Planing and Enabling Learning

Table of Contents

Planning and Enabling Learning PEL 1 2
Introduction 2
Rationale 2
Two session plans 5
Delivery Methods 8
Learning activities 10
Resources 11
Evaluation 12
Evaluation of resources 15
References: 16
Documents 17

Planning and Enabling Learning PEL 1


I work at the College of North West London. It is an FE college providing education for adult learners and young adults. I am in charge of a group of nine ESOL learners at Entry level 3. Most of these learners have been in the UK for less than two years. The group is composed of five males and four females and they share several cultural similarities as most of them come from a very similar background and speak the same languages. They all lived in UK for less than two years and therefore their English level of communication is very basic.
The learners are young adults between 16 and 18 years old. They are all in full time education and studying English, Numeracy, ICT and Citizenship.
The Numeracy course is for 35 weeks, four hours a week split into two sessions. They will be working towards a City and Guilds Numeracy qualification at the end of this course.


When designing my scheme of work I considered different factors that I believe were important.
    • Aims, level and length of the course
    • Learners’ needs
    • Teaching and learning environment

Aims, level and length of the course:
  According to the basic skills agency, initial assessment will help identify individuals’ skills against a level within the National Standards for Adult Numeracy and therefore may be used to place learners in appropriate learning programmes. Initial assessment results help teachers to plan and design activities that are suitable to the learners’ level and cover the Numeracy Core Curriculum.
In the first session an initial assessment was carried out to determine the level of the learners at the start of the course. The results of the...