Level 5 Diploma in Education and Training

The aim of this unit is to give the learner knowledge and understanding relating to teaching, learning and assessment in education and training. The unit aims to develop the learner’s understanding of the principles and practices underpinning practical skills. These are supported by research and the use of a range of resources to allow the learner to appreciate the importance of different approaches.

This unit relies heavily on the learner being able to review their own skills and understanding through reflecting on their teaching in a practical context – based on the planning, delivering and assessing of inclusive teaching and learning in a specialist area. The learner must also demonstrate their ability to create and maintain an inclusive learning environment and then to evaluate their own teaching in order to develop their practice.

The unit covers expectations in relation to the minimum core in teaching, learning and assessment as a means of embedding this in to their own planning, delivery and assessment. You need to demonstrate that you meet all the learning outcomes of this unit by meeting the standard required in achieving all the assessment criteria.

Assessment Criteria covered

1.1, 1.2, 1.3 

Research the key aspects of legislation, regulatory requirements and codes of practice relating to your own area of education and training.

In your research you should include your analysis of your own role/s and responsibilities and, in particular, the relationships and boundaries between your own teaching role and other professional roles.

Use Harvard referencing and include this bibliography when submitting your written essay.

(Approximately 1000 words). This does not include Harvard referencing and bibliography. However, you must provide Harvard referencing and bibliography where appropriate. 

Assessment Criteria covered

4.1, 4.2, 4.3, 3.5

 Scenario

You have been appointed as a teacher in a FE college.  The College you are joining has been sanctioned for both direct and indirect discrimination and you have experienced three different scenarios that have not embraced equality and inclusion. Your team leader asked you to create a brochure for the teaching staff on maintaining safe, inclusive teaching and learning environment.

Case Scenario 1

The admissions tutor for an independent school interviews an applicant who has cerebral palsy which makes her speech unclear. The tutor assumes that the applicant also has learning difficulties and refuses to admit her as he thinks she will be unable to cope with the highly academic environment of the school. This is likely to be unlawful discrimination arising from disability.

Case Scenario 2

A school requires male pupils to wear a cap as part of the school uniform. Although this requirement is applied equally to all pupils, it has the effect of excluding Sikh boys whose religion requires them to wear a turban. This is likely to be indirect discrimination because of religion and belief as it is unlikely that the school would be able to justify this action.

After a fight in the school playground between Asian and White pupils, the school limits the time the Asian pupils involved in the fight can spend in the playground during lunch hour but does not impose a similar restriction on the White pupils. If ethnicity is one of the causes of this type of treatment for a group of pupil, this is likely to be direct racial discrimination.

Produce a brochure that shows evidence of at least one of the Case scenarios above covering all four assessment criteria questions.

Assessment Criteria covered

1.4 

2.1, 2.2, 2,3, 2.4

Conduct a research on the methods of initial and diagnostic assessment used by your institution 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.

ONE of the selected learners should include evidence of where you have had to communicate this diagnostic assessment information to other professionals, with an interest in learner achievement, to help identify and meet specific learning needs.

Produce a table that you could use with your learners to identify the points of referral your institution offers and the help each can offer, e.g. finance office, registrations, student support.

Use your research and practical examples to provide a written analysis of the role and use of initial and diagnostic assessment in agreeing individual learning goals with your learners. Explain why it is important to identify and meet the individual needs of your selected learners. 

 (Approximately 1500 words)

Assessment Criteria covered

3.1   

Devise a scheme of work for a minimum of 20 hours of teaching practice for a taught group session.

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.

•    A session plan must be provided for all observed sessions

•    Select sessions that enable you to demonstrate a range of teaching approaches so that observation feedback can be as useful as possible.

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.

3.2

5.4, 5.5, 5.6, 5.7 

6.3, 6.4, 6.5, 6.6 

7.1, 7.2 

 Design a minimum of THREE teaching and learning plans to be observed by your tutor 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:

•     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.

Assessment Criteria covered

3.3, 3.4

5.6 

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. Provide clear scenarios and links with group profile of your session that you teach to answer the following questions.

•   provide 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.

•   provide 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.

(Approximately 750 words)

Assessment Criteria covered

6.1, 6.2 

Produce a table listing a minimum of 10 different types of assessment and against each type briefly explain the purpose and the assessment outcome.

As part of the three observed teaching practice sessions, select and include an example of at least ONE different assessment type and method for each session. For EACH assessment activity provide evidence to show how:

•       it meets the needs of your learners and

•       it produces assessment evidence that is valid, reliable, sufficient, authentic and current.

Use research to help your understanding of assessment, and referring to the practical examples from your teaching practice observations, provide a written report to analyse the effectiveness of the assessment methods, used in your specialist area, in meeting the individual needs of your learners.

(Approximately 1500 words)

Assessment Criteria covered

5.2

 Undertake a piece of individual research into different theories of communications and the impact on learning to produce a written report. 

You must include:

•       examples taken from your own teaching practice, to analyse the benefits and limitations of the communication methods you use.

•       different forms of communications you use in teaching (other than verbal and non-verbal communications) such as the communication media used in own area of specialism, e.g. written, white board, VLE, video.

(Approximately 2000 words)

Assessment Criteria covered

5.1 , 5.3

8.1, 8.2

Use the feedback provided by your tutor and your own session evaluations and individual learning to review the effectiveness of your own practice in all areas of inclusive teaching and learning in:        planning

•       delivering and

•       assessing

Use these sources of information and any other occasion where you may have had verbal or written feedback on your teaching to produce a reflective report.  

 The report should include:

•       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.

•       The use of feedback provided by tutor and your own session evaluations and individual learning to review the effectiveness of your own practice in all areas of inclusive teaching and learning in planning, delivering and assessing .

•       A 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.