Dtlls Curriculum Development


This assignment will be based on the assessment process conducted at the JGA Group where I am currently employed. It will include the theories and principles of assessment involved in the ILP, diagnostic, formative and summative assessment undertaken at JGA and an evaluation. I will then conclude with my own strengths and areas for development.
Established in 1991, The JGA Group provides work-related training, including NVQ’s; careers advice and career development programmes for adults and training plans for individuals and organisations. They were commissioned to provide a 15 week Esol course for E1/E2 learners, for Solace Community Care who provide a home help service in the borough of Wandsworth. This is because, it was felt by the centre manager that the learners needed language development in order to undertake the NVQ level 2 training which is a legal requirement for anyone working in the care field.
The course consists of 15 students and is predominately female with there being only 1 male learner in the group. The students have an age range of 25 to 50+ and are of Asian sub continent origin, Indian, Pakistan and Sri Lanka. Most of the students except 1 are employed as home helps. The only male student is the co-ordinator for the centre and has completed the PTLLS.
The course was in its fifth week, when I took up employment as the tutor therefore was not involved in the initial/diagnostic assessment or the ILP process. There were no ILP’s or copies of the diagnostic assessment for the learners at the start of taking up employment. This was because the ILP’s and diagnostic assessments are not held at Solace community care centre but at the JGA head office and copies were not provided by the previous tutor.
I will now discuss the assessment process and ILP’s and the tools used to assess the learner within the JGA group.

The initial assessment is the first assessment and determines the level of skills that the learner has. These skills...