CERT ED / PGCE YEAR 1

THE YOUNGER

LEARNER MODULE

HANDBOOK

in partnership with

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7LLS412 The Young Learner (14 to 16 year old) in Further Education

Short Title: TYL

Module Level: 4

Credit weighting: 15 credits

Length: Two semesters

School/Depart: Westminster Exchange

Host course: Certificate in Education (Diploma in TLLS); and

Professional Graduate Certificate in Education (Diploma in TLLS)

Subject Board: Cert.Ed./PGCE Assessment Board

Prerequisites: Participants must be in-service teachers in the post-compulsory sector whose

teaching includes 14-16 year old learners. They must also meet the admissions

requirements for the CertEd/PGCE course.

Co-requisites: None

Assessment: 100% coursework

Summary of Module:

The module will explore strategies and approaches for teaching young learners (14-16 year olds) in a

college environment. It will develop the confidence, knowledge and skills of teachers and equip

them with practical strategies to plan and deliver lessons and manage groups of younger learners.

Module Aims

To enable participants to:

• explore the differences between the school environment and further education colleges;

• identify social, educational and psychological barriers to learning that 14 to 16 year olds face;

• consider the importance and impact of innovative and interactive resources and teaching methods

in motivating 14 to 16 year olds;

• explore a variety of behaviour management and intervention strategies to use with 14 to 16 year

olds; and

• consider the roles, responsibilities and legal issues for teachers of 14 to16 year olds.

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Learning Outcomes

At the end of this module, the successful participant will be able to …

1. Plan and justify a series of effective and inclusive learning sessions to meet the needs of the

young learner (14-16 year olds).

2. Analyse a range of strategies to effectively manage the 14-16 year old learning environment.

3. Describe the role and responsibilities of the teacher in the motivation and management of a

group of 14-16 year old learners.

Indicative Syllabus Content

• Comparison of 14 to 16 year olds in school and further education

• Lesson planning to engage and motivate learners, including the management of additional

mentor/learning support or assistance in the classroom

• Effective preparation and use of resources including ICT

• The educational, social and behaviour development of adolescents

• Communication skills for teaching young learners

• Managing behaviour

• Working collaboratively and developing support networks

• Legislation governing the management and education of 14-16 year olds outside the school

environment

• Ethical issues affecting the teaching and learning of 14-16 year olds in the further education sector

Learning and Teaching Methods

• Role play

• Case studies

• Discussion, reflection, learning from experience

• Group and pair work

• Mini-lectures

• Observation of lessons and related activities

• Individual Learning Plans (ILPs)

• Learning and development journal (LDP)

• Critical Incidents

Assessment Rationale

The assessment for The Young Learner (14-16 year old) in F.E. is work-based and formative in nature,

contextualising the background of young learners and how the F.E. environment impacts on their

learning. A variety of assessment techniques will be used to identify how participants may support

young learners’ success and improve their own practice. Participants will use peer and self

assessment as well as feedback from tutors to develop appropriate approaches to planning and

delivery.

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Assessment Criteria

In fluent, well-written evidence, participants should demonstrate the ability to:

• apply educational theory to practice and reflect on issues relevant to own professional role;

• analyse the implications and outcomes of ethical conduct and inclusive practice in relation to

teaching 14 to 16 year olds;

• describe how the roles and responsibilities for teaching 14 to 16 year olds differ from teaching

adult learners;

• reflect on their own role as a teacher of 14 to 16 year olds;

• analyse what impacts on student learning and behaviour in the classroom;

• use a style of writing associated with reflective practice and experiential learning;

• use appropriate terminology;

• show evidence of relevant, independent reading and an ability to use quotations and references

where required; and

• use the Harvard system of referencing.

The module will be marked on a pass/condoned credit/fail basis. To pass the module, participants

must demonstrate that they have met the learning outcomes for the module.

Mapping

Learning Outcomes LLUK Standards

1 Plan and justify a series of effective and inclusive learning

sessions to meet the needs of the young learner (14-16 year

olds).

• AS2, 4, 7

• BS1, 2,

• DS1, 3

2 Analyse a range of strategies to effectively manage the 14-16

year old learning environment.

• AS3

• BS3

• DS3

3 Describe the role and responsibilities of the teacher in the

motivation and management of a group of 14-16 year old

learners.

• AS5, 7

• BS5

• ES5

• FS2, 4

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Assessment Methods

A ‘patchwork portfolio that includes coursework and evidence as follows:

Patch 1Draw on evidence of three observed lessons for 14-16 year old learners. Each observation

should contain supporting documentation consisting of:

a. a detailed scheme of work;

b. rationale for the lesson, including reference to appropriate literature;

c. observation report or professional discussion notes; and

d. evaluation of the lesson.

• Present four examples of challenging behaviour and include reflections on how to manage

behaviour more effectively;

OR

• Present three case studies reflecting on how to manage the learning environment for 14 to 16 year

old learners, identifying strategies which could be used for future improvement.

—(LO1, LO2, LO3)

Patch 2

• Produce an annotated diagram explaining the support network and motivational strategies

available to teachers of 14-16 year olds in managing the learning environment (LO2, LO3).

Participants will be given guidance on planning and writing pieces for the portfolio during the

module.

Sources

Recommended Reading

Clarke, S. (2005) Formative assessment in action: weaving the elements together, Hodder Murry,

Oxon

Hook, P., Vass, A. (2005) Behaviour Management Pocketbook, Teachers Pocketbooks, Hampshire

Mathieson, K., Price, M. (2002) Better behaviour in classrooms: A framework for inclusive behaviour

management Routledge Falmer, London

Mitchell, C., Pride, D., Howard, L., Pride, B. (1998) Ain’t misbehaving, FEDA, London

Websites

www.teep.org.uk - The Teacher Effectiveness Programme

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7LLS412

Date of initial Validation: 7th May 2010

Dates of approved modifications:

Date of re-validation/review:

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Programme

Week/

Session

Topic Learning Outcomes Assignment

1 Expectations – Who is the Younger

Learner? Exploring the educational,

social and behavioural developments of

the YL.

LOs 1, 2 and 3 Patches 1 and 2

2 The YL Curriculum and Legislation

including ethical issues and the

teacher’s role

LOs 1, 2 and 3 Patches 1 and 2

3 Barriers to Learning and strategies to

minimise these including support

networks and college policies

LOs 1, 2 and 3 Patches 1 and 2

4 Managing the Learning Environment –

Dealing with Challenging Behaviour

LOs 1, 2 and 3 Patches 1 and 2

5 Managing Learning – Planning for Active

Learning

LO1 and LO2 Patch 1

6 Tutorial

7 GOPEX – Sharing Resources & Strategies

LO 1 and LO2 Patch 1

8 Theories of Motivation LOs 1, 2 and 3 Patches 1 and 2

9 Motivation in Practice LOs 1, 2 and 3

Patches 1 and 2

10 Group Seminar on Case Studies Los 1, 2 and 3 Patch 1

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Writer’s Friend

Patch 1 part 2a:

With reference to your observed lessons:

1. Describe the four examples of challenging behaviour you have encountered e.g.. What are

the students doing? Why is it challenging? What impact does each example have on the

other students?

2. Describe the strategies you have tried and evaluate how successful they were?

3. Identify and describe any strategies you could try now as a result of what you have learnt on

this module or from your peers in the ‘Show and Tell’ seminar.

4. Include at least one reference for each example

Recommended number of words: 1200- 1500

OR

Patch 1 part 2b:

With reference to your observed lessons:

1. Complete a ‘Learner Profile’ for each of your three Case Studies. You should include the

following details for each student: -

- Age

- Course

- Previous education

- Any identifiable barriers to learning (problems at school, at home?)

2. Outline the pastoral strategies used at the moment eg. ILP, Action Plan, 1:1s

3. Outline the teaching strategies used eg. Personalised learning, resources

4. Evaluate these strategies and give examples of other strategies you could try now as a result

of what you have learnt on this module or from your peers in the ‘Show and Tell’ seminar.

5. Include at least one reference for each case study

Recommended number of words: 1200-1500

Patch 2:

1. Create an annotated diagram which: -

- Outlines the support network in your college/institution;

- Outlines at least three motivational strategies you could try with 14-16 year olds.

- Identifies the advantage and possible limitations/drawbacks of each strategy.

2. Include at least two references

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What do you need to submit?

1. You need a file (portfolio) for each separate module

2. There are 3 portfolios that you have to submit for year 1:

Planning & Enabling Learning – 15 credits– semester 2

Teaching Practice, Theory and Assessment- 30 credits –semester 2

The Younger Learner - 15 credits – semester 2

Contents of your Module Portfolios

Each of these should be a separate folder.

The folder should be marked on the outside with Harrow College, your name, the title of the

module and the module number.

Also mark the spine of the folder with your name, module name and number

Put your name, phone number and address on the inside of the file

You should then have a contents page in the numerical order of assignments

You should then include the plagiarism statement which should be signed and dated

File dividers should separate each assignment

Assignments should be hole punched into the file (do not use plastic wallets)

Put the “unpacking sheet” in the front of each assignment

Then put the mark sheet/s followed by the assignment

If a piece of work is referred, that work together with its mark sheet should be included behind

the past piece of work.

If you have resubmitted any assignment, you should clearly mark your work: DRAFT 1 and Final

Submitted Work

Do not include lesson notes and hand-outs

Please note that your portfolio may be kept for up to one year for internal and external examination

purposes. We will let you know when you can collect it.

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Individual Learning Plan

Name:………………………………………………. Date……………………….

What can I do well? Evidence

What do I need to improve? Use SMART targets.

Actions needed to achieve targets

By which date

Target 1

Target 2

Target 3

Mentor target 1

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Cert Ed/PGCE Individual Learning Plan

Review in January Date

Targets How far I have got meeting this target

What impact has this had on my teaching and student learning?

What will I do next?

1.

2.

3.

4.

5.

New Target A.

New Target B.

As the course progresses, you should be thinking about adding new targets to your ILP. These should come from the feedback on an observed lesson; feedback on assessed course work; comments from your mentor; and your own reflections.

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CertEd/PGCE Individual Learning Plan

Review in May Date

Targets How far I have got meeting this target

What impact has this had on my teaching and student learning?

What will I do next?

1.

2.

3.

4.

5.

New Target A.

New Target B.

As the course progresses, you should be thinking about adding new targets to your ILP. These should come from the feedback on an observed less; feedback on assessed course work; comments from your mentor; and your own reflections.

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HARROW COLLEGE

CERTED/PGCE OPEN TEACHING OBSERVATION FORM 2013-14

Please tick: Mentor observation Personal Tutor observation Observation Number: 1 2 3 4 (please circle)

Student Name:

Date: Time:

Venue:

Course: Year: Number of Learners: Topic of session:

Priorities from last observation (for 2nd/3rd /4th observation including mentor priorities):

PLANNING LESSON

EVIDENCE OF GOOD PRACTICE AREAS FOR IMPROVEMENT

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PROVIDING MATERIALS/RESOURCES

EVIDENCE OF GOOD PRACTICE AREAS FOR IMPROVEMENT

MANAGING LEARNING USING APPROPRIATE TEACHING STYLES AND TECHNIQUES

EVIDENCE OF GOOD PRACTICE AREAS FOR IMPROVEMENT

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CHECKING AND ASSESSING LEARNING

EVIDENCE OF GOOD PRACTICE AREAS FOR IMPROVEMENT

SUMMARISING COMMENTS:

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PRIORITIES FOR THE FUTURE

Observer to indicate areas to focus on in future lessons

1.

2.

3.

4.

Competent at this stage of the course: Yes No (please circle)

MENTOR’S OR TUTOR'S NAME AND SIGNATURE:

DATE:

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Evaluation of your own teaching

Name of participant:

Name of tutor/mentor observing trainee:

Date: Time:

Venue: Course:

Topic: Number of learners:

Date of your last observation:

Priorities for improvement highlighted at last observation:

*This evaluation must be handed in to your personal tutor within two weeks of your observation*

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EVIDENCE OF GOOD PRACTICE AREAS FOR IMPROVEMENT

Plan lesson

Provide materials/ resources

Interpersonal skills

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Manage learning using appropriate teaching styles & techniques

What improvements have you made since your last observation?

See priorities on Page 1

What did I learn about teaching from this session? How will I improve in the future?

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Lesson Plan

Lecturer’s name:

Date:

Course:

Duration:

Subject/Unit:

Level:

Topic:

Aims of lesson:

Lesson objectives: Students will be able to…

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Assumed prior knowledge:

Resources:

Assessment (how learning will be recognised)

Differentiation (addressing all learners’ needs)

Skills for Life / Key Skills to be addressed

Communication/literacy

Number/ numeracy

Information Technology

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Time Content & Teacher Activity Student Activity

Register

Recap of last session

Tell students aims of session

Recap of today’s session

Next session we are going to do…

Homework/assignments set:

Hand in date: