Task 1: Research the key aspects of legislation, regulatory requirements and codes of practice relating to your own area of education and training

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Part A (1.1, 1.2,1.3, 4.1, 4.2)

Task 1: Research the key aspects of legislation, regulatory requirements and codes of practice relating to your own area of education and training.*

Use this research to prepare a brief presentation for your peers. It 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.

Your tutor will provide written feedback on the presentation techniques used so make use of the opportunity for a mini-teaching observation.

Evidence: presentation slides, tutor’s feedback on presentation

□          Roles, e.g. teacher, trainer, coach, tutor, mentor, instructor, assessor.

□          Responsibilities, e.g. enforcement of organisation policies and procedures, preparation and management of learning, supporting learning, assessment and record keeping, working with others, developing own practice.

□          Legislation and regulations, e.g current government legislation, equality and diversity, health and safety, data protection, professional or vocational standards, awarding organisation requirements, organisation codes of practice.

□          Personal boundaries, e.g. skills, confidence, experience, time, resources, empathy, other commitments.

□          Professional boundaries, e.g. job description, team roles and responsibilities, management structures, lines of communication, student support and referral.

Task 2: Reflective activity: why you think it is important – and part of your responsibility – to promote appropriate behaviour and respect for others and ways you would go about promoting equality and value diversity through your approaches to education and training.

approximately 800 words


Points to be considered are from unit amplification

□          Establishing standards, e.g. policies and procedures, zero tolerance for bullying, valuing of individual, equality of opportunity, modelling of desired behaviours.

□          Student responsibility, e.g. student and group contracts, peer working, inclusion, discussion of issues, group ownership, preparation for work.

□          Tutor involvement, e.g. flexibility in approaches, providing additional resources, proactive in recognising additional support needs, community projects, working with others.

□          Learner involvement, e.g. engaging and empowering students, group work, peer working, peer assessment, community projects.



Part B (1.4,2.1,2.2, 2.3, 2.4)

Task 3:  Research the methods of initial and diagnostic assessment used by your organisation 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.

Evidence: Initial assessment activities, 2 ILPs

Task 4: Produce a table that you could use with your learners to identify the points of referral your organisation offers and the help each can offer, e.g. finance office, registrations, student support.

□          Organisation systems, e.g. tutorial support, administration, learning support, student services, websites, student representatives.

□          External agencies, e.g. specialist support, government agencies, work-related provision, employers.

Task 5: 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 1000 words.)

          Identify, e.g. to plan inclusive learning, understand motivation, create learner-centred process, individual needs.

□          Meet: e.g. build on prior knowledge, engage, develop wider skills, motivating, identifying goals, specific needs, progression opportunities.

□          Agreeing goals, e.g. identifying prior achievements, build on current knowledge and skills, addressing knowledge or skills gap, ownership of learning, specific learning needs.




Part C (3.1, unit 21 AC 3.1)

Task 6: Devise a scheme of a minimum of  at least 20 hours of teaching practice ranging from 8 to 12 weeks



Part D (Criteria covered 3.2,3.5, 4.3, 5.4, 5.1, 5.3, 5.6, 5.5,5.7, 6.3, 6.5, 6.4, 6.6, 7.2)        

Task 7: Design a minimum of THREE teaching and learning plans to be observed by your tutor or subject specialist

Task 8: Submit 3 assessor’s observations for the 3 observed sessions (as per the lesson plans above).

Part E (3.2 (unit 21 AC 3.2), 3.3 (unit 21 AC 3.3), 3.4, 5.6, 6.1, 6.2

Task 9: 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. Include enough information to make it clear that you understand the teaching and learning processes that have been taking place. (Approximately 1000 words) – 3 Self Evaluations

Develop and include in your teaching practice portfolio 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 – in the Self Evaluations above.

Include in the teaching practice portfolio 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 – two resources (include power points)

One resource – adapted to a need of a learner

In the self evaluation – use Kolb and Bloom

Task 10: GENERIC - Produce a table listing a minimum of 10 different types of assessment and against each type briefly explain the purpose and the assessment outcome (include an introduction on definition of assessment and the types of assessment. Then add the table on assessment methods, their purposes, and assessment outcome).

          Purposes, e.g. awarding body requirements, vocational standards, formative or summative, criterion or norm-referencing, initial diagnostic, setting goals, establish level of skill, sum of knowledge, demonstration of understanding, check-and-correct.

□          Types, e.g. written examination, test, multiple choice, assignment, project, practical observation, portfolio, self-assessment, reflection, verbal, witness statement, professional discussion, e-assessment or e-portfolio.

Task 11: 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 – 3 assessor’s observations

For EACH assessment activity provide evidence to show how:

•           it meets the needs of your students and

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

Task 12: REFLECTIVE  (from task 10) - Use research to help your understanding or 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 1000 words)

Discuss about the assessment tools in task 10. Explain how each is effective, can be improved and met the need of a particular learner.

□          Effectiveness, e.g. flexibility of internally set and marked assessment, opportunities for check- and-correct, alternative technologies; standardised, e.g. between learners, across organisation, locally, nationally

□          Individual needs, e.g. appropriate level and content, reflecting specific needs, alternative methods, negotiated, opportunities to practice assessment, appropriate timing and context, re-testing or resubmission, additional observations.




Part F (5.2, 7.1, 8.1, 8.2)

Task 13: Undertake a piece of individual research into different theories of communications and the impact on learning. You could include Piaget, Bernstein and Vygotsky as starting places for your research.

Use your individual research to produce a written report, using examples taken from your own teaching practice, to analyse the benefits and limitations of the communication methods you use.

As communication is not just about verbal and non-verbal communications include other forms of communications you use in teaching – such as the different communication media used in own area of specialism, e.g. written, white board, VLE, video.

What is communication?

Role of communication in teaching and learning

Theories that can be used in communication

How you use at least one of the above in your teaching, learning and assessment?

Other forms of communication (benefits and limitations)

Verbal, e.g. didactic, tutor talk, presentation, open and closed questioning, discussion, listening, non verbal.

Media, e.g. written materials, use of images, quality of materials, relevance to learning, impact, relevance, overhead transparencies.

ICT, e.g. PowerPoint, VLE (virtual learning environment), audio and visual aids.

 (Approximately 1500 words)

Task 14: Use the feedback provided by tutor and mentor observations, peer and learner feedback – and your own session evaluations and individual learning – log entries to review the effectiveness of your own practice in all areas of inclusive teaching and learning in:

•           planning

•           delivering

•           assessing

(strengths and areas of improvement + how you met the needs of 3 different learners – learning styles and learning needs)

Include how you embed minimum core in planning, delivering and assessing inclusive teaching and learning.

Points to be considered:


8.1Own review of planning, e.g. fit-forpurpose, time management, meeting goals, content coverage, skills opportunities, targeted. □ View of others on delivering, e.g. formal and informal feedback from learners, tutor or mentor observation feedback, learner satisfaction survey, inspection. □ Effectiveness in assessing, e.g. achieving goals, within timescales, assessment requirements, achievement data, value-added.

Delivering and Assessment:

5.1:Appropriate to content, e.g. awarding organisation requirements, vocational standards, subject knowledge, opportunities for workbased learning, assessment opportunities. □ Appropriate to specialism, e.g. range of approaches appropriate to knowledge content, opportunities to practice skills, wider skills, group work, reinforcing understanding. □ Learner need, e.g. learner centred, engaging learners, range of learning styles, active learning, well structured and managed, achieving required goals, promoting learning.

Do not forget how you met the needs of 3 contrasting learners – 2 needs and 1 on learning style.

Embedding minimum core

7.1 Teaching, e.g. discussion, individual or group presentations, project work, research, data. □ Literacy, e.g. reading, research, written work, project, test, report. □ Language, e.g. question and answer, pair work, group work, discussion, learner presentations, assessment. □ Numeracy, e.g. measurement, proportions, numbering, scale, calculation, presenting data. □ ICT, e.g. word or data processing, researching, presenting information, e-learning, use of intranet

Improve on your practice

8.2 Improving own practice in planning, e.g. mentor support, team working to support development, sharing planning models, internal verification at planning stage. □ Delivering, e.g. work shadowing, tutor support, team teaching, observation of experienced teacher, peer working, line manager support. □ Assessing, e.g. awarding organisation training or updating of curriculum requirements, updating technical knowledge and expertise, work placement, secondment.

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