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Example of feedback from students and follow-up planning identifying where/ what it has informed.

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LO 2.4 Identified opportunities for learners and others to provide feedback to inform inclusive practice 

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LO 2.4 Identified opportunities for learners and others to provide feedback to inform inclusive practice 

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LO 5.3 Demonstrated the use of assessment data in: • monitoring learners’ achievement, attainment and progress • setting learners’ targets • Planning subsequent sessions • recording the outcomes of assessment 

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LO 5.3 Demonstrated the use of assessment data in: • monitoring learners’ achievement, attainment and progress • setting learners’ targets • Planning subsequent sessions • recording the outcomes of assessment 

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LO 4.3 Demonstrated ways to promote equality and value diversity in own teaching 

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LO 4.3 Demonstrated ways to promote equality and value diversity in own teaching 

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LO 3.5 Identified opportunities for learners to provide feedback to inform inclusive practice 

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LO 3.5 Identified opportunities for learners to provide feedback to inform inclusive practice 

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LO 4.2 Demonstrated flexibility and adaptability in the use of inclusive teaching and learning approaches and resources, including technologies, to meet the needs of individual learners

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LO 4.2 Demonstrated flexibility and adaptability in the use of inclusive teaching and learning approaches and resources, including technologies, to meet the needs of individual learners

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LO 6.5 Recorded the outcomes of assessments to meet internal and external requirements 

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LO 6.5 Recorded the outcomes of assessments to meet internal and external requirements 

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LO 5.1 Designed assessments that meet the individual needs of learners 

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LO 5.1 Designed assessments that meet the individual needs of learners 

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LO 5.4 Communicated assessment information to other professionals with an interest in learner achievement.

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LO 5.4 Communicated assessment information to other professionals with an interest in learner achievement.

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LO 3.1 Devised a scheme of work in accordance with internal and external requirements

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LO 3.1 Devised a scheme of work in accordance with internal and external requirements

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LO 2.2 Devised a scheme of work taking account of: • the needs of learners • the delivery model • internal and external requirements 

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LO 2.2 Devised a scheme of work taking account of: • the needs of learners • the delivery model • internal and external requirements 

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LO 7.1 Ways in which the minimum core can be demonstrated in planning, delivering and assessing inclusive teaching & learning

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LO 7.1 Ways in which the minimum core can be demonstrated in planning, delivering and assessing inclusive teaching & learning

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Observation Comments  LO's: 3.2 4.3 5.4  5.5  5.7 6.3 6.4 7.2

from lesson observation. Cut & paste or identfiy which number observation to refer to.

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Complete and use Table 2: LO 2.3 2.4 available on Canvas. Using initial and diagnostic assessment  to agree individual SMART targets

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LO 2.1 Used initial and diagnostic assessments to agree learners’ individual goals and learning preferences

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LO 2.1 Used initial and diagnostic assessments to agree learners’ individual goals and learning preferences

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This can be any evidence from collaboration and discussions regarding student progress.
eg Promonitor markbook screenshot/excel tracking sheet/ e-mail confirming grades to a colleague

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blue = complete over the course of the Award up to 5 years
yellow = complete & submit following the first 4 session observations (Year 1)
green = complete and submit following completion of all 9 session observations (Year 2)

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LO 4.1 Designed resources that: • actively promote equality and value diversity • meet the identified needs of specific learners 

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LO 4.1 Designed resources that: • actively promote equality and value diversity • meet the identified needs of specific learners 

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Upload your formal lesson observation feedback along with the session plan and additional support materials.
Label them 1-9.
Make sure you complete the feedback from with identification of targets for improvement and signatures.

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Include an overview collation of evidence of 100 hours delivery.
Upload 100 hours worth of session plans.

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LO 2.3 Designed teaching and learning plans which take account of: • the individual goals, needs and learning preferences of all learners • curriculum requirements 

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LO 2.3 Designed teaching and learning plans which take account of: • the individual goals, needs and learning preferences of all learners • curriculum requirements 

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 LO 5.6 Adapted teaching and learning approaches and resources, including technologies to meet the individual needs of learners

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 LO 5.6 Adapted teaching and learning approaches and resources, including technologies to meet the individual needs of learners

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You can include in this section; notes from professional discussions with your mentor or other staff; additional observations from your mentor or BSDC Quality team; details of relevant cpd.

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Examples of assessment from planning and delivery.

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Give 3-4 examples of adaptations you have made to take into account E&D issues in your teaching.
These can be anecdotal case studies, evidence from planning, delivery, resources or assessment.

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Include samples of Student monitoring and/or feedback notes. This can be your own monitoring of lessons or courses and/or notes from Student Liaison meetings.

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Evidence of recording assessments with examples of assessment /marking/feedback you have provided to the learner       1) To meet Internal requirements eg feedback to students following BSDC/ other marking policy          2) To meet External requirements eg IQA feedback

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Include a minimum of 2 examples of formative/ summative assessment which has been designed/adapted to meet the needs of specific learners. Annotate to explain how the adjustments meet individual needs.

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Pro-monitor markbook screen shot, excel tracking sheet, e-mail confirming grades.

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Upload a Scheme or Programme of Work. It needs to be highlighted and annotated to show where  requirements are met;  internal eg BSDC Skills Promise, E&D and external eg Awarding Body standards, content

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Submit medium term planning/SOW for a unit/module.

Identify by highlighting/ post-its how and where you meet internal and external requirements

Additional information to:

1. identify the delivery model (curriculum design)

2. explain how the SOW has been adapted to meet the needs of specific learners

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Submit 'Table 4: Minimum Core' showing ways in which minimum core elements can be demonstrated in planned and incidental opportunities.

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ILP printouts (or equivalent) x3 annotated

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LO 6.6 Communicated assessment information to other professionals with an interest in learner achievement 

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LO 6.6 Communicated assessment information to other professionals with an interest in learner achievement 

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Evidence from 1:1 feedback or progress coach involvement.

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Include a minimum of 2 resources or photographic evidence of resources.
Annotate to explain how it:
• actively promotes equality and value diversity
• meets the identified needs of specific learners

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Observation Session plan identifying; highlight and annotate where you have met

Differentiation to meet the individual goals and needs of all learners

Identification of activities to support individual’s learning preferences

Curriculum requirements

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Upload your teaching evidence; this may include observations, reflections, case studies, documents, photographs and student’s work. Ensure that each item is clearly labelled or highlighted regarding the LO it is evidencing.
You may refer to a piece of evidence for more than one LO as relevant. But again, ensure that you explain, label or highlight to make sure that it is clear regarding the LO it is evidencing.

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Photographic evidence or Session plans annotated to explain how learners needs were met. Identifying:                                     1) adaptation of learning approach ie modality of input A/V/K
2) use of technology eg PPT, Kahoot                                             3) adaptation of resources (these may be included) eg on different coloured paper, enlarged, or differentiated

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Teaching evidence; include observations, reflections, documents, photographs and student’s work. Ensure that each item is clearly labelled regarding the LO it is evidencing.

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LO 2.3 Used methods of initial and diagnostic assessment to agree individual learning goals with learners                            LO 2.4 Recorded learners’ individual learning goals    

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LO 2.3 Used methods of initial and diagnostic assessment to agree individual learning goals with learners                            LO 2.4 Recorded learners’ individual learning goals    

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6 hours

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6 hours

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6 hours

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6 hours

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6 hours

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6 hours

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6 hours

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6 hours

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6 hours

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6 hours

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6 hours

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6 hours

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6 hours

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1.5 hours

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Ofsted lesson plan 6 hours

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Session plan for classroom observation 1

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Sessions 1 feedback.

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Emails from student after they had completed their exams.

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CollegeiP - Burton and South Derbyshire College: Wright, Ricky

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This is canvas i use this for the apprentices, as apprentices they have to take responsibility for their learning, as it comes closer to their EPA the apprentices will often use canvas, with this i can check there overall scores and recover areas that the students are struggling with.

Using canvas is great for Equality and Diversity due to 24 hour access.

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220729 Feedback Marking and Assessment Policy 2022 2024 1

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IQA report

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LO 4.4 Communicated with learners, learning professionals and others to meet individual learning needs and encourage progression

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LO 4.4 Communicated with learners, learning professionals and others to meet individual learning needs and encourage progression

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this session plan was adapted due to the needs and development of the learners within the session some of the learners needed to go to the basics of learning how to spread mortar where some learners already have this skill to a good standard. This then was put into practise by getting the learners to lay bricks to a line and some go the chance to set up using a level, some of the learners that needed extra time to learn how to spread was given that time, I even then paired them up in a buddy system to use peer on peer teaching.

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Include a minimum of 2 examples of IT/ web based resources which have been designed/adapted to meet the needs of specific learners. Annotate to explain how the adjustments meet individual needs.

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CollegeiP - Burton and South Derbyshire College: Wright, Ricky

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Refer a college today for money off your licence fee. Simply send your contact and intro email and copy in info@derventioeducation.com. If they successfully sign up, we'll apply the credit to your next renewal. Get in touch with our referral team for more information.

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Simon Bartos Brick Training Plan-updated version 1.2

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Inclusive practice is integral to supporting diverse learners within further education. To ensure teaching strategies are responsive and inclusive, it is essential to establish regular and varied opportunities for feedback from learners and others involved in the learning process, such as colleagues, support staff, and employers.

Learner Feedback Opportunities

One of the primary sources of feedback comes directly from learners. Embedding regular opportunities for learners to share their experiences helps identify barriers to learning, differentiate effectively, and tailor support. These opportunities may include:

Initial and Diagnostic Assessments: Gathering learner profiles at the outset helps inform inclusive teaching by identifying prior knowledge, learning preferences, and support needs.

1:1 Tutorials or Progress Reviews: These enable open discussion in a supportive setting, allowing learners to disclose individual challenges such as neurodiversity, cultural barriers, or language needs. these are done via smart assessor every 10 weeks as a review form, the apprentices and employers get to voice any opinions they have.

Learner Voice Meetings or Forums: Especially within apprenticeship programmes or vocational settings, learner forums create a platform for collaborative feedback, ensuring decisions about curriculum and resources reflect diverse learner needs. every month the apprentices have a session wit the apprenticeship support officer on British values, we then open the room up for a voice forum.

Feedback from Others

Inclusive practice is also enhanced through collaborative feedback from colleagues and external stakeholders:

Peer Observations and Team Teaching: Engaging in reflective dialogue with fellow practitioners can identify strengths and improvements in inclusive planning and delivery, particularly when addressing issues such as learner disengagement or inaccessible resources. learner walks are done by quality and by the apprenticeship team iqa's i am part of that team.

Employer and Workplace Feedback (for apprenticeships): Employers provide valuable insights into how inclusive teaching strategies translate into the workplace. Their feedback can inform curriculum adaptation, particularly for SEND apprentices or those with learning barriers.

Learning Support and Inclusion Teams: Specialist staff such as SENCOs, support assistants, or ALS coordinators often identify patterns across cohorts, which can lead to the development of differentiated resources or training for staff to better support inclusion.

External Quality Assurance (EQA) and IQA Feedback: These mechanisms help review whether the curriculum and delivery are meeting the needs of all learners, encouraging continual review of equality and diversity practices.

Use of Feedback to Inform Practice

The value of gathering feedback lies in its application. For instance, following learner feedback about inaccessible terminology, session materials can be adapted with glossaries and visual cues. Similarly, if employer feedback reveals that learners with dyslexia struggle with written logbooks, the introduction of voice-recorded logs or digital portfolios may be implemented.

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Task: Construct a one-brick wall to specified height and length.

Adaptation: Instructions broken down into small, sequential steps with visual aids and scaffolded prompts.

Why this adaptation? Some learners struggle with processing large amounts of information. Breaking instructions into smaller, manageable steps supports cognitive processing and reduces overload

Example Breakdown:

Check the level base.

Set out your line with a gauge rod.

Mix mortar to correct consistency.

Lay the first course using stretcher bond.

Check alignment and level before proceeding.

Inclusive Practice: This approach ensures learners with additional needs (e.g., dyslexia, ADHD, or low prior attainment) can access the task, build confidence, and complete it accurately with minimal support.

Formative Purpose: Assessor gives feedback at each stage, enabling learners to self-correct and develop reflective practice.

🔹 Example 2: Summative Assessment

Task: Build a small cavity wall from a plan (no dimensions or material list provided).

Adaptation: Learners must calculate all measurements and quantify materials needed using scale drawings.

Why this adaptation? Encourages problem-solving and critical thinking, which are key in bricklaying apprenticeships (City & Guilds, 2023). It builds numeracy and material awareness essential for site readiness.

Learner Need Addressed: Designed for learners who need to develop independence but benefit from challenge in a controlled setting. Often used for stretch and challenge while still providing support (e.g., calculators, material estimation sheets).

Inclusive Practice: Differentiated scaffolds such as:

A template for calculations.

Access to conversion charts.

One-to-one tutor check-in after calculations completed but before wall built.

Summative Purpose: Assesses full-cycle understanding: interpreting drawings, planning build sequence, quantifying materials, and completing the wall to specification.

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This is the overview page of a learner on smart assessor, this shows course duration, how many off the job hours they have and if their infront of behind. it also shows progression bar of where they are and where they should be along with a RAG rating.

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this shows the knowledge units on smart assessor, the lesson plans and delivery is taken from this and their on site evidence, then it is submitted, I can see where each learner is and what they have completed.

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These are the actions that have been set for a learner

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this is Corey's feedback to the actions that have been set for him and also Corey's boss Martins. Feedback after the review including the actions that have been set for corey each apprentice will have five actions set for them every 10 weeks, these are SMART targets ensuring that the apprentice keeps on track with their apprenticeship and gets to their final goal, which is their EPA in time, these targets help. The apprentice gets their exam and knowing that they then will have a great chance of passing their exam