School of Education

Inspiring learners, enriching communities

In-Service Teacher Education in Further Education and Training

Year 2 Assignment Handbook 2019-20

In-service, part-time provision

University Certificate in Further Education and Training

Certificate in Education FET (Advanced Practice)

Professional Graduate Certificate in Further Education and Training

Postgraduate Certificate in Further Education and Training

Contents

Introduction ........................................................................................................................... 1

The Professional Standards for Teachers and Trainers

in Education and Training – England ..................................................................................... 2

Module Overview – Year 2 .................................................................................................... 3

Year 2: Module 4 [KL516/624/701: 20 credits] ...................................................................... 7

Assessment Checklist for Module 4 ................................................................................. 10

Year 2: Module 5 [KL515/ 625: 20 credits] .......................................................................... 11

Assessment Checklist for Module 5 ................................................................................. 15

Year 2: Module 6 [KL510/621/710: 20 credits] .................................................................... 16

Assessment Checklist for Module 6 ................................................................................. 21

Appendices

1. The Professional Standards for Teachers and Trainers in Education and Training ......... 22

2. Integrating Digital Literacy throughout the Curriculum .................................................... 23

3. Reading List ................................................................................................................... 24

Please note:

This handbook has been produced as early as possible on behalf of the ITE Partnership.

Changes may be made to some of the information during the academic year. At the time of

going to print all information was correct. The Partnership reserves the right to make changes

as necessary.

1

Introduction

This handbook will provide you with all the information you need to complete each module. Each section

provides guidance for both Cert Ed and PGCE levels. The Cert Ed is assessed at HE levels 4 and 5;

the PGCE at HE levels 5 and 6 (and 7 for those who choose the postgraduate route).

If anything is unclear, please speak with your course leader to gain clarification.

Kerry Doyle

Programme Leader

University of Brighton

Supporting the Quality of your Training Experience

It is important to us that you are satisfied with the training that you receive and actively engage with. One important way of ensuring this is the case, is for us all to adhere to our six keys to quality:

1. A warm welcoming induction, including safeguarding training (first year)

2. Ongoing and supportive informal guidance and advice

3. Effective regular mentor meetings

4. Individualised training and development opportunities

5. Constructive, personalised verbal and written feedback

6. Accurate assessment using grading descriptors

You can also play a part in supporting the quality of your training through communicating with your course rep. This person’s role is to:

Provide feedback and questions to the course team, especially student perspectives on course developments.

Contact you before programme board meetings so that what you report is formally recorded and reviewed by the course team.

Make sure you support your course rep so that we can make sure your experience with us is a positive and productive one.

2

The Professional Standards for Teachers and Trainers

in Education and Training – England

PROFESSIONAL VALUES & ATTRIBUTES

Develop your own judgment of what works and does not work in your teaching and training.

PROFESSIONAL KNOWLEDGE & UNDERSTANDING

Develop deep and critically informed knowledge and understanding in theory and practice.

PROFESSIONAL SKILLS

Develop your expertise and skills to ensure the best outcomes for learners.

See appendix 1 for full list of Professional Standards.

3

Module Overview – Year 2

Sept Oct Nov Dec Jan Feb Mar Apr May June

Notes:

[20] – Number of credits

Module 4 KL516/624/701 Deadline 31/1/20

Module 5 KL515/625 Deadline 8/5/20 (interim deadline – refer to course tutor)

Module 6 KL510/621/710 Deadline 22/5/20

Module 4 [20] Applied Learning Theory

Module 5 [20] Wider Professional Practice

Module 6 [20] Practitioner Enquiry

4

Key tips!

Becoming an even more successful teacher

As you should now know, becoming an effective teacher is not just about completing the

assignments and obtaining the qualification next July.

It is about continuing to engage with every aspect of the course, including taught sessions,

teaching practice and your own consolidating sense of professionalism.

This process will mean continuing to respond to formative assessment opportunities. This

form of assessment has been defined as:

all those activities undertaken by teachers, and by the students in

assessing themselves, which provide information to be used as feedback to

modify the teaching and learning activities in which they are engaged.

Such assessment become ‘formative assessment’ when the evidence is

actually used to adapt the teaching to meet the needs.

Black, P., & Wiliam,D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan,

80, 139-149.

In other words, it is not just about the marks on the assignments. Your development will be ongoing

and consistently active.

Here is a list of priorities that will ensure that you develop in an effective and efficient manner:

Build on and consolidate effective working relationships with your tutor and mentor to ensure you get the most from your training. (PS1 6, 20)

Build on and consolidate effective relationships with your learners. Without this your teaching will have minimal impact. From the very early stages of the course, this will be a focus in your taught sessions and your mentor will be instructed to support this aspect of your practice. (PS 6)

Continue to observe. Take every opportunity to observe other teachers across a range of setting and subjects as this is an invaluable learning opportunity. (PS 7, 10, 19)

Research the further education and training sector to discover the range of teaching opportunities. (PS 19)

Keep a reflective journal to record your thoughts and feelings, and use it to inform your practice. (PS 1, 2, 10)

Develop a full understanding of what inclusion means in education. (PS 5, 8, 18)

Review and, if necessary, seek support for your own study skills to ensure you manage the academic demands of the course.

1 PS = Professional Standard

5

Reflective journal

Throughout the year you will be encouraged to produce a reflective journal which can take any form you choose. It is designed to be a record of the following:

Targets arising from your practice

Thoughts and reflections on your progress and development

Ideas about teaching and learning

Your tutor may ask to see this but it is primarily a means of recording information to support your work on the course and your development as an effective and thoughtful practitioner.

Key tips!

Presentation of work

Failure to read and act on this could result in work being referred.

Your work should be presented in an organised, careful and accurate

manner.

Appropriate files should be used with dividers and a contents page.

Make sure your work is double-checked for accuracy and academic

rigour (referencing, plagiarism, spelling, grammar and expression).

Avoid using plastic pockets to present your work.

Also use University paperwork for all formal tasks.

Note all words counts are a maximum figure. Any excess will not be

read or marked.

6

Review and Reflect groups

This is a new learning format for the course and is

designed to be more flexible than previous learning

groups. Its design can be a matter of negotiation with

the course leader but the underpinning principle is that

it supports you to review and reflect on your work and

progress throughout the modules. Here are some

suggestions as to how these groups might work:

Meet on a regular basis, perhaps once a month or more frequently. Time can

be allocated during a taught session.

Establish a set of ground rules to ensure the group works in a professional,

fair, constructive and supportive manner.

Aim to keep the same personnel in the group for consistency, value and trust.

Depending on the number of trainees in your group, there might be one RRG or

several.

Ensure that each member comes to the group with something to share or

discuss. Distribute material beforehand if necessary.

Link the meetings to the Reflective Journal that you will be encouraged to

keep.

Use the meetings to support your work on the modules. These RRG meetings

will be essential when you come to Module 6.

Use the meetings to discuss and explore issues such as mentoring, study

skills, employment and your emerging professional self.

Don’t use the meetings to be destructive, divisive or as a means to blame

others.

7

Year 2: Module 4 [KL516/624/701: 20 credits] Applied Learning Theory and Inclusive Practice

Module Learning Outcomes

Deadline: 31st January 2020

1. Demonstrate a detailed knowledge and awareness of a

range of learning theories and their application to practice

(L5)

2. Analyse and reflect upon own professional practice and

identify new strategies to facilitate inclusion (L5)

3. Demonstrate a professional responsibility for supporting

inclusive practice (L5)

………………………………………………………..............

1. Express a systematic understanding of a range of learning

theories and their application to practice (L6)

2. Undertake a focused critical analysis of own professional

practice and identify new strategies to facilitate inclusion

(L6)

3. Demonstrate a professional responsibility for supporting

inclusive practice (L6)

1. Demonstrate a deep and systematic understanding of a

range of learning theories and their application to practice

(L7)

2. Undertake a critical analysis and evaluative appraisal of

own professional practice, and identify new strategies to

facilitate inclusion (L7)

3. Demonstrate a professional responsibility for supporting

inclusive practice and identify areas for development (L7)

8

This module runs for the first phase of the second year. Considering and interpreting theories of learning

enables you to adopt a critically analytical approach to your understanding of education in general and

how we learn in particular. The systematic investigation of how learning occurs is relatively recent,

stemming from the ideas of thinkers such as John Dewey. There exist competing theories of learning

of which behaviourism, cognitivism, constructivism, social learning theory and humanism are the best

known and most influential. The fact there are so many indicates that there is no consensus on how we

learn but a lot of ideas that attempt to explain the factors involved.

This module will consider the following key questions:

How does knowledge of theory help you become a better teacher?

What part does behaviour play in learning?

What part does thinking play in learning?

What part does social interaction play in learning?

What part does motivation play in learning?

What part does teaching play in learning?

What prevents or hinders learning from taking place?

How can teaching and learning be made inclusive?

To start your own investigation into understanding the idea of learning, we suggest you visit the link

below and read the item entitled: What is learning? Exploring theory, product and process:

http://infed.org/mobi/learning-theory-models-product-and-process/ (last accessed July 4th 2019)

This is just a starting point and you should aim to broaden your reading and research to both complete

this module successfully and develop your understanding of your teaching of young people and adults.

The assignment for this module is divided between a literature review and an application of the

knowledge gained to your practice. Completing the literature review at this stage of the course will help

prepare you for a similar task in Module 6.

Completed Assignment (3000 words max – overall total/2500 Cert Ed – overall total)

Literature Review (1250 max)

You will need to complete a wide range of reading to gain an understanding of the key learning theories,

identifying their strengths and their flaws. Drawing comparisons will also be required to show that you

understand what common ground there is and how the theories differ as regards the learning process.

You will also need to identify how and if these theories inform strategies for inclusive practice.

Your tutor will help you with the structure of the review as it may be a genre of writing with which you

are unfamiliar.

Application of knowledge (1250 max.)

In this part of the assignment you will need to analyse your own practice using knowledge gained from

one or more of the theories you have considered in the literature review. It is advisable to focus on a

specific group or individuals rather than work more generally, so that you can write convincingly

about your understanding of what has taken place. Writing about the group as a whole as in the group

responded well to the use of targeted questions based on the work completed in the first hour

suggesting that the cognitive process of… tends to indicate a failure to differentiate and recognise that

there are a group of individuals in front of you. Remember the focus is on inclusive practice. How is the

knowledge you have gained helping you to make sense of teaching in an inclusive way and supporting

a broad range of learning needs? How are individual students responding or making progress?

9

Master’s (level 7) credits

Along with module 6, this one offers the opportunity of achieving the postgraduate, as opposed to

profession graduate award. It can be assessed at level 7 and enable 20 Master’s credits to be awarded

which can be used towards a full Master’s degree in Education or equivalent. You will need to have a

discussion with your tutor to decide if this is feasible for you.

10

Assessment Checklist for Module 4

Task Work Required Completed

1

An enquiry divided into (a) a literature review (b) an application of knowledge to practice

with a focus on inclusion (PGCE 3000 words max/ Cert Ed 2500 word max)

11

Year 2: Module 5 [KL515/ 625: 20 credits] Wider Professional practice In Education and Training

Module Learning Outcomes

Deadline: 8th May 2020

(interim deadline: see course leader)

1. Analyse and review own learning and wider

professional development and use reflection to assess

own capabilities and set targets in a professional

context. (L5)

2. Develop interpersonal and professional communication

with adults and young people in an appropriate range of

contexts. (L5)

3. Demonstrate a depth of knowledge and skill in tracking

and proactively supporting student development,

learning and progress, using appropriate evidence from

practice. (L5)

4. Utilise digital literacy knowledge and skills to support

own professional development. (L5)

………………………………………………………..............

1. Take responsibility for own learning and wider

professional development, using critical reflection to

analyse own capabilities and implement actions in a

range of professional contexts. (L6)

2. Demonstrate effective and proactive interpersonal and

professional communication with adults and young

people in an appropriate range of contexts. (L6)

3. Demonstrate a depth of critical knowledge and a broad

range of skills in tracking and proactively supporting

student development, learning and progress, using

appropriate evidence from practice. (L6)

4. Utilise digital literacy knowledge and skills to support

their professional development. (L6)

12

This module can be considered as an accompaniment to Module 3 from Year 1 in that it gathers

evidence from your setting and, like Module 3, is designed to enable you to provide evidence of your

developing teaching skills and to reflect and use the feedback you receive from a range of sources,

including your 4 formal observations (2 x tutor, 2 x mentor), ongoing feedback from your mentor, your

own reflections and any student feedback on your formal observations. The main difference is that the

expectations will be greater as regards your ability to critically reflect on your practice and select

examples that effectively illustrate the progress you have made. You will need to organise this evidence

very carefully in a second Professional Development Tracker (PDT), using the online platform

introduced to you by your host institution.

Key tips!

Please make sure you complete work for this module as you progress through the course to ensure that the work is current and integrated with your continuing practice. Interim deadlines will be issued and you will be required to meet these. Leaving work until close to the deadline will be a waste of your time because there will be no opportunity to reflect and improve your practice.

The module centres on your practice and the evidence you gather from it to illustrate how you are

developing as a teacher and the important connections you are making between key educational

theories and principles, and your practice. Because this is a core module as regards your development

and progress as a teacher, it inevitably affords opportunities to address a large number of the

Professional Standards. You should ensure that these opportunities are taken and that they are

explored with your course tutor, mentor and colleagues.

Task 1: Teaching file: PDT [LO 1-6]

This module runs over a period of approximately four months, providing you the flexibility to organise

formal observations of your teaching at optimum times between February and the end of April. It is

designed to enable you to clearly track your progress and professional development.

i) The evidence to be presented will be in the PDT portfolio. This will include all the

evidence necessary for successful completion of this module.

The PDT is designed to be completed on an ongoing basis with an interim deadline that

will require tutor access to the stated work. You will receive formative feedback from your

tutor and/or mentor on each submission.

There will be two submission (one interim, one final) points and at each point, you will have

produced evidence of a number of key professional tasks:

o Professional profile updated

o Review of feedback received and reflection on own action points

o Professional Standards Review

o Assessment practice

o Inclusive practice (EAL, SEN)

o Student progression

o Group profile updated

o Classroom management

o Examples and review of wider professional practice, including log of employment

opportunities

o Critical review

o Tutor feedback

13

ii) In addition to these reviews of your professional development, you will need to include

evidence and confirmation of your classroom practice. This will include:

o A record of mentor support

o A log of teaching hours completed

o An updated class profile

o Four observations of teaching

(rationale + session plan + evaluation + observation report)

o Three records of mentor meetings and one mentor review

o Self-selected evidence to demonstrate progress

iii) Four formal observations:

Two of these should be completed by your course tutor/leader.

Two by your mentor + joint observation if not completed for module 3.

Each observation will require a completed rationale, session plan, evaluation and any

resources used. You should then submit these with the observation report.

It is a requirement that your rationales and evaluations reflect evidence of your wider

reading and any guidance or feedback given by your tutor/mentor. Reading undertaken to

support and inform your rationale should be reflected on in the associated evaluation.

Any action points arising, either from the observer’s feedback or your own reflections, must

be identified in your evaluation and a plan for improvement articulated, aligned with the

Professional Standards.

Key tips!

Your tutor will require a timetable of your teaching to help plan for the observations. The suggestion is that you complete the observations by the end of April to allow time for the final module to be completed. Observations linked to your professional enquiry (Mod 6) should be completed before April, although informal mentor ones can still take place in May.

This may at first seem like a demanding schedule but if you plan the observation weeks from the beginning of the course, then it becomes manageable.

iv) Updated group profile:

You will need to review the group profile produced for module 3 and include any details of

individual progress or interventions. A pro forma will be provided.

Task 2: Development of digital literacy [LO4]

(PS: 4, 7, 8, 14, 15)

Throughout the course you will be expected to develop your understanding of the use of digital

technology in education. This will involve developing new skills and your critical perspective on the

value of digital technology. To enable these things to be addressed, you will join another colleague and

use an appropriate digital space or platform (e.g. a blog on the institutions VLE or equivalent) to share

your knowledge and practice. See appendix 2 for the principles that underpin this aspect of your

training.

14

Please note: Because this is a teaching file, the assessment process is slightly different. If

you are deemed to have failed your teaching observations / college-based training period,

you will only be offered the opportunity for a repeat college-based training period if you have

satisfied the following criteria:

1. Evidence of improvement towards meeting targets identified on the Enhanced

Support form during the college-based training period, even if these have not been

fully achieved by the end of the college-based training period.

2. Evidence of responding to feedback from mentor and University staff in relation to

targets and progress towards the Professional Standards.

3. No evidence of deviation from the Code of Personal and Professional Conduct

signed at the start of the course.

15

Assessment Checklist for Module 5

Your reflective journal

Task Work Required Completed

1 Completed PDT (with interim and final submission points)

2 4 observations with accompanying documentation

3 Log of teaching hours (target of 50)

4 Record of mentorship

5 Group profile review and update

6 Record of mentor meetings x 3

7 Mentor review 1

8 Evidence of digital literacy development

9 Other evidence chosen by you to demonstrate progress/development

16

Year 2: Module 6 [KL510/621/710: 20 credits] Practitioner Enquiry

This module runs for the whole of the second semester (although it will have been introduced before

then) and provides you with the opportunity to engage in some classroom-based investigation that will

have a direct impact on your practice and have the potential to influence the practice of others. You will

choose a focus or topic that relates to the context of your taught subject(s). This choice will need to

be approved by your course tutor. You will work with a small group of peers or a whole group in a

Review and Reflect group and have regular supervision sessions (group or individual) with your tutor.

A large degree of autonomy is expected for this module and so there will only be a few taught sessions.

Choose a focus or topic that is realistic as regards the time and resources available to you. It

should include one cycle of what you are trying to develop and this should be observed by a

tutor, mentor or peer. The evidence you collect should support your development and

understanding. Remember this is about developing your practice (skills and knowledge) more

than it is analysing data about students.

Action research, which will be the methodology used, can be defined as a process of bringing

about change in a context that is personally experienced as opposed to more traditional research

that satisfies intellectual inquisitiveness.

To validate the research carried out you should seek to organise observations of what you are

attempting to achieve. These are most likely to be observations from your tutor or mentor but can

also be feedback from other teachers or peers. It is essential that you seek this validation and

avoid carrying out an enquiry that has no tangible or relevant impact on your practice.

This is a teacher training programme and the primary focus is for you to become a better

practitioner. You should ensure that your choice of research project supports this focus. Your

course tutor will help with the decision-making.

Action research is less about the data collected and more about solving a problem or improving

practice. With this in mind you should avoid setting up questionnaires or control groups

because not only does this raise ethical questions but also it is unlikely that you will gather any

data that is statistically significant or representative.

Action research is a term which refers to a practical way of looking at your own work to check that it is as you would like it to be. Because action research is done by you, the practitioner, it is often referred to as practitioner based research; and because it involves you thinking about and reflecting on your work, it can also be called a form of self-reflective practice. (McNiff 2013)2

http://www.jeanmcniff.com/

Deadline: 22nd May 2020

17

A suggested approach to your research is:

Review your

current practice

Identify an aspect you

want to

develop/improve/change

Research the topic

through wider reading

and discussion

Devise a way of

improving or changing

things

Try it out and take stock of what

happens. Use own reflections

and tutor/mentor feedback to

revise your thinking/strategies

Modify what you are doing in the light of

what you have found, and continue

working in this new way (try another option

if the new way of working is not right)

Review and evaluate

18

Module Learning Outcomes

1. Engage effectively and consistently in peer debate in a

professional manner. (L5)

2. Plan and implement an enquiry focused on an appropriate professional

concern, issue or problem (located within a specific subject or vocational

setting), including the selection, use and justification of actions

appropriate to context. (L5)

3. Demonstrate a detailed understanding of relevant literature (theory,

policy and research), and reflect on own educational practice. (L5)

4. Review and evaluate a range of enquiry-focused feedback. (L5)

5. Analyse the impact of the project on own practice and make

recommendations for future development. (L5)

1. Engage effectively and contribute consistently in peer debate in a

professional manner. (L6)

2. Plan and implement an enquiry focused on an appropriate professional

concern, issue or problem (located within a specific subject or

vocational setting), including the selection, use and justification of

actions appropriate to context. (L6)

3. Demonstrate a clear and insightful understanding of relevant literature

(theory, policy and research), and judge the validity of evidence to

inform own educational practice. (L6)

4. Review and evaluate a range of enquiry-focused feedback. (L6)

5. Critically evaluate the impact of the project on own practice and make

credible recommendations for future development. (L6)

1. Engage proactively and contribute consistently and insightfully in peer debate in a professional manner. (L7)

2. Plan and implement an enquiry focused on an appropriate professional concern, issue or problem (located within a specific subject or vocational setting), including the selection, use and justification of actions appropriate to context. (L7)

3. Demonstrate an in-depth, critical understanding of relevant literature (theory, policy and research), judging the appropriateness of evidence and articulating alternatives to inform own educational practice. (L7)

4. Review and critically evaluate a range of enquiry-focused feedback. (L7)

5. Critically evaluate the impact of the project on own practice and identify improvements to performance. (L7)

19

The Professional Standards: all of the Standards are relevant to the work for this module because you will be reviewing your professional values and attributes; deepening your professional knowledge and refining your professional skills.

Formal Assessment Tasks

Task 1: Produce a research proposal (LO2) [PostGCE & ProfGCE 750 words)

This will outline the focus of the enquiry and indicate what outcomes are being identified. It will also

include a (i) timeline/schedule for the research in order that planning for the work is explicit. It should

also incorporate a detailed and (ii) annotated bibliography of key resources. This means providing a

brief description of the key sources you intend to use which will provide evidence of your focused

reading.

By having your project idea observed in practice, there will be opportunities to validate or challenge the

claims you are making. The feedback received and your analysis of it should form part of the project

data evaluation. This link between your project idea and formal observations relies on a suitable choice

of topic; something that enables you to make a change or improvement to your teaching and/or your

thinking about teaching. Conversations with peers and your course tutor prior to finalising your choice

are essential.

Task 2: Practitioner enquiry (PostGCE 4000 words; ProfGCE 4000 words)

(LO 2, 3, 4 & 5)

Your enquiry should include the following sections:

1. An introduction outlining the context of your enquiry and the reflective model you will

use to help frame your thoughts.

2. A literature review.

3. A methodology, including an explanation of action research, any ethical considerations

and an explanation of the methods of data collection to be used.

4. A explanation and analysis of the findings.

5. A conclusion that outlines the implications of the enquiry for your future practice.

It is strongly advised that you keep a notebook or journal to record key information as this project

will evolve over a number of months and may include findings from several taught sessions,

observations of some of those sessions (at least two), interviews with colleagues and students,

Review and Reflect Groups (RRG meetings), and supervision sessions (individual or small group)

with your course tutor.

The supervision sessions should be based on critical reflection and dialogue. You will be

expected to critically reflect on your practice using a range of established models and engage in

dialogue that promotes creative thinking. To gain the greatest potential from these meetings, it is

crucial that you find time to complete focused wider reading that you wish to discuss, and that

you have an idea of what you would like to gain from the meeting. Following each session you

should ‘mull over’ what has been discussed and identify the next steps. As mentioned above,

your journal could also be used as a repository for your developing ideas and be directly linked

with discussions emerging from your RRG meetings.

20

You are also strongly advised to use any group forum made accessible to you as part of the

training. You may discover that another trainee in a different partnership college is tackling a

similar subject or is a specialist in the same discipline and so in a position to offer advice or be a

critical friend.

Your research and evidence for the project can come from a range of sources including relevant

literature, observations of teaching, interviews and surveys. However it is strongly advised that

you also draw on observations of your teaching across the course. This is a project about your

practice (not your students’ learning, although this may feature) and how you can improve

it. Of course practice can be interpreted more broadly than just the classroom but if no reference

is made to your work with students, then you run the risk of struggling to satisfy the outcomes for

this module.

Task 3: Review of RRG (750 words) (LO1)

This task provides you with an opportunity to reflect on your learning and participation from the

collaborative RRG meetings and how it contributed to the development of your project and, indeed,

your development over the year. It might consider some of the challenges faced as well as the progress

made. Primarily it should be an evaluation of your contributions to the collaborative learning process.

21

Assessment Checklist for Module 6

Task Work Required Completed

1

Research study proposal with annotated

references (750 words)

2

Completed research study with appendices

(e.g. observation reports, interview

questions, etc.) (4000 words)

3

RRG records

RRG evaluation and review (750 words)

22

Appendix 1: The Professional Standards for Teachers and Trainers in Education

and Training

Professional values and attributes

Develop your own judgement of what works and does not work in your teaching and training

1. Reflect on what works best in your teaching and learning to meet the diverse needs of learners

2. Evaluate and challenge your practice, values and beliefs

3. Inspire, motivate and raise aspirations of learners through your enthusiasm and knowledge

4. Be creative and innovative in selecting and adapting strategies to help learners to learn

5. Value and promote social and cultural diversity, equality of opportunity and inclusion

6. Build positive and collaborative relationships with colleagues and learners

Professional knowledge and understanding

Develop deep and critically informed knowledge and understanding in theory and practice

7. Maintain and update knowledge of your subject and/or vocational area

8. Maintain and update your knowledge of educational research to develop evidence-based

practice

9. Apply theoretical understanding of effective practice in teaching, learning and assessment

drawing on research and other evidence

10. Evaluate your practice with others and assess its impact on learning

11. Manage and promote positive learner behaviour

12. Understand the teaching and professional role and your responsibilities

Professional Skills

Develop your expertise and skills to ensure the best outcomes for learners

13. Motivate and inspire learners to promote achievement and develop their skills to enable

progression

14. Plan and deliver effective learning programmes for diverse groups or individuals in a safe

and inclusive environment

15. Promote the benefits of technology and support learners in its use

16. Address the maths and English needs of learners and work creatively to overcome individual

barriers to learning

17. Enable learners to share responsibility for their own learning and assessment, setting goals that

stretch and challenge

18. Apply appropriate and fair methods of assessment and provide constructive and timely feedback

to support progression and achievement

19. Maintain and update your teaching and training expertise and vocational skills

through collaboration with employers

20. Contribute to organisational development and quality improvement through collaboration with

others

23

Appendix 2: Integrating Digital Literacy throughout the Curriculum

1. Find and vet information online. In the digital world, being able to not only find information online but also determine its quality and validity is crucial.

2. See problems from digital perspectives. Students need to be able to analyse a problem and determine how to use digital tools to solve it. For example, can a problem be solved more quickly by creating a spreadsheet or by working the problem manually?

3. Become self-directed learners. The Internet has put all of the world's knowledge at our fingertips. Students should know how to take advantage of that availability of information to become lifelong learners.

4. Obtain digital solutions. Technology is constantly changing. Students must learn how to evaluate and buy the right digital tools to solve the problem at hand, rather than just relying on the tools they have used in the past.

5. Learn software quickly. Software is also always changing and improving, so students need to be able to quickly teach themselves new tools. For example, whereas being an expert in spreadsheets was an important quantitative skill set in the past, now it is increasingly important to be an expert in visualization tools such as Tableau.

6. Design and create digital solutions. Ultimately students should build a skill set that allows them to develop or customize their own digital tools. This does not necessarily mean that students need to be able to write their own applications from scratch. Rather, they should be comfortable customising and combining tools to create a complete solution—for example, creating a web-form to automate the collection of customer evaluations and then outputting the results to a spreadsheet for analysis.

24

Appendix 3: Reading List

This list is not intended to be exhaustive but more a collection of key texts. Your course tutor will be

able to provide you with additional references.

General Armitage A & Hayes D (2012) Teaching and Training in Lifelong Learning OUP Milton Keynes

Atkins N & Lemov D (2010) Teach Like a Champion: 49 Techniques That Put Students on the Path to College. Jossey-Bass Atkins N & Lemov D (2015) Teach Like a Champion 2.0: 62 Techniques That Put Students on the Path to College. Jossey-Bass Avis et al (2014) Teaching in Lifelong Learning: A Guide to Theory and Practice. OUP. Milton Keynes

Bailey B & Crowther N (2015) The Coming of Age for FE? Reflections on the past and future role of further education colleges in England. IOE Press. London

Breed G & Coffield, F (2015) Further Education and Twelve Dancing Princesses. Trentham Books

Crawley, J (2018) Just Teach in FE! A People-Centred Approach. Learning Matters. London Curzon L & Tummons J (2013) Teaching in Further Education: An Outline of Principles and Practice. Bloomsbury Academic. London Eastwood et al (2011) A Toolkit for Creative Teaching in Post-Compulsory Education. OUP. Milton

Keynes

Gravells, A (2017) Principles and Practices of Teaching and Training: A guide for teachers and trainers in the FE and skills sector. Learning Matters. Exeter

Gregson, M & Hillier, Y (2015) Reflective Teaching in Further, Adult and Vocational Education. Bloomsbury London [CORE TEXT] Gregson, M & Nixon, L (2015) Readings for Reflective Teaching in Further, Adult and Vocational Education. Bloomsbury London [CORE TEXT] Hattie, J (2011) Visible Learning for Teachers: Maximising Impact on Learning. Routledge. London Huddleston, P & Unwin L (2012) Teaching and Learning in Further Education: Diversity and Change.

Routledge. London Petty, G (2014) 5th edn Teaching Today: A Practical Guide. Nelson Thornes. London Petty, G (2009) Evidence-Based Teaching: A Practical Approach Nelson Thornes. London Race, P (2014) Making Learning Happen: A Guide for Post-Compulsory Education Sage. London Thompson, C & Wolstencroft, P (2018) The Trainee Teacher's Handbook: A companion for initial teacher training. Learning Matters. Exeter

25

Assessment Gardner et al (2010) Developing Teacher Assessment. OUP Maidenhead Gravells, A (2011) Principles and Practice of Assessment in Lifelong Learning (Further Education and Training). Learning Matters. Exeter Race, P (2014) The Lecturer's Toolkit: A practical guide to assessment, learning and teaching.

Routledge. London

Tummons. J (2011) Assessing Learning in the Lifelong Learning Sector (Achieving QTLS Series). Learning Matters. Exeter Wiliam, D (2011) Embedded Formative Assessment. Solution Tree Press Behaviour Atkinson, C & Chandler, B (2001) Student Support: Tutoring, Guidance and Dealing with Disruption. A Reader. GUP. London Rogers, B (2015) Classroom Behaviour: A Practical Guide to Effective Teaching, Behaviour Management and Colleague Support. Sage. London Wallace, S (2013) Managing Behaviour in Further and Adult Education (QTLS series) Learning Matters. Exeter Vizard, D (2012) How to Manage Behaviour in Further Education. 2nd edn Sage. London Classroom Observation O’Leary, M (2013) Classroom Observation: A guide to the effective observation of teaching and learning. Routledge. London

Communication Appleyard, K & Appleyard, N (2010) Communicating with Learners in the Lifelong Learning Sector (Achieving QTLS Series). Learning Matters. Exeter Curriculum Kelly, A V (2009) The Curriculum: Theory and Practice. Sage. London Neary, M (2002) Curriculum Studies in Post-Compulsory and Adult Education Peart, S & Atkins, L (2011) Teaching 14-19 Learners in the Lifelong Learning Sector. Learning Matters. Exeter Rossa, J (2014) The Perfect Further Education Lesson. Independent Thinking Press Tummons, J (2012) Curriculum Studies in the Lifelong Learning Sector (Achieving QTLS Series) Learning Matters. Exeter

26

E-learning Clarke A (2011) How to Use Technology Effectively in Post-Compulsory Education. Routledge. London

Edwards, A (2012) New Technology and Education (Contemporary Issues in Education Studies). Continuum

Hill, C (2007) Teaching with e-learning in the Lifelong Learning Sector (Achieving QTLS Series). Learning Matters. Exeter

Middleton, A (2015) Smart Learning: Teaching and learning with smartphones and tablets in post-compulsory education. MELSIG and SHU English and Maths Allan, D (2017) Teaching English and Maths in FE: What works for vocational learners? Sage. London

Barton, G (2012) Don't Call it Literacy! What every teacher needs to know about speaking, listening, reading and writing. Routledge. London

Didau, D (2014) The Secret of Literacy: Making the implicit, explicit. Independent Thinking Press

Griffiths, G (2013) Teaching Adult Numeracy: Principles and Practice: (Developing Adult Skills). OUP. Maidenhead

Hughes, N (2010) Teaching Adult Literacy: Principles and Practice (Developing Adult Skills). OUP. Maidenhead Equality and Diversity Gravells, A & Simpson S (2013) Equality and Diversity in the Lifelong Learning Sector (Further Education and Skills) Learning Matters. Exeter

Powell s & Tummons, J (2011) Inclusive Practice in the Lifelong Learning Sector. Learning Matters. Exeter Learning Theory Aubrey, K and Riley, A (2019) Understanding and Using Educational Theories. Sage. London.

Bresler et al (2001) Fifty Modern Thinkers on Education: From Piaget to the Present Day (Routledge Key Guides) Routledge. London

Bruner, J (1960) The Process of Education. HUP

Castle, P and Buckler, S (2018) Psychology for Teachers 2nd edn. Sage. London

Dweck, C (2012) Mindset: How You Can Fulfil Your Potential. Robinson

Gould J (2013) Learning Theory and Classroom Practice in the Lifelong Learning Sector (Achieving QTLS Series). Learning Matters. Exeter

Illeris, K (2008) Contemporary Theories of Learning: Learning Theorists... In Their Own Words. Routledge. London

Pritchard, A (2013) Ways of Learning: Learning theories and learning styles in the classroom David Fulton Books

Vygotsky, L (1978) Mind in Society: Development of Higher Psychological Processes. HUP

Wenger, E (1999) Communities of Practice: Learning, Meaning, and Identity (Learning in Doing: Social, Cognitive and Computational Perspectives). CUP

INFED http://infed.org/mobi/learning-theory-models-product-and-process/

27

Mentoring Cunningham, B (2011) Mentoring Teachers in Post-Compulsory Education: A guide to effective practice. Routledge. London Policy Coffield, F & Edward S (2008) Improving Learning, Skills and Inclusion: The Impact of Policy on Post-Compulsory Education. Routledge. London Hodgson A Spours K & Waring, M (2011) Post-Compulsory Education and Lifelong Learning across the United Kingdom: Policy, organisation and governance (Bedford Way Papers) IOE Professionalism Robson, J (2005) Teacher Professionalism in Further and Higher Education: Challenges to Culture and Practice: Overcoming Obstacles and Creating Opportunities. Routledge. London Scales et al (2011) Continuing Professional Development in the Lifelong Learning Sector. OUP. Maidenhead Wood, J & Dickinson, J (2011) Quality Assurance and Evaluation in the Lifelong Learning Sector. Learning Matters. Exeter Reflection Brookfield, S (2015) The Skilful Teacher: On Technique, Trust, and Responsiveness in the Classroom. Jossey-Bass Brookfield, S (1995) Becoming a Critically Reflective Teacher. Jossey Bass Roffey-Barentsen & Malthouse R (2009) Reflective Practice in the Lifelong Learning Sector Learning Matters. Exeter Research Bell, J (2014) Doing Your Research Project: A Guide for First-time Researchers. OUP Denscombe, M (2014) The Good Research Guide: For Small-Scale Social Research Projects. OUP Duckworth, V & Tummons J (2010) Contemporary Issues in Lifelong Learning. OUP Tummons, J (2012) Doing your Research Project in the Lifelong Learning Sector. OUP SEN Pavey B & Meehan M (2010) Dyslexia-Friendly Further and Higher Education. Sage. London Study Skills Wyse, D (2012) The Good Writing Guide for Education Students. 3rd edn. Sage. London Judge, B, Jones, P & McCreery, E (2010) Critical Thinking Skills for Education Students. Learning Matters. Exeter.

28

Useful websites (all accessed September 2019) http://reflectiveteaching.co.uk/ Education and Training Foundation http://www.et-foundation.co.uk/ FEnews http://www.fenews.co.uk/ FEadvice https://www.feadvice.org.uk/ Geoff Petty’s website http://geoffpetty.com/ Government website for further education and training https://www.gov.uk/government/policies/further-education-and-training Pearson UK – policy watch FE

https://www.pearson.com/uk/educators/fe-college-educators/further-education-resources.html

The Guardian/Further Education http://www.theguardian.com/education/further-education Key reports (all can be located through a search engine)

LSRC: Formality and Informality in Learning (2003) LSRC: Thinking skill frameworks for post-16 learners: an evaluation (2004) LSRC: Learning Styles and Pedagogy in post-16 Learning (2004) NFER: Raising the Participation Age in Education and Training to 18 (2007) LSN: Just Suppose Teaching and Learning Became the First Priority (2008) LLUK: Pedagogical Approaches for Using Technology: A literature review (2010) FELTAG report (2013) http://feltag.org.uk/wp-content/uploads/2012/01/FELTAG-REPORT-FINAL.pdf IfL: Should Teaching Qualifications Be Left to Chance (2013) DfE: Briefing on 16-19 Study Programmes (2013) Key Journals Journal of Further and Higher Education Journal of Vocational Education Adult Education Quarterly Journal of Experiential Education