3 credits at level HE5
This module will develop your knowledge and understanding of all aspects of planning embedded approaches. You will consider the role of planning teams and assessment in the planning cycle. You will also investigate the impact of teaching resources on learner progress.
Planning: planning teams; learning programmes; monitoring and reviewing progress
Assessment: initial, diagnostic, formative and summative assessment; Individual Learning Plans
Teaching and learning resources: using resources effectively to support learner achievement; evaluation and adaptation of resources, including new and emerging technologies
The module will be delivered using a variety of methods such as lectures, seminars, group/individual tutorials, presentations, and practical activities. Learning and teaching will be achieved through a blended learning approach (combination of face-to-face and electronic based resources and communications).
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||Demonstrate a knowledge and
understanding of how to work in teams
to support an embedded approach
1.1 Analyse the roles and responsibilities of staff team members
1.2 Implement a team approach to planning that is ongoing throughout the learning programme
|2.||Demonstrate a knowledge and
understanding of how to plan for an
2.1 Plan in teams the sequence of the broader
learning programme identifying the pattern of
literacy, language and numeracy learning
needed to support this
2.2 Plan the monitoring and review of learner
progress with literacy, language and numeracy
|3.||Demonstrate a knowledge and
understanding of how to plan for
assessment of the learning in an area
of specialism including literacy,
language and numeracy
3.1 Use initial and diagnostic assessment results in
discussion with staff team members and
learners to plan teaching
3.2 Plan formative and summative assessment
with literacy, language and numeracy teachers
|4.||Demonstrate a knowledge and
understanding of resources for
supporting an embedded approach in
an area of specialism
4.1 Evaluate a range of resources, including new
and emerging technologies, to support learner
progress through an embedded approach
4.2 Adapt learning resources, as appropriate,
working with literacy, language and numeracy
Your achievement of the learning outcomes for this module will be tested as follows:
There are no prerequisites for this module.
No restrictions apply.
Brown, S, Smith, B and Race, P (2005) 500 Tips on Assessment London: Routledge Falmer
Curzon, L.B (2003) Teaching in Further Education; an Outline of Principles and Practice 6th edition, London: Continuum.
Department for Education and Skills (2001) Adult Literacy Core Curriculum. London: Basic Skills Agency. Also available online at http://www.dfes.gov.uk/curriculum_literacy/ [16 July 2008]
Department for Education and Skills (2001) Adult Numeracy Core Curriculum. London: Basic Skills Agency. Also available online at http://www.dfes.gov.uk/curriculum_numeracy/ [16 July 2008]
Department for Education and Skills (2001) Adult ESOL Core Curriculum. London: Basic Skills Agency. Also available online at http://www.dfes.gov.uk/curriculum_esol/ [16 July 2008]
Department for Education and Skills (2003) Planning Learning and Recording Progress & Achievement: a guide for practitioners. London: DfES.
Department for Education and Skills (2006) Literacy: Initial Assessment. Online. Available: http://www.toolslibrary.co.uk/tools.htm [15May 2007]
Gardner, J (ed.) (2006) Assessment and Learning London: Sage Publications Ltd
Gittins, R. (1993) An Introduction to Literacy Teaching. London: Basic Skills Agency.
Wallace, S (2007) Teaching, Tutoring and Training in the Lifelong Learning Sector Exeter: Learning Matters
|Host Subject Group:||Education|
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