In this unit you will examine your practice in relation to theories and principles for planning and enabling inclusive learning using up-to-date knowledge of your specialist area. Organisational, statutory and other regulatory requirements will also be considered.The unit provides an opportunity to identify factors which may have an impact on your learners' achievement and will enable you to consider how the use of theories and principles may inform the development of your practice in relation to these.

The impact of effective communication, in teaching and learning, will be recognised by examining related theories and principles. You will develop awareness of how to use and justify a range of skills and methods to communicate effectively with learners and relevant others in the organisation. You will also analyse the design and use of resources, including new and emerging technologies. You will use the minimum core specifications in literacy, language, mathematics and ICT user skills to improve own practice.

You will explore ways to evaluate own strengths and development needs in relation to the application of theories and principles of learning and communication. Drawing on feedback from learners, you will identify ways to adapt and improve own practice with reference to theories and principles of learning and communication. This will enable you to plan and take up opportunities to develop and improve own performance in integrating theory into practice. Inclusive practice will be promoted throughout the unit.

A variety of approaches will be used in the learning experiences for this unit including classroom based experiences, self study and research, presentations, group discussions and activities, peer tutoring, case studies, debates, visiting speakers and the use of ICT.

http://ferl.becta.org.uk
http://www.nln.ac.uk
http://www.teachingenglish.org.uk/think/methodology/learning_style.shtml
http://www.geoffpetty.com
http://tip.psychology.org/
http://www.infed.org
http://www.qia.org.uk
http://www.ifl.ac.uk
http://www.lsneducation.org.uk
http://www.lifelonglearninguk.org
http://www.dfes.gov.uk

Must be enrolled on the Diploma in Teaching in the Lifelong Learning Sector.

LLUK PROFESSIONAL STANDARDS :-
Values and commitments included in this unit:

AS1; AS2; AS3; AS4; AS5; AS6; AS7;
BS1; BS2; BS3; BS4; BS5;
CS1; CS2; CS3; CS4;
DS2;
ES1; ES2; ES3; ES4;
FS1; FS2; FS3; FS4; FS5;

Standards included in this unit:

AK1.1; AP1.1; AK2.1; AP2.1; AK2.2; AP2.2; AK3.1; AP3.1; AK4.1; AK4.2; AP4.2; AK4.3; AP4.3; AK5.1; AP5.1; AK5.2; AP5.2; AK6.1; AP6.1; AK6.2; AP6.2; AK7.1; AP7.1; AK7.3; AP7.3;
BK1.1; BP1.1; BK1.2; BP1.2; BK1.3; BP1.3;BK2.1; BK2.2; BP2.2; BK2.3; BP2.3; BK2.4; BP2.4; BK3.1; BK2.5; BP2.5; BK2.6; BP2.6; BK2.7; BP2.7; BK3.1; BP3.1; BK3.2; BP3.2; BK3.3; BP3.3; BK3.4; BP3.4; BK3.5; BP3.5; BK4.1; BP4.1; BK5.1; BP5.1; BK5.2; BP5.2;
CK1.1; CP1.1; CK1.2; CP1.2; CK2.1; CP2.1;CK3.1; CP3.1; CK3.2; CP3.2; CK3.3;CP3.3; CK3.4; CP3.4; CK4.2; CP4.2;
DK2.1; DP2.1; DK2.2; DP2.2; DK3.1; DP3.1;
EK1.3; EP1.3; EK2.1; EP2.1; EK4.1;
FK1.1; FP1.1; FK1.2; FP1.2; FK2.1; FP2.1; FK3.1; FP3.1; FK4.1; FP4.1; FK4.2; FP4.2.

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; Maidenhead, Open University Press, 2nd edition.
HARGIE, O. AND DICKSON, D. (2003) Skilled Interpersonal Communication; London, Routledge
HILLIER, Y. (2002) Reflective Teaching in Further and Adult Education; Cardiff, Continuum.
FORSDYTH, A. AND FURLONG, A. (2003) Losing Out? Socioeconomic disadvantage and experience in further and higher education; Bristol, The Policy Press.
HUDDLESTON, P. AND URWIN, L. (2002) Teaching and Learning in Further Education; London, Routledge, 2nd edition.
JARVIS, P. (ed.) (2001) The Age of Learning: education and the knowledge society; London, Kogan Page.
ROGERS, A. (2002) Teaching Adults; Maidenhead, Open University Press, 3rd edition.

Learning outcomes will be assessed through:

1. Written assignment using key issues from the literature on learning, communication and inclusion to review aspects of professional practice in these areas. (50%) (2000 words) (LOs 1,2,3,4)

2. Appended elements including: development of a group profile; a session plan with resources; a rationale for selection and use of these learning and communication strategies; student feedback on this lesson and an evaluation of the session; report from Mentor/Tutor from an observation of your teaching. (30%) (LOs 1,2,3,4) (1000 words equivalent)

3. A presentation that demonstrates learning from one of the learning outcomes (1000 word equivalence 20%)

All assessment tasks must be passed at a minimum grade point 4.

Minimum Core
Through your Individual Learning Plans, you will provide evidence of planning to develop your practice in literacy, language, mathematics and information communication technologies