Teaching, Learning and Assessment in Education and Training

Overview

Framework:
RQF
Level:
Level 4
Unit No:
H/505/0912
Credits:
20
Guided learning hours:
65 hours

Assessment Guidance

The learning outcomes must be assessed in a teaching and learning environment.
Simulation is not permitted.
There is a requirement to observe and assess practice in this unit.
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.

Unit Learning Outcomes

1

Understand roles, responsibilities and relationships in education and training.

Assessment Criteria

  • 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.

Assessment Criteria

  • 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.

Assessment Criteria

  • 3.1
    Devise a scheme of work in accordance with internal and external requirements.
  • 3.2
    Design teaching and learning plans which respond to:
    • the individual goals and needs of all learners; and
    • 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.

Assessment Criteria

  • 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.

Assessment Criteria

  • 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.

Assessment Criteria

  • 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:
    • 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.
  • 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.

Assessment Criteria

  • 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.

Assessment Criteria

  • 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.