Convention dictates this second set of Learning Tables, primarily the work of Miss G. Banton (with one notable exception that I’ll explain in a moment) follows the first set of Tables and since this is not a rule I’m overly-inclined to break it’s only seems right-and-proper this should be the case.
These Tables are broadly-designed to cover Knowledge (Assessment Objective 1) and Evaluation (Assessment Objective 3) and while the latter uses relatively simple “for” and “against” arguments, an added dimension is created using a “PEEL” design. This, in case you’re not familiar with the mnemonic has the further advantage of encouraging students to structure exam answers in a specific way.
Without further ado, therefore, the following Tables are available for your downloading pleasure:
The final set of Tables, created by Melissa Yeadon, are slightly different in that they’re designed to take the student through the research process – from initial hypothesis to understanding ethical considerations – and involve some student input (mainly in the shape of having to answer questions at various points). In all there are 10 Tables in this set.