The purpose of the unit is to develop your knowledge, understanding and skills relating to developing teaching, learning and assessment in education and training. It includes investigating practice in own area of specialism, applying theories, principles and models of learning, communication and assessment in relation to planning, delivering and assessing inclusive teaching and learning.
It involves applying theories of behaviour management in creating and maintaining an inclusive learning environment and applying theories and models of reflection to evaluating own practice.
It covers expectations in relation to the minimum core in teaching, learning and assessment.

The learning, teaching and assessment strategies have been carefully devised for this module recognising that you bring a wealth of practical experience and detailed knowledge of specific contexts to share with others. Formative assessment and peer learning through, for example, pair and small group work, is an important aspect of the approach to learning on the course.

Knowledge and understanding will be acquired through a variety of activities including, face to face delivery, presentations, individual tutorials, discursive seminars and workshops in order to facilitate informed critical reflection. In addition to this, you will engage with mentors and peers to support and broaden their learning experience. The combination of teaching and learning approaches will facilitate a deeper understanding of teacher role and responsibilities and the emphasis on developing practice will enhance professional development and progression opportunities.

This module will include a range of learning materials, for example hand-outs, reading material, electronic presentations.

Textbooks, video recorders, available technology, e.g. VLE, PCs and interactive whiteboards and key literature will be available from Blackboard VLE.

Tutor and peer support will be made available.

Appleyard N. & Appleyard K. (2010) Communicating with Learners in the Lifelong Learning Sector, Learning Matters: UK
Bolton, G. (2010) Reflective Practice: writing and professional development (3rd edition). London: Sage Publications Staffordshire University Library]
Gravells, A. and Simpson, S. (2012) Equality and Diversity in the Lifelong Learning Sector, (Second Edition) Learning Matters: UK
Machin L, Hindmarch D, Richardson T, Murray S (2014), A Complete Guide to the Level 5, Diploma in Education and Training, Northwich, Critical Publishing.

Weblinks
The Department for Business Innovation & Skills (FE Section) http://www.bis.gov.uk/policies/further-education-skills
The Equality and Human Rights Commission: http://www.equalityhumanrights.com/, including specific guidance for providers in the lifelong learning sector.
The Excellence Gateway http://www.excellencegateway.org.uk/

Journals
Journal of Further and Higher Education
Journal of Vocational Education and Training
Journal of Research in International Education OnlineFirst

Complete and present a teaching practice file, approximately 4500 words, weighting 100% which draws upon:

• A minimum of two observations of your teaching practice.
• Scheme of Work which takes account of the needs of learners,the delivery model and internal and external requirements.
• Teaching and learning plans which take account of curriculum requirements and the individual goals, needs and learning preferences of all learners.
• Application of strategies for managing behaviours in teaching and learning environments that take account of critically analysed pedagogical principles in own area of specialism
• Application of strategies for maintaining safe and inclusive teaching and learning environments that take account of critically analysed theories, principles and models of learning and communication.
• Examples of developing and improving resources, including emerging technologies to support teaching, learning and assessment.
• Examples of developing, using and improving creative and innovative approaches and resources that actively promote equality and value diversity within a teaching and learning environment;
• Evidence of using a range of formative/summative assessment methods, including trainee involvement in assessment of own learning.
• Evidence of communicating with others to support trainee experience.
• Application of action learning and of the Minimum Core.
• Other evidence as appropriate to your teaching and subject area.