This module will provide the opportunity to use your existing knowledge and understanding of learning and development to critically examine how to enable learning through the creation of positive environments and relationships. Strategies for effectively enabling and supporting learning will be explored through analysis and evaluation. Types of behaviour, their origin and impact will be explored by drawing on underpinning theory of learning and development. Critical engagement with curriculum, government and policy documents will encourage an analytical consideration of a variety of contemporary issues affecting learning. Relationships, the role of the adult and importance of an enabling environment to support development and learning will be critically examined to provide an in-depth knowledge and understanding of this extensive topic.

Develop a profile of a learner. This should include issues that impact on learning relevant to the learner and setting.

The profile should be written in a format of your choice, as agreed by your module tutor, and document characteristics, relationships, behaviour and environments which impact on learning for the chosen learner.

Develop, plan and evaluate a plan of learning for the learner based on the profile presented. This should include a reflection and ‘next steps’.

The plan should be written in a format of your choice, as agreed by your module tutor, and show how this will meet the needs of the learner. You should evaluate the plan provided in relation to the learner based on relevant theories, principles and pedagogy. Reflection on the outcome/s should be included to ensure all module learning outcomes have been covered.

The teaching, learning and assessment strategy has been carefully developed for this module. It recognises that you come to the programme through a different route to “traditional” students and your learning needs to be supported, in a different way. We recognise that you bring with you a wealth of practical experience and detailed knowledge of specific contexts to share with others, and this vast pool of practical experience will be used to promote discussion and debate, which will build upon existing knowledge to encourage reflection and critical thought. The methods are designed to provide practical contexts for the analysis of contemporary issues and problems of a practical nature. The following strategies will be adopted to ensure that students have a supportive teaching and learning environment, providing a range of learning opportunities. A blended learning approach will provide both face-to-face and virtual opportunities.

Work Related Learning – You will be required to reflect on values, practices, assumptions and work-place policies. Work-based activities help students to establish connections between the workplace and issues raised by the programme.

Lectures - You will be given lectures which will provide theoretical underpinning on key educational concepts. These may take the form of face-to-face, digital or virtual sessions, dependent on the Blended Learning policy.

Tutorials – You will be given the opportunity to discuss work-related and academic concerns in small group tutorials and individual tutorials. This will support the development of theoretical understanding.

Guided reading and supported self-study – You will be provided with booklists and reading tasks in order to enable you to engage with relevant and appropriate debates.

This module will also provide opportunities for you 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

Your College VLE will be used as a support resource for candidates by providing flexible learning, especially during reading week with access to materials on-line to enable candidates to manage their time more effectively and to improve staff/ student communication through bulletin boards. Your VLE will enable you to have access to course materials, lecture notes, PowerPoint presentations and reading lists, to enable you to manage your time more effectively. Your VLE offers opportunities to engage in group work and independent learning by the use of such things as synchronous/asynchronous discussion boards, video links, blogs and wikis.

Demonstrate knowledge & critical understanding of characteristics, relationships, behaviours and environment which enable learning.

Critically analyse, interpret significant and emerging theories of the impact of environment and relationships on learning and pedagogy relevant to your setting.

Develop and critically evaluate a plan of learning, considering limits of knowledge of relevant pedagogy, theories and principles that impact learning.

Critically evaluate own practice in creating a positive learning environment and building relationships, including the necessity for further training.

Unless otherwise stated, all books are available online through Staffordshire University library website when logged in using your university username and password. If you have difficulty accessing these, please contact the University library. There is also an online reading list for each module on this course. To access this, go to http://staffs.rebuslist.com/ and then type in the module code in the search box. Do not worry if this list seems excessively long. You may wish to focus on texts which are most relevant to your education sector. This module covers a wide range of texts and you may find that you only need to read short sections of the texts listed (or from other texts that you may find in libraries or journals). Your tutor will also advise you on the relevant texts and sections of texts to read. Remember that it is important to show you have considered views from a wide range of sources. When referring to texts in your assignment, always use https://libguides.staffs.ac.uk/refzone for guidance. There are many versions of Harvard referencing systems in use around the world, but for Staffordshire University, Refzone Harvard system is the only correct method to use.

Study skills:

For guidance on academic writing, remember that the Staffordshire University library holds a wealth of resources to support study skills at https://libguides.staffs.ac.uk/study-skills. The study skills team can also provide 1 to 1 support.

Suggested texts:

Bedford, D. and Wilson, E., (2013), Study Skills for Foundation Degrees (2nd Ed.), Abingdon: Routledge

Bolton, G. and Delderfield, R. (2018) reflective Practice: writing and professional development. London. Sage.

Cottrell, S., (2011), Critical Thinking Skills: Developing Effective Analysis and Argument, Basingstoke: Palgrave.

Greasley, P. (2016) Doing Essays and assignments: essential tips for students (2nd Edition) London. Sage.

Weyers, J & McMillan, K. (2011) How to Write Essays and Assignments (2nd Edition)

VLE Resources

Your College VLE will be used as a support resource for candidates by providing flexible learning, especially during reading week with access to materials on-line to enable candidates to manage their time more effectively and to improve staff/ student communication through bulletin boards. Your VLE will enable you to have access to course materials, lecture notes, PowerPoint presentations and reading lists, to enable you to manage your time more effectively. Your VLE offers opportunities to engage in group work and independent learning by the use of such things as synchronous/asynchronous discussion boards, video links, blogs and wikis.

James, G. (2016) Transforming Behaviour in the Classroom. London. Sage.

O’Brien, J. (2018) Better Behaviour: A guide for teachers. London. Sage.

DfE (2017) Creating a Culture: How school leaders can optimise behaviour. [online] Available from: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/602487/Tom_Bennett_Independent_Review_of_Behaviour_in_Schools.pdf

DfE (2014) Whole school approach: managing poor behaviour [online]. Available from: https://www.gov.uk/government/case-studies/whole-school-approach-managing-poor-behaviour

DfE website Pupil wellbeing, behaviour and attendance [online]. Available from: https://www.gov.uk/education/pupil-wellbeing-behaviour-and-attendance

Hall, F., Hindmarch, D., Hoy, D. and Machin, L. (2015) Supporting Primary Teaching and Learning. Northwich. Critical Publishing.

Tutt, R. and Williams, P. (2015) The SEND Code of Practice: 0 – 25 years policy, provision & practice. London. Sage.

Suggested texts:

Lindon, J. (2012) Equality and Inclusion in Early Childhood (2nd Edition). Abingdon. Hodder Education.

Appleyard N. & Appleyard K. (2010) Communicating with Learners in the Lifelong Learning Sector UK. Learning Matters

Bostock, J. & Wood, J. (2011) Teaching 14-19: A Handbook. Maidenhead. Open University Press/McGraw Hill Education

Machin, L. Hindmarch, D., Murray, S. and Richardson, T (2015) A Complete Guide to the Level 4 Certificate in Education and Training (2nd Edn) Northwich. Critical Publishing

Ofsted (2014) Below the radar – low level disruption in the country’s classrooms. [Online] Available from: https://www.gov.uk/government/publications/below-the-radar-low-level-disruption-in-the-countrys-classrooms

Tassoni, P. (2018) Understanding Children’s Behaviour – learning to be with others in the Early Years. London. Featherstone.