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

Student name and ID:	Assessor/s Name: Santha N; Rahma T; Kajal S; Naboth P	IV Name: Olwen Williams
Academic Year: 2021-2022
Centre Number : 6615722784
Issue date: Week Commencing 9th May 2022	Submission date: Formative: Week Commencing 30th May 2022 Summative: Week Commencing 18th July 2022	Resubmission Date: TBC
Unit Number: A/505/0818 Unit Name: Theories, principles and models in education and training
Assignment Title: Theories, principles and models to achieve inspirational teaching and learning
Type of Assignment: (Task A) Research report, (Task B) Report and presentation, (Task C) Research activity, (Task D) Research report, (Task E) Research and reflective account
Staff Contact Details: Head of Higher Education: Mr. Muhammad Ismail; [email protected] Programme Leader: Dr. Rhyddhi Chakraborty; [email protected] Unit Leader: Santha N; [email protected] Academic Coordinator: Ms. Hamna Saeed; [email protected] Ms. Dulari; [email protected] Ms. Rawnak Nishat; [email protected] Work Placement Officer: Mr. Akshay Uplekar; [email protected]

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Declaration of authenticity (to be completed by the candidate)
It is your qualification, so it must be your own work.
Your assessor must be able to identify which work you have done yourself, and
what you have found from other sources. It is therefore important to make sure you
acknowledge all of your sources.
You assessor can show you how to do this for the assessment you are doing.
I confirm that all work submitted is my own, and that I have acknowledged all
sources I have used.
Candidate signature Date
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Introduction

The purpose of the unit is to provide the learner with knowledge and understanding of theories, principles and models applied to education and training. It includes application of theories, principles and models of learning, communication and assessment in education and training, the application of theories and models of curriculum development within own area of specialism, and the application of theories and models of reflection and evaluation to the evaluation of own practice. In this unit, candidates will investigate their own skill specific area in order to inform their knowledge to support their planning and delivery of inclusive teaching and learning. A key feature of this unit is the opportunity to carry out research into theories, principles and models of learning, communication and assessment in education and training. Another aspect of research will be into theories, principles and models of curriculum development specifically related to the candidate’s subject specialism. The findings of the research should then be applied to the candidates own practice, and the theories of reflection and evaluation should also be applied. 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).

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Unit Learning Outcomes (LOs): LO1. Understand the application of theories, principles and models of learning in education and training LO2.Understand the application of theories, principles and models of communication in education and training LO3.Understand the application of theories, principles and models of assessment in education and training LO4.Understand the application of theories and models of curriculum development within own area of specialism. LO5.Understand the application of theories and models of reflection and evaluation to reviewing own practice
Learning Outcomes	Assessment Criteria for Pass
1. Understand the application of theories, principles and models of learning in education and training	1.1 analyse theories, principles and models of learning 1.2 explain ways in which theories, principles and models of learning can be applied to teaching, learning and assessment 1.3 analyse models of learning preferences 1.4 explain how identifying and taking account of learners’ individual learning preferences enables inclusive teaching, learning and assessment
2. Understand the application of theories, principles and models of communication in education and training	2.1 analyse theories, principles and models of communication 2.2 explain ways in which theories, principles and models of communication can be applied to teaching, learning and assessment
3. Understand the application of theories, principles and models of assessment in education and training	3.1 analyse theories, principles and models of assessment 3.2 explain ways in which theories, principles and models of assessment can be applied in assessing learning
4.1 analyse theories and models of curriculum development

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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, Task E combined into 1 (Main) task (Research Report) as below:
Use different tasks as different sections of the Report.
Task A: Research Report
Task A (Research Report) covering the Assessment Criteria of 1.1, 1.2, 1.3,
1.4
Task B: Report and Presentation
Task B (Report and Presentation) covering the Assessment Criteria of
2.1 (report), 2.2 (complete PPoint presentation & witness statement by wc 27/6)
Task C: Research Activity (Report)
Task C (Research Activity) covering the Assessment Criteria of 3.1, 3.2
Task D: Research Report
Task D (Research Report) covering the Assessment Criteria of 4.1, 4.2
Task E: Research and Reflective Account
Task E (Research and Reflective Account) covering the Assessment
Criteria of 5.1, 5.2

4. Understand the application of theories and models of curriculum development within own area of specialism.	4.2 explain ways in which theories and models of curriculum development can be applied in developing curricula in own area of specialism.
5. Understand the application of theories and models of reflection and evaluation to reviewing own practice	5.1 analyse theories and models of reflection and evaluation 5.2 explain ways in which theories and models of reflection and evaluation can be applied to reviewing own practice.

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Task A Evidence to be handed in: One written Research report using the Harvard Reference Style of Referencing Task A: Produce a research report which covers the following Carry out research into the theories, principles and models of learning in education and training. Write a report in which you analyse: (1.1) analyse theories, principles and models of learning (1.3) analyse models of learning preferences Drawing on this research and on your own experience, explain: (1.2) ways in which theories, principles and models of learning can be applied to teaching, learning and assessment (1.4) how identifying and taking account of learners’ individual learning preferences enables inclusive teaching, learning and assessment. THEORIES may include behaviourism, cognitivism, constructivism, humanism, MODELS may include pedagogy and andragogy. LEARNING PREFERENCES may include Kolb, Honey and Mumford, Gardiner, Fleming (ref. 1.1, ref. 1.3) Your reports should be presented in a professional written format of your choice and should 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. Candidates should produce the research reports in a professional written format and may include tables and diagrams where appropriate. It is envisaged that the research reports would have a combined estimated word count of 800 – 1000 words, equivalent to 3-4 pages.

Task B Evidence to be handed in: Report and Presentation using the Harvard Reference Style of Referencing Task B: You are required to prepare a presentation which explains ways in which (2.2) explain ways in which theories, principles and models of communication can be applied to teaching, learning and assessment. This may include transactional analysis, the communication cycle, Johari’s window,

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Shannon and Weaver, effective listening skills To support this PowerPoint presentation, produce a research report which details (2.1) analysis of theories, principles and models of communication This may include transactional analysis, the communication cycle, Johari’s window, Shannon and Weaver, effective listening skills. It is envisaged that the report would have an estimated word count of approximately 750 – 1000 words, equivalent to 3-4 pages. For presentation, prepare 8 -10 slides with accompanying notes for presentation, Presentation in the class (10-15 mins.) followed by the Witness Statement.

Task C Evidence to be handed in: Research Report using the Harvard Reference Style of Referencing Task C: In order to broaden your knowledge of assessment and research (3.1) analyse theories, principles and models of assessment (3.2) explain ways in which theories, principles and models of assessment can be applied in assessing learning. MODELS may include competency and non-competency models, linkage between learning theory and assessment, assessment of, as and for learning, Black and William. PRINCIPLES may include reliability, validity, currency, authenticity, transparency, efficiency, sufficiency, developmental feedback, medals and missions. This activity gives candidates an opportunity to select any appropriate method of presenting their evidence. Candidates with access to ICT may wish to utilise the technology. Candidates to select from a report. It is envisaged that the report would have an estimated word count of approximately 750 – 1000 words, equivalent to 3-4 pages.

Task D Evidence to be handed in: Research Report using the Harvard Reference Style of Referencing Task D: Carry out research into the theories and models of curriculum development: Write a report in which you: (4.1) analyse theories and models of curriculum development

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(4.2) explain ways in which theories and models of curriculum development can be applied in developing curricula in own area of specialism. MODELS may include product, process, praxis, spiral, linear and thematic. THEORISTS may include Tyler, Stenhouse, Dewey and Taba Candidates are expected to present the report in a professional academic writing style. It is envisaged that the report would have an estimated word count of approximately 750 – 1000 words, equivalent to 3-4 pages.

Task E Evidence to be handed in: Research and Reflecting Account using the Harvard Reference Style of Referencing (Section E) Task E: Carry out research into the theories and models of reflection and evaluation. Write a report in which you: (5.1) analyse theories and models of reflection and evaluation Drawing on this research and your own experience, write a reflective account that explains ways in which: (5.2) explain ways in which theories and models of reflection and evaluation can be applied to reviewing own practice. Your reflective account and plan may be presented in a professional written format. It is envisaged that the reflective account would have an estimated word count of 750 –1000 words, equivalent to 3-4 pages. All your work needs to be submitted in one file through Turnitin Submission Link in Moodle (VLE).

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Unit 502 Scheme of Work

Date (Week Commencing)	Session No (Week No)	Topic/ Activities
09/05/2022	1	Introduction; Task A: 1.1, 1.2, 1.3, 1.4 /ILP
16/5/2022	2	Task B: 2.1, 2.2/ ILP
23/5/2022	3	Task B: 2.1, 2.2 (Presentation) / ILP
30/5/2022	4	Reading Week & Formative Submission
6/6/2022	5	Task A & B (Recap) Lecturer Witness Statement Formative Feedback Discussion (one to-one session)
13/6/2022	6	Task B (Recap) Task C: 3.1, 3.2/ Formative Feedback Discussion (one-to-one session)
20/6/2022	7	Task C (Recap) Task D: 4.1, 4.2
27/6/2022	8	Task D (Recap) Task E: 5.1, 5.2 Complete Presentation-witness statement -2.2
4/7/2022	9	Revision/ Feedback (One-to-one session)/ UES
11/7/2022	10	Revision/ Feedback (One-to-one session)/ UES
18/7/2022	11	Reading Week & Summative Submission

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Suggested Resources
Books
Avis J, Fisher R and Thompson R (eds) – Teaching in Lifelong Learning: A Guide to
Theory and Practice (Open University Press, 2009) ISBN 9780335234684
Cohen L, Manion L, Morrison K and Wyse D – A Guide to Teaching Practice, 5th
edition (Routledge, 2010) ISBN 9780415485586
Corder N – Learning to Teach Adults: an Introduction (Routledge Falmer, 2007)
ISBN 9780415423632
Crawley J – In at the Deep End: A Survival Guide for Teachers in PCE (Routledge,
2010) ISBN 9780415499897
Duckworth V, Wood, J, Dickinson J & Bostock J – Successful Teaching Practice in
the Lifelong Learning Sector (Learning Matters, 2010) ISBN 978-1844453504
Gould J – Learning Theory and Classroom Practice in the LLLS (Learning Matters,
2012) ISBN 9780857258175
Grifith A – Outstanding Teaching: Engaging Learners (Crown House Publishing,
2012) ISBN 9781845907976
Hattie J – Visible Learning for Teachers: Maximising Impact on Learners (Routledge,
2011) ISBN 9780415690157
Illeris Knud – Contemporary theories of learning: learning theorists: in their own
words (Routeledge, 2009) ISBN 9780415473446
Keeley-Browne L – Training to Teach in the Learning and Skills Sector (Pearson,
2007) ISBN 9781405812382
Kidd W Czerniawski G – Successful Teaching 14-19 (Sage Publications, 2011)
ISBN 9781848607125
Lemov D – Teach like a Champion (John Wiley & Sons, 2011) ISBN 9781118296820
Olson Matthew H Hergenhahn B R– An Introduction to the theories of Learning
(Pearson Education Limited, 2012) ISBN 9780205871865
Petty G – Teaching Today: A Practical Guide (Nelson Thornes, 2004) ISBN
9780748785254
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Powell S and Tummons J – Inclusive Practice in the Lifelong Learning Sector
(Achieving QTLS), 1st Edition (Learning Matters, 2011) ISBN 9780857251022
Race P – Making Learning Happen (2nd edn) (Sage, 2010) ISBN 9781446243848
Reece I and Walker S – Teaching, Training and Learning: A Practical Guide
(Business Education, 2007) ISBN 9781901888560
Rogers J – Adults Learning (Open University Press, 2001) ISBN 9780335206773
Tight M Key Concepts in Adult Education and Training (Routledge, 2012) ISBN
9781134476107
Wallace S – Teaching, Tutoring and Training in the Lifelong Learning Sector
(Achieving QTLS), 4th Edition (Learning Matters, 2011) ISBN 9780857250629
Communication
Evans D W – People Communication and Organisations (Pitman’ 1990) ISBN
9780273032694
Ludlow R, Paton F – The Essence of Effective Communications (Prentice Hall, 1992)
ISBN9780132848787
Nunan D – Introducing Discourse Analysis (Penguin, 1993) ISBN 9780140813654
Schoeman M – Confidence, Communication and You (lulu.com, 2011) ISBN
9781447779735
Stubbs, M – Language, Schools and Classrooms (Routledge, 2012) ISBN
9781136469923
Thornbury S – About Language (Cambridge University Press 1997) ISBN
9783125332034
Gibbs G, Habeshaw S and Habeshaw T – 53 Interesting Ways to Assess your
Learners (Technical and Educational Services, 1993) ISBN 9780947885120
Gould J – Learning Theory and Classroom Practice in the LLLS Learning Matters
(2012), ISBN 9780857258175
Petty G – Evidence-Based Teaching: A Practical Approach, Second Edition (Nelson
Thornes, 2009) ISBN 9781408504529

Wiliam D. Embedded Formative Assessment Solution Tree (2011) 9781934009307

ISBN

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Curriculum
Bloomer M – Curriculum Making in Post-16 Education (Routledge, 2002) ISBN
9780203203439
Kelly A V – The curriculum: theory and practice (Sage, 2009) ISBN 13
9781847872753
Lea J Hayes, D Armitage, A, Lomas, L and Markless, S – Working in Post
Compulsory Education (Open University Press, 2003) ISBN 9780335211050
Neary M – Curriculum Studies in Post-Compulsory and Adult Education: A Teacher’s
and Student Teacher’s Study Guide (Nelson Thornes, 2002) ISBN 978-0748764426
Oakland J – Total Quality Management (Butterworth, 1994) ISBN 978-0750609937
Petty G – Evidence-Based Teaching: A Practical Approach, Second Edition (Nelson
Thornes, 2009) ISBN 9781408504529
Tummons J – Curriculum Studies in the Lifelong Learning Sector (Learning Matters,
2011) ISBN 978184441937
Reflective practice
Brookfield S D – Becoming a Critically Reflective Teacher (Jossey-Bass Higher and
Adult Education, 1995) ISBN 9780787901318
Gibbs et al – 53 Interesting Ways to Appraise Your Teaching (Technical &
Educational Services Ltd, 1989) ISBN 9780947885274
Hillier Y – Reflective Teaching in Further and Adult Education (Continuum, 2005)
ISBN 0826479650
Moon J. – Reflection in Learning and Professional Development (Routledge, 2013)
ISBN 9781136763632
Roffey-Barentsen J and Malthouse R – Reflective Practice in the Lifelong Learning
Sector (Achieving QTLS), 1st Edition (Learning Matters, 2009) ISBN
9781844451845
Websites
www.geoffpetty.com – Geoff Petty, online teaching resources
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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