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(1) A table showing a minimum of 100 teaching hours

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(1) A table showing a minimum of 100 teaching hours

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(13) Evidence of being involved in assessing work and giving feedback to learners

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(13) Evidence of being involved in assessing work and giving feedback to learners

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Unit 4-Managing an event-assign- 1 (Kettering) feedback

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(2) & (3) Observation report and lesson plan 

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(2) & (3) Observation report and lesson plan 

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(6) & (8) Evidence of identifying and supporting learners maths skills. (Maths starter embedded in the beginning of session) - (ICT promoted in session with an online quiz activity).

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(6) & (8) Evidence of identifying and supporting learners maths skills. (Maths starter embedded in the beginning of session) - (ICT promoted in session with an online quiz activity).

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(6) Evidence of supporting learners English skills (English starter activity embedded in the lesson

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(6) Evidence of supporting learners English skills (English starter activity embedded in the lesson

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(14) Evidence of involvement in activity outside of normal teaching commitments - Taster session which i created for the college's open evening .

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(14) Evidence of involvement in activity outside of teaching commitment - Taster session i prepared for the college's business courses open evening

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(12) Evidence to demonstrate your understanding of self-assessment within your subject area.

I have collected and analysed a wide range of secondary data from my business level 3 students which include retention rates, success rates, and achievement and high grades. The purpose of collecting this data was to analyse the results and draw up some conclusions that could help improve the business level 3 course at Tresham College. Reflecting on my results for the data collected you can see that the retention and first time pass rate could be improved for the business level 3 course. The ways in which this the first time pass rate and retention rate could be improved is by us implementing a stricter recruitment and selection process for our business level 3 course. This can be done by supplying pre-entry tests for the learners to complete within an allocated time during the open evening and placing great emphasis on how academically challenging the course is when we are meeting potential learners at the open evening. Thus, with these new suggested actions in place during the open evening it could act as a preventative measure and deter those students that are not one hundred percent sure on whether they want to do the course, or the students that are taking the course because they think it will be easier than A levels. Which should hopefully help raise our retention rates because this might influence the more dedicated and passionate students to enrol each year. Further to this, the implementation of pre-tests to assess the potential business learners ability at the open evenings may also help raise the first time pass rate, because if the learners do badly they might realise that they will be required to work harder than they originally thought they would have to. Therefore, motivating the students to work harder and potentially raising the first time pass rate. However, the data collected doe in fact show some positives with a 100% pass rate and a 66.7% high grades rate. Therefore, this demonstrates that we have a strong high grade percentage which would suggest that the teaching practice and assessment methods I use for my business level 3 learners is very effective, and the majority of the learners we have recruited on the course are suitable and capable of achieving Distinction and Merit grades.

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(11) Evidence of how you have used feedback from your observation to plan development targets - relates to observation feedback from H/Reynolds on 09/10/18 unit 2 - developing a marketing campaign

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(11) Evidence of how you have used feedback from your observations to plan developmental targets

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(7) Evidence of collaboration with peers

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(7) Evidence of collaboration with peers

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(7) Evidence of collaboration with peers

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(8) An example of how you use/promote ICT 

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(8) An example of how you use/promote ICT 

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(8) Example of how you promote ICT within your teaching

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(8) Example of how you promote ICT within your teaching

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(13) Evidence of being involved in assessing work and giving feedback to learners

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(13) Evidence of being involved in assessing work and giving feedback to learners

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HNC Small Business assignment 2 Final Copy feedback

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Artifact presentation

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(14) Evidence of activity outside of normal teaching commitments - Prevent training certificate

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Developing a marketing campaign lesson plan

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Developing a marketing campaign lesson plan

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Developing a marketing campaign lesson plan

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(10) risk taking microteach feedback part 2

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(10) risk taking microteach observation part 1

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(10) risk taking microteach General Disclaimer

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(10) risk taking Microteach lesson feedback forms

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Peer obsvation

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Business Level 2 Promoting a Brand Assignment

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Business Level 2 Promoting a Brand Assignment

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LTA Peer Walkthrough Form (Katherine Townsend)