University of Huddersfield

School of Education and Professional Development

In-Service Certificate, Professional Graduate Certificate and

Postgraduate Certificate in Education
(Post-Compulsory Education and Training)

DFA7130 Teaching, Learning

and Assessment
Module Handbook 2009-10
 School of Education and Professional Development
In-Service Certificate in Education and PGCE (PCET)

MODULE HANDBOOK: DFA7130 TEACHING, LEARNING AND

ASSESSMENT

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

 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. It 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,

Module Handbook: DFA7130 Teaching, Learning and Assessment 3

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 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

Module Handbook: DFA7130 Teaching, Learning and Assessment 4

Reading List and other Resources for the Module
The following is a selection of books 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.

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.
Avis, J., Fisher, R. and Thompson, R. (Eds.) (2009) Teaching in Lifelong Learning: A
Guide to Theory and Practice. Maidenhead: Open University Press.
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. (2006) Evidence Based Teaching: A Practical Approach. 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. (2002) Teaching Adults. 3rd ed. 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

Module Handbook: DFA7130 Teaching, Learning and Assessment 5

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/

Module Handbook: DFA7130 Teaching, Learning and Assessment 6

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 evaluate
their effectiveness. How do you assess your learners and record their
progress?

Outline the aims of the learning session you will deliver in 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.

DFA7130 Teaching, Learning and Assessment: Initial Teaching Assignment 7

A writing frame is provided to support you with this section.

DFA7130 Teaching, Learning and Assessment: Initial Teaching Assignment 8

SECTION TWO: Prepare and Deliver a Learning Session

Plan and prepare a learning session which is representative of your practice.

Use the planning proforma 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’.

Arrange for one of your course tutors to observe you delivering the session;
your 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.

DFA7130 Teaching, Learning and Assessment: Initial Teaching Assignment 9

 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.
2. Understand appropriate
teaching and learning
approaches in the specialist
area.
3. Demonstrate session
planning skills.
4. Understand how to
deliver inclusive sessions
which motivate learners.
5. Understand the use of
different assessment
methods and the need for
record keeping.
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.
2.1 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.
3.1 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.
4.1 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.
5.1 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 Teaching, Learning and Assessment: Initial Teaching Assignment 11

 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 of 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 checking
learning
 Which of these theories of learning and assessment currently apply to
your own teaching
 Which theories and concepts have interested you 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.

DFA7130 Teaching, Learning and Assessment: Initial Teaching Assignment 13

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)

DFA7130 Teaching, Learning and Assessment: Initial Teaching Assignment 14

 Writing Frames and other Documents
for
Assignment One: Initial Teaching Assignment

Reference only:
Electronic versions are available for individual printing

DFA7130 Teaching, Learning and Assessment: Initial Teaching Assignment 15

 School of Education and Professional Development
In-Service Certificate in Education and PGCE (PCET)

ASSIGNMENT COVER SHEET

Module Code: Module Credit & Level: Module Title:

DFA7130 30 F TEACHING, LEARNING AND ASSESSMENT

Module Assignment One: INITIAL TEACHING ASSIGNMENT

Your Name: Your Centre:

BEFORE handing work in, please STATEMENT ON PLAGIARISM AND CONFIDENTIALITY

check that: (√)
You have filled in your details in the I confirm that I have read the section on plagiarism in the
section above Course Handbook and that the work submitted is my own.
All quotations and extracts from other work I have used are
properly acknowledged.

You have completed all the work
specified in the assignment
You have referred to the assessment
criteria for the assignment
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:
Your work contains evidence of
reflection

Your work is well-presented and
accurate
Referencing has been used correctly
and a complete bibliography is included
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.

DFA7130 Teaching, Learning and Assessment: Initial Teaching Assignment 17

 School of Education and Professional Development
In-Service Certificate in Education and PGCE (PCET)

LEARNING CONTRACT FOR HOLDERS OF PTLLS

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:

DFA7130 Teaching, Learning and Assessment: Initial Teaching Assignment 18

 School of Education and Professional Development
In-Service Certificate in Education and PGCE (PCET)

INITIAL TEACHING ASSIGNMENT

SECTION ONE: THE CONTEXT OF YOUR PRACTICE

Review your current teaching role, explaining your responsibilities. Explain how you work with colleagues
and other agencies, particularly when dealing with issues outside your expertise or responsibility.
Summarise any specific legislation or policies that impact on your teaching (e.g. health & safety legislation;
Every Child Matters).

Discuss 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
evaluate their effectiveness. How do you assess your learners and record their progress? Discuss the
importance of functional skills (literacy, numeracy and ICT) and ways to embed them in your specialist
area.

DFA7130 Teaching, Learning and Assessment: Initial Teaching Assignment 19

Outline the aims of the learning session you will deliver in Section Two and explain the teaching/learning
and assessment approaches you intend to use. Place the learning session in the context of your normal
teaching role.

DFA7130 Teaching, Learning and Assessment: Initial Teaching Assignment 20

 School of Education and Professional Development
In-Service Certificate in Education and PGCE (PCET)

INITIAL TEACHING ASSIGNMENT

SECTION THREE: REFLECTIONS ON THE LEARNING SESSION

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). 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?

DFA7130 Teaching, Learning and Assessment: Initial Teaching Assignment 21

DFA7130 Teaching, Learning and Assessment: Initial Teaching Assignment 22
 How did I feel?

What can I do next time?

What happened in the session? Describe two key
features of the session

What went well? – and what went not so

well?

What else could I have done?

What did I learn?

DFA7130 Teaching, Learning and Assessment: Initial Teaching Assignment 23

 School of Education and Professional Development
In-Service Certificate in Education and PGCE (PCET)

INITIAL TEACHING ASSIGNMENT

TUTOR FEEDBACK SHEET

Trainee:

Tutor/Mentor Observing:

Topic:

Date Summary
of Observation:
review of strengths and weaknesses: Number in group:

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

DFA7130 Teaching, Learning and Assessment: Initial Teaching Assignment 25

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:

DFA7130 Teaching, Learning and Assessment: Initial Teaching Assignment 26

 Trainee Name:
School of Education and Professional Development
In-Service Certificate in Education and PGCE (PCET)

Initial Teaching Assignment Planning Pro-Forma

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?

DFA7130 Teaching, Learning and Assessment: Initial Teaching Assignment 27

Time Topic Teacher Activity Learner Activity Resources Embedding of Assessment and
Functional Skills feedback (where
appropriate)

DFA7130 Teaching, Learning and Assessment: Initial Teaching Assignment 28

 Documents relating to
Assignment Two: Enabling and Assessing Learning

Reference only:
Electronic versions are available for individual printing

DFA7130 Teaching, Learning and Assessment: Initial Teaching Assignment 29

 School of Education and Professional Development
In-Service Certificate in Education and PGCE (PCET)

ASSIGNMENT COVER SHEET

Module Code: Module Credit & Level: Module Title:

DFA7130 30 F TEACHING, LEARNING AND ASSESSMENT

Module Assignment Two: ENABLING AND ASSESSING LEARNING

Your Name: Your Centre:

BEFORE handing work in, please STATEMENT ON PLAGIARISM AND CONFIDENTIALITY

check that: (√)
You have filled in your details in the I confirm that I have read the section on plagiarism in the
section above Course Handbook and that the work submitted is my own.
All quotations and extracts from other work I have used are
properly acknowledged.

You have completed all the work
specified in the assignment
You have referred to the assessment
criteria for the assignment
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:
Your work contains evidence of
reflection

Your work is well-presented and
accurate
Referencing has been used correctly
and a complete bibliography is included
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.

DFA7130 Teaching, Learning and Assessment: Initial Teaching Assignment 31

 School of Education and Professional Development
In-Service Certificate in Education and PGCE (PCET)

MODULE ASSESSMENT FORM

Module Code: Credit & Level: Name of Trainee:

DFA7130 30 F
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

DFA7130 Teaching, Learning and Assessment: Initial Teaching Assignment 33

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: Tutor’s Signature: Date:

(Pass, Refer or Fail)

DFA7130 Teaching, Learning and Assessment: Initial Teaching Assignment 34

Extracts from the Module Specification and Module
Assessment Criteria

DFA7130 Teaching, Learning and Assessment: Initial Teaching Assignment 35

DFA7130 Teaching, Learning and Assessment

Module Code DFA7130

Module Title Teaching, Learning and Assessment

Credit rating 30 F

Professional body Lifelong Learning UK Standards, including

requirements 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 post-compulsory education and training (PCET), 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 PCET. Introduction to
national policy issues in PCET.

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

DFA7130 Teaching, Learning and Assessment: Initial Teaching Assignment 36

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 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

Summative Assessment:
The trainee will produce evidence that they have achieved the module
outcomes (equivalent to 4,500 – 5,500 words approximately).

Assessment Tasks: 1. (Initial Teaching Assignment) Plan, prepare,

deliver and reflect on a learning session
Both tasks must be contextualised within own role in PCET. (2,000-2,500
passed. words equivalent including appropriate evidence,
covering outcomes K2, K3, K4, A, A4 and A5)

DFA7130 Teaching, Learning and Assessment: Initial Teaching Assignment 37

 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 a satisfactory standard. In
particular, they will be expected to:
 Demonstrate knowledge of the underlying concepts and principles
associated with their area of study;
 Interpret this knowledge and understanding within the context of the area
of study;
 Present and interpret qualitative and quantitative data;
 Develop lines of argument;
 Make sound judgements in accordance with basic theories and concepts
of their area of study;
 Evaluate the appropriateness of different approaches to solving problems
related to their area of study and/or work;
 Communicate the results of their study/work accurately and reliably, with
structured and coherent arguments.

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

DFA7130 Teaching, Learning and Assessment: Initial Teaching Assignment 38

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 Plan 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.

DFA7130 Teaching, Learning and Assessment: Initial Teaching Assignment 39