Teaching Learning and Assessment

Teaching and Learning (See also Section 6 of our Quality Assurance Manual) 

TalentPool believe that high quality teaching and learning provision is essential to high-quality learner experience. Additionally, supportive and attentive learning environment contribute to high-quality learner experience resulting in high achievement and success. TalentPool focus on the provision of teaching and learning that supports the enhancement of knowledge, skills and attitude critical for employment allowing learners to access and progress their chosen career path. TalentPool learners can expect:

 A learning experience that challenges and opens career opportunities

 Programmes that facilitate progression in chosen career path.

 To learn from committed, knowledgeable and skilled staff.

 High quality physical facilities and supportive learning environments


Overarching Teaching, Learning and Assessment Strategy 

TalentPool Training Courses and remit is to support the Business sector and those working within it. Courses offered are therefore aimed at those entering or those already working within the sector and wishing to progress their careers. The success of learners progressing within a clear career path in the sector is TalentPools strategic objective. TalentPool has a stated aim “to make the sector attractive as a career and to provide a pool of well-trained talent, operating to best practice, to the sector. TalentPool believe that effective learning and teaching is vital to a quality learner experience and critical to the success of the learner as they progress though their working life. To achieve this TalentPool endeavours to:

 Provide a quality learner experience, training and certification that is directly linked to the business sector.

 Provide excellent training facilities and equipment to enhance the learning experience.

 Provide support, tutorial time and help to facilitate learning through the dedicated training staff.

 Recognise that the differences in age, experience and previous training of learners require a range of supporting strategies.

Learning Environment 

As a training provider in the business sector, TalentPool actively provides a range of learning courses to meet the needs of the sector. TalentPool provide well equipped stimulating learning environments that encourages and promotes learning and teaching. The profile of learners range in age and experience, from new entrants to those working within the sector for many years in senior roles. Learners return to personal and professional development for further knowledge, skills attitude development and accreditation to progress in their careers. This mix of learner offers an excellent opportunity for creative interaction and sharing of experiences and knowledge in training units and common areas. Group sizes are kept small, allowing trainers to fully engage and support the learners. A range of methods are employed in the delivery of training to facilitate different learning styles and Peer learning and support is encouraged. Use is made of simulation, interactive, video, practical and demonstration model training aids and equipment to enhance learning. Health and safety risk assessments and standard operating processes are adopted for any courses that may have possible hazards (e.g. – fire training etc)

Strategic Aims for Learning, Teaching and Assessment: 

  • To provide learners with high quality learning and teaching that encourages critical thinking.
  • To develop necessary skills to enhance career progression and employability.
  • To provide training and skills to enable learners develop self-directed learning skills.
  • To support learners to realise their full potential
  • To use assessment techniques and equipment to aid successful achievement.

Training & Development (TAD) Committee 

TP Training and Development Committee is responsible for oversight of the Learning, Teaching and Assessment Strategy. The SD Unit Manager communicates decisions and the strategic thinking to the Principal Officer and training staff. Learning, Teaching and Assessment Strategy targets are discussed during staff performance reviews to encourage them to:

 Help implement Learning, Teaching and Assessment Strategy within their area

 Work closely with all personnel who contribute to learners success

Programme Leaders (Teaching and Learning) 

Programme Leaders have a defined role and responsibility for the improvement of learning, teaching and assessment in their programmes. The programme leader will

 Have particular responsibility for embedding the implementation and operational outcomes in teaching practice.

 Influencing and guiding personnel within the academic teams to use this strategy to improve the pedagogy to improve the learners experience and success rate.

 Contribute to relevant staff development and scholarship activities to enhance learning opportunities across the curriculum.

Training Staff 

All members of staff who have responsibility for learning, teaching and assessment:

 engage with this strategy and work as part of a tam to achieve learning goals, hence improve the learner’s experience and success.

 actively take charge of their continuous professional development and their subject matter knowledge.

 communicate feedback of the impacts of the strategy with other staff, at staff meetings or staff reviews.

Teaching & Learning 


  • provides high quality current learning and teaching that’s links to employer needs.
  • provides excellent resources and facilities to support learning, teaching and assessment.
  • considers stakeholder input and feedback into course design
  • encourages dialogue between trainers and learners which encourages learners to ask and answer questions, to listen and reflect on what they have learnt and how it applies to the sector in which they work.
  • promotes adopting an attitude of lifelong learning
  • provides clear learning outcomes and requirements or criteria for success
  • Seeks feedback from learners on the training and how it is delivered either through discussion and learner feedback forms. This can be further enhanced by inviting learners to take part in programme review process, which evaluates training and provides report.


All TP Trainers are experienced and will use a range of techniques and approaches to develop learners’ skills and their ability to reason and evaluate. Appropriate learning support or mentoring will be made available for learners where possible. TP facilitate Learners – access to classrooms, computer suite and wi-fi, where necessary. Trainers are encouraged to use CANVAS or Moodle as a blended learning tool allowing the learner access to training videos, reference and self-assessment materials


Assessment for learning lies at the heart of outstanding learning and teaching and is critical to the Learner’s progression and achievement. Assessment can be both formative and summative.

Formative assessment (assessment for learning) is used as a preparation for summative assessment (assessment of learning).

The assessment process should help to engage Learners, encourage active learning and provide opportunity to apply learning in the workplace.

TP encourages trainers to:

  • Use formative assessment to help move the learning forward, by determining where each learner is at in their learning and identify where they need additional help
  • Use continuous assessment rather than just at the end of a course of training, which should improve the learner’s capacity to learn how to learn and their ultimate achievements
  • Use self-assessment training materials on CANVAS/Moodle to encourage learners to take responsibly for their understanding of the training

Assessment strategies can include questions, tasks, tests and discussions which should encourage Learners to show evidence of learning.

Trainers should provide timely feedback that moves learning forward, to help improve the work. Dependant on the training course, this may be verbal, written comments or as marks. This feedback will help to identify potential issues and prevent Learner’s performance below their potential.

Trainers encourage learners take ownership of their learning and responsibility for their self-assessment.

Inclusivity and Diversity 

TalentPool strives to be inclusive and will offer reasonable accommodation and supports to a diverse range of learners wherever possible.  Inclusivity and diversity are included in CPD for staff to support best practice in training delivery.

Teaching and Learning Strategies 

TalentPool aims to create a supportive learning environment and facilitates personal and professional development of learners, staff and all those who have inputs to programmes.

The aim is to provide positive, empowering, inclusive and mutually respectful learning environment that enables learners to reach their maximum potential and add value to their work.

TalentPool is committed to monitoring and improving the quality of training and learning on programmes on a continuous basis. The modes and methodologies of delivery are considered by the programme design team at programme design and development stage and are chosen based on appropriateness to the programme, the specific needs of learner profile and the themes and content of the programme. The methodologies chosen are cognisant of a range of learning styles.

TalentPool adopts a learner-centred approach to teaching and learning. The focus of the programme content and assessment strategies is to empower the learners to take responsibility for their own learning based on sound principles of adult learning.

Formative Assessment Strategy 

Formative assessment is part of the instructional process and is incorporated into classroom practice to provide information that helps to adjust ongoing teaching and learning. In this sense, formative assessment informs both trainers and learners about learner understanding at a point when timely adjustments can be made. Trainers use formative assessment strategies consistently throughout the programmes to inform the learners about their progress on the programme and to help enhance their performance. It also helps trainers determine if additional inputs are required to enhance their performance.

Formative Assessment Strategies include:

Analysis of Learner Participation, Attendance and Responses

Trainers analyse participation, attendance and responses to gain knowledge about the learners’ current knowledge, skills and attitudes towards the subject matter, strengths, weaknesses, and learning styles and/or the need for further, or special, assistance.

The analysis of learners’ classroom engagement allows for modified instruction to ensure and/or enhance effectiveness.

Strategic Questioning 

Strategies Questioning strategies are used with individual learners, small clusters, or the entire group. Trainers ask learners to answer well-thought-out, higher-order questions which require in-depth thinking. The answers help trainers to discern the level and extent of the learners’ comprehension.


The trainer asks a question and learners write down answers. Learners are then placed in pairs to discuss their responses. Trainers move around the room and listen to various discussions, gaining insight into an individual’s levels of understanding. The learners discuss their responses with the entire class.

One-Minute Papers 

One-minute papers are usually done at the end of a training session. Learners in groups (or individually) are asked to answer a brief question in writing. The papers are collected and analysed by the trainer to gain awareness of the learners’ understanding.

Blended Learning 

TalentPool is currently developing its capacity to integrate blended learning into its programmes and is piloting the delivery of a number of non-credit bearing programmes using a blended learning model of delivery involving a combination of face-to-face and e-learning delivery. Following the completion and review of the pilot, TP plans to incorporate some elements of blending learning into more programmes if there is evidence of more effective ways to support learners achieving the learning outcomes. Blended learning materials and media will be developed with the view to supporting effective teaching, learning and assessment.

TalentPool promotes blended learning programmes to include a combination of:

  • Face-to-face tuition
  • Access to a virtual learning environment (VLE), through Moodle or Canvas.
  • TP are currently trialling Canvas Learning Management System (LMS). TP chose Canvas as it is adaptable, reliable, customisable and easy-to-use
  • Tools to support virtual and off campus learning– virtual learning spaces and discussion and other forums to support learners
  • Online activities to support formative and summative assessment
  • Assessment submitted, marked and returned to learners with feedback through electronic or other media.

TP is committed to carrying out the assessment that:

  • Meets the needs of learners
  • Meets the needs of an evolving training environment
  • Is clearly understood by trainers and learners
  • Fair to learners in terms of access and procession
  • Consistent across assessors
  • Fit-for-purpose in offering recognised certification to learners
  • Meets the requirements of all TP’s awarding bodies (if applicable)

For full details of our assessment policy please see Section 7 of our Quality Assurance Manual.