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University of Huddersfield School of Education and Professional Development In-Service Certificate, Professional Graduate Certificate and Postgraduate Certificate in Education (Lifelong Learning) DFA7130 Teaching, Learning and Assessment Module Handbook 2010-11 Contents This Module Handbook contains essential documentation and resources for the module DFA7130, Teaching, Learning and Assessment. These are: Introduction and module learning outcomes Reading list and other resources for the module Ethical Statement Module assignments (including specific assessment criteria for Assignment One) Documents relating to Assignment One Assignment cover sheet Learning contract for those already holding PTLLS Writing frames for Section 1 and Section 3 Tutor feedback sheet Planning pro-forma Documents relating to Assignment Two Assignment cover sheet Module assessment form (your tutor will use this when giving feedback on Assignment Two and on your work for the module as a whole) Extract from the module specification and reading list Module assessment criteria Electronic copies of these documents are available on the Consortium website and on the ‘Course Documentation’ section of Blackboard. Introduction to the Module This module develops key ideas about teaching and learning in post-compulsory education and training, or lifelong learning as it is increasingly being referred to. The module covers areas such as what we mean by learning, theories about how people learn, and the differences between adult and child learning. The module also helps you to translate theory into practice, and you will discuss the implications of ideas about learning for the way in which you plan, prepare and deliver learning sessions. If we are to help our students to learn, assessment is an essential part of our practice as teachers, and the module develops your ability to assess students and to use assessment to improve their learning. As part of your work for the module, you will show that you have met the requirements of the national award Preparing to Teach in the Lifelong Learning Sector (PTLLS). This is the essential ‘entry level’ award for teaching in the sector and is the beginning of the journey to the status of Qualified Teacher Learning and Skills (QTLS). The module is taken in Year 1 of the programme and is worth 30 credits at Foundation Level. Module Learning Outcomes: These are what you should know and be able to do after studying the module. Knowledge and Understanding: 1 Discuss a range of theories and models of learning relevant to the design of inclusive teaching and learning activities. 2 Relate learning outcomes to the needs of different learners and the design of inclusive teaching and learning activities. 3 Distinguish key principles underpinning a range of assessment methods and their selection. 4 Analyse the use of language, literacy and numeracy skills within teaching and learning. Abilities: 1 Plan effectively to achieve identified learning outcomes, taking into account learner needs. 2 Prepare effective teaching and learning resources. 3 Plan effectively to assess learning and identify learning needs 4 Plan, prepare and deliver a learning session 5 Reflect on own learning within the module Reading List and other Resources for the Module The main text for this module is: Avis, J., Fisher, R. and Thompson, R. (Eds.) (2010) Teaching in Lifelong Learning: A Guide to Theory and Practice. Maidenhead: Open University Press. The following is a selection of other resources relevant to the module. The Course Reader contains a selection of relevant journal articles and your tutor will provide further references in the course of the module. A study pack on differentiated learning is available on Blackboard or from your tutor. Books Armitage A., Bryant, R., Dunhill, R., Flanagan, K., Hayes, D., Hudson, A., Kent, J., Lawes, S. and Renwick, M. (2007) Teaching and Training in Post-Compulsory Education. 3rd ed. Buckingham: Open University Press. Atkins, L. (2009) Invisible Students, Impossible Dreams: Experiencing Vocational Education 14-19. Stoke-on-Trent: Trentham Books. Black, P., Harrison, C., Lee, C., Marshall, B. and Wiliam, D. (2003) Assessment for Learning. Maidenhead: Open University Press. Curzon, L. (2003) Teaching in Further Education: an outline of principles and practice. 6th ed. London: Continuum International Publishing Group. Eastwood, L., Coates, J., Dixon, L., Harvey, J., Ormondroyd, C. and Williamson, S. (2009) A Toolkit for Creative Teaching in Post-Compulsory Education. Maidenhead: Open University Press. Gardner, H. (1999) Intelligence Reframed: Multiple Intelligences for the 21st Century. New York: Basic Books. Ginnis, P. (2002) The Teacher's Toolkit: raise classroom achievement with strategies for every learner. Carmarthen: Crown House Publishing. James, D. and Biesta, G. (2007) Improving Learning Cultures in Further Education: Understanding How Students Learn. London: Routledge. Jeffs, T. and Smith, M. (2005) Informal Education: Conversation, Democracy and Learning. Nottingham: Educational Heretics Press. Light, G. and Cox, R. (2001) Learning and Teaching in Higher Education: the reflective professional. London: Paul Chapman. Petty, G. (2009) Evidence Based Teaching: A Practical Approach. 2nd edition. Cheltenham: Nelson Thornes. Reece, I. and Walker, S. (2007) Teaching, Training and Learning: a practical guide. 6th rev. ed. Sunderland: Business Education Publishers. Rogers, A. and Horrocks, N. (2010) Teaching Adults. 4th edition. Buckingham: Open University Press. Ollin, R. and Tucker, J. (2008) The NVQ Assessor, Verifier and Candidate Handbook. 4th rev. ed. London: Kogan Page. Tummons, J (2007) Assessing Learning in the Lifelong Learning Sector. 2nd rev. ed. Exeter: Learning Matters. Websites: Blackboard: http://virtual.hud.ac.uk Consortium for Post-Compulsory Education and Training: http://consortium.hud.ac.uk Encyclopaedia of Informal Education: http://www.infed.org Study Skills: http://www.bbc.co.uk/learning/subjects/adult_learning.shtml Vocational Learning: http://www.vocationallearning.org.uk/ Literacy and Numeracy: http://www.nrdc.org.uk/index.asp http://www.bbc.co.uk/skillswise/ http://www.move-on.org.uk/ Ethical Statement Students conducting research as a part of their learning and assessment for this module are expected to do so in accordance with the British Educational Research Association’s (BERA) ethical guidelines. Resources to support student compliance with the guidelines are available at the BERA website at the following URL: http://www.bera.ac.uk/ethics-and-educational-research-2/. You should also comply with any ethical requirements applying within your own organisation. When submitting work for assessment, you will be asked to indicate that you have read and complied with the BERA guidelines and any other relevant requirements. Module Assignments The 30 credit module DFA7130 Teaching, Learning and Assessment has two assignments: you need to pass both assignments to pass the module. DFA7130 Assignment One: Initial Teaching Assignment The Initial Teaching Assignment enables you to show that you have met the requirements of the level 4 award: Preparing to Teach in the Lifelong Learning Sector (PTLLS) What you need to do for Assignment One In this assignment you need to show that you are able to meet learning needs of students by planning, preparing and delivering a learning session. You also need to analyse your current role as a teacher, tutor or trainer and reflect on your performance in this role. The assignment contains four sections: SECTION ONE: The Context of your Practice (750-1000 words) In this section you must review your current teaching role, explaining your responsibilities and also the limits of your role. Explain how you work with colleagues and other agencies, particularly when dealing with issues outside your current expertise or responsibility. Summarise any specific legislation or policies that impact on your teaching (for example, health and safety legislation; Every Child Matters). Discuss the key issues of equality and diversity facing you and your learners, and explain how you promote an inclusive environment in your learning sessions. Discuss any ground rules you establish with learners and consider their effectiveness. How do you assess your learners and record their progress' Outline the aims of the learning session you will deliver in relation to Section Two and explain the teaching/learning approaches you intend to use. Discuss the role of functional skills (literacy, numeracy and ICT) in the session and what support learners might need in these areas. A writing frame is provided to support you with this section. SECTION TWO: Prepare and Deliver a Learning Session Plan and prepare a learning session which is representative of your practice. Use the planning pro-forma provided to record your planning; any learning materials you prepare should be included as an appendix to this assignment. The learning session will normally take place as a microteaching activity with other trainees acting as the ‘learners’. One of your course tutors will observe you delivering the microteaching session; the tutor will provide feedback to you on your performance and on the quality of the learning taking place. SECTION THREE: Reflect on and Evaluate the Learning Session (500-750 words) Reflect on this learning session, discussing your performance in the light of the assessment of learning in the session, your own evaluation and the feedback from your tutor. How effective were the teaching and learning strategies and materials that you used' How effective was the feedback you gave to the learners' Discuss the potential for embedding functional skills in the session. Identify key development points for you as a teacher arising from this session. Writing frames are provided to support you with this section. SECTION FOUR: Bibliography Use the Harvard referencing system to list the sources you have referred to in this assignment (for example books, official publications, organisational documents, journal articles or web pages). You should also list any other sources you have made significant use of, even if you have not specifically referred to them. The Course Handbook contains a section on Harvard referencing and your tutor will provide further advice if necessary. Assessment Criteria for the Initial Teaching Assignment Because this assignment is equivalent to the national award Preparing to Teach in the Lifelong Learning Sector (PTLLS), there are a number of criteria relating to PTLLS that you need to meet in your work for the assignment. These are given below. General Criteria Specific Assessment Criteria 1. Understand own role, responsibilities and boundaries of role in relation to teaching. 1.1 Review own role and responsibilities, and boundaries of own role as a teacher. 1.2 Summarise key aspects of relevant current legislative requirements and codes of practice within a specific context. 1.3 Review other points of referral available to meet the potential needs of learners. 1.4 Discuss issues of equality and diversity, and ways to promote inclusion. 1.5 Justify the need for record keeping. 2. Understand appropriate teaching and learning approaches in the specialist area. 2.1 Identify, adapt and use relevant approaches to teaching and learning in relation to the specialist area. 2.2 Evaluate a range of ways to embed elements of functional skills in the specialist area. 2.3 Evaluate the teaching and learning approaches for a specific session. 3. Demonstrate session planning skills. 3.1 Plan a teaching and learning session which meets the needs of individual learners. 3.2 Evaluate how the planned session meets the needs of individual learners. 3.3 Analyse the effectiveness of the resources for a specific session. 4. Understand how to deliver inclusive sessions which motivate learners. 4.1 Analyse different ways to establish ground rules with learners which underpin appropriate behaviour and respect for others. 4.2 Use a range of appropriate and effective teaching and learning approaches to engage and motivate learners. 4.3 Explain different methods of giving feedback 4.4 Demonstrate good practice in giving feedback. 4.5 Communicate appropriately and effectively with learners. 4.6 Reflect on and evaluate the effectiveness of own teaching, making recommendations for modification as appropriate. 5. Understand the use of different assessment methods and the need for record keeping. 5.1 Review a range of different assessment methods. 5.2 Evaluate the use of assessment methods in different contexts, including reference to initial assessment. 5.3 Justify the need for record keeping in relation to assessment. DFA7130 Assignment Two: Enabling and Assessing Learning Your work for this assignment must show that you have addressed all the module outcomes and achieved the required standard What you need to do for Assignment Two In this assignment you need to discuss theories and principles of learning and assessment and apply these in your practice. You will need to show how you plan to meet the needs of your learners, through the design and review of course documentation and learning materials. The assignment has four sections: SECTION 1 (Understanding Learning and Assessment) There are various theories of how and why people learn which are relevant to the Lifelong Learning Sector. These include Behaviourist, Cognitivist, Humanist, Social Learning, Adult Learning (Andragogy) and Motivation theories. There are also key concepts within assessment, such as ‘validity’ and ‘reliability’, which inform different types of assessment, for example initial, formative, summative, normative and criterion-referenced. Give an overview of some key theories and concepts of learning and assessment, and discuss: What these learning theories tell you about different ways to help learners learn most effectively How different types of assessment help in supporting and monitoring learning Which of these theories of learning and assessment currently apply to your own teaching Which theories and concepts have interested you most and how they might help you to develop and extend your current teaching approaches (1000-1200 words) SECTION 2 (Learning and Assessment in Practice) In the Lifelong Learning Sector a strong emphasis is placed on differentiating between the needs of different learners, whilst making sure that all learners are fully included in any learning session. As good planning is an important part of good teaching, this section focuses on how you plan to meet the needs of your learners. Produce learner profiles for TWO different learners in a group you teach. The profiles might include: an analysis of each individual’s preferred way of learning; their levels of language, literacy, numeracy and ICT; any relevant social or cultural issues; any special learning needs; their motivations; their aspirations. (approximately 500 words) Taking into account the needs of a group (including these two learners wherever possible and appropriate): Produce: A Scheme of Work, with clear aims and course outcomes (normally covering 5 learning sessions) Detailed Lesson Plans for two of the sessions in the Scheme of Work, including clearly expressed learning outcomes Relevant and high quality learning materials for these two sessions Relevant assessment activities/materials for these two sessions Critically discuss your scheme of work, lesson plans and learning/assessment materials (approximately 1000 words). Using your two learners as examples where appropriate, and drawing on relevant theory, your discussion should explain and justify: What you have taken into account when selecting the subject content and the learning outcomes Why you have chosen particular learning activities and materials How you are creating an inclusive environment How you are supporting/challenging different learners (differentiation) How you are embedding language, literacy, numeracy (and where relevant) ICT skills in the learning sessions How you are using assessment to check and support learning Your discussion must show an awareness of learning and assessment theory and must draw on the concepts, principles and theories you identified in Section One. SECTION 3 (Conclusion) Reflection on your learning in this module and how it might affect your future practice (approximately 200 words) SECTION 4 (References) References must include: at least four texts, including at least one recent journal article (2005 onwards) at least one text specifically dealing with assessment. Awarding body course specification documents (where relevant) Writing Frames and other Documents for Assignment One: Initial Teaching Assignment Reference only: Electronic versions are available for individual printing Module Code: DFA7130 Module Credit & Level: 30 F Module Title: TEACHING, LEARNING AND ASSESSMENT Module Assignment One: INITIAL TEACHING ASSIGNMENT Your Name: Your Centre: BEFORE handing work in, please check that: (√) STATEMENT ON PLAGIARISM AND CONFIDENTIALITY I confirm that I have read the section on plagiarism in the Course Handbook and that the work submitted is my own. All quotations and extracts from other work I have used are properly acknowledged. I confirm that I have obtained appropriate permissions to use any student work or organisational information and that no other individual is identified in my work. Signature of Trainee: Date: Your module work may be used by the University (in anonymised form) for the purposes of educational research, unless you indicate that you do not wish this to happen. Please tick the box if you AGREE to your work being used in this way. You have filled in your details in the section above You have completed all the work specified in the assignment You have referred to the assessment criteria for the assignment Your work contains evidence of reflection Your work is well-presented and accurate Referencing has been used correctly and a complete bibliography is included Use this form if you have already achieved PTLLS (Preparing to Teach in the Lifelong Learning Sector) and wish to claim exemption from the Initial Teaching Assignment in module DFA7130. Name of Trainee: Module Code: DFA7130 Details of learning contract: The evidence I will submit for this module will be: (a) Evidence that I completed successfully an award containing PTLLS (e.g. City & Guilds 7303) (b) The standard Assignment Two for this module. I understand that I must also include, in my Personal Development Plan (PDP) for the Cert Ed/PGCE course, the outcomes of my initial assessment as recorded in the PTLLS action plan/Individual Learning Plan together with my reflective journal pages. Amendments negotiated with module tutor: Signature of Trainee: Signature of Tutor: Date: Reflect on the learning session, discussing your performance in the light of your assessment of the learning in the session, your own evaluation and the feedback from your tutor. Include reflection on learning activities, resources and support for individual learning needs. Use this structure to help you with your reflections (adapted from Gibbs [1988] Learning by Doing: A guide to teaching and learning methods. Oxford: Further Education Unit, Oxford Polytechnic). You may prefer the table format below or the flow-based format over the page. What happened' Describe some key features of the session Feelings Thoughts and feelings (at the time and afterwards) Evaluation What went well' What went not so well' Analysis What have I learned' What else could I have done' What potential is there for embedding functional skills' Action What would I do next time' Summary review of strengths and weaknesses: SECTION ONE YES NO Developmental Comments/Suggestions Review own role & boundaries of responsibility Summarise relevant legislation and review other points of referral; Discuss issues of equality & diversity; analyse ground rules Discuss assessment and monitoring of learners Evaluate the role of functional skills in specialist area SECTION TWO YES NO Developmental Comments/Suggestions Develop an effective lesson plan Use relevant approaches to teaching and learning in specialist area Use a range of appropriate teaching strategies to engage and motivate learners Resources developed and used effectively Communicate effectively with learners Use appropriate assessment methods in the learning session Give feedback effectively Promote an inclusive approach to learning Evidence of differentiation Maintain appropriate records of attendance, progress and assessment SECTION THREE YES NO Developmental Comments/Suggestions Reflect on and evaluate the effectiveness of own teaching Evaluate effectiveness of the teaching/learning activities used in the session Evaluate effectiveness of the resources used in the learning session Evaluate effectiveness of the session in meeting individual learner needs Embed relevant functional skills in the session GENERAL FEEDBACK FROM THE TUTOR Satisfactory standard demonstrated in the assignment YES  NO  If no, state key points to be addressed to achieve satisfactory standard: Tutor Signature: School of Education and Professional Development In-Service Certificate in Education and PGCE (Lifelong Learning) Initial Teaching Assignment Planning Pro-Forma Trainee Name: Topic: Date: Time: No. in group: General aims (including development of key skills) Specific learning outcomes for the session: How will you make the session inclusive for all learners' How will you differentiate between different learners’ needs' How will you assess the learning in the session' Time Topic Teacher Activity Learner Activity Resources Embedding of Functional Skills Assessment and feedback (where appropriate) Documents relating to Assignment Two: Enabling and Assessing Learning Reference only: Electronic versions are available for individual printing Module Code: DFA7130 Module Credit & Level: 30 F Module Title: TEACHING, LEARNING AND ASSESSMENT Module Assignment Two: ENABLING AND ASSESSING LEARNING Your Name: Your Centre: BEFORE handing in work, please check that: (√) STATEMENT ON PLAGIARISM AND CONFIDENTIALITY I confirm that I have read the section on plagiarism in the Course Handbook and that the work submitted is my own. All quotations and extracts from other work I have used are properly acknowledged. I confirm that I have obtained appropriate permissions to use any student work or organisational information and that no other individual is identified in my work. Signature of Trainee: Date: Your module work may be used by the University (in anonymised form) for the purposes of educational research, unless you indicate that you do not wish this to happen. Please tick the box if you AGREE to your work being used in this way. You have filled in your details in the section above You have completed all the work specified in the assignment You have referred to the assessment criteria for the assignment Your work contains evidence of reflection Your work is well-presented and accurate Referencing has been used correctly and a complete bibliography is included You have consulted and complied with the BERA ethical guidelines and other relevant ethical requirements Module Code: DFA7130 Credit & Level: 30 F Name of Trainee: Summary of formative assessment, including action points: Tutor’s signature: Date: SUMMATIVE ASSESSMENT Module Outcomes Achieved (please circle one): YES / NO General Comments, including: overall quality of work; integration of theory and practice; quality of reflection Feedback on literacy, numeracy and ICT (including comments on the trainee’s personal skills; recommendations for improvement in personal skills; knowledge/understanding of the embedding of these areas in the trainee’s own practice) Please tick this box if the trainee needs to seek support with academic writing skills Referencing and use of literature (tutors should comment on the quality, breadth and relevance of the literature used as well as the accuracy of referencing) Points for Consideration and/or Further Development (including development in literacy, numeracy and ICT): If tutor re-assessment applies, please give date for final submission of work. A result should not be recorded below until this final submission takes place. Date of First Assessment: Final Submission Date: Tutor’s Recommendation: (Pass, Refer or Fail) Tutor’s Signature: Date: Extracts from the Module Specification and Module Assessment Criteria DFA7130 Teaching, Learning and Assessment Module Code DFA7130 Module Title Teaching, Learning and Assessment Credit rating 30 F Professional body requirements Lifelong Learning UK Standards, including Minimum Core Requirements in Language, Literacy and Numeracy; HE Academy Synopsis This module develops an understanding of how people learn in post-compulsory education and training and of the role of assessment in enabling learning and achievement. It introduces theories and principles of learning and assessment and develops the ability to apply theory to design effective learning and assessment strategies and materials. It develops positive approaches to group and individual learner management and promotes an inclusive approach to teaching, learning and assessment. It introduces the role of key transferable skills and the ways in which people learn language, literacy and numeracy skills. It begins coverage of the minimum core for language, literacy and numeracy. The module embeds the requirements of the threshold licence to teach in the Learning and Skills sector. Outline syllabus Contexts for learning in Lifelong Learning, e.g. further education colleges, community based provision, work-based learning. Backgrounds of learners. Needs of learners. Individual differences in learners. The role of the teacher, tutor or trainer in Lifelong Learning. Introduction to national policy issues in Lifelong Learning. Factors influencing learning, e.g. previous educational experience, motivation. Theories and models of teaching and learning, including experiential and reflective learning models, behaviourist, cognitivist and constructivist theories, theories of motivation, social and situated theories of learning. Informal and personalised learning. Examination of models of adult learning. Critical discussion of learning style models. Communication (including language and literacy) in teaching and learning. Barriers to learning. Socio-cultural influences on learning. Equality and diversity in teaching, learning and assessment. Promoting inclusive learning. Personal, social and cultural factors in learning language, literacy and numeracy skills. Approaches to planning learning. Structuring learning activities in relation to learning outcomes and learner needs. Schemes of work and individual programmes of learning. The process of planning and designing in a variety of teaching and learning situations. Principles guiding the design of learning activities and learning materials. Evidence-based approaches to the selection of learning activities. The use of information and communication technologies in teaching and learning. Environmental sustainability in education. Class management and coping with disaffection. Issues of class management and pastoral care with 14-19 students. Policies relevant to the development and care of young people, e.g. Every Child Matters. Teaching groups and individuals. Key concepts of assessment, including: formative and summative assessment; ipsative assessment; norm- and criterion-referenced assessment; reliability and validity. The purposes of assessment, including notions of sustainability and the relationship between assessment and evaluation. The place of assessment in the learning cycle. Screening, initial assessment, diagnostic assessment and needs analysis. The assessment process, from planning and implementation to giving feedback and recording achievement. Reviewing and action planning. Types of assessment instrument. Analysis of assessment data using statistical concepts and techniques. Moderation/standardisation. Learning Outcomes Knowledge and Understanding: 1 Discusses a range of theories and models of learning relevant to the design of inclusive teaching and learning activities. 2 Relates learning outcomes to the needs of different learners and the design of inclusive teaching and learning activities. 3 Distinguishes key principles underpinning a range of assessment methods and their selection. 4 Analyses the use of language, literacy and numeracy skills within teaching and learning. Abilities: 1 Plans effectively to achieve identified learning outcomes, taking into account learner needs. 2 Prepares effective teaching and learning resources. 3 Plans effectively to assess learning and identify learning needs 4 Plans, prepares and delivers a learning session 5 Reflects on own learning within the module Summative Assessment: The trainee will produce evidence that they have achieved the module outcomes (equivalent to 4,500 – 5,500 words approximately). Assessment Tasks: Both tasks must be passed. 1. (Initial Teaching Assignment) Plan, prepare, deliver and reflect on a learning session contextualised within own role in Lifelong Learning. (2,000-2,500 words equivalent including appropriate evidence, covering outcomes K2, K3, K4, A, A4 and A5) 2. (Enabling and Assessing Learning) Write a critical account investigating the learning needs of your own learners and discussing how you have planned, enabled and assessed their learning. (2,500-3,000 words equivalent including appropriate evidence, covering outcomes K1-4, A1-3 and A5) Assessment Criteria: Meets descriptors of HEQF Meets specific criteria drawn from LLUK Units of Assessment (these will appear in full in the module assignment) Module Assessment Criteria This is a Foundation Level module, so the Foundation Level criteria apply as well as the specific assessment criteria taken from the LLUK Units of Assessment. FOUNDATION LEVEL CRITERIA Trainees presenting modules at foundation level must show that they have addressed the module outcomes and reached the standard required by the appropriate level descriptors in the Higher Education Qualifications Framework (HEQF). They will be expected to: Demonstrate knowledge of the underlying concepts and principles associated with their area of study, and an ability to evaluate and interpret these within the context of that area of study Present, evaluate and interpret qualitative and quantitative data, in order to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study; Evaluate the appropriateness of different approaches to solving problems related to their area(s) of study and/or work communicate the results of their study/work accurately and reliably, and with structured and coherent arguments Undertake further training and develop new skills within a structured and managed environment. Demonstrate the qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility. SPECIFIC ASSESSMENT CRITERIA The following assessment criteria are taken from the Units of Assessment produced by LLUK as the ‘building blocks’ for all programmes of initial teacher training leading to QTLS. In order to be endorsed by LLUK/SVUK, the course needs to show that all of these assessment criteria are incorporated into our modules. The following table lists the criteria relevant to this module. Specific Assessment Criteria 1 Identify factors affecting learning and explain the potential impact of these on learner achievement. 2 Explain ways in which theories and principles of learning and communication can be applied to promote inclusive practice 3 Justify the selection and use of teaching and learning strategies with reference to theories and principles of communication and inclusive learning. 4 Devise and justify a scheme of work which meets learners’ needs and curriculum requirements. 5 Devise and justify session plans which meet the aims and needs of individual learners and/or groups. 6 Analyse ways in which session plans can be adapted to the individual needs of learners. 7 Analyse the role of initial assessment in the learning and teaching process 8 Describe and evaluate different methods of initial assessment for use with learners 9 Analyse theories and principles of assessment in relation to practice in own specialist area 10 Analyse the role of assessment in evaluation and quality processes 11 Critically discuss the implications of equality and diversity issues in assessment for teachers and learners. 12 PPPlan and/or design and use assessment schemes, methods and instruments that are fair, valid, reliable, sufficient and appropriate for learners, using new and emerging technologies where appropriate. 13 Justify the selection and /or design and use of formal and informal assessment methods and instruments utilised for different purposes in own specialist area. 14 Evaluate and improve the design and effectiveness of formal and informal assessment procedures, methods and instruments, using feedback from learners and appropriate others and referring to relevant theories of learning. 15 Evaluate own approaches, strengths and development needs in relation to assessment. 16 Understand and demonstrate knowledge of the minimum core in own practice.