A discussion of out-of-school learning (OSHL), study support and extra-curricular activities. It describes why out-of-school learning is essential in helping to develop learning, and how to go about establishing and supporting effective programmes and activities outside the school curriculum.

A discussion of out-of-school learning (OSHL), study support and extra-curricular activities. It describes why out-of-school learning is essential in helping to develop learning, and how to go about establishing and supporting effective programmes and activities outside the school curriculum.

"Extra-Curricular is a reader of texts on and around the topic of self-organized learning, curriculum, experiments, and alternatives in graphic design education. Occurring both within and separate from existing institutions, these other forms of learning and organization question how such learning takes place, for whom, and the ideologies inherent in existing models, among many other things. An (admittedly) incomplete inventory inspired by the widespread activity and educational turn (or shift) in the field, this book aims to serve as a point of departure for further discussion and experimentation."--Page 4 of cover

This textbook provides you with all the up-to-date information and guidance you need to pass first time. It focuses systematically on each of the assessment criteria in the unit and provides a suggested structure for drafting responses to meet the requirements of the unit’s assessment criteria. As a prospective or new lecturer / trainer / tutor / assessor, how do you ensure: 1. that you are clear about what is expected of you in the role of lecturer, trainer, tutor, or assessor? 2. that you are aware of the key legislation that applies to your existing or proposed role? 3. that you know how to identify and meet individual learners’ needs? 4. that equality and diversity and appropriate behaviour are promoted within a safe learning environment? 5. that you understand the limits of your professional responsibilities and when to refer learners to other professionals? This textbook addresses each of these questions, with supporting research and links to additional resources or materials as needed, while remaining tightly focused on the unit’s assessment criteria. There are opportunities to consider multiple perspectives, with a range of practical resources that are relevant to teaching, training, assessing, tutoring, quality assurance and educational management. This book is part of a series of books by the same author. If you are new to teaching then this textbook is an ideal companion. It provides the information and guidance needed to complete the first mandatory unit of the Award in Education and Training (AET). It is mapped directly to each of the learning outcomes and assessment criteria for the unit across all awarding organisations. The key benefits to the reader of this textbook are as follows: It is written by an experienced practitioner with extensive experience across the further education and skills sector, occupying a variety of roles; It adopts a practical approach to topics, reflecting current practice in the sector; It includes detailed guidance on structuring effective responses to assessment tasks; It is clearly written and easy to understand; It fully addresses each of the learning outcomes and assessment criteria in a systematic way, which makes completing the unit and assessments in a short timeframe achievable; It provides a broader range of information and examples, which should prove useful when preparing to enter the sector, such as attending job interviews for teaching related posts. Other unit related publications for the Award in Education and Training include: The complete unit guide for the Award in Education and Training: Understanding Roles, Responsibilities and Relationships in Education and Training The complete unit guide for the Award in Education and Training: Understanding and Using Inclusive Teaching and Learning Approaches in Education and Training The complete unit guide for the Award in Education and Training: Understanding Assessment in Education and Training Micro-teach Masterclass: Preparing and delivering your micro-teach for the Award in Education and Training and for interviews in teaching

THIS TEXTBOOK PROVIDES ALL THE UP-TO-DATE INFORMATION YOU NEED TO PASS YOUR COURSE, COMMUNICATED IN A USER-FRIENDLY AND PRACTICAL MANNER The Award in Education and Training is the entry qualification for teaching in a range of learning contexts across the further education and skills sector. It comprises three units, which are fully covered by this textbook. These are as follows: Understanding Roles, Responsibilities and Relationships in Education and Training Understanding and Using Inclusive Teaching and Learning Approaches in Education and Training Understanding Assessment in Education and Training This textbook is written for all awarding organisations and focuses on each of the learning outcomes and assessment criteria of these three units, provides examples of current practice in the sector and adopts a user-friendly approach to explaining concepts and principles. It is therefore essential reading for anyone hoping to pass the Award in Education and Training, as well as gaining a fuller appreciation of the subject and practice in the sector. The author provides a range of professional perspectives when examining topics, which should prove useful for the course and also in preparing to enter the sector. He draws on his extensive experience as a lecturer, senior manager, educational consultant and on his work with external bodies, such as the Quality Assurance Agency (QAA) as a Reviewer and awarding organisations as an Examiner, Standards Verifier and Centre Quality Reviewer. This experience ensures the currency and relevance of the examples used in this textbook. The principal benefits to the reader of this textbook are as follows: It is written by an experienced practitioner with extensive experience across the further education and skills sector, occupying a variety of roles; It adopts a practical approach to topics, reflecting current practice in the sector; It is clearly written and easy to understand; It fully addresses each of the learning outcomes and assessment criteria in a systematic way, which makes completing the course and assessments in a short timeframe achievable; It provides a broader range of information and examples, which should prove useful when preparing to enter the sector, such as attending job interviews for teaching related posts. This textbook has the following unique feature It is regularly updated by the author, taking account of the latest changes in the further education and skills sector; The following textbooks complement this textbook: Meeting the Assessment Requirements of the Award in Education and Training (This textbook provides detailed guidance on how to structure responses to assessment tasks.) Micro-teach Masterclass: Preparing and delivering your micro-teach for the Award in Education and Training and for interviews in teaching (This textbook provides a comprehensive step-by-step approach to researching, planning, delivering and evaluating your micro-teach. It is suitable for individuals who desire a detailed understanding of the processes involved in micro-teaching, the practices in the sector, cross-referenced to the new Ofsted common inspection framework 2015, professional standards and the SEND code of practice; it is also relevant to individuals who are preparing for teaching and training related job interviews.) Please note that the Pdf / "scanned pages" version of this textbook is identical to the print version of the textbook, including content and page numbers, which will make it easier to cite. If you would like a print version of the textbook, you can order it through Createspace (https://www.createspace.com/5484685). Prices are quoted in USA Dollars, but shipment is in the UK and tends to be very prompt. Alternatively, you can purchase it from Amazon (http://www.amazon.co.uk/Achieving-your-Award-Education-Training/dp/1512095273/), which sources it from Createspace.

This book explores rurality and education in sub-Saharan Africa through a lens of social justice. The first in a two-volume project, this book explores the possibilities and constraints of rural social justice in diverse educational contexts: how should rurality be defined? How does education shape and reshape what it means to be rural? Drawing chapters from a diverse range of contributors in sub-Saharan Africa, the two volumes are underpinned by a robust social justice approach to rural schooling and its intersections with access, gender, colonialism, social mobility and dis/ability. Ultimately, these volumes reflect the need to shift conceptions of rurality from colonial and conservative stereotypes to an appreciation of rurality as locations in space and time, with their own unique attributes and opportunities. Harnessing indigenous African concepts of justice to open up conversations into teaching and knowledge production in higher education, this book will be of interest to scholars of rurality and education, as well as wider discussions on decolonising the academy.

This book looks beyond the classroom, and focuses on out-of-class autonomous use of technology for language learning, discussing the theoretical frameworks, key findings and critical issues. The proliferation of digital language learning resources and tools is forcing language education into an era of unprecedented change. The book will stimulate discussions on how to support language learners to construct quality autonomous technology-mediated out-of-class learning experience outside the classroom and raise greater awareness of and research interest in this field. Out-of-class learning constitutes an important context for human development, and active engagement in out-of-class activities is associated with successful language development. With convenient access to expanded resources, venues and learning spaces, today's learners are not as dependent on in-class learning as they used to be. Thus, a deeper understanding of the terrain of out-of-class learning is of increasing significance in the current educational era. Technology is part and parcel of out-of-class language learning, and has been a primary source that learners actively use to construct language learning experience beyond the classroom. Language learners of all ages around the world have been found to actively utilize technological resources to support their language learning beyond formal language learning contexts. Insights into learners' out-of-class autonomous use of technology for language learning are essential to our understanding of out-of-class learning and inform educators on how language learners could be better supported to maximize the educational potentials of technology to construct quality out-of-class learning experience.

A thoughtfully constructed syllabus can be transformative for your students’ learning, communicating the path they can take to succeed. This book demonstrates how, rather than being a mundane document to convey policies, you can construct your syllabus to be a motivating resource that conveys a clear sense of your course’s learning goals, how students can achieve those goals, and makes evident your teaching philosophy and why you have adopted the teaching strategies you will use, such as discussion or group activities. Developing or revising a syllabus also presents you with a perfect opportunity to review the learning possibilities for the semester. Well-designed, it can help you stay focused on achieving the learning outcomes, as well as determine if the class is on track and whether adjustments to the schedule are needed. The authors show how, by adopting a welcoming tone and clearly stating learning outcomes, your syllabus can engage students by explaining the relevance of your course to their studies, create an all-important positive first impression of you as an instructor, and guide students through the resources you will be using, the assignments ahead, as well as clear guidance on how they will be assessed. Referred to frequently as the course progresses, an effective syllabus will keep students engaged and on task.Christine Harrington and Melissa Thomas lead you through all the elements of a syllabus to help you identify how to present key messages and information about your course, think through the impressions you want to create, and, equally importantly, suggest how you can use layout and elements such as images and charts to make your syllabus visually appealing and easy to navigate.

This book includes selected papers from the Hong Kong Association for Educational Communications and Technology (HKAECT) 2023 International Conference. It provides readers with a collection of insightful chapters which delves into the realms of data visualization, artificial intelligence (AI), virtual reality (VR), and augmented reality (AR). It also reflects on the dynamic shifts in online learning, blended learning, and self-directed learning. Part one of the volume includes case studies and examples of the integration of advanced technologies, such as data visualization, generative AI, and mixed reality in education. Part two shares experiences and observations from educators who embrace online learning, blended learning, and independent learning. Part three investigates the influences digital education has on learning, teaching, and society as a whole. The book paves a path for thought-provoking discussions on the future of education in a digitally connected world. It is a vital resource for educators, administrators, policymakers, and learners seeking to navigate and thrive in the rapidly evolving world of digital education.

Do you have EAL students in your class? Would you like guidance on teaching your subject to EAL students? With linguistic diversity on the increase, teachers from all subject areas and levels of school education are working with students for whom English is an additional language, helping them to develop their English for learning purposes. This book provides an invaluable and accessible resource for working with EAL students. It brings together the international experiences and expertise of a team of distinguished language educators who explore a range of teaching approaches and provide professionally-grounded practical advice. The chapters cover themes, references and pedagogic concerns common to teachers across the globe. This book will be of use to individual teachers who want to extend their knowledge and practice, and also as a set text for professional development programmes. Professor Constant Leung is Deputy Head of Department of Education and Professional Studies at King′s College London. Angela Creese is Professor of Educational Linguistics in the School of Education at the University of Birmingham