The purpose of this module is to help to provide you with knowledge, understanding and skills relating to teaching, learning and assessment in Post-compulsory education and training. It includes understanding the role and responsibilities of a teacher in education and training, agreeing individual learning goals and planning, delivering and assessing inclusive teaching and learning. The module is mapped to the Learning and Skills Teacher Professional Standards.



It involves creating and maintaining an inclusive learning environment and evaluating and reflecting on your own practice in your subject specialism. Strategies for enhancing behaviour and creating environments conducive to learning will be covered as well as expectations in relation to your personal skills: Maths, English,digital and wider skills.

Professional Practice: 2 observations (PASS/FAIL assessed by Observation Booklet ) LOs 3, 4, and 5 and 6

Observation Booklet (observation documentation including, lesson plan and reflection to cover Los LOs 3, 4, and 5 and 6)

A reflective essay to cover LOs 1 – 5





Formative assessment:

Development of starter activity to share with peers

Plan and deliver microteach

Peer feedback for micro-teach



Self-assessment and reflection of Micro-teach

Completion of:

Safeguarding training

Prevent Training

GDPR



All summative assessment tasks must be passed to pass module

You will learn through learning, teaching and assessment strategies that have been carefully devised to take into account that you and your peers bring with you a wealth of practical experience and detailed knowledge of specific contexts to share with others. Formative assessment for learning will run throughout the module. Pair and small group work is an important aspect of the approach to learning on this course.



You will acquire knowledge and understanding through a variety of activities including, face to face delivery, presentations, individual and group tutorials, online synchronous and asynchronous sessions, discursive seminars, independent and directed learning and workshops in order to facilitate informed critical reflection. You will have opportunities to use teaching enhanced learning software and hardware. In addition to this, you will engage with your workplace mentor to support and broaden your learning experience and help you to make the connections between theory and practice.



You are expected to assume ownership of your learning in accordance with the principles of the course and the content of this module. Peer learning is promoted through presentations of work and subsequent discussion and evaluation. Through independent study and extension activities, you will be able to determine specific areas of own interest for a more in-depth exploration of your own subject specialism.



The combination of teaching and learning approaches will help you to develop a deeper understanding of the teacher role and responsibilities and the emphasis on reflecting and developing practice will enhance your professional development and provide progression opportunities. You will be able to demonstrate the application of all the ETF Standards (2022). This module maps to the Learning and Skills Teacher Apprenticeship Standards

1. Demonstrate knowledge and a critical understanding of roles, responsibilities and relationships in Post-compulsory education and training.

Knowledge and understanding

Enquiry

2. Critically evaluate and develop skills in the use of initial, formative and summative assessment to inform planning and progression



Application

Learning

Analysis

3. Create, develop and apply inclusive teaching and learning strategies within a safe environment.



Application

4. Develop and apply skills and strategies to enhance behaviour to create a safe and inclusive teaching and learning environment.





Application, Learning

5.Demonstrate an ability to plan and deliver critically reflective and evaluated teaching and learning sessions in relation to own subject specialism





Reflection

Problem Solving

Communication

Application

6. Apply methods and techniques to embed maths, English , digital and wider skills in relation to own subject specialism

Reflection

Problem Solving

Communication

Application

Machin L, Hindmarch D, Richardson T, Murray S (2020) A complete Guide to the Level 5, Diploma in Education and Training (3rd edn), Northwich, Critical Publishing. [available online through Staffordshire University Library]



Avis, J., Fisher, R., & Thompson, R. (2019). Teaching in lifelong learning: a guide to theory and practice (3rd ed.). Maidenhead: Open University Press. [available online through Staffordshire University Library]



Weyers, J & McMillan, K. (2015) How to Write Essays and Assignments (2nd Edition). Available online from the University Library.


Brookfield, S. (2017). Becoming a Critically Reflective Teacher (2nd Edition). New York: Jossey-Bass. [available online through Staffordshire University Library]



Web resources:

The Education and Training Foundation (ETF): The New Professional Standards

http://www.et-foundation.co.uk/



Staffordshire University Academic and Study Skills Portal:

https://libguides.staffs.ac.uk/study-skills



Staffordshire University Harvard Referencing Guide:

https://libguides.staffs.ac.uk/refzone/harvard

University Library

Blackboard

Teams

IT facilities

The student will need to have access to a minimum of 150 hours of teaching and learning across the whole of the four modules of the course.



The student will also need access (across the four modules) to a further 20 hours in a different specialist area, either in a different organisation or within their own organisation. These hours will be a support and observation role and will not require the student to engage in leading the teaching.

The purpose of this module is to help to provide you with knowledge, understanding and skills relating to teaching, learning and assessment in Post-compulsory education and training. It includes understanding the role and responsibilities of a teacher in education and training, agreeing individual learning goals and planning, delivering and assessing inclusive teaching and learning.