Your study level

We've preselected "All levels" for you, but you can change your study level at any time by choosing one of the options on this menu. Changing your study level will return you to the beginning of the module.

Close
Level B
Assessment, monitoring and
evaluation
A row of boys writing at a
                  classroom table
About this module
A teacher watches a boy select an
                  image on a communication device

Level B of this module introduces assessment, monitoring and evaluation approaches, especially the analysis of language and communication skills which are crucial to all learning and improved quality of life.

It covers a range of structured observations of children's responses to visual, auditory and other stimuli to identify learning objectives for teaching basic communication of wants, needs and emotions.

Learning outcomes
A girl looks at a card

The materials in this level are intended to provide those working with children with SLD/PMLD/CLDD the tools to be able to:

  • Use structured observations of children's responses to visual, auditory and other stimuli to identify learning objectives for teaching basic communication of wants, needs and emotions; and
  • Make summative assessments of children’s attainment in a particular strand of learning in relation to the p-scales.

Teachers' standards

Details of the professional standards which apply to all teachers in England can be obtained from the Department for Education website. These standards apply to all teachers regardless of their career stage and all aspects of the standards are relevant to teachers working with children with special educational needs.

 

Department for Education Teachers' Standards 2011

Teachers Standards Cover
Special Educational Needs

As defined by the Department for Education Special Educational Needs Code of Practice (2001), 'Special Educational Needs' refers to children who have a learning difficulty. This means that they either:

  • Have a significantly greater difficulty in learning than the majority of children of the same age; or
  • Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority.

SENCodeOfPracticeCover
Acknowledgements

With thanks to the professionals who contributed to this module:

 

Module Content

Dr Rob Ashdown, Headteacher, St Luke’s Primary School, Scunthorpe
Dr Tina Rae, Academic and Professional tutor Doctorate in Educational and Child Psychology, University of East London
Eileen Visser, HMI Rtd , Inclusion and Diversity

 

All modules produced by The Schools Network and
Real Group (UK) Ltd for the Training Development Agency for Schools (TDA).

 

Editorial Team

Dr Mark Turner, Real Group (UK) Ltd
Professor Hilary Constable, The Schools Network
Jo Egerton, The Schools Network
Anne Fowlie, The Schools Network
John Truman, The Schools Network
Annie Grant, Independent Consultant

Production and Design

Jonathan Bond, Real Group (UK) Ltd
Colm Gibson, Real Group (UK) Ltd
David Hutter, Real Group (UK) Ltd
Ruth Earl, Real Group (UK) Ltd

 

Video, Audio and Photography

Atomic Productions

 

Project Management

Professor Barry Carpenter, The Schools Network
Alan Macgregor, Real Group (UK) Ltd
Sylvia Paddock, The Schools Network
Dr Mark Turner, Real Group (UK) Ltd
Caroline Ward, The Schools Network

 

Thanks to all the children, parents, carers, assistants and teachers for their involvement.