Barriers to Learning

Topics: Education, Barrier, Learning Pages: 8 (2258 words) Published: February 6, 2012
Certificate in Education
Year 2

Assignment EDU 1007 (1)

Dale Metcalfe


Course Rationale & Target Group 3

Meeting learner needs4

Barriers and entitlement to learning 5

Equal opportunities8

Changes to programme9



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 and the reduction in sports centres taking on apprentices, a lot of learners who are hoping to have a career in the sports coaching field find they leave school with no apprenticeship placement available. The NCFE sports coaching is a level 2 course over 1 year giving learners a college placement to enjoy a full time further education lifestyle whilst gaining a vocational qualification. At the end of this programme this could give them the prospect of employment in the sports coaching industry as a community or sports centre coach. Alternatively it gives a progression route to National Certificate or Diploma for a level 3 qualification, then on to employment or Higher education.

A teacher is now a facilitator: a person who assists students to learn for themselves. Instead of only having students sitting in rows, they are likely to be in groups, all doing something different; some doing practical tasks, some writing, some not even in the room but in another part of the building using specialist equipment or looking up something in the library.( Reece I and Walker 2003 p 3)

The course at times can be a bit too much academically, but this can be overcome by the subject tutors teaching styles allowing more practical learning into the classroom and taking class sessions to the workshops to keep up learners interests.

Barriers and entitlement to learning

We have to be genuinely interested in problems that our students have in learning. As the teacher, you will need to recognise the barriers that individual students present and help them to look at them objectively and ask: is it really so? (Minton 1991 p 79-80)

Physical Barriers

The learners accessing the NCFE can have a variety of physical barrier. Time and child care commitments are often a barrier to some learners who are on the course to start a career. This is usually overcome as the main course contact hours are only 16 and are spread over 5 days. The College also has child care facilities....

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.
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Kyriacou, C. (1998) ‘Essential Teaching Skills’. Cheltenham,UK.Nelson Thornes.
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