This course aims to provide the learner with an introduction to supporting learning with the Lifelong Learning Sector (LLS).

Within the first half of the course candidates will begin to understand how learning takes place and the diversity of the student body which makes up the LLS. The candidates will be introduced to the concepts surrounding barriers to learning and students' support needs, whilst developing skills required to identify learners? needs. The consequences and learning support strategies of specific learning needs will also be covered in this first half. In addition students will evaluate the differing trends of achievement. Topics to include: LLS profile; learning styles; learning cycle; barriers to learning both intrinsic and extrinsic; communication skills; SEN; dyslexia.

Subsequently students will be introduced to Adult Core Curriculum and similar required curricular. Application of what the candidates learnt in the first part of the module will be reflected upon and used in applying support strategies within the mainstream curriculum areas. Finally the impacts of severe special needs will be addressed. Topics to include: Literacy, language and numeracy (adult core curriculum); assistive technology; sensory support and autism.

The learning strategy for the module requires students to commit 300 hours (including assessment). Of this 30 hours will be provided by tutor support, and 270 hours of self-directed study. Of this 270, 30 hours will be expected to be spent on the course VLE, which will contain a range of appropriate course documents and further reading for students. Learning support will be provided for the module.

The module will draw upon all of the following:

-Tutor led sessions
-Group discussions
-Variety of guest speakers covering various specialisims (5 in total)

Working within learning support within the Lifelong Learning Sector (can be voluntary).

VLE; Classroom with projector and internet capability; Access to library services

Adult Basic Skills Resource Centre for students and tutors at:
http://www.skillsworkshop.org

Basic Skills Agency (2002) Access for All, London, UK., Department for Education and Skills
Basic Skills Agency (2001) Adult ESOL Core Curriculum, London, UK., Department for Education and Skills
Basic Skills Agency (2001) Adult Literacy Core Curriculum, London, UK., Department for Education and Skills
Basic Skills Agency (2001) Adult Numeracy Core Curriculum, London, UK., Department for Education and Skills
Basic Skills Agency (2002) Pre-Entry Curriculum, London, UK., Department for Education and Skills
Dept. for children, schools and families read, Write Plus, at: http://www.dfes.gov.uk/readwriteplus

BBC Skillswise, at: http://www.bbc.co.uk/skillswise
Bedford and Wilson, 2006, Study Skills for Foundation Degrees, David Fulton
Hammersley-Fletcher, Lowe, Pugh, 2006, The Teaching Assistant's Guide: An Essential Textbook for Foundation Degree Students, Routledge Falmer
Moser, C, 1999, A Fresh Start - Improving literacy and numeracy, London UK, DfEE
Petty, 2006, Teaching Today, 2nd Ed, Nelson
Soan, 2004, Additional Educational Needs, David Fulton

An assignment of 2500 words. Comprising of a comparative case study of two learners, identifying students' learning needs (1000 words). Followed by either: A) a learning resource pack, or B) a six hour learning support plan which would be used by a learning support assistant in a one-to-one situation (1000 words equivalent). Either choice followed by an evaluation. (500 words). (LO 1,2,3) at 50%


Professional Development Portfolio to include:
Work-placement reflective logs (10 hours)
Collection of weekly reflective summaries of in-class content
A reflective evaluation of the developmental observation, considering tutor feedback and suggestions to improve future practice.
(LO 1,2,3) at 50%

The module will be pass/fail and students need to pass all elements of both parts of the assessment.