This module will build on the previous modules to develop planning and teaching and learning strategies in Skills for Life - ESOL teaching. There will be an opportunity to review strategies and research developed in the other modules by reflecting, evaluating and building up ESOL resources/delivery techniques that address individual need. You will research and use a variety of assessment tools. In the delivery of ESOL teaching and learning, you will investigate ways to foster a supportive environment. You will investigate and develop relationships within and outside (locally and nationally) your own organisation the whole organisation approach to Skills for Life and how to link up with other areas of Skills for Life (Literacy, Numeracy and ICT) as well as specialists offering support for difficulties and disabilities and IAG and progression.

There will be peer and tutor presentations, group learning and case studies. You will have access to group and individual tutorials, where you will be encouraged to manage your own learning. There will be opportunities for group reading and discussions, above all the delivery will be modelling the practice you will be using in skills for life classroom. Throughout each session you will be encouraged to be a reflective learner as well as a reflective practitioner.

Professional Practice - weighting 100%
Learning outcomes = 1, 2, 3, 4 & 5

- Teaching Practice record sheet outlining 75 hours of teaching Skills for Life ESOL (at two different levels from Entry one - Level 5).
- 75 hours reflective journal
- Four observations judged as a pass (LLUK standards) with associated schemes of work, ILP and lesson plans
- One observation of a peer
- One observation by a peer
- One observation of an experienced practitioner (exemptions apply)

This is an extensive list but many of the texts listed may only refer to a few pages within that text, all texts or parts of texts will be provided by the SfL PDC to your Buddy Group.
Barton, D. & Tusting, K. 2006. Models of Adult Learning: A Literature Review, NRDC Literature Review. Leicester. NIACE
Wallace, S. 2007. Getting the buggers motivated in FE. London. Continuum.
Hayes, A. 2006. Teaching Adults. London. Continuum.
Carter, R., and Nunan, D. (2001) The Cambridge Guide to Teaching English to Speakers of Other
Languages. Cambridge: Cambridge University Press
Ogunleye, J. 2007. Guide to teaching 14 - 19. London. Continuum.
Steward, A. 2006. A to Z of teaching in FE. London. Continuum.
Derrick, J. & Dicks, J. 2005. Teaching Practice & mentoring. Leicester. NIACE.
Moore, A. 2005. The Good Teacher. Abingdon. Routledge.
Hillier, Yvonne (2005) Reflective Teaching in Further and Adult Education. London. Continuum.
Armitage, A. et al. 2006. Teaching and Training in Post-Compulsory Education. Mcgraw Hill House.
Rogers, A. 2007. Teaching Adults. Mcgraw Hill House
Reece, I. Walker, S. (2003) Teaching, Training and Learning: A Practical Guide. 5th Edition. Business Education. London
Petty, G. (2004) Teaching Today: A Practical Guide. Nelson Thornes. Cheltenham
Sion, S. (2004) More recipes for tired teachers: well seasoned activities for the ESOL classroom. Alta
Book Centre Publishers/Longmans