Armitage, A., Bryant, R., Dunnill, R., Hayes, D., Hudson, A., Kent, J., Lawes, S. and Renwick, M. (2003) Teaching and Learning in Post-Compulsory Education; Buckingham, Open University Press, 2nd edition.
FAWBERT F (ed) (2003) Teaching in Post Compulsory Education, London, Continuum
PETTY, G (2004) Teaching Today (3rd edition), Cheltenham, Stanley Thornes
REECE I WALKER S (2006) Teaching, Training and Learning, Sunderland, Business Education
WALKLIN L (1990) Teaching and Learning in Further and Adult Education, London, Thornes

Values and commitments included in this unit:
AS1; AS3; AS4;
BS1; BS2; BS3; BS4; BS5;
CS1; CS2; CS3;
DS1; DS2;
ES1;
FS1; FS4;

Standards included in this unit:
AK1.1; AP1.1; AK3.1; AP3.1; AK4.2; AP4.2
BK1.1; BP1.1; BK1.2; BP1.2; BK2.1; PB2.1; BK2.2; BP2.2; BK2.3; BP2.3; BK2.4; BP2.4; BK2.5; BP2.5; BK2.6; BP2.6; BK3.1; BP3.1; BK3.2; BP3.2; BK3.3; BP3.3;
CK1.1; CP1.1; CK2.1; CP2.1; CK3.1; CP3.1; CK3.2; CP3.2; CK3.3; CP3.3; CK3.4; CP3.4; CK3.5; CP3.5
DK1.1; DP1.1; DK1.2; DP1.2; DK1.3; DP1.3; DK2.1; DK2.2; DP2.1; DP2.2;
EK1.1; EP1.1
FK1.1; FP1.1; FK1.2 FP1.2; FK4.2; FP4.2

www.thosewhocan.co.uk
www.lluk.org.uk
Times Education Supplement
Guardian
Blackboard
College Moodle

This module builds on the knowledge and skills developed in Preparing to Teach in the Lifelong Learning Sector (PTLLS) by considering further, inclusive teaching and learning strategies, the importance of negotiating appropriate learning goals and ways of developing reflective practice. You will consider a range of initial assessment methods for example interviews, icebreakers, diagnostic assessment, profiles and explore ways of negotiating individual goals with learners. You will develop your skills in planning, delivering and evaluating inclusive teaching and learning programmes using feedback from learners and others to inform curriculum development. You will analyse how new and emerging technologies can enhance the learning experience. You will investigate communication methods and skills (for example verbal, written and non-verbal communication and transactional analysis) and their importance in teaching and learning. You will further develop their ability to reflect in order to inform and improve your personal and professional practice.

During this module you will participate in a range of teaching and learning strategies, for example: Discussions, individual and group tasks, presentations, observation of experienced practitioners; workshop activities, reading and research, blended learning, guest speakers, demonstration of own practice, reflection and self assessment.

Learning outcomes will be assessed through:
1. Teaching File elements comprising: evidence of teaching for minimum of 30 hrs; a basic scheme/schemes of work totalling 30 hours; session plans for 6 hours of teaching with detailed commentaries and evaluations; two observation reports from Mentor/Tutor; 50% (500 words equivalent) (LOs 1,2,3,4,5,6)
2. An observation report from your observation of an experienced teacher. 25% (250 words) (LOs 1,2,4,5)
3. A reflective journal reviewing professional learning from the module 25% (250 words) (LOs 1,2,3,4,5,6)

All assessment tasks must be passed.

Minimum Core
Through your Individual Learning Plan, you will provide appropriate evidence of planning to develop your practice in literacy, language, mathematics and information communication technologies. This ILP will form the basis for each of your post module tutorials.