A portfolio weighted at 100% (3000 words)

Learning outcomes will be assessed through:

1. A CPPD log as part of your ILP which analyses and evaluates how you have developed personally and professionally since the PTLLLS module. The log will identify and justify your targets for development and how these have and will inform your future practice. (LOs 1,3,4)

2. A reflective review of models of reflective practice and the use of one or more of these to how you
have developed personally and professionally during the period of initial teacher training (LOs 1,2,3,4)
All assessment tasks must be passed at minimum of 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 information communication technologies. This ILP
will form the basis for each of your post module tutorials.

This module aims to support you as you engage in CPPD as a natural part of your work. You will investigate key reflective models and processes (e.g. Brookfield, Schon) and apply these to your own development. In particular, you will analyse your own roles as teachers in the lifelong learning sector
and especially in the context of the wider organisation, (e.g. prisons, adult, community, voluntary, private or public sector organisation). This will lead to you evaluating the concept and principles of Continuous Personal and Professional Development (CPPD) and using this analysis to review and
inform your future CPPD planning.

During this module you will participate in a variety od learning and teaching approaches, for example:
research, activities such as teaching squares to observe peers and share findings, discussion, individual
activities, tutorials, workshops, e- learning, self study and research

Must be enrolled on the Diploma in Teaching in the Lifelong Learning Sector.
Values and commitments included in this unit:
AS1, AS2, AS3, AS4, AS5, AS6, AS7, BS1, BS2, BS3, BS4, BS5, CS1, CS2, CS3, CS4,
DS1, DS2, DS3, ES1, ES2, ES3, ES4, ES5, FS1, FS2, FS3, FS4
Standards included in this unit:
AK1.1; AP1.1, AK2.1; AK2.2; AP2.2, AK3.1; AP3.1, AK4.1; AP4.1; AK4.2; AP4.2; AK4.3;
AP4.3; AK5.1; AP5.1; AK5.2; AP5.2; AK6.1; AP6.1; AK6.2; AP6.2;
AK7.1; AP7.1; AK7.2; AP7.2; AK7.3; AP7.3;
BK1.1; BP1.1; BK1.2; BP1.2; BK1.3; BP1.3; BK2.1; BP2.1; BK2.2; BP2.2; BK2.3; BP2.3;
BK2.4; BP2.4; BK2.5; BP2.5; BK2.6; BP2.6; BK2.7; BP2.7; BK3.1;
BP3.1; BK3.2; BP3.2; BK3.3; BP3.3; BK3.4; BP3.4; BK3.5; BP3.5; BK4.1; BP4.1; BK5.1;
BP5.1; BK5.2; BP5.2;
CK1.1; CP1.1; CK1.2; CP1.2; CK2.1; CP2.1; CK3.1; CP3.1; CK3.2; CP3.2; CK3.3;
CP3.3; CK3.4; CP3.4; CK4.1; CP4.1; CK4.2; CP4.2;
DK1.1; DP1.1; DK1.2; DP1.2; DK1.3; DP1.3; DK2.1; DP2.1; DK2.2; DP2.2; DK3.1;
DP3.1; DK3.2; DP3.2;
EK1.1; EP1.1; EK1.2; EP1.2; EK1.3; EP1.3; EK2.1; EP2.1; EK2.2; EP2.2; EK2.3; EP2.3;
EK2.4; EP2.4; EK3.1; EP3.1; EK4.1; EP4.1; EK4.2; EP4.2; EK5.1; EP5.1; EK5.2; EP5.2;
EK5.3; EP5.3;
FK1.1; FP1.1; FK1.2; FP1.2; FK2.1; FP2.1; FK3.1; FP3.1; FK4.1; FP4.1; FK4.2; FP4.2;

JOYCE, B AND SHOWERS, B (2003) Student Achievement through Staff development:
National College for School Leadership.(online) www.ncsl.org.uk
WESSELY,A.(2002) Teaching squares: Handbook for Participants. National teaching and Learning
Forum (online) www.ntlf.com

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Kogan Page
COX, P. and SMITH,V.,(2004) from Little Acorns - towards a Strategy for spreading good Practice within
colleges, London, Learning and Skills Development Agency
HILLIER, Y (2002) Reflective Teaching in Further and Adult Education: London, Continuum
MOON, J. (2005) We seek it here? a new perspective on the elusive activity of critical thinking: a
theoretical and practical approach ESCALATE
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