Group Profile

This group profile is not based upon any learner under my pastoral care, past or present; it is designed and published for educational purposes only as part of my teacher training.

I created my group profile based upon experience and new understanding into effective learning strategies; the proposed ‘learners’ do not exist, they have been created to provide a challenging and dynamic range of possible issues faced within teaching environments.

Scheme Of Work

Please see the document below for the Scheme of Work that I am currently following this term; as commented upon in my reflective diary “The creation of this new scheme of work, was stressful, yet very rewarding; I believe I have structured an ideal format, based upon the college’s standard design. I have incorporated colour coding and like with my handouts, I have highlighted, key ‘higher order‘ thinking terms in red, to emphasise their importance in the learning objectives.

Lesson Plans

Lesson Observations x 2

My first lesson observation of the year, I have reflected upon this in a ‘Reflection Sheet‘ and used it a basis for a new SWOT analysis.

My second lesson observation of the year, I have reflected upon this in a ‘Reflection Sheet’.


Reflective Journal

Throughout this course, I have been keeping a detailed diary of my progression; the format of this diary has been reflective, where I have written up my notes from each lesson and commented upon application, development and pertinence to my specialism. My main objective, has been to adapt and apply the skills and tools acquired throughout the course to my immediate teaching. Some of these tools, I have been able to effortlessly integrate into my Teaching, Learning and Assessment, such as the various differentiated methods of assessment; other strategies will take time to develop and tailor to suit my learners needs and requirements.

A key component in the development of my teaching practice, has been the structure of a detailed Scheme of Work; in the past, I have never favoured writing these, however, recently I have come to acknowledge their importance within planning and developing curricular. The SOW I created, incorporates elements from a lesson plan, where objectives and learning outcomes are supported with Blooms, higher order thinking verbs.

To support my reflective journal, the following diary entries evidence key reflective points, throughout this term.

Week 18: Scheduled absence

Week 19: Mentoring

Week 22: Inclusive Assessment Strategies

Week 23: Half Term

Bibliography Of Research


Teaching and learning in further education: The Ofsted factor
Author: Burnell, I.
Cite: Burnell, I. (2016). Teaching and learning in further education: The Ofsted factor. Journal of Further and Higher Education, 41(2), pp.227-237.

Weaving the ‘Seamless Web’: Why higher education and further education need to ‘merge’ if lifelong learning is to become a reality
Author: Marks, A.
Cite: Marks, A. (2002). Weaving the ‘Seamless Web’: Why higher education and further education need to ‘merge’ if lifelong learning is to become a reality. Journal of Further and Higher Education, 26(1), pp.75-80.


MEREDITH BELBIN: ‘THE EU IS A MINISCULE BUREAUCRACY’ (2018). Meredith Belbin: ‘The EU is a miniscule bureaucracy’.
Available at: [Accessed 27 Jan. 2018].

Group and Team Roles | SkillsYouNeed
Group and Team Roles | SkillsYouNeed.
Available at: [Accessed 18 Jan. 2018].

BELBIN: TEAM ROLES (2018). Belbin: Team Roles.
Available at: [Accessed 18 Jan. 2018].

BELBIN | GREAT TEAMS START WITH BELBIN (2018). Belbin | Great teams start with Belbin.
Available at: [Accessed 15 Jan. 2018].

Cult of Pedagogy. (2018). 6 Powerful Learning Strategies You MUST Share with Students | Cult of Pedagogy.
Available at: [Accessed 18 Jan. 2018].

FUNDING EDUCATION FOR 16- TO 19-YEAR-OLDS – GOV.UK (2018). Funding education for 16- to 19-year-olds – GOV.UK.
Available at: [Accessed 12 Jan. 2018].

Sex and Relationship Education Guidance – DfEE (2018). Sex and Relationship Education Guidance
Available at: [Accessed 12 Jan. 2018].

METHODS OF DIFFERENTIATION IN THE CLASSROOM (2018). Methods of Differentiation in the Classroom.
Available at: [Accessed 12 Jan. 2018].

CHRONIC FATIGUE SYNDROME (CFS/ME) (2018). Chronic fatigue syndrome (CFS/ME).
Available at: [Accessed 11 Jan. 2018].

THE DIFFERENCE BETWEEN DYSLEXIA AND DYSCALCULIA (2018). The Difference Between Dyslexia and Dyscalculia.
Available at: [Accessed 07 Jan. 2018].

How technology is empowering dyslexic students
Tucker, D. (2018). How technology is empowering dyslexic students. The Independent.
Available at: [Accessed 07 Jan. 2018].

SOW – Reflect & Revise

In my reflective journal for Task 01, I recognised the importance of creating a detailed SOW for planning and developing curricular; I have come to rely on its presence as part of my everyday toolkit, where I feel confident about the direction of the learning and I can start to map ahead and formulate future sessions. An element to consider when structuring a SOW, is how real-time events and situations may/will cause a deviation from the schedule. Recently, this has happened on a few occasions, where internal conflicts and events have disrupted various sessions. However, when I wrote this document, I loosely based its structure on a Spiral Curriculum; I took into account such variables and allocated certain ‘open sessions’, where missed topics could be revisited and strengthened. Please see the sample page below for an idea of my revised SOW; on the Wednesday in this particular week, I was able to utilise the third and fourth period to conduct one-to-one tutorials, where the completion of the ‘Learner Progress Reviews’ (LPR’s) took place.

Lesson Plans (Journey)

My current learners are engaged in an assignment that requires them to produce magazine layouts; aside from the composition and style of the spreads, the learners also have to produce all content, so either photographs and/or graphics, but most importantly, the text. To evidence the progression and developmental journey of this unit; key workshops were delivered to guide the learners on specific elements in the construction of a magazine spread/article. The first lecture and research workshop was to examine a broad range of magazines and analyse their effectiveness in communicating their overall article. To follow on from this, a workshop on ‘Gobbledygook’ and how to measure it via SMOG was conducted, this then highlighted the importance of language and how to form and measure clear copy that is targeted at the age range of the magazines readers.

Aside from creating a developmental journey within curricular planning, I have also been developing my resources and teaching documents; in particular, I have refined my lesson plans. The two PDF’s below evidence this development and refinement.

Group Profile

After creating a fictitious Group Profile to demonstrate how to effectively plan, deliver and assess learners, I took a step back to assess my approach and reflect upon its effectiveness. An element of a group profile, which I have only recently given thought, is the time aspect; some of the initial comments and observations made of the learners teaching and assessment styles, were made during the first few weeks of term. If the learners are undertaking a two-year, full time course, then at certain stages a reevaluation may need to take place. This is due to their rapid cognitive, emotional and overall personal growth; in line with my approach to conducting ‘Learner Progress Reviews’, I may start to investigate the effectiveness of creating individual profiles in partnership with the learners.

Reflective Account

Continuing with my reflective journal, as part of my evidence for Task 01, I wanted to recap on my recent observed lesson, in which the topic was the measurement of ‘Gobbledygook’ (SMOG). I had specifically written this workshop to strengthen the learners’ investigation into effective communication, as part of their Unit 12 brief, which is the formation of a magazine layout with accompanying images and text. The core of the workshop, was for the learners to manually calculate the readability index of some target text. To achieve this, a tweaked and improved version, of the SMOG formula was provided, along with a website address to an online readability calculator. Using the online calculator as a resource, took into account the learners who find maths a challenge. Although this tactic covered differentiation, upon reflection, I did not adequately demonstrate nor guide the learners visually through the various processes; this resulted in a few learners requiring a one-to-one guidance.

However, the primary objective of this lesson, was to introduce and make the learners aware of the different levels of readability found in various texts. A discussion took place after the plenary; where the majority of the learners evidenced an understanding of its application and acknowledged that they would use it for their article.

Moving forward, I need to develop my delivery and assessment of learning strategies to encompass a wider range of learners needs and requirements. Another component of my teaching that necessitates improvement, is my approach and application of classroom behaviour and management strategies.

Bibliography Of Research


Personal Goal Setting: Planning to Live Your Life Your Way
Available at: [Accessed 21 Feb. 2018]

SMART Goal Setting With Your Students
Available at: [Accessed 20 Feb. 2018]

20 psychological principles for teachers #12 Goal setting
David Didau: The Learning Spy
Available at: [Accessed 20 Feb. 2018]

Tell, Show, Do, Apply: The Anatomy Of Good Instruction
eLearning Industry
Available at: [Accessed 13 Feb. 2018]

Annex 6 – Guidance on reasonable adjustments to the assessment of disabled students
Academic Quality and Policy Office | University of Bristol.
Available at: [Accessed 13 Feb. 2018]

Reasonable Adjustments for Disabled Pupils
Available at: [Accessed 12 Feb. 2018]

Guidance on making reasonable adjustments for students and staff
Available at: [Accessed 11 Feb. 2018]

Pose, Pause, Pounce, Bounce!
Available at: [Accessed 11 Feb. 2018]

Deep Questioning
Class Teaching
Available at: [Accessed 11 Feb. 2018]

Socratic Questioning: 30 Thought-Provoking Questions to Ask Your Students
Available at: [Accessed 11 Feb. 2018]

20 Simple Assessment Strategies You Can Use Every Day
TeachThought [Accessed 09 Feb. 2018]

Induction Leaflet

Although the brief asked for a leaflet, I felt that this was an ideal opportunity to create an artefact that would actually benefit new members of staff. The result is an induction booklet.

“Russell, this is an exemplary guide to assessment, which is original, innovative and truly accurate. You have extensively recommended highly appropriate strategies and approaches to meet the: 1)Awarding organisations, assessment criteria. 2)Provide stimulating and challenging learning and assessment methods/tools. 3) Thoroughly explain the purpose of specific standardisation procedures.

You demonstrate highly accomplished assessment skills and knowledge.”


Accreditation of Prior Learning PTTLS Level 3 Certificate ?

To evidence my prior learning and to demonstrate my application of theories & principles of assessment; the production of my Level 3, PTTLS certificate is required (please see below). I completed this course in 2009, which as stated in Task 03 of UET6, my tutor referred to my approach as being conscripted, I can not argue this. However, I can reflect upon my work from then and state that I was developing and forming an awareness of different assessment methods. During one of the assignments, I stated about methods of ‘Assessment For Learning’, where I referenced the creative arts and how a visual portfolio, is still the most effective tool for measuring a learners prior knowledge and application. In this assignment, it is interesting that I went into detail about the use of feedback forms; specifically, hand-written forms, where a carbon copy could be given to the learner to reference. I suppose that nine years ago, ‘Virtual Learning Environments’ (VLE’s), were still in their infancy and that physical paper trails were vital for both teacher and learner to keep track of learning & assessment.

Group Profile & Target Setting

The group profile that I created can be found ‘here‘; as stated, this is a fictitious document, which is not based on any single, past or present learner under my duty of care. It has been formed from an amalgam of observations, experiences and hypothetical proposals to highlight the various differentiation strategies for learning and assessment. To accompany this, as part of our ‘Assessment Strategies’ development, we are to produce a range of ‘Target Setting’ examples. Targets are typically extrapolated from the curriculums learning objectives and in conjunction with the learners’ personal needs and requirements can be formed into ‘SMART Targets’; these custom targets, further support and enhance a differentiated teaching, learning and assessment approach.

SMART is an acronym for Specific, Measurable, Attainable, Realistic and Timely; there are of course variances and additions to those terms. However, the overall objective is to set clear, proximal targets, that are obtainable, where the results can be evidenced and measured.

According to protocol, these targets are to be formulated by the learners; however, from experience, they typically do not form targets that are considered SMART. Generally, they write vague goals that could be categorised as inevitable. For example, one such target generated by a learner was:

‘Hand in my work tomorrow’

Even though it was clear, it could be measured through the submission, it was very attainable, the realism of the task was foreseen and the time aspect was indeed short term; it was not SMART. It does not evidence any developmental components, it is not reflective and it will not encourage the growth of distal objectives that seek to stretch and challenge the learner.

In response to the learners not generating SMART targets, I have integrated the formation of these into personal tutorials; during which, goals can be discussed and agreed upon. Please see the document below, for some examples of tutorial based, SMART targets that can be used to challenge the learners’ Curriculum Development, key & Study Skills and Personal Goals.

Personal Swot Analysis

Part of the evidence required for Task 01, was to undergo two lesson observations; these developmental opportunities were invaluable in providing feedback for professional growth and reflection. They have also provided the core topic of reflection for this Units SWOT Analysis.

Reflective Journal & Personal Targets

This will conclude my investigation into teaching, learning and assessment in education and training, coupled with its development as part of units UET3 & UET4. Together with the feedback from my observations, these combined units have been beneficial in providing key tools and resources to support and develop my teaching practice. Out of all of the projects, Task 03 was the most engaging; the formation of an induction leaflet to support new members of staff with a range of assessment methods, was incredibly constructive. With this task, I was initially concerned with the visual style and graphical layout of leaflet design; however, after reflecting upon my own ‘sink or swim’ experience, I wanted to create a document, that would evolve beyond a ‘task’ to evidence my learning. My idea, was to create a leaflet that provided key assessment strategies and practical suggestions based upon experience; where perhaps it could be implemented to actually support new members of staff within my current employment.


However, during the design and planning stage, the content grew and necessitated an artefact beyond the confines of a leaflet; the result was an A5 ‘Induction Booklet’. One of the main requirements, was that this leaflet be tailored for your home department. I ensured that this criterion was followed, by directing the potential reader to specific UAL documents and protocols. When designing this document, I also considered other departments, and how through minor alterations, it could be tailored to accommodate the qualification specification of other awarding bodies.


Moving forward, an area that I need to work on is my overall delivery and teaching style; after fourteen years in a Higher Education environment, I still revert to a lecturing mode, where I deliver rich, condensed content to learners who can easily assimilate mass data. A follow-on aspect of this, is my assessment of learning method; I need to improve my questioning techniques and periods of reflective assessment and questioning, where I do not allow the learners to become passive.


As stated in my ‘Reflective Account’ from Task 02, another area that I need to develop is my classroom management and how I approach behavioural issues. This has been noted in my lesson observations; incidents include, not acknowledging learners who are late and challenging disruptiveness. To support this development, I have chosen to base my ‘Action Research’ on behavioural management. My initial idea was to explore the term ‘Teenagogy’ and investigate the subtle nuances and peripheral characteristics, between pedagogy and andragogy. I had envisioned on laying out the foundations of this narrow, age based field of educational study, where teenage psychological development would be researched. Nevertheless, the study and research potential of behavioural strategies could be very interesting; I already have plans to conduct a college wide survey, where lecturers and learners will be asked to participate and add to the primary research.

 Here is my presentation on Belbin’s Team Roles.
To support our investigation into Belbin’s Team Roles and our own group working characteristics, we were guided by our tutor to complete a ‘Team Role Test’ via this link. The test requires you to select a word from each set of 36 opposing words. I found this test quite impractical as there were no questions to elicit an informed response, coupled with the pairings being too restrictive, where on many occasions, neither suggestive word applied to my working practice. My overall result for the three most prominent roles are as follows:

Expert – 19%
The expert has the skills and expertise required for the specific task at hand. He or she has a strong focus on the task and may get defensive when others interfere with his or her work. The expert prefers to work alone and team members often have a great deal of trust and confidence in him or her.

Innovator – 17%
The innovator is often the creative generator of a team. He or she has a strong imagination and a desire to be original. The innovator prefers to be independent and tends to approach tasks in a scientific way. As a creative individual, the innovator may play a crucial role in the way a team approaches tasks and solves problems.

Analyst – 17%
The analyst has a tendency to be reserved and critical. The analyst will also react to plans and ideas in a rational and sensible way. He or she will favour a prudent approach to matters and will evaluate them according to their accuracy before acting.


Completing the official Belbin Individual Report, would yield the most accurate analysis; however for the purpose of this research activity and also assessing its general value for money, I thought paying £42 was too much. So, after some digging around the internet, I found an adapted questionnaire by Alistair Fraser and Suzanne Neville; this test proposes seven scenarios, each with eight possible answers for you to choose from, in which after tallying your results in a matrix, it provides you with your likely team roles. My results can be found below.

To conclude, this test identified my primary role as a ‘Plant’, with my secondary role of a ‘Completer Finisher’. According to further descriptors, I can be classified as:

An introverted, obsessive compulsive with weak communication skills and a reluctance to not let go!

I can not argue with that analysis; however, this test does not truly define my working practice, it has at best, highlighted a few of my personality characteristics, which is, I like working on my own and I have an attention for detail. It does not highlight my overall care and aptitude towards colleagues and their work, where if possible I will go to any lengths to assist.