Summative Statement

Summative Statement
This summative statement will be discussing and evaluating planning; methods, assessment and evaluation strategies which correspond to the teaching file (as follows).

In order to devise a lesson, I look at the unit’s specifications and requirements. From these specifications, I am able to see what is needed to be covered and then this enables me to plan my weekly lessons to ensure I meeting the requirements. Following the unit’s specifications, I identify what is specified on the assignment brief to ensure I have understood the specification. From both of these, I can then begin to plan the sessions overall, as what is being covered each session (brief) and then an in-depth lesson plan.

For my entry class, the requirements are extremely basic (as can be seen within the teaching file). Some of the requirements in order to pass a task, within a unit, include writing two examples or a sentence. If I was to just follow the specification and assignment brief, a majority of the unit’s could be completed within a week. From getting to know my students and their capability as well as wanting student’s to have deeper learning (Jarvis, 2005), I use the specification as only a foundation to the sessions and go into as much depth as possible (for this class) to maximise their learning potential.

There have changes to the BTEC qualifications (Edexcel) with the aim of the providing learners with the most up-to-date knowledge, skills and understanding of their subject, in preparation for future studies or employment by encouraging independent learning affecting level two and three students (Pearson, BTEC, 2014). These changes followed the previous stigmas associating BTEC qualifications are for those learners who are ‘academically challenged’ or ‘badly behaved’ (Paton, 2014). These changes are in the hope to remove said stigmas and develop qualifications to be seen as equivalent to A level qualifications. This impacts my lesson planning of...