Diploma in Education and Training - Assignment Freelancers

Student Assessment

Submission and Declaration

When submitting evidence for assessment, each student must sign a declaration confirming that the work is entirely their own. This must be attached as the front cover of the formal submission.

Student name:

Assessor name:

Milla Conteh

Issue date:

3^rd May 2022

Submission date:

22^nd July 2022

Resubmission date:

23^rd September 2022

Programme:

Pearson Level 5 Diploma in Education and Training (DET)

Unit: 2 Teaching, Learning and Assessment in Education and Training

Assignment title:

Role of the teacher in planning, teaching and assessing.

Academic Malpractice (including Plagiarism, Collusion and Commissioning)

Upholding academic integrity underpins all learning activities at The City College. Students are expected to respect and maintain the core values of honesty and trust at all times. Poor academic practice and academic malpractice are taken very seriously, and students must behave in a manner consistent with these values at all times.

Academic malpractice is cheating. This includes plagiarism, collusion, commissioning and all other forms of academic malpractice. Academic malpractice must be avoided at all costs and students who break the rules, even innocently, may be penalised. It is your responsibility to ensure that you understand and use correct referencing practices. As a university level student, you are expected to use appropriate references throughout and keep carefully detailed notes of all your sources of the materials you have used in your work, including any downloaded from the Internet. Please consult the relevant unit lecturer or your Programme Leader if you need any further advice.

Student declaration

I certify that the assignment submission is entirely my own work and I fully understand the consequences of academic malpractice. I understand that making a false declaration is also form of malpractice.

Student signature: Date:

Assignment Brief

Learning Outcome	Assessment Criteria	In this assessment you will have the opportunity to present evidence that shows you are able to:	Task no.
LO1 Understand roles, responsibilities and relationships in education and training.	1.1	Analyse own role and responsibilities in education and training.	1
	1.2	Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities.	1
	1.3	Analyse the relationships and boundaries between the teaching role and other professional roles.	1
	1.4	Describe points of referral to meet the needs of learners.	See Unit 21 3.1
LO2 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
	2.2	Analyse the role and use of initial and diagnostic assessment in agreeing individual learning goals.	2
	2.3	Use methods of initial and diagnostic assessment to agree individual learning goals with learners.	2
	2.4	Record learners’ individual learning goals.	2
LO3 Be able to plan inclusive teaching and learning.	3.1	Devise a scheme of work in accordance with internal and external requirements.	3
	3.2	Design teaching and learning plans that respond to: the individual goals and needs of all learners curriculum requirements	See Lesson observation
	3.3	Explain how own planning meets the individual needs of learners	5
	3.4	Explain ways in which teaching and learning plans can be adapted to meet the individual needs of learners.	4
	3.5	Identify opportunities for learners to provide feedback to inform inclusive practice.	4
LO4 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.	1
	4.2	Explain ways to promote equality and value diversity.	1
	4.3	Establish and sustain a safe, inclusive learning environment.	4
LO5 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
LO5 Be able to deliver inclusive teaching and learning.	5.2	Analyse benefits and limitations of communication methods and media used in own area of specialism.	5
	5.3	Analyse the effectiveness of resources used in own area of specialism in relation to meeting the individual needs of learners.	5
	5.4	Use inclusive teaching and learning approaches and resources, including technologies, to meet the individual needs of learners.	4
	5.5	Demonstrate ways to promote equality and value diversity in own teaching.	4
	5.6	Adapt teaching and learning approaches and resources, including technologies to meet the individual needs of learners.	4
	5.7	Communicate with learners and learning professionals to meet individual learning needs.	4
LO6 Be able to assess learning in education and training.	6.1	Explain the purposes and types of assessment used in education and training.	1
	6.2	Analyse the effectiveness of assessment methods in relation to meeting the individual needs of learners.	1
	6.3	Use types and methods of assessment, including peer- and self-assessment to: •involve learners in assessment •meet the individual needs of learners •enable learners to produce assessment evidence that is valid, reliable, sufficient, authentic and current and •meet internal and external assessment requirements	4
	6.4	Use questioning and feedback to contribute to the assessment process.	4
	6.5	Record the outcomes of assessments to meet internal and external requirements.	4
	6.6	Communicate assessment information to other professionals with an interest in learner achievement.	4
LO7 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.	5
	7.2	Apply minimum core elements in planning, delivering and assessing inclusive teaching and learning.	4
LO8 Be able to evaluate own practice in planning, delivering and assessing inclusive tea ching 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.	5
	8.2	Identify areas for improvement in own practice in planning, delivering and assessing inclusive teaching and learning.	5

Assignment Brief

Unit number and full title:

Unit: 2 Teaching, Learning and Assessment in Education and Training

Qualification:

Pearson Level 5 Diploma in Education and Training

Start date:

3^rd May 2022

Deadline/hand-in date:

22^nd July 2022

Assessor:

Milla Conteh

IV Name:

Naweed Riaz

Date IV:

30^th April 2022

Assignment title

Role of the teacher in planning, teaching and assessing.

Purpose of this assignment

The aim of this unit is to give you knowledge, understanding and skills relating to teaching, learning and assessment in education and training. The unit aims to develop your understanding of the principles and practices underpinning practical skills. These are supported by research and the use of a range of resources to allow you to appreciate the importance of different approaches. For this unit, you need to ensure that you have the required access to a minimum of 20 hours of teaching practice whilst undertaking this unit. Simulation is not permitted as an alternative as there is a requirement for teaching practice to be observed and assessed in order to achieve the unit.

Task 1 LO1 1.1, 1.2, 1.3, LO4 4.1 and 4.2 and LO6 6.1 and 6.2.

Evidence: Activity 1 A Review with a Group Discussion with evidence from lesson observations, work placement and reflection.

For the Group Discussion your Tutor will give you formative feedback in your Grading Form, but you will need to do a reflection in your Review

Prepare a Review for a group discussion to discuss the following:

– An analysis of your role and responsibilities as a teacher including enforcement of organisation policies and procedures, scheme of work and lesson planning, supporting learning, assessment and record keeping as well as working with others and developing own practice. (1.1)

– Your responsibilities of key legislation and regulations, e.g. current government legislation related to COVID, equality and diversity, health and safety, data protection, professional or vocational standards, awarding organisation requirements, organisation codes of practice. (1.2)

– An analysis of the relationships and boundaries between the teaching role and other professional roles covering skills, confidence, experience, time, resources, empathy, other commitments. And professional boundaries, e.g. job description, team roles and responsibilities, management structures, lines of communication, student support and referrals to student support. (1.3)

– And discuss with examples why it is important to promote appropriate behaviour and respect for others such as zero tolerance for bullying, valuing of individual, equality of opportunity, modelling of desired behaviours. Student responsibility, e.g. student and group contracts, peer working, inclusion, discussion of issues, group ownership, preparation for work. (4.1)

– In addition, in your role as a teacher provide examples how you promote equality and value diversity in your teaching and learning. (4.2)

– As a teacher explain the purposes and types of assessment used in education and training as well as the strengths and weaknesses of effectiveness in relation to meeting the individual needs of learners and is valid, reliable, sufficient, authentic and current. (6.1 and 6.2)

Use evidence from your work placement to support your points.

This also links to Unit 21 Inclusive Practice Task 2 3.1 Summarise own role and responsibilities relating to inclusive practice. 3.2 Explain the relationship between own role and the roles of other professionals involved in inclusive practice. And 3.3 Identify points of referrals available to meet individual learning needs.

Deadline for Formative Feedback for Task 1: Friday 10^th June 2022 23:55pm

Task 2 LO2 Be able to use initial and diagnostic assessment to agree individual learning goals with learners.

Evidence: Activity 2 from the work placement: Personal Note with 2 Initial Assessment reports and completed learners ILPs

Research the methods of initial and diagnostic assessment used by your organisation and select at least one to be used with your learners. Use the selected initial or diagnostic assessment to agree individual learning goals with TWO different learners and record the outcomes in line with appropriate internal and external requirements.

Explain why it is important to identify and meet the individual needs of learners. (2.1)

Provide an analysis of the role and use of initial and diagnostic assessments in agreeing individual learning goals (2.1)

Provide 2 examples of learners using the initial and diagnostic assessment. Then complete 2 individual learning plans with SMART targets. (2.3 and 2.4)

Deadline for Formative Feedback for Task 2: Friday 10^th June 2022 23:55pm

Task 3 LO3 Be able to plan inclusive teaching and learning.

Evidence: Activity 3 Scheme of Work with a minimum of 20 hours teaching practice from work placement.

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

Devise a scheme of a minimum of 20 hours of teaching practice. This can take the form of an hour a week over 20 weeks or 5 hours a day over 4 days – or any variation in between. The scheme can be based on and include any:

• taught group sessions

• group practical sessions

• 1×1 practical sessions or supported learning

• 1×1 or group tutorial sessions.

Directed study or research sessions may be included but only as extension activities and NOT as a part of the 20 hours of delivered scheme of work. (Where teaching normally involves working 1×1 with learners it is important to try to arrange to deliver at least a part of the teaching practice requirement to a group of learners.

The scheme of work should be in accordance with internal and external requirements for planning, delivering and assessing inclusive teaching and learning – taking into consideration the needs of learners as well as the specialist area, including opportunities for the minimum core).

From your scheme of work select a minimum of THREE individual sessions – each of a minimum of ONE hour in length. These will be the sessions to be observed by your course tutor or subject specialist. Try to select sessions that will give you the opportunity to demonstrate a range of teaching approaches so that the observation feedback can be as useful as possible. A session plan must be provided for all observed sessions. It is important to arrange observations near to the start of the programme, in the middle and towards the end – as they will give you the opportunity to show your development. If it is not possible to cover all the requirements in a single session then a further observation/s should be arranged to cover them.

Deadline for Formative Feedback for Task 3: Friday 24^th June 2022 23:55pm

Task 4 LO3, LO4, LO5, LO6 and L07.

Evidence: Activity 4 Teaching observation x 3 with 3 Lesson Plans, with resources and completed lesson observation forms by your mentor or tutor and student feedback plus evidence of assessments and internal verification.

Design a minimum of THREE teaching and THREE learning plans to be observed by your tutor or subject specialist that reflect:

• the individual goals and needs of all learners; and

• the curriculum requirements (or vocational standards).

Each session plan should include:

• aims/objectives of the session

• topic/content to be covered

• teaching methods and learning activities (to show inclusive learning)

• opportunities to address aspects of the minimum core

• resources to be required for the session

• formal or informal learning checks or assessment to identify learning is taking place

• opportunities for giving and receiving learner feedback and/or evaluation

• specific issues of differentiation, or considerations, e.g. health and safety, risk

assessment.

Using the prepared plans each observation must provide the opportunity to demonstrate you are able to:

• establish and sustain a safe, inclusive learning environment

• use inclusive teaching and learning approaches and resources, including

technologies, to meet the individual needs of learners as well as minimum core

elements

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

• communicate with learners to meet individual learning needs

• Use types and methods of assessment, including peer- and self-assessment to

involve learners in assessment, meet the individual needs of learners, enable learners

to produce assessment evidence that is valid, reliable, sufficient, authentic and

current and meet internal and external assessment requirements. Record results and

communicate with those with a legitimate interest in learner performance.

• Use questioning and feedback to contribute to the assessment process.

This links to 3.4, 3.5, 4.3, 5.3 5.4, 5.5, 5.6 5.7, 6.3, 6.4, 6.5, 6.6, 7.2. which will be achieved through the three teaching and learning plans.

Deadline for Formative Feedback for Task 4: Friday 24^th June 2022 23:55pm

Task 5 LO3, LO5 and LO7.

Evidence: Activity 5 Report with reflection, Evaluation, SWOT and Action Plan

Produce a report to cover the following:

An explanation of how own planning of lesson plans and resources meets the individual needs of learners with examples. (3.3)

An analysis of the effectiveness of teaching and learning approaches used in own area of specialism in relation to meeting the individual needs of learners. (5.1)

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

An analysis of the benefits and limitations of communication methods and media used in own area of specialism (5.2)

An analysis of the effectiveness of resources used in own area of specialism in relation to meeting the individual needs of learners. (5.3)

5.6 Reflection of how you adapt teaching and learning approaches and resources, including technologies to meet the individual needs of learners (5.6)

7.1 Reflection with analysis of ways in which minimum core elements can be demonstrated in planning, delivering and assessing inclusive teaching and learning. (7.1)

For EACH observed session produce a written evaluation to explain how own planning meets the individual needs of learners and ways in which teaching, and learning plans can be adapted to meet the individual needs of learners. Include enough information to make it clear that you understand the teaching and learning processes that have been taking place.

Develop and include in your teaching practice portfolio specific examples of how you have (or would have) adapted session plans for a minimum of TWO contrasting learners, or a particular group of learners.

Undertake a piece of individual research into different theories of communications and the impact on learning. You could include Piaget, Bernstein and Vygotsky as starting places for your research and communication methods you use.

As communication is not just about verbal and non-verbal communications include other forms of communications you use in teaching – such as the different communication media used in own area of specialism, e.g. written, white board, VLE, video.

Include in the teaching practice portfolio two examples of resources, including technology where appropriate, to show how you have adapted an original resource to meet the different needs of individual learners.

Use the feedback provided by tutor and mentor observations, peer and learner feedback – and your own session evaluations and individual learning – log entries to review the effectiveness of your own practice in all areas of inclusive teaching and learning in:

• planning • delivering • assessing

Note: Use the Template below:

Strengths	Weaknesses
Opportunities	Threats

Use these sources of information – and any other occasion where you may have had verbal or written feedback on your teaching – to produce a written analysis of the effectiveness of the range of teaching and learning approaches you have used in your own area of specialism in meeting the individual needs of at least THREE different specific learners. Produce 3 student profiles as evidence.

Use your review from across the whole of your practice to identify areas for improvement in the three areas of planning, delivering and assessing inclusive teaching and learning.

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

Note: Use the Template below:

NO.	What activity?	When?	Update on progress
1
2
3
4
5
6

Deadline for Formative Feedback for Task 5: Friday 15^th July 2022 23:55pm

Suggested resources

Books

Ashcroft K and James D (eds) – The Creative Professional: Learning to Teach 14-19-Year-Olds (Falmer, 1998) ISBN 9780750707404

Beere J – The Perfect (Ofsted) Lesson (Crown House Publishing, 2010)

ISBN 9781845904609

Gadsby C – Perfect Assessment for Learning (Independent Thinking Press, 2012)

ISBN 9781781350027

Gould. J – Learning Theory and Classroom Practice in the LLLS, (Learning Matters, 2012), ISBN 9780857258175

Gravells A and Simpson S – Planning and Enabling Learning in the Lifelong Learning Sector (Learning Matters, 2010) ISBN 9781844457984

Kidd W & Czerniawski G – Successful Teaching 14-19 (2011), Sage Publications

ISBN 9781848607125

Petty G – Evidence-Based Teaching: A Practical Approach, Second Edition

(Nelson Thornes, 2009) ISBN 9781408504529

Powell S and Tummons J – Inclusive Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2011) ISBN 9780857251022

Roffey-Barentsen J and Malthouse R – Reflective Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2009) ISBN 9781844451845

Tummons J – Curriculum Studies in the LLLS, (Learning Matters, 2011)

ISBN 978184441937

Wallace S – The Lifelong Learning Sector Reflective Reader (2010), (Learning Matters, 2010) ISBN 9781844452965

Wallace S – Teaching, Tutoring and Training in the Lifelong Learning Sector (Achieving QTLS), 4th Edition (Learning Matters, 2011) ISBN 9780857250629

Journals and/or magazines

Times Educational Supplement – FE Focus

Times Higher Education weekly – newspaper

Professional/vocational journals

Websites
www.bis.gov.uk – Department for Business Innovation and Skills
www.crll.org.uk – Centre for Research in Lifelong Learning
www.Dylanwiliam.net – Dylan Wiliam, professional development materials www.excellencegateway.org.uk – Learning and Skills Improvement Service (LSIS) www.geoffpetty.com – Geoff Petty, online teaching resources
https://set.et-foundation.co.uk/ Society of Education and Training
www.infed.org – informal education
www.learningandteaching.info/ – approaches to learning and teaching
www.niace.org.uk – The National Institute of Adult Continuing Education www.ofsted.gov.uk – Office for Standards in Education www.skillsfundingagency.bis.gov.uk – Skills Funding Agency (SFA) www.Teacherstoolkit.com – sources for teaching resources
www.vital.ac.uk – Open University and Department for Education professional development programme and resources

Achievement Summary

Qualification		Pearson Level 5 Diploma in Education and Training	Assessor name	Naweed Riaz
Unit Number and title		Unit: 2 Teaching, Learning and Assessment in Education and Training	Student name
Overall Student Grade
Criteria Reference	To achieve the criteria the evidence must show that the student is able to:				Achieved? (tick)
LO 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.				See Unit 21 1.3
LO 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.
LO 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 that respond to: • the individual goals and needs of all learners • 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.
LO 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.
LO 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.				See lesson plans and lesson observation
5.7	Communicate with learners and learning professionals to meet individual learning needs.
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: • involve learners in assessment • meet the individual needs of learners • enable learners to produce assessment evidence that is valid, reliable, sufficient, authentic and current and • 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.
7.1	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.
8.1	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 Feedback

Formative Feedback: Assessor to Student
Action Plan
Summative feedback: Assessor to Student
Feedback from Student on Summative Feedback to Assessor
Assessor signature		Date
Student signature		Date