Teaching Learning & Assessment Level 6 (Subject to Review)

This module aims to enable students to develop advanced, evidence informed expertise in the design, delivery and evaluation of teaching, learning and assessment within their specific professional context. Through critical engagement with contemporary pedagogical theory, reflective practice and practical application, students will enhance their capacity to create inclusive, learner centred environments, employ a range of effective teaching strategies, and implement robust methods of formative and summative assessment. The module supports students in becoming reflective, adaptable practitioners who can justify and evaluate their approaches using research, professional standards and the needs of diverse learners.

1. How Learners Learn and Learning Theory

• Critical analysis of major learning theories (constructivism, cognitivism, behaviourism, social learning theory, humanism)
• Contemporary perspectives: experiential learning, transformative learning, connectivism.
• Metacognition and self regulated learning
• The role of motivation, emotion, and cognitive load in learning
• Applying theory to professional practice: aligning theoretical perspectives to teaching methods

2. Principles and Practices of Assessment

• Assessment for, of, and as learning
• Designing valid, reliable, fair and inclusive assessments
• Formative assessment strategies that promote learning
• Summative assessment design
• Assessment literacy for both educators and learners
• Feedback principles: timeliness, dialogic approaches, feedforward, learner involvement
• Authentic assessment and real world task design
• Academic integrity and assessment security (including AI implications).

3. Planning, Preparing and Facilitating Learning

• Curriculum design principles (constructive alignment, scaffolding, sequencing)
• Session planning for diverse learning needs
• Facilitation strategies for in person, blended, and online learning environments
• Active learning, collaborative learning and problem based approaches
• Managing group dynamics and fostering a positive learning climate
• Digital pedagogy and instructional design basics

4. Evaluation and Feedback (to Learners and on Practice)

• Models of reflective practice
• Evaluating the effectiveness of teaching sessions or programmes
• Using learner feedback, peer review, and self evaluation to enhance practice
• Quality assurance and enhancement processes in education

5. Equality, Diversity and Inclusion in Educational Practice

Expanded focus:

• Creating inclusive learning environments
• Universal Design for Learning (UDL)
• Inclusive assessment and supporting diverse learners
• Tackling bias in curriculum content, teaching methods, and assessment
• Cultural competence, accessibility, and reasonable adjustments

6. The Use of AI Teaching, Learning and Assessment

• Understanding AI tools and their pedagogical applications
• Enhancing teaching practice with AI (feedback tools, learning analytics, content generation)
• Opportunities for personalised and adaptive learning
• Risks: bias, overreliance, transparency, ethical considerations
• Designing assessments resilient to AI-assisted cheating
• Helping learners develop AI literacy and responsible use
• Critical evaluation of emerging technologies and their evidence base

Students accessing this programme will normally hold a relevant first degree (2:2 or above). Consideration will be given to applicants who have extensive experience and can demonstrate that they have the equivalent 'graduate level' skills by virtue of this experience. These individuals will be able to seek alternative entry through the accreditation of prior learning process. International students must demonstrate competence in English language through IELTS 6.5 (with minimum 6.0 in all components) or equivalent.

Funding may be available for States of Guernsey employees. Please discuss with your manager.

*£2,000 for pathway students. £2,250 for CPD standalone students