A written assignment of 2500 words, comprising 3 sections. Weighted at 100%.
Section 1 - A descriptive pen portrait of a non-traditional learner or group of non-traditional learners. (500 words) (Tests Learning Outcomes 1 & 2)
Section 2 - A written analysis of the pen portrait linked to relevant literature and policy. (1000 words) (Tests Learning Outcomes 1, 2 & 3)
Section 3 - A written action plan suggesting ways of developing practice with the learner/s to improve outcomes. (1000 words) (Tests Learning Outcome 3)

Key texts:
Byrne, D. (2005) Social Exclusion, 2nd edition, Maidenhead: OU Press.
Pritchard, A. (2005) Ways of Learning: Learning Theories and Learning Styles in the Classroom, London: David Fulton Publishers Ltd.
Rogers, J. (2001) Adults Learning. 4th Edition, Buckingham: Open University Press.
Thompson, J. (2004) Community education and neighbourhood renewal, Leicester: NIACE.
Vella, J. (2000) Taking Learning to Task: Creative Strategies for Teaching Adults, CA: Jossey Bass.
Wrigley, T. (2006) Another school is possible, London: Bookmarks.

This is an introductory module. The purpose of this module is to provide students with an introduction to informed theoretical perspectives about learning and its relationship to social exclusion. Students will be introduced to and engage with topics on learning styles, socially constructed learning, barriers to learning, social exclusion and its relation to learning for adults and children, and overcoming social exclusion (in particular the role of learning). Students will learn the national, social, economic, political and cultural forces that shape our society and bring about social exclusion. Students will be supported to review relevant research as well as national social and economic policies and their impact on regions and local communities. Issues linked to class, gender, race, ethnicity, age, disability, geographical context and communities of interest will be identified.

The learning strategies will require students to commit 300 learning hours.
There will be 30 hours of class contact and 270 hours of independent and self-directed study (including 40 hours workbased learning). Teaching for this module takes place via 5 sessions. Specific work-based learning activities will be set to complement and feed into each taught session. Work-based learning activities will be carried out in-between taught sessions. Each taught session involves 6 hours of teaching. Taught sessions provide students with a broad theoretical overview and the conceptual frameworks which underpin learning and social exclusion, which are then related to wider community learning practice. This incorporates tutorial support activities which will provide students with the opportunity to develop critical reading, writing and thinking skills, and reflective skills, which can be applied to the development of their own practice, in preparation for their assignment. The following will also be included:
Seminars - Students will be given the opportunity to contribute to seminars which discuss, in depth, issues covered in the lectures and presentations in order to encourage discussion, reflection and the exchange of ideas. Students will be engaged in providing and receiving critical feedback from peers and tutors on presentations.
The module will also provide opportunities for students to;
- work with others
- develop interpersonal skills
- demonstrate the capacity to plan, share goals, and work as a member of a team
- communicate and present oral and written arguments
VLE - Blackboard will be used to facilitate the exchange of ideas and access to specific resources and activities. Students will be encouraged to use Information and Communication Technology, including word processing, powerpoint presentations, internet communication, information retrieval and on-line searches throughout their studies. Students will be expected to make full use of the VLE, contributing to discussion boards and submitting work-related tasks to the module tutor
Students are also required to organise and review their lecture notes and undertake preparatory reading and research on assigned materials in order to participate in, and lead class discussions individually and as part of a group.

Library
VLE - Blackboard