15 credits at level HE6
Government reform of 14-19 education and training has led to an increasing role for post-16 providers and their staff in working with younger learners. The rationale for this is to provide opportunities for all young learners to achieve their full potential. Teachers within the Lifelong Learning Sector who teach this age group gain from the opportunity to develop appropriate knowledge, understanding and pedagogical skills. This module is designed to enable student teachers to explore how best to meet the needs of this specific group of learners and the module is informed by messages from research findings.
The 14-19 reforms; the rationale for change; the NEET group – not in education, employment and training; values and the language of education and training; the National Qualifications framework, levels and types of vocational qualifications; meeting the needs of individual younger learners – personalised learning; motivating the younger learner; creating an ethos conducive to learning; behaviour for learning; working to develop the learner voice; young learners, equality and diversity; statutory and legal requirements.
LLUK Values and Commitments included:
AS1, AS3, AS6, BS4, CS2, DS1, FS1, FS4
LLUK Standards included:
AK1.1, AK3.1, AK4.3, AK6.1, AP1.1, AP3.1, AP4.3, AP6.1, BK1.1, BK1.2, BK1.3, BP1.1, BP1.2, BP1.3, CK2.1, CK3.2, CP2.1, CP3.2, DK1.1, DP1.1, FK1.1, FK4.2, FP1.1, FP4.2
Learning and teaching will be achieved through a blended learning approach (combination of face-to-face and electronic based resources and communications) via lectures, seminars, group discussion and activities, and tutorials. Independent study will consist of background reading and library-based research.
Assessment will involve action planning and implementation, recorded in a Log and the production of an analytical Report relating to research, which has already been undertaken in the field. This does not include primary research.
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||Understand and critically analyse the nature and scope of 14-19 reform and the rationale for change
1.1 Understand and critically analyse the implications and impact of government policies relating to 14-19 reform for the lifelong learning sector
|2.||Understand the concept of personalised learning and its role in meeting the needs of individual young learners
2.1 Demonstrate a critical understanding of the concept of personalised learning and demonstrate good practice in meeting the needs of individual young learners
|3.||Understand how to select and use teaching and learning strategies to motivate young learners and evaluate their use
3.1 Select/adapt, use and critically evaluate a range of teaching and learning strategies to enthuse and motivate young learners
|4.||Understand, apply and evaluate the principles of behaviour for learning
4.1 Explain ways to establish ground rules with young learners which underpin appropriate behaviour and respect for others
4.2 Explain, and demonstrate good practice in establishing, the relationships which contribute to a culture/ethos of ‘learning behaviour’ - in terms of self, others and curriculum
4.3 Critically evaluate a range of behaviour management strategies
|5.||Understand the significance of equality and diversity issues and take opportunities to promote equality within practice when working with young learners and evaluate these strategies
5.1 Analyse and explain ways in which equality of opportunity and respect for diversity can be implemented in relation to work with young learners
5.2 Explain ways to challenge discriminatory behaviours where they occur in the learning environment of young learners
5.3 Critically evaluate a range of strategies designed to promote equality and diversity within practice when working with young learners
|6.||Understand and review the statutory and legal requirements which impact upon work with young learners within the Lifelong Learning Sector
6.1 Discuss the implications and impact of statutory and legal requirements in relation to work with young learners within the Lifelong Learning Sector
6.2 Review the implications of these requirements in relation to their own practice
Your achievement of the learning outcomes for this module will be tested as follows:
|Description||Action plan and teaching log||Analytical report (2000 words) (any combination of learning outcomes)|
There are no prerequisites for this module.
No restrictions apply.
Brown, A. & Pollard, A. (2006) (Eds)14-19 Education and training: a commentary by the Teaching and Learning Research Programme. London: IoE/TLRP, [online] available at: http://www.tlrp.org/pub/documents/14-19%20Commentary.pdf
Colley, H. James, D. Tedder, M. & Diment, K. (2003) Learning as becoming in vocational education and training: class, gender and the role of vocational habitus, Journal of Vocational Education and Training, 55 (4)
Department for Education and Skills (2005) 14-19 education and skills. London, DfES
Duckett, I. Jones, C. Hardman, J. & O’Toole, G (2006) Personalised learning: meeting individual learner needs. London: LSN
East Midlands Learning and Skills Research Network (2002). My mates are dead jealous ’cause they don’t get to come here!: analysis of the provision of alternative, non schoolbased learning activities for 14–16 year olds in the East Midlands. London: LSDA.
Halsey, K. Murfield, J. Harland, J.L. & Lord, P. (2006) The voice of young people: an engine for improvement? Scoping the evidence. London: CfTB Education Trust, [online] available at: http://www.cfbt.com/evidenceforeducation/PDF/91151_VoiceOfYoungPeople.pdf
Harkin, J. (1998). Constructs used by students in England and Wales to evaluate their teachers. Journal of Vocational Education and Training, 50(3)
Harkin, J. (2005). Behaving like adults: meeting the needs of younger learners in further
education. Westminster Institute of Education, Oxford Brookes University, London: LSDA.
Harkin, J. Turner, G. & Dawn, T.  Teaching young adults - a handbook for teachers in post-compulsory education. London: Routledge/Falmer
Hardman, J. & Malcolm, R. (2005). What works for learners? Case studies of 14–16 provision in FE colleges in the West Midlands. London: LSDA.
Hodgson, A. Steer, R. Spours. K. Edward, S. Coffield, F. Finlay, I. & Gregson, M. (2005) Learners in the Learning and Skills Sector: the implications of half-right policy assumptions Oxford Review of Education 33(3)
Maclachlan, K. (2004) “We can giggle about being thick together": utilising the social dimensions of learning in the workplace, Research in Post-Compulsory Education, 9 (3)
Roffey, S. (2004) The new teacher's survival guide to behaviour. London: Sage Publications
Tomlinson Working Group on Reform of the 14–19 Curriculum (2004). Final report, October. London: DfES.
Department for Education and Skills (DFES) http://www.dfes.gov.uk
Learning and Skills Network (LSN): http://www.lsneducation.org.uk/
Lifelong Learning UK (LLUK) http://www.lifelonglearninguk.org/wwyl_cd/home/home.html
LSN 14–19 Quick Guides http://www.lsneducation.org.uk/
LSN vocational learning website: www.vocationallearning.org.uk
Nuffield Review of 14-19 Education and Training www.nuffield14-19review.org.uk
Office for Standards in Education (Ofsted) www.ofsted.gov.uk
Qualifications and Curriculum Authority (QCA) 14-19 learning
|Host Subject Group:||Education|
|User Name||Date Accessed||Action|