This module has a focus on: the planning of lessons and schemes of work; an understanding of curriculum and examination specifications; as well as the aims of education in the technical, adult and further education and training sector. This module introduces key ideas in teaching with critical understanding of research and theory. Students are encouraged to interrogate their own assumptions about the teaching and learning of their subject and those of others through reflection and detailed analysis.

This module aims to:

Enable student teachers to gain an understanding of theories and principles of learning and assessment, and to relate these to their professional practice in technical, adult and further education and training
	Develop student teachers’ knowledge of literacy and ESOL and its pedagogy including
	the implications of personal, social, cultural and educational factors affecting language and literacy acquisition and learning
		varieties of English and appropriate grammatical, lexical and phonological terms
		the importance of context in language and literacy use
	
	Enable student teachers to understand and reflect on what is meant by inclusive classroom practice in relation to theories and principles of learning and communication.
	Enable student teachers to reflect more critically on what is meant by ‘good’ practice in relation to literacy and ESOL in technical, adult and further education and training.
	Develop knowledge and understanding of theoretical perspectives including linguistic theory and consider how this applies to curriculum design, course planning and assessment
By the end of the module student teachers will be able to:

Analyse literacy and ESOL specialist methods and techniques to enhance teaching, learning and assessment
	Discuss how learning can be made inclusive with reference to appropriate theoretical perspectives
	Analyse the importance of a range of factors influencing the acquisition and learning of language and literacy, and their implications for practice
	Discuss the principles of, and strategies for, motivating learners and managing classrooms with literacy and ESOL learners
	Analyse how the design of courses for literacy and ESOL learning in technical, adult and further education and training is influenced by theoretical perspectives