Unit summary The key focus of this unit is defining a culture of open access and widening participation and inclusiveness. lt also requires candidates to identify internal and external links to enhance curriculum delivery. Completion of this Stage Three unit will ensure that candidates have covered important underpinning values and important parts of the following FENTO standard: Key Area B: Planning and preparing teaching and learning programmes for groups and individuals. Unit aims . to define inclusiveness and identify how this can be built into learning programmes to maximise access and equal opportunity o to examine open access and widening participation stralegies, implementation of policy and practice. Ability outcomes Bv the end of this unit, candidates should be able to: 1 define widening participation in an educational context 2 discuss current national debates relating to widening participation 3 compare different educational organisations'' approaches to accessing the curriculum and contribute to the design and development of learning programmes 4 analyse resource constraints and describe their influences on achieving widening participation in learning programmes. lndicative content . defining widening participation; local implications and target groups; current national debates relating to widening participation . methods of working with colleagues, external agencies or providers to widen participation in learning programmes r teaching and learning strategies which speci{ically enhance opportunities for widening participation . inclusiveness: current issues and debates, links with disability legislation . organisational culture: its features and its impact on curriculum access; the process of development and validation of learning programmes . relationship between widening participation, course design and delivery and resource conslraints. FENTO standards covered in the unit B3 L-lO G2 a 7 a h h d I f h Teaching and learning strategies Strategies ised by tutors in the delivery of this unit are likely to include a selection of the following: workshops, visits to external agencies, peer organisation exchanges, website searches, self-directed learning, visiting speakers with specialist background, peer presentation, case studies. 27 Certificate in Further Education Teaching Level 4 Stage Three Assessment Candidates are reouired to: 1 research and produce a reporl (2, 500 words) on how they and their organisation actively promote access and inclusivity to the learning process in line with legislation 2 provide examples to illustrate their organisation''s access and inclusiveness strategy. Underpinning values of the FENTO standards This uniUassignment should reflect the following values: . reflective practice and scholarship, research and referencing r entitlement, equality and inclusiveness. Indicative reading For this unit, the following introductory texts are recommended: Armitage A, 1 999. Teaching ond T raining in Post Compulsory Education. OUP CurzonLB,l99T.Teoching in Further Educqfion: An Outline of Principles qnd Practice. 5th edn Cassell Minton D, 2000. Teqching Skills in Further and Adult Educotion, rev edn Thomson. Walklin L, 1996.Teaching and learning in Fufther ond AdultEducotion. Stanley Thornes Reece | & Walker 5, 2O00.Teaching, Training ond Learning: A Practicql Guide. Business Education Publishers Ltd Wallace 5, 2001 . Teaching and Supporting Learning in Further Educqfion, Learning Matters Ltd Certificate in Further Education Teaching Level 4 Stage Three