Utilising LSIS (2011) guidance, the module is composed of the following units:

Unit 1 Roles, responsibilities and relationships in lifelong learning

The purpose of this unit is to enable the learner to understand the role and responsibilities of a teacher in lifelong learning and the relationship between different professionals in lifelong learning. It includes responsibility for maintaining a safe and supportive learning environment for learners.

Unit 2 Understanding inclusive learning and teaching in lifelong learning

The purpose of the unit is to enable the learner to understand teaching and learning strategies and approaches in lifelong learning, and how to use these to meet the needs of learners. It includes how to create a learning environment that engages and motivates learners.

Unit 3 Using inclusive learning and teaching approaches in lifelong learning

The purpose of this unit is to enable the learner to plan and deliver an inclusive learning and teaching session. It requires the learner to deliver a micro-teaching session and to evaluate their own delivery practice.

Unit 4 Principles of assessment in lifelong learning

The purpose of this unit is to enable the learner to understand types and methods of assessment used in lifelong learning, ways to involve learners in the assessment process and the requirement to keep assessment records.

This is the introductory module to the DTLLS qualification, but is also valid as a standalone qualification. It is aimed at candidates who are already in a teaching/training role or those who have expressed a career change to teaching/training. The learning, teaching and assessment strategy has been carefully developed for this module and recognises that participants bring with them a wealth of practical experience and detailed knowledge of specific contexts to share with others. Due to the differing make-up of candidates in terms of background, employment and aspirations, peer learning through pair and small group work is an important aspect of the approach to learning on the course. This first module puts particular emphasis on this, in order to enable the candidate networking opportunities to either enter the Lifelong Learning sector or change roles within it.

Developing employability skills is therefore very important to the course, and this is reflected with the practical tasks of CV building, mock interview and the necessity to start a reflective account of professional development. In addition to this, the emphasis on tutor and peer support for the micro-teach session, which may be the candidate's first attempt at teaching of any kind, ensures that this work based course has a firm grounding in developing employability skills.

In general, this module will include traditional learning material, such as hand-outs and reading material. Alongside this, electronic presentations, learning materials, tutor and peer support will be made available. In addition to this, trainees will be briefed on assignments, which include clearly defined and varied assessment learning outcomes.

Knowledge and Understanding is acquired through face to face delivery, online interaction, tutor presentations; individual tutorials, discursive seminars and workshops in order to facilitate informed critical reflection. In addition to this, trainees will engage with mentors and peers; as well as developing independent study skills to enable participants to develop their career prospects.

Textbooks, video recorders, available technology, e.g. VLE, PCs and interactive whiteboards.
Course digitisation pack of key literature available from Blackboard VLE
Weblinks
http://www.staffs.ac.uk/about_us/university_departments/information_services/learning_support/refzone/harvard/index.jsp
http://www.staffs.ac.uk/about_us/university_departments/information_services/learning_support/academic_skills/study_skills/
Department for Business Innovation & Skills (FE Section) http://www.bis.gov.uk/policies/further-education-skills
The Excellence Gateway http://www.excellencegateway.org.uk/
The Guardian Education http://www.guardian.co.uk/education
The Institute for Learning http://www.ifl.ac.uk/
The Learning and Skills Improvement Service http://www.lsis.org.uk/Pages/default.aspx
Central sector service for training, resources etc.
Lyndahttp://www.staffs.ac.uk/about_us/university_departments/information_services/learning_support/training/lynda/
The Office for Standards in Education:
http://www.ofsted.gov.uk/adult-learning-and-skills
Staffordshire University Careers Centre http://www.staffs.ac.uk/business_solutions/careers_centre/index.jsp
The Times Education Supplement http://www.tes.co.uk/

Books
Gould, J. Francis, M. (2009) Achieving Your PTLLS Award: A Practical Guide to Successful Teaching in the Lifelong Learning Sector Sage Publications
Gravells, A. (2012) Preparing to Teach in the Lifelong learning Sector (5th Edition) Learning Matters: UK
Ingleby et al. (2010) Learning to Teach in the Lifelong Learning Sector Continuum International
Peart, S. & Atkins, L. (2011) Teaching 14-19 Learners in the Lifelong Learning Sector. Exeter: Learning Matters Ltd.
Petty, G.(2009) Teaching Today (a practical guide) Nelson Thornes: UK
Wilson, L. (2009) Practical teaching: a guide to PTLLS & CTLLS Cengage Learning

To complete this module, the learner has to meet all unit learning outcomes and the level 4 criteria.

(1) A literature review on inclusive learning and teaching in lifelong learning, considering principles and practice of assessment. (750 words 50% weighting) (LO2, LO4 ¿ 6)

(2) A reflection on the observed teaching session (750 words 50% weighting) (LO1, LO3)

(3) Prepare and deliver either: A satisfactory micro-teach or observed session. (0% weighting) (LO 7-12)

Appendices as appropriate (0%) weighting