structure of the book and how to use it -- PTLLS Award -- Qualifications and Credit Framework -- Teaching in the Lifelong Learning Sector -- Lifelong learning professional teaching standards -- Institute for Learning -- Teaching and learning -- Roles and responsibilities of a teacher -- Boundaries of teaching -- Record keeping -- Legislation and codes of practice -- Theories of learning -- teaching and learning environment -- Learning styles -- Key theories of learning -- Motivation -- Identifying needs -- Identifying needs of the organisation, teachers and students -- Initial and diagnostic assessment -- Potential needs of students and points of referral -- Equality and diversity -- Inclusive learning -- Planning learning -- Schemes of work and session plans -- Differentiation -- Resources -- Literacy, language and numeracy -- Information and communication technology --

Facilitating learning -- Induction, icebreakers and ground rules -- Teaching and learning approaches -- Communication, behaviour and respect -- Working with groups and individuals -- Safeguarding and Every Child Matters -- Assessing learning -- Planning for assessment -- Assessment types -- Assessment methods -- Making decisions and giving feedback -- Assessment records -- Quality assurance and evaluation -- Quality assurance -- Evaluation -- Self-reflection and learning journals -- Continuing professional development -- Progression -- Micro-teaching -- Planning -- Preparing -- Delivering -- Evaluating -- Appendices -- Roles, responsibilities and relationships in lifelong learning (level 3) -- Roles, responsibilities and relationships in lifelong learning (level 4) -- Understanding inclusive learning and teaching in lifelong learning (level 3) --

Understanding inclusive learning and teaching in lifelong learning (level 4) -- Using inclusive learning and teaching approaches in lifelong learning (level 3) -- Using inclusive learning and teaching approaches in lifelong learning (level 4) -- Principles of assessment in lifelong learning (level 3