Module overview
Aims and Objectives
Learning Outcomes
Learning Outcomes
Having successfully completed this module you will be able to:
- Challenge and stretch learners to maximise their development
- Demonstrate teaching competences to a range of learners.
- Analyse how they meet the professional standards
- Evaluate the success of individual learning sessions.
- Demonstrate your ability to ensure the health, safety and well-being of learners in the learning environment.
- Differentiate where appropriate between learners and develop suitable learning interactions to meet the needs of all.
- Develop the Reflective Practice skills of the learner to allow them to reflect upon and evaluate their own performance and progress
- Demonstrate your ability to plan and manage the learning process using an appropriate range of inclusive teaching and learning strategies
- Develop action plans and targets for your professional development which are regularly monitored and updated.
- Demonstrate appropriate subject specific knowledge.
- Identify, analyse, discuss and evaluate components of good and outstanding teaching.
- Use a range of data to reflect upon, analyse and plan future practice
Syllabus
Learning and Teaching
Teaching and learning methods
| Type | Hours |
|---|---|
| Teaching | 30 |
| Independent Study | 120 |
| Total study time | 150 |
Resources & Reading list
Textbooks
Armitage, A. et al. (2012). Teaching and Training in Life-long Learning. Maidenhead: Open University Press.
Moore, A (2012). Teaching and Learning : Pedagogy, Curriculum and Culture. London: Routledge.
Sutton, B (2014). Teaching and Learning On-Line: Pedagogies for New Technology. New York: Routledge.
Hendrick, C & Macpherson, R (2017). What does this look like in the classroom?. Woodbridge: John Catt.
Aubrey, K & Riley, A (2017). Understanding & Using Educational Theories. London: Sage.
Fairclough, M (2008). Supporting Learners in the Lifelong Learning Sector. Maidenhead: Open University Press.
Duckworth, A (2017). The Power of Passion & Perseverance. London: Vermillian.
Clarke, A. (2011). How to use technology effectively in Post Compulsory Education. London: Routledge.
Fry, H et al. (2014). Teaching and Learning in Higher Education : Enhancing Academic Practice. Hoboken,: Taylor and Francis.
Gravells, A. (2011). Preparing to teach in the Lifelong Learning Sector. Exeter: Learning Matters.
Assessment
Assessment strategy
This module is combines professional competency with critical reflective practice. Assessment is through the submission of a portfolio of evidence and a reflective practice assignment. Students must gain a PASS in the professional practice portfolio and a score of 50% or above in the assignment. Portfolio must be passed for successful completion of the programme. Reflective Assignment must score 50% or more.Formative
This is how we’ll give you feedback as you are learning. It is not a formal test or exam.
Portfolio of evidence
- Assessment Type: Formative
- Feedback: Oral Feedback on Teaching supported by a written report on an observation form.
- Final Assessment: No
- Group Work: No
Portfolio of evidence
- Assessment Type: Formative
- Feedback:
- Final Assessment: No
- Group Work: No
Portfolio of evidence
- Assessment Type: Formative
- Feedback: Oral Feedback on Teaching supported by a written report on an observation form.
- Final Assessment: No
- Group Work: No
Summative
This is how we’ll formally assess what you have learned in this module.
| Method | Percentage contribution |
|---|---|
| Critical Reflection | 100% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
| Method | Percentage contribution |
|---|---|
| Critical Reflection | 100% |
Repeat
An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.
| Method | Percentage contribution |
|---|---|
| Assignment | 100% |
Repeat Information
Repeat type: Internal & External