This is where we give learners opportunities to demonstrate competence to us, or one of their peers, during a lesson.

It means planning sessions in which these opportunities take centre stage.

And making learners aware of what is going on and why.

Demonstrating competence means showing that you have successfully implemented whatever target you are working towards.

The competence concerns the learner’s ability to successfully demonstrate their improved approach, knowledge, understanding or skill.

For example, a textiles teacher might set a learner the target of sewing with greater precision to give their finished work a more professional look.

The teacher would then plan a lesson (or lessons) during which the learner has a chance to work on this target before trying to demonstrate competence.

If the teacher is happy that the learner has successfully demonstrated competence, that means they have implemented their target.

They can then move onto a new target, further developing their abilities.

If, however, the teacher does not believe the learner is demonstrating competence yet, they can use this as an opportunity to offer further help, support and guidance.

Planning lessons in this way means planning to get learners’ attempts at target implementation out into the open.

Once they are there, it becomes quicker and easier to judge where learners are at and to give feedback in response.

Here are two further examples to illustrate:

Example 1: A Primary School Teacher Teaching Literacy

The teacher has recently given learners feedback around writing to inform.

Each learner has a target on which they are working.

The teacher plans a series of three lessons.

In the first two, learners have opportunities to practice implementing their targets.

In the third lesson, demonstrating competence becomes the focus.

Here, the teacher wants to assess, during the session, which learners have successfully implemented their targets, and which are yet to do so.

They can then give appropriate feedback and support in response.

Example 2: A Philosophy Teacher Giving Learners Feedback on how to Argue More Effectively

Every learner in the class has a target.

The teacher plans a series of activities over the next two lessons during which learners have a chance to implement their targets in a variety of different settings.

On top of this, they plan opportunities for reflection during which learners can think about how successful they have been, discuss what strengths and weaknesses they have shown, and decide how to move forward.

At the end of the second lesson, the teacher sets an essay.

Learners must complete this for homework, with the focus being on demonstrating competence in relation to their targets.

The teacher can then take the essays in and mark them with this in mind.