1. Review and evaluate the key research and policy findings and recommendations about the 14-19 curriculum and learning, development and behaviour in relation to 14-19 year olds. (Will assess Learning Outcomes 1,2,3,6) 50% (2000 words)

2. Response to a set case study: You will use your work from the module and observe a recognised excellent 14-19 practitioner (eg an AST) in your organisation or elsewhere in order to develop some appropriate techniques and strategies for managing the 14-19 learners depicted in the case study. (Will assess Learning Outcomes 4,5,6) 50% (2000 words equivalent)

All assessment tasks must be passed at a minimum grade point 4.
Minimum Core
Through your Individual Learning Plan, you will provide appropriate evidence of planning to develop your practice in literacy, language, mathematics and inform action communication technologies. This ILP will form the basis for each of your post module tutorials.

ARMITAGE, A., BRYANT, R., DUNNILL, R., HAYES, D., HUDSON, A., KENT, J., LAWES, S. AND RENWICK, M. (2007) Teaching and Training in Post-Compulsory Education; Buckingham, Open University Press, 3rd edition.
CHITTY, C (2004) Education Policy in Britain; Basingstoke, Palgrave Macmillan
COFFEY, A (2006) Education and Social Change; Buckingham, Open University Press
DFES, (2005) 14-19 Education and Skills - White Paper, London, HMSO
HILLIER, Y (2002) Reflective Teaching in Further and Adult Education; Cardiff, Continuum
LUMBY, J & FOSKETT, N (2005) 14 ? 19 Education: Policy, Leadership and Learning, London, Sage
ROGERS, B (2006) Classroom Behaviour: A Practical Guide to Effective Teaching, Behaviour Management and Support 2nd ed. London, Paul Chapman Publishing
VIZARD, D (2007) How to Manage Behaviour in Further Education, London, Sage
WALLACE, S (2007) Managing Behaviour in the Lifelong Learning Sector 2nd ed, Exeter, Learning Matters

www.dcsf.gov.uk
www.dius.gov.uk
www.lsc.gov.uk
www.qca.org.uk
www.qia.org.uk
www.vocationallearning.org.uk
http://yp.direct.gov.uk/diplomas/
http://www.dfes.gov.uk/14-19/

Times Education Supplement: FE Focus: http://www.tesfefocus.co.uk
Guardian: http://education.guardian.co.uk/
Journal of Further and Higher Education
Journal of Vocational Education and Training
Research in Post Compulsory Education
Blackboard and College VLEs

You will analyse and evaluate key national policies and national initiatives for 14-19 year old learners. In addition, you will evaluate the relationship between the compulsory and post compulsory sectors, and the local implementation of the partnerships with regard to the provisions for 14-19 year olds.

You will evaluate theories and models of learning appropriate for 14-19 years olds, identifying stages of learning and emotional development. You will analyse the roles and responsibilities of the teacher within the relevant legislative framework, evaluating the implications on own practice.

You will analyse key issues in managing the learning of 14-19 year olds, use and evaluate techniques, strategies, methods and assessment approaches. You will apply theories and principles of learning in order to self-evaluate your own planning. You will use regular feedback from others including other learners to plan and take up opportunities to develop and improve your own performance in working with 14-19 year olds. For those not currently working with 14-19 year olds, this will involve working alongside a colleague in a 14-19 taught session.


LLUK PROFESSIONAL STANDARDS
Values and commitments included in this module:
AS1; AS2; AS3; AS4; AS5; AS6; AS7
BS1, BS2, BS3, BS4, BS5
DS1, DS2, DS3
ES1
Standards included in this module:
AK1.1; AK2.2; AK7.3; AP1.1; AP2.2; AP7.3
BK1.1, BK2.1, BK3.1, BK4.1, BK5.1, BP1.1, BP2.1, BP3.1, BP4.1, BP5.1
DK1.1, DK2.1, DK3.1, DP1.1, DP2.1, DP3.1
EK1.1, EP1.1

During this module you will participate in a range of teaching and learning strategies, for example: Discussions, individual and group tasks, presentations, observation of experienced practitioners; workshop activities, reading and research, blended learning, guest speakers, demonstration of own practice, reflection and self assessment.