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1. Be able to investigate practice in own area of specialism

 

Applied Business Academy

Diploma in Education and Training (DET)

Qualification

Unit number and title

Diploma in Education and Training - Level 5

 

Unit 501: Developing teaching, learning and assessment in education and training.

Unit code: R/505/0923

Level: 5

Credit value: 20 credits

Guided Learning Hours: 65

Cohorts

Issue Date

Submission Date

Re-Submission Date

April Batch

25/09/2023

18/12/2023

 

TBC

Assignment type

Report

 

Assignment title

Unit 501: Developing teaching, learning and assessment in education and training.

Staff Contact Details:

 

Module Leader:

Work Placement Officer:

 

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.

Learners Name:

Learners Number:

Registration Number (City and Guild):

Learners Signature:                                                                      Date:

         

Introduction:

The purpose of the unit is to provide the learner with knowledge, understanding and skills relating to developing teaching, learning and assessment in education and training. It includes investigating practice in own area of specialism, applying theories, principles and models of learning, communication and assessment in relation to planning, delivering and assessing inclusive teaching and learning.

In this unit, learners will show continued development of their knowledge, understanding and skills relating to teaching, learning and assessment in education and training. Learners will carry out investigations into practice in their own area of specialism, communication and assessment. A key feature of this unit is the transference of knowledge gained through investigation and research into practice. Learners will also implement minimum core and apply theories of behaviour management, creating and maintaining a safe, inclusive teaching and learning environment. 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.

Learners are 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 provides evidence in some form of written assignment to evidence the knowledge assessment criteria, product evidence which are supposed to be lodged in the portfolio of teaching evidence.

There is also a requirement to evidence some practice and a minimum of four hours of assessed observation of practice that has achieved the required standard of teaching practice. It is not possible to achieve this unit without completing some hours of practice.

Assignment Brief Guidance

  • Formal written assignment in the form of report.
  • Must be written in a concise, formal business style using:
    • Spacing: 1.5
    • Font size:12
  • Make use of headings, paragraphs, and subsections as appropriate and ensure that the report is justified and aligned.
  • Bold the headings and subheadings
  • Add page numbers
  • A clear task and evidence title needs to be given throughout the written assignments.
  • Submit your assignments in MS Word format.
  • You need to proofread the assignments for any spelling, grammar, and function errors. You may use digital proofreading such as Grammarly. You may wish to sign up for a free Grammarly account. www.grammarly.com
  • You must avoid using American spellings in your assignments or in any written work. You are required to use British spellings only. You can use the following link to see the difference as an example: http://www.tysto.com/uk-us-spelling-list.html

All tasks must be produced in a professional academic writing style 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. You are required to submit original work without plagiarism, and you need to reference your work where required. You are suggested to use Harvard referencing style. You may wish to read the information on the link given:

https://www.scribbr.co.uk/referencing/harvard-style/

  • You are expected to link your report to your own working context or choose a working environment which you are familiar with. In any case you must produce references of the workplace chosen and also review related documents.

Note: You are required to review recent articles, books and other relevant literature. Wikipedia is strictly not allowed for references to answer any part of the task given. You must reflect practical understanding of each question and are required to provide candid academic references of any evidence you have in relation to the answer.

  • Grading for each assessment criteria is Pass and Refer only.
  • You are allowed to choose any FE sector in the UK or use your own experience of teaching, but you must get approval from concerned working sector. 

Learning Outcomes

Assessment Criteria for Pass

 

1. Be able to investigate practice in own area of specialism

 1.1 analyse the application of pedagogical

 principles in own area of specialism

 

1.2 evaluate the effectiveness of use of   

      creative and innovative approaches in own

      area of specialism

2. Be able to apply theories, principles and models of learning, communication and assessment to planning inclusive teaching and learning

2.1 use initial and diagnostic assessments to agree learners’ individual goals and learning preferences

 

          2.2 devise a scheme of work taking account of:

(a)    the needs of learners’

(b)    the delivery model; and

(c)    internal and external requirements

 

2.3 design teaching and learning plans which take account of:

(a)  the individual goals, needs and learning preferences of all learners; and

(b)  curriculum requirements

 

2.4 identify opportunities for learners and others to

 

 

 

provide feedback to inform inclusive practice

 

2.5 explain how own practice in planning inclusive teaching and learning has taken account of theories, principles and models of learning, communication and assessment.

3. Be able to apply theories of behaviour management to creating and maintaining a safe, inclusive teaching and learning environment

 3.1 analyse theories of behaviour management

 

 3.2 establish and sustain a safe, inclusive learning

      environment

 

 3.3 explain how own practice in creating and

      maintaining a safe, inclusive teaching and learning

      environment has taken account of theories of

      behaviour management

 

4. Be able to apply theories, principles and models of learning, communication, and assessment to delivering inclusive teaching and learning

4.1 design resources that:

    • actively promote equality and value diversity

      • meet the identified needs of specific learners

 

4.2 demonstrate flexibility and adaptability in the use of

      inclusive teaching and learning approaches and

        resources, including technologies, to meet the needs of

        individual learners

 

4.3 demonstrate ways to promote equality and value

        diversity in own teaching

 

4.4 communicate with learners, learning professionals and

      others to meet individual learning needs and encourage

      progression

 

4.5 explain how own delivery of inclusive teaching and

      learning has taken account of theories, principles and

      models of learning and communication

 

5. Be able to apply theories, models and principles of assessment to assessing learning in education and training

5.1 design assessments that meet the individual

      needs of learners

 

5.2 demonstrate flexibility and adaptability in using

      types and methods of assessment to meet

      individual learning needs and assessment

        requirements

 

 5.3 demonstrate the use of assessment data in:

     • monitoring learners’ achievement, attainment and 

        progress

     • setting learners’ targets

     • planning subsequent sessions

     • recording the outcomes of assessment

 

5.4 communicate assessment information to other  

      professionals with an interest in learner

      achievement.

 

  5.5 explain how own assessment practice has taken

     account of theories, models and principles of

     assessment

 

6. Be able to implement expectations of the minimum core in planning, delivering and assessing inclusive teaching and learning

 

6.1 analyse ways in which minimum core elements

      can be demonstrated in planning, delivering and

      assessing inclusive teaching and learning

 

6.2 apply the minimum core elements in planning,

      Delivering and assessing inclusive teaching and

      Learning

 

7. Be able to apply theories and models of reflection and evaluation to the evaluation of own practice in planning, delivering and assessing inclusive teaching and learning

7.1 use theories and models of reflection to evaluate

      the effectiveness of own practice in planning,

      delivering and assessing inclusive teaching and

      learning

 

7.2 analyse ways to improve own practice in planning,

      delivering and assessing inclusive teaching and

      learning.

 

 

LO1: Be able to investigate practice in own area of specialism.

You are required to refer to the unit amplification to analyse and evaluate principles in own area. 

1.1  Analyse the application of pedagogical principles in own area of specialism 

1.2 Evaluate the effectiveness of use of creative and innovative approaches in own area of specialism

How did you plan embedded approaches, opportunities for actively involving learners and group activities?  In your delivery of your lessons, how did you integrate activities such as literacy, language, numeracy and ICT, meaningful activities, learner centered and individual research?  How did you develop learners’ skills for the workplace? 

Present the report in a professional academic writing style. It is envisaged that the report would have an estimated word count of approximately 550 – 700 words, equivalent to 3-4 pages. The word count does not include the bibliography. 

LO2: Be able to apply theories, principles and models of learning, communication, and assessment to planning inclusive teaching and learning.

You are required to refer to previous models on lesson and scheme of work to devise and design these resources.

2.1 Use initial and diagnostic assessments to agree learners’ individual goals

      and learning preferences

2.2 devised a scheme of work taking account of:

      • the needs of learners

      • the delivery model

      • internal and external requirements

2.3 designed teaching and learning plans which take account of: 

      • the individual goals, needs and learning preferences of all learners

      • curriculum requirements

2.4 Identify opportunities for learners and others to provide feedback to inform

      inclusive practice 

2.5 Explain how own practice in planning inclusive teaching and learning has taken account of theories, principles and models of learning, communication and assessment

*(Refer to the Evidence Checklist Unit 426/501)

How did you plan embedded approaches, opportunities for actively involving learners and group activities?  In your delivery of your lessons, how did you integrate activities such as literacy, language, numeracy and ICT, meaningful activities, learner centered and individual research?  How did you develop learners’ skills for the workplace? 

Present the report in a professional academic writing style. It is envisaged that the report would have an estimated word count of approximately 350 – 500 words, equivalent to 3-4 pages. The word count does not include the bibliography. 

LO3: Be able to apply theories of behaviour management to creating and maintaining a safe, inclusive teaching and learning environment

You are required to refer to theories such as Belbin team roles, Tuckmans and others in the unit amplification in order to meet the requirements of the assessment criteria

3.1 Analyze theories of behavior management 

3.2 Establish and sustain a safe, inclusive learning environment

3.3   Explain how own practice in creating and maintaining a safe, inclusive teaching and learning environment has taken account of theories of behavior management.

This may include respect, confidentiality, safe and secure environment. Also consider how you manage group behaviours, e.g. respect and valuing each other, mixing skills and abilities, opportunities for working with others, peer teaching and behaviour agreement. And how you manage individual behaviour, e.g. ownership, individual involvement and choice, learning to learn, skill development, positive reinforcement and motivation

The investigative report would have an estimated word count of 550 - 700 words, equivalent to 3-4 pages.

 LO4: Be able to apply theories, principles and models of learning, communication and assessment to delivering inclusive teaching and learning

You are required to refer to the unity amplification and practical placement experiences to demonstrate and design these resources to ensure inclusiveness

4.1 designed resources that:

            • actively promote equality and value diversity

            • meet the identified needs of specific learners

4.2    demonstrated flexibility and adaptability in the use of inclusive teaching and learning approaches and resources, including technologies, to meet the needs of individual learners

4.3   Demonstrate ways to promote equality and value diversity in own teaching

4.4   Communicate with learners, learning professionals and others to meet individual learning needs and encourage progression

4.5   Explain how own delivery of inclusive teaching and learning has taken account of theories, principles and models of learning and communication

  *(Refer to the Evidence Checklist Unit 426/501)

Present the report in a professional academic writing style. This includes linking research coherently to their writing and using referencing, such as a bibliography, citing and quotes. It is envisaged that the report would have an estimated word count of approximately 550 – 700 words, equivalent to 3-4 pages. The word count does not include the bibliography.

LO5: Be able to apply theories, models and principles of assessment to assessing learning in education and training

 

You are required to refer to the unit amplification and practical placement experiences to demonstrate and design these resources to ensure inclusiveness.

5.1   Design assessments that meet the individual needs of learners

5.2   Demonstrate flexibility and adaptability in using types and methods of assessment to meet individual learning needs and assessment requirements.

Evidence (5.1&5.2): Assessment Tools with grading such as Kahoot/

Google forms & Activity Sheets

 

5.3   Demonstrate the use of assessment data in

      • monitoring learners’ achievement, attainment and progress

      • setting learners’ targets 

      • planning subsequent sessions

      • recording the outcomes of assessment

       *Evidence: Formative & Summative Tracking Sheet

5.4   Communicate assessment information to other professionals with an interest in learner achievement

       *Evidence: Mock-meeting minute/ Dummy email/ IT, Q & A

5.5 Explain how own assessment practice has taken account of theories, models and principles of assessment 

*(Refer to the Evidence Checklist Unit 426/501)

It is anticipated that the portfolio of teaching evidence will be assessed using a few different assessment methods which should include observation, personal accounts and product evidence. Please note that there is a requirement to observe and assess practice in this task.    

LO6: Be able to implement expectations of the minimum core in planning, delivering and assessing inclusive teaching and learning

You are required to refer to the unity amplification and practical placement experiences to apply and analyse the core skills to ensure effective. teaching and learning. 

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

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

It is anticipated that the portfolio of teaching evidence will be assessed using a few different assessment methods which should include observation, personal accounts and product evidence. Please note that there is a requirement to observe and assess practice in this task.

It is envisaged that the report would have an estimated word count of approximately 550 – 700 words, equivalent to 3-4 pages. The word count does not include the bibliography.

LO7 : Be able to apply theories and models of reflection and evaluation to the evaluation of own practice in planning, delivering and assessing inclusive teaching and learning

You are required to refer to the unity amplification and practical placement experiences to use and analyse, planning, delivering and assessing to ensure inclusiveness teaching and learning

7.1   Use theories and models of reflection to evaluate the effectiveness of own practice in planning, delivering and assessing inclusive teaching and learning 

7.2   Analyse ways to improve own practice in planning, delivering and assessing inclusive teaching and learning

Reflection, e.g. as part of learning cycle, reflecting in and-on-action, Plan-Do-Review, evaluating and applying own learning from new situations, use of SWOT analysis to identify strengths and areas for improvement. Effectiveness, e.g. session evaluation, reflective journal or individual learning plan and formal self-appraisal review.

Make sure you use academic form of writing in your reflective account. This includes linking research coherently to their writing and using referencing, such as a bibliography, citing and quotes. It is envisaged that the report would have an estimated word count of approximately 550 – 700 words, equivalent to 3-4 pages. The word count does not include the bibliography.

Please note: To be eligible for the award of credit for this unit, a trainee teacher must be able to provide evidence of a minimum of two assessed observations of practice that meet the required standard of practice.

Submission  Guidance

  • You are required to respond to tasks and ensure you map your response to the assessment criteria.
  • Grading for each assessment criteria is Pass and Refer only.
  • You are allowed to choose any FE sector in the UK or use your own experience of teaching but you must get approval from concerned working sector
  • This assessment is designed to assess your achievement of all the Learning Outcomes and associated assessment criteria in the relevant unit of the qualification you are undertaking.
  • You should submit your complete report within the deadline in the Moodle Turnitin.
  • You should make sure that you plan your work carefully, to ensure that you cover all the requirements of the assignment and complete it within the time limit specified.
  • You must make sure that you acknowledge any sources you have used to complete this assignment, listing reference material and web sites used.
  • You must use Harvard referencing format throughout your work.
  • Apply academic writing style and page layout
  • Admissible Turnitin score is 25% and should not be from one source
  • Approximate word count 5,000           

Suggested Resources 

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 (2012), 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 Approach, Second Edition (Nelson Thornes, 2009) ISBN 9781408504529

Powell S and Tummons J – Inclusive Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2011) ISBN 9780857251022

Roffey-Barentsen J and Malthouse R– Reflective Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2009) ISBN 9781844451845

Tummons J – Curriculum Studies in the LLLS, Learning Matters, 2011 ISBN 978184441937

Wallace S – Teaching, Tutoring and Training in the Lifelong Learning Sector (Achieving QTLS), 4th Edition (Learning Matters, 2011) ISBN 9780857250629

Wallace S – The Lifelong Learning Sector Reflective Reader Learning Matters, 2010 ISBN 9781844452965

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

Wallace S – The Lifelong Learning Sector Reflective Reader (Learning Matters, 2010) ISBN 9781844452965

Journals and/or magazines

Journal of Curriculum Studies Taylor and Francis
London Times Educational Supplement

FE Focus Times Higher Education – weekly newspaper

Professional/vocational specific journals

Websites

www.bis.gov.uk– Department for Business Innovation and Skills 

www.crll.org.uk– Centre for Research in Lifelong Learning

www.Dylanwiliam.net – Dylan Wiliam, professional development materials

www.excellencegateway.org.uk – Learning and Skills Improvement Service (LSIS)

www.geoffpetty.com  – Geoff Petty, online teaching resources 

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

Academic Integrity

When students fail to act with academic integrity, this is known as academic misconduct (plagiarism, collusion, contract cheating, false declaration, fabrication or forgery, bribery, etc.). ABA takes academic misconduct issues seriously and the attainment of the degree and continuation on the course will be taken into serious consideration if students fail to uphold academic integrity of the College. 

Read more here: https://assets.website-files.com/60ab6f7071627070261fff5e/634fd4adf47a417be02eb2cd_Academic%20Regulations%20Policy.-august-22pdf.pdf

Extensions & Extenuating Circumstances

Extensions can be taken up to a maximum of 3 times over the entire course of the study wherein the student will be granted 5 days per extension. Approval from Programme Leader is required to be granted an extension.

Extenuating circumstances are circumstances which were beyond your control, and which seriously impaired your performance in assessment. In all cases you will be required to provide satisfactory documentary evidence to support your claim. Approval from Programme Leader is required to be granted an extension based on an extenuating circumstance. 

Please speak to your Tutor/Programme Leader and refer to your Student Handbook for details on how to apply for either an extension or extenuating circumstance.

 


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