying and discussing conclusions reached. Section3

5.2 Recommend and justify action to be taken based on these conclusions Section 3


6.1 Evaluate own approaches, strengths and development needs in relation to action research Section 3

6.2 Plan opportunities to develop and improve own skills in action research Section 3




Indicative Content

Opportunities to explore different approaches to data collection methods Action research cycle: e.g. identifying an appropriate issue, formulate the hypothesis, explore suitable

methodology, undertake a pilot study (if appropriate), collect primary data, analyse the evidence, draw conclusions, modify the hypothesis, plan further research etc.

Appropriate area of study Intervention strategies and time scales: e.g. planning strategies and drawing up schedules, structuring

and timing of primary data collection, sources of evidence etc. Ethical, political and confidentiality issues Relevant literature and referencing Qualitative and quantitative data collection: e.g. qualitative (statements, perceptions, values) quantitative

(statistical data), questioning as a research tool etc. Selecting methods appropriate to research Data collection and presentation: e.g. recording findings in appropriate format, collect and review data

using appropriate methods etc Data analysis: e.g. comparisons of variables, trends, forecasting; comparison of results, graphs, charts

etc. correlation between data sets (mean, median/ mode, standard deviation) Results and conclusions: e.g. clear and objective reporting on results, conclusions, implications for

improvement Recommendations and actions: review approach to research methodology, suggest improvements,

identify unanswered questions, issues considered through the research, any side issues, recommendations for implementing professional practice

Strength and development needs: e.g. evaluation of the knowledge, skills and understanding developed through undertaking the research

Opportunities to develop and improve own practice: e.g., staff development opportunities etc

Recommended Reading Bassey M Case Study Research: M.Coleman & Briggs eds. Research methods in Educational Leadership and Management Paul Chapman, UK 2002 Best J & Kahn J: (2003) Research in Education Allyn & Bacon Cohen et al: (2000) Research Methods in Education Routledge Falmer Coleman M & Briggs A (eds) (2002) Research methods in Educational Leadership and Management Paul Chapman Publishing Denscombe M: (2002) Ground Rules for Good Research Open University Press McNiff J, Lomax P, Whitehead J: (2004) You and Your Action Research Project Oxford: Routledge Falmer Robson C: (2005) Real World Research Oxford: Blackwell Wragg T Interviewing. In: M Coleman & Briggs, eds. (2002) Research Methods in Educational Leadership and Management Paul Chapman Publishing




Assessment - Action Research - Level 5 Section 1

Identify an area for research and produce a literature review

Research appropriate methods of data collection

Research and discuss issues of confidentiality, ethics, political considerations and how you will manage these during your research

Produce a plan that comprises: justification; rationale; methodology; time scales

Section 2

Collect and critically analyse appropriate data

Section 3

Report on the outcomes of the research, clearly stating your conclusions and recommendations

From your research experience, critically evaluate your own approaches, strengths and development needs. Plan opportunities to improve your skills




Unit Specifications

Action Learning to Support Development of Subject Specialist Pedagogy Level of Unit: 5 Credit value of Unit: 15

Learning Outcomes

The learner will:

Assessment Criteria

The learner can:

3PF ref

Assessment

1 Understand how to identify an area of interest relevant to the teaching of their specialist subject area

1.1 Select and justify an area of interest for investigation Section 1

1.2 Evaluate ways in which enhanced knowledge could improve subject specific pedagogy Section 3

2 Understand how to investigate current good practice in their own subject specialist area

2.1 Select and justify appropriate sources for investigation Section 1

2.2 Critically review current literature in relation to practice in own subject specialist area Section 1

2.3 Evaluate the practice of other specialists in own subject specialist area

Sections 1, 2 & 3

3 Understand how to work with others to improve own skills in reflective practice

3.1 Demonstrate effective engagement in debate within an action learning set Section 3

2.3 Demonstrate effective skills in critical reflection through working with peers Sections 2 & 3


4.1 Evaluate own strengths and weaknesses in relation to chosen area of interest Section 3

4.2 Evaluate impact of new learning on own practice Section 3

5 Understand how to apply learning from the investigation to own practice

5.1 Identify and justify areas for development based on findings Section 3

5.2 Evaluate the effectiveness of changes to own practice Section 3

6 Understand and demonstrate how to present findings

6.1 Report clearly and objectively on relevant literature and observation of practice, identifying and discussing conclusions reached Section 2 & 3

6.2 Demonstrate use of standard referencing methods in the report Section 2 & 3

6.3 Make recommendations for and justify good practice in the identified area within subject specialist pedagogy

Section 2 & 3

Indicative Content

Appropriate area of study relevant to own specialist teaching subject: e.g. identifying an area that is significant, relevant, interactive, allows for professional updating, development of personal skills etc

Strategies and time scales: e.g. planning strategies, drawing up schedules, sources of evidence etc Relevant literature and referencing Selecting methods appropriate to research Working with others; e.g. peers, managers, colleagues etc. Collecting and presenting information: e.g. recording and presenting findings in appropriate format Recommendations and actions: e.g. issues considered through the investigation, recommendations for

implementing professional practice Opportunities to develop and improve own practice: e.g. PDJ, staff development opportunities etc




Recommended Reading Best J. & Kahn J: Research in Education. Ally and Bacon, 2003 Denscombe M: Ground Rules for Good Research. Open University Press, 2002 Lock D. Project Management Gower Publishing, 2002

Assessment – Action Learning to Support Development of Subject Specialist Pedagogy–Level 5 Section 1

Identify an area for development within your specialist teaching subject and produce a literature review

Research appropriate sources for investigation.

Research and discuss issues of confidentiality and ethics applicable when evaluating the practice of others

Produce a development plan that comprises: justification; rationale; methodology; time scales Section 2 Critically analyse your findings Section 3 Prepare and deliver a presentation that demonstrates the development of your learning in the subject specialist pedagogical area chosen. This should include evaluations of:

The effectiveness of your own practice

The changes to your own practice as a result of your learning

Recommendations for further development in subject specialist pedagogy




Unit Specifications

Reflective Professional Practice Skills


Learning Outcomes

The learner will:

Assessment Criteria

The learner can:

3PF ref

Assessment

1 Understand and demonstrate the integration of theory into own professional practice

1.1 Analyse and demonstrate regular integration and application of theory to professional practice in own specialist area PDE

2.2 Evaluate own learning and development needs in relation to the integration of theory into practice RJ

2 Understand and demonstrate continuous development to improve own practice

2.1 Demonstrate effective modification of teaching programmes, taking account of feedback from others and incorporating new ideas

PDE; OR; RoD

2.2 Evaluate opportunities for collaborative working OR

3 Understand and demonstrate the application to own practice of theories and principles of reflective practice and models of professional development

3.1 Evaluate the application of theories, principles and models of reflective practice to own development as an autonomous learner

RJ

4 Understand and address own continuous personal and professional development needs

4.1 Evaluate own approaches, strengths and development needs identified through professional practice, including literacy, language and numeracy needs RoD; RJ

4.2 Use self-reflection on professional practice and feedback from others to develop own knowledge, practice and skills, including literacy, language, numeracy and ICT skills RoD

4.3 Plan appropriate opportunities to address own identified learning needs in professional practice RoD; RJ

5 Understand and demonstrate ways in which engagement in CPPD activities has improved own professional practice

5.1 Identify and engage in appropriate CPPD opportunities to keep up to date and develop in teaching and in own specialist area RoD

5.2 Evaluate the impact of CPPD activities on own professional practice, identifying any further learning and development needs RoD; RJ




Indicative Content

Professional practice in own specialist area: e.g. codes of professional practice, expected behaviours, depth and range of knowledge around own subject specialism and learning and teaching, modification of teaching programmes using feedback from others

Evaluation: e.g. methods and theories of evaluation in relation to own learning and development,

opportunities for collaborative working to improve own practice Personal development: e.g. ways to identify strengths and weaknesses, evaluation of performance by

self and/or others, personal performance criteria against national standards, MIS data, feedback from others etc

CPPD: e. g. how to plan wider development, opportunities for improving own professional practice,

agencies and resources available, courses, peer observation, work shadowing, desk based research. Engage in appropriate CPPD opportunities and evaluate such activities

Recommended Reading Huddleston P, Unwin L. Teaching and Learning in /further Education: diversity and change. London, Routledge, Taylor & Francis 2002 Hitching J: Maintaining Your License to Practice. Exeter, Learning Matters 2008 L.B.Curzon Teaching in Further Education 6

th ed. London, Continuum International Publishing Group Ltd.

2003 McNary S. What successful teachers do in inclusive classroom: 60 research-based strategies that help special learners succeed. London, Routledge Falmer 2005 Tummons J. Assessing Learning in Further Education: Meeting the National occupational Standards Exeter Learning Matters 2005 Wallace S. Teaching, Tutoring and Training in the Lifelong Learning Sector Exeter learning Matters 2007 British Journal of Educational Technology Journal of Education Policy. Routledge, Taylor and Francis Learning and Skills Development Agency: Access for All. London: LSDA 2002 Times Educational Supplement - FE Focus




Unit Specifications

Working with the 14-19 Age Range in the Learning Environment


Learning Outcomes

The learner will:

Assessment Criteria

The learner can:

3PF ref

Assessment

4.1 Understand current educational provision and ongoing developments for 14-19 year olds

1.1 Analyse key national policies and national initiatives for the education of 14-19 year old learners Section 1

1.2 Analyse the current provision for 14-19 year olds in the compulsory and post compulsory sectors Section 1

1.3 Evaluate the relationship between the compulsory and post compulsory sectors with regard to provision for 14-19 year olds Section 1

1.4 Evaluate the local implementation of partnerships between the compulsory and post compulsory sectors with regard to provision for 14-19 year olds Section 1

4.2 Understand the learning and emotional needs of 14 to 19 year olds

2.1 Theories and models of learning in terms of their appropriateness for 14-19 year olds Section 2

2.2 Analyse the stages of emotional development of 14-19 year olds Section 2

3 Understand the roles and responsibilities of the teacher working with 14-19 year olds

3.1 Analyse the legal framework and key legislation relating to working with 14-19 year olds Section3

3.2 Analyse own role and responsibilities in relation to working with 14-19 year olds Section 3

3.3 Evaluate the impact on own practice of legislation relating to working with 14-19 year olds Section 3

4 Understand and demonstrate use of techniques and strategies to manage the learning of 14-19 year olds

4.1 Analyse key issues in of managing the learning of 14-19 year olds in the learning environment PDE; OR

4.2 Use and evaluate techniques and strategies to manage the learning of 14-19 year olds in the learning environment PDE; OR




Learning Outcomes

The learner will:

Assessment Criteria

The learner can:

3PF ref

Assessment

5 Understand how to apply theories and principles of learning in planning, enabling and assessing learning for 14-19 year olds

5.1 Evaluate own planning to meet the needs of 14-19 year olds with reference to theories and principles of learning PDE; OR; RJ

5.1 Evaluate own use of a range of teaching and learning approaches with 14-19 year olds with reference to theories and principles of learning PDE; OR; RJ

5.3 Evaluate own use of a range of assessment methods with 14-19 year olds with reference to theories and principles of learning PDE; OR; RJ

6 Understand how reflection, evaluation and feedback can be used to improve own practice in working with 14-19 year olds with reference to theories and principles of learning

6.1 Discuss ways to adapt and improve own practice in working with 14-19 year olds with reference to theories and principles of learning drawing on feedback from learners Section 3

6.2 Plan and take up opportunities to develop and improve own performance in working with 14-19 year olds RoD; RJ

Indicative Content

National policies for education 14-19 year old learners: e.g. Diploma for 14 - 19 year old learners National current provision for 14 -19 year old learners Theories and models of learning Curriculum requirements: e.g. academic, vocational, technical, language, literacy and numeracy skills,

awarding /professional body regulations Philosophy and rationale for delivery Inclusive learning and ways to promote inclusivity Opportunities to embed functional skills Classroom management: e.g. body language, personal authority, organisation in the classroom, rules,

learner involvement etc

Recommended Reading Armitage A., Bryant R, Dunhill R, Hayes D. Teaching and Training in Post Compulsory Education 2003 Clough P & Corbett J. Theories of inclusive Education: A student's Guide 2000 Cowie H (2008) Managing violence in schools: a whole-school approach to best practice London Paul Chapman Curzon L. B. Teaching in Further Education Cassell 2003 Felder D (2007) Reasoning Skills for Handing Conflict Tallahassee Fla Wellington Press Petty G. Teaching Today 3

rd ed. Stanley Thornes 2004

Reece I. and Walker S. Teaching, Training and Learning 5th ed. Business Education publishers Limited 2003

Sharp J. Ward S. and Hankin L. Education Studies: An Issues- based Approach 2006 Routledge Falmer Guide to Key Debates in Education. 2004 Wallace S. Teaching, Tutoring and Training in the Lifelong Learning Sector 2007 www.teachgov.uk www.teach14-19.org [email protected]

http://www.teachgov.uk/

http://www.teach14-19.org/

mailto:[email protected]




Assessment - Working With the 14-19 Age Range in the Learning Environment - Level 5

Section 1

Compare national policy for the education of 14 - 19 year old learners with current provision in the compulsory and post compulsory sector.

Research and critically evaluate local provision and partnerships between compulsory and post compulsory education for 14-19 year olds.

Section 2

Analyse the stages of emotional development for 14-19 year olds, relating these to theories and models of learning

Section 3

Critically discuss the impact of legislation relating to the 14 -19 year old learners on your own role as a teacher

Critically analyse ways to adapt and improve own practice in working with 14-19 year olds with reference to theories and principles of learning, drawing on feedback from learners and colleagues




Unit Specifications

Inclusive Practice Level of Unit: 5 Credit value of Unit: 15

Learning Outcomes

The learner will:

Assessment Criteria

The learner can:

3PF ref.

Assessment

1 Understand factors that influence learning

1.1 Analyse personal, social and cultural factors that influence learning RoD

2.2 Evaluate the impact of different cognitive physical and sensory abilities on learning Section 1

2 Understand how legislation related to inclusive practice impacts on organisations

2.1 Identify and analyse legislation relevant to inclusive practice Section 2

1.2 Evaluate the impact of legislation related to inclusive practice on organisational policies, identifying areas for improvement within the organisation Section 2

1.3 Analyse implications for own practice of legislation related to inclusion and inclusivity Section 2

3 Understand legal and contractual responsibilities and role boundaries in relation to inclusive practice

3.1 Analyse own role and responsibilities in relation to inclusive learning practice, discussing the boundaries RJ

3.2 Identify and evaluate a range of learner and learning support roles, discussing the role boundaries Section 3

3.3 Evaluate points of referral available to meet individual learning needs and identify areas for improvement TRL

4 Understand how to manage an inclusive learning environment

4.1 Analyse the key components and resulting benefits of an effective inclusive learning environment PDE

4.2 Analyse issues of equality and diversity and ways to promote inclusion from a strategic perspective PDE

4.3 Analyse strategies for effective management of the learner and learning support team(s) in the inclusive learning environment, discussing good practice PDE

5 Understand how to evaluate the effectiveness of own inclusive practice

5.1 Evaluate own approaches, strengths and development needs in relation to inclusive practice, using reflection and feedback from learners RoD; RJ

5.2 Plan opportunities to develop and improve own skills in inclusive practice

RoD; RJ




Indicative Content

Personal, social and cultural factors that influence learning Legal and statutory requirements: e. g. Tomlinson report, DDA, SENDA Inclusive learning and ways to promote inclusivity The teacher/tutor's contractual obligations relating to planning , regulating delivery and quality

assurance in relation to inclusive practice Effective learning environments: e.g. health and safety, layout of room, physical comfort (heating,

lighting, noise levels) psychological comfort (valuing and respecting individuals, opportunities to participate)

Reflection and evaluation: e.g. role of reflection, methods of reflection, content of evaluations, the importance of learner feedback

Recommended Reading Blamires, M. (2000) 'Is a social model sufficient to enable inclusive educational practice? In T.O'Brien (ED) British Journal of Special Education. Blackwells. Croll, P. and Moses, D. (2000) 'Ideologies and utopias: education professionals' views of inclusion', European journal of Special Needs Education 15(1), 1-12 DFES (2001) Access for All Hannan, A. and Silver, H. (2000) Innovative forms of Enhancement in Teaching and Learning. LTSN enhancement debate: available at www.ltsn.ac.uk Hornby, G. (1999) Can one size fit all? Support for Learning Vol 14. Knowles, G. (2006) Supporting \inclusive Practice. David Fulton Publishers Ltd. Tett, T. (2007) Community Education, Lifelong Learning and Social Inclusion (Policy and Practice in Education) Dunedin Academic Press, 2 New Ed edition Wallace, S. (2005) Teaching and Supporting Learners in Further Education (2

nd Edition) Learning Matters

www.ofsted.gov.uk www.gtce.org.uk www.inclusion.uwe.ac.uk/csie/index.htm

http://www.ltsn.ac.uk/



http://www.inclusion.uwe.ac.uk/csie/index.htm




Assessment - Inclusive Practice - Level 5

Section 1

Critically discuss the effects of cognitive, physical and sensory abilities on learning and the learning environment.

Section 2

Write and present a seminar paper in which you:

Identify legislation that is relevant to inclusive practice and critically evaluate the impact such legislation has on your organisation and on your own practice

Analyse your own organisation’s policies on inclusivity and provision for referral and make recommendations for improvement

Critically evaluate a range of learner and learning support roles and the boundaries of such roles

Section 3

Using the Reflective Journal (RJ) in the Personal and Professional Practice File (3PF), evaluate your own approaches, strengths and development needs in relation to inclusive practice and plan opportunities to develop your own skills in this area




Unit Specifications

Literacy and the Learners


Learning Outcomes

The learner will:

Assessment Criteria


1 Demonstrate a knowledge and understanding of language variety

1.1 Analyse Standard English and other varieties of English in both spoken and written forms with reference to specific features such as phonology, grammar and lexis Section 1

1.2 Discuss the ways in which language and literacy use can vary according to context Section 1

2.3 Use key grammatical, lexical and phonological terms appropriately Section 1

2 Demonstrate a knowledge and understanding of the factors which influence literacy and language learning and development

2.1 Discuss how language and literacy are acquired and learned Section 2

2.2 Analyse the personal, social and cultural factors influencing literacy learners’ development of spoken and written language Section 2

2.3 Discuss the impact of a range of learning difficulties and disabilities on language and literacy teaching and learning Section 2

2 Demonstrate a knowledge and understanding of language change

3.1 Discuss reasons for language change in both spoken and written English Section 3

2.2 Identify and analyse changes in the use of spoken language at discourse, sentence and word level Section 3

3.3 Identify and analyse changes in the use of written language at text, sentence and word level Section 3

3.4 Use key grammatical, lexical and phonological terms appropriately in describing language change Section 3

4 Demonstrate a knowledge and understanding of the relationship between language and social processes

4.1 Analyse how language is used in the formation, maintenance and transformation of social, cultural, political and religious identities and relationships Section 3

4.2 Analyse how language is used as text/discourse, sentence/phrase and word level in the formation, maintenance and transformation of power relations Section 3




Indicative Content

Understand how language varies and changes and how this influences language and literacy use e.g.: How languages are dynamic and constantly evolving ;Development of different varieties of English; Regional and local accents and how they differ; Study of relationship between race, class and culture

Know current theories of literacy learning and development e.g.: Role of memory and cognitive processing in language learning ; Understanding of the relationships between thought and language; Ways learners store and retrieve lexis and grammatical patterns; Use of conventional letter formation, spelling and grammar

Take account of literacy learners’ backgrounds, experiences, goals and aspirations e.g.; Age, motivation and expectations; Commitment; Educational background, previous language learning experience and learning style; Economic, social, cultural, gender restraints; Political attitudes; Learners’ personal, professional and vocational needs and inspirations

Understand social, cognitive and affective factors which may influence literacy learning e.g.; Understanding specific disabilities and learning difficulties that restrict language acquisition and development; Problems faced by some learners when learning and developing literacy skills; Understanding of the range of physical and sensory impairment and specific learning difficulties

Understand the different ways in which language can be described and analysed e.g.: Historical background to the role of English as an international language; Changing nature of literacy and texts, including the move from page to screen and the development of multi-media texts; Cultural hegemony of English; Significant differences between spoken and written discourse

Understand the role language plays in formation, maintenance and transformation of power relationships e.g.: Current hierarchies and inequalities in language and literacy use and their role in reflecting and maintaining existing social relations; The provisional nature of these hierarchies and the potential for change by all language users; Role of English in enabling users to participate, and gain access to society and modern economy

Recommended Reading Please see the bibliography provided at the end of unit Literacy Learning and Teaching

Assessment - Literacy and the Learners - Level 5

Section 1

Select two examples of communication with learners used within your teaching - one spoken and one written (e.g. group discussion, handout). Write a critical summary of the types of language used in both examples with reference to phonology, grammar and lexis

Discuss how language can vary in different oral and written contexts Section 2

Analyse the different ways in which language and literacy skills are acquired and learnt.

Comment on a range of personal, social and cultural factors which affect the acquisition and development of language and literacy skills

Discuss the effect of a range of learning disabilities and difficulties on the acquisition and development of language and literacy skills

Section 3

Discuss reasons why both spoken and written language has changed, using examples from your own reading, research and experience, and say what impact language change will have on your teaching

Analyse how language, both written and spoken, determines and influences social and professional relationships




Unit Specifications

Literacy, ESOL and the Learners


Learning Outcomes

The learner will:

Assessment Criteria


1 Demonstrate a knowledge and understanding of language variety

1.1 Analyse Standard English and other varieties of English in both spoken and written forms with reference to specific features such as phonology, grammar and lexis Section 1

1.2 Discuss the ways in which language and literacy use can vary according to context Section 1

1.3 Use key grammatical, lexical and phonological terms appropriately Section 1

2 Demonstrate a knowledge and understanding of the factors which influence literacy and language acquisition, learning and use

2.1 Discuss how language and literacy are acquired and learnt Section 2

2.2 Analyse the personal, social and cultural factors influencing literacy and ESOL learners’ literacy and language use Section 2

2.3 Discuss the impact of a range of learning difficulties and disabilities on language and literacy learning and teaching Section 2

3 Demonstrate a knowledge and understanding of language change

3.1 Discuss reasons for language change in both spoken and written English. Section 3

3.2 Identify and analyse recent changes in the use of spoken language at discourse, sentence and word level Section 3

3.3 Identify and analyse changes in the use of written language at text, sentence and word level Section 3

3.4 Use key grammatical, lexical and phonological terms appropriately in describing language change Section 3

4 Demonstrate a knowledge and understanding of the relationship between language and social processes

4.1 Analyse how language is used in the formation, maintenance and transformation of social, cultural, political and religious identities and relationships Section 3

4.2 Analyse how language is used at text/discourse, sentence/phrase and word level in the formation, maintenance and transformation of power relations Section 3




Indicative Content

Understand how language varies and changes and how this influences language and literacy use e.g.: How languages are dynamic and constantly evolving ;Development of different varieties of English; Attitudes to different varieties of English and relation to standard English; Study of relationship between race, class and culture; Variety of language forms which express a range of language functions

Know current theories of literacy learning and development e.g.: Role of memory and cognitive processing in language learning ;Theories and principles of language acquisition and bilingualism; Understanding of the relationships between thought and language Take account of literacy learners’ backgrounds, experiences, goals and aspirations e.g.; Age, commitment and expectations; Educational background, previous language learning experience and learning style; Understand and distinguish between learning needs of confident readers and writers in first language, and those who have had little previous access to written language

Understand social, cognitive and affective factors which may influence literacy learning e.g.; Understanding specific disabilities and learning difficulties that restrict language acquisition and development; Problems faced by some learners when learning and developing literacy skills; Specific learning difficulties such as dyslexia; Understand the different ways in which language can be described and analysed e.g.: Historical background to the role of English as an international language

Understand the role language plays in formation, maintenance and transformation of power relationships e.g.: Current hierarchies and inequalities in language and literacy use and their role in reflecting and maintaining existing social relations; Role of English in enabling users to participate, and gain access to society and modern economy; Crucial role of English in allowing opportunities for education, employment and full participation in society

Recommended Reading Please see the bibliography provided at the end of unit Literacy Learning and Teaching

Assessment - Literacy, ESOL and the Learners - Level 5

Section 1

Select two example of communication with learners used within your teaching - one spoken and one written (e.g. group discussion, handout). Write a critical summary of the types of language used in both examples with reference to phonology, grammar and lexis

Discuss how language can vary in different oral and written contexts Section 2

Analyse the different ways in which language and literacy skills are acquired and learnt, building on the prior language and literacy experience of ESOL/literacy learners

Comment on a range of personal, social and cultural factors that affect the acquisition and development of language and literacy skills

Discuss the effect of a range of learning disabilities and difficulties on the acquisition and development of language and literacy skills

Section 3

Discuss reasons why both spoken and written language has changed, using examples from your own reading, research and experience, and say what impact language change will have on your teaching of literacy and ESOL learners

Analyse how language, both written and spoken determines and influences social and professional relationships with reference to the particular challenges faced by adult ESOL learners




Unit Specification

Numeracy and the Learners


Learning Outcome

The learner will:

Assessment Criteria


1 Demonstrate knowledge and understanding of the impact of learner background and popular perceptions of mathematics and their roles on mathematics and numeracy learning

1.1 Analyse the role of mathematics and numeracy in the world at large Section 1

1.2 Discuss public/popular perceptions of mathematics and numeracy and the impact on the learner Section 1

1.3 Justify the importance of encouraging learners to make links between their numeracy development and other areas of their personal development Section 1

2.4 Analyse the impact of learners’ backgrounds and needs on numeracy learning Section 1

2.5 Evaluate approaches to mathematics and numeracy assessment which take into account learner backgrounds Section1

2 Demonstrate knowledge and understanding of how to identify the attainment and aspirations of numeracy learners

2.1 Establish existing skills, knowledge and understanding and ascertain what learners can do as well as what they cannot do Section 2

2.2 Use the results of assessment and knowledge of learner’s background to identify areas which interest, motivate and inspire individual learners and address needs, goals and aspirations Section 2

3 Demonstrate knowledge and understanding of own mathematics skills, knowledge and understanding to an appropriate breadth and dept

3.1 Discuss the historic and cultural development of mathematics. Section 3

3.2 Discuss the language and concepts associated with place value systems Section 3

3.3 Compare a wide range of written, mental and diagrammatic strategies and the meta language to describe and analyse these Section 3

3.4 Analyse a range of common errors and misconceptions and possible reasons why they occur Section 3

3.5 Analyse the links, connections and generalisations that can be made between a range of areas in numeracy/mathematics Section 3

3.6 Analyse the activities, processes and stages within a mathematical problem/investigation Section 3




Learning Outcome

The learner will:

Assessment Criteria


4 Apply knowledge and understanding of the different ways in which language/literacy skills are integral to learners’ achievement in mathematics and numeracy

3.1 Devise strategies to enable learners to develop appropriate numeracy language and vocabulary Section 1

3.2 Maintain an integrated approach to wider language and literacy skills needed to develop learners’ numeracy skills Section 1

3.3 Use strategies to promote and encourage communication of mathematical ideas both between teacher and learner and learners themselves Section1

3.4 Discuss how context can affect approaches used for mathematical problem solving and investigation and also the interpretation of the results Section 1

Indicative Content

The importance and perception of mathematics and numeracy: e.g. in personal life, in vocational and work related contexts, in social and community participation and in the world at large

The range of motivations, intrinsic and extrinsic for improving numeracy skills: e.g. in relation to current situation, for progression, self esteem

The possible effect of learner background on numeracy learning: e.g. social background, gender, culture, age , personal circumstances and experiences

Approaches to numeracy assessment which identify areas of interest, goals and aspirations as well as existing skills and knowledge

The impact of a range of difficulties on numeracy learning: e.g. physical disabilities, mental health issues, and learning difficulties including specific learning difficulties such as dyslexia and dyscalculia

The historic and cultural development of mathematics: e.g. the development of number and measurement systems

The language and concepts of the place value system including familiarity with other number bases, standard form and its application

A range of strategies for performing calculations, formal and informal including the associated language: e.g. coping strategies such as repeated addition for multiplication, use of number lines, role of estimation, approaches to “long” multiplication and division

Common numeracy errors and misconceptions: e.g. operations involving fractions and decimals, confusion between area and perimeter, concept of probability

Links between different areas of mathematics: e.g. between measurement and place value, graphical representation to illustrate concepts, role of algebra in generalisation , ratio and scale drawings

The stages and processes of a mathematical investigation: e.g. analysing data on 3 and 4-year olds to predict the need for pre-school provision, design of an entrance for wheelchair access etc

The ways in which language and literacy skills are integral to learners’ achievements in numeracy: e.g. specific mathematical language and terminology, interpretation of written problems, specific issues for learners with literacy or ESOL needs

Recommended Reading Please see the bibliography at the end of unit Numeracy Learning and Teaching.




Assessment - Numeracy and the Learners - Level 5

Section 1

Discuss the impact of a range of personal and social factors in the acquisition of numeracy skills and their implication for numeracy teaching

Discuss how numeracy language and vocabulary can be developed, and the importance of communication and context in developing numeracy skills

Explore how language skills can be developed alongside numeracy skills

Section 2

Critically review initial and diagnostic assessment related to numeracy, in order to establish the existing skills, knowledge and understanding of learners

Explain how the results of initial and diagnostic assessment can be used to identify areas, which interest, motivate and inspire learners and address their needs, goals and aspirations

Section 3

Discuss the importance of the place value system:

In the development of mathematics

In applying a range of techniques, for mental and written calculations

With respect to common numeracy errors

Illustrate using the denary system and at least one other number base




Unit Specification

Literacy Theories and Frameworks


Learning Outcomes

The learner will:

Assessment Criteria


1 Demonstrate a knowledge and understanding of theories and principles relating to language acquisition and learning

1.1 Review theories of first language acquisition and second language acquisition and learning Section 1

1.2 Review language teaching approaches associated with theories of first language acquisition and second language acquisition and learning Section 1

2 Demonstrate a knowledge and understanding of theories and principles relating to literacy learning and development

2.1 Analyse theories of literacy learning and development. Section1

2.2 Analyse literacy teaching approaches associated with theories of literacy learning and development Section 1

3 Demonstrate a knowledge and understanding of how language can be described and analysed

3.1 Review the range of ways in which language can be described Section 2

3.2 Analyse written and spoken language at text and discourse level Section 2

3.3 Use written and spoken language at sentence and phrase level Section 2

3.4 Analyse written and spoken language at word level Section 2

4 Demonstrate a knowledge and understanding of the processes involved in reading, writing, speaking and listening

4.1 Analyse the processes involved in reading and writing for literacy learners Section 3

4.2 Analyse the processes involved in speaking and listening for literacy learners Section 3

4.3 Discuss the mutual dependence of reading, listening, writing and speaking in literacy and language development Section 3

Indicative Content

Knowledge and understanding of theories of first and second language acquisition and learning and relationship with practice in language teaching e.g.: Inter language, hypothesis formation

Application of key theories to practices with reference to past and current language teaching methodologies e.g.: Structuralist approach, behaviourist models; Task/activity-based learning; Communicative and functional approaches; Use of authentic and meaningful texts and activities

Knowledge and understanding of theories of literacy and development. Theories of reading and writing, pragmatics, signs and symbols Key features of language and ways in which spoken language differs from written language e.g.:

Tendency of spoken language to be less formal; Frequency of incomplete sentences and vague language; Importance of intonation for indicating meaning and attitude

Analysis of written language at text level; Analysis of spoken language at discourse level




Indicative Content

Analysis of written and spoken language at sentence/phrase level e.g.: Sentence structure and sentence type including constituents and word order of simple, compound and complex sentences; Clause and phrase structure; Classifications of nouns; Pronouns; Adjectives; Adverbs; All tenses;; Meaning and use of verbal aspect-simple, continuous, perfect in all types of verbs; Auxiliary and modal verbs; Present and past participles; Questions and negatives

Analysis of written and spoken language at word level e.g.: Study of phonetics, phonology and English sound system; Formation and description of English phonemes ; Consonants and consonant clusters, long and short vowels and diphthongs; Word classes and functions in sentences

Knowledge and understanding of the processes involved in reading and writing e.g.: Range of features used to help decode meanings; Order of acquisition of sound/symbol relationship; Strategies to read new words – prefixes, suffixes, syllables; Strategies to read and understand a range of text types; Letter formation and spelling patterns; Word order and function

Knowledge and understanding of process involved in speaking and listening e.g.: Different levels of spoken English (Basic interpersonal communication skills BICS and cognitive academic language processing CALP); Concepts of fluency, accuracy and communicative competence

Recommended Reading – Literacy Textbooks

Brooks G et al (2001) Progress in Adult Literacy – Do Learners Learn? London, Basic Skills Agency

Crystal D (2003) The Cambridge Encyclopaedia of the English Language Cambridge, Cambridge University Press

Crowther, Hamilton and Tett (2001) Powerful Literacies Leicester, NIACE

Cruse A (2004) Meaning in Language: an Introduction to Semantics and Pragmatics Oxford, Oxford University Press

Doff A and Jones C (2001) Language in Use – Pre-intermediate Cambridge, Cambridge University Press

Harmer J (2003) The Practice of English Language Teaching London, Longman

Lillis T and McKinney C (2003) (Eds) Analysing Language in Context: a Student Work Book Stoke on Trent, Trenton Books

NIACE (2004) A Framework for Understanding Dyslexia Leicester, Neworth Print Ltd

Papen U (2005) Adult Literacy as Social Practice London, Routledge

Reid G, Wearmouth J (2002) Dyslexia and Literacy – Theory and Practice London, Wiley

Schellekens P (2001) English Language as a Barrier to Employment, Training and Education London, DfEE

Tummons J (2005) Assessing Learning in Further Education Exeter, Learning Matters

Wallace S (2005) Teaching and Supporting Learners in Further Education 2nd

ed Exeter, Learning Matters

Wren W (2001) Grammar and Punctuation Gosport, Ashford Colour Press




Other relevant sources

Access for All (2002) DfES

Adult Literacy Core Curriculum (2001) DfES

Adults Learning, NIACE (Monthly journal)

A Fresh Start – Improving Literacy and Numeracy DfEE Moser report

Education Guardian (Tuesday) or www.education.guardian.co.uk Equality and Diversity in Adult and Community Learning: A Guide for Managers. Reisenberger, A. &

Dadzie, S. (2002). Available: http://www.lsda.org.uk/files/pdf/A1181.pdf (Learning and Skills Development Agency web site)

Inclusive Learning (Tomlinson 1996)

The Department for Education and Skills www.dfes.gov.uk

Journal of Literacy Research Learning Works – Widening Participation in FE (Kennedy 1997)

The Department for Education and Skills www.dfes.gov.uk

Leitch Review of Skills – Final report (2006) HMSO

The Lifelong Learning UK www.lifelonglearninguk.org

Literacy Trust www.literacytrust.org.uk

National Research and Development Centre for Adult Literacy and Numeracy www.nrdc.org.uk

RaPAL journal

Skills for Life Learner materials for Literacy DfES

Times Education Supplement (Friday) or www.tes.co.uk

Assessment - Literacy Theories and Frameworks - Level 5

Section 1

Write a critical review of the key theories of first and second language and literacy acquisition and development

Analyse a range of language and literacy approaches to teaching, and relate them to the key theories

Section 2

Select a recorded group discussion and a written text from a literacy context. Present a detailed analysis or the spoken and written English used

Present you findings as a report given as a seminar to your course members

Section 3

Discuss and analyse the processes by which learners move from beginner stage to competence in Reading, Writing, Speaking and Listening

In a specified learning context, indicate the main features of a teaching strategy which demonstrates the interdependence of the four skills

http://www.education.guardian.co.uk/

http://www.lsda.org.uk/files/pdf/A1181.pdf



http://www.lifelonglearninguk.org/

http://www.literacytrust.org.uk/

http://www.nrdc.org.uk/

http://www.tes.co.uk/




Unit Specification

Developing Numeracy Knowledge and Understanding Level of Unit: 5 Credit Value of Unit: 15

Learning Outcome

The learner will:

Assessment Criteria


1 Demonstrate knowledge and understanding of the origins of mathematics knowledge and the application of relevant learning theories on curriculum development, learning and teaching

1.2 Apply knowledge of teaching and learning theories to numeracy and maths in order to improve practice Section 1

1.2 Analyse the effect of the origins and status of maths knowledge on mathematics curriculum development Section 1

2 Apply specialist pedagogical knowledge and understanding to promote and develop the quality of numeracy learning and teaching in a variety of contexts

2.1 Identify relevant numeracy skills and knowledge needed in Sectionicular contexts in collaboration with teachers of other subjects across the organisation where appropriate Section 2

2.2 Contribute to the development and improvement in quality of numeracy learning and teaching in vocational and other subjects Section 2

2.3 Apply subject and specialist pedagogical knowledge to adopt appropriate learning and teaching strategies for a wide range of learners’ needs Section 2

3 Demonstrate own mathematical skills, knowledge and understanding to an appropriate breadth and depth

3.1 Summarise the nature of argument and proof in mathematics, including the language of proof, its origins in geometry, and the role of algebra in generalising Section 3

3.2 Analyse the use, interpretation, representation and misrepresentation of data Section 3

3.3 Compare the wide range of ways of defining or representing different concepts in numeracy Section 3

4 Demonstrate knowledge and understanding of how to use specialist organisations and publications to develop own practice as a numeracy teacher

4.1 Use a range of numeracy organisations and publications in order to review current research and developments Section 1

4.2 Use international, national and local research together with own and learners’ insights to inform numeracy learning and teaching Section 1




Indicative Content

Debates around the origins and status of numeracy and mathematics and their impact on policy and curriculum development: e.g. meaning of the term “numeracy”; “context” and “embedding” with respect to numeracy learning

Generic teaching and learning theories and techniques applied to the numeracy curriculum Approaches to numeracy teaching including debates about what constitutes good practice: e.g.

developing key concepts; collaborative learning; questioning techniques; problem solving; concepts of “right” and “wrong”; exposing and challenging errors and misconceptions

The numeracy skills and knowledge needed in particular contexts: e.g. course or vocationally related as well as personal needs and interests

Teaching and learning strategies for a range of learner needs and contexts: e.g. combating previous negative experience, overcoming maths anxiety, promoting learner independence; learner needs

Nature of argument and proof: e.g. direct proof (the square of any odd integer is odd); deduction ( all 3 sided polygons are triangles, this polygon has 3 sides , therefore this polygon is a triangle), use of counter example(multiplying two numbers results in a larger number)

The role of algebra as generalised arithmetic: e.g. as applied to the rules of number, the concept and value of rearrangement, the use of generalised statements to describe situations and processes

The use of statistics: e.g. means of data collection including influence of choice of sample and sample size, techniques of data processing and display, misrepresentation of data

Range of ways of defining or representing numerical or mathematical concepts up to NQFL2: e.g. representation as fraction, proportion, percentage or decimal. Conceptual understanding at higher levels relevant to numeracy teaching and to the target group e.g. use of different number bases, algebraic representation; properties of 2D and 3D shapes

Use of research to develop own practice: e.g. knowledge of relevant publications and organisations involving international and national research; development as a reflective practitioner; use of learner views

Recommended Reading Please see the bibliography at the end of unit Numeracy Learning and Teaching




Assessment – Developing Numeracy Knowledge and Understanding - Level 5

Section 1

Write a critical review of the key theories of numeracy teaching and learning, relating these to curriculum design and classroom practice

Describe how you keep up to date as a practitioner by including recent research and developments in numeracy teaching and learning

Explain how you accessed this information

Section 2

Analyse the uses of numeracy within a chose context (personal, community or vocational)

Discuss the importance of these skills in functioning effectively

Describe how to use the context to motivate learners within a practical teaching situation

Section 3

Use a spreadsheet to calculate the cost of at least 6 items with either a percentage reduction or the addition of VAT. Provide a printout of the formulae used`

Explain, with examples, how the rules of arithmetic can be used to manipulate algebraic expressions and equations

Discuss the advantages and disadvantages of a range of means of representing data. Choose examples where the representation is or could be misleading and explain why this is so

Choose a situation in which mathematical skills are used (e.g. designing a structure for a child's play area including a slide or a swing; comparison of a range of investments/loans over a period of years). Outline the steps needed with examples of calculations. Present your results in an appropriate format




Unit Specifications

Study Skills for the Development of Learning Level of Unit: 5 Credit Value of Unit: 9

Introduction

The aim of this unit is to enable learners to be more effective in a teaching and learning situation by developing the study skills of their learners. Different techniques and approaches are explored, using theory and practice to assess effectiveness

Learning Outcomes

The learner will:

Assessment Criteria

The learner can:

Assessment

1 Understand theories of study skills for the development of learning

1.1 Examine the theories of study skills. Section 1

1.2 Explain theories of study skills for independent learning

Section 1

1.3 Explain theories of study skills for collaborative working

Section 1

1.4 Evaluate the role of study skills for the development of learning

Section 1

2 Understand ways study skills techniques can be used for the development of learning

2.1 Justify how study skills techniques can be used for the development of individual learning.

Section 1

2.2 Compare and contrast ways study skills techniques can be used for the development of collaborative working

Section 1

3 Be able to implement study skills for the development of learning

3.1 Use study skills in different contexts for the development of learning

PDE; OR

3.2 Demonstrate the use of study skills for the development of individual learners

PDE; OR

3.3 Demonstrate the use of study skills for the development of collaborative working

PDE; OR

3.4 Present ways in which the implementation of study skills can highlight the need for additional support

PDE;OR

4 Be able to implement improvements to study skills practice.

4.1 Evaluate the practice of study skills to identify areas for improvement.

RoD; RJ

4.2 Implement improvements to study skills practice for the development of learning

PDE;OR




Indicative Content

Initial assessment How people study e.g. Learning styles etc Preparing for study e.g. Suitable environment etc Goal setting Reason to gain study skills Study skills e.g. note taking, reading skills (scanning, skimming, summarising) Problem solving techniques Motivation Resources e.g. Books, magazines, articles, internet etc

Recommended Reading Petty G. ( 2006) Teaching Today. Stanley Thornes www.educationatlas.com/study-skills.html www.how-to-study.com www.studygs.net www.study-skills.ca/lesson/studyskills.html www.studyskills.org.uk

Assessment - Study skills for the Development of Learning Level - 5

Section 1 Explain the theories of study skills for:

Independent learning

Collaborative working

Compare how different study skills are used for individual learning and collaborative learning.

http://www.educationatlas.com/study-skills.html

http://www.how-to-study.com/

http://www.studygs.net/

http://www.study-skills.ca/lesson/studyskills.html

http://www.studyskills.org.uk/




Unit Specifications

Reflective Practice in the Development of Learning


Introduction

The aim of this unit is to enable learners to understand and be able to use reflective practice in different contexts. Individuals should be able to examine the role of reflection in order to use this in the development of learning. The purpose of this unit is to build on reflection as a tool in order to empower individuals in action planning

Learning Outcomes

The learner will:

Assessment Criteria

The learner can:

Assessment

3PF

1 Understand the role of reflective practice in the development of learning

1.1 Explain the role of reflective practice in the development of learning

PDE; OR; RJ

1.2 Evaluate theoretical approaches to the development of reflective practice

PDE; OR; RJ

1.3 Examine the skills required for reflective practice

PDE; OR; RJ

1.4 Evaluate own role in developing learning through the application of the principles of reflective practice

PDE; OR; RJ

2 Understand the ways in which reflective practice can be applied to the development of learning

2.1 Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners

PDE; OR; RJ

2.2 Analyse the role of self and peer assessment in the development of reflective practice

PDE; OR; RJ

2.3 Examine barriers to the use of reflective practice for the development of learning

PDE; OR; RJ

2.4 Analyse the ways in which reflective practice can be applied to the writing of action plans

PDE; OR; RJ

3 Be able to apply the principles of reflective practice to the development of learning

3.1 Plan and implement opportunities for reflective practice with a group of learners

PDE; OR; RJ

3.2 use reflective practice with an individual learner for the development of learning skills

PDE; OR; RJ

3.3 Examine opportunities for learners to use feedback from others when applying the principles of reflective practice

PDE; OR RJ

3.4 Justify ways in which reflective practice can be used to identify targets that can be applied to the development of learning

PDE; OR; RJ RoD




Learning Outcomes

The learner will:

Assessment Criteria

The learner can:

Assessment

3PF

4 Understand the need to implement the development of learning through reflective practice

4.1 Evaluate the use of reflective practice for individuals and groups in the development of learning

PDE; OR; RJ RoD

4.2 Analyse the role of reflective practice in promoting individualised learning

PDE;OR; RJ

4.3 Examine the impact of reflective practice in the development of learning through action planning and the setting of targets

PDE; OR; RJ RoD

4.4 Identify opportunities to use reflective practice in the continued development and improvement of learning

PDE; OR; RJ

Indicative Content

Role of reflection Methods of evaluation Content of evaluation Using feedback from others to improve own practice e.g. Peers, colleagues, tutors etc Importance of learner feedback Importance of reflective practice to develop learning Skills required for reflective practice e.g. Listening, clarity of thought, analysis etc Target setting Barriers to reflective practice e.g. low self esteem, language difficulties, past experience etc

Recommended Reading Bailey, K.A .Cutris and D. Nunan (2001) Pursuing professional Development: the self as source. Heinle and Heinle Brrokfield, S. D. (1995) Becoming a critically Reflective Teacher. Jossey-Bass publishers, San Francisco Richards, J.C. and Lockhart, C. Reflective Teaching in Second Language Classrooms CUP, Cambridge www.prodait.org/resources/CR%20on20%Teaching.doc 19

th Jan 2009

http://www.heacademy.ac.uk /resources

http://www.prodait.org/resources/CR%20on20%25Teaching.doc




Unit Specification

Planning Embedded Approaches for Developing Subject Focused Knowledge and Skills Level of Unit: 5 Credit value of Unit: 3

Introduction The aim of this unit is to enable learners to plan for embedding literacy, language and numeracy into a vocational subject. The purpose of the unit is to build on collaborative approaches to developing literacy, language and numeracy skills between vocational teams and literacy, language and numeracy specialists.

Learning Outcomes

The learner will:

Assessment Criteria

The learner can:

Assessment

1 Demonstrate a knowledge and understanding of how to work in teams to support an embedded approach

1.1 Analyse the roles and responsibilities of staff team members

Assignment

1.2 Implement a team approach to planning that is ongoing throughout the learning programme

2 Demonstrate a knowledge and understanding of how to plan for an embedded approach

2.1 Plan in teams the sequence of the broader learning programme identifying the pattern of literacy, language and numeracy learning needed to support this

2.2 Plan the monitoring and review of learner progress with literacy, language and numeracy teachers

3 Demonstrate a knowledge and understanding of how to plan for assessment of the learning in an area of specialism including literacy, language and numeracy

3.1 Use initial and diagnostic assessment results in discussion with staff team members and learners to plan teaching

3.2 Plan formative and summative assessment with literacy, language and numeracy teachers

4 Demonstrate a knowledge and understanding of resources for supporting an embedded approach in an area of specialism

4.1 Evaluate a range of resources, including new and emerging technologies, to support learner progress through an embedded approach

4.2 Adapt learning resources, as appropriate, working with literacy, language and numeracy teachers




Indicative Content

Evidence to support models of embedding

What needs to be in place for the successful embedding of literacy, language and numeracy (LLN) into vocational subjects

The role of collaborative working on embedding LLN - identifying findings from the research

Identifying the skills and dispositions which practitioners need to work together to embed LLN into vocational subjects and how to develop effective working partnerships to deliver an embedded curriculum

Exploring the barriers to successful collaborative working and understanding how to overcome these

Identifying the LLN needs of vocational subjects and drawing up embedded schemes of work and session plans

The role of initial and diagnostic assessment in the embedding process

Understanding and using the results of learners’ initial and diagnostic assessment to support planning for embedding

Using formative and summative assessment to support embedding approaches

Choosing and using resources to support embedding approaches

Readings and Resources QIA SfLIP 2008 Guides which cover the following key areas and include case studies and practical guidance:

Improving Learner Success by Embedding Language, Literacy and Numeracy

Improving Quality Through a Whole Organisation Approach to Skills for Life

Working in Partnership for Quality Improvement in Skills for Life

Professional Development Planning for Building Staff Teams

SfLIP (2009) Module 2a: Embedding literacy, language and numeracy in the curriculum SfLIP (2009) Module 3: Working together to embed SfLIP (2009) Module 4a: Assessment of learner need SfLIP (2009) Module 4b: Identifying the underpinning LLN in other subjects SfLIP (2009) Module 4c: Approaches to supporting LLN needs SfLIP (2009) Module 5a: Promoting active learning in embedding literacy, language and numeracy Barton, D. Tusting, K. (2003) Models of Adult Learning London: NRDC Bynner, J. Parsons, S. (2006) Does Numeracy Matter More? London: NRDC Cara, O. Casey, H. Eldred, J. Grief, S. Hodge, R. Ivanic, R. Jupp, T. (2006), ‘You wouldn’t expect a maths teacher to teach plastering…’ Embedding literacy, language and numeracy in post-16 vocational programmes – the impact on learning and achievement, London: NRDC Eldred, J. (2005), Developing embedded literacy, language and numeracy: Supporting achievement. Leicester: NIACE Roberts, C. et al (2005), Embedding teaching and learning of adult literacy, numeracy and ESOL. London: NRDC NRDC (2005) Embedded Teaching and Learning of Adult Literacy, Numeracy and ESOL: Seven Case Studies of Embedded Provision London: NRDC Cox, P. and Smith, V. (2004), From little acorns… towards a strategy for spreading good practice within colleges, London: LSDA




DfES and DWP, 2007, A Shared Evidence Base – The Role of Skills in the Labour Market DIUS (2009) Skills for Life: Changing Lives Leitch, S. (2006) Prosperity for all in the global economy- world class skills, Norwich: HMSO DIUS (2007) World Class Skills – Implementing the Leitch Review of Skills in England, Norwich: HMSO Lawton, T. Turnbull, T. (2007) Inclusive learning approaches for literacy, language, numeracy and ICT: companion guide to the minimum core London: LLUK LLUK (2007) Addressing literacy, language, numeracy and ICT in education and training: defining the minimum core of teachers’ knowledge, understanding and personal skills’ London: LLUK Case Studies on embedding available on the Excellence Gateway Useful websites www.excellencegateway.org.uk www.excellencegateway.org.uk/page.aspx?o=sfl-cc-skills&justloggedin=1 Skills for Life Core Curriculum and Embedding resources Embedded Learning portal http://rwp.qia.oxi.net/embeddedlearning Website for developments in embedded learning and links to embedded materials Maths4Life Thinking Through Mathematics: A practical guide to establishing and managing the mathematics footprint in educational organisations (available from http://www.nrdc.org.uk/publications_details.asp?ID=118) www.subjectlearningcoach.net Subject Learning Coach website Subject-specific multi-media teaching and learning resources in priority subject areas: Business, Construction and the Built Environment, Foundation Learning, Society, Health and Development ICT, Land-based studies, Mathematics, Science, Engineering, Creative and Media and Modern Foreign Languages http://www.subjectlearningcoach.net/resources/index.aspx QIA Gold Dust resources http://golddust.bdplearning.com/ Working together to develop embedded schemes of work Partnership teaching to embed Literacy, language and numeracy programmes Northampton College http://sflip.excellencegateway.org.uk/pdf/QIA06_CS_Northampton.pdf

http://www.excellencegateway.org.uk/

http://rwp.qia.oxi.net/embeddedlearning

http://www.nrdc.org.uk/publications_details.asp?ID=118

http://www.subjectlearningcoach.net/

http://www.subjectlearningcoach.net/resources/index.aspx

http://golddust.bdplearning.com/

http://sflip.excellencegateway.org.uk/pdf/QIA06_CS_Northampton.pdf




Assessment - Planning Embedded Approaches for Developing Subject Focused Knowledge and Skills – Level 5

Task 1

Write a rationale for an embedded scheme of work which shows the literacy, language and

numeracy skills and learning, learners need in order to achieve their vocational learning

programme

Your rationale must take into account research evidence to support an embedded approach to

developing LLN skills

Learners’ results of initial assessment and/or diagnostic assessment; the LLN skills learners

need to achieve their qualification

Discussions with LLN specialist(s); an understanding of the differing roles of the vocational

teacher and the LLN specialist(s) in embedding LLN into a vocational subject and how both can

work together

How resources are adapted to meet the differing needs of learners in embedded LLN sessions




Unit Specifications

Understanding Embedded Approaches for Developing Literacy, Language and Numeracy Skills Level of Unit: 5 Credit Value of Unit: 3

Introduction The aim of this unit is to enable learners to develop an understanding of the importance of literacy, language and numeracy skills and how an embedded approach can support the development of these skills. The purpose of the unit is to identify and examine the factors which promote successful approaches to embedding literacy, language and numeracy into vocational programmes

Learning Outcomes

The learner will:

Assessment Criteria

The learner can:

Assessment

1 Demonstrate knowledge and understanding of the role of literacy, language and numeracy skills for the individual, communities and the economy

1.1 Analyse ways in which the development of literacy and language skills can contribute to an individual’s well being and enhance work opportunities

Assignment

1.2 Analyse ways in which the development of numeracy skills can contribute to an individual’s well being and enhance work opportunities

1.3 Evaluate current research on national levels of literacy, language and numeracy and their impact on communities and the economy

2 Demonstrate knowledge and understanding of successful embedded approaches and their impact on the achievement of learners

2.1 Analyse the key features of successful embedded approaches to programme delivery

2.2 Discuss the importance of staff attitudes, values and beliefs for successful embedded approaches

2.3 Discuss the significance of embedded approaches for learner achievement and the potential impact of using non-embedded approaches

2.4 Evaluate current research and practice on embedded approaches and the supporting theories of literacy, language and numeracy learning

3 Demonstrate knowledge and understanding of an organisation’s approach(es) to embedding literacy, language and numeracy

3.1 Analyse an organisation’s embedded approach to integrating literacy, language and numeracy

3.2 Analyse key features of successful embedded approaches in an organisation

3.3 Evaluate the effectiveness of an organisation’s embedded approach




Indicative Content

Literacy, language and numeracy (LLN) and the impact of LLN on individuals’ lives, communities

and the economy

The relationship between LLN skills and learner achievement

The relationship between embedding LLN into vocational subjects and the whole organisational

approach to Skills for Life

Definitions of embedding

Models of embedding

Reading the research on embedding

Identifying evidence to support embedding

Key factors which support embedded approaches

Embedding and theories of learning

How embedding works in practice

The impact of embedding approaches on learner achievement

Readings and Resources QIA SfLIP 2008 Guides which cover the following key areas and include case studies and practical guidance:




Professional Development Planning for Building Staff Teams

SfLIP (2009) Module 2a: Embedding literacy, language and numeracy in the curriculum SfLIP (2009) Module 3: Working together to embed SfLIP (2009) Module 4a: Assessment of learner need SfLIP (2009) Module 4b: Identifying the underpinning LLN in other subjects SfLIP (2009) Module 4c: Approaches to supporting LLN needs SfLIP (2009) Module 5a: Promoting active learning in embedding literacy, language and numeracy Barton, D. Tusting, K. (2003) Models of Adult Learning London: NRDC Bynner, J. Parsons, S. (2006) Does Numeracy Matter More? London: NRDC Bynner, J. Parsons, S. (2006) New Light on Literacy and Numeracy London: NRDC Bynner, J. Parsons, S. (2007) Illuminating disadvantage London: NRDC Cara, O. Casey, H. Eldred, J. Grief, S. Hodge, R. Ivanic, R. Jupp, T. (2006), ‘You wouldn’t expect a maths teacher to teach plastering…’ Embedding literacy, language and numeracy in post-16 vocational programmes – the impact on learning and achievement, London: NRDC Eldred, J. (2005), Developing embedded literacy, language and numeracy: Supporting achievement. Leicester: NIACE Roberts, C. et al (2005), Embedding teaching and learning of adult literacy, numeracy and ESOL. London: NRDC Vorhaus, J. (2009) Economic Impact of Training and Education in Basic Skills: Summary of evidence London: NRDC NRDC (2005) Embedded Teaching and Learning of Adult Literacy, Numeracy and ESOL: Seven Case Studies of Embedded Provision London: NRDC





Cox, P. and Smith, V. (2004), From little acorns… towards a strategy for spreading good practice within colleges, London: LSDA DfES (2006) Prosperity for all in the global economy – world class skills. DfES and DWP, 2007, A Shared Evidence Base – The Role of Skills in the Labour Market DIUS (2009) Skills for Life: Changing Lives Lawton, T. Turnbull, T. (2007) Inclusive learning approaches for literacy, language, numeracy and ICT: companion guide to the minimum core London: LLUK LLUK (2007) Addressing literacy, language, numeracy and ICT in education and training: defining the minimum core of teachers’ knowledge, understanding and personal skills’ London: LLUK

Case Studies on embedding available on the Excellence Gateway Useful websites www.excellencegateway.org.uk www.excellencegateway.org.uk/page.aspx?o=sfl-cc-skills&justloggedin=1 Skills for Life Core Curriculum and Embedding resources Embedded Learning portal http://rwp.qia.oxi.net/embeddedlearning Website for developments in embedded learning and links to embedded materials

Assessment - Understanding Embedded Approaches for Developing Literacy, Language and Numeracy Skills – Level 5

Task 1

Choose an organisation or a vocational area within an organisation you are familiar with and write a report detailing the organisation/vocational area’s approach to embedding literacy, language and numeracy into vocational subjects. You should include in your report details of the following:

Reasons for organisation/vocational area adopting an embedded approach to developing LLN

How embedded approaches were developed – what was the process for implementation of embedded approaches

Attitudes of vocational and LLL staff to LLN and embedded LLN

The LLN needs of learners

Impact of embedding on learners and staff

Has adopting an embedded approach made a difference in the organisation/vocational area – if yes, what, if not, why not?

CPD needs of staff and how these are/will be met






Unit Specification

Implementing Embedded Approaches for Developing Subject Focused Knowledge and Skills Level of Unit: 5 Credit Value of Unit: 3

Introduction The aim of this unit is to enable learners to support literacy, language and numeracy needs in a vocational subject. The purpose of this unit is to build on active teaching and learning strategies which support embedded teaching and learning

Learning Outcomes

The learner will:

Assessment Criteria

The learner can:

Assessment

1 Demonstrate a knowledge and understanding of embedded approaches in learning and teaching

1.1 Demonstrate to learners the benefits of developing literacy, language and numeracy skills

Assignment

1.2 Use opportunities to practise literacy, language and numeracy skills within the learning and assessment activities of an area of specialism

2 Demonstrate a knowledge and understanding of how to support learning in an area of specialism for learners with literacy, language and/or numeracy needs

2.1 Lead a learning session with differentiated activities appropriate for a range of learners

3.3 Evaluate the effectiveness of own teaching strategies for supporting learning for learners with literacy, language and/or numeracy needs in an area of specialism, including questioning techniques

3 Demonstrate a knowledge and understanding of how to use active learning approaches

3.1 Use of a range of learner-centred and applied activities for practising literacy and language skills

3.2 Use of a range of learner-centred and applied activities for practising numeracy skills

3.3 Promote learner reflection on how developing literacy, language and numeracy skills supports progress in the subject specialism

4 Demonstrate a knowledge and understanding of how to evaluate and improve own practice within an embedded approach

4.1 Evaluate own professional practice in relation to embedding literacy, language and numeracy

4.2 Plan appropriate development opportunities to improve own practice in relation to embedding




Indicative Content

Identifying research evidence to support embedding

Motivating learners to engage in Literacy, language and numeracy (LLN) development through

embedded approaches

Identifying opportunities for developing LLN with learners

Active learning approaches and how to use these in own practice to support embedded learning

Designing and delivering embedded sessions for vocational learners which develop learners’ LLN skills through active learning strategies

Differentiation and embedding LLN

Identifying impact of own LLN skills on learners’ achievement in vocational subject

Identifying own LLN strengths and areas for development

Identifying own CPD to support further developing of embedding approaches

Reading and resources QIA SfLIP 2008 Guides which cover the following key areas and include case studies and practical guidance:




Professional Development Planning for Building Staff Teams SfLIP (2009) Module 2a: Embedding literacy, language and numeracy in the curriculum SfLIP (2009) Module 3: Working together to embed SfLIP (2009) Module 4a: Assessment of learner need SfLIP (2009) Module 4b: Identifying the underpinning LLN in other subjects SfLIP (2009) Module 4c: Approaches to supporting LLN needs SfLIP (2009) Module 5a: Promoting active learning in embedding literacy, language and numeracy Barton, D. Tusting, K. (2003) Models of Adult Learning London: NRDC Bynner, J. Parsons, S. (2006) Does Numeracy Matter More? London: NRDC Cara, O. Casey, H. Eldred, J. Grief, S. Hodge, R. Ivanic, R. Jupp, T. (2006), ‘You wouldn’t expect a maths teacher to teach plastering…’ Embedding literacy, language and numeracy in post-16 vocational programmes – the impact on learning and achievement, London: NRDC Eldred, J. (2005), Developing embedded literacy, language and numeracy: Supporting achievement. Leicester: NIACE Roberts, C. et al (2005), Embedding teaching and learning of adult literacy, numeracy and ESOL. London: NRDC NRDC (2005) Embedded Teaching and Learning of Adult Literacy, Numeracy and ESOL: Seven Case Studies of Embedded Provision London: NRDC Cox, P. and Smith, V. (2004), From little acorns… towards a strategy for spreading good practice within colleges, London: LSDA




QIA SfLIP 2008 Guides which cover the following key areas and include case studies and practical guidance:




Professional Development Planning for Building Staff Teams SfLIP (2009) Module 2a: Embedding literacy, language and numeracy in the curriculum SfLIP (2009) Module 3: working together to embed literacy, language and numeracy SfLIP (2009) Module 5a: Promoting active learning in embedding literacy, language and numeracy Lawton, T. Turnbull, T. (2007) Inclusive learning approaches for literacy, language, numeracy and ICT: companion guide to the minimum core London: LLUK LLUK (2007) Addressing literacy, language, numeracy and ICT in education and training: defining the minimum core of teachers’ knowledge, understanding and personal skills’ London: LLUK Useful websites www.excellencegateway.org.uk www.excellencegateway.org.uk/page.aspx?o=sfl-cc-skills&justloggedin=1 Skills for Life Core Curriculum and Embedding resources Embedded Learning portal http://rwp.qia.oxi.net/embeddedlearning Website for developments in embedded learning and links to embedded materials Maths4Life Thinking Through Mathematics: A practical guide to establishing and managing the mathematics footprint in educational organisations (available from http://www.nrdc.org.uk/publications_details.asp?ID=118) www.subjectlearningcoach.net Subject Learning Coach website Subject-specific multi-media teaching and learning resources in priority subject areas: Business, Construction and the Built Environment, Foundation Learning, Society, Health and Development ICT, Land-based studies, Mathematics, Science, Engineering, Creative and Media and Modern Foreign Languages http://www.subjectlearningcoach.net/resources/index.aspx QIA Gold Dust resources http://golddust.bdplearning.com/ Working together to develop embedded schemes of work Partnership teaching to embed Literacy, language and numeracy programmes Northampton College http://sflip.excellencegateway.org.uk/pdf/QIA06_CS_Northampton.pdf




http://www.subjectlearningcoach.net/

http://www.subjectlearningcoach.net/resources/index.aspx

http://golddust.bdplearning.com/

http://sflip.excellencegateway.org.uk/pdf/QIA06_CS_Northampton.pdf




Assessment - Implementing Embedded Approaches for Developing Subject Focused Knowledge and Skills – Level 5

Task 1

Design, deliver and evaluate an embedded LLN session with a group of learners. You must include the following:

A rationale for your approach based on research evidence

How you have worked with the LLN specialist(s) to develop an embedded approach to LLN skills development

An overview of the LLN skills of learners and how these relate to the skills needed to achieve on the vocational programme

Strategies to motivate learners to develop their LLN skills in their vocational programme

An explanation of where the session fits into the overall programme and how the LLN skills being developed build on learning in previous sessions

A detailed session plan showing the LLN outcomes for the session as well as the vocational outcomes

An explanation of teaching and learning strategies used to develop the LLN skills identified and how these strategies promote active learning

Differentiated activities

How resources have been used to support LLN skills development

Evaluation of the session

Future CPD plans for your own development relating to embedded approaches and your own LLN skills