You will learn through teaching learning 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.

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 using evidence-based learning.

University Library
Blackboard
Teams
IT facilities

Delaney, J & Cope, A (2016) Supporting Maths & English in Post-14 Education & Training, London: Open University Press Department for Education. [available online through Staffordshire University Library]

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]

Chapter 11 – Wider Professional Practice is particularly relevant.

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]

Vizard, D (2012) How to manage behaviour in Further Education (2nd Edn). London: Sage


Web Resources:

Department for Education (DfE): www.education.gov.uk
http://www.education.gov.uk/schools/pupilsupport/behaviour/a00199342/getting-the-simple-things-right-charlie-taylors-behaviour-checklists

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

You will be expected to explore and critically analyse articles in The Journal of Inclusive Practice in Further and Higher Education

Building on Modules 1 – 3, the purpose of the module is to develop your teaching, learning and assessment in education and training. It includes applying theories, principles and models of learning, communication and assessment in relation to planning, delivering and assessing inclusive teaching and learning.

Professional Practice: 8 observations (PASS/FAIL assessed by Professional Practice Booklet) LO 1 -– 6

Professional PracticeObservation Booklet (Completion of observation documentation including rationale, lesson plan and reflection) LO 1 -– 6

Teaching Portfolio (LOs 2 – 6)

Formative assessment:

Critically reflective diary of practical workplace teaching and learning

Completion of your Exit pack to take into your educational workplace

Coaching and mentoring diary

Reflect on ways to develop resilience in yourself and your learners

Use problem solving skills in your teaching and learning

Experience of a 2nd placement (this can be a different department in placement organisation)

1. Demonstrate innovation in development of own personal and professional competencies in own subject specialism
Reflection
Application

2. Demonstrate a systematic understanding of concepts and principles of educational theories to evidence inclusive, sustainable teaching, learning and support.
Application
Knowledge and understanding

3. Demonstrate qualities and transferable skills to meet the needs of a diverse range of learners to a high level
Learning
Problem Solving

4. Demonstrate an ability to plan and deliver critically reflective and evaluated teaching and learning sessions in relation to own subject specialism at a professional level.
Reflection
Application

5. Demonstrate a critical awareness and evaluation of own contribution to quality enhancement and assurance in professional practice.
Reflection
Application

6. Demonstrate how to utilise digital, online and emerging technologies safely
Reflection
Application

Building on Modules 1 – 3 by linking theory and practice, the purpose of the module is to develop your teaching, learning and assessment in education and training. As part of this module you with gather resources and evidence that you have developed over the course into a teaching file. You will then annotate your teaching file to provide a reflective commentary on your teaching and learning across the course. This will draw upon theories, principles and models of learning, communication, and assessment in relation to planning, delivering and assessing inclusive teaching and learning. As part of formative assessment and the development of your professional practice, you will also explore diverse educational cultures and global competencies.



The module 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 your own personal skills and strategies to enhance behaviour. You will investigate coaching and mentoring models and keep a diary of your coaching and/or mentoring to place in your teaching file.



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. There will be opportunities to reflect on how to build resilience in yourself and your learners and employ problem solving skills.



At the end of the module, you will receive an Exit Pack that will allow you to continue your reflective development of your teaching and learning into your first teaching role. You will also receive careers and academic progression advice.

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 need to have access to a minimum of 15000 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