A Practical Toolkit
For
Excellent Teaching and Learning
Essentials for Excellence
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Toolkit Introduction........................................................................................................... 4
Before Starting a Programme .......................................................................................... 6
Admissions Interviewing .................................................................................................. 7
Using data effectively at tutor level ................................................................................ 10
TEACHER PLANNING CALENDAR .............................................................................. 13
Programme Design ......................................................................................................... 17
Timetabling .................................................................................................................... 18
Schemes of Work .......................................................................................................... 19
Integration of Functional Skills on Full-time 16-18 Programmes .................................... 22
Independent Learning .................................................................................................... 24
Programme Team Curriculum Design ........................................................................... 27
Planning Documentation ................................................................................................ 31
SCHEME OF WORK .................................................................................................. 32
SCHEME OF WORK - with guidance notes .............................................................. 34
SAMPLE SCHEME OF WORK .................................................................................. 36
Scheme of Work Checklist ......................................................................................... 41
Schemes of Work – How to Guide ............................................................................. 42
Learner Self Assessment and Self Reflection Guidance ............................................ 45
Personal and Social Skills .......................................................................................... 46
Preparing for Learning.................................................................................................... 48
Programme Handbooks
and Work Placement Handbooks ........................................ 49
Analysing and using appropriate styles ......................................................................... 51
Induction ........................................................................................................................ 54
Analysing Initial Screening Results ................................................................................ 56
Interpreting Initial Screening Results ............................................................................. 59
Good teaching and Learning .......................................................................................... 67
Knowing Your Group –Contextual Statement ................................................................ 68
Lesson Planning ............................................................................................................ 71
Every Learner Matters ................................................................................................... 77
Punctuality and Attendance ........................................................................................... 79
Promoting Equality and Diversity ................................................................................... 81
Enrichment .................................................................................................................... 84
Planning Additional Learning Support (ALS) with ESW / CSW ...................................... 86
Good Practice ................................................................................................................ 88
What makes a good and better lesson? ..................................................................... 88
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Delivering an ‘OUTSTANDING’ Class........................................................................ 88
Differentiation in Practice ........................................................................................... 89
Question and Answer Techniques ............................................................................. 91
Checking Learning ..................................................................................................... 94
Using resources from the Standards Unit .................................................................. 96
Using ILT to Enhance Teaching and Learning ........................................................... 97
CHARACTERISTICS OF A GRADE 1 (OUTSTANDING) LESSON ........................ 109
Tutorial and Tutorial Curriculum.................................................................................. 113
The role of the Personal Tutor ..................................................................................... 114
Personal Tutorials ........................................................................................................ 118
Working with Parents and Carers ................................................................................ 120
Learners as Individuals ................................................................................................ 123
Individual Learning Plans – MARA .............................................................................. 124
Initial Assessment ........................................................................................................ 126
Value Added ................................................................................................................ 128
Relationships with Learners ......................................................................................... 129
Assessment ................................................................................................................... 133
Planning an Assessment Strategy ............................................................................... 134
Formative and Summative Assessment ...................................................................... 137
Internal Verification ...................................................................................................... 141
National Standard Sampling and External Verification ................................................ 143
Employer Engagement in the Curriculum ................................................................... 147
Involving Employers & Fostering Employability Skills Development ............................ 148
Reporting to Employers ............................................................................................... 152
Reviewing and Improving ............................................................................................. 156
Improving Retention and Achievement and Success Rates ........................................ 157
Programme Review ..................................................................................................... 159
The Self Assessment Process ..................................................................................... 161
Monitoring Diversity and Equality................................................................................. 164
Lesson Observation ..................................................................................................... 166
College Information....................................................................................................... 169
Glossary ...................................................................................................................... 169
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Toolkit Introduction
Academic Calendars
Welcome to Essentials for Excellence
Toolkit
A full copy of the Academic Calendar is
available on the staff intranet.
This document has been produced by
teachers for teachers. It is a live document
that will be updated annually following
consultation with staff and learners.
All teaching and training staff will have a
copy of this document that clearly sets out
all processes, procedures and standards
that the College expects every member of
staff to follow.
The document you are in now, is the
gateway to all the other components of
the Toolkit. By using your mouse and
the Ctrl button, you can quickly access
any section of the toolkit that is of
interest.
College policies and procedures are
available on the Staff Intranet and all
should make themselves familiar with the
necessary documents.
We hope it will enhance your teaching and
learning at Derby College.
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Section 1
Before Starting a Programme
Good Teaching requires you to:
 Give frequent feedback to all learners on their
progress.
 Plan activities to encourage movement around the
room at times.
“ A mind is a fire to be kindled, not a vessel to be filled.” Plutarch.
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Before Starting A Programme
Section 1
Before Starting a Programme
1.1 Admissions Interviewing
1.2 Using data effectively at tutor level
1.3 Teacher Planning Calendar
.
6
Before Starting A Programme
If you are allocated reasonability for
entry guidance to prospective learners
you should follow the College Guidelines
and will be supported with appropriate
staff development.
1.1
Admissions
Interviewing
Interviews should be conducted within
the specified timescales and Student
Services
1.1.1 INTRODUCTION
We are committed to ensuring that
learners achieve success, this is
measured by whether they complete the
programme and pass their chosen
qualification. On non-accredited
programmes their success is measured
on completing the programme and
achieving their agreed learning
outcomes.
To ensure that individuals have the
highest chance of success they should
only be admitted on to a programme if it
meets their needs in terms of their ability
to complete the programme, achieve the
recognised qualification and gain
employment or progress to University.
or your Academy Administrator will
support you in arranging these.
You should ensure that potential learners
have access to one to one interviews
and
Right Learners on the Right
Programme
Enabling learners to start on the right
programme is one of the most important
roles we play in helping them to
succeed. The College is committed to
recruiting with integrity and strives to
ensure all learners join a programme of
study which is appropriate to their level
of achievement, area of interest and
relevant to their career ambitions.
that they are carried out in a manner
which is learner centred, informative,
helpful and in line with the College
Equality and Diversity Policy.
During the interview you should inform
prospective learners of any additional
costs such as materials and kit costs and
the process of applying for childcare
support if appropriate.
1.1.2. AGREED PROCEDURES
Interviewing is an important task with
huge potential to impact on a learner’s
future.
If any prospective learners are identified
as having a disability or specific learning
difficulty you should contact the
Additional Learning Support to arrange
an individual assessment interview. This
may be conducted as part of the general
interview.
Team Managers allocate responsibilities
for admissions interviewing and have
responsibility for co-ordinating
admissions to programmes.
7
Before Starting A Programme
After the interview you should let the
prospective learner know whether they
will be offered a place and if there are
any conditions to this offer.
Though we do make provision in the first
few weeks of term for learners to
reconsider and alter their programme,
this is far from ideal for them and can
result in learners withdrawing from
programmes.
Prospective learners who are not offered
a place should be referred to the
Connexions Advisor for personal
guidance and support.
1.1.4 HOW WILL THIS IMPACT ON
THE LEARNER EXPERIENCE?
After the interview, you should send all
information collected during the
interview, including results of any
screening tests and identification of
additional support needs to Additional
Learning Support.
If learners are placed on the right level
and type of programme they are more
likely to be able to cope with the
demands of the programme. It is
important that learners take a
programme which is realistic in terms of
their interests and career aspirations
which ensures that they are more likely
to be motivated to complete.
1.1.3 HOW WILL I IMPLEMENT THIS?
Interviewing is a very important task with
a huge potential impact on a learner’s
future. Enabling learners to start on the
right programme is one of the most
critical parts we play in helping learners
to succeed.
It is important that the information
collected at interview is used by the
programme team to build up a profile of
the group to enable them to effectively
plan the delivery of the programme.
All potential full time learners should be
given a one to one interview with a
member of staff who can provide specific
information and advice on the
programme.
Ensuring that accurate information is
collected about the learners’ additional
support needs at interview stage will
ensure that support is put in place to
help them achieve their qualification aim
and their full potential.
Right Learners on the Right
Programme
Learners who are not suitable for a
programme or who are undecided about
their career options should be referred
for an impartial advice and guidance
interview.
We must aim to place a learner on a full
programme including additional
qualifications and negotiated to match
their interests, abilities and career aims.
Right Learners on the Right
Programme
Right Learners on the Right
Programme
8
Before Starting A Programme
1.1.5 LINKS
TO
THE
COMMON INSPECTION
FRAMEWORK
Key question four of the Common
Inspection Framework evaluates how
well the College guides and supports
learners into their programme or
programme of study. In particular it asks
us to reflect on the quality and
accessibility of information, advice and
guidance to learners. ECM – Achieving
economic well being (for more details
refer to ECM Strategy on the staff
intranet and Moodle)
1.1.6 RESOURCES
If you feel you need additional
information on the College Admissions
process or support in undertaking learner
interviews please contact:
Student Services
In order to undertake effective
recruitment interviews, you will need to
be familiar with the College’s admissions
policy. This policy can be found at on the
Staff Intranet.
9
Before Starting A Programme
Enrolment trends of the past three years
provide programme teams with an
insight into how popular the programme
is or if the programme is declining in
numbers. If numbers are on an upward
trend planning regarding staff skills and
recruitment needs to be undertaken
early. However downward trends also
need to be acted upon early and an
alternative curriculum or removal of the
programme implemented. Failure to
respond to what the data is telling us
may result in over large class sizes with
no teacher or insufficient recruitment and
the class not being allowed to run.
1.2
Using data effectively
at tutor level
1.2.1. INTRODUCTION
The effectiveness of courses and
programmes is judged in relation to how
well they perform. This is defined by data
called Key Performance Indicators
(KPIs). Throughout the year you will
need to access the KPI’s and contribute
to data and information that can be used
as an effective support for decision
making processes at programme and
individual level. KPI data can be
accessed via Pro Achieve, Student
Viewer, Goldmine, and EBS.
Success
Success data is available for all
programmes, showing retention and
achievement against national averages.
This should be used as part of the
programme review to ensure that actions
are taken to identify reasons for poor
performance if success is below national
averages.
We often talk about Benchmarking or
National Averages, we need to
remember that these are based on the
average performing colleges across the
sector, i.e. 50% of colleges meet the
benchmark. To achieve Beacon Status
or to move the College into the top
quartile we need to be at least 10%
above the national average in all areas.
1.2.2 PROGRAMME LEVEL DATA
Applications
Application data is available for all full
time programmes. This can be used by
programme teams to monitor trends in
demand, identify feeder schools for
programmes and to consider if
recruitment targets are likely to be met.
Destinations
Information on university destinations is
received and held centrally. Other
destination information should be
collected and held locally in order to
ensure that information can be provided
to demonstrate the impact the
programme has on learners.
Data is also available on the number of
offers and acceptances, helping to
identify potential issues as a result of
learners deciding not to come to College
after the application stage. Student
Services provide application reports.
Enrolments
10
Before Starting A Programme
linked to gender, ethnicity, disability, age,
and domicile. Where significant
differences in achievement are identified
Equality and Diversity Data
While the College has responded
holistically to equality and diversity, we
need to look more closely at programme
level data to identify potential issues and
take appropriate action. Data is
available on gender, disability, age and
ethnicity for all programmes.
1.2.3 INDIVIDUAL LEVEL
Staff should be aware of the distance
travelled by their learners. The distance
travelled concept is all about what
learners have achieved prior to entering
the College, and how much more they
have achieved by the time they leave.
Learners who arrive with few if any
GCSEs, and who go on to achieve level
3 qualifications, can be judged to have
travelled further, than learners who arrive
with very good GCSE grades, and who
subsequently achieve moderately well at
A-level. The College may be seen to
have added only limited value in the
latter case.
Using the data helps teams to identify
particular groups who are under or over
represented in each curriculum area
compared with the make up of the local
community. Analysing where learners
live, i.e. their domicile, and the
secondary schools they attended can
also illustrate where learners are not
being recruited from. This can provide
information to support promotional
activity planning.
Good practice is to have double the
number of under represented groups
compared to the make up of the local
community. This needs to be addressed
through ensuring that curriculum is
appropriate and that lesson materials
reflect the diversity of learners we aim to
attract.
Value added distance travelled
information can be accessed on MARA.
This needs to be used, in conjunction
with learners’ aspirational grade, to set
and monitor targets for individual
learners during review weeks. (Note: A
Levels at JWC use ALPS – A Level
Performance System).
Curriculum areas should hold distance
travelled data, with analysis charts for
non graded qualifications.
It is vital that staff are aware of any
relevant differences in achievement
11
Before Starting A Programme
Attendance monitoring data is available learner attendance needs to be
monitored closely and action taken early
if attendance is poor, involving
Attendance and Retention Administrator
and Student Services if necessary.
Review weeks also provide an
opportunity to formally discuss
attendance with learners. The minimum
expected level of attendance is 90%.
tackle discrimination and narrow the
achievement gap?

How effectively does self-assessment
improve the quality of the provision and
outcomes for learners?

Punctuality Monitoring – All programmes
must start on time, no learners should be
left outside the classroom after the start
time and any learner who is consistently
late should be dealt with appropriately.
The analysis of data on performance and
progress
is
used
to
improve
performance.
1.2.5 RESOURCES
If you need support or training in using
data please contact:
Marking and assessment – Tutors are
responsible for maintaining a record of
learners’ programme performance during
the year. This data can then be
reviewed in tutorials to ensure the
learner is achieving at the expected
level.
The Quality Practitioner for your Area
Information on assessments for learning
support is available from the Additional
Support team and entered onto MARA
(see section 6).
1.2.4 LINKS TO CIF
The following Key
Questions in the Common
Inspection Framework concerned with
leadership and management, look at
how effectively teachers and managers
use data to monitor and improve the
learner experience.
How effectively do leaders and
managers raise expectations and
promote ambition throughout the
organisation?

The provider sets challenging targets
and uses data to monitor, analyse and
improve engagement and performance
by different groups of learners.
The provider uses data and information
on learners’ and employers’ needs, and
local and national skills needs to plan
and review the provision or service.
How effectively does the provider
actively promote equality and diversity,
12
TEACHER PLANNING CALENDAR
Issues
1. Learner Recruitment
Action






Open Evenings
Interviews
Follow up Yr1 Exam
Results
Letter offering
alternative interview
Class lists (check
numbers against target)
Learner File






2. Enrolment


ID Cards
Register



3. Learning Support


Assessment
Learning Styles



4.
Examinations/Awarding
Body registration

Functional Skills




Issues
When
Learner guided on right programme
Confirm learners’ intention to return to college –
phone call by programme/personal tutor
Copy of letter to Advice and Guidance team for
follow up
Put together temporary register for induction
Prepare individual learner file with application
form/interview notes
Individual Learning Plan into file. MARA
Ensure all learners are enrolled on the programme
prior to the programme starting – forward weekly
temporary registers to Information Services. This
Ensure all learners have ID Cards
Ensure permanent registers are available.
Prepare all full time learners for assessment
Book all appropriate learners with Additional
Learning Support – ensure that this information is in
ILP/Lesson Plan, MARA
Audit learning styles and put into schemes of work
Induction Week
Issue exam forms to learners and ensure list is sent
to Exams Office
Following initial assessment ensure learners are
placed on the correct programme
Any issues discuss with your Line Manager
Complete registration forms and forward to exams
Action
13
When
5. Learner induction and
tutorial
programme

Induction programme

Review feedback from learners about the
effectiveness of the last induction programme.
Review any changes to how a course or
programme is delivered, which affects the content
of the learner induction
Redesign aspects of the induction as indicated by
the outcomes of the above review work.
Issue handbook – visit other sites, involve Student
Services
Enrichment activities in Induction Pack
Attend Fresher’s Fayre
Check entry qualification
Issue programme timetable
Issue learner timetable
Follow Tutorial programme
Ensure this is included
Information given – dates/estimated costs
May / June

Services that college provides information provided
– Student handbook
Induction week or
first week of
programme


Use relevant systems
Use target setting with individual learners via
MARA
Track group performance against benchmark




Timetable


Learner Contract
External visits and
costs
Student Services









Bugger
6. Measuring Learner
Achievement


Measure against in
year target in
ILP/MARA
Measure against group
benchmark for the
sector

14
July
Induction week or
first week of
programme
Induction week or
first week of
programme
Induction week
Induction week
Issues
7. Quality Monitoring
8. Delivery of learning











Learner Surveys
Programme review file
Self Assessment
Monthly programme
reviews against KPI
Schemes of work
Lesson plans and
Contextual Statements
Timetables
Consumables
Teaching materials
Assessing learning
assignments
Formative/Summative
assessment



Action
Issue questionnaires to learners
6 weekly update
Actions from all evidence to be used in SAR

Devise schemes of work using college template
and load onto S Drive Moodle




Any changes must be informed to Estates
Order via your line manager
Bulk photocopy needs to go through reprographics
Design assignments, essays, lab tests and project
to be include in an assessment plan given to
learners and linked to schemes of work. Please
ensure integrated approach with the Team to
prevent overloading students.
Design and set in-class exercises, quizzes using
ILT if appropriate include in scheme of work

15
When
As they occur
Programme Design
Section 2
Programme Design
Good Teaching requires you to:
 Set an activity within the early part of the lesson to get
learners engaged.
 Use ILT, visual resources and bright colours to add
variety and help to meet individual needs.
“Quality is never an accident; it is always the result of intelligent effort.”
16
Programme Design
Section 2
Programme Design
2.1 Timetabling
2.2 Schemes of Work
2.3 Integration of Functional Skills on Full-time 16-18
programmes
2.4 Independent Learning
2.5 Programme Team Curriculum Design
2.6 Planning Documentation
.
17
Programme Design
Any request for a change to rooms needs to
be notified to Room Timetabling Coordinator
or Estates Support Manager.
2.1
Timetabling
2.1.1 INTRODUCTION
Carefully planned timetables will contribute
to learner retention and achievement.
Learners need a balanced experience which
reflects a variety of stimulating and
enjoyable learning sessions. These should
be sensibly spaced with breaks in the
morning, afternoon and lunchtime.
There should also be an acknowledgement
of the need for periods of independent study
and where appropriate the opportunity to
work part-time. Enrichment activities, visits
and work experience should be included on
the timetable.
RESOURCES AND HELP
All timetabling is generated through the
Room Timetabling Coordinator who also
monitors room utilisation and so runs on the
Budget year 1st August to 31st July. Your
Team Manager will agree the full-time
timetable for learners and submit a draft to
the Vice Principal on an agreed date.
Please contact the Room Timetabling
Coordinator or Estates Support Manager
Part-time learner timetables are governed by
the published Prospectus, but still need to
be submitted by the Team Manager to the
Vice Principal for approval by an agreed
date.
Draft staff individual timetables will be
available and confirmed by 31st July. Given
the demand led nature of our work the
learner and your individual timetables are
likely to go through a number of revisions
before the commencement of teaching.
KEY CONCEPTS OF TIMETABLING
To secure a room a timetable needs to be
submitted to the Estates Support Manager.
18
Programme Design
2.2
Schemes of Work
2.2.1 INTRODUCTION
Advanced planning of a scheme of work for
each programme not only ensures the full
coverage of the syllabus requirements but
also that you use a variety of teaching
methods, resources and forms of formative
and summative assessment throughout the
programme.
Your scheme of work should include details
of the timing of assessments, formative
checks and examinations. It is good
practice to evaluate your scheme of work as
you go along and revise it to take account of:
The scheme of work should be the end
product of a whole team approach to
planning, giving you and the team the
opportunity to discuss and agree on the
delivery of the programme. Where the
planning process has not been undertaken
as part of a team the scheme of work should
be agreed with your line manager.




2.2.2 AGREED PROCEDURE
the outcomes of your evaluation
changing learners’ needs
awarding / examining body syllabus
changes
good teaching and assessment
practices identified through research.
In planning the course you need to think
about opportunities for the promotion of
equality and diversity topics. The college has
a legal duty to promote equality and
diversity. Since the principal business of the
institution is teaching, it is important that
teaching delivery plays a part in the
promotion of equality and diversity. You
should contribute to this promotion by
identifying aspects of the curriculum where
there is a natural opportunity to consider
equality and diversity topics.
Your scheme of work should be completed
using the College Pro-forma and submitted
to your Team Manager each academic year
by the second week of September at the
latest.
Scheme of work development - see the flow
chart on the next page.
The type of topics we are talking about
include physical, verbal or cyber bullying,
harassment, direct and indirect
discrimination linked to race / gender /
disability /age / sexual orientation and
religious belief.
In your planning you also need to consider
what content can be delivered other than by
classroom teaching. See section 2.4.
When deciding on the teaching methods and
learner activity, focus on what the learners
will be doing as more active strategies result
in faster more effective learning.
19
Programme Design
Scheme of Work Development Flow Chart
Review what has to be delivered
as a whole. Consider the number
of sessions available. Consult
with all relevant colleagues
regarding delivery issues to be
considered.
Consider the number of sessions
now available and map against
the topic / theme materials to be
delivered face to face. Allocate a
number sessions based on how
much has to be delivered.
Identify the number of sessions
required for summative
assessment and related activities,
including tests and examinations,
revision and assignment planning
and review.
Map the topic / theme learning
outcomes to the overall course
learning and assessment
outcomes and ensure there are
no gaps.
Breakdown each topic / theme
content into session topics, and
identify relevant session learning
outcomes.
Consider contingencies for poor
weather, staff absence, etc and
determine if catch-up sessions
may be required, otherwise what
other strategies will be used to
cover gaps.
Check all the topic learning
outcomes are being delivered
through the sessions and or
related learning activities.
Identify whether a thematic or
topic based structure would be
more appropriate to delivery of
the content.
Check availability of all significant
resources and book where
required.
Identify if any theme or topic
content could be delivered
through Independent Learning
including e-learning modules /
activities.
20
Schedule all sessions and related
learning activities across the
available time period. Allocate
assessment sessions within the
schedule.
Programme Design
2.2.3 HOW WILL I IMPLEMENT THIS
WITH MY LEARNERS?
2.2.6 RESOURCES
At the start of the programme you will
need to provide your learners with a
copy of an outline scheme of work for
each subject you teach. This will help
them to plan their time efficiently as they
will be able to see what subjects are
being covered each week, when
assessments are taking place and when
examinations or tests are scheduled.
If you need support or advice on writing
schemes of work please contact your
Team Manager or the Quality
Improvement Coach.
Giving your learners an outline of what is
to be covered week by week will enable
them to prepare for future lessons or
catch up if they miss a lesson.
Click here for the Scheme of Work How
to Guide.
You can also get guidance by clicking on
the hyperlink s below.
More detailed guidance can be accessed
by clicking on the hyperlink below:
2.2.4 HOW WILL THIS IMPACT ON
THE LEARNER EXPERIENCE
http://tlp.excellencegateway.org.uk/tlp
/cpd/assets/documents/planning_lear
ning_ntlcp_model.pdf
A major factor in driving up the quality of
the learner experience is effective
planning. Effective planning is important
as it ensures that the programme is
planned both to cover the syllabus and to
meet the needs of individual learners but
also to ensure that your learners know
what they are expected to learn in each
session
You can see the required format for
schemes of work by clicking here.
2.2.5 LINKS TO THE CIF
Key question one in Section B of
the Common Inspection Framework:
How effectively do teaching, training and
assessment support learning and
development?
This evaluates the effectiveness of
teaching, training and learning. An
important aspect of the effectiveness or
quality of teaching and learning is the
adequacy of the planning process.
21
Programme Design
be undertaken during Induction. The
diagnostic outcomes will enable you to
analyse individual development needs in
each of the relevant Functional Skills, at
the appropriate level. This information
should be used in the planning the
delivery of Functional Skills and the
monitoring of learner progress.
2.3
Integration of
Functional Skills on
Full-time 16-18
Programmes
2.3.1 INTRODUCTION
You should ensure that you identify
opportunities for learners to develop or
be assessed in Functional Skills in your
scheme of work.
Functional Skills are the generic and
transferable skills that everyone needs to
succeed in education, work and life in
general. All teachers have an obligation
to promote the development of
Functional Skills and it is the College’s
Policy that all full-time learners should
have the opportunity to gain a level of
Functional Skills appropriate to their
programme and their individual needs.
Therefore, in planning effective learning
programmes it is essential that
programme teams work together to
identify opportunities for learners to
develop and achieve the three
mandatory Functional Skills.



You will also need to identify where
learners can gain evidence for
Functional Skills in the assignments that
you set as part of the programme.
Communication
Application of Number
Information Communication
Technology
Ideally once schemes of work are
complete, the programme tutor should
meet with the delivery team and
Functional Skills teacher to review them
and ensure that there are an appropriate
range of assessment opportunities at the
appropriate level for all Functional Skills.
The team manager should liaise with the
Functional Skills Manager to ensure the
Functional Skills elements of
assignments are internally moderated by
a Functional Skills Teacher before they
are presented to learners.
2.3.2 THE AGREED PROCEDURES
As part of the programme team, you will
ensure that full-time learners undertake
Initial and Diagnostic Assessment in all
three major Functional Skills. This should
22
Programme Design
numeracy, literacy and ICT. Learners
will be more likely therefore to attend
regularly and to achieve their Functional
Skills as part of their programme.
2.3.3 HOW DO I IMPLEMENT THIS
WITH MY LEARNERS:
When planning your scheme of work for
the programme, integrate Functional
Skills development wherever
appropriate. Approaches to integration
might include:

Functional
Skills
assessment
objectives built into assignments
which are set to assess units of the
main programme

Functional Skills session delivered by
Specialists in ICT, Number or
Communication, but contextualised in
terms of the main programme, and
presented to learners as part of their
main programme of study
2.3.5 LINKS TO THE CIF
Set work designed to enable learners
to produce evidence of meeting Key
Skill criteria as signposted in
programme specifications published
by awarding bodies
How well do learners achieve and enjoy
their learning?

Key question 1 in section A
of the Common Inspection Framework
asks:
In relation to which it specifically focuses
on how well:
As a member of a programme team you
need to be imaginative creating
opportunities for learners to develop and
demonstration competence in Functional
Skills when determining both the overall
programme design and in planning
individual lessons.

learners develop the literacy, numeracy,
language and key skills required to
complete their programmes and
progress.
It evaluates the effectiveness of
teaching, training and learning, including
the effectiveness of Functional Skills and
how well we prepare learners for
employment or further study.
2.3.4 HOW WILL THIS IMPACT ON
THE LEARNER EXPERIENCE?
Experience and research has show that,
to be effective, learners need to
understand the relevance of Functional
Skills to their subject area and that this is
most effective when the Functional Skills
are delivered within the context of the
learners’ main programme of study.
2.3.6 RESOURCES
For more information or support on the
integration of Functional Skills please
contact:

Delivering and assessing Functional
Skills as part of the programme and the
learners’ assignments, will enable them
to see why they need to learn Functional
Skills. By applying it to their subject area
it will help learners see the relevance of

23
Assistant Principal, Preparation for
Life and Work
Team Manager, Functional Skills
Programme Design
which is directed (prescribed by you) or
non-directed.
2.4
Independent Learning
2.4.1. INTRODUCTION
The classroom focus has moved from
the teacher to that of the learner; where
learners take greater responsibility for
their own learning and become more
actively involved in their learning. There
is a greater need to develop more
flexible ways of delivering learning and
independent study is therefore an
integral part of many programmes. Very
good teaching promotes independent
learner research, good working
relationships and the productive use of
learners’ time.
You could set a directed task using a
series of handouts, where carefully
graded work sheets are linked to preprepared reference materials. You might
want to consider using websites,
computer software packages, CD-ROMs
and online databases or as a programme
team you could also put worksheets and
self-assessment materials on Moodle.
The term Independent Learning can be
interpreted as learning outside the
classroom including, for example,
completion of:






e-learning modules
specific research and evaluation
tasks
course workbook tasks
group / individual work
pre-session and post session reading
tasks
assignment preparation work.
You could give your learners a non
directed task. This is where you give
learners choice about what they do and
how. An example can be where you
involve them in the preparation of notes
or a revision chart on a particular topic.
2.4.2 HOW DO I IMPLEMENT THIS
WITH MY LEARNERS?
Independent learning exercises can also
be a combination of directed, and self
directed activities.
You should consider independent
learning at the planning stage by
deciding which components of a
programme or lesson can be used for
independent learning. A section that is
straightforward, factual and wellresourced is a good starting point. You
should fully research the available
resources; break the topic down into
sections and allocate any appropriate
time limit for completion of the task. You
can devise an independent learning task
24
Programme Design
your learners develop their confidence
and independent learning skills.
2.4.3 HOW WILL THIS IMPACT ON
THE LEARNER EXPERIENCE?
You will need to remind learners to
produce information in their own words
and not just to print out pages from the
Internet.
Independent learning activities should
help learners develop study skills.
These are skills such as note taking;
data / information analysis, evaluation
and synthesis; hypothesis development;
problem solving; task planning and
management.
Self assessment / evaluation. Learners
should be encouraged to assess their
own learning, including their independent
learning tasks, through the use of self
assessment questions. Self assessment
/ evaluation helps learners to gauge their
progress and understanding of a
particular topic.
Click for more information about study
skills.
Click here to access guidance of learner
self assessment / evaluation.
If you identify that a learner has poorly
developed study skills, you should
contact the learner’s personal tutor.
Learners should be encouraged to use
the outcomes of self assessment /
evaluation when you discuss their
progress and agree targets. The focus of
this should be on helping learners
identify what they need to do to improve
their understanding and enhance their
learning in a specific area.
You can also use independent learning
activities to develop personal and
social skills.
Click here for more information on
personal and social skills.
Such skills can be developed through
collaborative learning activities such as
collaborative projects and research
tasks, examination / test study groups,
and collaborative assignments.
Independent Learning can also help
learners develop the ability to work more
independently.
If your learners are new to independent
learning, it is best to start with more
directed tasks so that they are more
likely to be successful and avoid going
off in the wrong direction. It is also
helpful to start by setting shorter
assignments with clear subsections/
individual components and shorter
timescales. These can be increased as
As a teacher you should also devise a
way to record learners’ progress in their
independent learning tasks.
25
Programme Design
2.4.4. LINKS TO THE CIF
Key question four in Section
B of the Common Inspection Framework
asks:
How effective are the care, guidance and
support learners receive in helping them
to attain their learning goals?
It focus specifically on whether:

learners receive individual care and
support to promote their learning and
development, and to help them
achieve their potential.
An important aspect of the effectiveness
or quality of teaching and learning is the
development of independent learning
skills and the focus on the learner being
more proactive in their learning.
2.4.5 RESOURCES
If you need support or resources in
developing your learners’ independent
learning skills you may want to contact
the following people:
The Team Manager of e-Environment
26
Programme Design
concerned with an existing programme,
the process is illustrated on the next but
one page.
2.5
Programme Team
Curriculum Design
In addition to working as a team to
develop content, it is important that the
team also review the design of
assignments and assessment tasks,
particularly ones which contribute to final
outcomes.
2.5.1 INTRODUCTION
It is important that all staff involved in
teaching on a programme, should make
an appropriate contribution to its design.
A learning programme is more than just
a series of component parts or elements.
It is important that the programme design
process, involves looking at the total
experience. It is important to do this to
ensure that:
 there is no duplication of effort
 the programme delivers the
outcomes it should, as efficiently and
effectively as possible
Where assignments or assessment tasks
assess functional skills or basic skills, it
is important that staff with the relevant
expertise, verify that the assessments
will assess what they claim to assess.
 there are relevant and appropriate
connections made for the learners
between different programme
modules or units or components
 where appropriate, assignments and
or assessment tasks assess skills
and/or knowledge from a range of
modules or unions
2.5.3 HOW WILL THIS IMPACT ON
THE LEARNER EXPERIENCE?
 significant learning resources are
used efficiently and effectively
Well designed learning programmes will
provide learners with a seamless and
efficient learning experience, which helps
them to achieve the expected outcomes.
 summative assessments are
coordinated effectively with delivery
of content and skills, and do not
result in learners being swamped
with assessment tasks all at the
same time.
Poorly designed learning programmes
may produce content or skills gaps,
duplicated learning experiences,
restricted access to you resources, and
unnecessary pressure on learners.
2.5.2 HOW DO I IMPLEMENT THIS?
Where programme design is concerned
with a new programme, the design
process reflect that illustrated in section
2.2.2 which describes the development
of a scheme of work. Where design is
27
Programme Design
2.5.4 LINKS TO THE CIF
Key question one in Section B of the
Common Inspection Framework asks:
How effectively do teaching, training and
assessment support learning and
development?
This evaluates the effectiveness of
teaching, training and learning.
An
important aspect of the effectiveness or
quality of teaching and learning is the
adequacy of the planning process.
Key question one in Section B of the
Common Inspection Framework asks:

How effectively does the provision meet
the needs and interests of users?
This question looks at the effectiveness
of all aspects of the planning of learning
programmes.
2.4.5. RESOURCES
If you need support for programme
design work, you should contact your
Programme Coordinator or Team
Leader.
28
Programme Design
START Evaluate learner
feedback on the delivery of
programme in the previous
A
academic year.
Evaluate the contents of the
last SAR programme review.
B
Identify if there have been any
changes to the syllabus, or any
changes to assessment
practices or protocols.
C
Final review and sign-off.
Analyse the outcomes of
activities A, B, and C.
Determine and agree any
changes to contents and
delivery methods.
Review any changes to
content, delivery or
assessment and agree any
final refinements.
Analyse the outcomes of
activities A, B, and C.
Determine and agree any
changes to any aspects of
assessment practice.
Agree who will complete which
pieces of development work.
29
Programme Design
30
Programme Design
2.6
Planning Documentation
On the following pages you can see:




the template scheme of work
a guidance version of this scheme of work
a scheme of work checklist
a fully developed sample scheme of work.
The scheme of work checklist is for general reference. It is also used by programme
coordinator's or team managers.
31
Programme Design
SCHEME OF WORK
Academic Year: ............................................. Programme ……………………………………..
Programme
Title
Length of
Programme
Hrs/wk
Wks/yr
Awarding
Body
Level
Age Range
Year of
Progra
mme
14 – 16
19+
Aims and Objectives
Rationale for the Design
Learning styles
Differentiation strategies
Diversity and Equal
Opportunity
Every Child Matters
Assessment Strategy
Language, literacy,
numeracy skills.
32
16 – 18
Module/Unit
Lecturer
Programme Design
SCHEME OF WORK
Academic Year: ............................................. Programme ……………………………………..
Session
No &
Syllabus
Ref
Learning Outcomes
Outline of content
Resources
(indicate ILT and ALS)
S1
S2
S3
S4
33
Programme Design
SCHEME OF WORK - with guidance notes
Academic Year: ............................................. Programme ……………………………………..
Programme
Title
Length of
Programme
Hrs/wk
Wks/yr
Awarding
Body
Level
Age Range
Year of
Progra
mme
14 – 16
19+
16 – 18
Module/Unit
Lecturer
Aims and Outcomes
The aims and objectives should be cross referenced to syllabus components or outcomes.
Rationale for the
Design
This should explain why the programme has been designed in the way has. See the Scheme of Work How
To Guide.
Learning styles
Describe the strategies you will use to address, where appropriate, different learning styles. Give
examples of how you will achieve this in relation to different topics.
Differentiation
strategies
Diversity and Equal
Opportunity
Every Child Matters
Describe here the strategies you will use. See section 4. for further guidance on differentiation.
Assessment
Strategy
Explain the summative assessment that will take place, and the types of formative assessment that will be
used. See the Scheme of Work How To Guide.
Language, literacy,
numeracy skills.
Explain the types of opportunities offered for developing these skills, and where appropriate for the
assessment of these skills. See the Scheme of Work How To Guide - specifically point 11.
Identify the E & D topics (See the Scheme of Work How To Guide ) that would be integrated
Explain how relevant aspects of ECM will be included. See the Scheme of Work How To Guide specifically points 9 and 12.
34
Programme Design
SCHEME OF WORK
Academic Year: ............................................. Programme ……………………………………..
Session
No &
Syllabus
Ref
Learning Outcomes
S1
Show
here
how
each
week’s
work
links to
the
syllabus
State the aim or aims of the
session, and what the learner will
be able to do by the end of the
session e.g. “the learner will be
able to list……..”
Cross reference these to the
programme learning outcomes.
Outline of content
Resources
(indicate ILT and ALS)
Identify the topics and any course management and administration tasks
to be covered in the session. Identify any basic or functional skills (this
should be appropriately graphed referenced), along with any E & D
topics and any aspects of ECM that will be covered. Identify the types of
teaching methods that will be used.
S2
S3
S4
35
Identify any
significant resources
that will be used in
the session.
Programme Design
SAMPLE SCHEME OF WORK
Academic Year: ............................................. Programme ……………………………………..
Programme
Title
Awarding
Body
7304 Certificate in
Teaching in the
Lifelong Learning
sector
City and Guilds
Length of
Programme
Level
30 weeks
4
Hrs/wk
Wks/yr
Age Range
3 hours
14 – 16
19+
Year of
Progra
mme
16 – 18
Module/Unit
Lecturer
4
A N Other
Aims and Objectives
Aim: Learners will develop and demonstrate a range of teaching and assessment skills consistent with the requirements of the unit.
Learning Outcomes: on successful completion of the course learners will:
 (1) be able to identify and use effectively a range (as defined in the Syllabus) of assessment techniques
 (2)be able to explain teacher's role, relevant boundaries and responsibilities
 (3) have developed skills (as defined in the Syllabus) which enable them to engage and motivate learners using appropriate
communication and other techniques and effective feedback
 demonstrate appropriate understanding and effective practice (as defined in the Syllabus) in:
o (4) the use of a range of approaches to teaching and learning linked to specialist subject teaching areas
o (5) reflection and evaluation of own performance
o (6) planning and evaluation of individual learning sessions and courses, including the use of appropriate learning resources
 (7) be able to identify and describe the aspects of legislation (as defined in the Syllabus) applicable to learning contexts
 (8) demonstrate ways in which functional skills can be incorporated effectively within specialist subject teaching areas
 (9) be able to identify and describe appropriate types of record keeping for post 16 learning contexts.
Rationale for the Design
There has been significant use of e-learning to communicate and reinforce key theories of learning and learning design so that classroom
type can be use to focus on the application of these theories to practical teaching. A wide range of ICT is used in delivery to help learners
develop their appreciation of the value and use of such resources. There are opportunities in most sessions for learners to practice specific
skills and apply specific theoretical ideas. Effective use is made of role play to help learners learn to deal with challenging situations in a safe
environment. Learners are all teaching professionals the course has been designed so that learning draws on their experience. Learners are
given their opportunity to progressively develop their skills so that the achieve the necessary standard, by the point at which they are
required to complete the practical teaching assessments. The more complex concepts are signposted at the outset but not explored in detail
until late in the course. Experience has shown that this approach helps learners to more easily engage with these concepts. Learners are
exposed to a wide range of learning planning and delivery documentation, so that they can make better informed decisions regarding is most
appropriate to their teaching context. An external speaker is invited to provide learners with an additional perspective on approaches to
teaching.
36
Programme Design
Learning styles
Differentiation strategies
Diversity and Equal
Opportunity
Every Child Matters
Assessment Strategy
Language, literacy,
numeracy skills.
The way sessions are delivered acknowledges the range of learning styles, by including a variety of individual and group activities to provide
opportunities for learners to develop different learning styles. In some group work students are selected to provide a balance of learning
styles. Resources designed with different learning styles in mind recognising that some learners may prefer visual information e.g.
mindmaps, pictures. Opportunity will be provided for learners to access materials online which may suit learners who need more time to
view material/issues discussed in class. It may be useful to include learner profile.
A range of strategies will be used throughout the course and in individual sessions. These will include; differentiated work task sheets,
differentiated assignments, differentiated questioning in sessions, differentiated performance tasks, differentiated support to individuals, and
these were applicable of extension exercises.
Diversity and equality and opportunity will be addressed both through how sessions are managed, ensuring that learners are appropriately
included, and how sessions are planned so that they address individual needs. Opportunities to address equality and diversity issues will be
taken in the session should focus on; planning and design of learning and learning materials, learner behaviour management, and the
impact of bias in assessment.
Learners will be invited to explore relevant ECM themes in relation to how they should be considered in the planning and delivery of
learning. Learners are made aware of the student counselling service, of the college’s equal opportunities policy. They are informed of the
CRB check for teachers, which may include themselves. Learners are informed about the Sports facilities at the college. Tutorials are
offered to identify any areas of stress on the course and ways to manage this including discussions with mentor and line managers.
Learners are encouraged to make a positive contribution by participating in the life of the College, and by providing feedback on course
delivery effectiveness and other aspects of college life. Achieving economic well-being – the course leads to a national qualification which
provides learners with the opportunity to enhance their current and future employment prospects.
Tutors will also ensure that:
 learning environments are physically and emotionally safe
 learning is delivered in a way that motivates learners to achieve and provides an enjoyable learning experiences
Formative assessment on the course will involve a range of techniques including direct questioning, completion of written work tasks space
with feedback, observation of practice teaching activities with feedback, and peer assessment.
Formal (summative) assessment on the course will comprise both theory assignments and observed practice tasks. These are specified
below.
Successful completion of the course requires that learners complete:
 7 theory assignments and achieve a minimum of a satisfactory grade for each one.
 4 practical teaching assessment activities, and achieve a minimum of a satisfactory grade for each one.
Assessment schedule: Level 4 Theory Assignment Task 1 to be handed in Week 3. Level 4 Theory Assignment Task 4 to be handed in
Week 4. Level 4 Theory Assignment Task 2 to be handed in Week 5. Level 4 Theory Assignment task 6 to be handed in Week 6. Level 4
Theory Assignment Task 3 and 5 to be handed in Week 7. Level 4 Teaching Practical Assignment - Task 1. to be handed in week 8. Level 4
Teaching Practical Assignment Task 2, to be handed in week 9. Teaching Level 4 Practical Assignment Task 2. to be completed in weeks
10 and 11. Level 4 Theory Assignment Task 7 To be handed in Week 10. Practical assignment Tasks 4, 5 and 6 handed in Week12.
There is considerable scope for development of higher level language and literacy skills through; the production of eight very challenging
assignments, the considerable use of group discussions in sessions to facilitate concept development, and learners involvement in the
delivery of at least 12 practical teaching tasks (micro-teaching and in-session activities). Students who have not achieved Level 2 in English
are provided with the opportunity to take the National Test as soon as possible.
37
Programme Design
SAMPLE SCHEME OF WORK
Academic Year: ............................................. Programme ……………………………………..
Session
No &
Syllabus
Refs
S1
1a, 1b,
1e,
1f,4d,
4e.
S2
1c, 1d,
1g
S3
1h, 1i
Learning Outcomes
Learners will be able to describe and
explain:
 the teacher’s role, boundaries, and
responsibilities (2)
 different ways to establish round rules
with learners (2)
Learners will be able to describe and
explain:
 different methods of initial assessment
for use with learners (1)
 a range of approaches to implementing
effective equality and diversity and ways
to promote inclusion in teaching (4)
Learners will be able to describe and
explain:
 key aspects of current, relevant legalisation;
both generic i.e. H&S, EO, child protection,
data protection; and subject specific i.e.
legislation related to the learners’ area of
specialism (7)

S4
Outline of content
The numbers in brackets think the session
learning outcomes the unit learning
outcomes.
types of record keeping tutors must
maintain for most post 16 learning
contexts (9)
Workshop and tutorials
Resources
(indicate ILT and ALS)
Topics, activities and methods: Introduction by tutor ; Icebreaker
activities including student introductions. Paired activity – importance
of icebreakers. Tutors presentation of college and course induction.
Group exercise on role, responsibilities and boundaries as a teacher.
Course Assessment requirements. Review of e-learning modules 1 to 3
to be completed before session 2.
Topics, activities and methods: Recap quiz. E-learning modules 1 to
3 learning review. Completion of learning styles and DT questionnaires.
Introduction to the library and the learning resource centre. Explanation
of Harvard citation and exercise on referencing and writing a
bibliography. Presentation and case study on differences in learning.
Group discussion and subgroups on equality and diversity and ways to
promote inclusion with learners. Sub group activities on points of
referral available to meet potential needs of learners. Tutor to explain
Theory Task 3. Review of e-learning modules 4 to 7 to be completed
before session 3.
Topics, activities and methods: Drag and drop recap quiz . Reflective
incident activity. E-learning modules 4 to 7 learning review. Completion
of first LJ. Wordstorm on current relevant legislation. Presentation on
current relevant legalisation. Workshop and sub group presentations on
current legislative key themes. Peer discussions in small groups on
student’s own subject and type of organisation in which they work.
Tutor to explain Theory Tasks 2 and 6. Tutor to explain Level 4 Theory
Assignment Task 2 to be handed in Week 5. Review of e-learning
modules 8 to 10 to be completed before session 3.
Icebreaker props and
resources. Interactive
whiteboard. PowerPoint.
Course handbooks.
Assessment guidelines.
Handbooks
IWB for blockbusters quiz.
IT screening facilities.
Learning styles and DT
questionnaires.
Topics, activities and methods: complete ILPs, individual progress
tutorials, learners catch up with outstanding work using individual and
group work, organise a student representative.
ILP (within MARA?) Student
rep guidance. Form for
recording feedback. Access
to ILT room. Access to
Library facilities
38
PowerPoint facilities
Visiting speaker
Quiz
PowerPoint
Handouts on current
relevant legalisation (links
to websites on Moodle)
Assessment guidelines
Programme Design
Session
No &
Syllabus
Refs
Learning Outcomes
S5
2a, 2b,
2c, 2d,
2e
Learners will be able to:
Outline of content
The numbers in brackets think the session learning
outcomes the unit learning outcomes.



identify, adapt and use a range of approaches to
teaching and learning in relation to the specialist
area (4) (3)
evaluate four different ways to embed elements of
Functional Skills in the specialist area (8)
evaluate the teaching and learning approaches for
a specific session (4)
S6
3a, 3b,
3c, 3d
Learners will be able to:
S7
3c, 3d
Learners will be able to:





plan a teaching and learning session which meets
the needs of individual learners (6) (3)
evaluate how the planned session meets the needs
of individual learners (4).
plan a teaching and learning session which meets
the needs of individual learners (6) (3)
evaluate how the planned session meets the needs
of individual learners (4)
analyse the effectiveness of resources for a
specific session. (4)
Resources
(indicate ILT and ALS)
Topics, activities and methods:
E-learning modules 8 to 10 learning review. Interactive quiz to recap.
Presentation and activities on did active/active learning
Group discussion and activities on use of relevant approaches for
individuals and groups within specialist areas. Video – lists, watch and
Q&A on teaching and learning approaches for a specific session. Sub
groups e.g. snowballing on challenges, barriers and attitudes to learning.
Case studies on a range of ways to embed Functional Skills in specialist
areas. Group discussions and activities on use of resources. LJ
completion. Tutor to explain theory Task 3. Level 4 Theory Assignment
Task 3 and 5. Review of e-learning modules 11 to 13 to be
completed before session 6.
Topics, activities and methods: E-learning modules 11 to 13
learning review. Interactive quiz to recap. Discussion with learners on
the different types of institutions they work in, and how individual needs
are met through differentiation. Presentation – overview of scheme of
work and its purpose. Group activity and then individual exercises on
producing aims and objectives, or by individual activities on . Tutor to
explain Teaching Practical Assignment - Task 1. To be handed in week 8.
Topics, activities and methods: Interactive quiz. Presentation and
discussion of session plan structure and content, including how E & D
impacts on session planning. Individual exercise – writing session aims
and objectives. Video of session – listen, watch and Q&A on effectiveness
of planned activities and resources. Individual exercises on writing a
session plan. LJ completion. Tutor to explain Teaching Level 4 Practical
Assignment Task 2 to be completed in week 9.
39
T1 Video.
Props and worksheets for
group activities.
PowerPoint.
OHP.
Examples of learning
materials from Standards
Unit.
Handouts.
PowerPoint slides.
Examples of course aims/
objectives and scheme of
work.
Handouts.
Group activities and
worksheets.
PowerPoint slides.
Examples of session aims /
objectives and session
plans.
Handouts.
Group activities and
worksheets.
Programme Design
Session
No &
Syllabus
Refs
Learning Outcomes
S8
4a, 4b,
4c, 4e,
4f, 4g.
Learners will be able to describe and explain:
Topics, activities and methods: Consolidation Quiz . Buzz

groups on creating a good working relationship with learners. Role
play and simulation on communication skills and motivation. Video rapport within a session. Group work - different methods and good
practice in giving feedback. Wordstorm ways of reviewing own
progress and performance. Discussion and exercise on recording
assessment decisions. LJ completion. Tutor to explain Theory Task
7. Tutor to explain Teaching Level 4 Practical Assignment Task 3 to
be completed in weeks 10 and 11. Review of e-learning modules
S9
4a, 4b,
4c, 4d
the use of a range of and effective teaching and
learning approaches to engage and motivate
learners (6) (3)
 different methods in giving effective feedback (3)
 how to communicate effectively with learners (3)
 how to evaluate the effectiveness of own
teaching (5)
Learners will be able to demonstrate good
practice in giving feedback. (3)
Learners will be able to:



S10
S11
S12
Outline of content
The numbers in brackets think the session
learning outcomes the unit learning outcomes.
identify a range of different assessment
methods (1)
evaluate the use of assessment methods in
different contexts inc. reference to initial
assessment (1)
identify and explain the need for effective
assessment record keeping (9)
Micro teach Assessment
Micro teach Assessment
Learners will be able to describe and explain:
 how to use reflection, evaluation and feedback
to develop own practice. (5)
Resources
(indicate ILT and ALS)
14 to 16 to be completed before session 9.
Topics, activities and methods: Revision exercise. E-learning
modules 14 to 16 learning review. Simulation of test to understand
effect of assessment on learners. Group activities to review range of
different assessment methods. Group activity on use of assessment
methods in different contexts. Case study exercise on types of
assessment. Discussion and exercise on recording assessment
decisions. LJ completion. Tutor to explain:
 Level 4 Theory Assignment Task 7 To be handed in Week 10
 Practical assignment Tasks 4, 5 and 6 handed in Week12.
PowerPoint slides
Resources and props for role play
and simulation
Video
Handouts
Group activities and worksheets
Test and model answers for test
Worksheets
Card sort
PowerPoint
Group activities
Handouts
Topics, activities and methods: Learners to deliver their
planned Micro teaching sessions being observed by the course tutor.
Each session were followed by a feedback discussion between the
learner and the course tutor. Learners will be told their grade after the
feedback.
Topics, activities and methods: Learners to deliver their
planned Micro teaching sessions being observed by the course tutor.
Each session were followed by a feedback discussion between the
learner and the course tutor. Learners will be told their grade after the
feedback.
Topics, activities and methods: Group discussion followed by
individual exercise on self evaluation and reflection. Completion of
summative profile and action plan. Hand in portfolio with completed
Level 4 theory and practice assignments. Course evaluation.
Celebration of success. Individual Tutorials.
40
LP (on MARA?)
Summative Profile and action plan
(Form 1.9)
Course evaluation form
Celebration of success certificates
Programme Design
Scheme of Work Checklist
Curriculum Subject: ……………………………. Member of Staff: ……………………………………
Qualification: …………………………………….. Unit: ……………………………………………………
Yes/No
Comments/Action
Clearly written coherent
rationale for the design of the
programme.
Logical order of topics which
flow well.
Clear and precise, programme
and session aims and
outcomes,
Full coverage of syllabus
Relevant and appropriate
variety of teaching methods/
speakers/visits
Whole team planning evident
Eg Assessment schedules for
the year
Clear assessment strategies
Eg Homework, projects, which
combine numerous unit
assessments
Relevant and appropriate
differentiation strategies.
Relevant and appropriate
inclusion of ECM themes and E
and D topics.
Relevant and appropriate
development and or
assessment opportunities for
basic or functional skills.
Team Manager: …….……………………………………………………………………………………………
Signature: …………………………………………………………………………………………………………
Date: ………………………………………………………………………………………………….……………
Copy to QA team
41
Programme Design
Schemes of Work – How to Guide
This guide has been designed for tutors, and for people who have to evaluate the
effectiveness of schemes of work.
The guide helps the reader to identify the essential contents and structure of an effective
scheme of work. It illustrates two types of scheme. The first is the more traditional session
based scheme of work. The second is a scheme divided into a series of topics. It has no
reference to a time base or number of sessions.
Introduction
In the UK, a scheme of work is a course planning tool. They should not normally be a set of
mini lesson plans, otherwise what is the point of producing lesson / session plans. A scheme
of work is usually a document that organises the structure and outline content of a course, or
modules or units in a programme. It maps out clearly the session or theme outline learning
content, overall aims and learning outcomes, and the:



significant resources (e.g. books, equipment, time)
key types of learning activities (e.g. teacher-talk, group work, practicals, discussions,
visits, guest speakers, e-learning, self directed study, etc )
assessment strategy (e.g. tests, quizzes, Q&A, homework)
that will be used to ensure that the learning aims and objectives of the course are met
successfully. Schemes of work provide the skeleton from which session plans can be
developed.
On qualification courses, the scheme of work is an interpretation of a specification or syllabus.
Tutors should where ever possible and practical, ensure that schemes of work are shared with
learners so that they have an overview of their course.
All staff involved in the delivery of programme or components of a programme should have
input to the development of the scheme work.
Essentials
1. Schemes should be updated promptly to reflect improvements to delivery that has been
identified by tutors, or as a result of EV visits and internal audits, or changes to
qualifications, and the outcomes of learner initial assessments.
2. Schemes should have a well defined rationale explaining why the course has been
designed in the way it has. This should refer to how the design:




meets the needs of learners
reflects the context in which the learning is taking place e.g. learners attend after
they have been at work all day, block or day release
has been influenced by practical constraints, such as the accommodation and
resources / equipment available etc
in what ways the programme prepares individuals for employment or life including
the development of personal and social skills.
42
Programme Design
3. Schemes should have clear Overall Aims or single Aim, that are specified precisely in
relation to the units or modules of the qualification syllabus, to which the scheme of
work is related.
4. Schemes should have overall learning objectives that are specifically linked to the aim
or aims of the course, and which make clear what a learner will have learnt and or be
able to do if they complete the course successfully.
5. The qualification and syllabus to which the scheme is linked should be clearly identified.
6. Schemes that are based on a given number of sessions over a period of time, should
contain sections for each session, in which is described:




the session aims and objectives
a summary of the content
whether each session has a focus on practical skills work, or knowledge
acquisition, or both
delivery methods and approaches.
7. Schemes which are designed in relation to Topics rather than sessions should
contain sections for each topic, in which is described:
 the topic aims and objectives
 a summary of the content
 whether components or the topic as a whole has a focus on practical skills work,
or knowledge acquisition, or both
 delivery methods and approaches.
8. Schemes should have a clearly defined Assessment Strategies component. This should
specify what Summative (assessments required by the qualification) including key dates
for summative assessments e.g:
 dates when exams, phase tests etc will be undertaken
 deadlines for the completion of assignments and projects.
This section should also identify the types of Formative assessment (periodic activities
determined by tutors to measure attainment, progress and learning) that will be
undertaken.
9. Appropriate health and safety / hygiene arrangements should be identified.
10. Opportunities for the promotion of equality and diversity topics such as physical, verbal
or cyber bullying, harassment, race/gender/stability/age/sexual orientation
discrimination, are where relevant identified.
11. Where appropriate, how and in what topics / sessions, learners’ literacy, language,
numeracy and ICT skills will be developed, and to what levels.
12. Where relevant and appropriate citizenship including making a positive contribution to
the community, healthy eating and lifestyles, personal and social skills, and the value
and benefits of exercise, will be embedded within what is taught.
43
Programme Design
13. Ensure there is effective contingency planning, i.e. it is likely that sessions could be
cancelled due to bad weather, staff absence, or other such events, it would be wise to
consider inserting one or several actual sessions.
More detailed guidance can be accessed by clicking on the hyperlink below:
http://tlp.excellencegateway.org.uk/tlp/cpd/assets/documents/planning_learning_ntlcp_mod
el.pdf
44
Programme Design
Learner Self Assessment and Self Reflection Guidance
Learners can learn more effectively if we help them to reflect on and evaluate what they do.
On completion of a significant task or a series of tasks in a learning session, linked to a
learning outcome, we should encourage learners to identify the extent to which they feel they
have achieved the outcome. This may be done discretely where the learner records their
thoughts and this is not shared with the group, or it may be appropriate in some groups to do
this, by asking for verbal comments from learners.
On completion of an assignment learners should be encouraged to consider each assessment
outcome and evaluate how well they have achieved the outcome.
On completion of an independent learning task learners should be encouraged to consider
each component or learning outcome, and evaluate how well they have achieved the outcome.
Whatever the context for self assessment and reflection, we should encourage learners to
identify evidence to support their estimation of how well they have achieved a required
outcome.
Many learners will find it difficult to self evaluate. You will need to give examples to help them
acquire the skills of self evaluation. You will need to illustrate with specific examples, how they
can approach the evaluative task. How they need to:
 try articulate what they believe, or have been shown, outstanding completion of the task or
learning outcome might look like
 deconstruct what they have produced in relation to this
 identify how they could have done even better, and where appropriate, how they will approach a
similar task in future.
More ideas on learner self assessment can be found at:
http://openlearn.open.ac.uk/mod/oucontent/view.php?id=399327&section=6.3
Peer Assessment is a process that can help learners develop self evaluation skills. For more
information on Peer Assessment, click on the hyperlink below.
http://www.heacademy.ac.uk/hlst/resources/a-zdirectory/peer_assessment
45
Programme Design
Personal and Social Skills
Time management - managing time, work activities and attendance.
Add ideas of your own
Communication skills - talking and listening skills and understanding body language.
Add ideas of your own
Self awareness - awareness and respect for others.
Add ideas of your own
Presentation skills - personal appearance, hygiene, looking after and feeling good
about yourself.
Add ideas of your own
Self motivation - focusing on tasks, coping in new or unfamiliar situations and coping
when things don't go well.
Add ideas of your own
Following instructions - following different types of instructions.
Add ideas of your own
Decision making skills – weighing options up, identifying outcomes, making considered
choices and decisions.
Add ideas of your own
Interpersonal skills - getting on well with people and forming and sustaining
relationships
Add ideas of your own
For more Information click on the hyperlink below.
http://www.selfesteem2go.com/social-skills-activities.html
46
Preparing for Learning
Section 3
Preparing for Learning
Good Teaching requires you to:

Tell learners how much they have Achieved and
how far they have to go.

Review learning from the previous lesson.
“ It's not what is poured into a student that counts, but what is planted.” Linda
Conway.
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Section 3
Preparing for Learning
3.1 Programme Handbooks and Work Placement Handbooks
3.2 Analysing and using appropriate styles
3.3 Induction
3.4 Analysing Initial Screening Results
3.5 Interpreting Initial Screening Results
.
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
3.1

Programme
Handbooks
and
Work Placement
Handbooks
3.1.1






INTRODUCTION
Learners joining a new programme are given
a great deal of new information to take in
and remember during their first few weeks at
College. Some of them will be lacking in
confidence and may need help and support
adjusting to the demands of the programme.
It is important that learners are provided with
a source of information to enable them to
settle into College and into their programme.


Work submissions – formal hand-in
dates in e-library
NVQ
competencies
(National
Standards).
Assessment Grading Criteria.
Useful websites, including Examination
Board / Specification
Moodle & Course Key
Materials
Reading List
Library ‘exercise’ – Dewey Decimal
System
(find
book
relevant
to
programme)
Health and Safety Guidelines specific to
course
Progression Routes and Opportunities
As a lecturer you should be involved in the
procedure and review of the programme
handbook which should be reviewed
annually and an amended handbook agreed
with the Team Manager.
The programme handbook provides an easy
reference guide which they can use
throughout their programme.
3.1.2. AGREED PROCEDURES
If you are responsible for a programme you
should
ensure
programme
that
handbook
you
produce
which
a
provides
learners with the following as a minimum
requirement:









Contents Page
Delivery Staff’s Names
Their lecturers emails addresses
Course
specific
expectations
(attendance, responsibilities etc).
Module Summary
Students Friendly Course objectives: no
more than three
Student friendly scheme of work
Details of Education Visits and Work
Experience
Assignment/Assessment Schedules
3.1.3. HOW WILL I IMPLEMENT THIS
WITH MY LEARNERS?
The programme handbook provides a clear
and comprehensive guide that provides all
the key information, dates and contact
details they need to know in one place.
Learners who are provided with effective
guidance and support early on in the
programme are more likely to complete the
programme and achieve their qualification
aim.
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To help learners engage with the content of
the programme handbook, it is important
that you create interesting engagement
activities. One idea is to divide the learners
and groups and get them to devise a quiz
one or more sections of the handbook. All
learners then complete the quiz. To be more
creative, learners could use Photostory 3
and make this a visual quiz.
3.1.4. LINKS TO THE CIF
Key question four in Section
B of the Common Inspection
Framework asks:
How effective are the care, guidance and
support learners receive in helping them to
attain their learning goals?
It evaluates whether learners are supported
in settling into their programme of study.
3.1.5
‘Communicating Concise
Messages’ - Programme
Handbook.
RESOURCES
If you or your programme team need support
in producing a programme handbook for
your programme, please contact your Team
Manager. They will be able to give you
advice and examples of good programme
handbooks currently in use.
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3.2
Analysing and using
appropriate styles
3.2.3
3.2.1
INTRODUCTION
A learning style is the way in which an
individual learner tries to learn; sometimes
their chosen method of learning may be
unsuccessful and the learner may not be
aware that there are alternative ways of
learning.
HOW WILL I IMPLEMENT THIS
WITH MY LEARNERS?
Information from the questionnaire will be
used in two ways. Firstly, if you are the
person responsible for the learners’ tutorial
programme you will use the learning styles
audit to plan and monitor their progress, set
targets and support them through their
Individual Learning Plan (ILP) using MARA,
A teaching style, on the other hand, is the
way in which the teacher tries to help
learners develop knowledge and skills.
3.2.2
AGREED PROCEDURES
You should ensure that all your full-time and
substantial part-time learners take part in a
learning styles audit as part of their induction
using the learning styles questionnaire group
results are available on MARA.
The learning styles audit will identify the
“preferred learning style” of the individual
and the group.
However the preferred
learning styles may not be the one which is
the most successful as the learners may not
be aware of which styles they use and which
style suits them.
Secondly, as a member of the programme
team, you should consider the results of the
learning styles questionnaire when planning
your lessons. Whilst lesson subject matter
can be a key driver of the way we teach, i.e.
practical skills are developed through
repetition, we should nevertheless think how
we can bring variety of learners learning
experience.
Utilising
a
multisensory
approach to delivery is more likely to engage
more learners, and facilitate their learning.
As a teacher, you should be aware of the
preferred learning style of individuals in the
group, and also the styles which individuals
have difficulties with. Look at the analysis
that is available using MARA.
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Remember – use a “multi-sensory”
approach: Hear it, see it, say it or write it.

introduce games and role play

experiment with a variety of writing
equipment and materials
A focus on the
means:

Auditory Approach

use realistic work place activities to
reinforce learning
give
clear
verbal
instructions
and
encourage verbal answers

try
storming
ideas
and
general
discussion before beginning independent
silent work

use oral word games

make use of tapes, video and radio

encourage learners to explain learning
points to each other or to you
A focus on the Visual Approach means:

give
clear
written
instructions
to
accompany oral instructions

highlight key points in the test or
exercise with coloured pens

add symbols to draw attention to certain
points on a worksheet

show
pictures,
photographs
and
flashcards

let learners work with maps, charts,
diagrams

write letters, words and sentences on
cards to sequencing

encourage learners to take notes using
highlighting and underlining

encourage learners to use computers
A focus on the Kinaesthetic Approach
means:

use real life objects and materials

demonstrate tasks and allow learners to
practice

encourage learners to use technology
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3.2.4
HOW WILL THIS IMPACT ON THE
LEARNER EXPERIENCE?
Ensuring that you use a range of teaching
and learning methods and resources will
give all learners the best opportunities to
learn and achieve their potential.
Using a variety of methods in the classroom
will also introduce learners to new ways of
learning and encourage them to try new
approaches to learning a topic.
3.2.5
LINKS TO THE CIF
Key question one in Section
B of the Common Inspection Framework
asks:
How effectively do teaching, training and
assessment
support
learning
and
development?
It specifically looks at how well:
Learning and assessment are linked to initial
and current assessments and related
activities are adapted to make sure they
build on and extend learning for all learners.
3.2.6
RESOURCES
If you need guidance on how to analyse and
interpret learning styles, contact your Team
Manager
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3.3
Induction
3.3.1
should plan the induction for the first week of
the programme for full-time learners and
during the first session for part-time learners.
INTRODUCTION
We are committed to ensuring that learners
are supported to settle into their programme.
Induction is an ongoing process by which
learners are introduced to College
procedures. Learners, no matter when they
join us, should have the opportunity to:

settle into the programme, by getting to
know their group and the college

receive detailed information about the
programme structure and content that
will enable them to decide whether they
have chosen the right programme

be given information on the range of
services available to support their
learning experience

undertake appropriate initial assessment
that will identify individual learning and
additional support they may need in
order to achieve their learning goal

meet the tutors who will be involved in
teaching and supporting their learning
throughout their programme

be clear about responsibilities as a
learner and what the college expects of
them.
The induction programme should be
timetabled into the normal programme hours
and be agreed by your Team Manager.
When planning the induction refer to the
Induction Framework which gives guidance,
standards and a checklist which should be
followed.
At the end of induction, learners should
complete an assessment which confirms
that they have completed the process, and
understood the key things the Induction was
designed to communicate.
Learners’
perceptions of their induction will be
gathered by the induction survey undertaken
in October by the Quality Improvement
Department.
All programmes/courses, regardless of their
length, should have an induction.
3.3.2
AGREED PROCEDURE
All teachers who teach the group will be
involved in designing the induction
programme which will be integrated into
programme at an early stage. Induction
must be a dynamic process and an
enjoyable experience for the learners.
If you have overall responsibility for a
programme or you are the only person
teaching on a part time programme, you
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Learners who start late will need a different
type of induction to ensure they settle into
the programme effectively.
Late enrollers attend a specific enrolment
event.
3.3.3
HOW WILL I IMPLEMENT THIS
WITH MY LEARNERS?
Induction is the first learning experience for
learners new to the College, so it is
important that it is relevant, motivating,
inspiring and raises expectations. Some
learners will lack confidence so you will need
to incorporate appropriate ice breaker or
teamwork activities to enable them to settle
into the group; others will be uncertain over
their choice of programme, so incorporate
early opportunities for success to build
confidence or help them decide whether the
programme is right for them.
If you are the tutor responsible for planning
the programme, you should identify the most
appropriate format for induction for your
group of learners, and ensure that it covers
all the elements of the Induction Checklist.
In your role as a member of a programme
team you should check with the programme
coordinator that the proposed content and
structure of your session fits in with the rest
of the induction programme.
All learners need to know their rights,
responsibilities and the services which the
College offers. This will include an
awareness and understanding of the
Equality and Diversity Policy, Health and
Safety and the Learner Contract.
You should obtain the views of learners
informally during and after their induction, so
that you have the opportunity to address
immediately any shortcomings in the
process and capture suggestions for
improvements. This information should be
built into the first Programme review
undertaken in October of each year.
Click here to access
Key Questions to help
you plan an effective
Induction.
In order to present an efficient and seamless
programme of activity and information to
your learners you will need to plan well
ahead – to book events, obtain sufficient
copies of documents and review the
contents of the Programme handbook.
3.3.4
HOW WILL THIS IMPACT ON THE
LEARNER EXPERIENCE
A well planned induction process will
contribute to the learners’ success.
It
enables learners to settle into the College
and their programme quickly, understand the
programme structure and demands of their
programme of study, the additional support
they may require to help them to succeed
and the opportunities available to them.
This information assists them to make early
decisions over the suitability of the
programme and to seek further guidance if
appropriate.
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Your screening results can be accessed in
three ways.
3.3.5
RESOURCES
Full copies of the Induction Framework,
Checklist and material can be found on the
Staff intranet.
If you need support or advice on the
Induction process please contact your Team
Manager.
a) By going onto the ‘S’ drive / Screening
Results / Screening results (year)
b) By clicking on the temporary link on the
Staff Intranet home page.
c) Via MARA (Staff intranet/ MARA/
Search/pick student name/skills)
This folder contains an alphabetical list by
course code.
3.3.6
LINKS TO THE CIF
Key question four in
Section B of the Common Inspection
Framework asks:
How effective are the care, guidance and
support learners receive in helping them to
attain their learning goals?
Induction plays a key part in providing
guidance to learners at the start of their
programmes.
Each list has the following pieces of
information on it.
 Student name / Student person code

Literacy Result

Dyslexia indicators

Numeracy result

Dyscalculia indicators

ESOL indicator

VAK

(Distance travelled data to be added
shortly)
3.4
Analysing Initial
Screening Results
3.4.1
SCREENING RESULTS - A GUIDE
FOR STAFF
The screening results for full-time students
will be available to view from September.
2. What do the results
tell me about my
students?
The
literacy
and
numeracy results give an
indication of the student’s
present
ability
level.
Listed below is the full
range we are likely to see
among our students.
Pre-entry
Entry 1
Entry 2
Entry 3
Level 1
Level 2
Level 3
Lower ability
Higher ability
1. How do I obtain screening results for
individuals or groups?
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Preparing for Learning
group and will help you to differentiate
lessons appropriately. See also section 3.2.
3.
How do I know what my students are
capable of at each level?
Information on how to interpret the
literacy and numeracy levels of your
students from Entry 3 to level 2 (the most
common levels) are at the end of this
section. They can also be found in the
Screening Results folder on the S: drive
‘Literacy Numeracy Levels’.
4.
How do I know if my students need
Additional Learning Support?
If you have a student who has screened
below the level of their course, (e.g. Level
1 on a level 2 course) then you need to
closely monitor them to see if they are
coping with the demands of the course. You
should also monitor any learner whose first
language is not English to make sure that
they are able to understand written and
spoken information.
If learners are finding the work difficult, then
it would be appropriate to ask them if they
would like some support. If they say yes,
complete an ALS1 form with them and return
it to Learning Support, at Room T301,
Roundhouse. The student will then be
contacted by a member of the ALS team and
an assessment arranged.
Literacy and numeracy scores, together with
VAK learning styles profile can be viewed by
students and their tutors in MARA and on
reports in S: Drive.
Distance travelled
scores will also be added shortly.
6.
What happens to students who enrol
late?
Any students who missed their screening
slot or were late enrolling can be screened
on an individual basis. The ALS link staff will
normally contact you about these students
and arrange a suitable time to administer the
tests.
7.
How should I use information from
screening to help me plan learning?
The purpose of this information is to give
you an instant overview of your students and
help you to plan lessons which differentiate
student learning. The ‘one size fits all’ lesson
is no longer an option.
An electronic copy of the ALS1 form is
attached, but can also be found in the
screening folder on S: Drive and on the
College Intranet under ALS.
Any student who has 3 or more dyslexia or
dyscalculia indicators will be contacted
automatically by the ALS team and offered a
specialist screening test.
5.
What are the VAK learning styles
results?
Many learners have a preference for either
Visual, Auditory or Kinaesthetic learning
styles The VAK results will allow you to
check the learning styles profile of your
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Here are a few strategies to remind you of
ways
in
which
you
could
differentiate
learning.

Simplify language on worksheets.

Use a clear font on worksheets and
write clearly on the board.

Include visual material to aid memory
for visual learners.

Plan how you are going to use
additional learning support effectively
in class.

Take
account
of
any
ALS
information/strategies suggested on
assessment forms.

Group students in different ways to
enhance learning.

Allow extra time for slow readers.

Think about gaining evidence from
discussion or video as well as written
assignments.

Explain and summarise tasks clearly.
If you have any questions about your
screening results, please contact
Team Leader, Additional Learning
Support. T301 Roundhouse
3.4.2
LINKS TO THE CIF
Key question one in Section B of the
Common Inspection Framework asks:
How effectively do teaching, training and
assessment
support
learning
and
development?
It specifically looks at how well:
Learning and assessment are linked to initial
and current assessments and related
activities are adapted to make sure they
build on and extend learning for all learners.
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Interpreting Initial Screening Results
A COMPARISON OF LEVELS ENTRY 3 TO LEVEL 2: NUMERACY
AREA
ENTRY 3
LEVEL 1
LEVEL 2
Understanding and
using mathematical
information
Student can:
Student can also:
Students can also:
 Read
and
understand
 Independently
select
 Compare relevant numerical
numbers,
symbols
and
appropriate information from
information from a variety of
graphical,
numerical
and
written,
numerical
and
sources
written material
graphical data
 Describe a task using language
 Describe a practical problem
 Identify suitable calculations to
to increase understanding
using numbers and measures
achieve appropriate outcomes.
 Carry through a substantial
 Use appropriate given methods
 Use fractions, decimals and
activity
and checks
percentages in context of
 Use fractions, decimals and
measures
 Present results in a way that
percentages
estimating
shows they understand the
 Make accurate observations
amounts and proportions
purpose
using
pictures,
 Collect discrete data
 Collect and use continuous
objects,
measures
and
data
 Identify and use methods,
numbers
facts, skills and concepts that
 Design methods
match situation
 Select and use mathematical
tests or concepts
 Break longer tasks down into
manageable parts
59 of 172
Preparing for Learning
AREA
Calculating and
manipulating
mathematical
information:
Use whole numbers,
fractions and decimals
and percentages
ENTRY 3
LEVEL 1
LEVEL 2

Count, read, write and compare
whole numbers up to 1000.
Add and subtract 3 digit
numbers
Multiply and divide 2 digit
numbers by one digit numbers
Know times tables 2,3,4,5,10
Round numbers to the nearest
10 or 100
Estimate answers
Use + - x ,  and = in problem
solving
Read, write and understand
common fractions
Recognise equivalent forms
5/10 = ½
Use decimals up to 2 places
such as money

Read,
write,
order
and
compare larger numbers
Recognise negative numbers
Add, subtract, multiply and
divide using efficient written
methods
Multiply and divide by 10 and
100
Know all times tables up to
10x10 and connect to division
Recognise
multiples
and
squares
Calculate simple ratios
Approximate by rounding
Order and compare common
fractions and mixed numbers
Find a fraction of a quantity
Recognise
equivalence
between
fractions
and
percentages

Read, measure and record
time
Read, estimate, measure and
compare
length,
capacity,
weight and temperature
Choose appropriate measuring
instruments

Add, subtract, multiply and
divide money
Use 12 and 24 hour clock
Choose appropriate units to
measure in
Add and subtract these units










Common measures

























Read,
write,
order
and
compare positive and negative
numbers
Calculate with numbers of any
size using efficient methods
Evaluate
expressions
and
make substitutions in formulae
Use fractions to order and
compare quantities
Evaluate one number as a
fraction of another
Add and subtract fractions
Order,
approximate
and
compare decimals in problem
solving
Work to 3 decimal places
Order
and
compare
percentages and calculate
percentage
increase
and
decrease
Convert between currencies
and use conversion tables,
scales and conversion factors
Use
metric
and,
where
appropriate imperial measures
to compare, estimate and
measure
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Preparing for Learning
AREA
Statistics and
probability
ENTRY 3
LEVEL 1
LEVEL 2




Using Electronic Aids


Shape and space

Extract numerical information
from lists, tables and diagrams
and charts
Make comparisons from bar
charts and pictograms



Organise work in ways that
make sense to others
Use a calculator to check
answers and solve problems in
context

Sort 2D and 3D shapes using
properties
(angles,
side
lengths)





Interpret
information
from
graphs and charts
Collect and organise discrete
data
Find an average
Express probability as decimal,
fraction and percentage


Extract discrete and continuous
data from tables, charts etc.
Find and understand mean,
mode and median and range.
Use to compare 2 sets of data
Use combined event probability
Solve
problems
with
a
calculator
Change fractions to decimals
Calculate
efficiently
using
whole
numbers,
fractions,
decimals and percentages
Calculate perimeters, areas
and volumes of simple 2D and
3D shapes
Understand symmetry and
tessellation
Draw simple plan

Find areas and perimeters of
circles/cylinders and composite
shapes
 Work out dimensions from scale
drawings
 Use maps and plans
Solve problems involving 2D shapes
61 of 172
Preparing for Learning
A COMPARISON OF LEVELS ENTRY 3 TO LEVEL 2: LITERACY
AREA
ENTRY 3
LEVEL 1
LEVEL 2
SPEAKING AND Students can:
Students can also:
Students can also:
LISTENING
 Listen and respond to short,
 Listen and respond to a wider
 Listen and respond to texts with
straightforward texts.
range of texts in different
extended explanations.
contexts
understanding
and
 Communicate their feelings
 Follow
longer,
multi-step
identifying
relevant
and opinions on familiar topics
instructions.
information.
using appropriate formality.
 Contribute
to
discussions,

Make
relevant
contributions
to
 Follow simple instructions,
helping to move them forward.
discussion.
make requests and engage in
 Ask questions to obtain detailed
 Express
statements
of
small-group discussion on
information on a variety of
familiar topics.
instruction clearly
subjects.
 They can make relevant
 Present information/ideas in a
 Use detail and develop ideas to
points, speaking clearly, and
logical sequence and develop
clarify
and
confirm
come
to
a
shared
ideas.
understanding.
understanding.
 Use appropriate phrases for
 Use appropriate structure, style
 Respect turn-taking.
interruption.
and vocabulary throughout.
.
READING
Students can:
Students can also:
Students can also:
 Understand the main points of
 Understand persuasive texts.
 Recognise features of text and
a straightforward descriptive
their uses.
 Infer some meaning not
or explanatory text.
explicit.
 Infer meaning not explicit in
 Recognise purpose of these
text.
 Identify specific details
texts.

Able
to
read
reports,
 Skim, scan and read texts in
 Identify main points and
instructional and persuasive
detail.
ideas.
texts.
 Able to read a wide range of
 Skim read titles and headings
texts and cope with technical
to see if text is useful.
vocabulary.
 Able to read notes records, email, letters, diagrams, simple
instructions and relevant key
words.
 Use a dictionary.
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Preparing for Learning
AREA
ENTRY 3
LEVEL 1
LEVEL 2
WRITING
Student can:
Students can also:
Students can also:
 Plan and draft writing.
 Judge how much to write and
 Present work in a logical,
in
what
detail
persuasive sequence.
 Organise
into
short
paragraphs.
 Sequence work logically.
 Use format and structure to
write for different purposes.
 Use correct grammar.
 Use language suitable for
purpose and audience.
 Use appropriate formal/informal
 Write complete sentences.
language.
 Structure writing according to
 Use capital letters, full stops
 Write in different styles.
purpose.
and question marks correctly.
 Use punctuation to make
 Use complex sentences.
 Spell common words and key
meaning
clear.
words for course.
 Use commas, inverted commas

Spell
correctly
words
used
in
and apostrophes.
 Proof read for grammar and
everyday
life
and
studies.
spelling.
 Proof read and revise work for

Proof
read
for
meaning.
accuracy and meaning.
 Produce legible text.
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Preparing for Learning
Example
Initial Screening 00/00: Literacy, Numeracy and Learning Style Results
Course Code
COURSE TITLE
Surname
Forename
Person
Code
Literacy Result
Lewis
McCarthy
Matthew
Mark
Stuart
Ryan
Kieran
Jake
Gareth
Samuel
Timothy
Lee
Lee
Lewis
Stephanie
Derek
Daniel
Jamie
Jamie
Natalie
Harry
479014
324659
554609
535060
554714
549114
517929
554554
442260
554598
554598
555166
554032
552149
515447
554633
554633
554007
552197
You have a good result at Entry 3
You are working towards Entry 1
You are working generally at Entry 3
Level 1
Level 1
Level 1
Level 1
Level 1
Level 1
Level 1
Level 1
Level 1
Level 1
Entry 3
Entry 3
Entry 3
Entry 3
Entry 3
Freeman
Miller
Snow
Thompson
Flynn
Fenton
Fenton
Bailey
Smith
Winfield
Rees
Archer
Archer
Milner
Dyslexia Numeracy Result
Score
1/4
2/4
3/3
4/5
4/5
4/5
3/5
1/5
2/5
5/5
5/5
3/5
1/5
5/5
4/5
5/5
5/5
5/5
You have a good result at Entry 3
You are generally working at Entry 2
Entry 3
Entry 3
You have a good result at Entry 3
You have a good result at Entry 3
You have a good result at Entry 3
Level 1
Entry 3
Entry 3
Entry 3
You have a good result at Entry 3
Entry 3
Entry 3
Entry 3
You are generally working at Entry 2
You are generally working at Entry 2
You have a good result at Entry 3
Dyscalculia
First
Score
Language
English?
0/5
0/5
1/5
/5
0/5
0/5
0/5
2/5
0/5
0/5
0/5
0/5
/5
/5
1/5
1/5
0/5
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
VAK
result
K
V
VA
A
V
AK
VA
A
V
A
A
VA
V
V
K
V
V
A
64 of 172
DT
initial
score
71
64
46
73
60
55
87
64
93
74
74
78
68
79
57
78
78
50
Preparing for Learning
Key Induction Programme Design Questions
1. What did learners tell us in their evaluations about the effectiveness of the last induction?
2. Have we asked learners recently about their expectations of Inductions, and if so what did
they tell us?
3. What Non course / programme specific [Generic] Components does an Induction for a given
set of learners need to include, given the type of programme they are on, their ages and any
other relevant factors?
4. What potential is there to integrate Generic Induction components or topics within
components, with course / programme specific Components?
5. In what order do particular Components, or topics within Components, need to be delivered,
i.e. for the safety or for other essential reasons?
6. What delivery methods will best help achieve the learning or other outcomes for topics within
each Induction Component?
7. At what learning level does content need to be delivered, and how detailed does the content
of each topic within each Component need to be, given the type of programme they are on,
their ages and any other relevant factors?
8. What resources do we have available /do we need in order to deliver the Induction?
9. Can the available resources be adjusted / adapted if required to enable more creative /
effective Component delivery?
10. Over what time period can / should the Induction take place?
11. How will we know that learners have understood the things they should understand about
each Induction Component .
Slaney
17137
8735
Adam
479354
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Good Teaching and Learning
Section 4
Good Teaching and Learning
Good Teaching requires you to:

Check everyone’s learning regularly throughout the lesson.

Explain how the topic fits into the programme as a whole
and how it is relevant to learner.
“Quality means doing it right when no one is looking.”
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Good Teaching and Learning
Section 4
Good teaching and Learning
4.1 Knowing Your Group – Contextual Statements
4.2 Lesson Planning
4.3 Every Child Matters
4.4 Punctuality and Attendance
4.5 Promoting Equality and Diversity
4.6 Enrichment
4.7 Planning Additional Learning Support (ALS) with ESW /
CSW
Good Practice
 What makes a good and better lesson?
 Differentiation
 Question and Answer techniques
 Checking learning
 Using ILT to Enhance Teaching and Learning
 Using resources from the Standards Unit where appropriate
Click on the underlined text to go to that section.
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Good Teaching and Learning
4.1
Knowing Your Group
–Contextual
Statement
4.1.1
INTRODUCTION
The College is committed to ensuring that
all learners achieve their full potential and
receive a high quality learning experience
and support to enable them to achieve
this. To ensure these aims are achieved,
teaching and learning should be planned
to meet the needs of a specific group of
learners.
You need to consider the overall age
profile of the group, literacy and numeracy
skills, prior attainment, learning styles and
cultural background. These will provide
essential information on which to plan a
lesson which allows for differentiation.
Resource on the S.Drive on an Excel
spreadsheet. This may vary to reflect
course demands but must include:






Name of Learner
Tutor
Target Grade (e.g. ALPs)
Aspirational Grade (set by the
learner)
Use agreed colour coding to
highlight ESOL, ALS & Able
learners.
Grades achieved during formal
assessments.
The group profile will be completed as
soon as possible after the start of the
programme and will be circulated to you
early in the programme and will be
updated regularly to reflect any changes to
the profile of the group.
The implications of the group profile
should be discussed at team meetings
and in particular as a team member you
will be required to consider strategies for
supporting
learners,
ensuring
that
differentiated teaching and learning
strategies are developed and that any
risks associated with learner needs are
addressed.
You will be able to access source material
on which the group profile is based. This
information will be held by the Coordinator
of the Programme.
The group profile is a tool to support
lesson planning and is a way of ensuring
that information is shared amongst the
teaching team and provides a summary
for a teacher providing cover or an
external observer.
4.1.2
AGREED PROCEDURE
If you have overall responsibility for the
programme you will be responsible for
collating the information on each group
and summarising this as a group profile,
which you should circulate to every
member of the programme team, including
Functional Skills teachers and personal
tutors. Each Team Manager will create a
copy of each Tracking Electronic
4.1.3
HOW WILL I IMPLEMENT THIS
WITH MY LEARNERS?
Your learners will have undertaken a
number of processes when accessing the
programme, there may include completing
an enrolment form, attending an interview,
completing a health form, undertaking a
diagnostic
assessment
of
literacy,
numeracy and support needs, and having
their learning styles analysed as part of
the induction programme.
(Results
available via MARA)
The results of these processes will be
compiled into one document for you as a
teacher to use as a basis for planning
lessons.
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Good Teaching and Learning
When planning your lessons you should
consider the group profile and ensure that
you use strategies to reflect the different
needs of learners or sub groups within the
class.
Ways to use this information to inform
your planning include:

If you have a mixed ability group, can
the high achievers be used to energise
the lower achieving learners?
4.1.4
HOW WILL THIS IMPACT ON
THE LEARNER EXPERIENCE?
A well planned lesson leads to a good
quality learning experience. As part of the
lesson planning you must be aware of the
differences between learners. Taking a
single approach to the delivery of a
subject can restrict the opportunity for
individuals to learn.

If you have mature learners in with a
group of 16 to 18 year olds, can they
be mixed effectively to good effect?
A good teacher makes effective use of
variety, so that every individual will be able
to learn more effectively, and make good
progress towards their learning goal or
qualification.

If you have a learner with a hearing
impairment, are they sitting in a
position where they can hear you or lip
read?
4.1.5 LINKS TO THE CIF
Key question one in Section B of the
Common Inspection Framework asks:
How effectively do teaching, training and
assessment
support
learning
and
development?
An important aspect of the effectiveness
or quality of teaching and learning, is the
adequacy
of
the
planning
and
implementation of differentiation. Without
a clear understanding of learners in a
group, it is difficult to plan learning which
meet individual needs.
Key question four in Section B asks:
How effective are the care, guidance and
support learners receive in helping them to
attain their learning goals?
Learners will be provided with the support
required to enable them to achieve their
learning goal. You should encourage them
to accept the support on offer and liaise
with the programme team and support
teams to ensure that the support is
effective.
You can see examples of the Context
Statement template on the pages following
this page. Click here to see a completed
Context Statement.
Without a good understanding of learners
it is not possible to provide appropriate
support.
4.16.
RESOURCES
There are a number of resources and
sources of support available to you on
lesson planning and differentiation check
the Staff Intranet.
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Good Teaching and Learning
CONFIDENTIAL
CONTEXT STATEMENT FOR A SPECIFIED LESSON OBSERVATION
Lecturer/Trainer:
Observer:
Programme:
Date:
Topic:
Students:
FT
PT
No of deaf
students in group
FT
PT
No of students
on register:
14-16
16-18
19
+
CONTEXT STATEMENT
Delete this text box before completing this form!
Use the context statement to show observers that you
know and understand your learners as individuals.
Here are examples of some of the items you may wish
to include in the statement:
1. Brief description of course, entry requirements and
progression routes
2. The Learning Styles Profile of the group and how
you have addressed this
3. Mode ALPs Grade
4. Why and how you have differentiated
5. If you expect anyone to be late arriving/leaving and
why
6. If you have ALS in the class and how you have
liaised with the support worker
7. Learner
progress
(particularly
strong/weak
learners)
8. How well motivated they are
9. Any particular behaviour problems there are with
individuals and how you hope to address these
10. An indication of any deviation from the scheme of
work and why this has occurred
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Good Teaching and Learning
Page one of the Lesson Plan
4.2
Lesson Planning
Click here to see the template for the
standard lesson plan.
4.2.1. INTRODUCTION
Evidence suggests that effective and
rigorous lesson planning improves the
quality of teaching and learning and
therefore plays a developmental role in
supporting teachers to improve the quality of
lessons.
Lesson Aims – should be clear concise
statements that describe what you as a
teacher hope to achieve in the lesson, they
may be taken from the programme
specification or qualification syllabus.
Learning Outcomes should:
 be a clear precise statement of what
learners will be expected to describe,
explain, calculate, demonstrate etc by
the end of the lesson

be written in such a way that it is
possible to determine whether learning
It is important to produce good lesson plans
as it encourages you to focus on how and
why the content of the lesson is structured in
a particular way and allows you to reflect at
the end of the lesson, identifying what went
well, what did not and which teaching and
learning strategies worked for a particular
group of learners.
4.2.2
AGREED PROCEDURES
has been achieved

be short term (the end of the lesson)

link to the scheme of work

they should be differentiated, where this
is relevant and appropriate.
Strategies to check learning should be
linked to the learning outcomes.
You are expected to plan every lesson in
advance using the standard College lesson
plan template.
It is important when planning each lesson
that you have a profile of your learners, your
lesson plan should also clearly indicate the
role of any Learning Support Staff
supporting learners in the lesson.
The first section of the lesson plan contains
information on the subject, day, time, room,
tutor and number of learners in the group
and is fairly self explanatory.
The notes below will help you complete the
Lesson Plan template. A tick box approach
for some sections has been used to help
reduce duplication.
Teaching and Learning methods and
resources should be carefully planned and
introduced into the lesson in ways that
enable learners to practise and develop
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Good Teaching and Learning
skills, and show how far they have met the
learning objectives for the lesson.
appropriate differentiated teaching methods,
learning activities and resources. Further
and
more
detailed
guidance
on
differentiation is included later in this section
of
the Toolkit. See guidance on
Differentiation in the Good Practice section
below.
4.2.3
PLANNING FOR SUCCESS
SECTION 1 – Aims and Outcomes
Functional Skills
You would complete the boxes on the lesson
temple to indicate how, if appropriate,
Functional Skills/Basic Skills will be
embedded into your lesson.
You should indicate in this section how you
will use ILT to enhance learning and whether
you can incorporate some interactive
activities into the lesson.
Health and Safety
You should have included health and safety
in detail in your scheme of work and this
section of the lesson plan should indicate
aspects of health and safety which you need
to remember, reinforce or draw attention to
during the lesson. i.e. Risk Assessment
Equality and Diversity
It is important that when planning a session
you ensure that learning activities you select
are inclusive, and materials or resources
reflect a range of cultures and backgrounds.
It is also important that opportunities to
address equality and diversity topics such as
bullying, discrimination and equal pay, are
taken where it is relevant and appropriate to
do so.
In order to ensure that your learning outcomes
have been clarified, listed below are some
questions that you might ask yourself when
reviewing the aims and objectives of your
lesson:

Are the outcomes clearly linked to the
course learning outcomes in the scheme
of work?

Is there a way you have planned learning
sufficiently learner centred learner
centred?

Are the learning outcomes SMART?
Specific,
Measurable,
Achievable,
Realistic, Time bound.

Are the outcomes stated positively?

Are the outcomes valuable to the
learners?
Do they represent a
breakthrough, a challenge, a growing
experience or a “stretch”?
REMEMBER
The AIM of your lesson is the
overarching vision for that lesson
written as a broad statement.
The OUTCOMES of your lesson are the
small, measurable steps that your
learners will take to achieve the stated
aim.
Differentiation
Indicate how you will meet the individual
needs of learners through the use of
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Good Teaching and Learning
SECTION 2 – Teaching and Learning
Strategy for the Lesson
Introduction to the Lesson
All sessions should have a clearly defined
introduction. The aim of this stage of the
learning experience is to arouse the learners’
interest, to give them positive feelings about
the forthcoming lesson and put them into an
optimal state for learning.
This can be
achieved by combining some of the points
below into the beginning of your lesson.
The following are some ways that this could
be achieved:

Positive suggestions

Learner benefit statements


Whole-brain whole-body involvement.
Clear, meaningful goals


Interactive presentations.
Creating

Colourful graphics and props.

Partner and team-based activities.

Discovery
a
positive
physical
environment

Creating
a
positive
emotional
environment


Calming learners fears

Removing learning barriers

Raising questions and posing problems

Arousing learners curiosity
Getting all learners fully involved from
the start
REMEMBER
According to new brain research, the
brain takes particular notice of
beginnings and endings. This means
that the start and end of a lesson are
two crucial, pivotal points for learning.
Development of Topic
This stage is split into two distinct phases.
exercises
(individual,
partnered, team-based).

Real
world,
contextual
learning
experiences.

Problem-solving activities and games.
Phase 2 is to help the learners to integrate
and incorporate the new knowledge or skill
in a variety of ways. This can be achieved
by planning into your lesson, a combination
of some of the following:

Hands-on trial/feedback/reflection/retrial.

Real world simulations.

Learning games.

Problem-solving activities.

Individual reflection and articulation.

Partner and team-based discussions.

Skill-building practice activities.

Teach-backs.
Phase 1 is about helping the learner to
encounter the new learning material in ways
that are interesting, enjoyable, relevant,
multi-sensory, and that appeal to all learning
styles.
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Good Teaching and Learning
Concluding the Lesson and Checking the
Learning
At the end of the session it is not enough
just to ask if there are any questions, you
must ascertain the level of learning that has
taken place. This can be probed effectively
in a number of ways, some of which are
listed below:

ask every learner to write down three
things that they have learnt during the
lesson and ensure that you have
planned in sufficient time to generate a
group discussion

ask each learner to write down what the
“muddiest” point was in the lesson and
review the lesson contents in light of the
responses

ask specific questions about the topic
but ask all learners to write down their
answers and hold them up. in this way
you can easily ascertain who has not
really understood a certain point and as
this is a group exercise no individual
needs to feel embarrassed or shy

SECTION 3 – Evaluation of the Lesson
This section of the lesson plan has been
linked with the Lesson Observation Checklist
and it is important that all lessons be
evaluated to ensure that learners are being
offered
the
best
possible
learning
experience. This is not a lengthy or time
consuming process; all that is required is
that at the end of the lesson you ask yourself
the following question:
“Did I achieve what I set out to
achieve?”
divide the class into teams and get each
team to devise five difficult questions on
the lesson topic (with answers which
you will have checked) to put to the
other team. this brings in elements of
competition and fun into the lesson.
REMEMBER: However you do it,
don’t miss the opportunity for an
effective lesson ending that checks
the learning of each individual learner.
Link to the Next Lesson
Plan your link to the next lesson and preview
the forthcoming session to ensure that your
learners can see how the topics fit together,
past, present, and future.

Plan your future sessions in light of
your answer. Jot down on your lesson plan
activities that worked well and identify any
part of the session that was not effective.
Also highlight any areas you feel need to be
revised at the start of the next lesson. This
process will ensure that you have effective
continuity, with each lesson fitting into the
overall “jigsaw” of the subject or topic area.
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Part two of the Lesson Plan
This section should show how and when the
teaching and learning activities, resources
and assessment are covered in the lesson.
In column 6 you should record the ways in
which learners will be assessed during the
lesson to check learning.
Identify which methods you will use to check
that learning is taking place during the
lesson.
INDIVIDUAL LEARNING SITUATIONS
Not all learning sessions that you deliver will
be of the classic type, where all learners are
learning more or less the same things.
You may well be in circumstances where,
many if not all the learners are engaged in
very individualised
learning, where
everyone is learning different things.
A standard lesson plan is of little use in this
Column 1: Time Guide
List the timing of the different parts of the
lesson.
Column 2: Topic & Teacher Activity
Outline what will be covered in each time
segment, along with the teaching methods
you will use to cover the content of each
time segment.
situation.
Where appropriate you should also identify
what the Learning Support Assistants or
Inclusion Workers to support learners.
Click here to see alternative lesson plan
format.
Remember to plan time explain any
homework or assignment activities that have
to be completed, after the session.
4.2.4
Column 3: Learner Activity
Identify what the learners will do during each
time
segment;
this
should
include
differentiated activities to meet the individual
needs of learners and the role of during the
class.
Column 4: Learning Resources
List the resources to be used in the lesson
including
differentiated
resources
or
activities.
HOW DO I IMPLEMENT THIS WITH
MY LEARNERS?
Lesson planning is important as every
learner is entitled to receive a consistent and
high quality learning experience. A major
contributory factor to delivering high quality
lessons is effective planning.
It is important that learners have a clear
understanding of the aims and objectives of
individual lessons. You should make time at
the start of each class to ensure that you
outline the aims and objectives of the
session.
Column 5: Assessment
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REMEMBER
The focus of a lesson should be
whether learning has taken place. In
addition to checking learning as you
go along, you should also leave time
at the end of the lesson, to reflect on
whether the learners have achieved
the learning outcomes.
There are a number of resources and
sources of support available to you in lesson
planning.
Guidance notes on lesson planning are
available on the staff intranet.
If you need support or advice on lesson
planning, including how to deploy Support
Staff effectively, please contact your Team
Manager or the Quality Improvement Team.
4.2.5. HOW WILL THIS IMPACT ON THE
LEARNER?
Effective planning is important as it ensures
that your lessons meet the needs of
individual learners and that the learners
know what they are expected to learn in
each session.
Use time at the end of each lesson to reflect
on the session and complete the evaluation
section of the lesson plan. Looking at how
you can do things differently or better will
lead to continuous improvement in the
delivery of the lesson.
Your lesson plans should provide a detailed
plan for each of the sessions in your scheme
of work.
4.2.6. LINKS TO THE CIF
Key question one Section B of the
Common Inspection Framework asks:
How effectively do teaching, training and
assessment
support
learning
and
development?
An important aspect of the effectiveness or
quality of teaching and learning, is the
adequacy
of
the
planning
and
implementation of differentiation.
4.2.6
Click here to look at the lesson planning
checklist. It has been developed to help
you identify if you have all the necessary
characteristics of an effective plan.
RESOURCES
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4.3
Every Learner Matters
4.3.1
INTRODUCTION
Outcome 2
To make every effort to ensure the safety
and protection of all learners and young
people in both the College and home
environment

The College has a Learner
Voice strategy in place to
ensure student opinions
are heard and taken on
board,
and
embraces
ECM. ECM requirements
are now embedded within
the CIF. The College seeks
to
meet
the
ECM
requirements in the ways
described below.
By delivering Health and
Safety for all learners as
part of Induction.

To
lesson.

To ensure PPE equipment
and all regulations are adhered to in
Outcome 1
To promote the development of an
environment that contributes to all
aspects of health

etc.

To
discourage
bullying and equal opportunities policies
To offer healthy food options Balanced
and procedures.

To
provide
drinking
water
To
provide
To
cover
card
in
lessons
such
safe
and
secure
system
at
JWC,
Roundhouse and Johnson
as
Building.

By offering learners through
ALS, tutorials.
To ensure learners are aware of the

Staff are CRB checked and
emotional health, e.g. counselling,
there is mandatory Child
youth service.
Protection
By carrying out physical activities e.g.
Safeguarding
Team building events, climbing, walking
College
New service to students with the Primary
Officers.
Care Trust for advice on Health matters.

a
environment, e.g. security staff, swipe
for
support available for mental and

and
via enrichment.
drug awareness.

bullying
discrimination, the college has anti-
tutorials, sexual health and illegal

Engineering,
Construction, H&B, Landbased, Sport
students.

e.g.
Encouraging learners to take up a sport
Choices initiative.

reinforce
Health and Safety in every
workshops

continually
Awareness Campaign, Health Bytes on

and
Training.
designated
Child
There
are
Protection
First Aiders and Fire Wardens at each
site.
student desk top computers.
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Outcome 3
To ensure all learners enjoy their college
experience and achieve their maximum
potential.

Job Shop in Student Services.

14 – 16 Coordinator supports school


Involvement in Community projects.

Charity events.

Some curriculum areas offer Enterprising
Skills.

Flight Project and YEP for ethnic minority
pupils accessing college.
group learners offering mentoring and
To provide effective advice and guidance
support.
through pre entry criteria and interview

process.



and
subject
topics
can
encourage positive behaviour.
Attendance and Retention Administrators

Learning to Learn delivered in some
to monitor individual student attendance,
areas of curriculum can develop self
liaise
confidence.
with
tutors,
managers
and
parents/carers if applicable.

Distance travelled questionnaires.
KPI’s re retention used at monthly

Learner Surveys, Induction and Exit.
programme review meetings.

Learner Voice Forums.
By stretching them in class and by

ILPs.
setting smart targets that continually

IOLP, WWO Citizenship, critical thinking
improve the student performance.

Tutorial
offered
Entitlement opportunities e.g. Functional
curriculum to
Skills, Additional Qualifications which
enhance
their
programme
in
enhance
and
learning
achievement.
experience.

Charity Raising events e.g. RAG week.

Constructive feedback to learners via

Princes Trust
Programme.
assignment feedback.

Programme Induction, learner Contracts.

MARA and tutorial system, 1-to-1’s.

EMAs to provide financial support to
learners.

Taster
activities
to
inform
decision
making.
Outcome 4
To foster an environment at College
where each individual can make a
positive contribution
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attendance should be monitored closely
Outcome 5
To create economic well-being for all
students

Job Shop in Student Services.

Work placements.

Realistic working environments.

Apprenticeships.

Work experience.

Employability skills delivered in some
areas of curriculum.

Careers advice.

UCAS application support.

Free meals for means tested learners.

Free Inter-Site travel – certain sites.

B-Line cards for bus and train for all Full
Time 16-18’s.

throughout the year and all cases of poor
punctuality and attendance should be
followed up immediately by attendance and
retention administrators and tutors.
Refund travel costs for learners on work
placement.

Taxis provided for poor mobility students.

EMA.

Adult Learning Grants.

Student Support Funds.

Child Care.

Aim Higher Projects and events.

Fresher’s Fayre.

ILP’s.
4.4.2. AGREED PROCEDURES
As a teacher you are responsible for
ensuring that you have an accurate
permanent register for each teaching
session you are responsible for delivering.
Setting expectations is important for staff
and learners and you should ensure that
your learners know at the start of the course
that they are expected to attend regularly
and be punctual for all lessons. Ensure that
your learners know what to do if they are
unable to attend and refer them to the
Learner Contract they agreed.
4.4
Punctuality and
Attendance
4.4.1
INTRODUCTION
Poor punctuality and attendance are key
indicators of a learner’s motivation and
commitment and can lead to poor retention
and achievement.
Punctuality and
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4.4.3
HOW WILL I IMPLEMENT THIS
WITH MY LEARNERS?
Set an example by ensuring that you arrive
in the teaching area before the start of the
class.
Make sure you mark the register at the start
of each class, this is a legal requirement and
marking it at the start will encourage
learners to arrive on time.
Acknowledge any latecomers,
indicating your concern for this
lateness, but do not interrupt the flow
of your lesson. Plan your lessons so
that you have materials or strategies
to enable learners to catch up without
you having to recover the work at the
expense of other learners.
therefore as a teacher you must
communicate issues of lateness or poor
attendance with their course learner or
personal tutor using the Learner Absence
Slip.
And discuss how you would
communicate this to the learner’s parent.
Many of our learners are over the age of 18
and have very busy lives. Remember, when
addressing issues of attendance and
punctuality with adult learners, ensure that
you act sensitively. Never the less, it is
important to stress that persistent lateness
indicates a lack of respect for the tutor, and
other members of the group.
Amend the register to indicate someone has
arrived late – this will enable members of the
programme team and their person tutor to
monitor
attendance
and
punctuality
effectively.
4.4.4
HOW WILL THIS IMPACT ON THE
LEARNER EXPERIENCE?
The first part of the lesson can be a crucial
part of the session and should include a
recap on the previous week, an outline of
the aims and objectives and introduction to
the subject. If the learners are absent for
part or all of a lesson it can affect their
acquisition of skills and knowledge and their
chances of success.
4.4.5
If a learner is frequently late ensure that you
speak to the learner and insist that they are
punctual for your lessons. We have a duty
of care for learners under the age of 18 and
LINKS TO THE CIF
Key question one in Section A
of the Common Inspection Framework looks
at achievements of learners, this includes
whether they are attending and participating
as they should.
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
4.4.6
RESOURCES
person’s disabilities, even where that
If you need support in dealing with learners
who have poor attendance and punctuality,
talk to your Team Manager or Student
Services and liaise closing with the
Attendance and Retention Administrator for
your area.
involves treating disabled persons more
favourably than other persons
Therefore as a College we must also ensure
that:

we do not, without justifiable reasons,
treat disabled people less favourably
than others because of the nature of
their disability

we make reasonable adjustments to
ensure that a disabled learner is not
placed at a substantial disadvantage in
comparison with a person who is not
disabled.
4.5
Promoting Equality
and Diversity
4.5.1
Take steps to take account of disabled
INTRODUCTION
The College’s policy on equality and
diversity reflects current legislation, which
requires that learners are not discriminated
against for any reason.
Colleges must
adhere to the Special Educational Needs
and Disability Act 2001 (SENDA). According
to this act, it is illegal to treat learners less
favourably because of their disability,
including hidden disabilities such as
Dyslexia, ADHD, and Asperger’s Syndrome,
ethnic origin, gender, age or religion.
Age discrimination legislation took effect
from the 1st October 2006, and is designed
to protect people from being unfairly treated
because of their age. This applies to young
as well as older people. We have a duty to
ensure we do not set rules relating to age or
experience that could work unfairly against
particular groups in our community.
As a public body the College is also required
to fulfil general and specific duties, the most
relevant to you as teachers are:
GENERAL DUTIES:

Promote equality of opportunity between
disabled persons and other persons

Encourage
participation
persons in public life
by
disabled
4.5.2
AGREED PROCEDURES
As a teacher you should ensure that you
develop and use materials and teaching
methods that promote equality and diversity.
As a teacher, you need to be aware of:
 The College’s Equality and Diversity
Policy.

Special Educational Needs and Disability
Act 2001 (SENDA) and other relevant
legislation relating to equality and
diversity.
It is your responsibility to ensure that you are
aware of the individual needs of your
learners, through the use of group profiles
and to use this information when planning
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lessons. This will involve considering the
teaching methods, materials and forms of
assessment you will be using and whether
they promote equality and diversity.
to meet the needs of all learners in your
group.

Record on your lesson plans how you
plan to differentiate learning.
Resources are important in reflecting
diversity issues and should be reviewed to
ensure that they do not contain bias towards
a particular genders, ethnic minority, race,
religion, age and disability. The exception to
this is, where the subject of discussion is a
particular group in society.

Since a large proportion of learners learn
through visual means consider using as
many diagrams, pictures and charts as
possible.

Ensure that materials and visual aids use
images that reflect the diverse society
It is important that you familiarise
yourself with:
 the variety of learning disabilities that
learners you teach might have
we live in.

Avoid stereotypical language.

Check that you have not used examples
 strategies that you might use to
support learners.
that
understand.
For
If you do not comply with the
legislation you may be putting the
College and yourself at serious risk of
prosecution.
teaching
ESOL

repeated and exclusive use of words
like ‘he’ or ‘she’ – which implies only
one gender is able to do a thing.
Ensuring learning activities are inclusive,
helps to make learning accessible to all
members of a learning group.
particular
an
group
would
example,
when
group
about
Fawkes.
Reflect on your teaching strategies and
check
that
you
have
included
methods that
allow all learners to
participate and learn.

Reflect on how learning takes place and
ways
that
different
abilities

Use the group profile produced by the
and
circumstances affect communication and
learning.

Consider aspects of “hidden disabilities”.
This about how it might feel if all the
letters of the page jumped up and down
think
HOW DO I IMPLEMENT THIS WITH
MY LEARNERS?
an
appropriate range and use a variety of
and you could not stop them?
4.5.3
not
celebrations, would they know about Guy

It is important to remember that we can
easily make learning exclusive rather than
inclusive through:
 repeated use for example of football
metaphors, or shopping metaphors
when explaining concepts - excludes
those learners with no interest in
football or shopping
a
about
what
a
person
Try to
with
Dysphasia would do when presented
with a list of instructions and left on their
own to learn.
programme leader to plan your lessons
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
Celebrate diversity, value the culture and
experience of each of your learners and

given them opportunity to share this with
4.5.6
the group.
All staff will be required to undertake
compulsory equality and diversity training,
which for teachers will take the form of a one
day introductory session looking at equality
and diversity and a guide to legal
requirements, followed by a half day
focusing on equal opportunities in the
curriculum.
The College holds a Diversity Week
each year, you will find the dates on the
College Calendar.
Plan this in your
scheme of work and encourage learners
to take part in the events and activities.
4.5.4
HOW WILL THIS IMPACT ON THE
LEARNER EXPERIENCE?
RESOURCES
For dates of future equality and diversity
training, please contact:
Team Manager, Quality Improvement.
By considering equality and diversity in your
teaching you will be ensuring that all
learners are provided with equal access to
learning and the opportunity to gain a
qualification. You will also be developing
learners as individuals and contributing to
their social and moral development.
4.5.5
Click here to see a range of resources to
assist in embedding Equality and Diversity in
teaching curriculum subjects.
LINKS TO THE CIF?
Key question one in Section A of the
Common Inspection Framework, evaluates
the “how well learners achieve”, this includes
a requirement for the college to “compare
learners’ progress relative to their prior
attainment and potential, with any significant
variations between groups of learners” and
provide for learners’ spiritual, moral, social
and cultural development.
Key question one in Section B evaluates the
effectiveness of teach, training and learning
including: How well teaching and/or training
and resources promote learning, address
the full range of learners’ needs and meet
programme requirements.
Key question four in Section C asks “How
effectively does the provider actively
promote equality and diversity, tackle
discrimination and narrow the achievement
gap?“
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4.6
Enrichment
4.6.1. INTRODUCTION
We are committed to providing enrichment
opportunities for all learners to enjoy, thereby
developing new personal, life and work skills
and contributing to progression opportunities
through the provision of relevant experience.
It provides a preparation for live, work and
citizenship and enhances the curriculum
through active enjoyable learning in a range of
contexts and environments.
The enrichment programme is
of the learning experience of
learners who should be
enrichment opportunities as
entitlement.
an integral part
all full-time FE
provided with
part of their
Part-time learners will be offered an
appropriate enrichment programme within the
curriculum and encouraged to participate in
cross-college activities and events.
4.6.2
AGREED PROCEDURES
Every full time programme will have
enrichment activities built into the curriculum
which will be undertaken as part of the
learners’ main programme to enhance and
support their learning.
Curriculum activities
may include projects,
competitions,
recreational events,
work
placements,
trips, visits and visiting
speakers.
In addition to curriculum enrichment activities
the tutorial programme will provide activities
which focus on an individual’s personal and
social development, preparation for life and
work, further study and citizenship.
The
tutorial programme will be a part of the
learners’ main programme of study and may
include health and well-being, careers,
progression and preparation for work, financial
awareness, study skills, team working,
community awareness and ‘fun’ activities.
The Student Services team and Student
Union also organise enrichment activities
during lunch times and twilight sessions.
These activities include:
 themed events in specified weeks e.g.
Health Awareness and Multi-cultural week

charity fund-raising events

day trips and evening events

clubs and societies

activities and events
4.6.3
HOW WILL I IMPLEMENT THIS WITH
MY LEARNERS?
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As a teacher you will be responsible for:

qualifications in order to improve
employment or career prospects.
Working with your programme team to
organise enrichment activities which form
part of the main programme, together with
follow-up exercise or assessment.
4.6.5

Ensuring that learners and potential
learners are made aware of enrichment
activities and possible costs at interview
and as part of the learner induction.

Ensuring that the College policy and
guidelines for educational visits are
followed and that risk assessments are
conducted for all enrichment activities.

Promoting and encouraging learners to
participate in the centrally organised
enrichment activities – being enthusiastic
and positive about Enrichment activities.


their
Working with the Student Union team to
ensure that centrally organised themed
events and activities are incorporated into
your scheme of work, lesson plans and if
you are personal tutor your tutorial
programme.
Encourage learners to take part in the
evaluation and monitoring of enrichment
activities by completing exit surveys and
attending Learner Voice Forums
4.6.4
LINKS TO THE CIF
Key question two in Section B
asks “How effectively does the
provision meet the needs and
interests of users? “. This refers to
“enrichment
activities
and/or
extended
services, including work experience, contribute
to learners’ enjoyment and achievement, and
their personal, spiritual, moral, social and
cultural development”..
As part of the programme review and self
assessment process we should consider:

The extent to which learners take
up the opportunity to participate in
enrichment activities.

The quality and
enrichment activities.

Whether the programme of
activities is responsive to interests
expressed by learners.

Whether timetables enable or
prelude learners from involvement in
enrichment activities.
impact
of
HOW WILL THIS IMPACT ON
THE LEARNER EXPERIENCE?
Enrichment opportunities will enable learners
to develop as individuals by exploring
personal, social and ethical issues and take
part in sports, drama or other recreational
activities.
Some of the activities will enable learners to
make a positive contribution to their
community through, for example, work
placements in voluntary organisations or fund
raising events.
4.6.6
RESOURCES
If you need further support in developing
enrichment activities for your learners or
information on college wide enrichment
activities please contact your Team Manager
or the Students Union.
Enrichment for work-based trainees will focus
on their opportunities to gain additional
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
4.7
To maintain accurate records and
review of all support provided.
Planning Additional
Learning Support (ALS)
with ESW / CSW

To provide feedback to lecturing staff
on learners’ progress.

To help develop a suitable programme
for the student under the guidance of the
4.7.1
INTRODUCTION
lecturer.

The Role of the Educational Support
Worker
(ESW)
and
Communication
Support Worker (CSW)
To
maintain
confidentiality
in
all
matters to do with students.
Responsibilities
The following notes explain the role and
responsibilities of an Educational Support
Worker (ESW) and Communication Support
Worker (CSW). This information is particularly
relevant for Lecturers who have learners with
ALS needs and receive in-class support.
ESW's and CSW's have a similar role, but
CSWs provide specialist support and British
Sign Language communication specifically for
Deaf learners.
Role

To work collaboratively in a team of
multi-skilled Additional Learning Support
staff to identify students with ALS needs.

To support learners with ALS needs in

The educational support worker must
work at all times at the direction of the
lecturer, with the needs of the particular
student they are supporting in mind.

The lecturer has the responsibility for the
delivery of the curriculum and its
adaptation for any special needs. The
ESW or CSW may assist with this.

At no time should the support worker be
left in charge of the class.

The support worker should not be
expected to take direct responsibility for
teaching students they are supporting, or
to handle any disciplinary issues. Whilst
they are in class, students are the
responsibility of the Lecturer.
classroom/ workshop situations according
to their need and facilitating equal access
to the curriculum.

To support students in weak areas
such as literacy and presentation.

To motivate and encourage students.

To make themselves aware of the
needs of the particular students they
REMEMBER - ALS staff are a
valuable resource and are there
to help you as well as the
learner.
Make sure you brief them prior to
the lesson and work together to
provide the best possible
experience for learners.
support.

To assist, where requested, in the care
of students between classes.
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4.7.2
LINKS TO THE CIF
This area links to the following key questions
in Section B the CIF.
Question 1 asks:
How effectively do teaching, training and
assessment support learning and
development?
Question 4 asks:
How effective are the care, guidance and
support learners receive in helping them to
attain their learning goals?
4.7.3
Resources
Click here to see a completed an example
of the record of support.
Click here to see the form that should be
submitted to request learning support for a
learner.
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Good Practice
What makes a good and
better lesson?
A really helpful document, produced by Quality
is the “Teaching and Learning Observation
Checklist for Grading”, which details lesson
assessment preparation criteria and how
lesson grades are categorised. Not only will
this aid the observers, but it will give clear
guidelines to all delivery staff on what is
expected.
We now aim to increase our Outstanding
and Good teaching grades!
Constant checking should be made to
ensure
learners’
understanding
of
subject terminology.
There should be a good mix of theory,
practical application and context, with
tasks planned to ensure safety,
facilitating
competency,
with
any
practical work clearly illustrated.
Clear and achievable objectives linked to
the learning outcomes should be set as
tasks, ensuring realistic timescales.
Ensure learners comprehension whilst
constantly monitoring progress.
Check that learners are taking accurate
and consistent notes.
Encourage learners and give guidance and
feedback, which allows active learning.
Delivering
‘OUTSTANDING’ Class
an
Tips from Ofsted Inspectors on ‘How to be
Outstanding’:Produce an appropriately detailed and
comprehensive scheme of work and
lesson plan.
The focus of the lesson should be set, and
learners should be given clear learning
expectations and outcomes.
Clear links should be made to previous
lessons and learning.
The pace and level should challenge able
learners and encourage all.
Wide and challenging variety of methods
should be used, with good facilitative
skills, enabling learners to learn actively.
All learners’ needs should be clearly and
sensitively understood, in order that all
learners derive the maximum benefit
from the session.
Present confident and detailed subject
knowledge
and
subject
matter
enthusiastically.
Ensure facilities in the room are
stimulating, with a variety of up-to-date
visual aids and handouts.
Make good and sensitive
Classroom, and Additional
Support staff.
use of
Learning
Use well prioritised, logical activities and
good use of learning opportunities as
they arise.
Ensure every opportunity is taken to
consolidate learning.
Make comprehensive links to further
reading,
research,
assignments,
homework and the next lesson.
Click here to see further guidance on
outstanding teaching.
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have learnt the topic more effectively in
another way.
Differentiation in Practice
A. Planning Lessons – Coping with
Difference
There are many views on the subject of
Differentiation, but very few teachers in FE
fully understand what it is and how they should
respond. I believe it is simply about ‘coping
with difference’.
One way to recognise this difference is to
differentiate learning outcomes so that
expectations and outcomes are more
personalised.
This can be achieved by stating outcomes in
the form of All, Most, Some:
In the Handbook for the Inspection of Schools
published by OFSTED, differentiation is
defined as "The matching of work to the
differing capabilities of individuals or groups of
learners in order to extend their learning."
Whether a class is settled or mixed ability,
individuals will have a range of different
requirements. In their published reports
OFSTED
have
made
it
clear
that
differentiation involves recognising the variety
of individual needs within a class, planning to
meet those needs, providing appropriate
delivery and evaluating the effectiveness of
the activities in order to maximise the
achievements of individual students.
B.
Recognising Difference –
Differentiated Learning Outcomes
We all know that our classes contain learners
with different learning styles; varying levels of
subject knowledge; contrasting literacy,
numeracy or language skills and some
additional learning support needs. We know
this because we spend a lot of time carrying
out pre-course interviews, recording prior
achievements, screening for literacy and
numeracy skills, carrying learning style
surveys, etc. But what do we really do with
this information?
Very often, we ignore it and treat the group
‘as one’, listing the same lesson outcomes for
everyone and designing activities which we
expect everyone to complete in the same way.
This can result in more able students
becoming bored, the less able experiencing
frustration, and others believing they could

All
of
the group will
/understand/be able to do…

Most of the group should know/
understand/be able to do…

Some of the group might know/
understand/be able to do…
know
This in effect sets out three levels.
1st level – this is the minimum learning
needed for the essentials of the topic. This
becomes the MUST target which all learners
are expected to achieve.
2nd level – this is the SHOULD target which
most learners are expected to achieve.
3rd level – this is the COULD target which
some learners will achieve.
This system encourages learners to better
themselves by climbing the ladder of
achievement.
For each of the three levels, learners should
be offered:

A LEARNING ACTIVITY - these should
vary in style across the three targets

A PROOF ACTIVITY - a way of showing
that the learning has been acquired

A LOOP ACTIVITY - to have a go at the
same learning in a different style if it
wasn’t grasped the first time

A SECOND PROOF ACTIVITY - in a
different style to the first, where this is
practical and appropriate.
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amounts of support from the teacher or
from extra printed information.
C. Practical Differentiation
Effective differentiation cannot be achieved
through learning outcomes alone. What is
more important is the selection of strategies
to suit the individual needs of learners in the
group.
The categories of differentiation
usually mentioned in government education
department publications are:
 by task: setting different tasks for
learners of different ability
 by outcome: setting open-ended
tasks, allowing pupil response at
different levels
 by support: giving more help (perhaps
via an ESW) to certain learners within
the group.
However, this is rather simplistic and offers a
narrow
range
of
opportunities
for
differentiation.
Other projects have
successfully developed a broader and more
systematic approach to differentiation using
the nine different strategies for differentiation
explained below:
D. Nine Strategies for
Differentiation
1.
Differentiation by Content
The learners study different materials
within the same topic area but do the
same activities. Teachers help learners
to select appropriate materials.
2.
Differentiation by Activities
The learners study the same content but
do different activities.
3. Differentiation by Negotiation
The learners study different materials
within the same topic area and also do
different activities. Teachers help learners
to select appropriate materials.
4. Differentiation by Support
The learners study the same materials, do
the same activities, but receive different
5. Differentiation by Extension
The learners study the same materials
and do the same activities. Extension
work is given
to the most able after
they have finished the basic activities.
6. Differentiation by Group Work
The learners’ understanding is assessed
using different oral questions linked to
differentiated outcomes and set openended assignments that can be
interpreted at different levels.
7. Differentiation by Group Work
The learners work in mixed ability groups.
Learners help each other by working
together and interpreting the tasks at
different levels.
8. Differentiation by Response
The learners are given the same
information and activities. The activities
become progressively more difficult. The
learners work through the activities at
different rates and therefore only the more
able do the more difficult tasks.
9. Differentiation by Role
The learners carry out different activities
depending on the role they are playing in a
simulation. The roles are matched to the
abilities, aptitudes and needs of the pupil.
The worksheets are differentiated by
content, activities, extension, response,
support, gradation, group work and role. In
an attempt to help you maximise the
potential of the learners in the class I have
coded all the worksheets. This coding is
based on the readability levels of the
sources as well as the level descriptions
addressed by the questions on the
worksheets.
Next Steps
All teachers need to start using a
differentiated approach to lesson planning
today. A new Lesson Plan format is available
that will make this easier.
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
develop their thought processes and
guide their investigations

stimulate and sustain their curiosity and
motivation

lead them to consider new ideas and take
risks

help them to clarify their ideas, structure
their work and learn about things that
interest them

challenge their beliefs and prompt them to
reconsider their current thinking

provoke them to share and debate their
ideas

encourage them to ask their own
questions and to welcome an ethos of
enquiry, risk and challenge.
Context Statements
Review the individual information you have
about your learners, rewrite your context
statements and don’t just describe the group –
say what you are going to do differently to
support each individual. This may include
targeting quieter students with oral questions
to ensure they contribute, pairing or grouping
students and grading oral questions so that
you ‘stretch’ brighter students. You can then
plan these things into your lessons.
Question
Techniques
and
Answer
Introduction
Questioning is a very important teaching tool.
Like all tools when used well they are highly
effective. Questioning without appropriate
forethought however, can leave learners
feeling disengaged and demotivated.
http://teachertools.londongt.org/enGB/resources/Questioning_launch_pad.pdf
We tend to think of questioning simply in
terms of a tool to monitor if learning is taking
place. Questioning can also be a tool to
facilitate learning. Reflect on the following
quotation:
“We learn by asking questions. We learn
better by asking better questions. We learn
more by having opportunities to ask more
questions.”
(Morgan, N. and Saxton, J., 1991. Teaching,
Questioning and Learning. London:
Routledge).
It is interesting that this quotation focuses on
questions asked by the learner, rather than
questions asked by the teacher.
Why Ask Questions?
Guidance provided by Oxford Brookes
University to its education students on
questioning suggests that they can help
learners:
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Types of Questions
Questions can be divided into the following
types:

Empirical - what were the significant
events which led to the outbreak of World
War I?

Conceptual - to what extent should press
freedom be restricted in order to preserve
the individual's right to privacy?

Value questions - is capital punishment
justifiable in a modern liberal democracy?
A further classification of questions is the
Bloom's taxonomy questions. These include:

Knowledge – describe, identify, who,
when, where.

Comprehension – translate, predict, why.

Application – demonstrate how, solve, try
it in a new context.

Analysis – explain, infer, analysis.

Synthesis – design, create, compose.

Evaluation – assess, compare/contrast,
judge.
Resources
For further information about effective
questioning, click on the hyperlinks below:
http://teachertools.londongt.org/?page=classro
omQuestioningSkills
http://tlp.excellencegateway.org.uk/resource/s
u_ict_teachrescd/cpdactivities/questioning.ht
m
Using Bloom's taxonomy of questioning helps
tutors to develop effective differentiated
questioning. It does so because the taxonomy
is structured as a series of levels.
Another classification of questioning is
Dalton’s taxonomy. See the next page.
Each time you plan a lesson, think about what
you are delivering and how questioning can
contribute to the learning process, and the
formative assessment process.
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Dalton’s Taxonomy
This includes the following types of question:
Quantity Questions
How long did he wait on the ledge?
What is the greatest length of time an individual can
last on a mountain in these circumstances?
Change Questions
Assume Joe falls in this scene. What would the
reaction of the film crew be?
Prediction Questions
Consider the passage and highlight the clues that
show you how the story might end and justify your
choice of phrases and key points.
Points of view Questions
Why is Joe not enjoying his return to Peru?
Personal
Questions
Involvement How would you cope with re-enacting a moment in
your life for a film crew?
Comparative
Questions
Association Compare Joe’s expedition with one over a hundred
years ago.
Valuing Questions
Re-enacting scenes from the past can bring on
delayed stress disorder if they haven’t been dealt with
appropriately at the time. What impact would it have
had on Joe going back to a mountain where he had
nearly lost his life?
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Checking Learning
Introduction
It can be all too easy to stick to the same
techniques for checking learning. Learners
complete work tasks, they respond to
questions, they perform tasks which we
observe. These are all viable and effective
ways of checking if learners are learning.
They are however not the only techniques we
can use.
Techniques for checking learning is or has
taken place.
There are a set of techniques which are
referred to as ‘ learner centred’. These
include:
 self assessment and peer assessment
 individual or group presentations
 learners ask questions of each other
 learners
in
one
group
explain
their
Review the different techniques you
currently use to check whether learners
are learning , by completing the task on the
following pages.
reasoning to another group;
 learners map their learning on the board
(e.g. by constructing a spidergram);
 learners answer questions posed by the
teacher or trainer.
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Assessment methods checklist: Review your own practice
Do you use these:
Often 3
Sometimes 2
Rarely 1
3 2 1
Self assessment:
Teacher or trainer reminds learners about the learning objectives for the session.
Learners check themselves against: ‘what I have learned; what I now know and can
do; target for improvement’.
Peer assessment:
Learners exchange and assess each others’ work and give feedback. They need to
work from clear assessment criteria, possibly worked solutions or a marking scheme.
They should give ‘a strength’ and ‘something that could be done to improve the
work’.
Tests and quizzes:
Teacher or trainer asks questions and learners respond. This can be done on paper
or aloud, individually or competitively, in groups or as whole class.
Targeted questioning:
Learners are asked an open question – one that requires more than a yes/no
answer. They work on this individually, or better still in pairs. Teacher or
trainer nominates learners to give their answers, rather than asking for
volunteers.
Diagnostic questioning:
Teacher or trainer asks question that requires an explanation e.g. Why would
the accident report be important to an insurance company? Continuing
probing reveals extent of understanding and misconceptions.
Past questions, unit/topic tests:
Learners are given a worksheet with a range of questions, starting with easy
ones and getting harder. Teacher or trainer marks them giving formative
constructive feedback.
Learners create a leaflet, poster, handout or worksheet:
Learners are given a brief (such as ‘Create a handout/worksheet
summarising the main ways to be sure of working safely at heights’). They
work alone or in pairs to create it.
Concept maps, mind maps, spidergrams:
Learners work individually, or in pairs or groups, to create a diagrammatic
representation of what they know of a topic. This can be done at the start of a
topic, to demonstrate what they know already, or at the end, to show what
they have learned, to summarise learning or to relate new knowledge to old.
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Assessment methods checklist: Review your own practice
Do you use these:
Often 3
Sometimes 2
Rarely 1
3 2 1
Three minute essay or ‘letter to a friend’:
Learners are asked to write a brief description of what has been covered in a
session or in the last session, what they remember about a topic, or how to do
something.
Gap filling exercise to encourage reading for meaning:
Learners complete the gaps with correct answers.
Explaining tasks:
Learners study worked examples, then explain the ‘how’ and ‘why’ of the method or
approach to each other. Or learners explain the key points of a lesson to each other.
Matching, grouping, ranking, labelling activities:
Activities in which learners sort or match cause and effect, question and answer;
categorise things and label diagrams.
Using resources from the Standards Unit
The vast array of learning materials and staff development resources produced by the Standards
Unit, available in box sets in most institutions, is now also available on the LSIS Excellence gateway
website.
http://tlp.excellencegateway.org.uk/teachingandlearning/downloads/index_lsis.html
The resources are located in a section called The Teaching and Learning Programme. You will
know if you are in the right place if you see the image below.
There
are
a
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wide range of subject specific materials, and thematic resources. You should explore this resource
to identify materials and approaches, that you can use to enhance the quality of your teaching.
Using ILT to Enhance Teaching and Learning
We all live today in a multimedia environment.
We are capable of and we do, interpret a very
wide range of often complex visual information.
Audio also plays a significant part through
music and/or talk radio, in most people's lives.
Most people also experience a considerable
amount of television which combines all these
media. Given this context it is hardly surprising,
that people increasingly expect their learning
experiences to utilise this media, as and where
appropriate, to provide rich and stimulating
experiences.
It is no longer acceptable position for staff to
declare that they are ‘not very good with
computers’. Whilst computers are not the ‘be all and end all’ of learning, they can, when used
effectively bring an additional and exciting dimension to learning. They enable and facilitate
discovery learning and other interactive approaches. The skills to make effective use of ILT are now
essential teaching skills, and not nice to have luxuries.
The college has invested significantly in ILT resources, including smartboards and attendant
software, and a range of other software and devices to help staff deliver lessons which incorporate
relevant multimedia experiences. If you are not familiar with smartboards and their integrated
learning resources, you should complete the:
SMART Interactive Whiteboards
course on the college Moodle. Click on the hyperlink below to go to the course in question.
http://moodle.derby-college.ac.uk/course/view.php?id=1770
The Notebook gallery (which is software to
work with smartboards) has thousands of
resources
which
include
pictures,
backgrounds, sounds and voices and
interactive flash animations. Simple things like
dice that you can shake on the board to a
complete frog dissection which is done as an
intercative activity by the learner. All of these
can be combined to make very exciting
lessons and can also be recorded for use
again later.
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ILT also provides the opportunity for classroom learning to focus to a great extent on concept and
skills development. This can be achieved by providing learners with pre-session and post session
materials on the college Moodle. In this way learners can become familiar with factual and
background information, which supports the exploration of more complex materials during sessions.
Concepts and skills can be further developed through practice and research tasks as post session
activities.
ILT, and particularly materials on the college Moodle, can also be used as session extension
activities, or provide a range of different study options within a course, where this might otherwise
not be feasible. The Moodle can also provide Forum and other facilities to enable learner to learner
communication. This is particularly useful, as a support resource for learners when they only meet
for classes quite infrequently, or to facilitate collaborative project or assignment work.
In addition Moodle itself has lots of inbuilt tools like the Quiz, Lightbox, Journals, Games (such as
snakes and ladders, millionaire, hangman, crosswords, Sudoku etc.), glossaries, jpg slideshows and
wikis.
College lesson observers will expect ILT to be used, where it will clearly add value to the learners’
learning experience.
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Example
CONTEXT STATEMENT FOR A SPECIFIED LESSON OBSERVATION
Lecturer/Trainer: A N Other
Observer:
Date: 15 October 00
Programme: BTEC First Dip in H&Social Topic:
Care
Students:
FT
33
PT
No of deaf
students in group
FT
1
PT
No of students
on register:
14-16
16-18
33
19+
0
CONTEXT STATEMENT
The BTEC First Diploma in Health and Social Care is designed to meet the needs of 16-19 yrs students
wanting to pursue a career in the health and caring professions.
In 2005 BTEC introduced new specifications that have been updated to meet the changing
requirements of National occupational Standards in the profession. The students study 6 units over the
year and spend one day a week in a health or care placement. The students attend pre-placement
training to ensure they know what to expect and to encourage them to feel confident they have
something to offer.
Entry requirements are at 4 GSCE’s at D – E grades, English language being at a D grade. Enrolment
has been as predicted for the year at 40 students. There are 33 students after several have withdrawn
or transferred to other courses and it is anticipated that 2 more will withdraw in the next two weeks.
Support has been arranged for several students in the Y group but not the X group, although 1 student
is borderline and another student has been given the option to reconsider her needs.
A variety of tutors are being used in the course to provide variety in teaching methods and schemes of
work have been designed to cover a range of teaching methods to keep the students motivated and
challenged. Kinaesthetic learning is low in the learning styles analysis.
The holistic assessment schedule is now embedded in the course design. The system for tracking
marking and providing formative feedback has proved to be successful and is being used again this
year. Students have been issued with guidelines for handing in work and the procedure for extensions.
The subject tutor role encourages monitoring of the assessment schedule against individual students.
It is hoped that this will motivate the students and also even the workload for the students across the
year. This year students will be able to track their own individual achievements.
Last year saw the successful completion of employability skills and this is running again this year. It is
predicted that by 2010 this range of skills will be needed by all people in employment. Last year saw
quite a high percentage of students wanting to progress onto other courses in the college. This new
development and the existing health and social care course will hopefully equip students with a wide
and varied experience of academic, vocational and employment skills broadening horizons for all
students. This mirrors the essence of the Every Child Matters Framework particularly 'enjoy and
achieve', 'making a positive contribution' and the 'achieve economic well-being' areas.
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A comparative study on the GSCE grades has taken place last year, entry requirements have changed
to four D grades and advice and guidance has been developed to allow the student to have a better
understand of the course requires. Information and guidance evenings are arranged throughout the
year to improve the guidance for students who are considering entrance to the course in the next
academic year. The 4D grades required now appears to have streamlined the differentiation a little in
the group but differentiated objectives are used in the lessons to encourage individual and high
achievement for all students on their personal learning journey.
Learning styles have been assessed using the Visual, Auditory and Kinaesthetic model. This year the
ILP and the use of effective SMART target seeing for students will be developed to maintain good
practice that already exists. MARA (Measuring Attainment Raising Aspirations) is to be introduced
formally after last year’s development. This system is a computerised personal tutor version. The ILP
is now an integral part of the system. The student will have greater flexibility in identifying their
predicted grades and achievement level and also to setting their own personal targets and goals to
encourage higher achievement for all. The system is showing that students find it user friendly. A
quality inspection was completed in December 2006 and the outcome can be seen in the personal tutor
files of that year. MARA printouts are given to the student.
A wide variety of teaching and learning methods will be used and the learning has been structured to
provide stimulation. The schemes of work are to be reviewed during the 1st and 2nd semester to identity
any changes that might be needed to meet the student requirements. Engagement of the learner is a
strong focus in the activities. The kinaesthetic style is very low this year and so the schemes of work
need to include learning that develops this particular style further.
There is 7 staff involved in the delivery of the program as well as time spent developing Functional
Skills. The staff have varied experience and there is expertise in both children and adult areas. A
development with Functional Skills staff is taking place to enhance the employability skills and some
cross-referencing has taken place. One member of staff is being mentored as she is relatively new into
some areas of the teaching remit.
Unit 1 has a strong equality focus where issues of discrimination will be discussed and addressed
through a range of classroom and assignment tasks. Equality is thread woven through all of the
curriculum design and the materials used. The nature of the content is equality based and so learning
is a natural process throughout the classroom and placement activities.
ECM has been incorporated into all of the schemes of work and lesson plans to ensure that all learners
get an individual learning journey.
The rooms used in the section can be hot and stuffy. Windows need to be kept open to ensure
adequate ventilation.
GROUP PROFILES
X GROUP
This group of students really need to be kept focussed in activities that accommodate a short attention
span. There is no support in the classroom despite identifying two students that do need some help.
One of the students has been assessed but refused any support and the other student feels that they
don’t even need assessment. This student is disruptive in the class as she shouts out answers and
makes some rude comments about other students discussion has taken place with this particular
student and targets have been set though the MARA Tutorial system. A meeting has been held to
discuss a strategy for this learner and agreement has been made to ask her to stop only once then
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move her to sit alone. If this does not work then the discipline process is to be invoked. The learner
that has refused support needs to be drawn into group activities and targets have been set for this
student through the MARA Tutorial to engage him more in the learning process. There are some
students that show real interest in the activities and support is to be offered to these learners to achieve
maximum grades. Consultation is taking place with various students in this group about their
attendance, punctuality and discussion has also taken place about appropriateness.
There is a low kinaesthetic learning style in this group and so activities need to be added to schemes of
work to encourage this type of learning. A fast pace of exercise is required to keep learners motivated.
Encouragement is needed in large group discussions to improve talking skills and contributions to the
lesson.
Y GROUP
This group is developing in confidence and have a positive group dynamic. The students are
supportive of others in the group. Two students are having learning support, one has dyslexia and has
progressed from a level 1 programme and the other needs support with assignment tasks and note
taking. This group work well together and there is harmony in small group activities. The standard of
work is good. There is one student that is deaf and has a communicator at all times. Planning with
both classroom support workers takes place at the beginning of the lesson to ensure smooth running
the lessons. The deaf student will need all assignments prior to the unit for language medication and
this has already taken place for the 1st semester assignments.
Again there is a low kinaesthetic learning style in this group, which needs developing through activities.
The group seek more clarification and the learners are more mature so lessons need to be of a higher
challenge to develop the learning further and ensure best attainment for all/
FOR BOTH GROUPS
Presentations and test/exams appear to be the main weaknesses and all tutors are advised to plan
these activities where possible in the scheme of work to develop these skills and improve confidence.
Hopefully this will maximise the student’s abilities and skills on their learning journey.
All tutors to plan kinaesthetic learning into schemes of work through learning activities and to
encourage lifer skills where possible. Lessons to include all angles of health and safety where possible
and set the achievement at a high level to encourage a high level of input from the student.
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Lesson Plan
Course/
Group:
Date:
Time:
Topic/
subject:
Teacher:
Room:
Level:
Aims:
Ref to S.O.W:
e.g.
sequence
Week No.
No.
on
Register:
Differentiated (where applicable) Lesson Learning Outcomes - By the end of the session… (All must.. Most should, Some could)...
Links with Every Child Matters (ECM) (Please tick if appropriate)
Safe 
Healthy 
Economic Wellbeing  Enjoy and Achieve  Positive Contribution 
Learning Styles Used (Please tick)
Differentiation Strategies (Please tick)
Visual 
Auditory 
Content  Activities  Negotiation  Support  Extension 
Kinaesthetic 
Response  Group Work  Gradation  Role 
Learning Support identify the support workers, what they will do and with whom:
Equality and Diversity embedded topics:
Health & Safety Matters:
Functional / Basic Skills:
Say how learners will develop their Literacy, Numeracy or ICT
skills.
Prior Learning:
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Objective
Number
Time
Topic & Teacher Activity
Learner Activity
Learning Resources
Assessment
How will you check learning?
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Copy of Lesson Plan for ES Worker
Student
Name
Date:
Time:
Topic/
subject:
Teacher:
Room:
Level:
Aims:
Summary of .
support
required
Lesson Learning Outcomes - By the end of the session:
Objective
Number
Time
EWS Role
Learner Activity
Additional Notes
e.g. Please take additional notes of
student
comments
during
the
brainstorm
Working in small groups to brainstorm
packaging design ideas.
Please sit outside of the group, close enough to hear what all
students say. Please ask any student to repeat a comment that
you do not hear.
The students’ finished brainstorm will be typed by next lesson,
including your notes.
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Individual Learning Session Planner
This document is used to plan and track individual learning within a group. You can set differentiated tasks within the lesson and monitor progress by circulating amongst the
group. Support staff can also be used to check progress and feedback to you at the end of the session.
Learner
Name
ALPS
Aspirational
Activity and Target
Resources
Work Completed / Evaluation
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
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Lesson Plan Checklist
Staff Member: …………………………………………………………………………………………
Subject/Unit: …………………………………………………………………………………………..
Signature: …………………………………….. Date: ……………………………………………...
Yes/No
Comments/Action
Room/workshop Layout
Health and safety checks
 Classroom
 Workshop
Clear aims and SMART
differentiated outcomes
Links made to previous learning
Well structured lesson timed
with well planned steps
 Clear beginning
 Middle, delivered in
stages with tasks
 End and recap
 Link to next lesson
Effective checks on learning
 Good
questioning
techniques
 Planned
assessments/tasks
Good use of resources
 Smart clear handouts
with non stereotypical
images
 Effective use of ILT
 Differentiated resources

How Literacy, Numeracy, IT
skills are developed
Equality and Diversity
 Inclusive learning
 Differentiated activities
 Every Child Matters
Is classroom support used
effectively i.e. are support staff
briefed prior to the lesson?
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ALS 4) ALS SUPPORT RECORD – to be completed at each session. (by ESW)
Date
02/05/00
Pre-class
discussion
and
instructions from lecturer
We are looking at long division today.
Please use the squared paper for
John as he cannot write on lined
paper. There are several exercise at
the back of the book with worked
examples to help him
Support activity carried out, by student name
Assessment and evaluation of Lecturer’s
student learning
signature
Helped John to set his work out correctively,
following the worked examples. When he had
completed the first few the lecturer checked
them. He was still unsure so I worked through
the additional exercises with him.
By the end of the session John
had got the hang of long division
but will need more practice before
moving on.
Took notes during the lecture, to be copied for all
the students with support needs. (Will bring
them to the next lecture. Helped them all create
an alphabetical index in which to enter the new
words they would be learning.
All students completed their work
but Mary was confused by some
of the terminology. She will need
some 1:1 from me next week to
ensure this is sorted out.
23/04/00
Today’s lesson is all about growing
lilies. Then students will need help
with note taking and preparing a
glossary of terms.
05/06/00
We will be looking at Act 2 of Othello. Reading and note taking where needed.
Please ensure Kim sits at the front of
the class as I will be using the white
board. I have the handouts already
enlarged but she may need help to
read them.
Please take notes to my dictation and
have them typed up in to large print.
Kim had not completed the
homework she needed to do
before this session so she found
some
things
difficult
to
understand. She has promised to
catch up before next week.
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Good Teaching and Learning
Student Request for ADDITIONAL learning SUPPORT
Please complete this form if you feel you would benefit from Additional Learning Support and someone
will contact you to discuss your needs.
Student Name:
(Please print)
Address:
Postcode:
Person Code:
Student Contact
Numbers:
Home
Date
Birth:
Mobile
of
Give brief description of Additional Learning Support need:
School attended:
Preferred time of support:
Day:
Time:
Course Title:
Room:
Site:
Course Code:
FT or PT
Name of Curriculum Lecturer:
(Please print)
Student Signature:
Date:
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Good Teaching and Learning
CHARACTERISTICS OF A GRADE 1 (OUTSTANDING) LESSON
Page 1 of 2
TEACHING
LEARNING

Teaching and training are consistently challenging for learners and activities are matched 
exceptionally closely to learners’ needs.
Learners respond extremely well to the challenges
set for, or agreed with them.

Teaching enables the development of very high level independent research and critical / 
evaluative thinking capability.

Tutors promote exceptional working relationships that inspire highly interactive learning.
Learners’ progress is outstanding.




Tutors use materials, activities and language extremely successfully to promote positive
values of diversity.

Teachers and trainers have exceptional levels of subject and vocational expertise and
communicate this with outstanding clarity and passion.

Tutors use questioning extremely effectively to stimulate learners’ thinking, engage them in
learning activities, and check understanding and progress.


Tutors are inspiring and create an exciting and highly stimulating learning environment.

Tutors use learning resources such as ICT in a highly innovative and creative way to 
promote effective learning.

Assessment activities are extremely rigorous, highly organised, extremely effective in
monitoring learning, and as appropriate creative and imaginative.


Learning resources, such as ICT, are used with
exceptional confidence and competence by learners
to enhance their learning.
Learners work in a highly productive manner and
make highly effective use of their time.
Learners are exceptionally confident to work
independently and monitor their own progress.
Learners
have a very highly developed
understanding of how well they are doing and are
motivated to improve their work.
Learners working collaboratively do so in an
extremely productive way and there is very
substantial evidence of peer learning.
Learners demonstrate exceptionally well developed
critical / evaluative thinking capability.
Session planning and execution demonstrates very precisely defined learning objectives,
and highly effective use of the outcomes of previous assessment and learning activities, to
enhance learning.
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Good Teaching and Learning
TEACHING
LEARNING

Tutors provide very astute, extremely constructive feedback on learners’ written work, which 
as appropriate shows great insight, so that learners know exactly how well they are doing,
and what they need to do to improve their work / gain higher grades.
Learners are highly confident in making
contributions to class discussions because they feel
valued and respected

Tutors make highly imaginative and creative use of differentiation (objectives, methods, and 
materials) that enables comprehensive learning.
Learners make extremely effective use of
opportunities to improve their key or basic skills
capability.

Session planning and execution demonstrates exceptionally well defined learning objectives,
highly effective use of the outcomes of prior learning, and highly effective assessment and 
learning activities, to enhance learning.


Learners’ responses to one-an-other and to the tutor
demonstrate exceptionally high levels of respect.
Tutors make highly imaginative and creative use of differentiation (objectives, methods, and
materials) that enables comprehensive learning.
Teaching and training creates highly effective and highly imaginative opportunities for
learners to develop key or basic skills.
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Good Teaching and Learning
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Tutorial and Tutorial Curriculum
Section 5
Tutorial and Tutorial Curriculum
Good Teaching requires you to:
 Target questions so that they match the ability level of the
learner.
 Ask learners what they already know about the topic before
you start.
“ Tell me and I forget. Show me and I remember. Involve me and I understand.” Chinese
proverb.
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Section 5
Tutorial and Tutorial Curriculum
5.1 The Role of the Personal Tutor
5.2 Personal Tutorials
5.3 Working with Parent and Carers
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5.1
The role of the
Personal Tutor
5.1.1
INTRODUCTION
The personal tutor has a wide range of
responsibilities to ensure that the learner
is happy, safe and successful on their
chosen programme of study. If you are
allocated the role of a personal tutor, you
will need to be a good communicator,
helpful and friendly, objective, non
judgmental and positive in your attitude.
Personal tutors play a very significant role
in ensuring that learners have a
successful and enjoyable experience at
College. The skills developed as a
personal tutor in managing learners,
contribute to and enhance teaching skills.
5.1.2
AGREED
PROCEDURE
As a personal tutor, you will have the
following responsibilities:

It is important that you understand the
importance, as well as the limitations, of
your role. A personal tutor can best be
described as a ‘critical friend’ to the
learner. To do this effectively you need to
maintain appropriate boundaries. Without
such barriers you are likely to lose the
objectivity required, when guiding learners
as they seek to make decisions. It is
important that you fully understand the
guidance tutors in the College’s
safeguarding policy and procedures.
Establish a relationship with
each
learner
which
supportive,
is
encouraging,
objective and fair.

Promote high standards and
excellence.

Be a critical friend to the
learners.

Set
SMART
targets
with
learners and motivate them to
A personal tutor needs to take an
overview of the learner’s progress and
achievement whilst at College. They
should have the well being of the learners
as their main concern, and be responsible
for organising and running tutorial
sessions within the College framework.
achieve.

Build a positive atmosphere
within tutorials.

Deliver an agreed college wide
tutorial
SoW developed from
the Framework.

Help
develop
independent
learners.

Track and monitor learners’
progress and liaise with subject
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teachers, parents and carers
using MARA.

Co-ordinate the activities the
learners
are
required
undertake
to
during
tutorials/review weeks.

Monitor
attendance
punctuality
and
attendance
and
liaise
and
Some tutors may feel it more appropriate
to arrange particular group activities at a
different point in the year. You should
produce a scheme of work for tutorial
sessions for each term and send a copy to
your Team Manager by the start of the
programme.
with
retention
administrator and follow up
where necessary, particularly if
the young person is in receipt
of an EMA.

As a personal tutor you should engage
with activities and build sessions around
the resources, information and events
provided by the Student’s Union.
Offer support which is sensitive
to issues of equality of opportunity
You should share your plans with your
learners at the start of tutorial programme
ensuring that they understand the purpose
of the tutorial process and how it supports
their main programme of study. Always
use all the time you have been allocated
with your learners effectively ensuring that
every learner is fully occupied and conduct
all aspects of the tutorial programme to
the same high standards as any teaching
and learning session.
and cultural diversity.

Guide learners progress and refer to
specialist support where appropriate.

Maintain
effective
tutorial
records
including scheme of work individual
learning plans and documents or
An important part of the tutorial process is
the completion and monitoring of the
learners’ individual learning plans (ILP).
The ILP officially records the outcomes of
discussions, targets and constructive
feedback on progress and targets in the
learners, (ILP). See section 6.
correspondence relating to learner
progress via MARA.
5.1.3
HOW
WILL
IMPLEMENT THIS WITH
LEARNERS?
I
MY
As a personal tutor your role is to ensure
that you deliver the agreed tutorial
programme with your allocated group of
learners.
The balance and timing of group and
individual tutorials is important; the tutorial
calendar should give personal tutors
sufficient opportunities to hold one-to-one
tutorials with learners. These need to take
place regularly and be notified in advance
to the learner.
As a personal tutor, your role will be to
arrange one-to-one tutorials at least each
term and additional one to one reviews if
necessary to review progress, set SMART
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Occasionally, a learner’s academic
performance may give you cause for
concern, when this is the case you should
follow College procedures.
targets and identify catch-up activities in
accordance with your Scheme of Work.
Part of your role will be to work with
individual learners to identify activities that
they need to undertake. Progress reviews
are opportune time to do this. They are
also an opportunity to identify learners
who are ‘at risk’.
Learners are entitled to receive a progress
report each academic year.
As the
personal tutor, you will be responsible for
collating these reports and adding a
summary report which gives an overview
of the learners’ progress, attributes,
abilities and potential to succeed. Reports
should be discussed with the learner
before being sent out to parents/carers
prior
to
parent/carers
consultation
evening.
Before undertaking a one-to-one tutorial /
progress review, make sure you have
gathered feedback from class teachers
about individual learners. Where learners
who falling behind with their work, help
them to identify how they will catch up.
You will also need to liaise closely with
parent/carers if learners are under the age
of 18.
5.1.4
Working with learners to review their
progress is a key part of the role.
Established good practice has identified
that this works better if this all tutors can
encourage learners to self assess their
progress. This can be a useful way to start
progress review sessions. Many learners
however will require direction and a
framework for thinking about their
progress. This can be achieved by getting
them to write down specific comments
about:

e
ach element of their programme

g
eneric matters such as attendance
and timekeeping.
HOW
WILL
THIS
IMPACT ON THE LEARNER?
We believe that an effective tutorial
programme helps learners to achieve their
full potential and complete their primary
learning goal: learners should always feel
good about the tutorial process even
where their performance is subject to
constructive criticism. A crucial aspect is
ensuring that in the early stages you have
developed a good relationship which is
open and fair.
One of the most important elements to
success is the relationship between the
personal tutor and the individual learner.
Support for learners and their learning is
at the heart of the tutorial process.
Remember that the act of reviewing
progress, if done effectively, helps to
reinforce the learning that has taken place.
It may also identify gaps in learning.
Learners supported and encouraged to
address such gaps.
Attendance, assessment, progress and
behaviour should be discussed at tutorials
and it is your role as a personal tutor to
ensure that your learners understand and
adhere to the College policies and
procedures.
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5.1.5 LINKS TO THE CIF
Key question 1 in Section A of
the Common Inspection Framework asks
about “how well learners progress”. Key
question 4 in Section B asks how well the
College guides and support learners into
their programme or programme of study.
In particular it asks us to reflect on
whether measures are in place to ensure
learners are supported.
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challenging personal targets and seek
help to address weaknesses
5.1.6 RESOURCES

If you feel you need additional information
or support on the tutorial process contact
your Team Manager.
able to develop learning skills and a
positive work ethic.
5.2.3
5.2
Personal Tutorials
5.2.1
INTRODUCTION
The College recognises the need to
support fully all learners through their
learning in a variety of ways in order that
they achieve their full potential. A planned
programme of tutorial activities is one way
of providing this support on a proportional
and appropriate basis.
5.2.2
A good tutorial programme will ensure
that learners are:

familiar with their environment, the
demands of their programme and the
facilities and services available to
them

confident and motivated to succeed

able to access specialist help and are
supported to do so

in the right place at the right time and
with the necessary equipment and
materials

All full-time learners will be allocated a
personal tutor at the beginning of each
programme. For other groups of learners,
aspects of the tutor’s role will be covered
by the subject teacher.
5.2.4 OBJECTIVES OF PERSONAL
TUTORIALS
The objectives are:
1
To ensure that all full-time have
access to a named personal tutor.
2
To ensure that all full-time learners
have a regular tutorial slot, which is
timetabled into the programme and
part of their entitlement.
3
To provide a high quality,
consistent standard of academic
and pastoral support to all learners,
appropriate to their needs.
4
To provide a comprehensive
tutorial programme, which helps
learners
to
recognise
their
strengths
and
potential,
encourages them to succeed and
assists them in setting, reviewing
and achieving targets through
regular monitoring and review.
5
To provide personal tutors with the
skills, resources and framework to
ensure consistent high standards
of learner support and guidance
and information.
6
To provide a vehicle, through the
tutorial programme, to deliver the
Every Child Matters Outcomes.
PERSONAL TUTORIALS
Derby College is committed to providing a
comprehensive, consistent and supportive
tutorial programme for all full-time
learners. It is the responsibility of tutors to
help individual learners to be successful
by offering appropriate guidance, support
and information as they progress through
their programme.
able to review progress, prioritise
conflicting demands, set realistic yet
AGREED PROCEDURE
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5.2.4
PRINCIPLES
OF
THE
PERSONAL TUTORING POLICY
5.2.7
1
Team Managers are responsible
for the tutoring arrangements made
on behalf of their learners.
2
Personal tutoring will be tailored to
meet the needs of each particular
group of learners.
3
Every personal tutoring programme
will be devised from element within
the College’s approved tutorial
curriculum.
4
Personal tutors will be offered
training to support them in
undertaking their role effectively.
5
Personal tutoring will always
respect the rights of learners to
confidentiality.
6
Personal tutoring will be delivered
in accordance with the College’s
Equality and Diversity Policy.
7
Personal tutors will be selected on
the basis of their skills, experience
and interest in this important area.
5.2.6
MONITORING THE PERSONAL
TUTORIALS
RESOURCES
If you need further training and
development to undertake the role of
personal tutor please contact your Team
Manager or Team Manager, Quality
Improvement.
5.2.8
LINKS TO THE CIF
Key question 1 in Section A of the
Common Inspection Framework refers to
“how well learners progress”.
Key question 4 in Section B asks how well
the College guides and support learners In
particular it asks us to reflect on whether
measures are in place to ensure learners
are supported.
Team Managers are responsible for
monitoring the effectiveness of the tutorial
arrangements in place for their learners
and should carry out a Lesson
Observation.
The Quality Improvement Team will
sample
the
College’s
tutorial
arrangements
annually
throughout
observations and the use of Student
Satisfaction Surveys.
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5.3
Working with Parents
and Carers
5.3.1
INTRODUCTION
The College offers an adult environment,
which encourages learners to take
responsibility for their own learning. We
see the support of parents and guardians
as important in ensuring the success of
our learners. Therefore we are committed
to establishing effective partnerships with
parents/carers for all learners up to the
age of 18.
Where 14 to 16 year old learners are
attending College as part of a school link
programme, contact with parent/carers will
normally be via the 14-16 coordinators
and the school.
5.3.2
AGREED PROCEDURE
As a personal tutor, it is important to
establish and maintain communication
with parents and carers as early as
possible.
Parents and carers play an important
supportive role in the success of learners.
They should be informed of your role and
contact details as early as possible in the
programme and be made aware that you
are willing to discuss any concerns they
have about their son/daughter.
Parents and carers should receive a copy
of the College Parent Handbook and
Carers at the start of the programme,
usually with their invitation letter to the
Parent Evenings.
Parent Evenings are a part of the College
Calendar and are arranged by level of
programme and site. You should check
which evening has been identified for your
programme and follow the procedures
outlined for arranging the evening.
5.3.3
HOW WILL I IMPLEMENT THIS
WITH MY LEARNERS?
As a subject teacher you should ensure
that you:



Set and mark work regularly to
monitor learner performance and
inform the twice yearly reports.
Prepare learners by informing them of
their progress and encourage them to
reflect
on
their
performance,
recognise success and identify areas
for improvement
Record
accurate
attendance,
punctuality
and
assessment
information regularly and report to the
personal tutor
As a personal tutor you should ensure
that you:




Liaise immediately with attendance
and retention administrators regarding
attendance and punctuality issues for
learners aged 16-18 and inform
Parents/Carers.
Collate reports from subject teachers
and discuss with learners during a
one-to-one tutorial
Complete the personal tutor comment
section of the report with an overall
comment about progress
Collate report and forward to
administrators for dispatch
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5.3.4
HOW WILL THIS IMPACT ON
THE LEARNER EXPERIENCE?
Parents and Carers play an important part
in supporting young people to achieve,
ensuring that they are kept up-to-date
with learners progress will ensure that
learners are more likely to attend regularly
and make good progress in their studies.
Each year the Quality Improvement Team
seeks the views of parents and those
comments are used by curriculum teams
in developing their self assessment
reports and improving the quality of the
learner experience.
5.3.5
LINKS TO THE CIF
Key question 4 in Section B
asks how well the College
guides and support learners. In particular
it asks us to reflect on whether measures
are in place to ensure learners are
supported.
Effective communication with parents and
carers, can be critical in ensuring the
effectiveness of action support to learners.
5.3.6
RESOURCES
If you feel you need additional information
on working with parents and carers,
please contact your Team Manager or the
AP - 14 to 19 Director.
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Learners as Individuals
Section 6
Learners as Individuals
Good Teaching requires you to:
 Give praise and encouragement to all learners.
 Break lessons up by changing your teaching methods
frequently.
“Teaching is the achievement of shared meaning”. D.B. Gowin, 1981, Educating.
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Section 6
Learners as Individuals
6.1 Individual Learning Plans - MARA
6.2 Initial Assessment
6.3 Value Added
6.4 Relationships with Learners
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6.1
6.1.2
Individual Learning
Plans – MARA
As a personal tutor or teacher you are
required to develop an ILP and use it with
the learner to monitor the progress they
are making towards their desired
outcomes.
6.1.1
INTRODUCTION
MARA (Measuring Attainment Raising
Aspirations) is a computerised personal
tutor system. The ILP is now an integral
part of this system. MARA gives learners
greater flexibility in:
When developing the ILP you will need to
ensure that the following information has
been recorded:
1
personal information
2
results of assessments:

pre-college guidance

initial assessment

learning styles

copy
of
the
diagnostic
assessments placed in the ILP

prior grades

value added
3.
initial planning/review with targets set
the learners long-term goals
4.
any other goals that the learner
wishes to achieve, both social and
personal
5.
targets and dates for meetings.
 identifying their predicted grades
and achievement levels

setting their own personal targets
and goals to encourage higher
achievement for all.
Evidence thus far suggests that learners
find MARA user friendly.
Individual Learning Plans (ILPs) are used
to plan the learners’ programmes and to
track their progress. Learners on all of our
programmes are entitled to an agreed
programme of study and to have their
progress reviewed and discussed with
them. As a teacher or personal tutor, you
may be responsible for developing and
reviewing ILP’s with a group of learners.
AGREED PROCEDURE
If required, add additional
specific to your Programme.
information
The College ILP combines a number of
functions,
planning
the
learners
programme based on their individual
needs, keeping a learner record and
monitoring their progress. In most cases it
brings together various documents which
are used at different stages of the learners
programme.
The ILP provides the personal tutor with a
guide to what work needs to be covered
with the learner, and a structured record in
which to log outcomes and actions. The
scale of the ILP will vary according to the
duration and nature of the programme.
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Learners as Individuals
When checking ILPs it is important to
monitor if:
 progress reviews are taking place
and being recorded on the ILP

the ILP been signed and dated by the
learner and a member of staff.
6.1.3
HOW WILL I IMPLEMENT THIS
WITH MY LEARNERS?
potential difficulty and an opportunity to
address the issues involved.
Effective use of ILPs ensures that every
learner is aware of their progress at every
stage of their programme and has a clear
understanding of how to be successful.
6.1.5 LINKS TO THE CIF
You should meet with the learner regularly
throughout the year to review their progress.
When you undertake this review you will
need to consider the results from formative
assessments and feedback from the
programme team on the progress the
learners is making. You should also give the
learner the opportunity to reflect on their own
learning. See Section 5.
Not all programmes lead to a qualification
and in these cases the recording of learning
outcomes and achievements is even more
important as the ILP may also provide a
record of the learners’ achievements
throughout the year. (RARPA)
6.1.4
HOW WILL THIS IMPACT ON THE
LEARNER EXPERIENCE?
Key question 1 in Section A of the
Common Inspection Framework asks
about “how well learners progress”. Key
question 4 in Section B asks how well the
College guides and support learners into
their programme or programme of study.
In particular it asks us to reflect on
whether measures are in place to ensure
learners are supported.
6.1.6
RESOURCES
See the courses on the College’s Moodle
which explain MARA .
If you need support to complete ILPs,
contact your Team Manager or Team
Manager, Quality Improvement.
ILPs will provide learners with a regular
opportunity to reflect upon their own
performance and progress and develop the
important skill of self evaluation. The setting
of clear, realistic and achievable targets will
help to motivate and promote success, as
well as proving a focus for supportive
discussions with personal tutors. This, in
turn, fosters a spirits of ownership and
independent learning.
The regular recording of progress and
milestones ensures that learners are able
to identity what is required to do well and
are able to negotiate clear targets to
achieve this. Additionally, there is early
identification of any areas causing
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Learners as Individuals
6.2
Initial Assessment
6.2.2
There are a number of initial assessment
information elements that need to be
collected, during recruitment or induction.
INTRODUCTION
Possible information elements gathered
through initial assessment include:
Initial assessment is the process of
identifying an individual’s learning and
support needs to enable them to succeed.

language, literacy and numeracy skills

inclusion, for disability or specific
learning difficulties

previous experiences
including qualifications

personal and social skills

study skills

learning styles

vocational aptitudes and abilities

attitude and motivation.
It serves two key purposes:

ensuring learners are on, or are placed
on, the right type and level of
programme

enabling the identification of an
appropriate starting point for each
learner, against which their progress
can be measured.
The range and type of initial assessment
will vary according to age of learner, type
of programme and mode of delivery.
6.2.3
of
learning,
AGREED PROCEDURES
As a programme tutor, personal tutor, or
other tutor who is responsible for a group
of learners, you are responsible for
planning the assessment schedule as part
of the application and/or induction
processes.
Consult with your Team
Manager and or the Team Manager for
Additional Learning Support over the
content and timing of this schedule.
It is important to distinguish between
information about learners that needs to
be collected. If the information is
significant in determining learner suitability
for a given programme, it should be
collected during the application process. If
the information is concerned with
supporting learner and shaping their
programme, it should be collected during
the induction process.
The majority of learners will undertake a
test to determine any literacy and/or
numeracy support needs.
There are
formal
procedures
for
the
initial
assessment and analysis of additional
support needs for those with specific
learning disabilities, literacy, numeracy,
second language or assistive technology
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Learners as Individuals
needs through the Additional Support
Staff.
If you are a personal tutor you will need to
gather the outcomes of initial assessment
and build them into a group profile. This
should then be shared with teachers so
that they can effectively plan lessons and
assignments according to each learner’s
abilities and needs. It should also be
shared with all other staff involved in
supporting the learner.
All information should be entered in the
Individual Learning Agreement, which
forms the first stage of the Individual
Learning Plan.
6.2.4
6.2.5 HOW WILL THIS IMPACT ON
THE LEARNER?
Effective initial assessments ensure that
learners are on the right programme and
can get the help they need in order to
succeed.
The sharing of results of initial
assessments enables tutors to plan their
work based on a detailed knowledge of
each learner’s abilities and needs, thereby
maximising each learner’s progress and
chance of success.
HOW WILL I IMPLEMENT THIS
WITH MY LEARNERS?
It is important that every contact a learner
has with the College should reinforce a
positive, non-threatening experience. You
will need to ensure that, during the
interview process, learners are made
aware of the timing and purpose of any
formal assessments and that you provide
reassurance to any learners who are
apprehensive or lacking in confidence.
The
methods
adopted
in
initial
assessment vary and will include a mix of
tests and more informal information
gathering
through
self-assessment,
discussion and activities.
As a tutor who is responsible for a group
of learners, you will need to ensure that
learners understand the purpose of all
components of the initial assessment.
You should gather and share the results of
all assessments with the learner and enter
them in the appropriate sections of the
Individual Learning Agreement.
You
should follow up any identified needs by
arranging for the appropriate support and
agreeing initial short-term targets with the
learners through one-to-one discussions
which will inform the ILP.
6.2.5. LINKS TO THE CIF
Key question 1 in Section B
considers “How effective are teaching,
training and learning?” and evaluates:
 how well learning and assessment are
linked
to
initial
and
current
assessments and related activities are
adapted to make sure they build on and
extend learning for all learners
 how well we “work with learners to
develop individual learning plans that
are informed by initial assessment and
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which are reviewed and updated
regularly” and the extent to which
“initial and diagnostic assessment
provides an accurate bases on which to
plan appropriate programme of work”.
6.2.6. RESOURCES
If you need further information and advice
on the initial assessment please contact:
Team Manager of Additional Learning
Support.
When completing programme reviews
staff should analyse the relevant value
added and distance travelled information
that is held within MARA.
This analysis should consider
differences in the distance travelled
learners
who
have
completed
programme. Is important to identify if
impact of programme has been
significant for the learners with:
the
by
a
the
as
 significant prior achievement
as it has been for learners with:
 less significant prior achievement.
6.3
Value Added
6.3.1. INTRODUCTION
Value-added and distance travelled
measures are becoming an important
factor in making judgements about the
College’s
performance
and
the
effectiveness of learning provision.
If a programme and the attendant learning
support is successful, it should deliver,
relatively speaking, the same level of
impact all learners. If there are variances
this should be explored to determine
reasons why.
This type of analysis can also help to
determine if learning support is having the
impact it should have on learners.
The purpose of these measures is to help
staff and managers understand how
learners with similar prior attainment
(generally from school examinations)
perform on their chosen programmes.
They are measures of the impact
programmes have on learners.
If a learner commences a programme with
a significant number of A and B grade
GCSEs, and goes on to achieve modest
results in their level 3 qualification, the
impact of the programme has had less
than, where a learner commences the
programme with modest GCSE grades,
and goes on to achieve outstandingly in
their level 3 qualification.
6.3.2
HOW WILL I IMPLEMENT THIS?
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6.3.3 HOW WILL THIS IMPACT ON
THE LEARNER?
If tutors and managers have a good
understanding of the impact programmes
are or are not having on learners, then in a
better position to determine how the
design of programmes needs to be
improved.
Improving the design of programmes
improves the quality of learners learning
experience, which should in turn improve
the extent to which learners achieve.
6.3.4 LINKS TO THE CIF
Value added and distance
travelled link to:


Key question 1 in Section A which
focuses on learner achievement, and
specifically
evaluates
whether
“learners enjoy learning and make
progress relative to their prior
attainment and potential”.
Key question 1 in Section B which
focuses on, effectiveness of teaching.
6.3.5
The quality of the relationship staff have
with learners play a significant role in
influencing how well they achieve.
It is important therefore that staff develop
positive and constructive relationships with
the individuals they teach. Whilst
differences in personality types can make
this a challenging objective, how well it is
achieved, is an important measure of a
tutor’s professionalism.
6.5.2
HOW WILL I IMPLEMENT THIS?
Tutors should use all the information
available to them from the initial
assessment and induction processes, to
help them understand the learners they
teach. This includes understanding what
motivates the learners, and what engages
their interest. Understanding learners’
level of prior knowledge can be used, by
acknowledging this knowledge, as a
common point of reference, and a means
of making them feel valued and respected.
Understanding the barriers learners face
can help avoid circumstances where a
learner feels embarrassed or isolated.
RESOURCES
If you need further information and advice
on this topic please contact:
Your Team Manager.
6.5
Relationships with
Learners
6.5.1
INTRODUCTION
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It is very important however that tutors
recognise and understand the boundaries
that should exist between themselves and
learners. There is a considerable
difference between “being friendly” and
trying to be “the learners friend”. Seeking
to have the latter type of relationship can
cause considerable problems.
The College’s safeguarding policy also
identifies why this type of relationship is
highly inappropriate. All tutors should have
a very good understanding of this policy
and its requirements.
6.5.3
It is important that all staff see building
effective relationships with learners as a
part of their role, including and particularly
learners to present a very challenging
persona.
HOW WILL THIS IMPACT ON
6.5.4
LEARNER?
Key question 3 in Section A,
“How safe do learners feel?”
Developing positive and constructive
relationships with learners should have a
range of benefits. These benefits could
include:

motivating, inspiring, energising,
encouraging, challenging learners
to achieve

building confidence, trust and
empathy which helps to drive the
desire to learn

helping learners to develop a more
mature
and
sophisticated
understanding of the world they
live in

Particularly when learners experience
difficulties, either with their learning or in
their domestic lives, the quality of the
relationships they have with staff, can
make the difference between deciding to
continue with learning, or dropping out of a
programme.
helping learners to take new and
positive directions in their lives.
LINKS TO THE CIF
Key questions 1 and 4 in Section B:
 “How effective are teaching,
training and learning?”

6.5.5
“How effective are the care,
guidance and support learners
receive in helping them to attain
their learning goals?
RESOURCES
The College’s safeguarding policy.
For guidance on developing effective
relationships, click on the hyperlink below.
http://www.cmiopal.com/Insights%20Into%20Building%2
0Effective%20Relationships.pdf
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Assessment
Good Teaching requires you to:
 Plan in order to meet individual needs with extension tasks
and different resources.
 Remember, the enemy of good teaching is teacher talk.
“Quality has to be caused, not controlled.”
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Section 7
Section 7
Assessment
7.1 Planning an Assessment Strategy
7.2 Formative and Summative assessment
7.3 Internal Verification
7.4 National Standards Sampling and External Verification
.
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7.1
Planning an
Assessment Strategy
7.1.1
INTRODUCTION
Assessment is an essential feature of
teaching and learning strategies cover
the range of methods, task and
activities that as a teacher you should
plan in schemes of work and lesson
plans. The purpose of an assessment
strategy is to provide valid
opportunities for learners to
demonstrate learning and for you to
develop an overview of how well
learners are progressing and therefore
how to plan and deliver future lessons
and assessment opportunities.
In consultation with your Team
Manager and programme team you
should design an assessment
schedule based on the requirements of
the awarding/ validating body or
published learning outcomes for the
programme.
The formal assessment schedule must
be provided for learners at the start of
the programme. You should reinforce
with learners the significance of
assessment as a way of monitoring
progress towards their learning goals.
When planning an assessment
strategy, you are expected to know
what makes an assessment task valid,
to consider the appropriateness of
norm referencing and criterion
referencing, the difference between
formal and informal assessment and
formative and summative assessment.
To access information on norm and
criterion referencing assessment, click
on the hyperlink below.
http://www.roehampton.ac.uk/guidetog
oodpracticeinassessment/typesofasse
ssment/normandcriterionreferencing/in
dex.html
7.1.2 AGREED PROCEDURE
As a teacher you are required to
design, plan and implement an
effective and valid assessment
schedule for each programme you
teach on.
7.1.3 HOW WILL I IMPLEMENT
THIS WITH MY LEARNERS?
Start by identifying and making use of
examples of existing good practice
already available in your own work or
in other parts of the college. As a
member of the programme team, work
with other teachers to devise a
schedule and assessments which is
fair to the learners and which meets
awarding body guidance and
deadlines. When planning
assessments consider the following:

Provide clear information on how
and when learners will be assessed
as part of the programme (please
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refer Learners also to student
intranet)
7.1.5 LINKS TO THE CIF

Careful planning of spacing, timing
and volume of assessments to
avoid long gaps of inactivity and
the bunching of work towards the
end of each term.
Key question one in Section B asks
“How effectively do teaching, training
and assessment support learning and
development?” which asks us to
evaluate how well:

Give learners details on the return
of assessed work, which is usually
within 10 days of submission, or as
stated in the programme handbook.


Give clear information on how,
when and to whom feedback will be
provided.
learning and assessment are linked
to initial and current assessments
and related activities are adapted
to make sure they build on and
extend learning for all learners

Ensure you keep accurate, up-todate records of learner’s progress
in relation to the programmes
learning outcomes, and that where
appropriated these are given to the
learners’ Person tutor
staff have appropriate skills and
expertise to provide good quality
teaching, learning, assessment

assessment
of
learners’
performance and progress is
timely, fair, consistent and reliable
Ensure that your learners are
aware of the Appeals Procedure.

learners
receive
constructive
feedback on their progress and
how they might improve

learning, teaching, training and
assessment promote equality and
recognise diversity.


7.1.4 HOW WILL THIS IMPACT ON
THE
LEARNER
EXPERIENCE?
Through the implementation of this
schedule, you will ensure that
assessment is spaced out throughout
the programme and that learners are
not over burdened with assessments
at any one time.
7.1.6 RESOURCES
If you need support or resources on
planning and setting assessment
tasks, talk to your Team Manager
It is also important that learners
receive feedback on how well they are
doing compared with their personal
targets. This indication of progress
can be used, where appropriate to
inform reporting to parents/ guardians,
employers or sponsors.
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7.2
Formative and
Summative
Assessment
7.2.1 INTRODUCTION
As a teacher, you are expected to
judge how well learners are doing
against the criteria for the qualification
or programme. Effective assessment
is essential in helping learners to
progress as it provides them with
information to help them take
responsibility for their own learning.
When planning teaching and learning,
assessment should be a key feature of
developing a schemes of work. In
particular the development of
assessment / assignment schedules
and or plans. In addition to meeting
qualification assessment requirements,
planning assessment activities helps to
ensure that there are well-defined
opportunities within the courses, to
help learners understand how well
they are achieving and making
progress.
Assessment also needs to be planned
in the context of lessons. Teachers
need to be sure for each key section of
a lesson, that learners have developed
the plan understanding and/or skills or
techniques.
Assessment opportunities should
clearly be identified on lesson plans.
7.2.2 FORMATIVE ASSESSMENT
Formative assessment is one of the
most important ways of using
assessment to improve learning. It
ensures learners are given feedback
on how well they are doing in relation
to the session learning outcomes.
Formative assessment should be an
essential feature of every lesson. If
used effectively, formative assessment
will motivate, support and encourage
learners.
It also provides an important tool for
teachers to check whether learning
has taken place. Examples of
formative assessment include multiplechoice activities, quizzes, role-play,
discussion, assignments, essays and
presentations. The use of ILT,
including facilities on the College
Moodle, offers many opportunities for
creative formative assessment.
7.2.3 SUMMATIVE ASSESSMENT
Summative assessments are formal
assessments, usually required by the
Awarding or Examining Body, which
contribute to determining whether a
learner achieves a qualification. They
determine definitively the extent to
which learners have:
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 developed and mastered specific
physical performance and or craft
skills
 developed personal and social
skills
 developed and demonstrated the
required level of conceptual
understanding of bodies of
knowledge and the topics within.
More traditional forms of assessment
include end of year tests or
examinations, but summative
assessment could also include
assignments, presentations or
demonstration of skills or competence.
For more information on Formative
and Summative Assessment click on
the hyperlink below.
http://amec.glp.net/c/document_library/
get_file?p_l_id=844072&folderId=7547
45&name=DLFE-20967.pdf
7.2.4 AGREED PROCEDURE
As a teacher or assessor you will have
worked with your Team Manager to
develop an assessment schedule.
When designing the assessment
schedule consideration should be
given to:

awarding / examining body course
assessment criteria

awarding / examining body
assessment method stipulations

how well particular types of
assessment, provide learners with
the opportunity to show how well a
particular learning outcome /
assessment criteria has been
achieved
It is important that there is a clear link
between formative assessment
activities and specific lesson learning
outcomes. This helps the teacher
monitor the effectiveness of session
delivery. It also helps learners
understand how well they are doing in
a session.
All summative assessment activities
should be explicitly linked to the
qualification or award assessment
criteria. Failure to do this may lead to a
situation where learners are unable to
achieve the qualification or award.
7.2.5 HOW WILL I IMPLEMENT
THIS WITH MY LEARNERS?
During the planning stage when
developing your assessment schedule
and assignments take the opportunity
to look at your current methods of
assessment and whether they provide
learners with opportunities to
demonstrate their learning, whether
they meet the learning outcomes, and
whether they provide learners with an
opportunity for assessment in
Functional Skills or Preparation for Life
and Work.
You might want to consider asking
learners for feedback on which
assessment methods they found most
useful in providing information on the
progress they were making.
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Be creative and try out new ways of
helping learners to demonstrate how
much they have learned e.g. via
integrated assignments.
Ensure that you have included a range
of formative and summative
assessment methods so the learners
are given ample opportunity to
demonstrate learning and improve
performance.
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A crucial part of the assessment
process is the feedback to learners. In
addition to giving learners deadlines
for when assessments will be
undertaken, you will need to tell them
when and how they can expect to
received feedback.
Feedback should always be
informative and motivate the learner by
clearly identifying what they did well
and how the learner could improve
their performance in future
assessments.
When giving feedback to learners on
their assessment activities, it is
important to ensure that there is an
appropriate balance between
constructive critique and praise. It is
also important to encourage learners
to analyse how they could have
achieved even better outcomes.

learning and assessment are linked to
initial and current assessments and
related activities are adapted to make
sure they build on and extend
learning for all learners

staff have appropriate skills and
expertise to provide good quality
teaching, learning, assessment

assessment of learners’ performance
and progress is timely, fair, consistent
and reliable

learners
receive
constructive
feedback on their progress and how
they might improve

learning, teaching, training and
assessment promote equality and
recognise diversity.
7.2.8 RESOURCES
If you need support or resources on
planning and setting assessment
tasks, talk to your Team Manager.
7.2.6 HOW WILL THIS IMPACT ON
THE LEARNER
EXPERIENCE?
Assessment is an important part of the
learner experience, giving the learner
a range of formative as well as
summative assessment opportunities
will build their confidence and enable
them to improve their performance.
7.2.7 LINKS TO THE CIF
Key question one in
Section B asks “How
effectively do teaching, training and
assessment support learning and
development?” which asks us to
evaluate how well:
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7.3
Internal Verification
7.3.1 INTRODUCTION
We are committed to ensuring that
learners achieve their full potential and
that the qualifications they achieve
retain their credibility, by ensuring that
assessment is valid and reliable.
START OF THE PROGAMME
It is good practice to apply Internal
Verification (IV) or Moderation
processes to all programmes, not only
those leading to a qualification but also
programmes which have their own
teacher or learner devised outcomes.
7.3.2 AGREED PROCEDURE
The current IV / Moderation
procedures apply to all programmes
which lead to a nationally recognised
qualification or required validation by
an external body and will be monitored
regularly throughout the year by a
member of the Quality Improvement
Team.
Lead IV in conjunction with Team Manager appoints IV team and co-ordinates
meeting to provide IV Plan for the programme including:






Internal verification of assessment opportunities/assignment briefs
Sampling Plan
Training plan for assessors
Training plan for IV
Tracking and assessment documentation
Team reviews previous IV Plan and EV Actions.
DURING THE PROGAMME



IV team carry out interim and final internal verification in accordance with EV
requirements
Assessors are provided with feedback on assessment decisions, quality of
feedback to learners and training needs
Team meet regularly with Quality Practitioners to monitor the sampling plan
and procedures.
PRIOR TO EACH EXTERNAL VERIFIER VISIT
Quality Practitioners meet with IV team to:



Review previous EV Action Plans
Co-ordinate EV Visit
Standardise/monitor sampling plans and ensure portfolios are available
END OF INTERNAL VERIFIER CYCLE


Review effectiveness of Assessment and Internal Verification procedures as
part of course review and self assessment reports
Recommend improvement actins for implementation by Lead IV and IV
Team.
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7.3.3 HOW DO I IMPLEMENT THIS
WITH MY LEARNERS?
In addition to feedback that you will
have given your learners, they will
receive a copy of the feedback from
the Internal Verifier. This will include
any action that needs to be taken to
ensure that the assessment decision
meets the awarding body standards or
internally set outcomes.
The IV / Moderation processes are a
means of monitoring learner progress
and therefore link to:
Key Question one in Section A “How
well do learners achieve and enjoy
their learning?” as this questions looks
at the extent to which:

learners attain their learning goals,
including
qualifications
and
challenging targets

there are any significant variations in
the attainment of different groups of
learners

learners’ work meets or exceeds the
requirements of the qualifications,
learning goals or employment

learners develop personal and social
skills, including, as appropriate,
spiritual, moral and cultural aspects
Key question one in Section B asks
“How effectively do teaching, training
and assessment support learning and
development?” which asks us to
evaluate how well:
7.3.4 HOW WILL THIS IMPACT ON
THE LEARNER EXPERIENCE
AND THE QUALITY OF
TEACHING AND LEARNING?
IV brings internal and external
accountability for assessment
decisions and gives you and the
learner confidence that assessment is
fair, valid, and reliable and has
national credibility. This is achieved
through the implementation of rigorous
internal verification or moderation of
the assessment process.
7.3.5 LINKS TO THE CIF

learning and assessment are linked to
initial and current assessments and
related activities are adapted to make
sure they build on and extend learning
for all learners

staff have appropriate skills and
expertise to provide good quality
teaching, learning, assessment

assessment of learners’ performance
and progress is timely, fair, consistent
and reliable

learners
receive
constructive
feedback on their progress and how
they might improve
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
learning, teaching, training and
assessment promote equality and
recognise diversity.
7.3.6 RESOURCES
Full copies of the internal Verification/
Moderation policy and documentation
and resources can be found on the
Staff Intranet.
If you need support or advice on
internal verification procedures please
contact your area’s Internal Verifier.
External Verification (EV) plays a part
within NSS, but also plays a part in the
qualifications regulated by other
awarding bodies. In the NVQ domain
EV directly monitors the effectiveness
of the IV process. This is achieved
when EVs visit the College and sample
learners assessed work and the IV
documentation which demonstrates
the assessment process is sound. If a
qualification has what is referred to as
Direct Claims status, then the level of
EVs monitoring is much reduced.
7.4.2 AGREED PROCEDURE
7.4
National Standard
Sampling and
External Verification
7.4.1 INTRODUCTION
National Standards Sampling (NSS) is
the method by which Edexcel monitors
the assessment against national
standards for all units including Level
2-3 BTEC First and BTEC National
programmes and BTEC Short Courses
levels 1– 3 in every centre. Under the
NSS process, centres will be asked to
present different units, year on year.
BTEC Entry and Introductory
programmes are also covered by the
NSS process but have slightly different
rules of sampling. (See Edexcel
Quality Assurance Handbook)
The information gathered by the NSS
activity is available to Edexcel and to
regulatory bodies for the purpose of
audit and to assess national trends.
In most Programme Areas NSS will
involve assignment briefs and samples
of learners’ work being sent to an EV.
The EVs job is to determine if
assessment decisions are correct and
learners’ work is to the national
standard for the grade awarded. In
some cases EVs will still visit the
college to undertake sampling work.
7.4.3 HOW DO I IMPLEMENT THIS
WITH MY LEARNERS?
You are likely to be asked to select, or
be involved in the selection, of
samples of learners’ work to be
provided to the EV.
You should ensure you are familiar
with the requirements for selecting
samples of work. Guidance is provided
in the relevant awarding body
documentation on the Staff Intranet.
It is important that learners do not form
the impression, that they are being
personally targeted when samples are
being selected. Ensure that learners
understand what the process is, and
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why it takes place. It is also important
that they understand how it ensures
the validity of the qualifications they
will get, when they complete their
courses.
7.4.4 HOW WILL THIS IMPACT ON
THE LEARNER EXPERIENCE
AND THE QUALITY OF
TEACHING AND LEARNING?
Sampling the quality of learners’ work
and the accuracy of assessment
decisions, results ultimately in
feedback to teaching staff. This
feedback helps staff review how they
design and deliver learning and
assessment, Through this process
teaching staff identify how to improve
what they do. This delivers direct
benefits to the learners, through
improved quality and effectiveness of
course delivery.
7.4.5 LINKS TO THE CIF
The IV / Moderation
processes are a means of
monitoring learner progress and
therefore link to:
Key Question one in Section A “How
well do learners achieve and enjoy
their learning?” as this questions looks
at the extent to which:

learners attain their learning goals,
including
qualifications
and
challenging targets

there are any significant variations in
the attainment of different groups of
learners

learners’ work meets or exceeds the
requirements of the qualifications,
learning goals or employment

learners develop personal and social
skills, including, as appropriate,
spiritual, moral and cultural aspects
Key question one in Section B asks
“How effectively do teaching, training
and assessment support learning and
development?” which asks us to
evaluate how well:

learning and assessment are linked to
initial and current assessments and
related activities are adapted to make
sure they build on and extend learning
for all learners

staff have appropriate skills and
expertise to provide good quality
teaching, learning, assessment

assessment of learners’ performance
and progress is timely, fair, consistent
and reliable

learners
receive
constructive
feedback on their progress and how
they might improve

learning, teaching, training and
assessment promote equality and
recognise diversity.
7.4.6 RESOURCES
If you need support or advice on NSS
and EV procedures, please contact
your area’s Internal Verifier.
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Section 8
Employer Engagement in the Curriculum
Good Teaching requires you to:
Summarise learning at the end of a
session and look forward to the next lesson
Ask everyone questions, not just a few learners
“Quality is not an act, it is a habit.”
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Section 8
Employer
Curriculum
Engagement
in
the
8.1 Involving Employers & Fostering Employability Skills
Development
8.2 Reporting to the Employers
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Employer Engagement in the Curriculum
8.1
Involving Employers
& Fostering
Employability Skills
Development
8.1.1
INTRODUCTION
The College is committed to ensuring that
we offer programmes that meet the needs
of our learners and our local community
including local, regional and national
employers.
The majority of learners study at Derby
College to improve their employability,
change direction or develop their career
further. It is therefore important that we
prepare our learners for effective
participation in the workplace by
developing work place skills and attitudes
whilst studying at the College.
8.1.2
with hundreds of local employers. They
may be able to put you in touch with an
appropriate employer, saving time and
resources for your team, and providing a
professional and seamless service to the
employer.
Many programmes have a curriculum
requirement for learners to undertake a
period of voluntary work experience. Due
to the serious health and safety
implications of this, all placements for
learners must be organised in accordance
with College procedures.
Support in
organising placements may be available
to your team.
Please contact the Employer Responsive
team, or WBL team if you are considering
building work placements into your
programme. (see overview)
AGREED PROCEDURE
As a teacher you will be required to
ensure that the subjects you teach
adequately
prepare
learners
for
employment. You will have specific ideas
about how employability skills can be
incorporated into your programme, these
ideas can often be supported by the
Employer Responsive team.
There are many interesting ways to
incorporate employability skills into your
programmes. For example, you may wish
to included guest speakers, company
visits,
employer-led
workshops,
recruitment events, work placement or live
projects set by employers, and effective
use of realistic work environments.
You should inform the Employer
Responsive team of any employer-linked
activity so that it can be recorded centrally
and support given where needed. The
Employer Responsive team also has links
8.1.3
HOW WILL I IMPLEMENT
THIS WITH MY LEARNERS?
If you are the teacher responsible for
planning a programme, you will need a
structured plan of the employability
activities linked to each appropriate unit of
study. Similarly, employability activities
conducted within the tutorial programme
should be included in the overall tutorial
programme plan.
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You may wish to link course units to the
reality of how they might be applied in the
workplace.
For example, you might
consider inviting an HR professional to
speak to the group about their
organisation and what it is like to work in
HR. Alternatively you may feel that the
learners would benefit more from a visit to
a local company to:

see how a manufacturing process
operates

hear how a marketing team put a
marketing campaign together


Throughout the year there will be
employability
events
and
activities
including Job Shop, in which learners will
also be able to participate. These will
complement the activities that you have
already planned. You should be proactive
in encouraging learners to attend these
activities.
It is also particularly important, that
teachers model and reinforce skills and
attitudes that are important in the
workplace. These will include things like:

good timekeeping

maintaining concentration on tasks

completing work and tasks in a timely
manner

producing
standard

using equipment
effective manner

using initiative (within appropriate
parameters) to solve problems and
achieve outcomes

working effectively as part of a team

effective
written
and
communications skills.
see a sales team in action
hear from a small business manager
about how they manage the business
and the problems they face.
Alongside core curriculum
learners will need to:
activities,

consider their career path
completion of the qualification

build their job search skills

develop application and interview skills

compile their CV

develop the mature attitude required
for the workplace.
on
8.1.4
work
to
the
in
a
required
safe
and
verbal
HOW WILL THIS IMPACT ON
THE LEARNER EXPERIENCE?
Consistently reinforcing, through course
activities and verbal, positive workplace
behaviours, and encouraging learners to
practice skills they need at work, helps
them to develop the necessary skills. This
will increase the likelihood that learners
will move into sustainable employment on
completion of their programme of study.
Learners should be encouraged to think
about their future career path and to
develop the skills required in that industry.
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8.1.5
groups and others that lead to tangible
benefits for learners.
LINKS TO THE CIF
Key question two in Section A of the CIF
asks us to evaluate:
How well do learners improve their
economic and social well-being through
learning and development?
In relation to which it particularly focuses
on how:
 learners develop relevant knowledge,
understanding
and skills which
contribute to their economic and social
well-being

learners increase their employability

learners progress to further learning
and employment or gain promotion

learners understand their rights and
responsibilities at work.
8.1.6
RESOURCES
If you need further training, support or
additional
information
on
building
employer
engagement
into
your
curriculum please contact:
Your Team Manager or the Employer
Responsiveness Team.
Key question two in Section B of the CIF
asks us to evaluate:
How effectively does the provision meet
the needs and interests of users?
In relation to which it particularly focuses
on how:
 the provider considers employers’
views and identified training needs and
information on performance, skills and
labour demand

arrangements
for
training
assessment are flexible to
learners’ and employers’ needs.
and
suit
Key question three in Section B of the CIF
asks us to evaluate:
How effectively does the provider use
partnerships to develop its provision to
meet learners’ needs?
In relation to which it particularly focuses
on how:
 the provider develops partnerships
with schools, employers, community
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8.2
Reporting to
Employers
8.2.1 INTRODUCTION
The WBL Team is responsible for holding
formal reviews with the learner and
employer. These should take place at
least every 12 weeks, and more
frequently where circumstances, such as
former learner progress, require more
frequent formal contact with the learner.
The College is committed to supporting
local, regional and national employers to
develop their workforce through four main
routes:



Apprenticeships (also known as Work
Based Learners – WBL)
Bespoke training for employers
Learners who are sponsored to attend
college by their employers.
In addition to the above, the government
periodically introduce new types of funded
learning for people in employment, and
those seeking to get into employment. It is
likely that the College would be involved in
such programmes.
Employer sponsorship could be through
sending employees on day release
programmes, or paying their fees to attend
part time programmes.
Support from employers is important to
ensure the success of our learners. We
are therefore committed to working with
employers, where they have supported or
sponsored a learner.
The College Charter – Summary for
Employers sets out the College’s
commitment to Employers.
8.2.2 AGREED PROCEDURE
Apprenticeship learners will be allocated a
named person in the WBL team. This
person will be responsible for liaising with
the:
employer, learner and the teaching
team.
As a teacher, you will liaise regularly with
the WBL Team to ensure that they are
aware of the progress and achievement of
learners for which they are responsible.
This will involve reporting on all aspects of
the learners progress toward the
achievement of each component of the
Apprenticeship
Framework:
NVQ,
Functional Skills and the Technical
Certificate. In some apprenticeship
frameworks learners will also complete
additional qualifications.
For
Employer
sponsored
learners,
feedback should be given twice a year, in
January and at the end of the academic
year
or
programme
through
the
completion of a progress report.
There may be other issues such as
punctuality, absence or misconduct which
the College would want drawn to the
attention of the employer.
For
Apprenticeship learners, this should be
communicated via the Learner Liaison
Officer.
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8.2.3
HOW WILL I IMPLEMENT
THIS WITH MY LEARNERS?
As a teacher you will be responsible for
monitoring the attendance, punctuality and
progress of your learners and reporting
any causes of concern to the:

Learner Liaison Officer in the case
of Apprenticeship learners

programme tutor in the case of
other sponsored learners.
8.2.4 HOW WILL THIS IMPACT ON
THE LEARNER EXPERIENCE?
Employers play an important part in
supporting learners that they have
sponsored to attend a programme the
College, ensuing that they are kept up to
date with a learner’s progress will ensure
that learners are more likely to attend
regularly, discuss their progress with
employers and make good progress
towards their qualification.
It is important that you record progress on
all aspects of the Apprenticeship
framework including: Functional Skills;
Technical Certificates and the extent to
which the NVQ has been completed. The
way NVQ progress is reported, may vary
in different types of Apprenticeship
programme.
The College is monitored on its success
rates, which in the case of Apprenticeship
programmes is based on the total number
of completed Frameworks achieved and
measures timely success rates.
As a teacher you will be responsible for
completing a progress report for employer
sponsored learners and passing to the
Team Manager, who will discuss it with
the learner. It will then be forwarded to the
employer. If you are the only teacher who
teaches on the programme, you will be
responsible for discussing the report with
the learner and forwarding it to the
employer.
If you have any causes for concern, these
should initially be discussed with the
learner, before you approach the WBL
Team, Team Manager or employer.
Each year the Employer Responsive and
Quality Improvement Team seek the views
of employers and these comments are
used by curriculum teams in their
programme review and self assessment
report and therefore improve the quality of
the learner experience.
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8.2.5 LINKS TO THE CIF
Key question three in Section
B of the CIF asks us to evaluate:
How effectively does the provider use
partnerships to develop its provision to
meet learners’ needs?
Employers are the key partnership in
work-based learning. Ensuring that
employers have an appropriate and timely
understanding of learners progress, is an
important element of maintaining an
effective relationship with an employer.
8.2.6. RESOURCES
If you need further support or additional
information on reporting to employers,
please contact:
Your Team Manager or the WBL team.
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Section 9
Review and Improving
Good Teaching requires you to:
 give learners learning objectives at the start of the
session
 link learning to something learners are interested in to
inspire them.
“If a doctor, lawyer, or dentist had 40 people in his office at one time, all of
whom had different needs, and some of whom didn't want to be there and were
causing trouble, and the doctor, lawyer, or dentist, without assistance, had to
treat them all with professional excellence for nine months, then he might have
some conception of the classroom teacher's job. “
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Donald D. Quinn
Section 9
Reviewing and Improving
9.1 Improving Retention, Achievement and Success Rates
9.2 Programme Review
9.3 The Self Assessment Process
9.4 Monitoring Diversity and the Promotion of Equality and
Opportunity
9.5 Lesson Observation
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9.1
Improving Retention
and Achievement and
Success Rates
9.1.1
INTRODUCTION
The performance of your programme,
curriculum area and the College is
measured on a number of success factors,
two of which are retention and
achievement.
9.1.2
Use review weeks effectively to ensure
you know how your learners are
progressing, and that you regularly
update personal tutors on learners’
progress.

Don’t wait until review weeks to
monitor the progress of your learners.
Ensure you build regular monitoring of
attendance and progress into formal
and informal meetings.

Be alert to the signs that learners may
be at risk of dropping out:
Is punctuality or attendance
causing a problem?
Are learners failing to hand in
homework or assessments?
Is the quality of the learner’s
work causing concern?
Has the behaviour of any
learners towards staff, changed
noticeably?
AGREED PROCEDURES
In addition to the following the guidance
outlined in this toolkit, there are a number
of things that you can do to help retain
learners:


Work closely with the attendance and
retention administrator and personal
tutors to make sure you know all about
each of your learners.
9.1.3
HOW DO I IMPLEMENT THIS
WITH MY LEARNERS?
Many of the sections of this toolkit look at
supporting learners to achieve their
potential and their learning goals. Much of
the guidance given here has already been
included in relevant sections of this toolkit
but it is worth considering this again:

If you are a personal tutor, build an
effective
relationship
with
the
parents/carers of your learners and
involve them in supporting learners in
their studies.

Recruit
with
integrity;
ensuring
learners are on the right programme
for their abilities, aspirations and
interests.
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
Pay attention to the design of the early
stages of the learners’ experience,
ensuring that they develop a sense of
belonging and are helped settle into
their programme.

Plan
learning
activities
and
assessment
so
that
learners
experience success and build their
confidence.

Closely monitor poor punctuality and
attendance and report early on this to
the personal tutor, especially after a
break.

Provide opportunities for learners to
catch up on sessions they have
missed.

Plan
formative
and
summative
assessment to enable you to
effectively monitor whether learners
are progressing appropriately.

Seek advice from the Student Services
team if you have concerns about any
of your learners.

Celebrate the success of all learners.

Ensure that all learners are actively
involved in lessons.
9.1.4
In particular it asks organisations to
focus on whether:
 learners attend and participate as
required.
Key question four in Section B of the
Common Inspection Framework asks us
to evaluate:
How effective are the care, guidance and
support learners receive in helping them to
attain their learning goals?
In particular it asks organisations to focus
on whether:
 Learners receive individual care
and support to promote their
learning and development, and to
help them achieve their potential.
9.1.6
RESOURCES
If you need support or advice on strategies
to retain learners or supporting learners to
achieve, contact your Team Manager.
HOW WILL THIS IMPACT ON
THE LEARNER EXPERIENCE?
Learners who feel well supported and who
feel that they have a good learning
experience are more likely to complete the
programme and achieve their qualification.
9.1.5
LINKS TO THE CIF
Key question one in Section
A of the Common Inspection
Framework asks us to evaluate:
How well do learners achieve and enjoy
their learning, including how well learners
progress?
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a
Team
Manager/Programme
Coordinator, you should complete the
review during your review weeks, or
programme team meetings.
9.2
Programme Review
9.2.1
INTRODUCTION
If you are a member of the programme
team, you will contribute to the discussion
and completion of the Programme Review.
The Programme Review is a document
which is completed regularly throughout
the year to enable programme teams to
capture the strengths and areas for
improvement of the various parts of the
learner’s experience using a Traffic Light
KPI System.
An important part of the review process is
the Quality Improvement Plan which
identifies improvements which can be
made to improve the learner experience;
this should be completed on an ongoing
basis and not left to the end of the
academic year.
At the end of each academic year your
curriculum team will use the Programme
Review to inform the Self Assessment
Report.
9.2.3 HOW DO I IMPLEMENT THIS
WITH MY LEARNERS?
The programme review process should
include the views of your learners which
will be collated through learner surveys,
and by inviting programme representatives
to attend meetings where the programme
review document is completed.
As a personal tutor you should encourage
your learners to complete College
surveys, and be proactive in attending
College focus groups for your curriculum
area. You should emphasise that this is
important in driving up standards, and
ensuring continuous improvement.
9.2.4 HOW WILL THIS IMPACT ON
THE LEARNER EXPERIENCE?
Your programme team should use the
information from the programme review to
help improve the learners experience by
producing an action plan for any areas of
improvement and regularly checking the
progress.
9.2.2 AGREED PROCEDURES
Each programme team should maintain a
Programme Review document. If you are
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How Programme Review Links
to College Self Assessment.
A team conducting a Programme Review
discussion.
College SAR
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9.2.5
LINKS TO THE CIF
The programme review process links to all
elements of the Common Inspection
Framework as it reviews the whole learner
experience. It is however specifically
related to Key Question 6 in Section C
If you need further support or advice on
completing programme reviews please
contact your Team Manager or the Team
Manager - Quality Improvement
If you require any information on Student
Surveys, please contact:
The Quality Practitioner for your area.
How effectively does self-assessment
improve the quality of the provision
and outcomes for learners?
 In particular it asks organisations
to focus on whether:

the provider has effective processes
for
monitoring
and
evaluating
performance
and
tackling
weaknesses

the analysis of data on performance
and progress is used to improve
performance

action plans have clear, ambitious
and realistic targets that show how
provision will be developed for
learners and are implemented and
monitored effectively.
9.3
The Self Assessment
Process
9.3.1
INTRODUCTION
9.2.6 RESOURCES
Some aspects of the programme review
may be challenging and you may need
help and support in completing your
Programme Reviews.
There are a
number of sources of help and support
available to you, which are outlined below:
Programme Coordinators will receive
training in the use of ProAchieve and
completing Programme Peviews. If you
are a programme leader and have
received the relevant training please
contact:
Professional Development
We are required to produce an annual
assessment report, which is usually
referred to as the SAR. This report
provides a rigorous self critical view of our
performance
against
our
strategic
objectives, and the Common Inspection
Framework.
We are committed to continuous
improvement of the quality of the learner
experience. Self assessment is a proven
way of achieving this.
To meet this challenge we have
implemented a supportive but challenging
framework for the self assessment. This is
designed to ensure that judgements are
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rigorous, and quality improvement plans
lead to continuous improvement.
9.3.3 HOW DO I IMPLEMENT THIS
WITH MY LEARNERS?
9.3.2 AGREED PROCEDURES
You should reflect on your own practice
and be proactive in contributing to the
rigorous self critical review of programmes
on which you teach.
Your programme
review will provide crucial quantitative and
qualitative data on which to make
evaluative judgements about effectiveness
of each programme.
Ten key evidence elements important to
self assessment are:










Recruitment statistics and trends
Success
rates
(retention
and
achievements)
Teaching observation grades and
characteristics
Attendance rates
Assessment
and
Verification
documentation
Stakeholder feedback (Surveys and
focus groups)
Awarding Body reports
Programme Reviews
Learner Progression and Destination
Health and Safety
This will result in a self assessment report
identifying strengths and areas for
improvement in your curriculum area and
will be key to driving up standards and
ensuring continuous improvement.
It is important that the SAR process is
inclusive and utilises the views of your
learners. Learners should be actively
encouraged to complete satisfaction
surveys, and take part in Learner Voice
Forums. It is equally important that you
are proactive and prompt in feeding the
results from surveys and forums, back to
the learners.
Every programme will have a Programme
Coordinator who should be included in the
programme review and the curriculum self
assessment process.
9.3.4 HOW WILL THIS IMPACT ON
THE LEARNER EXPERIENCE?
The quality of the learner experience is at
the heart of what we do. Self assessment
will provide your programme and
curriculum team, with an opportunity to
critically evaluate the quality of the learner
experience.
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The self assessment process will provide
you with an overview of specific strengths
and areas for improvement for your
programme and curriculum area. Working
as a team you will then be able to use this
information to plan how to improve the
learner experience by developing a quality
improvement plan. This plan should
address the areas for improvement,
identifying how you are going to improve
them, and regularly monitoring the impact
the actions you have taken, have made on
the learner experience.
9.3.5
LINKS TO THE CIF
The
programme
review
process links to all elements of the
Common Inspection Framework as it
reviews the whole learner experience. It is
however specifically related to Key
Question 6 in Section C
How effectively does self-assessment
improve the quality of the provision
and outcomes for learners?
Some aspects of producing the self
assessment report may be challenging
and you may need direct help. There are
a number of resources and sources of
support available to you and your team
when undertaking self assessment, these
are outlined below.
Guidance notes on self assessment and
interpreting the five key questions are on
the Staff Intranet.
Team Manager’s have access to a range
of guidance notes and resources held on
the Staff Intranet.
The Quality Improvement Team offers a
number of staff development opportunities
and workshops on:


Self Assessment
Understanding
the
Inspection Framework
Common
If you need support or advice on Self
Assessment please contact:
The Quality Practitioner for your area
 In particular it asks organisations
to focus on whether:

the provider has effective processes
for
monitoring
and
evaluating
performance
and
tackling
weaknesses

the analysis of data on performance
and progress is used to improve
performance

action plans have clear, ambitious
and realistic targets that show how
provision will be developed for
learners and are implemented and
monitored effectively.
9.3.6 RESOURCES
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9.4
9.4
have an adverse impact on learners from
different groups:
Monitoring Diversity
and Equality



9.4.1

INTRODUCTION
Under existing equality and diversity
legislation, colleges have a duty to monitor
learner admissions and progress by racial
group, gender and disability. Monitoring of
admissions and progress, requires the
College to undertake analysis and
evaluation of data.


Choice of subject
Selection Methods
Numbers of enrolments, transfers,
withdrawals from each programme
Results of assessments including
initial assessment, tests, exams,
projects, continuous assessments
Functional Skills achievements
Take up, success and satisfaction

level of work placements
Progression and destination data.
The promotion of equality and diversity
underpins the practices and procedures
outlined in this toolkit. The monitoring of
aspects of equality and diversity are
embedded within the programme review
and self assessment processes.
9.4.2
AGREED PROCEDURES
As a teacher you will take part in
programme review, self assessment and
other quality processes and you will be
expected to contribute to the monitoring of
equality and diversity.
9.4.3
HOW DO I IMPLEMENT THIS
WITH MY LEARNERS?
When your teaching is observed through
the College teaching and learning
observation scheme you can expect to
receive feedback related to equality and
diversity, which you should use to reflect
on your promotion of equality and diversity
in the classroom.
Here are some tangible steps you and
your programme team can work towards
to ensure that you are effectively
monitoring and responding to equality and
diversity:
As a programme leader you will be
responsible for monitoring equality and
diversity as part of the Programme
Review. You should make use of
ProAchieve software to regularly monitor
the retention, achievement and success
rates of your learners.
Review your curriculum offer to assess
whether it provides the right programmes
at the right level to take account of the
differing needs and abilities of potential
learners.
In addition to monitoring the achievement
and progress of all of our learners we also
need to consider the following which could
Think about the age, gender, ethnicity and
disability profile of the learners on your
programmes. Do they reflect the profile of
the local community? Are there groups
that are under-represented and how can
At Programme Level
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the

manages equality and diversity,
particularly disability, gender and
race, and actively promotes equality
and diversity among staff, learners,
employers, parents and other partners
Consider whether you use the results of
the initial assessment and individual
learning plans effectively to take account
of the differing needs and aspirations of
your learners?

assesses the impact of its work in
relation to equality and diversity and
takes appropriate action in response to
its findings

makes sure training in equality and
diversity is effective so that leaders,
managers, governors or supervisory
bodies, staff and learners understand
their roles and responsibilities in
relation to equality and diversity

makes sure that all learners and staff
are protected from harassment,
bullying and discrimination, including
those based with employers and at
other sites external to the providers

manages incidents and complaints
specifically about disability, gender
and race equality

sets challenging targets and uses data
to monitor, analyse and improve
engagement and performance by
different groups of learners

takes action to reduce any significant
variation
in
outcomes
between
different groups of learners, to
maximise their potential.
you ensure
imbalance?
that
you
address
At Group Level – as a teacher.
Does your scheme of works take into
account the mix of learners in your
groups? Do your teaching materials
promote equality of opportunity? Do you
analyse the progress and performance of
your learners according to their age,
gender, ethnicity and disability?
9.4.4
HOW WILL THIS IMPACT ON
THE LEARNER EXPERIENCE?
By monitoring equality and diversity you
will ensure that learners are provided with
a learning experience that meets their
needs and supports them in achieving
their personal and qualification goals.
9.4.5
LINKS TO THE CIF
Key question one in Section
A of the Common Inspection Framework
asks “how well learners achieve”, this
includes a requirement for the college to
“compare learners’ progress relative to
their prior attainment and potential, with
any significant variations between groups
of learners” and provide for learners’
spiritual, moral, social and cultural
development.
Key question four in Section C asks:
How effectively does the provider actively
promote equality and diversity, tackle
discrimination
and
narrow
the
achievement gap?
9.4.6
RESOURCES
All staff will be required to undertake
equality and diversity training, looking at
equality and diversity and the legal
requirements. Additional focus on equal
opportunities in the curriculum may
include undertaking curriculum audits.
If you need support or advice on Equality
and Diversity please contact, the Team
Manager, Quality Improvement.
 In particular it asks organisations
to focus on whether it:
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Programme areas will get two weeks
9.5
Lesson Observation
9.5.1
INTRODUCTION
The College is committed to providing a
high quality learning experience for
learners, and appropriate support and
development for teaching staff, to enable
the delivery of this commitment.
Lesson observation plays an important
part in supporting the development of
teaching staff, and thereby contributing to
improving standards of teaching.
9.5.2
notice of when observations will
commence. Teachers will not be told what
sessions are going to be observed.
AGREED PROCEDURES
The lesson observation process aims to:
Lesson observations are graded on a four
point scale. The scale is:

improve teaching and learning

evaluate and improve the learner’s
experience


identify and share good practice
encourage and promote
Grade 1 – Outstanding
Grade 2 – Good to Very Good
Grade 3 – Satisfactory
Grade 4 – Inadequate.

continuous
practice.
current
The expectation is that staff will achieve
grade 2s.
There are two periods of lesson
observations each year. The first period
will be between October and December.
These observations will be conducted by
Line Managers, and/or other designated
staff who have completed the observation
training. The second observation period
will be in the spring and summer terms.
These observations will be conducted by
consultants who are trained Inspectors.
The key focus for every observation is the
extent to which learning is taking place. In
order to achieve higher grades it is
important that sessions stretch and
challenge learners.
reviews
of
Dual observations will also take place in
the spring term. These observations are
intended, in addition to evaluating teacher
performance, to moderate observers
practice. This is intended to ensure
consistency of practice between observes.
Teaching staff should have the following
documentation available for observers:

register

class records

context statement

scheme of work

lesson plan

handouts used in the lesson.
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It is generally unwise to vary significantly
your approach to teaching when being
observed. Learners are likely to be
disconcerted and could act in quite
unpredictable ways, in response to an
unexpected teaching style. It is also
unwise to try and second-guess the
Observer. If for example a learner
misbehaves, then you should take
appropriate action, and not ignore the
behaviour.
you to further develop your teaching
skills. The net effect of this should be to
make your teaching even more engaging,
motivating and enjoyable for learners.
9.5.5
LINKS
CIF
TO
THE
Lesson observation is linked to the Overall
Effectiveness question in the CIF:
It is likely, unless you teach an
outstanding session, that some things you
can do better will be identified. These will
be captured on an action plan, and you
will be given support to achieve these
improvements.
9.5.3
HOW DO I IMPLEMENT THIS
WITH MY LEARNERS?
It is important to alert learners to the fact
that observations are taking place. You
should stress to the learners, that the
focus of the observations is your teaching,
and that they are not being assessed by
the Observer. You should mention that
observers might ask learners questions.
You should explain that Observers do this,
so that they can make precise judgements
about the effectiveness of the teaching.
It is important that learners are not made
to feel, that they are under any pressure
during lesson observations. You should
stress to the learners, that they can best
help you by acting as they would normally.
How effective and efficient is the provider
in meeting the needs of learners and other
users, and why?
With specific reference to:

the provider’s capacity to make
and sustain improvements

the quality of provision.
It also provides evidence towards the
Capacity to Improve question:

In addition it is applicable to key questions
1 in Section B, and 1 in Section C:

B1. How effectively do teaching,
training and assessment support
learning and development?

C1. How effectively do leaders and
managers raise expectations and
promote ambition throughout the
organisation?
9.5.6
9.5.4
HOW WILL THIS IMPACT ON
THE LEARNER EXPERIENCE?
The self reflection after the observation,
and the development support from your
Team Manager, or staff who specialise in
providing support teachers, should help
What is the provider’s capacity to
make and sustain improvements?
RESOURCES
There are a range of documents on the
staff intranet which provide guidance on
the observation process. In addition you
can discuss observation with your Team
Manager.
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Section 10
Glossary of Terms
Good Teaching requires you to:
Use teaching methods that challenge learners
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Reviewing and Improving
Section 10
College Information
Glossary
Academic year
September to July
Access
Programmes that form a bridge into High education for
learners with no or few formal qualifications
ADHD
Attention Deficit Hyperactivity Disorder
ESOL
English Speakers of Other Languages
Aptitude
A student’s natural ability in a subject
AS/A2
The two parts of the GCE Advanced level qualifications –
Advanced Subsidiary (usually year one of two) and
Advanced (usually second year). The qualifications
replaced A levels
Asperger’s Syndrome
A condition in the Autistic Spectrum
Accessing
Evaluating and typically grading a learner’s knowledge
and understanding
Assignments
Pieces of work to be completed by learners, typically over
a prolonged period of time
Auditory learning
system
Learning through what is heard e.g. dictation
Autism
A condition of abnormal self- absorption often manifesting
itself in difficulties with communication
Autonomous learning
Learners learning on their own, using their own initiative
Programme Review
Document
A quality improvement tool used to develop individual or
groups of programmes
Programme work
Individual or group work carried out as part of a
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qualification
Diagnostic assessment
Comprehensive assessment of learners’ needs
Differentiation
Recognising and accommodating the different learning
needs of individual learners
Directed task
A learning task which has been given by the teacher to
learners e.g. a piece of homework to complete
Dyslexia
A learning disorder marked by impairment of the ability to
recognise and comprehend written words
Entry qualification
Minimum qualification required from students to join their
College programme
Feedback
Return of information and/or opinions regards an activity
Formative assessment
Assessment that guides the teacher and learners as to the
degree of understanding or ability associated with a given
piece of work
Full-Time
Programmes with an average of over 150 teaching hours
per term
GCE
General Certificate of Education (now only used to refers
to AS/A2 levels)
GSCE
General Certification of Secondary Education
Handouts
Written aids prepared by teachers and given to students
ICT
Information Communication Technology
ILP
Individual Learning Plan. This is the document used in
tutorials to target, support and guide learner learning
ILR
Individual Learner Record
ILT
Information and Learning Technology – the use of
information technology to delivery better lesson
Inclusive
learning/differentiation
activities
Using activities from a range of different preferred learning
techniques to meet the needs of all learners
Independent learning/
study
Required work that is completed by the student outside of
teaching hours
Induction
Process by which learners are introduced to the College
way of life
Internal Verification
The internal review of assessment to bring accountability
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to assessment decisions
IT
Information Technology
Functional Skills
Learning Objectives
The skills needed for life, communication, application of
numbers and IT. What a student is expected to know,
understand and/or be able to demonstrate at the end of a
period of learning
Learning strategies
Different approaches teachers can take to teach students
Learning Programme
The academic programme for each student
Lesson aim
What is proposed to be taught within the lesson
Lesson plan
A detailed plan, prepared before the lesson to ensure that
effective learning tasks place.
Motor/Kinaesthetic
approach
Learning by touch
National Average
The national average for a particular feature of a
programme or area of learning
Non-directed task
A learning task that is driven by independent learning e.g.
preparation of notes or presentation by learners for a
lesson
Ofsted
Office for Standards in Education
Preferred learning style
Learners method of learning e.g. aural, visual or motor
that achieves the best learning
Pro-Achieve
Provides consistent and comprehensive reporting of
success, retention and achievement information for both
colleges and Local Learning Skills Councils (LSCs).
Professional bodies
External organisations that deal with the content of certain
occupations and trades
Proforma
A standardised form
Resources
Equipment and materials that are available to teachers
and learners to aid learning
Retention
Number of learners who started a programme and
completed their programme of study
Role-play
Learners assume given roles in order to bring reality to
taught concepts
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SAR – Self Assessment
Report
A quality improvement tool used in assessment and
evaluation
Scheme of Work
A schedule of work for learners
SENDA
Special Educational Needs and Disability Act 2001
SMART objectives
Specific, Measurable, Achievable, Realistic and Timebound
Source materials
Materials, such as handouts, text books etc., helpful for
particular topics
Storming
A discussion forum where groups generate new ideas
Student Disciplinary
Policy and Procedure
This policy is available on the staff and student `intranet
Student Services
The department in the College that offers information,
guidance and support to learners
Sub-groups
Groups of learners within a class who may or may not
need particular attention with the content of certain
occupations and trades
Summative assessment
Used to check the level of learning at the end of a
programme, e.g. end of year test or exam. This is
typically the basis for accreditation
Target Setting
Teachers giving learners attainable goals over a
reasonable time.
Vocational
Related to specific jobs, occupations or trades
Widening participation
Making sure the College is seem to be inclusive of all
groups in the community
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