Time management and self management through practical, group or independent learning activity

How to conduct electrolyte test which is used to find out if the body has a fluid imbalance or an imbalance in acid and base levels.

Reading and writing skills so learners can complete assignments correctly.

Knowledge is required at this time as a foundation for next topic which is "Building a PC"

I set out behaviour expectations at the beginning of the year – and reinforce them regularly afterwards to ensure learning takes place without disruptions

Enforcing college behavioural expectations at the start of each lesson by making sure learners comply.

Anytime I feel it is necessary to make sure that I can deliver my lessons.

Rewarding good behaviour with commendations and using college reward system, modelling good behaviour. This will help conduct themselves professional as they progress.

Giving students the ability to take responsibility for their behaviour and learn to self-regulate.

To help the College meet its enrolment targets.

This is standard curriculum design that is relevant to vocational studies.

Meeting the needs of learners and the employment market

From interviews where learners expressed great interest in courses offered as opportunities for employment

University or Apprenticeship

Higher level qualification such as L2, L3 etc

Employment

Graduation

It is an expectation in this field of study.

The topic of the lesson is relevant to a number of jobs within this field.

It is taught now because assessments are due for submission soon.

It is taught now as there are essential skills that would be needed in their final project.

Lesson plan used as evidence. Explain learning outcomes delivered first as these provide underpinning knowledge for subsequent lessons.

SOW used as evidence. Deliver advanced units first as these provide higher level knowledge required for easier units.

SOW used as evidence. Explain compulsory units delivered first as these provide the underpinning knowledge required for subsequent units along with skills for employment/progression.

Explain how the gradual development of the theory from the 1st lesson is linked to subsequent lessons

Clear signs of planning and scaffolding on earlier learning.

The earlier unit was easier to understand in comparison to the next unit.

Earlier units are 30 credits and future units are 60 credits and above.

Foundation units covered first to provide the basic scientific knowledge required eg Biology, chemistry

Use PFL regularly to show learners how topics have been sequenced

I ask learners to visit study space

Key concepts are recapped in later advanced topics to ensure understanding and learners retain knowledge.

I use the same approach for low to high level needs.

To accommodate learners preferred ways of learning - visual (V), aural (A), read/write (R), and kinesthetic (K).

Adopting the use of ILPs for learners with various disabilities.

I prioritise learners that prefer to concentrate in lessons first.

Use recap quiz or activities to identify learning gaps and designing follow up activities.

Use only questions and answers and trust the learner will catch up.

Follow up with learners with poor attendance and create and implement support plan.

Assign Individual learning activities to learners and follow up on only poor performance.

Class profile used for differentiation in lesson planning

Class profile used to inform seating plan for easily distracted learners.

To reduce disruptions in lessons and effective learning.

To know the nature of students expected in any lessons.