Teaching, Learning and Assessment in Education and Training

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

Qualification Unit number and title
Diploma in Education and
Training – Level 5
Unit 426: Teaching, Learning and Assessment in Education
and Training
Unit Code: H/505/0912
Level: 4, Credit value: 20 credits
Guided Learning Hours: 65
Designer Name:
Tabassum Ferdous
IQA Name:
Date:
Date issued Completion date Submitted on
26/09/2022
Assignment type Report
Assignment title Unit- 426: Teaching, Learning and Assessment in Education
and Training
Learner declaration
I certify that the work submitted for this assignment is my own. I have clearly
referenced any sources used in the work. I understand that false declaration is a form
of malpractice. I also declare that I shall be proactive against collusion, malpractice
and plagiarism in all my work. All work that I shall submit shall be checked for
plagiarism before submission.

Student Name: Student ID:
Student signature:
Date:
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.
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:
Task 1: Portfolio
(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 2: Research Report
(Research Report) covering the Assessment Criteria of 1.1, 1.3, 2.2
1.4, 1.2
Task 3: Investigative Report
Investigative Report) covering the Assessment Criteria of 2.1, 3.3,
3.4, 4.1, 4.2, 6.1
Task 4: Personal Analysis
(Personal Analysis) covering the Assessment Criteria of 5.1, 5.2, 5.3, 6.2, 7.1
Task 5: 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.
Task 1 Evidence to be handed in: Portfolio of teaching evidence
Task 1: 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
(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 (SOW/ILP) cross-ref
observation report
(6.4) used questioning and feedback to contribute to the assessment process –
Cross-ref 6.3 iii
(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 2 Evidence to be handed in: One written Research report using the
Harvard Reference Style of Referencing
Task 2: 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 3 Evidence to be handed in: Investigation Report using the Harvard
Reference Style of Referencing
Task 3: (Investigation Report)
Undertake investigations that 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 4 Evidence to be handed in: Personal Analysis using the Harvard
Reference Style of Referencing
Task 4: 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 analyse the effectiveness of resources methods in relation to meeting the
individual needs of learners
6.2 analyse the effectiveness of assessment methods in relation to meeting the
individual needs of learners
(7.1) analyse ways in which minimum core elements can be demonstrated in
planning, delivering and assessing inclusive teaching and learning.
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.

Task 5 Evidence to be handed in: Evaluation
Produce an evaluation that will:
(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 the practice in planning, delivering and
assessing inclusive teaching and learning.
It is envisaged that the evaluation would have an estimated word count of 500 –
750 words, equivalent to 2-3 pages.
Unit 426- Scheme of Work

Date (Week
Commencing)
Session No
(Week No)
Topic/ Activities
26/09/2022 1 Introduction/Task 1: 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 /
ILP
03/10/2022 2 Task 2: 1.1, 1.3, 2.2, 1.4,
1.2 /
ILP
10/10/2022 3 Task 3: 2.1, 3.3, 3.4, 4.1, 4.2,
6.1/
ILP
17/10/2022 4 Task 4: 5.1, 5.2, 5.3, 6.2, 7.1
24/10/2022 5 Task 5: 8.1, 8.2