|Assessment length / details
|Assignment 1 - Essay analysis and evaluation of teaching context in relation to legislation, policies and guidance. 1600 Words
|Assignment 2 - Case Studies of three learners, analysing their background, context and needs, and developing individual teaching and learning development plans for each. [The ethical responsibilities of the trainees in conducting this assignment will be addressed in Unit 1 – The introduction to the Sector and the Module, as well as in the assessment handbook and preparation seminars.] 2400 Words
|Assignment 1 - Essay All failed elements of the assessment must be re-taken. This will require the re-submission of the assignments, having addressed issues raised in the feedback process. 1600 Words
|Assignment 2 - Case Studies All failed elements of the assessment must be re-taken. This will require the re-submission of the assignments, having addressed issues raised in the feedback process. 2400 Words
On successful completion of this module students should be able to:
Understand and evaluate the legislative framework relating to offender learning.
Examine and analyse the systems, policies and politics that impact offender learning.
Identify and examine a variety of learning and teaching methods and strategies which are suitable for use within this context.
Formulate and justify best practices for working within the offender learning context.
This module will begin by providing an overview of the prison education sector, taking into account the political and policy drivers which impact that environment. There will be a consideration of the curricular and governmental requirements in this context, and analysis of the impact that this may have on the learning and teaching process. The second part of the module will focus more directly on teaching and learning, considering rehabilitation, individualized learning, and the core aspects of planning, assessing, and teaching in the specific context and environment of the prison. The module will also consider issues of safe practice.
Unit 1 - Introduction to the sector and module, including ethics.
Unit 2 - Political arguments relating to education in prisons
Unit 3 - Contractual performance measures relating to learning and skills
Unit 4 - Ministry of Justice policies and requirements
Unit 5 - Organisational structures and the impact on teaching and learning
Unit 6 - The rehabilitative learning journey.
Unit 7 - Personalised learning
Unit 8 - Planning, assessment and provision for offender learning (1)
Unit 9 - Planning, assessment and provision for offender learning (2)
Unit 10 - "Jail Craft" - working safely in a prison environment
|Application of Number
|Statistical reports may be considered and data to support arguments may be analysed.
|This will be developed both in seminar discussions and in preparation for the assessments
|Improving own Learning and Performance
|This will be a core skill developed within the module, with a clear emphasis on self-evaluation, where the students will be expected to consider impact on their own practice.
|All assignments will be word processes and students will be required to utilize IT resources in the research of their assignments.
|Personal Development and Career planning
|Reflection activities during seminars will be used to encourage personal development.
|Students will consider how to address specific issues within their own contexts and practice, and develop the skills to address this in the future.
|This will be developed throughout the module but particularly in regards to the research necessary in the assessments.
|Subject Specific Skills
|Students will develop skills in regards to teaching, planning, assessing and professional practice.
|Seminar activities will involve group work.
This module is at CQFW Level 6