Seminars will draw on participants' own experience of growing up and their observations and experiences in the workplace to establish a common understanding of the topics studied. Lectures, videos and directed reading will introduce participants to relevant theories that will then be applied in further seminars. For independent study, participants, with the support of school-based mentors, will observe practice and focus on specific activities in their workplace. Two sessions will be dedicated to group tutorials, in which students within sector specific groupings can discuss personalising support in their sector. Finally, students will be expected to spend 15 hours using the course VLE for support. Study for this module will take place over approximately 14 weeks, with 30 hours of contact time.

This module will broaden student's knowledge and understanding in supporting learners within the core curriculum.

The module will cover aspects of Literacy, Numeracy, Science and Information Communication Technology (ICT). Students will discuss the essential elements of each of these disciplines, spending the majority of time on Literacy and Numeracy within education.

The Literacy section of the module will analyse the differing curricular and support initiatives within education. Students will analyse expectation of learners and progression. Topics will cover: communication; speaking and listening; curriculum and support initiatives; personalised support.

Similarly, the Numeracy section of the module will analyses the differing curricular and support initiatives within education. Students will analyse expectation of learners and progression. Topics will cover: mathematics in the environment; vocabulary, practical mathematics; curriculum and support initiatives; personalised support.

ICT will include discussion and examination of educational technologies and their role within schools and colleges. ICT expectations of learners will also be examined.

Students will also examine the science curriculum, with links to technology based subjects.

VLE; Classroom with projector and Internet capability; Access to library services

Each participant will prepare an individual Learning Pack (equivalent to 3000 words) The pack can be produced to support Mathematics, Literacy or Science. The pack should contain :-

a) an activity or resource (assesses LO1)
b) a rationale related to purpose, subject knowledge and vocabulary - linked to the learner's needs whom the pack is intended to support (assesses LO2)
c) an appraisal of its effectiveness in use (assess LO3)

Hammersley-Fletcher, Lowe, Pugh (2006) The Teaching Assistant's Guide: An Essential Textbook for Foundation Degree Students Routledge Falmer
Basic Skills Agency (1998) Family Numeracy Adds Up, Basic Skills Agency
Brown, A. (2007) Teaching and Learning Communication, Language and Literacy Paul Chapman London
Cameron, D. (2000) Good to Talk? Sage Publications, London
Gates, P. (eds) (2001) Issues in Mathematics Teaching. Routledge Falmer
Hayes, A. (2006) Teaching Adults. Contunuum
Kelly, A. V. (2001) The Curriculum. Theory and Practice. Sage
Monteith, M. (2002) Teaching Primary Lliteracy with ICT. McGraw Hill
Moon, B., Mayes A. S. & Hutchinson, S. (2002) Teaching, Learning and the Curriculum in Secondary Schools. RoutledgeFalmer
Nutbrown, C. (2003) Recognising Early Literacy Development. Paul Chapman, London
Oliver, A. (2006) Creative Teaching in Science. David Fulton Publishers, London
Pease, A & Pease, B. (2004) The Definitive Book of Body Language London Orion Books
Sharpe, J. (2004) Developing Primary Science Learning Matters Whalley, M. (2007) Involving Parents in their Children?s Learning Second Edition Paul Chapman London
Wheeler, S. (2005)Transforming Primary ICT Learning Matters
Wright, R. Martland, J. Stafford, A (2000)Early Numeracy, Assessment for Teaching and Intervention, Paul Chapman London