Module Descriptors
PLANNING EMBEDDED APPROACHES FOR DEVELOPING VOCATIONAL PROGRAMMES
XXXX56972
Key Facts
Faculty of Business, Education and Law
Level 5
15 credits
Contact
Leader: Tina Richardson
Email: T.A.Richardson@staffs.ac.uk
Hours of Study
Scheduled Learning and Teaching Activities: 10
Independent Study Hours: 140
Total Learning Hours: 150
Assessment
- ASSIGNMENT weighted at 60%
- ASSIGNMENT - SECOND ASSIGNMENT weighted at 40%
- OBSERVED TEACHING weighted at 0%
Module Details
Module Additional Assessment Details
Learning outcomes will be assessed through:
4,000 word assignment or equivalent tasks
Produce an embedded learning programme (for 10 hours of learning) for a chosen area of vocational delivery to include:
An audit of LLN needs within the chosen area of vocational delivery and the workplace
Scheme of work (for 5x2 hours) with integrated LLN
Lesson Plan (for 1 x 2 hours) of learning with strategies for delivering LLN and embedded LLN Resources
Learning Outcome one to six
(Weighting 60%, equivalent to 2,400 words)
Maintain an online blog to evaluate and improve own practice in teaching an embedded approach within the chosen area of vocational delivery (to reflect on 20 hours of teaching). Learning outcome seven.
(Weighting 40%, equivalent to 1,600 words)
You must provide two satisfactory (judged as a pass against LLUK criteria) vocational teaching observations (with embedded LLN) undertaken during this module. Learning outcomes one to six
(Weighting = 0%)
All areas of assessment need to be passed in order to successfully pass the Module.
4,000 word assignment or equivalent tasks
Produce an embedded learning programme (for 10 hours of learning) for a chosen area of vocational delivery to include:
An audit of LLN needs within the chosen area of vocational delivery and the workplace
Scheme of work (for 5x2 hours) with integrated LLN
Lesson Plan (for 1 x 2 hours) of learning with strategies for delivering LLN and embedded LLN Resources
Learning Outcome one to six
(Weighting 60%, equivalent to 2,400 words)
Maintain an online blog to evaluate and improve own practice in teaching an embedded approach within the chosen area of vocational delivery (to reflect on 20 hours of teaching). Learning outcome seven.
(Weighting 40%, equivalent to 1,600 words)
You must provide two satisfactory (judged as a pass against LLUK criteria) vocational teaching observations (with embedded LLN) undertaken during this module. Learning outcomes one to six
(Weighting = 0%)
All areas of assessment need to be passed in order to successfully pass the Module.
Module Learning Strategies
There will be 10 hours of face to face contact and 20 hours of directed distance learning.
There will be peer and tutor presentations, group learning and research, both online and face to face. You will have access to group and individual tutorials, where you will be encouraged to manage your own learning. There will be opportunities for group reading and discussions, above all the delivery will be modelling the practice you will be using in the vocational classroom. Throughout the module you will be encouraged to be a reflective learner as well as a reflective practitioner.
The distance learning will be managed through the Professional Development Centre¿s Moodle:
www.staffspdc.org.uk
The distance learning will take the form of (for example) Wikis, Blogs, Forums, access to online journals and podcasts.
There will be peer and tutor presentations, group learning and research, both online and face to face. You will have access to group and individual tutorials, where you will be encouraged to manage your own learning. There will be opportunities for group reading and discussions, above all the delivery will be modelling the practice you will be using in the vocational classroom. Throughout the module you will be encouraged to be a reflective learner as well as a reflective practitioner.
The distance learning will be managed through the Professional Development Centre¿s Moodle:
www.staffspdc.org.uk
The distance learning will take the form of (for example) Wikis, Blogs, Forums, access to online journals and podcasts.
Module Resources
Access to electronic or hard copies of embedded resources (free) from the Embedded Learning Portal:
http://www.dfes.gov.uk/readwriteplus/embeddedlearning/
Free electronic or hard copies of Numeracy/Literacy/ESOL/Access for All Core Curricula documents
www.excellencegateway.org.uk
Access to the PDC¿s Moodle:
www.staffspdc.org.uk
LLUK Professional Standards:
http://www.lluk.org/documents/professional_standards_for_itts_020107.pdf
Functional Skills Standards:
http://www.qcda.gov.uk/6066.aspx
Access to the Excellence Gateway:
www.excellencegateway.org.uk
Access to Raising Standards to Support Success in LLN Provision:
http://www.dcsf.gov.uk/readwriteplus/raisingstandards/embeddedlearning/
Access to C&G Embedded Learning Resource:
http://www.cityandguilds.com/sites/basicskills/docs/EMBEDDING-SFL-RESOURCE_V1.1A.pdf
Access to Functional Skills Support Programme:
http://www.fssupport.org/
Access to a workplace mentor
http://www.dfes.gov.uk/readwriteplus/embeddedlearning/
Free electronic or hard copies of Numeracy/Literacy/ESOL/Access for All Core Curricula documents
www.excellencegateway.org.uk
Access to the PDC¿s Moodle:
www.staffspdc.org.uk
LLUK Professional Standards:
http://www.lluk.org/documents/professional_standards_for_itts_020107.pdf
Functional Skills Standards:
http://www.qcda.gov.uk/6066.aspx
Access to the Excellence Gateway:
www.excellencegateway.org.uk
Access to Raising Standards to Support Success in LLN Provision:
http://www.dcsf.gov.uk/readwriteplus/raisingstandards/embeddedlearning/
Access to C&G Embedded Learning Resource:
http://www.cityandguilds.com/sites/basicskills/docs/EMBEDDING-SFL-RESOURCE_V1.1A.pdf
Access to Functional Skills Support Programme:
http://www.fssupport.org/
Access to a workplace mentor
Module Texts
Southwood, S. 2006. Developing Literacy, Language and Numeracy in the workplace. Leicester. NIACE
Winch, C. & Hyland, T. 2007. A guide to vocational education and training. London. Continuum.
Eldred, J. 2006. Developing embedded Literacy, Language and Numeracy: supporting achievement. Leicester. NIACE
Duffin, P. & Fitzpatrick, S. 2001. A guide to creating resources with adult learners in prison. Manchester. Gatehouse.
Hillier, Yvonne (2002) Reflective Teaching in Further and Adult Education; Continuum
Reece, I. Walker, S. (2003) Teaching, Training and Learning: A Practical Guide. 5th Edition. Business Education. London
Petty, G. (2004) Teaching Today: A Practical Guide. Nelson Thornes. Cheltenham
Module Indicative Content
This module will focus on how to analyse speaking and listening, reading and writing within a specific vocational area, chosen by you. You will also analyse the language demands of specific occupations that can lead on from the vocational programme. Using the same vocational programme, you will then conduct an analysis of number; measure, shape and space and handling data needed within the chosen vocational area. You will also analyse the numeracy demands of specific occupations that can lead on from the vocational programme. This will lead on to investigating teaching strategies in Literacy, Language and Numeracy to support the LLN needs of the vocational learners. These will then form a plan for embedded delivery within your chosen area of vocational learning. You will develop reflective skills to be used as part of the course as well as to continue at the end of the course and will have an opportunity to investigate progression routes to developing your own Numeracy and Literacy.
Module Special Admissions Requirements
The entry requirements for the award are normally:
A teaching qualification: for example: DTLLS, Cert Ed, PGCE, C&G 7307 (stage one and two), C&G 7407 (stage one and two), C&G 7305.
Access to 20 hours of teaching a vocational subject in the Lifelong Learning Sector (with learners at or below Level 2 ¿ FE in Literacy, Language or Numeracy)
Able to be observed twice
A teaching qualification: for example: DTLLS, Cert Ed, PGCE, C&G 7307 (stage one and two), C&G 7407 (stage one and two), C&G 7305.
Access to 20 hours of teaching a vocational subject in the Lifelong Learning Sector (with learners at or below Level 2 ¿ FE in Literacy, Language or Numeracy)
Able to be observed twice