Must be enrolled on the Diploma in Teaching in the Lifelong Learning Sector.

LLUK PROFESSIONAL STANDARDS:
AK 1.1 AP 1.1 AP 2.1 AP 3.1 AK 4.1AK 4.2 AK 4.3 AP 4.1 AP 4.2 AK 5.1 AK 5.2 AP 5.2
AK 7.1 AK 7.3 AP 7.1BS 1 BS 2 BS 3 BS 4 BS 5 BK 1.3 BP 1.3 BK 2.1 BK 2.2 BK 2.3
BK 2.6 BP 2.4 BP 2.6 BP 2.7 BK 3.1 BK 3.2 BK 3.3 BP 3.1 BP 3.2 BP 3.3 BK 4.1 BP 4.1
BK 5.1 BK 5.2 BP 5.1 CS 1 CK 3.1 CK 3.2 CK 3.3 CP 3.1 CP 3.2 CP 3.3 CP 3.4 DS 1
DP 1.3 DP 2.2 DP 3.1 ES 1 ES 2 ES 3 ES 4 ES 5 EK 1.1 EK 1.2 EK 1.3 EP 1.1 EP 1.2
EP 1.3 EK 2.1 EK 2.2 EK 2.3 EK 2.4 EP 2.1 EP 2.2 EP 2.3 EP 2.4 EK 3.1 EK 3.2 EP 3.1
EP 3.2 EK 4.1 EK 4.2 EP 4.1 EP 4.2 5.1 EK 5.2 EK 5.3 EP 5.1 EP 5.2 EP 5.3 FS 3

Staffordshire University online journals
The Times Educational Supplement: FE Focus: http://www.tesfefocus.co.uk/
Education Guardian: http://education.guardian.co.uk/
Journal of Further and Higher Education
Journal of Vocational Education and Training
Research in Post compulsory Education
British Education Index and Education Literature Datasets (available through online Library services).
Papers are also available at http://www.leeds.ac.uk/educol/
Edexcel Policy Watch
http://tip.psychology.org/
http://tip.psychology.org/bandura.html

ARMITAGE, A., BRYANT, R., DUNNILL, R., HAYES, D., HUDSON, A., KENT, J., LAWES, S. AND RENWICK, M. (2003) Teaching and Learning in Post-Compulsory Education; Buckingham, Open University Press, 2nd edition.
ECCLESTONE, K. (2002) The politics and practice of formative assessment; London, RoutledgeFarmer.
FORSDYTH, A. AND FURLONG, A. (2003) Losing Out? Socioeconomic disadvantage and experience in further and higher education; Bristol, The Policy Press.
HUDDLESTON, P. AND URWIN, L. (2002) Teaching and Learning in Further Education; London, Routledge, 2nd edition.
NEARY, Mary (2002) Curriculum Studies in Post-Compulsory and Adult Education; Cardiff, Continuum.
ROGERS, A. (2002) Teaching Adults; Maidenhead, Open University Press, 3rd edition.

During this module you will participate in a range of teaching and learning strategies, for example: Discussions, individual and group tasks, tutor presentations, observation of experienced practitioners; workshop activities, reading and research, blended learning, guest speakers, demonstration of own practice, reflection and self assessment.

Learning outcomes will be assessed through:
1. A written assignment using key issues from the literature on learning and assessment to review aspects of your professional practice in these areas. 50% (LOs 1,2,4,5,6) (2000 words)
2. Teaching File elements comprising evidence of both assessment for learning and assessment of learning: a scheme of work and an associated assessment plan for a unit that you teach; examples of initial, formative and summative assessments with your feedback on each; a group and several individual learner profiles; documentation showing assessment outcomes recorded or reported; an observation report from Mentor/Tutor. (50%) (LOs 2,3,4,5,6) (2000 word equivalent)

All assessment tasks must be passed.

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 deepen your understanding of learning theories and how they relate to key principles of assessment, focussing on Initial, formative and summative assessment practices in support of individual learners to improve their learning and progress. You will investigate how to plan, devise and use assessment strategies that develop independent and peer learning. In relation to your experiences of teaching and managing learning, you will consider a range of approaches to learning and assessment and apply them in practice. This will include consideration of the rationale for and effective design of assessment of both individual and collaborative learning in relation to Social Constructivist approaches to learning, the investigation of the principles and practice of norm and criterion referenced assessment, the relationships between assessment and learning, notions of reliability, validity, transparency, authenticity, sufficiency and currency and the effect of assessment on learners.

You will consider how to develop and support learners' self assessment and peer learning capabilities, for example, taking account of Bandura's work on self esteem and self efficacy, and will compare the demands of different levels and emphases in the National Qualifications Framework, for example different approaches to academic and vocational pathways and consider the design and application of appropriate assessment objectives.