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;

BOUD, D, KEOGH, R, WALKER D (eds) (1998) Reflection: Turning Experience into Learning, London, 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
GRAY,D.,GRIFFIN,C.,NASTA,T.( 2nd ed) (2005) Training to Teach in Further and Adult Education, Cheltenham, Stanley Thornes
HILLIER, Y (2002) Reflective Teaching in Further and Adult Education: London, Continuum
POLLARD, A. (2005) Reflective Teaching: Evidence-Informed Professional Practice, London, Continuum

Details :- A reflective CPPD log identifying your professional and personal development (weighting 25%, 500 words, LO 1,,3,4)
A written assignment using key issues from literature relating to theories and principles of teaching and learning within the Lifelong Learning Sector. (weighting 75%, 2500 words, LO 1,2,3,4)

Produce a CPPD report/log/journal which analyses and evaluates critically how you have developed personally and professionally since the beginning of your DTLLS course. The log will:

- reflect and evaluate the development of own roles and responsibilities with reference to your subject specialism and as part of a team.
- justify your targets (ILP) for development and how these have and will inform your future practice.

Provide a literature review that critically and systematically analysis relevant theories, principles and models of reflective practice in relation to:

- different teaching roles and changing contexts in the lifelong learning sector.

Referring to your CPPD log and appropriate literature

- Evaluate the impact of own professional, personal interpersonal skills, including literacy, numeracy and ICT skills, on learners and others.
- Provide an analysis of how your beliefs, assumptions and behaviours impact on learners and others.
- Analyse how theories, principles and models of reflective practice can be applied to own development as an autonomous learner.

All assessment tasks must be passed.

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

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