Teaching, Learning and Assessments in Education and Training

Ana Maria Lucaci

Unit 2:

Teaching, Learning and Assessments in Education and Training

Table of Contents

Introduction 2

Task 1 2

1.1 Analyse own role and responsibilities in education and training 2

1.2 “Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities” 3

1.3 Analyse the relationships and boundaries between the teaching role and other professional roles 3

1.4 “Describe points of referral to meet the needs of learners” 4

4.1 Explain why it is important to promote appropriate behaviour and respect for others 4

4.2 Explain ways to promote equality and value diversity 4

6.1 “Explain the purposes and types of assessment used in education and training” 5

6.2 “Analyse the effectiveness of assessment methods to meeting the individual needs of learners” 5

Task 2 6

2.1 “Explain why it is important to identify and meet the individual needs of learners” 6

2.2 Analyse the role and use of initial and diagnostic assessment in agreeing on individual learning goals 7

2.3 Use methods of initial and diagnostic assessment to agree on individual learning goals with learners 7

2.4 Record learners’ individual learning goals 8

Task 3 9

3.1 “Devise a scheme of work by internal and external requirements” 9

3.2 Design teaching and learning plans that respond to: 9

Task 4 10

3.4 Explain ways in which teaching and learning plans can be adapted to meet the individual needs of learners 10

3.5 “Identify opportunities for learners to provide feedback to inform inclusive practice” 10

4.3 Establish and sustain a safe, inclusive learning environment 11

5.4 Use inclusive teaching and learning approaches and resources, including technologies, to meet the individual needs of learners 11

5.5 Demonstrate ways to promote equality and value diversity in your teaching 12

5.7 Communicate with learners and learning professionals to meet individual learning needs 13

6.3 Use types and methods of assessment, including peer- and self-assessment to 13

6.4 “Use questioning and feedback to contribute to the assessment process” 14

6.5 Record the outcomes of assessments to meet internal and external requirements 14

6.6 “Communicate assessment information to other professionals with an interest in learner achievement” 15

7.2 Apply minimum core elements in planning, delivering and assessing inclusive teaching and learning 15

Task 5 16

3.3 “Explain how to own planning meets the individual needs of learners” 16

5.1 Analyse the effectiveness of teaching and learning approaches used in own area of specialism to meet the individual needs of learners 17

8.1 Review the effectiveness of own practise in planning, delivering and assessing inclusive teaching and learning taking account of the views of learners and others 17

5.2 “Analyse benefits and limitations of communication methods and media used in own area of specialism” 18

5.3 “Analyse the effectiveness of resources used in your own area of specialism to meet the individual needs of learners 19

5.6 Adapt teaching and learning approaches and resources, including technologies to meet the individual needs of learners 20

7.1 “Analyse ways in which minimum core elements can be demonstrated in planning, delivering and assessing inclusive teaching and learning” 20

8.2 Identify areas for improvement in your practice in planning, delivering and assessing inclusive teaching and learning 21

Conclusion 23

References 24


Teaching is the act of working with pupils to help them understand and apply new knowledge, ideas, and concepts. The process encompasses all aspects of content creation, distribution, and analysis. Teacher effectiveness depends on students actively participating in the learning process (Jensen and Konradsen, 2018). For a teacher to be effective, they must have a thorough understanding of how pupils learn and how to transform them into active participants in the classroom. Teaching effectively necessitates an interest in learning theory and research.

Task 1

1.1 Analyse own role and responsibilities in education and training

Teachers serve as counsellors, judges, mentors, and friends to a variety of students, courses, and curricular responsibilities.

The primary responsibility of me as a teacher is to have the assessment skills necessary to support student equity, diversity, and inclusion while also meeting the unique needs of each student (Napal Fraile et al., 2018). According to the Equal Opportunity Act, this is the case (2004).

The teacher’s role also includes:

A wide range of situations, goals, and students can benefit from a variety of educational resources.

In any educational setting, it is necessary to establish ground rules.

Encourage acceptable conduct and consideration of others’ feelings.

Protect the learner’s interest and privacy. The Data Privacy Act of 2002 (1998).

It is the responsibility of the teacher to:

Make sure to keep up with the latest developments in my field.

To improve one’s practice by reflecting, evaluating, and using research.

Recognize his limitations and send learners to other specialists as required.

Observe and evaluate the student’s development during the class.

Students should be encouraged to do their best.

To guarantee a smooth delivery of the course, a teacher will have to constantly analyse the student’s progress and adapt accordingly.

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

Me as a teacher,

Person-centred care, respect for service-users dignity and respect; the need for permission from clients before beginning some given duty of care; safe care treatment; shielding service-users from abuse and incorrect treatments; and addressing nutritional and hydration needs of clients are all monitored under the Health Care Act of 2008.

To ensure sure social workers and their employers are using and providing equipment and facilities appropriate to the services they perform, the Care Quality Commission CQC rule was implemented (Makovec, 2018). Manual handling standards are also being followed in this case. Notice occurrences, fees, financial circumstances, notification of death, and so forth are all examples of notifications.

The Human Rights Act mandates that healthcare workers and practitioners adhere to a code of conduct that ensures the rights and best interests of patients. Trust and confidence in our service users is a primary goal of ours, the Data Protection Act (1988). Ensure the safety and well-being of service consumers while promoting their independence. Act on the Protection of Vulnerable Groups.

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

The capacity to “work within the limitations of that employment” is another evidence of a teaching boundary. My function as a lecturer does not cover everything, therefore I need to know where to send students who are suffering from mental health concerns or who have just lost a family member (Rios et al., 2020). Using an example, when a student showed up to class with a large black eye and several other injuries, I thought it was best to call the school’s security personnel.

1.4 Describe points of referral to meet the needs of learners

It is a teacher’s responsibility and duty to acquire additional help for a kid they are working with personally. Most schools have three main sorts of referrals: disciplinary concerns; evaluations for special education; and counselling services for students. It is a teacher’s job to send students who are behaving in an unruly manner to an administration for disciplinary action (Johari et al., 2018). The school’s student study team (SST) can begin an IEP referral, although it is more common for a special education exam to be requested directly. A parent, teacher, or another member of the school staff may make the referral.

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

A set of ground rules should be documented so that students are aware of what is expected of them, which will reduce the likelihood that I will be disruptive in class and make them feel more comfortable. Other variables can be discussed, such as how long the class break is or the use of a specific seating style.

The need of responding quickly when confronted with inappropriate behaviour cannot be overstated “If a negative response is received, the behaviour should not be repeated. Students should be motivated to take action if I provide them with quick feedback, whether it’s positive or negative “insinuates the article’s creator.

4.2 Explain ways to promote equality and value diversity

There should be no prejudice against students in any learning environment, including lifetime learning. Equality Act 2010 Section 6 (Education) explicitly stated this.

All children should be able to flourish academically in an inclusive atmosphere that embraces their differences and celebrates their individuality without being labelled as “strange.” Students from a wide range of backgrounds and socioeconomic backgrounds would be included in my lesson plans, which would reflect the diversity of the classroom.

I’ll make that student are aware of the required norms of conduct and deal with any incorrect behaviour right away. My goal is to help students learn from one other in some ways, therefore I’ll be looking for ways that they may work together in a range of group activities.

6.1 “Explain the purposes and types of assessment used in education and training”

The basic purposes of assessment are to determine the development of students, to identify strengths and weaknesses, to evaluate the efficacy of education, and to determine the suitability of the curriculum. Exams, interviews, written and spoken quizzes, and assessments based on a student’s employment history can all be used to evaluate student performance. Formative assessment acts as guidance for both the teacher and the student as to what they should do next because it is done while teaching (Pejic-Bach et al., 2020). Diagnostic tests are utilised both before and after teaching to improve the student’s learning experience and level of accomplishment. An examination of the learner’s past knowledge and the nature of his or her problems is carried out in this process.

Assessments are designed to help students learn and teachers improve their performance. Assessing students’ skills is an important part of defining the criteria that students must meet. An essential part of assessing student achievement is the evaluation of students’ knowledge and the effectiveness of a certain institutional strategy. As a result of employing evaluation tools, teachers may evaluate their teaching and the effectiveness of their curriculum. It is vital when putting together a lesson plan and a schedule of activities for students since it serves as a data source for the next teaching and learning phase. With the information gathered from the tests, school officials can better plan their support for teachers and determine how many personnel and resources they will need to do so.

6.2 “Analyse the effectiveness of assessment methods to meeting the individual needs of learners”

Using summative exams, me as a teachers give the benefit of testing students on information they have already learned in a controlled environment and at convenient times for them. A teacher can evaluate pupils based on his or her understanding of the subject matter and his or their abilities through individualised exams (Buil et al., 2019). Check and correct if necessary to ensure that all ideas have been fully grasped before using further technology or resources. If a diagnostic examination is conducted as soon as an issue emerges, it is much easier to fix it before it gets out of hand. It saves both time and money since the answer is immediate. Students may review what they already know before commencing a new course, allowing them to restrict their focus and focus on a specific topic. As a consequence, students are more engaged, and they progress faster since their learning is more customised.

Moreover, diagnostic evaluations might be utilised in the development of a lesson plan or a course itself. Because of this, instructors may plan out everything from the content of their lectures to the resources they’ll use to even the duration of their courses before class ever starts. It is a good idea to use summative evaluations to establish whether or not a student has met their learning objectives (Rieckmann, 2018). This, however, has an impact on student’s motivation to learn. Self-esteem and self-image tend to be negatively impacted by repeated tests among less successful students, according to several research. More important to teachers than how something is accomplished is the ultimate product. For this reason, the majority of students would prefer an alternate assessment technique to taking tests, which can be stressful and provide erroneous results. The professors’ teaching method, which places a focus on knowledge transmission, does not meet the needs of students who want an active and creative learning environment.

Task 2

2.1 “Explain why it is important to identify and meet the individual needs of learners”

Additionally, teachers should be prepared to deal with a wide range of personalities in the classroom. The most critical distinction between the two groups is the speed at which each student learns. The following are reasons for the significance of identifying and meeting the needs of each student in the classroom.

1. Achieving Quality

Some students in the classroom are dealing with a variety of issues that may hinder their ability to study (Chicca and Shellenbarger, 2018). As long as the teacher recognizes and accepts their limitations, there are no hurdles to learning. Thus, they don’t feel like they’re being picked out for special treatment.

2. Developing Talents

In the classroom, not all of the needs are bad. It is common for students, especially those who are still young, to be in the process of figuring out their strengths and weaknesses. On the other hand, the instructor has the training and experience to tell if the student has a particular skill (Kim, 2020). These abilities and talents become necessities in this scenario because they need nurturing to grow to their fullest potential. As a result, teachers may assist students in discovering and cultivating these skills after they have been identified by them and provided with the necessary assistance.

3. Creating Interest

Identifying and satisfying the requirements of individual students has a positive effect on their morale and motivates them. This is more relevant to the arts and sciences, such as mathematics. Students’ motivation to learn improves when they feel supported by their tutor.

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

The initial assessment

Before beginning a course, a student should be assessed to make sure they are on the appropriate track. Learning to trade begins with an initial evaluation, which may help teachers better understand a learner’s present abilities (Baldwin et al., 2019). The sort of course or programme being taught will affect the early evaluations, which might vary widely. Maths and English functional skills exams are the emphases of the first level of initial assessment in the course I teach.

The diagnostic assessment

Afterwards, a more in-depth diagnostic evaluation is performed. Using it, teachers can identify areas in which the student may benefit from further guidance and support. Using an online application, my students can see where they need to develop. Students may have trouble with math, and the diagnostic test may suggest that they have a problem with fraction understanding. Discovering a student’s strengths and weaknesses can assist identify what aims and objectives the learner is capable of reaching.

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

The initial evaluation

A pre-program or pre-topic/pre-unit assessment of this sort is common. It is possible to do an initial evaluation that includes exams in English, Mathematical, and Learning Preferences.

Diagnostic assessment

The instructor has a solid idea of the pupils’ academic level, learning preferences, and current comprehension after doing the following tests. For the forthcoming school year, the instructor will be able to develop educational goals with the student in mind. These aspirations can include a wide range of topics, including the student’s primary educational course, English and math, as well as employability skills and other enrichment activities (Csapó and Molnár, 2019). It’s vital to be as detailed as possible, even if the initial assessment comes up with some broad goals that might apply to many children in my cohort. Using diagnostic evaluations throughout the academic year will enable more precise goals to be created, particularly before and after a new unit/module is introduced. Using the acronym below, keep track of how to make each objective SMART.

SMART goals should be used for these objectives:

S- Specific

M – Measurable

A – Achievable

R – Realistic

T – Timed”

2.4 Record learners’ individual learning goals

In light of the results of the assessments, the student should be able to arrive at a well-rounded goal. To keep track of my student’s goals, I utilize the Individual Learning Plan. In this way, I can keep track of the student’s progress as well as keep track of my progress. To ensure that my student’s learning continues at a high pace, I need to make sure that I am always reviewing and changing my goals with my student.

If this objective hasn’t been met, a more in-depth conversation with the student is required to figure out why. So that the goal can be achieved, a new development strategy and a new timetable may be required. These details need to be added to the student’s ILP and saved there.

Task 3

3.1 “Devise a scheme of work by internal and external requirements”

In certain cases, the syllabus documentation is not organised in such a manner that it allows students and teachers to progress through the course materials in a way that makes sense. The plan of work fills in this gap. “To meet both internal and external requirements, this plan of work included adequate teaching and evaluation methodologies, learning goals, and time allocation with a focus on group and individual learners’ learning needs.”

3.2 Design teaching and learning plans that respond to:

The individual goals and needs of all learners”

First and foremost, I need to know the curriculum requirements and the specific needs of all my students, as well as where each student is at any given time in their development. Any student with dyslexia, hearing difficulties, or visual impairments is taken into consideration while developing teaching and learning strategies.

Instead of relying just on textbooks, I offer a range of learning options to meet the many learning styles of my pupils (Chang et al., 2019). There are many various ways in which I analyse my pupils’ strengths and weaknesses; I use a variety of methods to find out what they like and don’t like. I’ll be able to have a better grasp of the specific learning requirements of each student, which will help me come up with a more effective curriculum and instructional methods for them.

Curriculum requirements

For both group and one-on-one students, this lesson plan meets all of the curriculum’s expectations. All students participate in the learning process during the first 35 minutes, which they then apply during the second 35. 15 minutes of class time are set aside for children with special educational needs so that they can work toward their learning objectives. Included with this lesson plan are all of the necessary supporting materials such as handouts, references, images, and PowerPoint slides.

Task 4

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

Discrimination against a student or prospective student based on his or her racial or ethnic origin, physical or mental impairment or sexual orientation, gender reassignment, pregnancy, or motherhood is prohibited by law.

Course materials should include images and information from a wide range of societies to present a wide variety of examples (Reimers et al., 2020). When a student reports a certain background or cannot see the board clearly, it is crucial to recognise the kid’s diversity in the classroom. Teachers should never make assumptions about their pupils based on stereotypes; instead, they should evaluate the specific requirements of each one and offer accommodations to meet those needs.

3.5 “Identify opportunities for learners to provide feedback to inform inclusive practice”

Getting feedback from students is critical because their points of view should be taken into consideration during the teaching process. As a result of student feedback, teachers can make significant changes in the lives of their students. As part of “treating my learners equally and ensuring everyone is given a fair shot,” this includes recognizing “the many diverse needs of people to be able to access the same opportunities.”

However, students may find it difficult to give criticism vocally due to the potentially contentious nature of the dialogue; however, they have previously described me as the most approachable professor who is prepared to make changes and support them as best I can. Some students’ educational, health, or financial issues have been resolved as a result of my efforts to encourage students to freely discuss their concerns early in the course and to ensure that they feel comfortable (Florian, 2019).

It’s common for students who aren’t comfortable giving criticism face to face to do so via email to prepare themselves for a meeting. To encourage students to communicate via email, I always respond to their emails. This has been a common criticism from students since their colleagues do not respond.

4.3 Establish and sustain a safe, inclusive learning environment

An inclusive classroom climate will encourage students to participate and engage in class. Every college where I was a student had values like the ones listed here. Having everyone in the school community understand their roles was extremely beneficial for the children, teachers, and parents alike. As a teacher, I was expected to uphold these ideals on a school-wide basis, as well as in my classroom.

I ensured that I employed a wide range of teaching methods to foster an inclusive classroom climate. I try to employ a wide array of teaching methods that take into account the diverse learning styles of each of my pupils. Respect for oneself and others was a central theme in all of my lessons (Ferri et al., 2020). The pupils were grouped according to their abilities while group work was being done. To provide a secure learning environment for all of the children, several strategies were used. Students are more likely to participate and engage in classroom activities if they feel comfortable in the classroom.

Educators’ primary concern should be the safety of their students. Learning can only take place if students feel comfortable and supported. Students need to feel safe in and outside of the classroom, as well as their overall well-being. The government, the school, and the classroom all have a stake in safety. The National Safe Schools Framework was launched by the federal government in 2010. Bullying and online safety were among the topics addressed by this programme.

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

The freedom to participate freely and unrestricted is one of the hallmarks of an inclusive workplace. Creating a learning environment that inspires and engages pupils is the first step. If a group’s major theme is assigned a subtopic for each student to discuss, I think it’s great to practise (Thomas et al., 2019). As a way to make sure that all of my students have a solid grasp of the various factors that influence patient-provider communication, I have them elaborate on a different part of the topic. Students have the option of presenting alone or as part of a group, giving them the chance to hone their talents and fit their individual needs.

In my role as a teacher, I use a learner-centred approach that allows students to take charge of the classroom and actively participate. In selecting a teaching strategy, keep in mind the past knowledge and learning preferences of my pupils. Allowing students to conduct research on their own devices, such as smartphones and tablets, through the use of PowerPoint and handouts. Some of the technology and platforms I use are Facebook, LinkedIn, and my website.

5.5 Demonstrate ways to promote equality and value diversity in your teaching

Protecting those with one or more protected characteristics was the goal of the Equality Act of 2010, which was passed in 2010. Additionally, marital status, civil unions, pregnancy and motherhood, as well as colour, religion, and sexual orientation are included in the list of legally protected qualities. In my teaching, I use the following themes and activities to help students understand and appreciate the value of cultural variety and equality:

The class may be more inclusive and accessible by using equality analysis and effect evaluation tools.

Becoming a good role model for the children by letting them know my expectations for how they should interact with one another.

To ensure that all pupils can grasp the language I use, I ensure that the teaching materials and surroundings are adjusted, for example, in large print or on audiotape (Florian and Beaton, 2018). As a consequence, all students, even those with physical disabilities, will be able to grasp what is being taught in the classroom.

Images from some sources are available on these sites. The inclusion of people from varied origins and those with disabilities in books, posters, and activities for my children is vital to me to illustrate that these deviations are regarded as “normal.”

I use weekly quizzes to assess my students’ understanding of foreign cultures, religions, disabilities, and other issues. As part of the research process, two students each week are given the task of writing the test.

Compiling a global assortment each lesson begins with a simple exercise that helps students understand the notion of variety. Everyone is welcome, regardless of gender. Students are given a list of ten jobs, and I ask them to pick whether or not they think each one is more likely to be held by a man. In class, we go through their answers to see if there are any common misconceptions that we can correct. Any students in my class who are fluent in a foreign language are asked to assist me. I divided my pupils into two groups to stimulate class discussion and debate. Among the stories I’ve heard, the tortoise and the hare narrative is one of the few that illustrates how readily preconceived ideas may be proven wrong (Ally, 2019). Celebrate holidays such as Chinese New Year, Eid al-Fitr, and others to better understand the beliefs, traditions, and outlooks of people from all over the world. Asking them what they enjoy most about a holiday helps me teach them about its significance.

5.7 Communicate with learners and learning professionals to meet individual learning needs

I try for a professional tone of voice, modest pace, and awareness of gesticulation and body language when speaking with educational leaders. Intermediaries or negotiators on behalf of students interact with learning specialists to tell them of their successes and request extra help. There are a variety of ways to get my message out, including hand-written letters, meetings, emails, phone calls, job placements, and pieces in the newspaper. When it comes to encouraging best practices, it’s always better to praise than criticise. Students’ conduct must be governed by ground norms and standards (Nieminen and Pesonen, 2019). There must be a halt to bullying and an emphasis on constructive behaviour. A positive behaviour management system is critical to creating and maintaining an optimum learning environment. Students’ individual needs must be taken into consideration while allocating the necessary time and resources to them. Helping others should be emphasised in the classroom.

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

In his 2004 speech to the North of England Conference, David Miliband MP, the former Secretary of State for Education Standards, emphasized the necessity of teachers adopting assessment for learning methodologies to satisfy the individualized learning goal. For him, a style of teaching that takes into account the unique characteristics of each learner was referred to as “personalised learning.”

Pupils use the standards set by the teacher to evaluate and compare their classmates’ efforts. Because of this, teachers want students to keep each other accountable for their work as well as ensure that the standards used to evaluate their work are valid (Tai et al., 2018). Student participation is encouraged through the use of this method of evaluating one’s work.

Because of this self-assessment, students are actively participating in the evaluation process. Their critical thinking skills improve as a result of this procedure. Learning to identify strengths and weaknesses helps pupils become more self-aware and able to grow.

6.4 “Use questioning and feedback to contribute to the assessment process”

A native of Germany, Josef Albers was an avant-garde conceptual artist. Giving pupils the correct answers isn’t as essential as providing them with the right questions to help them learn. Questioning may be an effective method for determining whether or not students have understood what has been taught. This is a common usage of the question-and-answer approach in the classroom. Bloom’s Taxonomy technique may be useful in the planning and construction of questions.

Students are more engaged when their questions are well-phrased and relevant. Students and instructors can produce fresh ideas and insights by brainstorming together using open-ended questions (Ratminingsih et al., 2018). It is easier for pupils to explore their views when open-ended questions are not limited to a single answer. There is a greater level of participation on the part of the students.

As a part of the review process, good questioning is critical since it helps produce new ideas and address issues for me and student also. Creative problem solving and conflict resolution are also encouraged. If we want kids to learn across the curriculum, we must employ open-ended questioning techniques during the assessment process. This approach to teaching transforms the classroom from a drab, lifeless setting to one that is alive and vibrant.

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

These are the rules and guidelines for me as a teacher that apply only to the organisation as a whole. An example of an external requirement is a set of standards or awarding bodies that are independent of the organisation.

An established system for capturing, documenting, storing, and reporting information must be followed for both the internal and external specifications (Setiawan et al., 2019). Students need to know what is expected of them if they are to succeed in school. Standards must be communicated. Students must have a voice in the design of examinations, and the assessor should give encouragement and provide feedback on areas for growth. Accreditation, training, and expertise in the assessment process are essential, as is proficiency in the subject matter. It is up to the assessor to select the best method for each candidate depending on their specific situation.

A learner’s evaluation should be fair, safe, legitimate, and dependable if it is based on evidence from their work and evidence from the work of others, according to set criteria. Assessment results must be recorded by agreed-upon procedures to guarantee that all students are treated fairly.

Maintaining accurate and up-to-date records and participating in attempts to standardise them is the responsibility of the assessor. Internal and external verifiers need to have access to the outcomes of the assessment, as well as the assessor’s input into a quality improvement process. There should be no need to update the documentation.

6.6 “Communicate assessment information to other professionals with an interest in learner achievement”

This information is included in a student’s report card that is sent to other professionals, including teachers, counsellors and therapists. The student’s report cards also include suggestions on how to raise his or her academic game.

Communication with other professionals is dependent on my proficiency in assessing their work and conveying the significance, boundaries, and ramifications of the assessments I conduct. Results may be misinterpreted or not used at all if they are not adequately presented. It’s my job to explain how and why I conduct my research and get to my conclusions (Katoue and Schwinghammer, 2020). Thus, I may be asked to help professionals in the interpretation of evaluation outcomes. If I want other specialists to understand my evaluation, stick to simple English and avoid jargon and acronyms. Students’ financial, cultural, and linguistic backgrounds have an impact on how assessments are understood. I have to be ready to say that the results of the evaluation do not show that such situations hinder a student’s educational progress.’ When evaluating individual students, I need to understand and express the need of accounting for measurement errors. Because assessment records rely on my ability to highlight the shortcomings of both formal and informal methods, I must master this skill set.

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

They must also be able to provide students with the necessary support in these areas. To be a better teacher and mentor, I need to work on growing and strengthening my basic abilities. So that student may apply the skills I teach them in real-world situations, I have to make sure my lectures are relevant and practical. To motivate my students to practice their new skills outside of class, I have to go outside the box and be resourceful.

When it comes to creating a lesson plan, using data, assigning grades, and collecting and analysing numerical evidence, numeracy is a must. Timing needs the application of numeracy to properly educate to accomplish a project, it is necessary to know how many sessions and how many hours of labour are required (Rapanta et al., 2020). When it comes to calculating things like distances between two points, measures, costs, and other factors, math is a useful tool. Food technology and home economics take into account a variety of variables, such as cooking time, storage temperature, and weight measurements. Assignments and feedback are sent by email, and both are accessible online. Assignments on paper are becoming increasingly rare these days.

Task 5

3.3 “Explain how to own planning meets the individual needs of learners”

Whenever I create a lesson plan for my pupils, I take their goals into account. When I know what they want to accomplish, I can help them get there. For example, I’ve advised that students study a few books from the Bible to obtain the knowledge they want. My major purpose is to help students progress in their studies by providing them with specific materials. Real-world settings and conditions may be used to make learning more accessible for both learners and educators (Fidalgo et al., 2020). Students benefit from this environment because it gives them a broader view of their talents and opens the door to new learning possibilities. Students’ retention of knowledge is improved when they are allowed to read widely on the topics they are researching. Since it boosts the capacity of learners to both retain and develop their current talents, this fosters more learning.

The dynamics and unique characteristics of a group of students may be taken into consideration while implementing planned curricular enhancements, resulting in a better learning experience. Depending on the learning environment and the nature of the study, some teaching strategies should be used. When teaching a technical topic, I would dedicate additional time to practical courses so that students could learn how to use the content in a real-world context.

5.1 Analyse the effectiveness of teaching and learning approaches used in own area of specialism to meet the individual needs of learners

A wide range of teaching methods is employed by me as a teacher with my students: inquiry-based learning, graphic organizers and technology. A typical task in my classroom requires students to work together in small groups to accomplish it. Effective because it improves students’ cognitive capacities, fosters social interaction and develops their understanding of diversity, all while raising their self-esteem and encouraging a positive attitude toward the subject matter at hand. Learning in a cooperative atmosphere helps students build oral communication skills, encourages students to take responsibility for their education, and enables students to see issues from a variety of angles (Veteska et al., 2022). Cooperative learning environments may be hindered by issues with group dynamics and interpersonal conflict. As a result, more advanced students may accept greater responsibility or rely on them in cooperative learning. Students are unable to keep up with their peers as a result of this.

A hands-on approach and an inquisitive mind help students learn and remember more material. Using an inquiry-based guideline enhances students’ comprehension of core concepts, which in turn helps them better comprehend the subject being taught. As a result, students will be able to take charge of their own learning experiences. People gain self-assurance and initiative as their set of transferable skills expands. Various teaching approaches that accommodate students’ varied learning styles are available for experimentation.’

When it comes to education, one of the most difficult things for students to accomplish is “learn how to learn.” A lack of self-discipline and a lack of prior learning experience make moderate pupils especially vulnerable to this. This technique for resolving students’ problems can be time-intensive to establish since it entails thorough monitoring and assessment of their performance.

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


I conduct an initial evaluation of the participants before delivering an inclusive program to gain their viewpoints and develop the best way to achieve their goals. These methods include face-to-face interviews and individual meetings as well as a review of the individual’s records (Woofter, 2019). Teachers confront one of the most difficult educational challenges: getting inside the thoughts of their pupils. It’s also the most important.


The substance of my lesson plan is defined by the evaluation data I include. This is effective because I use a variety of classroom activities and teaching strategies that represent their viewpoints, and the resources, tools, and equipment that I use fit the learner’s knowledge and abilities.


Additional to these SMART goals, I have established realistic, attainable, relevant and timely targets for each. Consequently, the whole programme is tailored to the needs of each participant, ensuring that everyone can participate.


To ensure that students learn successfully, I schedule time for students and others to provide feedback on whether or not the goals have been met. In the form of examinations, assignments, individual presentations and portfolios as well as one-on-one meetings, this feedback may help students succeed.

To summarise: I utilise a student-centred approach to creating and producing an inclusive learning programme that focuses on the unique learning requirements, abilities and viewpoints of each student, which encourages them to study and enables the goals to be achieved.

5.2 “Analyse benefits and limitations of communication methods and media used in own area of specialism”

I use lectures, presentations, and discussions as my primary method of communication. Students may be unable to grasp the lecture’s topic in some situations. I have total control over what my students learn when they are in a classroom environment with a teacher. Auditory students who like to study by ear will find it simpler to attend lectures because of this. Lectures can be broadcast into a classroom or made available online to reach a large audience (Datnow and Park, 2018). Factual facts and personal experiences in lectures pique the interest of students, who are more open to taking notes and remembering what they’ve learned. When dealing with a large group, it is highly important to get people thinking and to assist start dialogues. As a result, pupils become passive rather than active participants in the lecture since specialists aren’t generally excellent teachers.

It is possible to learn more about a subject by participating in the debate. Students benefit from this sort of activity because they are drawn into a range of conversations, questions, challenges, and clarifications while discussing. A plethora of information and expertise is now available for students to draw from to better comprehend the subject matter at hand. Having a group conversation is a better method to use experience. Students learn to take ownership of their education through group discussions in the classroom. On the other side, discussions can be controlled by a few people, which makes them tedious and prone to digressions (Paterson et al., 2020). There must be meaningful dialogue while educating students who already have a basic comprehension of the subject matter Some youngsters may be reluctant to participate in this event.

5.3 “Analyse the effectiveness of resources used in your own area of specialism to meet the individual needs of learners

With all six of the diversity and equality handouts in each student’s hands, it’s much easier to have an in-depth discussion for me as a teacher. The handout may serve as a guide for students in completing their assignments. As a result, the handouts for students with special needs, such as dyslexia, are adapted to each student. It’s not uncommon for me to make use of a variety of assistive devices in the classroom to better serve my kids with special needs. Computers are used to lessen the stress of writing and spelling for dyslexic children (Brennan et al., 2021). An audio recording device helps students who are blind or otherwise unable to read or write. Technology that is both affordable and difficult to obtain may restrict the effectiveness of these resources in some circumstances. Depending on technology too much can also lead to dependency issues. Most of these resources are useless if there is a power outage because they are all powered by energy. If a teacher isn’t well-versed in ICT, it might be a problem while using power points. It requires time and money to procure high-quality materials and resources, and adequate staff time is required to execute the project.

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

Before the class, I make preparations to go over the tough subject one-on-one, provide study materials, and create the lesson plan for this particular student. To excite the interest of children with low self-esteem or who have difficulties expressing themselves, I ask questions that require only a few brief answers rather than extensive explanations. Use highlighters, and big print, minimise the quantity of reading necessary and allow extra time to read for kids who struggle to read written information.

They are positioned near the front so that they can view the information that is being shown. Reading from coloured paper, such as black on yellow, maybe easier for students with dyslexia (Dudley et al., 2019). For all video and audio recordings, transcripts and subtitles must be written. Despite their physical restrictions, students can still engage in class. More time is devoted to more difficult subjects in the class timetable and lesson plan.

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

Educators at postsecondary institutions are expected to possess a minimum set of skills, known as the “minimum core,” which includes the ability to read, write, add, subtract, and utilise information and communication technology (ICT). Teachers must have these abilities and knowledge to meet the requirements of their students in various subject areas since they must be demonstrated when inclusive teaching and learning are planned, implemented, and assessed. It is impossible to write without reading what I have written, and vice versa (Gray et al., 2020). When teaching a foreign language, all materials are translated into English before they may be distributed, unless it is specifically stated otherwise. If English is not the primary language of instruction, it must be given the highest priority.

A multitude of approaches may be used to demonstrate one’s skill in mathematics, such as by dividing the amount of content I want to cover in a certain time by the number of weeks in that period. To avoid wasting time or rushing through the lesson, I need to plan and allocate the amount of time I need to spend on each job before moving on to the next. Having an even number of students in each discussion group is critical, even when doing so in a classroom setting.

Information and communications technology (ICT) has become increasingly important in modern civilization (ICT). Students and teachers conduct online research on websites of their choice. I use a virtual learning environment and other internet resources to create and publish online content. In wealthy countries, such as the United States, PowerPoint presentations and interactive whiteboards are common (Stellefson et al., 2020). It is becoming increasingly common to use social networking platforms like Linkedin, Facebook group chats, forums, and Twitter to distribute and generate new materials. Students no longer have to leave their houses to attend class since they can study from the convenience of their own homes.

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


What activity?


Update on progress


I believe I have a strong grasp of how to put together a well-balanced lesson plan. For my more advanced pupils, one area in which I can still do better is incorporating more difficult projects into the curriculum.

Students’ progress will be maximized during class rather than after I have finished and assimilated the information.

I must keep up with professional or occupational certificates regularly to improve my practice.


An important consideration throughout the preparation stage is the delivery method for my classes, which I must keep top of mind.

Instead of using PowerPoint, I plan to use the flipchart or whiteboard to get students involved and accommodate kids who may have difficulty following up with slideshows (Zeithaml et al., 2020).

A student’s ability to learn is directly correlated with his or her level of interest in the subject matter of the course.


For each subject, I want to make essential materials available to my students in both print and electronic form to guarantee that they are well prepared.

Student familiarity with the prescribed reading list for each subject will be improved as a result.

This is a great way to target those students who prefer self-study and literacy at home and assist enhance the home study process.


I’m excited to put this strategy into action since, as someone with a background in coaching, it’s something I’m already familiar with but hasn’t utilised to its full potential.

As a result, I want to use a wide range of materials to help students and this will let me better analyse their progress.

If I want to stretch my more able students, I need to have resources for each session that relate to a new challenge, such as a report.


Action planning is something I need to work on since it aids in concentrating my thoughts and determining the best course of action to follow to attain my goals (Choi et al., 2020). Effective action plans should contain SMART objectives that are characterised as being specified.

I also need to work on being more receptive to students and coworkers who have specialised needs, as they are a vulnerable minority that relies on others for help both physically and financially.

There are times when I find it difficult to define the goals and learning outcomes of a session, as well as how long each task should take. This would be an enormous aid for my lesson plan.”


My students and I can give each other feedback during this time, which becomes a coaching session in which we re-align the students with their long-term goals and ensure that they are motivated to succeed.

I will continue to use these regularly, but I will record them using a “voice recorder” so that I can reference the sessions and include them in their Individualized Learning Plan (ILP).

To provide the ideal learning environment for my students, I’ll keep reflecting on this process and making sure I’m flexible enough to meet their changing needs each year.


Learning styles, instructor experience, and learner assumptions have made it challenging to maintain a balanced portfolio of possibilities. Learning theory was not always helpful, especially when the curriculum was centred on the requirements of an organisation. Some of the observations seemed out of place, but others shed light on the issue. By altering activities in the following classes, the recommendation of an observer had proven beneficial. The author wants to help students’ needs by combining andragogy and pedagogy approaches to minimise the negative aspects of adult learning.


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