Course Summary

The Advanced Professional Certificate in Education (APCE) is a short course of 30 credits for educational professionals who want to develop skills and knowledge in a specific area of education at Postgraduate level. There are a range of units to choose from.

The course attracts professionals from a range of educational organisations including schools, the lifelong learning sector and universities. The course can be used as credit towards a Postgraduate Certificate in an education-related field.

Why choose this course?

Teachers often undertake a short course to develop a specialist area of their practice, at an advanced level.

During this course you will:

• Open up the opportunity for professional progression in education, either in classroom practice or educational leadership
• Study part-time to fit in with existing work commitments
• Experience a course tailored to meet individual needs
• Work with a motivated and experienced postgraduate team

The areas of study you may choose on this course are:

• Exploring e-learning
• Managing learning and teaching
• Inclusive education
• Exploring coaching and mentoring
• Dance education
• Reflecting on professional practice
• International and comparative education
• Strategic leadership and management
• Special Education Needs and Disability
• Understanding pupil behaviour in schools
• Curriculum Design and Development in Physical Education
• Evolving theories of Autism
• Exploring Primary Education
• Sport Pedagogy (Gymnastics)
• Understanding difficulties in literacy development and dyslexia
• Subject and Pedagogical knowledge in the teaching of number, calculation, measures and data handling
• Subject and Pedagogical knowledge in the teaching of algebra and geometry

ACEDUABF

Assessment

You are required to submit the assessment identified for the course. Clear details of the core learning outcomes, assessment criteria and M-Level criteria are identified in the Course / Unit Handbook. The assessment you complete will depend on the course / unit of study you have chosen.

The specific focus of your assessment will be negotiated with your course tutor to ensure that the assessment meets your personal and professional needs and is appropriate to your chosen focus and unit.

The course provides you with a carefully planned and coherent sequence of learning opportunities that facilitates your development via formative and summative assessments.

M-Level Assessments:

At this level the expectations, in terms of the quality of work you produce, is high and you will need to take active control of your learning. At Masters Level the expectation is that you are an independent and confident learner. You will undertake assessments that are challenging and require mature argument, sustained research, and fluent, cogent presentation. You will be required in your assessment(s) to draw upon an extensive range of literature to demonstrate a deep theoretical understanding.

Assessments at Masters Level require a depth of intellectual understanding to meet the course learning outcomes. There is an emphasis on the capacity to engage in reflective practice, synthesis, comparison, contrast and to critically evaluate theoretical and methodological concepts. The assessment(s) are designed to test understanding of theoretical concepts through their application to a given context.

Assessments are designed to test the ability to construct a reasoned, sustained and coherent argument, and to articulate it fluently. You are required to demonstrate an appropriate level of research, develop independent argument, and to reference accurately. Assessments will also provide evidence of knowledge and understanding; allow you the opportunity to express your individual responses to a topic or issue, and to demonstrate research into a given topic.

Through the unit assessments you will practice and reinforce skills in information technology and information retrieval, data handling, together with Key Skills and skills associated with conventional academic tasks.

Assessment Requirements and Regulations:

Course assessment is based on specified learning outcomes and assessment criteria. The assessment must be passed for you to complete the course. The unit templates state clearly the aims, objectives and learning outcomes of the unit, and delineate the criteria of assessment for each outcome. The course / unit assessment feedback forms refer back to these criteria and offer detailed comment to you on the assessment piece.

• The unit must be passed (credited) at the appropriate level to achieve the qualification


• Units are assessed by the production of evidence to meet the unit outcomes specified for the Level of award for which you are enrolled, and meeting the appropriate level criteria as specified in the Course Handbook


• All unit learning outcomes and assessment criteria must be met for a unit to be credited


• You must submit for a unit within one year of starting it. Any deferral request must be submitted within that year to the Course Board (Assessment) after the conclusion of teaching for the unit. Any deferral is subject to University of Bedfordshire regulations


• Each assessment is graded, the University of Bedfordshire 16 point grading system is used for this

Course Learning Outcomes

Upon successful completion of this course, you should be able to:

1. Critically review, analyse and make judgements about a specific body of knowledge or a particular set of skills within the field of education, using ideas at a high level of abstraction, to show new personal insight.

2. Develop critical responses to existing knowledge and theoretical discourses, methodologies or practices and suggest new concepts or approaches within a specific education focus.

3. Develop a deep and systematic understanding of specific issues examined from different perspectives, within a specific education focus.

4. Demonstrate an understanding of current theoretical and methodological approaches and how these affect the way the knowledge base in chosen focus is interpreted.

5. Flexibly and creatively apply knowledge within the field of education in familiar and unfamiliar contexts, synthesise ideas or information in innovative ways, and generate transformative solutions.

6. Critically reflect to analyse self and own actions, to allow for adaptation and change, drawing upon and applying professional ideas and practices and those derived from research.

External Benchmarking

The course needs to meet the QAA subject benchmarking for M-level courses. The assessment criteria for the degree address the QAA descriptors of the attributes of a graduate at Masters level. Thus the Advanced Professional Certificate in Education will be awarded to students who have demonstrated:

• A systematic understanding of knowledge, and a critical awareness of current problems and / or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice


• Comprehensive understanding of techniques applicable to their own research or advanced scholarship


• Originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline


• Conceptual understanding that enables the student:

- To evaluate critically current research and advanced scholarship in the discipline; and

- To evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses

• The ability to:

- Deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non specialist audiences

- Demonstrate self direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level

- Continue to advance their knowledge and understanding, and to develop new skills to a high level

- Learn independently

QAA subject benchmarks can be found at http://www.qaa.ac.uk/academicinfrastructure/benchmark/default.asp

Educational Aims

The Advanced Professional Certificate in Education aims to provide a personalised and progressive framework for your professional learning and career development. The course is focused on supporting you in developing your practice and knowledge of a specific aspect of education. This course is designed to offer a personalised programme, with choice in the focus of study.

You will develop and demonstrate professional standards and skills at Masters Level in critical reflection and systematic enquiry. The course will support you in selecting, critically engaging with, evaluating and applying to your practice the research, literature and policy frameworks for your chosen educational focus.

Aims:

• To provide learning opportunities to address individual professional needs and develop Masters Level skills of enquiry and facilitate critical engagement within a specific education focus


• To develop educational practice within a specific education focus


• To build on previous training and experience through Masters level study


• To develop the ability to demonstrate skills at Masters Level in critical reflection and systematic enquiry to enable critical engagement and evaluation of practice, using the research, literature and policy frameworks for chosen education focus


• To develop critical thinking and questioning of existing practice, policy and sources of evidence through engagement with chosen education focus

Student support

During the course you will be supported by a course / unit tutor. Your course tutor will be your personal tutor and provide you with support and guidance specific to the course.

You will receive tutorial sessions which will support your academic, personal and professional development. You will communicate with the community of learners and tutors through email and the course Virtual Learning Environment (VLE), BREO. It is expected that you will check both of these regularly.

On the course considerable emphasis is placed on our academic advisory and tutorial support systems, which we encourage you to use. If you have any doubts about your ability to cope academically or personally with your studies we encourage you to discuss this with your personal tutor.

University of Bedfordshire Facilities and Resources:

You have access to a range of support services during your course. Information regarding these services will be given during an Induction Day at the start of the course, at the Bedford Campus. Induction Days will take place in October and January and provide a full induction to the course. The day will cover:

• Registration events


• Study skills at Masters Level


• Library induction


• BREO induction, including advice on how BREO will be used to support blended learning


• Academic referencing


• A course overview

You are also supported through:

• Specific and detailed formative feedback on your assessment to enable you to develop the quality of your work


• The course VLE, BREO, which supports academic discussion with peers and tutors outside of the classroom. Academic support is also available via BREO in the form of online tutorials


• Specialist support:

- Professional counselling staff in the Student Centre

- The Universitys Centre for Personal and Career Development

- Student Support Services concerning issues associated with counselling, careers, health, finance, childcare and disability

Assessment Feedback from Unit Tutors:

You will receive a detailed Postgraduate Education Handbook which provides information on the Postgraduate Education courses and the university regulations and services. You will also receive a Course / Unit Handbook for each course / unit of study, which will clearly identify your programme of study, assessment tasks, marking criteria and reading lists. Feedback on your assessment will include advice on areas of strength and development. You will be encouraged to reflect upon personal progress and feedback and, through discussion with your personal tutor, identify personal targets to take your learning and professional practice forward.

Course Tutorials:

The unit tutorial system will play a key role in providing appropriate academic support in order to enhance learning, progression and achievement. For a 30 credit Advanced Professional Certificate in Education courses you will receive two hours of tutorial support. You will be encouraged to discuss feedback regarding formative assessed pieces of work.

Academic advice:

The Student Services offers confidential advice to all students registered at the University who are experiencing difficulties with their studies.

PAD:

The Professional and Academic Development Team (PAD) offers a diverse selection of services to all students. Whether you are struggling with certain aspects of your studies, or simply wish to develop and explore certain skills further, the PAD team is there to offer you a helping hand.

Student Voice:

There will be a student representative for each Postgraduate Education course and they will be invited to Staff Student Consultative Committee meetings and provide the platform for student voice and open dialogue, thus allowing for a two-way communication channel with members of the course team.

Learning Resources:

Learning Resources offers a range of services aimed at supporting you whilst at University. These include the traditional library services borrowing, reserving and renewing books, DVDs and other library materials; as well as providing access to networked computers with a wide range of software including MS Office, internet, e-mail, and digital information products. There is also a range of on-line support materials and two designated Academic Liaison Librarians who can support you with information literacy training. These services are restricted to members of the university therefore to access any of them you need to present your current University ID card.

You may be required, at the discretion of the Course Leader, to undergo diagnostic testing for academic English language abilities, and may further be required, at the Course Leaders discretion, to participate in academic English support workshops or classes offered by the University.

Team working

The specific content of units require you to work collaboratively to achieve desired outcomes within your own professional context(s). Within taught sessions there is a shared responsibility for the success of the learning, where all students are expected to play a full part in the interactive elements of the learning experience. Throughout the course you will be expected to work collaboratively with peers. The unit sessions will involve group discussions and learners working together.

BREO will be used extensively to discuss issues raised within the class. All units will have BREO discussion boards set up where you are given unit tasks to complete, including online seminars. This will support communication with your tutor and other students to discuss issues and to further extend the field of your research.

Small group discussions with plenary sessions, small group oral presentations and formatively assessed small group investigations develop these skills. You will spend part of most teaching sessions working in a range of varying small groups or pairs, sharing ideas, researching information.

Career Management Skills

All assignments require you to clarify your strengths and aspirations for career development and demonstrate your potential. The curriculum is a link between professional and theoretical strands rather than being purely academic and hence, unit tutors will stress the application and evaluation as it relates to your organisational context.

You are able to access the Centre for Personal and Career Development [CPCD] where My Future (CMS online) and other self assessment tools will be signposted. Tutors will introduce the service at appropriate points in the course.

Career/Further study opportunities

Further Study / Progression Routes:

This award provides a clear progression route after completion of your Initial Teacher Education (ITE) course.

This award provides advanced professional development for those who are experienced practitioners and who want to develop a specific aspect of their knowledge and practice.

The course is intended to develop you and the organisation within which you work.

Further study:

This course may be used as the basis for further study on a Postgraduate Certificate in education.

Entry

Some of the Advanced Professional Certificate in Education courses require you to undertake research in education and therefore you need access to an educational setting in order to complete your assessments. Some units require you to be working within a specific role within your organisation and therefore some units may not be appropriate for you. The choice of study options available can be discussed at application.

UK students Undergraduate entry requirements

Standard entry requirements for Foundation degrees (FD/FdSc)

A foundation degree will be of particular interest if you have completed a Modern Apprenticeship, vocational A levels, BTEC National or equivalent.

Foundation degrees are also particularly suitable if you want to qualify while working.

• As a guideline, a typical offer would require you to obtain a UCAS tariff score of between 80-120 points, based on your level 3 studies.
• Students who require a Tier 4 Student Visa cannot apply for our foundation courses. For these courses the University of Bedfordshire is not able to sponsor Tier 4 Student Visa applications.

Many students studying for foundation degrees come to us through work-based routes so you can apply for a foundation degree even if you don’t have traditional academic qualifications.

We welcome applicants with relevant work experience.

Standard entry requirements for Undergraduate degrees (BA/BSc)

We will consider you as an individual and take into account all elements of your application, not just your qualifications. We are looking for both breadth and depth in your current studies as well as enthusiasm for the subject you wish to study.

The general requirement is one of the following:

• UCAS Tariff Score greater than 200, which should include either two A level passes or an AVCE Double Award
• An Access qualification
• Equivalent qualifications such as Irish Leaving Certificate, Scottish Highers, International Baccalaureate or BTEC National Diploma

Postgraduate taught courses

Postgraduate applications (MA/MSc) should be made direct to the University using the  standard University application form. There are some exceptions, please see individual course descriptions for details.

• UK/EU students application form
• International (non-EU) students application form
  

Students from the European Union

Entry requirements

As a general guide, to apply for a place on an undergraduate course (BA/BSc) at the University you need to have completed your high school education and have the required English qualification.

We have students from all the European Union member countries so we are quick to make decisions on most qualifications.

How to apply

International students

• Undergraduate applications (BA/BSc) can be made direct to the University or via our representatives in your home country. If you intend to apply to more than one university in the UK you should apply via UCAS. If you want to apply to the University of Bedfordshire only you should apply directly using our international application form (link below) or via our representatives in your home country
• Postgraduate applications should be made directly to the University using our international application form (link below) or via our representatives in your home country
• Healthcare, nursing and midwifery students Many of these courses are not available to overseas students due to UK immigration law in regard to bursary funding. Please contact international admissions to find out if you are eligible to apply
• BA Nursing Studies Level 3 (with or without Overseas Nursing Programme) is available to overseas students - please contact International Admissions by email at international-admissions@beds.ac.uk for further information

(Please note that applicants on a full student visa are not eligible for part-time study)

Course application form for international students

We recommend that you apply directly to the University where possible, as this allows us to offer the quickest turnaround time for your application.

• Course application form for direct applications [PDF]

How to complete your course application

Please read the Direct application instructions before completing the course application form.

Application forms for accommodation in the student halls at Bedford campus and Luton campus are available in the Student life section

Accreditation of prior certificated learning (APL)

APL is available for international students applying for undergraduate (Bachelor degree) study. Please do not use this APL form to apply for postgraduate courses.

Use the APL form to tell us about any non-standard qualifications and/or work experience you have that you think should be taken into consideration with your application. `

The APL form should be submitted at the same time as the course application form.

We regret we are unable to process APL forms from students who have not submitted a formal course application form.

• APL application form for International students [100Kb] updated 041007

What next?

Return your completed application to:

University of Bedfordshire
International Admissions
Park Square
Luton
Bedfordshire
LU1 3JU
United Kingdom

Contact International Admissions

T: +44 (0)1582 489326 (non-EU Students)
F: +44 (0)1582 743469
E: international-admissions@beds.ac.uk

Awarding institution

University of Bedfordshire

Teaching Strategy

The teaching and learning strategy recognises the increasingly diverse nature of those working in educational contexts. The course comprises a mix of taught session / workshops and blended learning. The taught sessions will be delivered during twilight and evening sessions, for those studying part time and working within an education setting. This approach has proved successful in supporting part time study.

The course will be taught through a series of lectures and workshops around key topics, each session supported by guided reading and Breo activities. On certain courses input will also be obtained from specialist practitioners.

An Advanced Professional Certificate in Education award of 30 credits represents 300 hours of study. A large part of your study will be work based, online and self directed. This will require you to become familiar with the use of the university VLE, BREO, to develop your e-learning knowledge and skills. Independent learning is a key component of this course. You are encouraged to take the initiative and responsibility in managing your learning, identifying problems and resolving them.

Unit sessions lectures, workshops and group work:

Course delivery and student learning are carefully integrated to provide a balance of tutor input and student centred learning appropriate to this level of study. The taught course / unit sessions use a variety of learning approaches, including seminar sessions, small group work, practical and theoretical exercises, role play and student presentations and the occasional formal lecture. Key tutor led strategies include: lectures, seminars, tutorials, and research supervision. Student independent learning strategies include preparation and research for online seminars, oral presentations (group and individual), written assessment and collaborative learning.

The sessions provide a strong grounding in outlining key concepts and substantive issues in order to provide a frame of reference for the unit and to provide sufficient grounding to support independent learning. Workshops are discursive, highlighting debates, controversies or issues which you can pursue further with your course tutor and through online learning, tutorials and independent study. Workshops support collaborative learning, a key feature of the course. The sessions will promote learning within the group and through peer discussion you will be supported in reflecting on and analysing your practice. Attendance at course sessions is a fundamental part of the student learning process.

The course requires you to draw upon complex material and engage with texts appropriate to the challenge of Masters Level work (for example Journal articles and government documents) and meet the QAA descriptors of the attributes of a graduate at Masters Level. All units will utilise the course VLE, as appropriate, as part of the teaching strategies to enhance your learning.

You will be expected to undertake specific work between unit sessions to extend your learning. You will be encouraged to draw on your own knowledge and experiences within an educational context and where relevant to present for discussion material you have prepared.

Online learning and BREO:

You will have a university VLE (BREO) site. This will be used extensively on your course. If you have completed a University of Bedfordshire course you will be familiar with the site. If you are a student new to the university you will require an additional VLE induction.

Evaluation of teaching strategy:

The face-to-face teaching tries to embody the best practice in this kind of adult education, and in addition to formal evaluation and review procedures, at the conclusion of the courses tutors encourage you to reflect on the teaching methods being employed and their effectiveness.

Attendance and punctuality requirements:

You will need to agree any absences from the taught elements of the course with your unit tutor. As the course is taught through blended learning the attendance requirements at the Induction Days and unit sessions are essential elements of supporting your M-Level study. Any missed days are likely to result in reduced understanding.

Professional, Statutory and Regulatory Body Accreditation

N/A

Students with disabilities

The course is wholly inclusive and welcomes students with disabilities. During the application process disabled students are invited to the university to discuss their needs with the Course Leader, individual members of the academic staff, as well as staff from the Disability Advice Team. The course should not present any barriers to students with disabilities that cannot be overcome using the universitys policy on support for students with disabilities. All applications identifying disabilities are followed up by letter to establish the level and type of support required.

The Disability Advice Team will discuss any issues you may have and can provide such services as: sign language interpreters, note takers, dyslexia screening / tuition, support materials for students with dyslexia and / or dyscalculia, and support with mobility on campus. The team offers confidential advice and information about academic and personal issues, special arrangements / adjustments for some assessments / examinations, applying for the Disabled Students' Allowances (DSA) and buying suitable equipment.

Advice on the nature of specific disabilities and the reasonable adjustments which can be made to accommodate disabled students is available from the Disability Advice Team.

Skills Development

Communication

You will develop a range of communication skills during the course. You will need to have a well developed ability to organise and articulate opinions and arguments in speech and writing in a diverse range of relevant contexts showing confident use of specialist vocabulary. In written work, you will be helped to develop an appropriate academic style which is analytical. You will have the opportunity to work in groups via BREO.

You will be guided on how to present work in a manner appropriate to the intended audience(s) and evaluate own overall performance. In particular:

• Synthesise information from relevant sources and select effective ways of structuring this information, including use of images to clearly illustrate complex points


• Show assured, accurate and fluent use of language in presenting information, sustaining the interest of others and responding perceptively to their contributions; and evaluate own overall approach to the task and the effectiveness of own application of skills, establishing ways of enhancing those skills in the future

You will be encouraged and supported to participate constructively in group discussions, demonstrating your ability to critically reflect upon your own experience, with reference to research, theory and national frameworks, and the views and ideas presented by others.

Written:

You will receive detailed feedback on all aspects of assessments. Areas of good practice and areas for development will be identified; advice will be given on the improvement of the assessment. All units develop written communication skills and you will require the ability to produce concise assessments in order to develop and maintain argument and focus using demanding material.

Spoken:

Level related assessment criteria enable and require you to practice and develop more demanding oral communication and presentation skills at Masters Level. Small group discussions, plenary sessions and class based workshops will also enable you to practice and develop your oral communication skills and to engage in stimulating discussions, to respond to questions and to persuasively defend viewpoints on controversial issues through debate.

Information Literacy

You will be expected to use a range of skills in this area. You will need to access a wide variety of literature sources and be able to apply theory to practice within assessment submissions. You will use appropriate relevant ICT software to produce documents, presentations and data analysis. In producing assessments for all units you will practice and develop information literacy skills.

In developing information literacy you will be helped to:

• Find relevant sources of reliable empirical findings and theoretical models and conceptual frameworks


• Employ appropriate analytical and evaluative frameworks


• Use effective communication and presentation formats

The course VLE will be used extensively and you will be able to access a range of support materials via the VLE and contribute regularly to online seminars and discussion groups to communicate with students and staff.

You will attend a session during the Induction Day, which covers information literacy strategies.

Research and Evaluation

You will be trained in best use of library facilities and search systems. You will be given a range of extracts from texts to discuss in sessions and online. You will be issued with a reading list to support the course and advice on how to reference your reading. Discussion in class will help you identify appropriate reading topics and texts and ways to evaluate your activities. Your assessments will require you to include reference to appropriate reading.

You will undertake education research and critically evaluate your findings in light of current research and literature, producing assessment(s) that require you to display independence in all aspects of the research process.

Creativity and Critical Thinking

To develop this you will be given a range of research texts to analyse, to develop your critical skills. Theoretical concepts will be explored and evaluated. All assessments require critical thinking and creativity as do many of the learning strategies. To develop these skills you will:

• Examine the nature and limitations of a range of theories and evaluate their appropriateness in responding to a range of issues and topical questions concerning education


• Practice applying those theories to practice


• Examine the progressiveness of policy responses to the education sector


• Be required to move beyond criticism of national frameworks, policy and practice to develop your own position on controversial issues related to education

Improving learning and performance

You will be supported throughout the process by unit / personal tutors. They will provide academic support to you and advise you on all issues relating to your progress on the course. You will be encouraged to relate the theoretical base to your own context and also to develop your analytical and evaluative skills. Feedback will be developmental in nature and you will be encouraged to develop practice based on this feedback. You will receive detailed written feedback on your assessment(s). Your course tutor will clarify advice, guidance and comment if you require.

You will be encouraged to take control of your own learning and read widely around the subject, with reference to the course recommended readings. The structure of the course helps to facilitate this with unit tutors taking the lead during unit sessions and then you taking control of your own learning during the remainder of the block of time allocated to the topic.

The foundations for this responsibility for your own learning are laid during the course Induction Day. Introductory workshops on personal and academic development encourage you to reflect upon your learning experiences, abilities and aptitudes and to be systematic in doing so. Having begun to identify areas for personal improvement you are made aware of courses and contacts for further developing your skills and abilities.

BREO provides you with information on essay writing and guidance on academic writing e.g. referencing, plagiarism, structuring an essay. This guidance is reinforced by all members of the course team as they teach their units. It should underpin your reflection upon your learning experiences.

At Masters Level study you will be expected to take responsibility for your own learning. The process of systematic self reflection upon your performance and related developmental needs is crucial to this. Your course tutor will encourage you to take responsibility for your own learning.

Progress files

Progress will be recorded through formative and summative feedback and you will be encouraged to incorporate the feedback within your future assessment submissions. You will get feedback from each assessment as you complete the work.

Your course tutor will guide you through the initial stages of preparing your assessments, which starts at induction and is reviewed at key points throughout the course e.g. after your formative assessment you will receive feedback that gives you the opportunity to reflect and consider ways in which you might improve specific skills and/or build on the strengths demonstrated.

Professional standards

The course will support you in your professional practice and enable you to:

• Operate in complex and unpredictable contexts, requiring selection and application from a wide range of advanced techniques and information sources


• Act with initiative in decision making within professional or given guidelines


• Autonomously implement and evaluate improvements to performance, drawing on innovative or sectoral best practice


• Incorporate a critical ethical dimension to practice and study, managing the implications of ethical dilemmas and work proactively with others to formulate solutions


• Identify, evaluate and maintain capabilities and qualities to support effective communication in a range of complex and specialised contexts

The course provides opportunities to demonstrate evidence towards meeting the Professional Standards for Teachers. This is dependent on the units and assessment foci chosen.

Strategy for developing and embedding the professional standards

This will be achieved through the course assessment work.

The course provides opportunities to demonstrate evidence towards meeting the Professional Standards for Teachers. This is dependent on the units and assessment foci chosen.