Teaching, Learning and Assessment Strategy

1. Purpose Statement


The purpose of this strategy is to set out clearly Newcastle City Learning’s commitment to delivery of the services’ strategic plan, and in particular:

to provide outstanding teaching, learning and assessment, delivered in ‘real life’ contexts by expert staff and underpinned by smart use of technology, to ensure qualification and destination success.


2. Strategic Context


The Teaching, Learning and Assessment Strategy builds upon the organisation wide vision to shape employees, entrepreneurs and global citizens for a new economy.  In addition, to shape and nurture our students to become the most highly prized in the job market.


The Teaching, Learning and Assessment Strategy extends to all Newcastle City Learning provision.


Key words for this document

Teaching, learning, quality, delivery    


3. Overall aims of the Teaching, Learning and Assessment Strategy



  • Ensure that all our learners receive good or better learning experiences.
  • To provide learning opportunities in ‘real life’ context wherever possible to reflect the needs of students, industry and the community.
  • Ensure that each of our learners benefit from an effective and enjoyable learning experience that meets their individual needs and supports them to become confident and prosperous citizens.
  • Develop and maintain highly professional, learner-focused, skilled and effective teaching staff within an ethos of continuous improvement and not settling for poor performance and mediocrity.
  • Consider at all times the views of learners, employers and other stakeholders in order to place learner experience at the centre of all that we do, and to provide a destination-driven curriculum.
  • Develop strategies that support independent learning and equip learners to become expert learners.
  • Develop and enhance employability skills including transferable and work-related skills in order to enhance the employability and progression of learners.  Ensuring that our learners move closer to the jobs market.


To use digital technology smartly to ensure it enhances the learning opportunities.

  • Undertake research, partnership, project and development activity that encourages innovation, supports excellence and success by working with the most successful organisations.

Consider, embed and champion equality, diversity and inclusion throughout all teaching and learning activity.


4. Strategies to ensure the delivery of good and outstanding teaching, learning and assessment experiences for all students


4.1 Curriculum developments are informed by stakeholders and employers


In order to provide teaching, learning and assessment opportunities for learners which are destination driven, our managers and Curriculum Leaders will ensure that curriculum developments are informed by stakeholders and employers.  Curriculum leaders will develop and maintain good working relationships with our partners to ensure learning opportunities are up to date and relevant.  All curriculum delivery staff are encouraged to undertake a period of vocational/subject updating each academic year, to ensure knowledge and skills are up to date to enable delivery of good and outstanding learning opportunities.


4.2 Develop strategies that support independent learning and equip learners to become expert learners including the embedding of Fusion skills into learning sessions, where appropriate


The college will support learners to develop independent working and self-management skills.  Opportunities to develop independence as learners.  Students will be encouraged to reflect upon the outcomes of independent learning as a basis for personal development planning re relation to individual, educational and career objectives. 


4.3 Develop and enhance employability skills including transferable and work-related skills in order to enhance the employability and progression of learners


Staff will embed opportunities to develop employability and other key skills, including the development of maths and English into learning programmes to prepare learners for the world of work.  The college will ensure that teachers are up to date with their knowledge of industry standards and will ensure that facilities and equipment mirror those standards wherever possible. 


In addition, on all programmes for young learners, NCL will provide all students with relevant work experience opportunities to develop and enhance their work related skills and knowledge, preparing them to be job ready.  In addition, the college will listen to and endeavour to respond to the needs of employers and other stakeholders and tailor approaches to ensure that our learners are equipped to have successful careers.


4.4 Recruitment with integrity


A comprehensive recruitment process has been established to ensure the college attracts suitable candidates for the role of delivery of curriculum.  Recruitment panels must include a member of the Teaching and Learning Team in order to make judgements on the quality of the ability or potential ability to facilitate learning and assessment at the standard required by NCL.


All new candidates must demonstrate credibility to teach or assess in the curriculum area where the delivery is to take place.  The college requirement is in line with the national requirement of a minimum of a level 3 qualification, or relative vocational experience.  In some instances, a minimum of a Degree qualification in a relative subject area is required.


4.5 Support for new Curriculum Staff


All new staff employed by NCL are required to attend a standard NCL/NCC induction.  In addition, all new staff on a Fixed or Permanent teaching/training contract are required to take part in our Support Programme for new Curriculum Staff.  As part of this programme a Teaching and Learning Coach will be allocated to offer support in the first 6 months of the member of staff’s contract. Sessional staff will be visited within the first full term of delivery.


4.6 Appropriate Initial Teacher Education qualifications


The college requires all curriculum delivery staff to work towards appropriate initial teacher training qualifications in respect of their roles and responsibilities within the organisation.  Appropriate initial teacher training/assessor qualifications should be obtained within 3 years of the start date of an employee’s contract of employment with the college.


4.7 Professional Standards


The college expects all curriculum delivery staff to work towards the current Professional Standards for Teachers for the sector. 


In order to ensure the delivery of high standard learning experiences the college has developed a comprehensive internal quality assurance procedures which may include observation of lessons and learning activities  In addition, detailed but supportive procedures for tackling underperformance in Teaching, Learning and Assessment have been developed in close liaison with the HR team.


4.8 Continuous Professional Development Support


Newcastle City Learning offers a wide range of opportunities to staff to improve their practice and overall professional standing within the sector.  This includes opportunity to improve subject specialism, vocational updating and the improvement of teaching, learning and assessment practices.


Curriculum delivery staff have the opportunity to apply to attend external Continuous Professional Development events whether this be training or individual events to support the improvement of their performance.  NCL will support such requests financially whenever practically possible.


In addition, NCL’s own Teaching and Learning Development Team offer a wide range    of support including: -


  1. A designated Google Classroom area (NCL Workforce Development) offers CPD resources, guidance and feedback from and for teachers to improve teaching, learning and assessment service wide.
  2. NCL is participating in two ETF mentoring programmes ('New to mentoring' and ' Advanced mentoring’) They involve 40 hours of activity over a six-month period: participants reflect on different mentoring techniques which enable them to give effective 1:1 support to tutors/mentees across the service.
  3. Bespoke CPD events at the request of curriculum teams and managers.
  4. Individual coaching support using a model of coaching to improve classroom practice, which includes the use of video and self -reflection and evaluation to ensure sustained improvement in practice.
  5. Curriculum mentor support as required within own areas of expertise.
  6. E-learning support and CPD to aid the development of new and innovative forms of delivery.
  7. Facilitation of the sharing of good practice.
  8. The Re-thinking the way we teach programme has evolved from the Teacher Effectiveness Enhancement Programme (TEEP) to suit the needs of the FE sector. This is a programme of professional development for teachers.


4.9 Consider, embed and champion equality and diversity and inclusion throughout all teaching, learning and assessment activity

All curriculum delivery staff will be fully trained to understand their responsibilities in respect of the equality act.  All staff will endeavour to create a learning environment which is inclusive and conducive to learning for all.  All staff will adopt a zero- tolerance approach to all forms of bullying and harassment and will seek to promote equality and diversity within their delivery of learning.


5. Monitoring and Evaluation


The success of the Teaching and Learning Strategy will be monitored and evaluated using:


  • The successful implementation of the college Teaching, Learning and Assessment Strategy is the responsibility all curriculum delivery staff and managers within the college.
  • Employment and Skills Managers and Adult and Skills Managers will have particular responsibility for monitoring the successful implementation of the strategy across the service.  The Employment and Skills Managers are accountable for the quality of Teaching, Learning and Assessment in their area of responsibility.

Evidence used to judge the quality of teaching, learning and assessment


  • Outcomes from Observation of Teaching, Learning and Assessment/Learning Walks
  • Success rate statistics, including monitoring of achievement gaps between groups
  • Learner and stakeholder feedback
  • Outcomes from the 7Cs of classroom climate
  • Outcomes of Course Review and Evaluation (CRE) and Self-Assessment (SA)
  • The outcome of reviews by external agencies, awarding bodies and OFSTED.
  • Achievement against other KPI and targets

The strategy will be reviewed annually in order to remain consistent with the aim of enriching and developing individuals through outstanding teaching and learning.