Ctlls_Scheme_of_Work

Draft planning for Mandatory units Session 1 Introduction Training cycle Individual learner experiences (2.1) previous learning experiences and achievements, successful, formal, informal, cultural, social and linguistic background, hobbies, interests; achievements: formal qualifications, experience gained through paid or voluntary work, experience gained through hobbies, interests or work within the home validity and reliability, currency, time and cost, requirements of potential learning programme, including practical, technical, delivery and assessment styles Theories of learning (2.2) Bloom’s Taxonomy, Gardner’s Seven Intelligences, Kolb’s Theory and Learning Cycles, Honey and Mumford, behaviourism, cognitive and humanistic, motivation and experiential learning, group and individual learning Session 2 Styles of learning individual/group (2.2) Styles of learning/individual: sensory preferences, tangible/abstract, sequential/random, use of intelligences (eg linguistic, mathematical, visual), learners support, debriefing and feedback, learner contracts, experiential, health and safety factors, learners’ responsibility for organising their learning Styles of learning/groups: small group, whole group, collaborative/partnership, group dynamics, peer group support, experiential, health and safety and environmental controls during learning through experience, effective group management, support materials including ICT, debriefing and feedback, equity/access to learning Aims/Needs of learner (2.2) group/individual learning needs, learning styles, eg visual, kin aesthetic, auditory, variety through activity, refection, theory, planning and developing appropriate skills in learners, empowering learners through negotiation and sharing needs, stimulating independent learning, patterns of teacher/learner interaction and teaching methods to meet the needs of individuals and groups, supporting learners while they deal with unfamiliar circumstances, assisting learners in exploring and articulating their personal aspirations, key/basic skills, ICT, practical skills, learners aspirations, career progression, employment, additional qualifications, community service Individual needs (2.2) models of inclusive learning, partnerships and collaboration, equal opportunities, meeting the policies, budgetary constraints, for learners with learning difficulties and/or disabilities, cultural and linguistic diversity, the relationship between experience of success and motivation, appropriate explanations and constructive feedback that reinforces learning, challenging inappropriate behaviour, for learners affected by social, cultural or emotional factors, ways of consolidating and reinforcing learning, acceptable levels of work to enable learners to succeed, relevance to other aspects of the curriculum/training area, apply learning in different contexts Inclusive learning (2.3) learning styles; equality of opportunity in teaching; language appropriate to learners and subject; disability awareness; group and individual dynamics, didactic, experiential, individual, small and whole group, collaborative/team teaching, demonstration, role play, games, discussion, visits, distance, online, foster learner success, practical, research, experimentation, full-time, part-time, distance learning, online learning, work-based learning, workshop-based, supported or independent study, learner-centred learning Motivation: individual and group working, sensory preference, social, cultural and emotional factors affecting motivation, learner’s responsibility for own learning, barriers to learning, coping strategies, negotiation, goal-setting, appropriate support mechanisms, fostering curiosity, appropriate level of challenge Materials: handouts, case studies, notes, summaries, videos, textbooks, artifacts, models, exemplar materials, adaptation of existing and commercial packages, costs, availability, appropriateness to fostering curiosity and motivation New and emerging technologies: teaching and learning resources; audio and visual aids; personal computers and range of software packages, CD ROM; internet, intranet, virtual learning environment (VLE), active-board/interactive board, learning centres, learner-centred activities; tutor-managed versus learner managed Motivation (2.3) individual and group working, sensory preference, social, cultural and emotional factors affecting motivation, learner’s responsibility for own learning, barriers to learning, coping strategies, negotiation, goal-setting, appropriate support mechanisms, fostering curiosity, appropriate level of challenge Session 3 Teacher/trainer Understanding own role, responsibilities and boundaries (1.1) Role/boundaries: clarification of teacher role, eg within different settings, organisations, centres; qualities of a teacher, eg responsiveness, effective communicator, inclusive, creative; limits and constraints of that role, eg when to say no, making assumptions, barriers to communication, working environment; referral strategies, eg range of support and how to access it; appropriate legislation and codes of practice, eg health and safety, equal pportunities; own role in promoting equality, eg teaching materials, translating legislation in practice; diversity and inclusion, eg impact on teaching and classroom practice, range of differences which might present in a classroom situation; promoting inclusion Responsibilities: meeting organisation’s requirements, eg systems, procedures; maintaining standards, eg quality assurance; keeping records, eg registers, learner work, results; health and safety in the workplace, eg policies and practice in organisations; continuing professional development, eg keeping up with own professional requirements, and teaching pedagogy Teaching methods (2.2) lectures, seminars, workshops, 1x1, practical activity, research, project work, field work, individual and group assessments, case studies, problem solving and interpersonal skills activities, discussion/debate, directed study Delivery methods based on learning style (2.2) sensory preferences, tangible/abstract, sequential/random, use of all intelligences (linguistic, mathematical, visual), didactic, experimental, team working, agreeing roles, collaborative learning, experiential Delivery methods based on learning theories (2.2) conceptual framework and characteristics of behaviourists, cognitivist and humanist theories of learning, andragogy versus pedagogy, memorising and rote learning, experimental learning, hypothesising and testing, Bloom’s taxonomy, Kolb’s learning theories, Gardner’s seven intelligences, distance and online, resources based learning, collaborative learning TUTORIAL Session 4 Delivery of inclusive sessions which motivate learners (1.4) Inclusive sessions: ground rules; learning styles, eg visual, kinesthetic, auditory; assessment of; equality of opportunity in teaching, eg making sure all learners can access information in a range of different ways as appropriate; group/learner contracts, eg organisation policy, learner responsibility; motivating learners, eg how to, one-on-one support, financial support, feedback; providing feedback, eg different ways, question and answer, tutorial, written, spoken, group, individual; communication, eg how we communicate, body language, communication theory Inclusive learning (2.3) learning styles; equality of opportunity in teaching; language appropriate to learners and subject; disability awareness; group and individual dynamics, didactic, experiential, individual, small and whole group, collaborative/team teaching, demonstration, role play, games, discussion, visits, distance, online, foster learner success, practical, research, experimentation, full-time, part-time, distance learning, online learning, work-based learning, workshop-based, supported or independent study, learner-centred learning Understand appropriate teaching and learning approaches in the specialist area (1.2) the role of the specialist teacher, eg unique aspects, qualification requirements, specialist resources; specialist knowledge and skills, eg awareness of different areas of specialism, range of requirements both for teacher and learners, equipment and clothing; keeping up to date, eg making sure all qualifications are current and relevant, current licence; teaching and learning approaches, eg consideration of how to deliver and requirements for that delivery in terms of resources, location, equipment and timing Embedding functional skills in specialist areas: eg awareness of current requirements and ways in which to bring key and essential skills teaching into any classroom; direct learners to sources of support, eg Basic Skills Agency, DIUS Accessibility (2.2) different approaches to and modes of learning, use of integrated ICT, distance and online learning, layout of room, access to equipment and resources, timing and pace of learning and assessment, appropriate level and type of language when delivering and assessing the programme, inclusive learning, acknowledge learner ideas and input to encourage motivation, study skills to enable learners to manage their own learning, group and individual modes of learning, curriculum development, learners’ progress and achievement, changing circumstances and new ideas/development, encouraging learners to adopt styles of learning appropriate to the required outcomes, related to age, gender, class culture, language, experience, perception, ability, intelligence, motivation, imposed exam/assessment results, retention and motivation Session 5 Materials (2.3) handouts, case studies, notes, summaries, videos, textbooks, artifacts, models, exemplar materials, adaptation of existing and commercial packages, costs, availability, appropriateness to fostering curiosity and motivation Resources (2.3) design, matching to learners’ needs and abilities, format to meet the needs of a wide range of learners including those with learning difficulties and disabilities, eg hearing or sight impairment, accessibility, storage, cost, effectiveness, fit for purpose, adaptability; written/printed resources: font type, font size, SMOG(readability) test; eg complexity of language, white space, images, layout, colour New and emerging technologies (2.3) teaching and learning resources; audio and visual aids; personal computers and range of software packages, CD ROM; internet, intranet, virtual learning environment (VLE), active-board/interactive board, learning centres, learner-centred activities; tutor-managed versus learner managed Role of ICT (2.3) improving access to learning, potential of ICT in creating new modes of learning, open access and widening participation, availability, location, resource constraints, achievement of key and basic skills Literacy and language skills (2.3) ESOLL: speaking — language, style and tone, purpose and audience, context and levels, fluency, accuracy, concepts of and competence for ESOL, convey the meaning and enhance delivery and accessibility of message, non-verbal communication; listening, eg processing of oral information, purpose, inference and background knowledge, responding to others; reading, eg find and select from a range of references, including the internet, use and reflect on a range of reading strategies to interpret texts and to locate information, identify and record the key information or messages contained within reading material using note-taking techniques; writing, eg planning and drafting, editing, purpose, inference and background knowledge, interpretation and understanding, purpose and intended audience of text, layout and typographical features, barriers ICT (2.3) word processing, font, size, spellchecker, grammar checker, page layout, margins, insert/delete, spreadsheets, formulae, column, charts and diagrams, databases, mail shots, desktop publishing, digital imaging, image manipulation, internet/intranet, email, preparing resources, VLE Supporting diversity (2.3) Supporting diversity/contribute to learning/new technologies: ICT in the classroom/workshop, distance and online learning, interactive packages, computer-aided language learning, using the internet and intranet for research, access to teacher-devised learning packages, learning networks, email discussion groups and notice boards, producing assignments, recording assessment, attendance and achievement Session 6 Minimum core (2.5) Minimum core (2.5) awareness of personal, social and cultural factors including: attitudes in wider society, motivation, age, gender, socio-economic status, ethnicity and disability or learning difficulty; understand different attitudes of learners, understand possible reasons for different rates of learner progress, different factors affecting the acquisition of literacy skills, the importance of literacy in enabling users to participate in public life, society and the modern economy, knowledge of how textual features support reading, understand the barriers to accessing text Literacy: communicating the writing process, using genre to develop writing, developing spelling and punctuation skills; expressing yourself clearly, using communication techniques to help convey meaning and to enhance the delivery and accessibility of the message; find and select from a range of reference material and sources of information — including the internet, use and reflect on a range of reading strategies to interpret texts and locate information or meaning, identify and record key information or messages contained within reading material using note-taking techniques; write fluently, accurately and legibly on a range of topics, select appropriate format and style of writing for different purposes and different readers, use spelling and punctuation accurately in order to make meaning clear, understand and use the conventions of grammar consistently when producing written text Minimum core: awareness of personal, social and cultural factors including: attitudes in wider society, motivation, age, gender, socio-economic status, ethnicity and disability or learning difficulty; understand different attitudes of learners, understand possible reasons for different rates of learner progress; different factors affecting the acquisition of language skills, the importance of English language in enabling users to participate in public life, society and the modern economy, potential barriers that can hinder the development of language skills, main difficulties and disabilities relating to language learning and skills development Language: multilingualism and the role of first language in the acquisition of additional languages, issues arising when learning another language or translating from one language to another, issues relating to varieties of English, dialects and attitudes towards them; the importance of context in language use and the influence of the communicative situation; making appropriate choices in oral communications, having a knowledge of fluency, accuracy and competence for ESOL learners, using spoken English effectively; listening effectively; use language, style and tone in ways that suit the intended audience, and to recognise their use by others, using appropriate techniques to reinforce oral communication, check how well the information is received and support the understanding of those listening, use non-verbal communication to assist in conveying the meaning and receiving information, and recognising its use by others; listen attentively and respond sensitively to contributions made by others Minimum core: awareness of personal, social and cultural factors including: attitudes in wider society, motivation, age, gender, socio-economic status, ethnicity and disability or learning difficulty; understand different attitudes of learners, understand possible reasons for different rates of learner progress; different factors affecting the acquisition of numeracy skills, the importance of numeracy in enabling users to participate in public life, society and the modern economy, potential barriers that can hinder the development of number skills, main difficulties and disabilities relating to number skills and development, common misconceptions and confusions related to number-associated difficulties, create appropriate learning environment Mathematics/numeracy: making and using judgments about understanding of key numeracy: dimensions, processes and content; communicating processes and understandings; processes: capacity of number skills to support problem solving, making sense of situations and representing them, processing and analysis of data, using number skills and content, interpreting and evaluating results, communicating and reflecting findings; use strategies to make sense of a situation requiring the application of numeracy, understand validity of different methods, consider accuracy, efficiency and effectiveness when solving problems, reflect on learning, make sense of data, select appropriate format and style for communicating findings Minimum core: awareness of personal, social and cultural factors including: attitudes in wider society, motivation, age, gender, socio-economic status, ethnicity and disability or learning difficulty; understand different attitudes of learners, understand possible reasons for different rates of learner progress; different factors affecting the acquisition of ICT skills, the importance of ICT in enabling users to participate in public life, society and the modern economy, potential barriers that can hinder the development of ICT skills, main difficulties and disabilities that hinder ICT learning and skills development; understand the range of learners’ technological and educational backgrounds ICT: purposeful use of ICT, essential characteristics of ICT — types, context, purpose; how learners develop ICT skills, knowledge and understanding; measuring achievement in ICT skills including e-learning and e-assessment, using ICT systems — word processing, data processing, image processing; finding, selecting and exchanging information including web-based systems, developing and presenting information word processing, image, webpage, digital imaging Embedding functional skills in specialist area (1.2) eg awareness of current requirements and ways in which to bring key and essential skills teaching into any classroom; direct learners to sources of support, eg Basic Skills Agency, DIUS Teaching and learning team (2.1) course team, tutorial support, basic and key skills team, teaching assistants, technicians, counselling staff, careers staff, nursery and preschool support Production of learner contracts and needs analysis (2.1) contracts, ILP/IEP, target-setting, action plans, scaffolding, discussions, tutorials, self-assessment, SWOT Analysis, learner’s needs analysis, support, basic/key skills needs, individual preferred learning style Negotiate and plan individual learning goals (2.1) Role: to provide information for: course tutor — in selecting methods in planning sessions; personal tutor — in identifying specific needs/support; learner — in reviewing appropriate choices/differentiation; organisation — establishing needs/support/data relating to value-added/benchmarking g programme, including practical, technical, delivery and assessment styles Initial assessment methods: individual interview, self-identification, tutor referral, specific or holistic assessment, practical exercises or tasks, diagnostic assessments including language, literacy and numeracy, use of evidence in selection and placement, action planning, career planning, differentiating between knowledge, aptitude and potential, identification of support needs, analysis of strengths and weaknesses in relation to course requirements, culture of open access and widening participation Learners: contracts, ILP/IEP, target-setting, action plans, scaffolding, discussions, tutorials, self-assessment, SWOT Analysis, learner’s needs analysis, support, basic/key skills needs, individual preferred learning style Planning: intellectual and related demands of learning programme, eg prerequisite requirements, key skills, basic skills, technical skills, professional skills, practical skills, interpersonal skills, eg communication skills, team working, problem solving, interests and hobbies, specific learning difficulties, on-the-job and off-the-job, work placement, levels of commitment and personal characteristics relevant to programme eg disability and learning difficulties, style of delivery and assessment, personal aspirations Negotiation: learning/skills gaps, future learning (units/courses), ILP/IEP, action plans, support for basic and key skills, additional appropriate associated activities need for support from other interested parties, eg social services, local education authority, employers Record keeping (1.1, 2.1, 1.5) Responsibilities: meeting organisation’s requirements, eg systems, procedures; maintaining standards, eg quality assurance; keeping records, eg registers, learner work, results; health and safety in the workplace, eg policies and practice in organisations; Recording procedures: paper based, IT based, documents, institutions and procedures for recording information, referral, use of information, learner ownership. Importance of this for assessment, eg who needs to know — external bodies, internal requirements; ways to record progress, eg electronic,paper-based, standardised forms; organisation and awarding body requirements, eg policies and procedures Responsibilities (1.1) meeting organisation’s requirements, eg systems, procedures; maintaining standards, eg quality assurance; keeping records, eg registers, learner work, results; health and safety in the workplace, eg policies and practice in organisations; continuing professional development, eg keeping up with own professional requirements, and teaching pedagogy Session 7 Communication (2.4) Skills (2.4) e.g selecting and organising information clearly and concisely, presenting information in an appropriate format, explaining ideas clearly, listening and responding to learners’ ideas, listening and questioning skills, spelling, punctuation and grammar, establishing and maintaining effective relationships to promote learners’ participation, retention and achievement, negotiation skills, contributing to group discussions, extracting information, summarising, responding, probing and reflecting, paraphrasing, voice projection, stress and intonation, tone and pace, awareness of own body language and its meaning in a number of cultural contexts Methods (2.4) audio/visual aids, including overhead transparencies, handouts, distance learning packs, ICT, VLE (virtual learning environment), videoconferencing, using open and closed questioning, written, verbal, use of ICT, assessment comments, peer and employer comments, formal and informal, scheduled and non-scheduled Communication skills (2.4) vocabulary, spelling, grammar, syntax, punctuation, register, discourse skills, accent, dialect, received pronunciation, non-English varieties, standard English, English as an additional language, diagnostic assessment, interviewing, on-going formative assessment, deaf awareness, support needs Barriers (2.4) language, tone, pace, clarity, appropriate to learners and context, body-language, relevance to learners’ prior experience, social and cultural background Overcoming barriers: checking understanding, targeted questioning, marking and feedback, planning and collaborative planning, redrafting and collaborative redrafting, using ICT, listening and responding to learners’ ideas, monitoring — on-going evaluation and recording with action plan encouraging self-evaluation Specialist support (2.4) signing and specialist software and hardware, referral procedures and role boundaries, funding mechanisms Effectiveness (2.4) purpose to foster achievement, security and confidence, raising standards, retention, to enable learners to meet course requirements, identify and redress poor motivation, challenging inappropriate behaviour, encouraging learner to take responsibility for own learning, to exploit opportunities to improve learners’ basic and key skills, to reinforce knowledge and understanding, confidentiality TUTORIAL Session 8 Planning Curriculum learning outcomes (2.2) skills, knowledge, understanding, experience, capabilities, human and physical resources, structure and timescales, assessment method and schedule, opportunities for learners to reinforce their knowledge and understanding, opportunities for study skills, including time management; awarding body: specifications, moderation, verification and standards, evidence requirements (eg portfolio, coursework, examinations, assessment timetable and impact on design of scheme of work) Demonstrate session planning skills (1.1) *Subsumed in rest Planning: schemes of work, eg purpose, college/organisation models, samples discussed; lesson plans, eg timing, content, purpose; incorporating appropriate teaching and learning strategies, eg specialist requirements, VAK (visual audio kinesthetic) learning, group work, question and answer, variation; time management, eg the importance of not doing too much, allowing enough time for different activities, making time allowance clear on plan; micro-teach Scheme of work (2.2) interpretation of the curriculum/training requirements in terms of syllabuses and schemes of work, structures, aims, activities, learning objectives, outcomes from programme of study, timing and sequencing, resources, assessment schedule, learning through experience, evaluation processes, maintains learners interest and engagement with the learning process so that they can experience success, fosters security and confidence and a productive learning environment Lesson plan (2.2) aims and precise objectives, targets and content, variety of teaching and learning activities, linking aims to programme requirements and learners needs, stages of lesson, activities, sequencing, pacing, timing, variety, assessment opportunities, links with appropriate agencies to enhance curriculum delivery, personal experiences to enhance and contribute to learning, opportunities for groups and individuals, learning through experience including opportunities to demonstrate and practice skills, define subject, technical knowledge and skills integral to provision, ways to encourage individual and independent learning, identify and redress poor motivation and inappropriate behaviour Selecting resources (1.3) Selecting resources: how to select the correct equipment, venue, handouts, and ensuring that they are appropriate in quality and quantity Understanding own role, responsibilities and boundaries (1.1) Planning Curriculum learning outcomes (2.2) skills, knowledge, understanding, experience, capabilities, human and physical resources, structure and timescales, assessment method and schedule, opportunities for learners to reinforce their knowledge and understanding, opportunities for study skills, including time management; awarding body: specifications, moderation, verification and standards, evidence requirements (eg portfolio, coursework, examinations, assessment timetable and impact on design of scheme of work) Demonstrate session planning skills (1.1) *Subsumed in rest Planning: schemes of work, eg purpose, college/organisation models, samples discussed; lesson plans, eg timing, content, purpose; incorporating appropriate teaching and learning strategies, eg specialist requirements, VAK (visual audio kinesthetic) learning, group work, question and answer, variation; time management, eg the importance of not doing too much, allowing enough time for different activities, making time allowance clear on plan; micro-teach Scheme of work (2.2) interpretation of the curriculum/training requirements in terms of syllabuses and schemes of work, structures, aims, activities, learning objectives, outcomes from programme of study, timing and sequencing, resources, assessment schedule, learning through experience, evaluation processes, maintains learners interest and engagement with the learning process so that they can experience success, fosters security and confidence and a productive learning environment Lesson plan (2.2) aims and precise objectives, targets and content, variety of teaching and learning activities, linking aims to programme requirements and learners needs, stages of lesson, activities, sequencing, pacing, timing, variety, assessment opportunities, links with appropriate agencies to enhance curriculum delivery, personal experiences to enhance and contribute to learning, opportunities for groups and individuals, learning through experience including opportunities to demonstrate and practice skills, define subject, technical knowledge and skills integral to provision, ways to encourage individual and independent learning, identify and redress poor motivation and inappropriate behaviour Selecting resources (1.3) Selecting resources: how to select the correct equipment, venue, handouts, and ensuring that they are appropriate in quality and quantity Session 9 Micro teach 1 Session 10 Assessment Understand the use of different assessment methods and need for record keeping (1.5) (subsumed in following) Assessment: different methods and types, eg formative, summative, examination, assignment, project-based; need to be familiar with assessment process on any course; be aware of different types of assessment used on different programmes and whether it is designed in-house or by external organisations; usefulness of initial diagnostic assessment, eg literacy, numeracy, ICT, support available, course requirements Record keeping: importance of this for assessment, eg who needs to know — external bodies, internal requirements; ways to record progress, eg electronic, paper-based, standardised forms; organisation and awarding body requirements, eg policies and procedures Understand key concepts and principals of assessment (3.1) Concepts: diagnostic, formative, summative, cultural and linguistic bias in assessment instruments, demotivation, gender issues, improve and sustain performance, benchmark performance, use as a measure of success, performance tables, accountability, socio-economic and cultural functions Principles: learning issues, compare learners, teachers and organisations, set standards/benchmarks, recognise competence and achievement, award qualifications, motivate learners, inform planning, select and control to enable progression, assess how far learning objectives have been met, evaluate own performance as a teacher, improving teaching, individual learning programmes, feedback Understand and use different types of assessment (3.2) Assessment types: formative, summative, linear, modular, synoptic, accreditation of prior learning (APL), self, peer, online, continuous, online, end-of-programme, coursework, multi-choice, essay-style answers, short answer tests, short answer tests with justifications, open-book, projects including research activities, practical skills-based testing, experiments, observation Learners’ needs: improvement score, recognition of improvement, motivation, self-assessment, realistic target setting, action planning, learner achievement beyond national norms and scores, tutorial systems and development of key/basic skills, identifying support needs, guidance, individual study skills, learner ownership when monitoring, reviewing own progress, equality of opportunity and access process is coherent, addresses correct conditions/environment and sufficient/appropriate to resources Initial assessment methods (2.1) Understand the strengths and limitations of a range of assessment methods (3.3) Advantages and disadvantages: validity, viability, reliability, manageability, costs and effectiveness, meeting national standards, access, addressing individual or group needs, flexibility, opportunities to support learners, use in motivating learners, encouraging learners in self assessment, learner ownership of assessment, rigorous Effectiveness in design: coherent, realistic and relevant to encourage learning, assess the outcomes, confirm standards achieved, sufficiency, clear procedures, feedback on assessment outcomes, timescales, assessment procedures conforming to organisation and national requirements including awarding bodies, computerbased and online, marking schemes and grade descriptions, guidance to learners, reflect content of syllabus/training programme, track progress and skills/knowledge acquired, pre-seen materials, published materials Activities: coursework, multi-choice, essay style answers, short answer tests, short answer tests with justifications, open book, projects including research activities, practical skills-based testing, experiments, demonstration observation, alternative assessment opportunities for learners with special assessment requirements Evidence: valid, coherent, reliable, fair, accessible, realistic, relevant, cost effective, manageable, length, fit for purpose, robustness, timing, credibility and compatibility with learning programme and required learning outcomes, coherence, adhere to college and/or industry, awarding body and government requirements Peer assessment: group guidelines, group dynamics, diversity, inclusion, access to assessment, collaborative activities, formal and informal opportunities for peer assessment, creating supportive environments in which peer assessment is encouraged, peer teaching opportunities, pairing learners to encourage safe peer assessment, creating appropriate conditions/environment and resources for peer assessment Self assessment: creating a safe environment for, encourage learners to selfassess informally, creating opportunities for formalising self- assessment, providing learners with skills, building individual self-confidence, learner ownership of their own achievement records when monitoring and reviewing own progress, individual learning and assessment programmes based on outcomes of self-assessment Understand the role of feedback (3.4) Feedback: clear, constructive on assessment outcomes, within agreed timescale, assessment information to appropriate stakeholders (eg parents, careers, colleagues, QCA, QAA, FE and HE, Learning and Skills Council, inspectorate, employers, awarding bodies, manager, line manager), negotiating with learners, interactive, appropriate environment and language, specific to assessment requirements, types, eg feedback ‘sandwich’ (praise-criticism-praise), identifying assessment outcomes as basis of improvement/target setting, measuring achievement in setting goals/action planning, use of feedback from range of appropriate sources, eg work-based assessor Questioning: questioning skills, open and closed questions, negotiation, pacing, listening skills, interactive strategies, engaging learners, motivation, positivist approaches to questioning, recognising the value of others’ contributions, checking understanding, targeted questioning, listening and responding to learners’ ideas, alternative strategies for learners with specific, particular needs Opportunities for feedback: initial assessment in selection of learning goals through negotiated feedback, feedback opportunities linked through practical activities, informal feedback to individuals and groups, encouraging learners’ feedback, peer feedback, creating a safe environment through appropriate feedback, feedback in ongoing assessment, timing of feedback to encourage learner ownership and control over learning outcomes, verbal and written feedback to suit the occasion Questioning learning: informal questioning as learning check, timing of questioning in teaching session, encouraging learners to question, creating formal opportunities for learners to question teacher and each other, recording outcomes of questioning, negotiating feedback with learners, encouraging learners to provide feedback on their own learning Session 11 Understand how to monitor, assess record and report learner progress (3.5) Assessment requirements: criterion and norm-referencing, roles of assessors, verifiers, moderators and examiners, marking and assessment criteria, competencies, interpretation of marking schemes, awarding body requirements, reflecting vocational standards, ILP/IEP profile/summative profile Programme: requirements of learning programme, credible and compatible assessment opportunities for generating evidence for skills, knowledge and/or understanding, naturally occurring evidence, opportunities for basic skills, standards moderation, grading and awarding, assessor awards, national standards sampling in-house and external systems, sampling, internal and external verification systems Requirements: coherent, valid, fair, reliable, realistic, relevant, assess specified outcomes that meet college/organisation and external requirements, equality of opportunity and access, coherent process, correct conditions/environment, sufficient and appropriate resources, awarding body requirements, assessment or performance criteria, mark scheme Conduct and record: exam results, academic and/or vocational achievements, APL, progress, assessment outcomes to modify individual learning/assessment programmes as appropriate, performance table, external verifiers/moderators, awarding body and/or organisational procedures to record assessment results that are valid/reliable/compatible with the learning programme, conform to organisation’s and national requirements, eg awarding bodies, resources, rigour in recording and tracking learners’ achievements Assessment information: identify ways in which teaching can be improved, to inform local, regional and national league tables, government and organisational statistics, to inform quality assurance and control systems Legitimate stakeholders: learners, employers, inspection agencies, awarding bodies, subject team, to modify and amend learning programmes, schemes of work, timing and types of assessment, teaching and learning materials Understand how to evaluate the effectiveness of own practice (3.6) Evaluate: procedures, coherence, validity, currency, reliability, authenticity, fit for purpose, promote equality of opportunity and address needs of all learners, conditions for assessment, resources, fairness, consistency, sufficiency, correct levels for particular types of learning, procedures used, eg mapping against syllabuses and standards, grades, marks, recording and monitoring achievement and progress, as part of a learner profile, record of achievement/progress file Changes modifications: design and delivery of learning, programme and assessment schedules, long-term planning, amendments or changes to assessment activities (eg their timing and scheduling), resource requirements, producing results, challenging learners and their learning styles, motivating and targeting selected learners Session 13 Reflection, evaluation and feedback and self development (2.6) Reflection: measure of learners’ success, achievement of personal goals, targets, constraints and opportunities, personal judgments, feedback from learners, teachers, managers, external evaluators, other individuals and professionals, risk assessment, self and team reviews, self-assessment report, formal and informal evaluation procedures, observation reports, outcome from appraisal Development of own practice: action plan, realistic goals and targets for own development, timescales, milestones, monitoring and modifications, updating subject knowledge, technical expertise, skills and self-confidence, modifications to learning programmes and support materials, explore new modes of delivery and assessment, changes in roles and responsibilities, technologies to extend and enhance learning and assessing, contributing to curriculum development Opportunities: continual professional development (CPD), further qualifications, updating courses, industrial secondment, retraining in staff shortage areas, mentoring, work shadowing, peer observation, videoing own practice Further information on the Professional Standards can be found in Annexe C. Understanding own role, responsibilities and boundaries (1.1) TUTORIAL Session 14 Micro teach 2