This module focuses on developing the professional skills of the candidates, emphasising the need for effective and thorough planning. Candidates therefore need to be able to design, adapt and develop their own lesson plans, schemes of work and other aspects of planning which are needed to fulfil their professional role. Candidates at this stage of the course will be in some kind of teaching role. The course is designed to be flexible in line with LSIS guidance, enabling candidates from a broad range of training contexts to participate. This includes teachers of large and small groups, 1-1 teachers and those in formal and informal settings.

As with PTLLS, the emphasis on pair/group work aims to enable candidates to work together in order to broaden their understanding of the context of the sector as well as network to develop their career opportunities. In this respect, candidates in the associate role will be encouraged to start considering whether they intend to take up the full professional role, and if so what they will need to change in their professional duties in order to achieve this.

Assessment focuses on developing practical skills, with observed teaching and producing evidence of professional planning being at the heart of their practice. Candidates will also develop their professional ability to critically reflect on their practice, in terms of their achievements from the previous module, observed practice and any critical incidents during this module.

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. Transferable skills such as analysis, evaluation and professionalism will be developed through practical workshops.

Textbooks, video recorders, available technology, e.g. VLE, PCs and interactive whiteboards.
Course digitisation pack of key literature available from Blackboard VLE
Weblinks

The Department for Business Innovation & Skills (FE Section) http://www.bis.gov.uk/policies/further-education-skills
The Equality and Human Rights Commission: http://www.equalityhumanrights.com/, including specific guidance for providers in the lifelong learning sector.
The Excellence Gateway http://www.excellencegateway.org.uk/
Resources and advice for teaching in the lifelong learning sector including an overview of assessment and an assessment starter kit for language literacy and numeracy teachers.
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
Lynda (via Staffordshire University) http://www.staffs.ac.uk/about_us/university_departments/information_services/learning_support/training/lynda/
Ofsted http://www.ofsted.gov.uk/adult-learning-and-skills
The Office for Standards in Education
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
Appleyard N. & Appleyard K. (2010) Communicating with Learners in the Lifelong Learning Sector Learning Matters: UK
Gravells, A. and Simpson, S. (2012) Equality and Diversity in the Lifelong Learning Sector (Second Edition) Learning Matters: UK
Ingleby et al. (2010) Learning to Teach in the Lifelong Learning Sector Continuum International
Weyers, J & McMillan, K. (2011) How to Write Essays and Assignments (2nd Edition)
Wilson, L. (2009) Practical teaching: a guide to PTLLS & CTLLS Cengage Learning

1) Evaluation of Learner Goals and Needs, including the completion of a personal audit/ILP (750 words) 50% weighting (LO 1, 2, 3, 7, 8, 11, 14,15)

2) Responding to Goals, Needs and Curriculum requirements
Adapt or devise an inclusive scheme of work, associated lesson plans and resources. Provide a rationale to accompany your practice evidence which justifies your approaches to planning, delivery and assessment (750 words) 50% weighting (LO 4, 12, 13, 16)

3) Complete a current and satisfactory observation of your teaching practice. 0% weighting (LO5, 6 ,9, 10)

Appendices as appropriate (0%) weighting

This module comprises of 4 units. Each Learning Outcome (LO) has been devised by the Learning and Skills Improvement Service for teaching in the lifelong learning sector. To pass the module, learners must achieve all of these LOs as well as working to the academic standards defined in the university's writing criteria.

Unit 1 Planning to meet the needs of learners

The purpose of this unit is to enable you to agree individual learning goals with your learners, to plan inclusive learning and teaching approaches in accordance with internal processes and external requirements and to evaluate their own practice in planning learning and teaching. It covers expectations in relation to the Minimum Core in planning inclusive learning and teaching.

Unit 2 Delivering lifelong learning

The purpose of this unit is to enable you to use inclusive learning and teaching approaches in accordance with internal processes and external requirements, to communicate with learners and to evaluate own delivery practice. It provides you with understanding of how technology can enhance learning and teaching and covers expectations in relation to the Minimum Core in delivering inclusive learning.

Unit 3 Using resources for lifelong learning

The purpose of the unit is to enable you to use resources in the delivery of inclusive learning and teaching and to be able to evaluate that use. It covers expectations in relation to the Minimum Core in relation to using resources for inclusive learning and teaching.

Unit 4 Assessing learners in lifelong learning

The purpose of this unit is to enable the learner to use types and methods of assessment, to conduct and record assessment in accordance with internal and external processes and requirements and to evaluate their own assessment practice. It covers expectations in relation to the Minimum Core in assessing learners in lifelong learning.