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endix 2: Areas of activity – experience and examples
A1 Design and plan learning activities and/or programmes of study
Experience that would support this area of activity includes:
– planning individual/one to one or small group sessions
– planning for courses or programmes
– contributing to programme development at department, faculty and institutional level
– engaging with professional bodies in relation to curriculum development e.g. through a validation panel
– designing learning materials that have been used by others
Examples of evidence could include:
• session plans
• course or programme materials
• curriculum design/development documents
• maps of course and programme documents against external benchmarks (e.g. QAA subject benchmarks,
British Computing Society).
A2 Teach and/or support learning
Experience that would support this area of activity includes:
– using a range of teaching approaches and modes of delivery
– using relevant assessment approaches
– selecting teaching and learning activities informed by educational research and evidence
Examples of evidence could include:
• peer observation of teaching paperwork
• student feedback/evaluations
• examples of learning outcomes from relevant session plans, course outlines, presentational materials
• excerpts from a reflective diary
• materials from online teaching.
A3 Assess and give feedback to learners
Experience that would support this area of activity includes:
– making judgments about student work in tutorials, lab-based settings and supervision sessions
– giving formative feedback in face-to-face and online settings
– using assessments that support the learning outcomes
– selecting appropriate assessments for the student profile
– engaging in College quality assurance processes relating to assessment
– selecting and using appropriate feedback and feed-forward mechanisms
– external examining and moderating of assessments
– developing departmental, faculty or university policy on assessment and feedback.
Examples of evidence could include:
• assessment tasks
• peer observation of teaching paperwork
• model answers that you have created
• moderation documents
• assessment and feedback supported through technology e.g. Blackboard quizzes, Mentimeter
• students’ responses to feedback
• External Examining activity
• assessment and feedback policy documents
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A1 Design and plan learning activities and/or programmes of study
Experience that would support this area of activity includes:
– planning individual/one to one or small group sessions
– planning for courses or programmes
– contributing to programme development at department, faculty and institutional level
– engaging with professional bodies in relation to curriculum development e.g. through a validation panel
– designing learning materials that have been used by others
Examples of evidence could include:
• session plans
• course or programme materials
• curriculum design/development documents
• maps of course and programme documents against external benchmarks (e.g. QAA subject benchmarks,
British Computing Society).
A2 Teach and/or support learning
Experience that would support this area of activity includes:
– using a range of teaching approaches and modes of delivery
– using relevant assessment approaches
– selecting teaching and learning activities informed by educational research and evidence
Examples of evidence could include:
• peer observation of teaching paperwork
• student feedback/evaluations
• examples of learning outcomes from relevant session plans, course outlines, presentational materials
• excerpts from a reflective diary
• materials from online teaching.
A3 Assess and give feedback to learners
Experience that would support this area of activity includes:
– making judgments about student work in tutorials, lab-based settings and supervision sessions
– giving formative feedback in face-to-face and online settings
– using assessments that support the learning outcomes
– selecting appropriate assessments for the student profile
– engaging in College quality assurance processes relating to assessment
– selecting and using appropriate feedback and feed-forward mechanisms
– external examining and moderating of assessments
– developing departmental, faculty or university policy on assessment and feedback.
Examples of evidence could include:
• assessment tasks
• peer observation of teaching paperwork
• model answers that you have created
• moderation documents
• assessment and feedback supported through technology e.g. Blackboard quizzes, Mentimeter
• students’ responses to feedback
• External Examining activity
• assessment and feedback policy documents
20
