This programme is aimed at teachers and trainers from main stream,
further, tertiary and higher education, nurse education, police training, commercial training, adult education, community education, the fire brigade or the prison service.
It is designed to provide theoretical and practical knowledge and understanding for those who are currently in a teaching / training role where the job role involves planning, preparing and implementing learning for a specialist area.
Training for this qualification is based around a combination of mandatory and optional modules. We’ll help you put together the right mix of modules to fit the job you do and the way you want to develop your career.
There are 15 modules of study over the 9 months period. There are two major themes in the programme. Part one concentrates on practical skills; part two looks at teaching from the wider perspective.
p Continuing personal and professional development
p Curriculum development for inclusive practice
p Wider professional practice
p Teaching & Learning Fundamentals
p Planning to meet the needs of learners
p Delivering Teaching & Learning
p Using resources to aid learning
p Assessing learners in lifelong learning
p Applying theories and principles for planning and enabling learning
p Enabling Learning through Assessment
p Equality & Diversity in Teaching & Learning
p The coaching and mentoring roles
p Evaluating teaching programmes
p Developing, using and organising resources within the lifelong learning
Enabling Learning and Assessment aims to deepen your understanding of learning theories and how they relate to key principles of assessment, focusing 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.
You will consider how to develop and support learners’ self-assessment and peer learning capabilities 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.
Theories and Principles for Planning and Enabling Learning aims to help you to develop your understanding and ability to draw on theories of learning and approaches to planning, communication and inclusive learning in order to support participants in providing an inclusive approach to their professional practice. Thus, you will review your practice utilising theoretical perspectives on learning and taking account of statutory and organisational requirements. Approaches that underpin effective planning, communication and inclusive learning will be explored and related to your own practice.
Continuing Personal and Professional Development aims to support you as you engage in CPPD as a natural part of their work. You will investigate key reflective models and processes (e.g. Brookfield, Schon) and apply these to your own development. In particular, you will analyse your own role as a teacher in the lifelong learning sector and especially in the context of the wider organisation (e.g. prisons, adult, community, voluntary, private or public sector organisation). This will lead to you evaluating the concept and principles of Continuous Personal and Professional Development (CPPD) and using this analysis to review and inform your future CPPD planning.
Curriculum Development for Inclusive Practice aims to develop your capabilities in developing and evaluating courses. You will analyse ways in which the curriculum offer and delivery might differ according to the learning context, taking into account such factors as target group, level of qualification, accessibility, work based learning and distance learning. You will analyse theories, models and approaches to curriculum design and their potential influence on outcomes for individual learners and groups, and relate these to your courses and learners.
You will analyse ways in which equality of opportunity and respect for diversity can be built into curriculum design and consider how to apply these in light of the country’s legislation. You will analyse the impact of social, economic and cultural differences on teaching, learning and achievement, and explain ways to challenge discriminatory behaviours where they occur in the learning environment. You will justify proposals to improve the curriculum offer in your area and evaluate effectiveness where these have been implemented.
Wider Professional Practice Development seeks to support you as you take on more of the roles and responsibilities associated with being a teacher in the lifelong learning sector. You will explore concepts and key aspects of professionalism within the lifelong learning sector, including equality of opportunity, diversity, economic growth and community regeneration. This will lead you to consider approaches to quality assurance and quality improvement in terms of professional conduct and accountability. In particular, you will investigate the use of action research as a tool for evaluation and improvement of professional practice. You will also evaluate the use of communities of practice in sharing and developing wider professional practice.
Assessment for the course is through a range of assignments, reports, reflective journal and the completion of a teaching file for a minimum of 100 hours’ teaching and a minimum of 8 observations of practice. The assessment is criterion referenced, based on the achievement of specified criteria.
You will be observed delivering a teaching/training/instructional session
on at least eight occasions during the course. At least four of these observations will be by a suitably qualified/experienced teacher/trainer from your own area of subject specialism.
A guide to the teaching observation process and associated written tasks will be supplied at the start of the programme.
We adopt a sandwich delivery model where you are not expected to change your current situation in terms of employment while studying the course. However, it is important for you to be working within the teaching and learning environment.
p 24/7 E-learning
p 30 Weekly Tutorials
p 8 Saturdays (10.15am – 3:15pm)
Taught over three terms, It involves blended learning combining 8 Saturdays, 24/7 e-Learning and 2 block of 1 week intensive programme.