Preparing TO INSTRUCT WITHIN THE Lifelong Learning Sector

The 7303 Prize comprises one product, made-up of five portions, entitled 'Preparing to instruct in the Lifelong Learning Sector' (PTLLS), which is based on the coaching/training routine.

The five areas cover candidates' knowledge of

own role, tasks and limitations of role with regards to teaching

appropriate coaching and learning techniques in the specialist area

session planning skills and demonstration of these skills

how to provide inclusive lessons which inspire learners

the use of different assessment methods and the necessity for record keeping

It has a value of six credits, consisting of 30 contact and 30 non-contact hours (formerly called guided learning hours), which is assessed by candidates doing two tasks, one theory and one functional, both which are broken down into smaller, prescriptive assignment tasks.

NOTE: As most sections overlap/go with one another these areas will NOT be covered one per period. By the end of the course we will have covered all the mandatory skills and knowledge for the above mentioned.

Level 4 THEORY analysis 09

This assessment is to be used to assess candidates undertaking the idea section of Product 1,

Preparing to Teach in the Lifelong Learning Sector at Level 4.

This evaluation can be taken by pre-service or in-service applicants. Pre-service applicants may answer hypothetically, basing their responses around their chosen specialist subject matter.

Instructions for Candidates

Candidates are required to complete the following tasks listed below. The responsibilities may be completed in any order and marked formatively throughout the programme. However, each issue will be covered through the course and your teacher will suggest a suggested timetable for conclusion.

A Analyse different ways in which you would establish ground rules with your learners, which underpin behavior and esteem for others.

Recommended word count: 250-350 words.

B Discuss issues of equality and variety, and methods for you to promote addition with your learners. Include an analysis of the ways that you can embed Useful Skills in your subject matter area and the alternative points of recommendation available to meet up with the potential needs of learners.

Recommended word count up: 500-600 words.

C On any learning program a tutor must assess candidates learning and keep a range of files.

Review and examine a variety of different diagnosis methods available for a tutor to use throughout the coaching/training routine and explain the ones you would use within the framework of your subject area.

Justify the types of data you'll keep for evaluation and in the wider context of your teaching.

Recommended word count up: 500-600 words.

D Review what your role, obligations and boundaries as a tutor would be in terms of the coaching/training pattern. Include also a summary of the key aspects of current legislative requirements and rules of practice relevant to your subject matter and the sort of organisation within which you wish to work

Recommended word count number: 700-800 words.

All assessments must include evidence of research and appropriate educational references; ultimately using the Harvard system of referencing

Word count excludes referencing.

Assignment grading

This task will be graded cross or refer. (ONE recommendation maximum is allowed per assignment).

Level 4 PRACTICAL analysis 09

This assessment is to be used to assess candidates starting the useful section of

Unit 1 Preparing to Train in the Lifelong Learning Sector at Level 4.

Instructions for Candidates

Candidates are required to complete the following tasks the following. The tasks may be completed in any order and proclaimed formatively throughout the programme. However your teacher will suggest a suggested timetable for conclusion.

A Produce a learning program/scheme of work in your subject area, for a minimum of six sessions (the space of each treatment is usually to be agreed between yourself & your teacher but must be a minimum of 1 hour). Create a complete session arrange for one of the six trainings.

B Deliver the micro-teach/teaching practice time(s), discovering, adapting and using

relevant methods to engage and inspire learners in relation to your specialist area. You need to communicate appropriately and effectively with learners (total minimum thirty minutes of delivery).

As research provide

A Session Arrange for the microteach and sample of resources used

A in depth post procedure personal evaluation, based on your own reflections and feedback from your teacher and peers, of the teaching & learning approaches & success of the resources you used including an evaluation of how your treatment fulfilled the needs of individual learners

Evidence to show your knowledge of good practice and capacity in presenting and receiving responses with your peers and with the learners you instruct/will teach

C Complete a reflective learning journal, linking theory to your practice, after every session went to throughout the PTLLS program.

D By the end of the program, complete a summative profile and action plan

Practical assessments do not require educational referencing although particularly in C and D you should provide clear proof how that theory of coaching has directed your thoughts on your role as a teacher.

Assignment grading

This project will be graded forward or refer. (ONE recommendation maximum is permitted per task).

Additional Activity - Observation of a skilled Tutor

As area of the PTLLS course, and in your carrying on professional development, it is recommended that you organise to see an experienced teacher at least once.

This can be a

an experienced tutor who teaches your unique specialist subject - to help you concentrate on how to teach the subject

or

an experienced tutor in any subject matter - which can help you focus on general teaching and delivery techniques

Following the observation you should keep a professional discussion with the tutor.

A proforma is provided to help you focus on, and record what happens in the treatment.

It is preferred that you also complete a Learning Journal, post observation which will help you reflect on the experience.

Micro-teaching/coaching practice

Candidates not presently in a teaching role (pre-service) are required to deliver a minimum of thirty minutes micro-teaching. The least duration of one program must be 15 minutes, allowing candidates the flexibility to provide either two 15 minute periods or one 30 minute treatment.

Candidates are permitted, in contract with and at the discretion of the centre, to deliver more than the minimal 30 minutes if this is deemed appropriate to their requirements. That is considered good practice in further expanding the individuals' assurance when delivering sessions.

The minimum 30 minutes delivery must be observed by the tutor/observer, who must give opinions and complete the Observation Report.

In addition, responses must be given by the candidate's peer group (There must be at the least three peer assessments per prospect. )

The minimum volume of prospects for a micro-teach 7303 cohort is four. That is to ensure that each candidate is given the chance to deliver coaching to a group and receive peer feedback.

Candidates currently in a coaching role (in-service) can deliver at least one session, the

duration of which must be decided by the centre, but must not be less than 30 minutes. This period should be viewed by the course tutor/observer, who must give feedback and complete the Observation Report. Coaching practice must maintain a Learning and Skills environment and centres must maintain a set of locations. Otherwise, they can deliver the micro-teach. This is at the discretion of the centre.

Centres may choose to make a visual saving of at least one of the cohort's delivery of the microteach/ teaching practice time within the practical assignment, to enhance effective self analysis, and also have it designed for internal and exterior verification. This may be mentioned with applicants beforehand.

Learning Journal

Candidates should be inspired to write a reflective learning journal from the commencement of the program, to be completed as a minimum, after each procedure or portion of the course attended (your teacher will advise you on this).

Candidates may also choose to complete this form after each assignment.

The Journal should not merely be considered a diary entry documenting what took place. It must be REFLECTIVE and include thoughts, feelings, evaluation etc of what happened, what you have discovered and ways to associate this to yourself privately and your are a teacher.

Being a 'Reflective Specialist'.

All tutors need to reflect on each procedure they teach to be able to plan future teaching sessions. Setting up a Learning Journal should help you develop the necessary skills to do this

Assignment Writing

At Level 4 all tasks must:

Be expression processed

Show proof research - using correct Harvard referencing

Suggested format:

Use an obvious typeface such as Arial and an obvious font size such as 12 or 14

Use double collection spacing

Start each assignment with your name and candidate number (when known) on the top range or as a Header

Put the course subject & level e. g. C&G Getting ready to Instruct in the Lifelong Learning Sector Level 4

Put the Assignment type and amount e. g. Theory Project 1

Type out the entire assignment simple e. g. Review what your role, tasks and boundaries. etc

Type your response/answer to the assignment

Put the word count in the bottom of the task or in the footer

More hints and tips on about task writing are available in the analysis Skills pack.

Submitting an Assignment

When submitting an task for marking you must add an Evaluation and Responses form with the first section completed.

Assignments should be handed directly into your teacher by the time given (or e-mailed by previous arrangement).

Referrals

If an task is Referred you must re-submit the initial assignment(s) when you submit your next attempt and also re-submit the initial responses form.

Final Portfolio

You will be asked to submit a collection of data for final assessment

File should contain:

Front sheet formulated with prospect name, C&G registration number

tutor name and delivery centre etc

Theory Element

FOUR split THEORY Assignments each accompanied by the completed opinions sheet(s) - where assignments have been Referenced a copy of every official submission must be included evidently labelled v1, revised version, final version as appropriate. And associated Device Declaration.

Practical Element

Unit Declaration

1 x Plan of Work and 1 x Program Plan

All elements relating to the micro-teach

Completed Learning Journal for every 7303 Unit - 5 entries in every.

Summative Profile and Action Plan

Plus - if applicable

Details of Observations on Experienced Teacher(s)

Tutorial reports

Glossary of Terms

City & Guilds provides the following justification of conditions which are being used in this Guide for Centres

Term Definition

Action plan A formal contract between a teacher and learner aiming what will be

achieved with aim for dates

Aim General assertion outlining the actual trainer hopes to attain during

the program or programme of training

Analyse Examining something at length to discover signifying and/or essential

features

AP(E)L Accreditation of Prior (Experiential) Learning

Assessment Process of measuring the success of learners

Assessment methods Instrument chosen to assess a given results, eg written test, skills

tests, observation of learner performance, information and questioning

Assessment files Documents used to record the outcome of the analysis, eg an

organisation pro forma or observation report

Assessor The person making a decision as to a candidate's competence

Associate Instructor A person in a teaching role that bears fewer duties than the

'full teaching' role and whose role and obligations are to teach

mainly in a single or more of the next ways

from a precise and prescribed programme and/or with fewer duties in the design of learning materials and the course programme than the Full Teacher

over a one-to one basis

delivers a programme confined to a specific level or subject or type of learner

delivers short courses of significantly less than 90 days; which lead to non-accredited and/or vendor specific awards; or offering on

successful completion less than three credits on licensed programmes.

Candidate One who is studying and being assessed for a City & Guilds

qualification

Critical Path Examination Logical sequence of steps needed to proceed through to complete your final task

Coaching Normally a one-to-one or small group activity which involves the teacher in

a close observation of the learner's performance and providing advice and

guidance

Communication The transfer of information, from one person to another, with the

intention of causing a response

Competence Capability to do something to a set in place decided standard, normally measured by

undertaking an observable process or producing a final product (see

assessment methods)

Contact hours The number of hours allocated for program delivery; including group

tutorials and the delivery of the idea facet of the assignments

CPD Continuous Professional Development

CTLLS The acronym for the Qualification in Coaching in the Lifelong Learning

Sector

Describe Providing an in depth statement or bill of something, eg a teacher's

responsibilities in the teaching/training cycle

Diagnostic diagnosis The examination methods used to discover strengths and weaknesses in

a learners work and determine future action

Demonstrate/demo Demonstrating learners the best way to undertake an activity or develop a skill by

illustrating how it is done by real performance

Diagnostic meeting Achieving to determine the present level of skills and knowledge of a

learner and, normally, to find out a future programme for further

development

Discuss An exploration of issues in either conversation or writing

DTLLS The acronym for the Diploma in Coaching in the Lifelong Learning Sector

E-learning Electronic learning - learning which is recognized or improved through

the application of information and communication technology

E-learning online Electronic learning via an intranet or the internet`

E-learning on-site Electronic learning in the organisation's own learning environment using

ICT

Evaluation Gathering information to provide a measure of the effectiveness of the

training that is delivered

Explain A reasoned bank account which justifies/clarifies a concern and/or tips of an

issue

External Verifier Appointed by City & Guilds to ensure that assessments undertaken

with centres are fair, valid, constant and meet the requirements of the

standards

Feedback Written or oral information given to learners regarding their progress

Formative assessment On-going assessment carried out throughout a program of learning

Full Instructor A person in a coaching role that holds the 'full range' of teaching

responsibilities in the school room and who instructs

of their own designed and assessed programme materials

across a variety of levels, content and learner types

across or plays a part in a variety of programs of varying measures.

Ground rules Agreed rules of behaviour between your tutor and the learner.

Usually agreed at the start of the program eg non-use of mobile

phones

Group Learners being taught together (three or even more)

Holistic report A written declaration reflecting a candidate's experience

Ice breakers Fun and light-hearted ways of bringing out learners to each other

ICT Information Communication Technology - the combo of computing and communication technologies (including computer sites, phone systems and the internet)

Identify Determining the factors or features of an activity, necessity, issue

and/or a point

IfL Institute for Learning. The professional body for teachers and trainers in

the Learning and Skills sector

ILP Specific Learning Programme (see also, Action plan)

ILT Information and Learning Technology - the utilization of information and

communication technologies to support learner activities

Initial assessment A means of ascertaining learning styles. Assessment methods used to

discover strengths and areas for development in a learner's work and

determine future action. A way of measuring a learner's potential, eg a

literacy test

In-service Denotes those who find themselves delivering instructing/training whether paid or

unpaidInstitution/organisation

Instruct/ instruction Where in fact the tutor says the learner how to proceed to achieve a specific skill

or objective

Internal Verifier Appointed by way of a centre to ensure that assessments carried out within

the centre are fair, valid, regular and meet up with the requirements of the

standards

Internet Worldwide computer network

Intranet An organisation's own network

IT IT - the computer infrastructure, hardware and

software used to process data and deliver information

Justify To provide reason and/or explanation for an activity, process, theory etc

Learner/student Person who is being trained or trained

Learning sessions A period of input by the teacher utilizing a variety of methods such as

lessons, sensible etc

Learning programme Scheme of work, program of work or study

Learning style Particular manner in which a person prefers to learn

List of resources Black colored board, white table, text books, handouts, over head projector, ICT

etc

LLUK The sector skills council (SSC) for lifelong learning in the UK

Mentor Person providing one-to-one support to a learner

Methods of examination Observations, questions, simulations, witness testimony, work products, professional discussion, prior experience, prospect discussion, projects, projects, tests etc

Micro-teaching Delivery to peers in a learning setting

Motivation What sort of learner is disposed towards learning, extrinsic-external reasons

for learning, intrinsic-internal desire to learn for do it yourself fulfilment

Multi-media The use of numerous kinds of equipment to present text, graphics, training video,

animation and sound in an included way

Non-contact time This addresses the candidate's specific tutorial support time, developmental activities, research, self-study and teaching practice

Non-verbal communication Any communication that will not involve the spoken expression, eg body

language, facial expression

Objective A affirmation of what will be learned as a result of the training received

On-the-job Inside the working environment

Pedagogy Tutor centred learning

Peer group Others within the candidate's learning group

Plenary session Reviewing level where all the learners involved in an exercise/activity

are assembled jointly to share their views and conclusions

Pre-service Denotes those with no current teaching practice or experience

Pro forma Empty form for use by prospects/assessors

PTLLS The Prize in Getting ready to Teach in the Lifelong Learning Sector (previously referred to as a 'passport' or 'original award')

QTLS Construction Qualified Instructor, Learning and Skills Construction.

Qualitative Quality information obtained by wide open questions, records and

discussions

Quality assurance A way of verifying learners' work by inner and external verification

Quantitative Number information obtained by finished questions, results from tests

and other data gathering techniques

Rationale The defining aim and/or reason for a product or outcome

Reliability Reliability of measurement attained by the use associated with an assessment

method

Review A crucial examination of the uses of, for example, a strategy to the

applied context.

Session plan Plan prepared by the trainer prior to delivery of a training session

Skills An organised routine of mental and/or exercise. Examples of

Skills include functional, numerical, decision-making and social

Skills research See Task analysis

SMART Specific, Measurable, Achievable, Realistic, Time bound

Summarise A short account of the primary issues/items explored and/or examined

Summative analysis An assessment designed to determine the ultimate level of success. Often

done by your final test or examination

Synchronous learning Learning that takes place within an environment where the teacher and learner

are concurrently present, perhaps at different locations, but

communicating with one another in real time

Task analysis Breakdown of a job/job into its element skills (sometimes referenced to

as Skills evaluation)

Teaching practice The time allocated for individuals to demonstrate and build confidence

in coaching/ training other learners. This could include where a

candidate has single responsibility for an individual or an organization, teaches in

front of/within a group to different teams/learners/levels, from preprepared or own designed curriculum materials, whether in paid or

unpaid employment

Teaching/ training routine System approach which includes five inter-linked levels: identify needs,

plan and design learning, deliver, determine and evaluate

Teacher/Trainer/Tutor One who is helping the learner to achieve a desired status/standard/

competence. Person who is advising, supporting and examining the

candidate

VACSR Valid, Authentic, Current, Sufficient, Reliable

Validity Scope to which an analysis method measures what it is supposed to

measure

VARK Aesthetic, Aural, Read/write, Kinesthetic

Virtual class Online learning environment where tutors and learners interact

Visual aid Aesthetic support material used to enhance the learning procedure, eg

overhead transparency, diagram, glide projection, photograph/picture,

video/film, model, computer program, interactive internet page

(including audio aesthetic equipment)

Suggested Reading

City & Guilds advises the next resources for the particular level 3/4 Award in Getting ready to Instruct in the Lifelong Learning Sector (7303) certification.

Introductory texts

Curzon, L. , B. (2003) Coaching in Further Education. Continuum

International Posting Group.

0826471153

Daines, J. , Daines, C. , and Graham, B. (2006) Adult Learning, Adult Teaching. Welsh Academic Press.

1860571158

Gravells, A. (2006) Delivering Adult Learning - Level 3 Coursebook. Learning Concerns.

1844450643

Gravells, A. (2007) Preparing to Teach in the Lifelong Learning Sector - Level 3 Coursebook. Learning Matters.

1844451173

Petty, G. (2004) (3rd Edn) Coaching Today. Nelson Thornes. 0748785256

Website addresses

www. cityandguilds. com/qtls

www. DfES. gov. uk

www. ifl. ac. uk

www. lluk. org. uk

www. lsneducation. org. uk

www. niace. org. uk

www. pcet. net

www. qca. org. uk

www. smartscreen. co. uk

www. support4learning. org. uk

www. tes. co. uk

www. thosewhocan. co. uk

www. vark-learn. com

Journals

Training journal, Fenman.

Assessment Matters, 'Lifetime Opportunities', The Occupations Service for Wiltshire.

Adults Learning, NIACE (Country wide Institute for Adult Continuing Learning).

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Copies of Official Documents

(also available on-line at http://www. cumbria. gov. uk/childrensservices/adulteducation/tutors/ptllsresources. asp )

Portfolio leading sheet - file contents

Assessment Front Sheet and Feedback Record - post one with each assignment

Developmental Job - Observing an Experienced Tutor

Reflective Practice Journal - complete one after every session

Summative Account and Action Plan - complete one by the end of the course

Unit Declaration - TWO needs completing one ref all the |Theory Assignments and one ref all the Practical Projects)

Sample Scheme of Work - CAES recommended format

Sample Time Plan - CAES advised format

Candidate Details:

Lead Centre

Ullswater Community Centre

Centre Amount

042151

Candidate Name
Candidate amount
Delivery Centre

File Contents

PTLLS Level 3 and 4

File should contain

Contents page

Unit Declaration - Theory

Theory projects 1-7

Unit Declaration - Practical

Practical Task 1 - Program of Work

Practical Assignment 2 & 3 - Procedure Plan and Resources for

Micro-teach

Practical Assignment 4

Practical Project 5 - Peer, Tutor and Self Evaluations from

Micro-teach

Completed Learning Publications for every of the 5 PTLLS Sections

Tutorial Reports (if applicable)

Observation of an Experience Tutor statement(s)

Summative Profile and Action Plan

Assessment Forward Sheet and Responses Record

PTLLS Level 3 and 4

(a completed copy is required for each and every assignment)

Assignment
Theory/Useful
Number

Date given:

Date submitted:

Candidate Name
Enrolment No

I confirm that the evidence for this assessment is real and a genuine representation of my very own work.

Signature of candidate. . Day

Marker's name:

Date:

Grade:

Resubmission date (if referenced):

Date:

Grade:

IV's name(if sampled)

(another IV record must be completed for each and every assessment sampled)

Date:

Marker's opinions:

Left blank

Developmental Task - Observing an Experienced Tutor

(not compulsory but wise)

PTLLS Level 3 and 4

Name of trainee-tutor:

Date:

Aim of period:

Length of treatment:

A the least 1 hour must be observed

Length of observation:

Preparation

Did the tutor:

Y/N

Comments / how was this done:

Check the surroundings and resources beforehand?

Take into consideration any health &basic safety issues?

Ensure there were enough resources for all participants?

Have a session intend to show: target/objectives/learning final results?

Delivery

Did the tutor:

Y/N

Comments / how was this done:

Deliver an advantages, main content and conclusion?

Establish and keep maintaining a rapport with the group?

Demonstrate knowledge of their subject?

Take into consideration different learning styles?

Use a variety of activities?

Use relevant resources as appropriate?

Communicate evidently and effectively?

Appear self-assured and professional?

Take into account entitlement, equality, differentiation, inclusivity and variety?

Monitoring

Did the tutor:

Y/N

Comments / how was this done:

Ask questions and require the individual/group where appropriate?

Give positive responses where relevant?

Summarise the procedure?

Achieve their target/objective/learning final results?

Clear the area afterwards?

Evaluate their time?

General comments on how you think the period went:

What might you did differently:

What aspects do you want to take out of this session to include into your own practice:

Trainee-tutor personal:. . . .

Name:. . Particular date:. .

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Reflective Learning Journal

PTLLS Level 3 and 4

Name of candidate

Candidates are encouraged to be as REFLECTIVEas possible rather than anecdotal in their Journal entries. Concentrate on whyit is an integral point/issue, howit will help you develop as a tutor

The main points I have learnt from this Device which have developed my KNOWLEDGE AND UNDERSTANDING of my role as a tutor/tutor are:

How I possibly could develop/apply these in my own preparation and in my own teaching :

Any further help/support I might require in order to do this:

Candidate personal: Night out:. . . . . . . . . . . . . .

Summative Profile and Action Plan

PTTLS Level 3 and 4

This form is to be completed by the end of the course program.

Candidate name

Tutor name

My overall development and talents as a result of joining this program:

Personal declaration:

Where I am now, the subject I would like to deliver, and what I would like to do in the foreseeable future

Action Plan:

What I intend to do now to help me gain a teaching / training position or improvement with my coaching/training profession

Candidate signature:. . Date:

Unit Declaration

PTLLS Level 3 and 4

Unit no: Theory Practical

(delete as appropriate)

Candidate declaration

I concur that the evidence detailed for this product is traditional and a true representation of my own work.

Candidate name:. . .

Candidate enrolment number:

Candidate personal:. . . . Date

Assessor declaration:

I concur that this candidate has achieved all certain requirements of this device with the data outlined. (Where there is more than one Assessor, the Co-ordinating Assessor for the unit should hint this declaration. )

Assessment was conducted under the specified conditions and framework, and is valid, traditional, reliable, current and sufficient (VACSR).

Assessor name:. . .

Assessor personal:. . . . . Date:

Countersignature:(if relevant). . . Time:. .

Internal Verifier declaration: (This section to be remaining blank if sampling of the unit did not happen).

I have internally verified the assessment focus on this unit in the next ways (please tick)

sampling applicant and examination evidence

observation of evaluation practice

discussion with candidate

other - please express

I concur that the candidate's sampled work complies with the standards given for this unit and could be offered for external confirmation and/or qualification.

Internal Verifier name:.

Internal Verifier signature:. Time:. .

Countersignature:(if relevant). . . Time:. .

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SCHEME OF WORK

COURSE TITLE:

VENUE:

TUTOR:

PLANNED START Day:

AIMS:

Please complete the next information before the start of course.

SESSION

DATE

TOPIC

LEARNING OUTCOMES

These should be link in with the final results discovered on the course information sheet

RESOURCES / ASSESSMENT

PTO

SESSION

DATE

TOPIC

LEARNING OUTCOMES

These should be tie in with the outcomes recognized on the course information sheet

RESOURCES / ASSESSMENT

When complete please go back to your Centre Manager, and maintain a duplicate in your Course File.

Date delivered ________________________________

Checked By ________________________________

Date ________________________________

Lesson Plan

Tutor: Subject: Course code

Date: Time: Location: Procedure ____ of ____

Broad aims

i. e. format of the lessons topics.

SMART outcomes

i. e. by the end of the time all / most / a few of the learners will be able to.

(These benefits will be assessed during the time. See Learning checkscolumn below. )

Methods and materials to be used

presentation

group work

one-to-one

oral questioning

pair work

practical work

class discussion

role play

Individual tasks

whiteboard

kinaesthetic materials

practice tests

computer programs

worksheets

reference materials

board / flipchart

CD / tape

OHP

voice recorder

Time

Activities: Brief information of each one.

(?? differentiated, well-balanced, mixed, sequenced; learning styles. )

Resources

(?? relevant, good quality, learner-centred, appropriate. )

Learning checks

(?? how progress will be examined; what the evidence is. )

Curric

Ref.

Starter which reviews prior learning.

Sharing of period goals and SMART outcomes.

Time

Activities Brief description of each one.

(??: differentiated, healthy, mixed, sequenced; learning styles. )

Resources

(??: relevant, good quality, learner-centred, appropriate. )

Learning checks

(??: how improvement will be checked;what the data is. )

CurricRef.

Review of program goals and SMART outcomes.

Suggestions for impartial home analysis.

Reflection and critical evaluation:

Number of learners who went to the category: _________ out of _____.

(How have all / most / some learners progress?

Include records on individual learners where appropriate.

How will this inform another time plan?)

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