1. TLRP'S TEN PRINCIPLES OF EFFECTIVE TEACHING AND LEARNING
   1. 1. EQUIPS LEARNER FOR LIFE IN ITS BROADEST SENSE
   2. 2. ENGAGES WITH VALUED FORMS OF KNOWLEDGE
   3. 3. RECOGNIZES THE IMPORTANCE OF PRIOR EXPERIENCE AND LEARNING
   4. 4. REQUIRES THE TEACHER TO SCAFFOLD LEARNING
   5. 5. NEEDS ASSESSMENT TO BE CONGRUENT WITH LEARNING
   6. 6. PROMOTES ACTIVE ENGAGEMENT OF THE LEARNER
   7. 7. FOSTERS BOTH INDIVIDUAL AND SOCIAL PROCESSES AND OUTCOMES
   8. 8. RECOGNISES THE SIGNIFICANCE OF INFORMAL LEARNING
   9. 9. DEPENDS ON TEACHER LEARNING
   10. 10. DEMANDS CONSISTENT POLICY FRAMEWORKS WITH SUPPORT FOR TEACHING AND LEARNING AS THEIR PRIMARY FOCUS.
2. REFLECTION PROCESS OF TEACHERS
3. ENDURING ISSUES
   1. 1. EDUCATIONAL AIMS
      1. 1.1 SOCIETY'S EDUCATIONAL GOALS
         1. WHAT VISION OF EDUCATION IS THE PROVISION DESIGNED TO ACHIEVE?
            1. OPENING MINDS - LIFE SKILLS MUST BE TAUGHT DIRECTLY AND SPECIFICALLY
         2. CURRICULAR CONCEPTS
            1. BREADTH
            2. DOES THE CURRICULUM REPRESENT SOCIETY'S EDUCATIONAL ASPIRATIONS FOR ITS CITIZENS?
         3. PEDAGOGIC CONCEPTS
            1. PRINCIPLE
            2. IS THE PEDAGOGY CONSISTENT WITH ESTABLISHED PRINCIPLES FOR EFFECTIVE TEACHING AND LEARNING?
         4. ASSESSMENT CONCEPTS
            1. CONGRUENCE
            2. ARE FORMS OF ASSESSMENT FIT-FOR-PURPOSE IN TERMS OF OVERALL EDUCATIONAL OBJECTIVES?
      2. 1.2 ELEMENTS OF LEARNING
         1. CURRICULAR CONCEPTS
            1. BALANCE
            2. does the curriculumas-experienced offer everything which each learner has a right to expect?
            3. The lesson offers children different ways to learn and enhances personal, social and academic skills.
         2. PEDAGOGIC CONCEPTS
            1. REPERTOIRE
            2. is the pedagogic expertise sufficiently creative, skilled and wide-ranging to teach all elements of learning?
            3. ORGANIZATIONAL
            4. TEACHING TALK
            5. LEARNING TALK
         3. ASSESSMENT CONCEPTS
            1. VALIDITY
            2. in terms of learning, do the forms of assessment used really measure what they are intended to measure?
         4. WHAT KNOWLEDGE, CONCEPTS, SKILLS, VALUES AND ATTITUDES ARE TO BE LEARNED IN FORMAL EDUCATION?
   2. 2. LEARNING CONTEXTS
      1. 2.1 COMMUNITY CONTEXT
         1. CURRICULAR CONCEPTS
            1. CONNECTION
            2. does the curriculum engage with the cultural resources and funds-of-knowledge of families and the community?
         2. PEDAGOGIC CONCEPTS
            1. WARRANT
         3. ASSESSMENT CONCEPTS
            1. DEPENDABILITY
         4. Is the educational experience valued and endorsed by parents, community, employers and civil society?
      2. 2.2 INSTITUTIONAL CONTEXT
         1. CURRICULAR CONCEPTS
            1. COHERENCE
         2. PEDAGOGIC CONCEPTS
            1. CULTURE
         3. ASSESSMENT CONCEPTS
            1. EXPECTATION
   3. 3. CLASSROOM PROCESSES
      1. 3.1 PROCESSES FOR LEARNERS' SOCIAL NEEDS
         1. CURRICULAR CONCEPTS
            1. PERSONALISATION
         2. PEDAGOGIC CONCEPTS
            1. RELATIONSHIPS
         3. ASSESSMENT CONCEPTS
            1. INCLUSION
      2. 3.2 PROCESSES FOR LEARNERS' AFFECTIVE NEEDS
         1. CURRICULAR CONCEPTS
            1. RELEVANCE
         2. PEDAGOGIC CONCEPTS
            1. ENGAGEMENT
         3. ASSESSMENT CONCEPTS
            1. AUTHENTICITY
      3. 3.3 PROCESSES FOR LEARNERS' COGNITIVE NEEDS
         1. CURRICULAR CONCEPTS
            1. DIFFERENTIATION
            2. STRATEGIES
            3. 1. VARY THE TASK
            4. 2. VARY THE EXPECTED OUTCOMES
            5. 3. VARY THE LEVEL OF SUPPORT
            6. CONVERT CURRICULUM GOALS TO TASKS AND ACTIVITIES TO WHICH STUDENTS CAN RELATE - NEITHER TOO DIFFICULT NOR TOO EASY
         2. PEDAGOGIC CONCEPTS
            1. DIALOGUE
            2. WHOLE-CLASS INTERACTIVE TEACHING
            3. DIALOGIC TEACHING
            4. 1. COLLECTIVE
            5. teachers and children address learning tasks together;
            6. 2. RECIPROCAL
            7. teachers and children listen to each other, share ideas and consider alternative viewpoints;
            8. 3. SUPPORTIVE
            9. children articulate their ideas freely and confidently
            10. 4. CUMULATIVE
            11. teachers and children build on each other’s ideas
            12. 5. PURPOSEFUL
            13. teachers plan and steer classroom talk in relation to educational goals
         3. ASSESSMENT CONCEPTS
            1. FEEDBACK
         4. COGNITION REFERS TO MENTAL PROCESSES INVOLVED IN GAINING KNOWLEDGE AND UNDERSTANDING.
            1. THINKING
            2. KNOWING
            3. REMEMBERING
            4. JUDGING
            5. PROBLEM-SOLVING
   4. 4. LEARNING OUTCOMES
      1. 4.1 OUTCOMES FOR CONTINUING IMPROVEMENT IN LEARNING
         1. CURRICULAR CONCEPTS
            1. PROGRESSION
            2. THREE COMPONENTS OF HIGH LEVEL OF SUBJECT KNOWLEDGE
            3. 1. CONTENT KNOWLEDGE
            4. 2. PEDAGOGICAL CONTENT KNOWLEDGE
            5. THRESHOLD CONCEPTS
            6. 3. CURRICULAR KNOWLEDGE
         2. PEDAGOGIC CONCEPTS
            1. REFLECTION
         3. ASSESSMENT CONCEPTS
            1. DEVELOPMENT
            2. ENCOURAGE STUDENTS TO SET PERSONAL LEARNING GOALS
            3. PROVIDE SUPPORTIVE FEEDBACK
      2. 4.2 OUTCOMES FOR CERTIFICATION AND THE LIFE-COURSE
         1. CURRICULAR CONCEPTS
            1. EFFECTIVENESS
         2. PEDAGOGIC CONCEPTS
            1. EMPOWERMENT
         3. ASSESSMENT CONCEPTS
            1. CONSEQUENCE