Teaching, Learning and Assessment
Effective curriculum selection and design takes account of the whole programme a learner is studying. Where possible we will ensure that teaching and assessment across the whole of each programme utilise an appropriate mixture of methods that will enable learners to achieve their learning outcomes and demonstrate their achievement effectively.
Robust initial assessments will be used where appropriate to inform lecturers and tutors of learners’ starting points and individual needs which will facilitate the planning and delivery of sessions that are focused at the appropriate level whilst allow the learner to be stretched and challenged.
Teaching, learning and assessment methods used within all settings, whether in the work place, in classroom delivery, support tutorials and workshops, will be engaging and suit the needs of all learners. A high quality educational environment will be provided so that learners feel empowered to lead their own learning and, as a consequence, develop the wider skills needed in the workplace such as resilience and independence.
The particular learning needs of learners with disabilities or other protected characteristics will be accommodated appropriately within teaching, learning and assessment.
Teaching and Learning
The learning environment and facilities include lecture theatres, classrooms, technology suites, laboratories and workshops, library and skills labs, art and photography studios, small group and quiet zones. Learning methods will vary according to the programme of study but will include lectures and group tutorials. In addition, seminars, field trips, work placements, role play or scenario activities, laboratory and workshop practical, demonstrations, guest lectures, discussions and debates all contribute to the learning experience to support the acquisition of subject specific skills and knowledge and the development of transferable and employment related skills.
Formative and summative assessments of learners enable lecturers or tutors to monitor the learning that has/is taking place. Summative assessment is not always noticeable by the learner as it is a continuous process; lecturers or assessors may observe participation and responses to class discussions and group work, a learner’s response to question and answer sessions, participation in workshop practical and engagement with demonstrations. Each module is formally assessed through, for example, examination, open-book test, presentation, essay, written report, reflective practice and portfolios of evidence.
Learners receive both formal and informal feedback. Formal feedback is through assessments, is usually in writing and given within 3 weeks of the submission date. However, some lecturers will provide group feedback, for example, following an examination they may choose to work through the exam paper in a tutorial. It should be noted that feedback is part of the ongoing learning cycle which is not limited to written feedback. Other forms of feedback include one-to-one meetings with a personal tutor, dissertation and project supervision meetings, a lecturer responding to learner questions or responses during topic or situation discussions.