Using the Institute for Learning model of dual professionalism as a prompt, you can categorise your development needs in the context of: learning and teaching, subject specialism or policy context. Every teacher, organisation and department is unique, with individual CPD requirements, so need to develop individual CPD plans, mapped to the organisations' business plan. However, the information below gives examples of activities which use the Excellence Gateway resources, both on and offline, to support the CPD process.

  1. Learning and teaching

  2. Subject specialism

  3. Policy context

Development area A: Learning and teaching

Development need: Expand knowledge and use of emerging technologies

Activity 1

Improve skills in navigating and searching the Internet purposely to identify useful online resources.

  1. Visit the Intute Virtual Training Suite, which provides free Internet tutorials to help you learn how to get the best from the Web for education and research.

  2. Tutorials are written and updated by a national team of subject specialists. Pick the tutorial that interests you, eg health and safety.

  3. Tour the website listed and discover how to search the Internet effectively.

  4. Judge which websites are worth using and bookmark them.

  5. Reflect on what you have learned through your activities.

  6. Use your new skills to influence your practice.

  7. Add your bookmarked sites to your portfolio as evidence of your activity.

  8. Evaluate and measure the impact of your skills on your professional practice.

Development need: Apply and experiment with new teaching and learning approaches

Activity 2

  1. Visit the CPD library
  2. Browse the resources, which include action research methodology; supporting literacy; language and numeracy; planning and facilitating group CPD sessions; and much more.

  3. Identify a resource to support your CPD programmes planning.

  4. Experiment with new approaches, either alone or in collaboration with colleagues.

  5. Reflect on their impact on learners and on your own practice.

Development area B: Subject specialism

Apply emerging technologies to your subject delivery

Activity 1

Create interactive content

Access the resources, developed for the “E-Guides” programme, which provide step-by-step guides showing how to create resources using a range of software applications, such as Microsoft Word, Photostory and screen capture software. The resources include video animations and web links.


  1. Identify one software application and explore the resource.

  2. Apply what you have learned to create to one of your existing resources e.g. a learning resource.

  3. Reflect on what you have learned through your activities.

  4. Use your newly created content with learners, either individually or in collaboration with colleagues.

  5. Add your created content to your portfolio as evidence of your activity.

  6. Evaluate and measure the impact of your content on learners.

Activity 2

Use new resources in your teaching programme

Exploring and using subject-based resources

Over the last five years, a wealth of resources for a wide range of subjects has been developed through the Teaching and Learning Change Programme. Teachers, tutors and trainers in the FE system work with a very wide range of learners in colleges, in work-based learning organisations, in adult learning, in prisons, in voluntary and community organisations and in the workplace. The subject-based resources on the Teaching and Learning Change Programme website have been developed in consultation with them and their learners, as well as other subject and national experts. The resources are designed to be used by those wishing to:

  • explore more effective or different ways of teaching or planning learning;

  • tackle 'hard to teach' or 'hard to learn' topics in their curriculum in new ways;

  • improve or extend their own professional practice; and

  • construct dynamic action plans to meet the regulatory requirements for 30 hours (or pro rata) CPD.

Access the subject-based resources.


  1. Browse the resources, which include subject-specific, as well as resources on cross curricular themes, such as customer care and developing the expert learner.

  2. Identify which resources are of interest to you to help you improve teaching and learning.

  3. Apply and use the identified resource(s) in your teaching programme.

  4. Reflect on what you have learned through your activities.

  5. Evaluate and measure the impact of your activities on learners.

You may also want to find out if your organisation is signed up to the Subject Learning Coaches programme and make links with people within your organisation, who are familiar with these resources.

Development area C: Policy context

Review organisationand practice

Activity 1

  1. Review areas for improvement, as identified by your external inspection report.

  2. Access the Ofsted Good Practice Database on the Excellence Gateway.

    • Look at the section on Building Better Practice to find out how to improve your training provision by using the findings of inspection. Click on any areas that you would like to improve and take a look at the numerous short bulleted examples of things that are working for providers in improving the experience of their learners. In each area, review common inspection strengths and common inspection areas for improvement.
  3. Review effective practice in this area.

  4. Apply the health check to your own organisation.

  5. Plan what you could do next to improve your provision, using the following resources:
  6. Add your plan to your portfolio as evidence of your activity.

  7. Build in measures to evaluate and measure the impact of the plan within your organisation or department's business plan.

Update knowledge on accessibility issues

Activity 2

There are a number of significant policy issues which will determine the extent to which disabled learners are supported.

JISC TechDis has created a number of resources, published on the Excellence Gateway, and designed to enable organisations to better meet the needs of all learners. These include policy updates, guidance on creating accessible learning content and strategies for effective assessment.

  1. Access the JISC TechDis accessibility resources.

  2. Reflect on which learners' needs are not completely met by your organisation's current practices, eg users who have difficulty concentrating.

  3. Identify a series of actions to meet the needs of these learners, eg revise existing learning materials by using detailed information provided within the resources.

  4. Plan detailed activities.

  5. Reflect on your activities once you have implemented your actions.

  6. Measure the impact of your activities on your learners.

  7. Plan detailed activities.

  8. Reflect on your activities once you have implemented your actions.

  9. Measure the impact of your activities on your learners.