FACULTY OF HIGHER EDUCATION This sheet must be attached to your assignment submission Course Title: Module Number/Title: Assignment Number/Title: Assignment Issue Date:
week commencing
Submission Date: Week commencing Weighting: ModuleTutor:
This assignment contributes to achievement of the following learning outcomes:
REFERENCING Accurate and appropriate referencing is essential in all academic work. Assessment of each element of the markscheme will reflect the quality of your referencing, and higher levels of achievement will not be possible if this is inadequate or inaccurate. Complete all sections below before submitting an assignment Name:
Number:
Email Address: Telephone Contact: Home: Mobile: Validity Declaration to be completed before submission I confirm that this submission is my own work and that all research sources are acknowledged. I have not allowed my work to be used/copied by any other person, nor have I used/copied the work of any other student. Signed……………………………….
Date…………………………
Signed:………………………….
Date:…………………….
Core Module 1 – PoLT Contents – please submit in this order and include this checklist with your submission Coursework task IDP Front sheet Log of professional practice Tutor observation feedback, associated scheme of work, evaluated lesson plan (with mentor comments and targets) on UoP template (evaluated in the light of Domain D) and resources Target and Review Sheet (this should be shown to your observers, so they are aware of your targets) End of module 300-500 word reflective summary on working towards the targets set in the Target and Review sheet, evaluating the impact on practice and learners, focusing on the Scope of Domain D and the Minimum Core – Language/Literacy and ICT Evidence of engagement with in-class/guided study Minimum Core activities ie Skills Audit of LLN and ICT Stage 1 - Tracking of Professional Practice Standards for Domains D, E and B
Tick
Processes of Teaching and Learning This report critically analyses the roles and responsibilities applicable to my practice. It also identifies the legislation and codes of practice relevant to my teaching and analyses the support given to address barriers to learning in my teaching, with particular reference to age, gender and transgender.
My roles and responsibilities as a teacher My professional roles and responsibilities are prescribed in several ways: through my contract of employment and competency framework used to monitor and manage my annual performance; and through both the LLUK professional standards (appendix 1) and the IfL‟s CPD monitoring scheme (2011). These standards are aligned with concepts of professional practice and we may understand them as descriptions of how professional teachers should behave and what they value (LLUK, 2007) They may also be seen as part of the professionalisation of the sector and, arguably, related to the quest for a greater „convergence‟ or parity of status between teachers in the Lifelong Learning Sector (LLS) and the Compulsory Sector (Skills Commission, 2010). If we compare the various accounts of the roles and responsibilities we see some patterns emerging. From the perspective of my employer my duties will include, formal scheduled teaching, tutorials and student assessment, management of learning programmes and curriculum development, student admissions, educational guidance, counselling, preparation of learning materials and student assignments, marking of students' work, marking of examinations, management and supervision of student visit programmes, research and other forms of scholarly activity, marketing activities, consultancy, leadership and staff management, administration and personal professional development. (CCP, 2010) These main duties are then mapped against a set of closely monitored criteria laid out in the teacher‟s competency framework used by my employer (see appendix 2). According to LLUK, I am expected to value all learners individually and equally; to be committed to lifelong learning and professional development and strive for continuous
improvement through reflective practice. My key purpose as a teacher is to create effective and stimulating opportunities for learning through high quality teaching that enables the development and progression of all my learners (LLUK, 2007). This overall statement is further articulated as six domains covering professional values and practice, learning and teaching, specialist learning and teaching, planning for learning, assessment for learning and access and progression. Each of these domains sets out the scope, knowledge and practice for teachers.
From a critical perspective I can see my role is being legislated by each of the four organisations, but on the ground my role is more to do with the meaning it has within a specific milieu (Bourdieu, 1977). To my students I am „Jo‟, someone who can help them get through the course and become qualified; at other times I am the judge who assesses their work; and sometimes I am the person to whom they can speak about workload, stress and personal and social issues. Negotiating the more human aspects of teaching requires a subtlety and sophistication which cannot be easily expressed in a code of professional practice, yet without such skills I could not do my job. It is important, here, to say that the professional teacher is also a human being; someone who needs emotional intelligence (Goleman, 1998).
On another level it is possible to question the nature of the professional posited in the standards and my contract. It seems to me that I „understand‟ what professional means in my workplace and how I should perform my role. According to Berger and Luckmann‟s argument (1966), I am part of a socially constructed reality in which the concept of the professional teacher is realised through my practice; I am merely carrying out the roles I have been conditioned to perform by my society. My roles can also be understood as mediated to me by the public and corporate stories society publishes in key texts, broadcasts in newspapers, tv programmes and the internet. However, this seems to
contradict any notion of an authentic engagement with my practice, since I merely do what is expected of a professional teacher in 21st century UK society (Heidegger, 1927). Perhaps, the answer is that both nature and nurture create my professional identity and condition by behaviour.
Legislation and Codes of Practice Alongside the social construction of the teacher, a raft of key legislation defines my responsibilities and how I perform my roles as a teacher. Many of the laws relevant to my practice are premised on protecting groups and individuals from exclusion or unfair treatment. An example of this is the Equality Act (2010), which binds together an array of previous legislation in one coherent legal framework (see appendix 3). This law defines a number of protected characteristics: age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation. The Law regarding these have informed education policies on widening participation, inclusion and equality of opportunity, as well as the attempt to promote greater tolerance, diversity and social cohesion.
Working in education means I am also governed by legislation to protect children and vulnerable adults. This takes the form of regular Criminal Records Bureau checks on teachers, a requirement established under part V of the Police Act (1997) and launched in March 2002. This dovetails with the Protection of Children Act (1999), which gave rise to the Every Child Matters policy. I also have to undertake regular, updated training on child protection, now called safeguarding.
My teaching responsibilities are also prescribed (and proscribed) by several laws related to Health and Safety; these include the Health and Safety at Work Act (1974) and the
Management of Health and Safety at Work Act (1999). Through my employer my training is regularly updated in the context of my practice.
As an agent of the public sector I am therefore responsible for not only observing, but also actively policing and promoting these laws within the my teaching remit. In practice this means I am responsible for ensuring the ideas expressed in my classes are inclusive and non-discriminatory; this sometimes requires me to carry out interventions that challenge such things as stereotyping and bigotry, as well as providing opportunities for my learners to confront ignorance with knowledge and understanding. Moreover, it is part of my professional duties to embed opportunities tackling issues regarding equality and diversity, safeguarding and sustainability. This links to my role as creative interpreter of the curriculum; someone who is aware of the current policies and ideas to be explored; someone who can plan sessions which enable my learners to consider these issues in the light of reason and an atmosphere of mutual respect. Sometimes, however, I wonder whether my own moral compass and experience are up to the task of performing such a pivotal role in the education of my students. In such moments of self-doubt a professional teacher needs to discuss particular issues with colleagues and other supporting groups in the organisation, particularly their mentor (Pask and Joy, 2007).
I am also need to observe the legislation on copyright, which means I need to attribute the source or author for any material I reproduce on the course; for example, extracts from books (The Copyright Design and Patents Act, 1998, amended 2003). For educational purposes, teachers are allowed to reproduce a limited amount of material to support learning, such as one chapter or less than 10% of a book. That said, conventional copyright is becoming difficult to police; some cyber-philosophers argue that information on the internet „wants to be freeâ€&#x; (Brand cited in Boyle, 1997).
It is also my responsibility to ensure I observe the rules and regulations of the Data Protection Act (1998), particularly with regard to studentâ€&#x;s personal and confidential information kept on record.
My role as a teacher will also include a duty of care and I am deemed in loco parentis for my younger learners. This links to the Health and Safety requirements, plus Every Child Matters initiative arising from the Children Act (2004). This seeks to ensure children and students generally are healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being.
In terms of my general duties, I am responsible for the discipline, sanctions and behaviour management of my learners, plus ensuring appropriate dress codes and personal protective equipment is used.
Support given to address barriers to learning
Initial and formative assessments highlight many of the support issues needed by my students. Typically, this is to do with literacy, numeracy and dyslexia, though it can include child care, financial support and a wide range of personal issues. However, I am also aware of barriers to learning related to age, gender and transgender.
Age can be an issue, but recent legislation has clarified many of the problems older learners experienced when applying for courses (The Employment Equality (Age) Regulations 2006). One example concerns recruitment of students to HE access courses, which were previously only for candidates aged 19 plus and who did not have any formal HE entry requirements. This age restriction has now been removed (QIA, 2007). However, older learners may face less clear cut barriers, such as the increasingly
ubiquitous use of ICT. As Prensky (2001) puts it, there are learners who are digital natives and those who are digital immigrants, which means there are those learners who have grown up with digital media and computers and those who have learnt to use them later in life. For some older, mature learners the use of digital technology is not second nature and they can be at a distinct disadvantage if achievement is contingent upon effective use of such resources. It is therefore important to carry out effective (initial) assessment of learnersâ€&#x; IT skills and provide support accordingly; for example, offering supplementary courses in the use of relevant software.
There is also some evidence that levels of numeracy and literacy are also related to age and that the youngest and oldest learners in the LL sector tend to perform at a slightly lower level (DfES 2003). Again, early diagnosis is vital in order to put in place the right support. Younger learners on my courses (and many others in FE) who do not have level 2 skills in numeracy and literacy undertake integrated or embedded functional skills development aligned to a national curriculum. However, support for older students, particularly those who are mature and elderly is less straightforward, but there are adult literacy and numeracy sessions available, though these may be at times which the learner cannot attend. This is why online support for literacy and numeracy development is freely available via websites such as Move On. However, if a learner does not have competent IT skills, then this is not a good option. In this case, more conventional, paperbased practice papers and guidance need to be provided.
In principle, the attempt to overcome barriers to learning follows a pattern: identify the need, try to understand it in the context of the individual, then organise and monitor the appropriate support. In practice, support may not be available or delayed or fragmented; it may even be inadequate or impractical. Take, for example, the barriers to learning associated with gender. On the one hand, the fact that women are almost invariably the
primary carers for children and adult dependants, means they tend to have extra responsibilities, causing problems with time-management, and attendance (Equalities Office, 2010). On the other hand, it seems increasingly clear that young white British males are at increased risk of illiteracy (Dispatches, 2007).
In the case of women with children, child care facilities are provided at my organisation and families on low incomes can obtain grants to help with the costs. However, such child care is not available in the evening. This means some working mums will not be able to undertake evening courses to improve their skills and qualifications, whilst their male counterparts may find it easier.
Low levels of literacy in working class white males has become a national problem. It is correlated with socio-economic status and the profile of the neighbourhood in which these boys and young men develop. It seems the reason for this is related to two separate things. On the one hand, young males in such areas may find education is largely undervalued; on the other, the methods used to teach them to read have failed (Dispatches, 2007). Special courses for young adult learners lacking functional literacy are available to help them develop the skills they need to re-engage in education, training an employment; as part of this, these learners will be given opportunities to improve.
Women and men also face barriers to participation in vocational training segregated according to socio-cultural divisions, such as the association of certain trades and professions with men and others with women; examples are construction and hairdressing. As Bourdieu (1977) points out, these associations are deeply embedded in the cultural orthodoxy (doxa) of society and reinforced at the level of customs and habits (habitus). This means that the attempt to get more women participating in, say,
engineering, requires profound social change, not just a change in law and recruitment policy or marketing.
Barriers faced by transgender learners are mostly to do with the way people react to them, but also include basic arrangements, such as the use of rest rooms/toilets. Here, again, Bourdieu‟s work explains the root of the prejudice transgender people face in all aspects of society, including education and training: transgender may be seen as a phenomenon which challenges orthodox (doxa) notions of sex and gender and the presence of transgender individuals can be seen as a deviation from the normal customs and habits (habitus) of society. Such prejudice generates a range of issues. The forum on Sexual Orientation and Gender Identity in Post-school Education (2010) has produced guidance to help us understand the predicament of „trans‟ learners.
Trans people have high levels of unemployment and self-employment and, for those who are employed, incomes are well below the average. These high levels of workplace discrimination across all sectors give further education (FE) and higher education (HE) institutions an additional and significant responsibility for ensuring that trans people‟s needs are met and that they feel supported and safe in your learning establishment. Recent research has shown that many trans people are „second chancers‟ in the education system. They may have left school early following transphobic bullying. Prejudice and discrimination in the workplace may then lead them to re-enter education or to seek employment in the education sector, as further and higher education institutions may be perceived as places of tolerance and understanding. Research shows that a higher percentage of trans people have a level equivalent or degree qualifications than the national average (p.7).
With this guidance we can, in FE, provide the support and tolerance needed for a translearner to participate and achieve. However, this will require the understanding and goodwill of the other learners. Here, ideological ambition and law confront custom and deeprooted convictions regarding sex and expected behaviours. However, such prejudices confronted gay and lesbian people only a short time ago, and although issues remain, generally things have improved a great deal.
Bibliography Berger, P. and Luckmann, T. (1966) The Social Construction of Reality. New York: Anchor Books. Bourdieu, P. (1977) Outline of Theory and Practice. Cambridge: Cambridge University Press. Boyle, J. (1997) Foucault In Cyberspace: Surveillance, Sovereignty, and Hard-Wired Censors. www.law.duke.edu/boylesite/fouc1.html [accessed 01/09/2011] CCP (City College Plymouth) Lecturerâ€&#x;s job specifications staff/intranet/Human_Resources/lecturer/jobspec [accessed 10/10/2010] Goleman, D. (1998). Working with emotional intelligence. New York: Bantam Books DfES (2003) The Skills for Life survey: A national needs and impact survey of literacy, numeracy and ICT skills (RR490), London: DfES Heidegger, M. (1967) Being and Time, trans. J. Macquarrie and E. Robinson. Oxford: Blackwell Publishing Dispatches, (2007) Last Chance Kids. Channel 4. 27/10/2007 . Equalities Office (2010) The Gender Equality Duty. London: GEO. IfL, (2011) Declare your CPD. London: IfL LLUK (2007) New overarching professional standards for teachers, tutors and trainers in the lifelong learning sector. London: LLUK. Move On (2010) http://www.move-on.org.uk Pask, R., and Joy, B. (2007) Mentoring-Coaching: a guide for professionals. Maidenhead: OUP. Prensky, M. (2001) Digital Natives, Digital Immigrants, in On the Horizon, Vol. 9 No. 5, October 2001, MCB University Press QIA (2007) Age Discrimination Legislation and Further Education Colleges. London: LSN The Forum on Sexual Orientation and Gender Identity in Post-school Education (2010) Guidance on Trans Equality in Post-school Education. London: Unison
Appendix 1: LLUK Professional Standards
Appendix 2: City College Plymouth lecturersâ€&#x; competency framework
Appendix 3: the Equality Act 2010
CERTIFICATE IN EDUCATION/POSTGRADUATE CERTIFICATE IN EDUCATION incorporating the Diploma in Teaching in the Lifelong Learning Sector INDIVIDUAL DEVELOPMENT PLAN – Student Details UoP Student Registration No College Student No
Name Teaching Practice
Subject Specialism
Initial Assessment – highest level qualifications/experience/results at interview in: Literacy Numeracy ICT
You should identify any development points from the above and list in your first Target and Review sheet IFL Membership – click on this link to join the Institute for Learning
IfL Membership No:
Enhanced CRB Disclosure No:
Safeguarding training achieved:
Date of Issue:
Date:
At the start of Year 2: I confirm that I have not had any criminal convictions since the issue of my Enhanced CRB Disclosure above Signed:
Date:
Core Module 1
Log of Professional Practice During the programme you should evidence a breadth of teaching practice for a minimum of 200 hours, of which 150 hours will be teaching (direct contact), i.e. with groups for at least 70% and 1:1 for no more than 30% of the 150 hours. The remaining 50 hours will include involvement in team/departmental meetings, IV/EV meetings, interviewing, visits, observations of teaching, discussion with mentors, and other college CPD activities (non-direct contact). This record will provide a portrait of your engagement in your developing professional practice and should show a breadth of practice in relation to different groups, levels or settings. Please indicate the session/s below for which you are including the lesson plan/s to meet the 1 hour required for PoLT. Name:................................................................................................
Term No: ..........................
Location: .........................................................................................
Sheet No: ..........................
Date
No of Hours Direct
Total this sheet: Running total for whole programme: Total to date:
Non-direct
No in Group
Please state whether observation, meeting or other activity Give subject and level of any direct teaching sessions
Mentor initials and date:
TEACHING OBSERVATION FORM To be completed by the observer Trainee:
Date/Time:
Observer:
Location:
Group:
No of learners:
Subject Specialism:
Topic of this session:
Observation number:
Current DTLLS Module:
A. Professional values and practice Encourage learner progress and development (AP1.1); take opportunities to help learners see the wider benefits of learning to individuals and communities (AP2); deliver and promote inclusive learning, equality and diversity (AP3); demonstrate commitment to reflection on and improvement of own practice (AP4); communicate with colleagues about learners (AP5); use safe practices which conform to the statutory codes of practice (AP6); maintain accurate records of learner assessment, and contribute to quality processes (AP7) This documentation must be available to the observer Planning identifies responses to Up to date Teaching File Y / N Health and safety Y/N Lesson Plan Y / N Differentiation Y/N Scheme of Work Y / N Outcomes of initial assessment Y/N IDP Y / N Equal Opportunities Y/N Where appropriate Minimum Core Y/N LSA Lesson Plan Y / N / NA Y/N Examples of assessed work Y / N / NA Every Child Matters Use of ILT Y/N LLUK Professional Standards Y/N
D. Planning for learning Plan well structured and inclusive sessions that promote equality and diversity and meet curriculum requirements (DP1); negotiate learning goals with learners and provide opportunities for learner review and feedback (DP2); evaluate effectiveness of own planning and contribution to their team (DP3)
B. Learning and Teaching Establish a purposeful , motivating and safe learning environment with effective management of the classroom and the learners (BP1); deliver effective teaching and learning using an appropriate range of approaches to engage and motivate learners and develop skills and greater learner autonomy (BP2); communicate effectively with all learners (BP3)
C. Specialist learning and teaching Deliver relevant and current subject knowledge, relate it to the wider social, economic, environmental context (CP1); use appropriate strategies which are motivating and sometimes innovative (CP2); use specific strategies to support and develop individuals and demonstrate confidence in personal literacy, numeracy and ICT skills (CP3); maintain up-to-date subject skills and knowledge and encourage learners to identify own skills development (CP4)
E. Assessment for learning Devise or adapt, and evaluate an assessment strategy that meets the needs of the curriculum and the learners; encourage peer and self assessment; use of new technologies where appropriate (EP1); apply appropriate valid and reliable assessments fairly and equitably and collaborate with others to ensure standardisation (EP2); assessment informs constructive and specific feedback (EP3); communicate assessment data required for awarding bodies, to colleagues and to the organisation (EP4)
F: Access and progression Provide or refer learners to relevant progression information (FP1); provide effective learning support, within the bounds of their ability and teaching role, (FP2); Refer learners to relevant internal or external support services (F3)
Strengths and examples of good practice
Targets to be incorporated into trainee’s IDP
Observation by Tutor □ Mentor Grade: Tutor observations only
□ (please tick)
Pass / Fail 1 / Fail 2 Mentor observations only
Observer name (print): Observer’s signature:
Your Scheme of work (related to the observation)
Certificate in Education & Postgraduate Certificate in Education LESSON PLAN Teacher: Programme title and year group: Session date:
Unit/module title: Session location and time:
Health & Safety: For the purposes of risk assessment, is this lesson classed as „routine classroom activityâ€&#x;:
Session topic: Yes / No Awarding body specifications and functional skills (which your learners will develop in the session):
If no, please attach an appropriate risk assessment
Session Aim/s (a sentence making clear the broad statement of intent):
Intended Learning Outcomes (by the end of the session learners will have/be able to ...):
Differentiation (which individuals or sub-groups is it necessary to make particular provision for because there are additional learning needs, support needs, particular strengths, specific contexts or significant levels of prior learning - and how will you support these students?):
Language, Literacy, Numeracy and ICT (minimum core you will use in the session):
Which of the 5 Every Learner Matters Outcomes will be addressed:
Time
Content, Objectives
Teacher activity
Learner activity
Can replace this
page with college
lesson plan
Resources
Assessment Activities
Evaluation of session and learner achievement (e.g. achievement of learning outcomes, attainment of learners, effectiveness of learning resources, learner feedback on lesson), the way in which you have used your own minimum core knowledge and skills and the professional standards addressed (which you should annotate on the plan) within your evaluation:
Targets identified for future sessions:
Comments from subject specialist mentor and any other targets identified:
Mentor initials and date:
Evidence of Resources
Target and Review Sheet Core Module 1 – PoLT (Tutor observation) Targets set and actions taken (this sheet should be shown to your observers, so they are aware of the targets you are working towards): Date
Target Target(s) from interview, initial assessment, induction processes
Targets for Minimum Core with focus on Language, Literacy and ICT
Targets from this moduleâ€&#x;s observation feedback / lesson plan evaluations, linked to Practice Standards
Targets (including CPD) from discussions with subject specialist mentor, linked to Practice Standards
Review Predicted impact on practice and date learners
Core Module 1 – End of Module Reflective Summary - PoLT - Domain D Finally, write a 300-500 word reflective summary review of the targets above, evaluating the impact on practice and benefit to your learners focusing on Minimum Core - Language, Literacy and ICT and the Professional Practice Standards relating to the Scope of Domain D: DS 1 Planning to promote equality, support diversity and to meet the aims and learning needs of learners. DS 2 Learner participation in the planning of learning. DS 3 Evaluation of own effectiveness in planning learning.
Continue on further sheets as necessary ‌
An Audit of the LLN and ICT skills that learners will need to complete their course
Skills Audit Completing the skills audit Tick the LLN and ICT skills that your learners need to complete their course. Consider if you feel confident in teaching this skill and identify in the final column. The next step
You can now identify levels of LLN and ICT needed by your learners and reference to your scheme of work using the core curriculum Identify SMART targets that you need to work on to achieve your minimum core
What is a Skills Audit? A skills audit can highlight the opportunity to develop Literacy, Language, Numeracy (LLN) and ICT skills within vocational or other subject contexts. This can be the key to enabling learners to be effective in their learning, work and life. You need to consider the skills that will be needed to follow the programme by examining:
Course handbooks and worksheets Textbooks and any standard reference books The use of specialist formats for presenting text or numbers, for example, reports, statistical tables, case studies, account ledgers etc. The use of specialist terminology The use of e-learning, for example websites, CD-Roms, ICT resources core strategies, for example lecture, practical demonstration, simulation Teaching The ways in which learners are expected to record learning points Private study tasks Group learning activities Practical workshops Assignment tasks, assignment criteria and feedback Other assessment tasks, for example, portfolio management, multiple choice exams, practical assessments An audit recognises that LLN and ICT skills are needed to make good use of all learning experiences. The skills demanded of learners during the programme may need to be:
Demonstrated at entry before the learner joins the programme Taught to those with some skills gaps through additional support Taught to the whole group alongside the vocational activity that requires the skill Embedded into the vocational or subject specific course
Task - Numeracy
Skills your learners need?
Are you confident in teaching this?
Number Count numbers Read and write numbers in words and figures Order and compare numbers Add, subtract, multiply and divide whole numbers Add, subtract, multiply and divide decimal numbers Add, subtract, multiply and divide fractions Solve problems with and without a calculator Recognise and use equivalent fractions, decimals and percentages Calculate percentages, including increase and decrease Estimate and round numbers Evaluate fractions and percentages as part of other numbers Calculate with ratio and proportion Solve problems involving algebra Measure, Shape and Space Recognise, use and perform calculations with money Read, record and perform calculations with time Read, estimate and measure length, weight, capacity and temperature Convert units of measure within the same system and across systems e.g. cm to m, inches to cm, litres to gallons Recognise, name and work with 2-D and 3-D shapes Calculate perimeter, area and volume Use positional vocabulary to follow directions Use scale drawings to work out dimensions Read scales to the nearest marked and unmarked divisions Choose and use appropriate units and measuring instruments Perform calculations measure length, weight, capacity and temperature Handling Data Extract and interpret information from lists, tables, diagrams, charts and graphs Collect, organise and represent data Sort and classify objects using set criteria Calculate mean, median, mode (averages) and range Calculate probability – identify the range of possible outcomes of events Task - Literacy
Speaking and Listening Speak clearly to be understood, with comprehensible pronunciation Choose and use words that express number and maths language,
Skills your learners need?
Are you confident in teaching this?
to suit the situation React to what has been heard and respond, or take relevant action, clarifying if necessary Recognise and use suitable discourse features and conventions for the situation (including the relationship between communicators), e.g. conversation with friends, presentation to work audience, discussion at a meeting Recognise and use level of formality or register to suit the situation Use conventions and phrases for turn-taking, interrupting and changing the topic, as appropriate to the situation Make relevant contributions to a discussion Choose grammar and suitable lexis, i.e. words to express meaning and suit the situation Make sense of spoken language Listen for general gist Listen for specific information Reading Decode unknown words using sound-letter relationship Use knowledge of punctuation to aid understanding Identify own purpose for reading Recognise the type of text or genre and its purpose Predict what a piece of writing might say, using clues from the context Get an overview of what the text is about and its purpose, i.e. the gist Make sense of text, i.e. understand and critique it, using own background knowledge and life experience to aid the process, and discuss with others, as appropriate Make sense of information presented in a combination of text and visual images, tables, charts and graphs Scan for specific information Read for detailed understanding Recognise opinions, ambiguity and how writers use words and phrases to produce specific effects, e.g. newspaper headlines Respond to content, taking relevant action as appropriate Task - Literacy
Use organisational features e.g. menu search, contents, index to locate information Decode signs, abbreviations, symbols and other technical or mathematical representations Recognise phrases, whole words, and parts of words for example – “tion”, using visual clues and context Writing Consider the audience, i.e. who will be reading the text and why they will be reading it Recognise and use genre conventions, including format Consider what to write, and do any necessary reading, and discuss with others as appropriate
Skills your learners need?
Are you confident in teaching this?
Make notes if necessary Organise ideas Compose: draft and re-draft Write legibly or use keyboard as necessary, depending on purpose Use standard written English grammar (or choose not to, depending on the purpose and audience) Choose suitable words and phrases to express ideas and link them together Incorporate suitable graphics and images, as appropriate Write/refer to number, measure, shape or space, or data, using appropriate vocabulary, abbreviations and conventions Spell correctly, if necessary for the purpose Punctuate correctly, if necessary for the purpose Proof-read and edit, to create final version, using spell and grammar checks if using keyboard
Task - Information Communication Technology
ICT Switch computer on/off Use a keyboard Use a mouse Open files Save files Print files Open and save files on a USB stick (memory stick) Access a CD Rom / DVD Rom Copy files from CD Rom to hard drive Open email Send email Add attachments to email Access websites Find information on the internet Print an internet page Screen print an internet page into a word document Word process a documents Use spreadsheets Use PowerPoint to present information Use a database Design a web page Use Outlook Use desktop publishing Use web 2.0 applications such as flickr and YouTube Use social networking software such as facebook and MySpace Use electronic communication such as Instant Messaging, forums and chat rooms
Skills your learners need?
Are you confident in teaching this?
Evaluation
Action Plan Action
Target date
Stage 1: Tracking of Professional Practice Standards for Domains D, E and B (to be submitted with each Stage 1 core module) Element Tick Element Tick Element Tick & & & date date date DP 1.1 Plan coherent and inclusive learning programmes that meet learnersâ€&#x; needs and curriculum requirements, promote equality and engage with diversity effectively. DP 1.2 Plan teaching sessions which meet the aims and needs of individual learners and groups, using a variety of resources, including new and emerging technologies. DP 1.3 Prepare flexible session plans to adjust to the individual needs of learners.
EP 1.1 Use appropriate forms of assessment and evaluate their effectiveness in producing information useful to the teacher and the learner.
BP 1.1 Establish a purposeful learning environment where learners feel safe, secure, confident and valued.
EP 1.2 Devise, select, use and appraise assessment tools, including where appropriate, those which exploit new and emerging technologies.
BP 1.2 Establish and maintain procedures with learners which promote and maintain appropriate behaviour, communication and respect for others, while challenging discriminatory behavior and attitudes.
EP 1.3 Develop, establish and promote peer- and self-assessment as a tool for learning and progression.
DP 2.1 Plan for opportunities for learner feedback to inform planning and practice. DP 2.2 Negotiate and record appropriate learning goals and strategies with learners.
EP 2.1 Apply appropriate methods of assessment fairly and effectively.
DP 3.1 Evaluate the success of planned learning activities.
EP 2.3 Design appropriate assessment activities for own specialist area EP 2.4 Collaborate with others, as appropriate, to promote equity and consistency in assessment processes. EP 3.1 Ensure that learners understand, are involved and share in responsibility for assessment of their learning.
BP 1.3 Create a motivating environment which encourages learners to reflect on, evaluate and make decisions about their learning. BP 2.1 Provide learning activities which meet curriculum requirements and the needs of all learners. BP 2.2 Use a range of effective and appropriate teaching and learning techniques to engage and motivate learners and encourage independence. BP 2.3 Implement learning activities which develop the skills and approaches of all learners and promote learner autonomy. BP 2.4 Apply flexible and varied delivery methods as appropriate to teaching and learning practice. BP 2.5 Encourage learners to use their own life experiences as a foundation for their development.
DP 3.2 Evaluate the effectiveness of own contributions to planning as a member of a team.
EP 2.2 Apply appropriate assessment methods to produce valid, reliable and sufficient evidence.
EP 3.2 Ensure that access to assessment is appropriate to learner need. EP 4.1 Use assessment information to promote learning through questioning and constructive feedback, and involve learners in feedback activities. EP 4.2 Use feedback to evaluate and improve own skills in assessment.
EP 5.1 Contribute to the organisationâ€&#x;s quality cycle by producing accurate and standardised assessment information, and keeping appropriate records of assessment decisions and learnersâ€&#x; progress. EP 5.2 Conduct and record assessments which adhere to the particular requirements of individual learning programmes and, where appropriate, external bodies. EP 5.3 Communicate relevant assessment information to those with a legitimate interest in learner achievement, as necessary/ appropriate
BP 2.6 Evaluate the efficiency and effectiveness of own teaching, including consideration of learner feedback and learning theories. BP 2.7 Use mentoring and/or coaching to support own and othersâ€&#x; professional development, as appropriate. BP 3.1 Communicate effectively and appropriately using different forms of language and media, including written, oral and non-verbal communication, and new and emerging technologies to enhance learning. BP 3.2 Use listening and questioning techniques appropriately and effectively in a range of learning contexts.
BP 3.3 Structure and present information clearly and effectively.
BP 3.4 Evaluate and improve own communication skills to maximise effective communication and overcome identifiable barriers to communication.