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 effectiveness of roles and
responsibilities of staff team members
1.2 Implement a team approach to planning that is
on-going throughout the learning programme
|2.||Demonstrate a knowledge and
understanding of how to plan for an
2.1 Plan in teams the sequence of numeracy
learning and teaching to correspond to the
broader learning programme
2.2 Plan the monitoring and review of learner
progress with teachers of another area of
|3.||Demonstrate a knowledge and
understanding of how to plan for
assessment of numeracy learning
within an embedded approach
3.1 Discuss the use of initial and diagnostic
assessment results with staff team members
and learners to plan teaching
3.2 Plan formative and summative assessment
with teachers of another area of learning
|4.||Demonstrate a knowledge and
understanding of resources for
supporting an embedded approach
4.1 Evaluate a range of numeracy resources,
including new and emerging technologies, to
support learner progress through an embedded
4.2 Develop numeracy learning resources, as
appropriate, working with teachers of another
area of specialism
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]
Grauberg, E. (2001), Elementary Mathematics and Language Difficulties, Whurr.
Henderson, A. (2000) Mathematics for the Dyslexic, David Fulton.
Tobias, S. (1978), Overcoming Math Anxiety, Houghton Mifflin Co.
|Host Subject Group:||Education|
|User Name||Date Accessed||Action|