Diploma in Teaching (Further Education and Skills) / DET Planning, Delivering and Managing Learning Syllabus

Planning, Delivering and Managing Learning syllabus — full chapter and topic list

Expand any chapter to see its topics and sub-topics. This is the whole examinable outline for Planning, Delivering and Managing Learning in Diploma in Teaching (Further Education and Skills) / DET, not a summary of it.

1. 1

   Initial and Diagnostic Assessment to Plan Learning

   3 topics

   • Purpose and types of initial and diagnostic assessment
     • Distinguishing initial assessment from diagnostic assessment
     • Assessing English, maths and digital skills (e.g. BKSB-style tools)
     • Identifying learning preferences and prior achievement
   • Negotiating and recording individual learning goals
     • Constructing SMART learning objectives
     • Developing and reviewing Individual Learning Plans (ILPs)
   • Identifying and agreeing learning support needs
     • Reasonable adjustments under the Equality Act
     • Coordinating additional learning support (ALS)
2. 2

   Curriculum, Schemes of Work and Session Planning

   4 topics

   • Designing schemes of work
     • Sequencing content and spaced, progressive learning
     • Aligning to awarding-organisation specifications and standards
   • Producing detailed session plans
     • Aims, objectives and intended learning outcomes
     • Structuring the lesson: starter, development, plenary
     • Planning timings, transitions and contingencies
   • Differentiation and stretch and challenge
     • Differentiation by task, support, resource and outcome
     • Personalising learning for diverse cohorts
   • Embedding English, maths and digital skills
     • Contextualising functional skills within vocational content
     • Developing digital literacy and online learning skills
3. 3

   Teaching and Learning Approaches

   4 topics

   • Selecting inclusive teaching and learning methods
     • Matching methods to learners, context and outcomes
     • Active, experiential and problem-based learning
     • Collaborative and peer learning strategies
   • Communication skills for teaching
     • Verbal, non-verbal and written communication
     • Effective questioning and explanation techniques
   • Resources and learning technology
     • Designing and adapting inclusive learning resources
     • Using VLEs, digital tools and blended learning
   • Engagement and motivation
     • Applying motivation theory to practice
     • Sustaining attention, pace and challenge
4. 4

   Behaviour, Group Dynamics and Classroom Management

   3 topics

   • Establishing and maintaining a positive learning climate
     • Building rapport and mutual respect
     • Promoting learner responsibility and self-regulation
   • Managing behaviour that disrupts learning
     • Proactive and reactive behaviour strategies
     • De-escalation and fair, consistent responses
   • Understanding group dynamics
     • Stages of group formation and development
     • Managing groups, sub-groups and individuals

Planning, Delivering and Managing Learning flashcards for Diploma in Teaching (Further Education and Skills) / DET

22 of 51 cards from the Planning, Delivering and Managing Learning deck — real questions with worked answers.

1. What is the purpose of initial assessment in further education and skills?

   Initial assessment establishes a learner's starting point: their prior learning, current skills, knowledge, experience and aspirations. It helps place learners on the right programme/level, informs the individual learning plan and provides a baseline against which progress is measured.

2. How does diagnostic assessment differ from initial assessment?

   Initial assessment identifies the broad starting point and appropriate level, while diagnostic assessment drills into specific strengths and weaknesses within a subject or skill (e.g. exact gaps in maths or spelling), giving detailed information to plan targeted support and differentiation.

3. List the main types of initial and diagnostic assessment methods.

   Self-assessment, interviews, questionnaires, skills scans, online diagnostic tools (e.g. BKSB), written/practical tests, observation of practice, review of prior qualifications/portfolios, and learning styles or preference questionnaires.

4. Why is initial assessment described as an ongoing rather than one-off process?

   Learners' needs, confidence and circumstances change over time, so assessment of starting points and support needs is revisited throughout the programme to keep planning, targets and support accurate and responsive.

5. What is the difference between formative and summative assessment?

   Formative (assessment for learning) is ongoing and feeds back into teaching to improve learning. Summative (assessment of learning) measures achievement at the end of a unit or course, often for grading or certification.

6. What does negotiating individual learning goals with a learner involve?

   A two-way discussion where teacher and learner agree realistic, personalised goals based on initial/diagnostic information, learner aspirations and course requirements, giving the learner ownership and motivation rather than imposing targets.

7. What does the SMART acronym stand for when setting learning targets?

   Specific, Measurable, Achievable, Realistic (or Relevant) and Time-bound.

8. Name a common document used to record negotiated individual learning goals and progress.

   The Individual Learning Plan (ILP), sometimes called an individual learning record or learning agreement, which records starting points, agreed SMART targets, support needs, reviews and progress.

9. Why should individual learning goals be recorded rather than just discussed?

   Recording goals creates an agreed reference point, supports accountability and review, evidences progress for the learner and quality/audit purposes, and ensures continuity if staff change or the learner moves on.

10. What is the difference between a long-term goal and a short-term (milestone) target?

    A long-term goal is the overall aim (e.g. achieving the qualification or a career outcome); short-term targets are smaller, time-bound milestones that build incrementally toward the long-term goal and are reviewed regularly.

11. What is meant by identifying a learner's 'learning support needs'?

    Recognising additional support a learner requires to access learning and achieve, such as adjustments for disabilities or specific learning difficulties, English/maths support, mental health or wellbeing support, or financial/practical barriers.

12. Who might a teacher refer learners to when agreeing learning support needs?

    Specialist or learning support staff, additional learning support (ALS) tutors, SENCO/disability advisers, study skills or English/maths tutors, counselling/wellbeing services, careers advisers, or external agencies.

13. What is a 'reasonable adjustment' in the context of learning support?

    A change made to remove or reduce a disadvantage faced by a disabled learner (e.g. extra time, assistive technology, accessible materials), required under the Equality Act 2010 to ensure equal access to learning and assessment.

14. What is a scheme of work?

    A medium- to long-term planning document that maps how a course or unit will be delivered over time, sequencing topics, learning outcomes, activities, resources, assessment and timings across the programme.

15. List key elements typically included in a scheme of work.

    Course/unit title and level, overall aims and learning outcomes, sequence of topics/sessions, dates/timings, teaching and learning activities, resources, assessment methods, and opportunities to embed English, maths, digital and equality/diversity.

16. Why is logical sequencing important when designing a scheme of work?

    Sequencing builds knowledge progressively from simple to complex and from known to unknown, ensures prerequisites are taught before dependent content, supports retention, and produces a coherent learning journey toward the qualification aims.

17. What is a session (lesson) plan and how does it relate to the scheme of work?

    A session plan is a detailed plan for a single lesson, derived from the scheme of work. It breaks one session's slot into timed phases with specific objectives, activities, resources and assessment, turning the broad scheme into deliverable detail.

18. Name the typical components of a detailed session plan.

    Aims and SMART learning objectives/outcomes, timings, a clear beginning-middle-end structure (starter, development, plenary), teacher and learner activities, resources, differentiation, assessment/checking of learning, and embedded English/maths/digital and E&D.

19. What three-part structure is commonly recommended for a single teaching session?

    A starter/introduction (engage and link to prior learning and objectives), a main development phase (new learning and activities), and a plenary/conclusion (review, assess learning and link to next session).

20. Why are clearly written learning objectives essential to a session plan?

    They define what learners should know or be able to do by the end, give direction to activities, enable assessment of whether learning happened, and allow objectives to be shared so learners understand the purpose of the session.

21. What is differentiation in teaching?

    Adapting teaching, tasks, resources, support and assessment to meet the differing needs, abilities, starting points and learning preferences of individual learners so that all can access learning and make progress.

22. Name common methods of differentiation.

    Differentiation by task, by outcome, by support, by resource, by pace, by grouping, by questioning level, and by choice. Teachers vary these so activities match learner needs and abilities.

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