We write, we don’t plagiarise! Every answer is different no matter how many orders we get for the same assignment. Your answer will be 100% plagiarism-free, custom written, unique and different from every other student.
0% Plagiarism Guaranteed & Custom Written
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. 1.1 analyse own role and responsibilities in education and training
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. Unit 426: Teaching, Learning and Assessment in Education and Training
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.
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:
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. 1.1 analyse own role and responsibilities in education and training
(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 environmen
(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: 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: (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 assessmen
(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: 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
(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. 1.1 analyse own role and responsibilities in education and training
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.
Date (Week Commencing)
Session No (Week No)
Topic/ Activities
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
1.2 /ILP
10/10/2022
3
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
Plagiarism Report
Formatting
Title page
Bibliography
Outline
Limitless Amendments
Get all these features for £83.00 FREE
View our samples written by our professional writers to let you comprehend how your work is going to look like. We have categorised this into 3 categories with a few different subject domains