Lack of planning is an area which most awarding body are concerned about. This is often an area which learners can default to during disputes where they can claim there was no direction, and they did not know what was expected. There is a real risk of delivery and assessment of not having a structure if there is no planning. Imagine missing an important part of the curriculum because you forgot to plan for it. This might result in learners being severely disadvantaged.
It is therefore important for centres and assessors to ensure that there is adequate planning of assessments and learning. It is common for awarding bodies to request evidence of planning such as lesson plans, schemes of work and teaching resources. Centres who are unprepared risk having sanctions.
It is important for all planning to be efficient and effective. This involves having clear and well-structured plans that includes outlining the objectives of the assessment, the criteria for success, and the methods to be used. Good planning will be holistic, ensuring that learning outcomes are aligned to the delivery and assessments.
You should not have plans that are static and set in stone. All good planning of learning and should be flexible and dynamic. Good planning should be a mixture of a variety of teaching and learning methods. It will also be good to incorporate examples, of practical demonstrations or real-world scenarios and ensure that learning and teaching address different learning styles.