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Level D
Assessment, monitoring and
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 D of this module builds on what has been learned at levels B and C.

Level B introduces assessment, monitoring and evaluation approaches, whilst level C expands on this by looking to a range of useful tools designed to assess a child's communication strengths and needs.

Level D focuses on how effective use of assessment data can ensure all teaching reinforces and extends pupils' knowledge and understanding.

This level also looks at the role of school leaders in ensuring appropriate safeguarding including using a CAF.

Learning outcomes
A girl looks at a card

The materials in this level are intended to provide the user with the tools to deliver the following learning outcomes.

  • Use assessment information to create a profile of a pupil’s comprehension and expression and to monitor progress and facilitate achievement;
  • Use assessments of communicative ability to determine appropriate use of high tech and/or low tech communication aids; and
  • Understand and justify the critical role of leaders in improving teaching and learning.

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.


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.