The initial focus will be on using small group tasks and discussion to help participants to identify and share their existing knowledge and understanding and to practise and gain confidence in their ability to observe, record and report. As the module progresses, lectures, videos and selected readings will be used to introduce and discuss policy and theoretical perspectives. For independent study, participants, with the support of school-based mentors, will observe practice and focus on specific activities in their workplace. They will document this, to share in group sessions and to help them to prepare for their assessment tasks.

Tutor sessions
Mentor support
Work based experience
Library
IT including the following websites:
DfEE Skillbase
http://skillsbase.dfee.gove.uk/
Skills Taskforce Reports
http://www.uuy.org.uk/projects/ten/stf/index.htm
White Paper
DTI (2001) Opportunity for all in a world of change [Cm 5052] London, HMSO
http://www.uuy.org.uk/projects/post16/opportunity-for-all/index.htm

Standard for entry onto Foundation Degree

In order to pass this first module, participants are required to prepare and submit the first two parts of an ongoing Personal Professional Development Portfolio. These two parts (equivalent to 6000 words in total) will consist of:
Part 1 An analysis of the skills, knowledge and understanding required for the participant's specific work situation (learning outcomes a, b and c);
Part 2 An individual action plan identifying the participant's position in relation to these and showing how the participant intends to develop skills, knowledge and understanding through the programme (learning outcomes d and e).
A pass in this module will be awarded if these learning outcomes are judged to be achieved. The action plan may be revised as the programme progresses.

AND REFER TO THESE TEXTS, TITLE, AUTHOR, PAGES
Blake, N., Dods, J. and Griffiths, S. (2000) The Employer Skills Survey - Existing Survey Evidence and its use in the Analysis of Skills Deficiencies, London, Business Strategies Ltd
Cappelli, P., Bassi, L., Katz, H., Knoke, D., Osterman, P. and Useem, M. (1997) Change at Work, Oxford University Press, Oxford, New York
Handy, C. (1999) Inside Organisations, London, Penguin
Hutton, W. (1995) The State We're In, London, Jonathan Cape
Longworth, N. and Davies, W. K. (1996) Lifelong Learning, New vision, new implications, new roles for people, organisations, nations and communities in the 21st Century, Kogan Page, London
Paecher, C. (et al) (2000) Knowledge, Power and Learning, London, Paul Chapman
Schon, D. A. (Ed) (1997) Reflective Practitioner: How professionals think in action, Aldershot, Avebury
Schein, E. (1997) Organisational Culture & Leadership, San Francisco, Josey Bass Inc
Williams, A., Dobson, P., Walters, M. (1996) Changing Culture, New Organisational Approaches, London, Institute of Personnel and Development

The module will start with practical issues related to helping participants to understand how their workplaces operate and to identify the particular demands and requirements made of Teaching Assistants. Topics studied will include:
1. changes in the workplace and the reasons for such changes
2. identification of specialist technical knowledge, understanding and skills
3. notions of key, transferable and generic skills
In addressing the above, participants will:
- identify practical issues in their own workplaces;
- compare and contrast their experiences with others;
- relate their practical knowledge to theoretical perspectives;
- use these perspectives to gain a greater understanding of the workplace.
Participants will also be introduced to the programme assessment framework based on the Quality Assurance Agency's Education Studies Benchmarks in order that they may begin to monitor their academic development.