Recent Papers 08-16-2022

1.1 analyse own role and responsibilities in education and training

LEVEL 5- DIPLOMA IN EDUCATION AND TRAINING (DET) ASSIGNMENT BRIEF

Unit: 426 Teaching, Learning and Assessment in Education and Training

Introduction

The purpose of the unit is to provide the learner with knowledge, understanding and skills relating to teaching, learning and assessment in education and training. It includes understanding the role and responsibilities of a teacher in education and training, agreeing individual learning goals and planning, delivering and assessing inclusive teaching and learning. It involves creating and maintaining an inclusive learning environment and evaluating own practice.

A key feature of this unit is the application of minimum core within the skill specific area. Evidence for this unit must be drawn from a real teaching environment, and when delivering teaching and learning, learners must ensure that they comply with internal processes and external requirements. 1.1 analyse own role and responsibilities in education and training

Two lesson observations (duration of 30 minutes each) and few hours of practice are to be performed while doing this unit. It is not possible to achieve this unit without completing some hours of practice. Learners who have previously completed a Level 4 Certificate in Education and Training or a Level 4 CTLLS qualification can use 20 hours of practice and two hours of observed and assessed practice towards meeting the overall practice requirements for this unit.

Learners should be encouraged to consider their own thoughts about their delivery, any feedback they receive and information from any research or written assignments in order to reflect on their own delivery and how they can improve their practice. This unit will provide evidence in some form of written assignment to evidence the knowledge assessment criteria and will also provide some product evidence which will be lodged in the portfolio of teaching evidence.

Finally, this unit will provide evidence in some form of written assignment to evidence the assessment criteria and may also contribute to some product evidence which will be lodged in the portfolio of teaching evidence.

All tasks should be presented in a professional written format and include evidence  of your research with references. This includes linking research coherently to your writing and using referencing, such as a bibliography, citing and quotes following the Harvard Reference Style.

All your work needs to be submitted in one file through Turnitin Submission Link in Moodle (VLE).

Unit Learning Outcomes (LOs):

LO1. Understand roles, responsibilities and relationships in education and training

LO2. Be able to use initial and diagnostic assessment to agree individual learning goals with learners

LO3. Be able to plan inclusive teaching and learning

LO4. Be able to create and maintain a safe, inclusive teaching and learning environment

LO5. Be able to deliver inclusive teaching and learning

LO6. Be able to assess learning in education and training

LO7. Be able to implement expectations of the minimum core in planning delivering and assessing inclusive teaching and learning

LO8. Be able to evaluate own practice in planning, delivering and assessing inclusive teaching and learning

Learning Outcomes

Assessment Criteria for Pass

1. Understand roles, responsibilities and relationships in education and training

1.1 analyse own role and responsibilities in education and training

1.2 summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities

1.3 analyse the relationships and boundaries between the teaching role and other professional roles

1.4 describe points of referral to meet the needs of learners.

2. Be able to use initial and diagnostic assessment to agree individual learning goals with learners

2.1 explain why it is important to identify and meet the individual needs of learners

2.2 analyse the role and use of initial and diagnostic assessment in agreeing individual learning goals

2.3 use methods of initial and diagnostic assessment to agree individual learning goals with learners

2.4 record learners’ Individual learning goals.

3. Be able to plan inclusive teaching and learning

3.1 devise a scheme of work in accordance with internal and external requirements

3.2 design teaching and learning plans which respond to:

i) the individual goals and needs of all learners;

ii) curriculum requirements

3.3 explain how own planning meets the individual needs of learners

3.4 explain ways in which teaching and learning plans can be adapted to meet the individual needs of learners

3.5 identify opportunities for learners to provide feedback to inform inclusive practice.

4. Be able to create and maintain a safe, inclusive teaching and learning environment

4.1 explain why it is important to promote appropriate behaviour and respect for others

4.2 explain ways to promote equality and value diversity

4.3 establish and sustain a safe, inclusive learning environment.

 

5.     Be able to deliver inclusive teaching and learning

5.1   analyse the effectiveness of teaching and learning approaches used in own area of specialism in relation to meeting the individual needs of learners

5.2  analyse benefits and limitations of communication methods and media used in own area of specialism

5.3  analyse the effectiveness of resources used in own area of specialism in relation to meeting the individual needs of learners

5.4  use inclusive teaching and learning approaches and resources, including technologies, to meet the individual needs of learners

5.5  demonstrate ways to promote equality and value diversity in own teaching

5.6  adapt teaching and learning approaches and resources, including technologies, to meet the individual needs of learners

5.7  communicate with learners and learning

 

 

 

professionals to meet individual learning needs

 

6. Be able to assess learning in education and training

6.1  explain the purposes and types of assessment used in education and training

6.2  analyse the effectiveness of assessment methods in relation to meeting the individual needs of learners

6.3  use types and methods of assessment, including peer and self-assessment, to:

i)  involve learners in assessment;

ii)  meet the individual needs of learners;

iii) enable learners to produce assessment evidence that is valid, reliable, sufficient, authentic and current;

iv)  meet internal and external assessment requirements

6.4  use questioning and feedback to contribute to the assessment process

6.5  record the outcomes of assessments to meet internal and external requirements

6.6  communicate assessment information to other professionals with an interest in learner achievement.

 

7. Be able to implement expectations of the minimum core in planning, delivering and assessing inclusive teaching and learning

7.1 analyse ways in which minimum core elements can be demonstrated in planning, delivering and assessing inclusive teaching and learning

7.2 apply minimum core elements in planning, delivering and assessing inclusive teaching and learning

 

8. Be able to evaluate own practice in planning, delivering and assessing inclusive teaching and learning

8.1 review the effectiveness of own practice in planning, delivering and assessing inclusive teaching and learning taking account of the views of learners and others

8.2 identify areas for improvement in own practice in planning, delivering and assessing inclusive teaching and learning.

 

Assignment Brief Guidance on this unit:

The assignment for this unit consists of 5 individual tasks of Task A, Task B, Task C, Task D, and Task E combined into different sections of 1 (Main) tasks as below: LO1. Understand roles, responsibilities and relationships in education and training

Task A: Research Report

  • Task A (Research Report) covering the Assessment Criteria of 1.1, 1.3, 2.2 1.4, 1.2

Task B: Investigative Report

  • Task B (Investigative Report) covering the Assessment Criteria of 2.1, 3.3, 3.4, 4.1, 4.2, 6.1

Task C: Portfolio

  • Task C (Portfolio of Teaching Evidence) covering the Assessment Criteria of

2.3, 2.4, 3.1, 3.2, 3.5, 4.3, 5.4, 5.5, 5.6, 5.7, 6.3, 6.4, 6.5, 6.6, 7.2

 Task D: Personal Analysis

  • Task D (Personal Analysis) covering the Assessment Criteria of 5.1, 5.2, 5.3, 6.2, 7.1

 Task E: Evaluation

  • Task E (Evaluation) covering the Assessment Criteria of 8.1, 8.2

You are also urged to complete some practice and a minimum of two hours of assessed observation of practice that has achieved the required standard of practice. It is not possible to achieve this unit without completing some hours of practice. There is no transfer of practice or assessed observations of practice allowed in this unit. 1.1 analyse own role and responsibilities in education and training

Task A Evidence to be handed in: One written Research report using the Harvard Reference Style of Referencing

 Task A: Produce a research report which covers the following:

(1.1) analyse own role and responsibilities in education and training. This may include how this relates to each aspect of the teaching/training cycle

(1.3) analyse the relationships and boundaries between the teaching role and other professional roles

RELATIONSHIPS will include how to build a rapport and how to work effectively with others, sharing and exchanging information. BOUNDARIES will include knowing when to refer and knowing the limits of the role

(2.2) analyse the role and use of initial and diagnostic assessment in agreeing individual learning goals. This may include application forms, interviews, literacy and numeracy tests and the use of Individual Learning Plans (ILP)

(1.4) include a description of points of referral to meet the needs of learners. Points of referral may include; study support, financial or housing advice, job search, counselling, meeting specific learning needs such as dyslexia, dyscalculia, ESOL

(1.2) include a summary of key aspects of legislation, requirements and codes of practice relating to own role and responsibilities. This may include generic legislation relating to health and safety, data protection and safeguarding; specific legislation and regulatory requirements relating to own skill area; codes of practice from membership organisations such as Institute for Learning (IfL).

You are expected to present the report in a professional academic writing style. You are expected to draw on the literature review and proposal to carry out the investigation. It is envisaged that the report would have an estimated word count of approximately 750 – 1000 words, equivalent to 3-4 pages. The word count does not include the bibliography.

Task B Evidence to be handed in: Investigation Report using the Harvard Reference Style of Referencing

 Task B: (Investigation Report)

LO1. Understand roles, responsibilities and relationships in education and training

Undertake investigations which explain:

(2.1) why it is important to identify and meet the individual needs of learners with reference to initial assessments, planning, delivery and all types of assessment; individual learning plans, reviews; target setting and making adjustments

(3.3) how your own planning meets the individual needs of learners. This  may include differentiation, inclusivity, learner preferences and styles

(3.4) ways in which teaching and learning plans can be adapted to meet the individual needs of learners. This may relate to activities, resources and assessment

(4.1) why it is important to promote appropriate behaviour and respect for others with reference to establishing ground rules, the awareness of and maintaining of boundaries, safeguarding

(4.2) ways to promote equality and value diversity with reference to inclusivity, gender, cultural and language differences, working patterns and awareness of different learner needs

(6.1) the purposes and types of assessment used in education and training. Types may include initial, diagnostic, formative, summative, formal and informal, peer and self-assessment.

It is envisaged that the investigative report would have an estimated word count of 700 – 1000 words, equivalent to 3-4 pages.

Task C Evidence to be handed in: Portfolio of teaching evidence

 Task C: In your teaching portfolio, provide evidence that you have:

(2.3) used methods of initial and diagnostic assessment to agree individual learning goals with learners

(2.4) recorded learners’ individual learning goals

(3.1) devised a scheme of work in accordance with internal and external requirements

(3.2) design teaching and learning plans which respond to:

i)  the individual goals and needs of all learners

ii)  curriculum requirements

(3.5) identified opportunities for learners to provide feedback to inform inclusive practice

(4.3) established and sustained a safe, inclusive learning environment

(5.4) use inclusive teaching and learning approaches and resources, including technologies to meet the individual needs of learners

(5.5) demonstrated ways to promote equality and value diversity in own teaching

(5.6) adapted teaching and learning approaches and resources, including technologies to meet the individual needs of learners

(5.7) communicated with learners and learning professionals to meet individual learning needs 1.1 analyse own role and responsibilities in education and training

(6.3) used types and methods of assessment, including peer and self-assessment to:

i) involve learners in assessment

ii) meet the individual needs of learners

iii) enable learners to produce assessment evidence that is valid, reliable, sufficient, authentic and current

iv) meet internal and external assessment requirements

(6.4) used questioning and feedback to contribute to the assessment process

(6.5) recorded the outcomes of assessments to meet internal and external requirements

(6.6) communicated assessment information to other professionals with an interest in learner achievement

(7.2) applied minimum core elements in planning, delivering and assessing inclusive teaching and learning.

Please note that there is a requirement for evidence of a minimum of two assessed observations of practice (of 30 minutes each) for Task C in this unit. Samples of evidences from teaching practice needed (Refer to checklist).

Task D Evidence to be handed in: Personal Analysis using the Harvard Reference Style of Referencing

 Task D: Write a personal analysis relating to the area of specialism which

 considers the following:

(5.1) the effectiveness of teaching and learning; and learning approaches in relation to meeting the individual needs of learners.

This may include evaluations of teaching and learning methods, learning styles, and motivation and challenge

(5.2) the benefits and limitations of communication methods and media.

COMMUNICATION METHODS may include presentation styles, verbal and non-verbal.

MEDIA may include interactive learning environments and use of ICT

(5.3 & 6.2) the effectiveness of resources and assessment methods in relation to meeting the individual needs of learners.

This should include adapting resources and assessment methods in relation to diversity and inclusivity

(7.1) ways in which minimum core elements can be demonstrated in planning, delivering and assessing inclusive teaching and learning. This includes the use of own minimum core skills to enhance learners skills in literacy, numeracy and ICT.

It is essential to provide a personal analysis related to own teaching role. Candidates may produce the personal analysis in a professional written format. It is envisaged that the personal analysis would have a combined estimated word count of 750 - 1000 words, equivalent to 3-4 pages.

Unit 426- Scheme of Work

Date (Week Commencing)

Session No (Week No)

Topic/ Activities

09/05/2022

1

Introduction/Task A:1.1, 1.3, 1.4/ ILP

16/5/2022

2

Task A: 2.2, 1.4, 1.2 /ILP

23/5/2022

3

Task B: 2.1, 3.3, 3.4, 4.1, 4.2, 6.1/ILP

30/5/2022

4

Reading Week & Formative Submission

6/6/2022

5

Discussion about Formative Feedback (one-to-one session)

Recap Task A & B

13/6/2022

6

Discussion about Formative Feedback (one-to-one session)

Task C: 2.3, 2.4, 3.1, 3.2, 3.5, 4.3

20/6/2022

7

Task C: 5.4, 5.5, 5.6, 5.7, 6.3, 6.4, 6.5, 6.6, 7.2

27/6/2022

8

Task D: 5.1, 5.2, 5.3, 6.2, 7.1/UES

4/7/2022

9

Task E: 8.1, 8.2/ UES

11/7/2022

10

Discussion and Feedback (one-to-one session) / UES

18/7/2022

11

Reading Week & Summative Submission

100% Plagiarism Free & Custom Written, Tailored to your instructions
paypal checkout

Our Giveaways

Plagiarism Report

for £20 Free

Formatting

for £12 Free

Title page

for £10 Free

Bibliography

for £18 Free

Outline

for £9 Free

Limitless Amendments

for £14 Free

Get all these features for
£83.00 FREE

ORDER NOW