Barriers to Learning
Certificate in Education
Year 2
Assignment EDU 1007 (1)
Dale Metcalfe
Contents
Course Rationale & Target Group 3
Meeting learner needs 4
Barriers and entitlement to learning 5
Equal opportunities 8
Changes to programme 9
References 10
Bibliography 11
Course Rationale
I have taught NCFE sports coaching for 2 years. The course is at level 2 over one year, based on 3 core units. The core units are Essential working practices, coaching skills and session planning. The optional units we chose to offer were CSLA, First Aid. Each unit is delivered in classroom sessions, but they can include areas of practical experience with assessment being one or two assignments per unit over the course of the year. These assignments are one of two parts of the assessment used and can be done in learners own time or in class sessions, this is why the course is mainly an academic educational route into higher levels of sports coaching.
Target Group of learners
The course is mainly accessed by learners who have just completed compulsory education and are not in education employment or training. There are no entry requirements to access this course as a lot of learners come from different backgrounds where some may not have education and some learners do. The requirements required to ensure learners can learn academically is they take a basic skills test to find out the level of the learner and give support where required. The course could be studied for one year to gain employment in the sports coaching trade. Alternatively the learners could progress onto the level 3 National Diploma which could lead to employment or give access to higher education on a university course in areas such as sports development or sports science.
Meeting learner needs
This course is meeting the needs of the learners in a variety of ways.
Due to the dramatic changes in the way school leavers have access to work-based learning programmes
Year 2
Assignment EDU 1007 (1)
Dale Metcalfe
Contents
Course Rationale & Target Group 3
Meeting learner needs 4
Barriers and entitlement to learning 5
Equal opportunities 8
Changes to programme 9
References 10
Bibliography 11
Course Rationale
I have taught NCFE sports coaching for 2 years. The course is at level 2 over one year, based on 3 core units. The core units are Essential working practices, coaching skills and session planning. The optional units we chose to offer were CSLA, First Aid. Each unit is delivered in classroom sessions, but they can include areas of practical experience with assessment being one or two assignments per unit over the course of the year. These assignments are one of two parts of the assessment used and can be done in learners own time or in class sessions, this is why the course is mainly an academic educational route into higher levels of sports coaching.
Target Group of learners
The course is mainly accessed by learners who have just completed compulsory education and are not in education employment or training. There are no entry requirements to access this course as a lot of learners come from different backgrounds where some may not have education and some learners do. The requirements required to ensure learners can learn academically is they take a basic skills test to find out the level of the learner and give support where required. The course could be studied for one year to gain employment in the sports coaching trade. Alternatively the learners could progress onto the level 3 National Diploma which could lead to employment or give access to higher education on a university course in areas such as sports development or sports science.
Meeting learner needs
This course is meeting the needs of the learners in a variety of ways.
Due to the dramatic changes in the way school leavers have access to work-based learning programmes
References: Minton D (1991) Teaching Skills in Further Education. Hampshire, UK. MacMillan Press Ltd. Pages 79- 80, 120 Petty G (2001) Teaching Today Pages 63 Reece I and Walker S (2003)5th Ed Petty G (2001) Teaching Today. Cheltenham, UK. Nelson Thornes Ltd. Reece I and Walker S (1996) 2nd EdTeaching, Training and Learning. A Practical Guide. Sunderland, UK. Business Education Publishers Ltd. Reece I and Walker S (2003) 5th Ed Teaching, Training and Learning. A Practical Guide. Sunderland, UK. Business Education Publishers Ltd. Minton D (1991) Teaching Skills in Further Education. Hampshire, UK. MacMillan Press Ltd. Walkin, L. (1990) Teaching and learning in Further and Adult Education. Cheltenham, UK. Nelson Thornes Ltd. Wallace S (2001) Teaching and Supporting Learning in Further Education. Exeter, UK. Learning Matters Ltd. Dryden, G and Vos, Dr. J. (2005). The Learning Revolution. Stafford, UK. Network Educational Press. Curzon L B ( 1990) 4th Ed Teaching in further Education. Trowbridge, UK Cassell Education Limited Kyriacou, C. (1998) ‘Essential Teaching Skills’. Cheltenham,UK.Nelson Thornes.