This article produces a narrative description of a teaching and learning event (a lesson, a debate, a field trip, a round table discussion, a lecture, etc) that It has been facilitated recently. This article talks about the event in relation to how learner focused it is, how inclusive the event is, how learner encouraged deep approach to learning, the assessment purpose, the principles that the class introduced on this article follow while assessing, how inclusive the assessment is, how students-focused the assessment is.This article contributes to the following learning outcomes. Critically evaluate their own professional practice in the light of the broad notions of teaching, learning and assessment theory and plan and design inclusive methods of teaching, supporting learning and assessment to enable students’ active learning. Critically evaluate their own assessment practices in the light of the broad notions of assessment approaches, discuss a variety of ways to evaluate and reflect on specific teachers TLA(teaching and learning assessment) practices, reflect on the teachers own practice, rationalise amendments and articulate CPD(Continuing Professional Development) needs. The classes introduced in this article based on the following assessment criteria (AC). AC 1 is have presented, discussed, rationalised and critically evaluated a learning/teaching event and observation feedback from personal practice making references to relevant theory. AC 2 is have presented, discussed, rationalised and critically evaluated an assessment method from personal practice making references to relevant theory. AC 3 is having identified ways of evaluation and have discussed those used in personal teaching practice as well as observation feedback and have made references to the relevant literature.