ISCI Planning to Meet the Needs of Learners in Education & Training Reports This course is BTEC Level 5 Diploma in Education and Training.(Unit 2). Teachin

ISCI Planning to Meet the Needs of Learners in Education & Training Reports This course is BTEC Level 5 Diploma in Education and Training.(Unit 2). Teaching, Learning and Assessment in Education and TrainingPlease follow the Assignment Brief as this assignment consists of 9 (nine) tasks to cover the learning outcomes in the assessment criteria and the evidence required.. Assignment Brief
Assignment front sheet
Qualification
Unit number and title
BTEC Level 5 Diploma in Education and Training
Unit 2. Teaching, Learning and Assessment in
Education and Training
Unit Reference no:
H/505/0912
Level: 4
Guided learning hours:
65
Assessor:
Credit value: 20
Ms Ola Okuwobi
Internal Quality Assurer:
Hand-out date
Week beginning 04/05/2020
Assignment title
Dr Anwarul Haque
Submission deadline
24/07/2020
Planning to meet the needs of learners in
Education and Training
Learner declaration
I certify that the work submitted for this assignment is my own and research sources are fully acknowledged.
I understand that false declaration is a form of malpractice.
Student signature:
Date:
Page 1 of 10
Learning outcomes
Evidence requirements
1. Achieving assessment criteria
There must be valid, authentic and sufficient
evidence for all assessment criteria. Holistic
assessment is encouraged and one piece of
evidence may be used to meet the requirements
of more than one assessment criterion.
On completion of this unit you will:
1.
Understand factors which influence
learning
2.
Understand the impact of policy and regulatory
frameworks on inclusive practice
3.
Understand roles and responsibilities
relating to inclusive practice
4.
Understand how to create and maintain an
inclusive learning environment
5.
Understand how to evaluate own inclusive
2. Knowledge outcomes
There must be evidence that you possess all
the knowledge and understanding listed in the
Knowledge section of this unit. In most cases
this can be done by presentation, report /
assignment, products and reflective account.
Other methods, such as professional
discussion, questions and answers and
observation may also be used.
3. Tutor/Assessor guidance
You will be guided by your tutor/assessor on how
to achieve each assessment criteria for total of
five learning outcomes (given them on page no.
3) in this assignment brief. All assessment
criteria (or learning outcomes alternatively) must
be achieved to pass this unit.
practice
4. External paper
There is no external paper requirement for this
unit.
This assignment brief consists of the following Nine tasks:
Evidence Assessment
Evidence required
checklist Criteria covered
Research evidence (Written report) – including Harvard referencing
Task1
1.1, 1.2, 1.3
Tutor feedback
Task 2
Task 3
4.1, 4.2, 4.3
3.5
1.4
2.1, 2.2, 2,3, 2.4
Brochure
Sample diagnostic assessment activities
2 sample ILPs
Record for other professionals
Table for sources of referral
Written assignment
Page 2 of 10
Task 4
3.1
Teaching practice portfolio:
scheme of work
awarding organisation requirements (where appropriate)
Organisation policies and procedures
Task 5
3.2
5.4, 5.5, 5.6, 5.7
6.3, 6.4, 6.5, 6.6
7.1, 7.2
Teaching practice portfolio:
minimum three detailed session plans each of minimum one hour
Resources used in observed sessions
Evidence of assessment activities used in observed sessions
minimum three written reports from teaching practice observations – at least one from
tutor, one from subject specialist and one from either. A minimum of TWO of the
observations need to be assessed using the Current Inspection Framework (CIF)
standards. (See Annexe at the end of the Specification document).
Task 6
3.3, 3.4
Teaching practice portfolio:
session evaluations/ILR
specific examples of a minimum of two contrasting learners
Task 7
6.1, 6.2
Table of assessment types
Teaching practice portfolio:
examples of a minimum of 2 different assessment activities
evidence from assessment activities
Assessment record
Written assignment
Task 8
5.2
Research
Written assignment
Task 9
5.1, 5.3
8.1, 8.2
Review of all feedback from teaching practice
Link to personal evaluations
Written reflective activity
Student profiles
Page 3 of 10
Assignment title
Planning to meet the needs of learners in Education and Training
Purpose
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.
Task 1 – Essay
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.
Task 2 – Brochure
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.
Page 4 of 10
Case Scenario 3
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.
Task 3 – Report
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)
Task 4 – Create Scheme of Work
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.
Page 5 of 10
Task 5 – Lesson Plan (Annotated with key evidences)
Assessment Criteria covered
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.
Task 6 – Reflective Account
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)
Page 6 of 10
Task 7 – Report
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)
Task 8 – Report
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)
Page 7 of 10
Task 9 – Reflective report
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.
Learning outcome
1. Understand roles,
responsibilities and
relationships in
education and training
Assessment In this assessment you will have the opportunity to present
Criteria
evidence that shows you are able to:
1.1
Analyse own role and responsibilities in education and training.
1
1.2
Summarise key aspects of legislation, regulatory requirements
and codes of practice relating to own role and responsibilities.
Analyse the relationships and boundaries between the teaching
role and other professional roles
Describe points of referral to meet the needs of learners
1
2.1
Explain why it is important to identify and meet the individual
needs of learners
3
2.2
Analyse the role and use of initial and diagnostic assessment in
agreeing individual learning goals
3
2.3
Use methods of initial and diagnostic assessment to agree
individual learning goals with learners
3
2.4
Record learners’ individual learning goals
3
3.1
Devise a scheme of work in accordance with internal and
external requirements
4
3.2
Design teaching and learning plans that respond to:
 the individual goals and needs of all learners
 curriculum requirements
Explain how own planning meets the individual needs of learners
5
1.3
1.4
2. Be able to use initial
and diagnostic
assessment to agree
individual learning goals
with learners
3. Be able to plan
inclusive teaching and
learning.
Task
3.3
Page 8 of 10
1
3
6
4. Be able to create and
maintain a safe,
inclusive teaching and
learning environment
5. Be able to deliver
inclusive teaching and
learning
3.4
Explain ways in which teaching and learning plans can be
adapted to meet the individual needs of learners
6
3.5
Identify opportunities for learners to provide feedback to inform
inclusive practice
2
4.1
Explain why it is important to promote appropriate behaviour and
respect for others
2
4.2
Explain ways to promote equality and value diversity
2
4.3
Establish and sustain a safe, inclusive learning environment
2
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
Analyse benefits and limitations of communication methods and
media used in own area of specialism
9
5.3
Analyse the effectiveness of resources used in own area of
specialism in relation to meeting the individual needs of learners
9
5.4
Use inclusive teaching and learning approaches and resources,
including technologies, to meet the individual needs of learners
5
5.5
Demonstrate ways to promote equality and value diversity in
own teaching
5
5.6
Adapt teaching and learning approaches and resources,
including technologies to meet the individual needs of learners
5 and 6
5.7
Communicate with learners and learning professionals to meet
individual learning needs
5
6.1
Explain the purposes and types of assessment used in
education and training
7
6.2
Analyse the effectiveness of assessment methods in relation to
meeting the individual needs of learners
7
6.3
Use types and methods of assessment, including peer- and selfassessment 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
5
6.4
Use questioning and feedback to contribute to the assessment
process
5
6.5
Record the outcomes of assessments to meet internal and
external requirements.
5
6.6
Communicate assessment information to other professionals
with an interest in learner achievement.
6
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
5.2
6. Be able to assess
learning in education
and training
7. Be able to implement
expectations of the
minimum core in
planning, delivering and
assessing inclusive
teaching and learning
Page 9 of 10
8
5
8.Be able to evaluate
own practice in
planning, delivering and
assessing inclusive
teaching and learning
8.1
8.2
Review the effectiveness of own practice in planning, delivering
and assessing inclusive teaching and learning taking account of
the views of learners and others.
Identify areas for improvement in own practice in planning,
delivering and assessing inclusive teaching and learning.
9
9
Suggested resources
Books
Ashcroft K and James D (eds) – The Creative Professional: Learning to Teach 14-19-Year-Olds (Falmer, 1998) ISBN
9780750707404
Beere J – The Perfect (Ofsted) Lesson (Crown House Publishing, 2010) ISBN 9781845904609
Gadsby C – Perfect Assessment for Learning (Independent Thinking Press, 2012) ISBN 9781781350027
Gould. J – Learning Theory and Classroom Practice in the LLLS, (Learning Matters, 2012), ISBN 9780857258175
Gravells A and Simpson S – Planning and Enabling Learning in the Lifelong Learning Sector (Learning Matters, 2010)
ISBN 9781844457984
Kidd W & Czerniawski G – Successful Teaching 14-19 (2011), Sage Publications ISBN 9781848607125
Petty G – Evidence-Based Teaching: A Practical A…
Purchase answer to see full
attachment