Developing Teaching, Learning and Assessment in Education and Training

Overview

Framework:
RQF
Level:
Level 5
Unit No:
R/505/0923
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.
The unit Theories, principles and models in education and training (Level 5) is a prerequisite for this unit.

Unit Learning Outcomes

1

Be able to investigate practice in own area of specialism.

Assessment Criteria

  • 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.

Assessment Criteria

  • 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:
    •the needs of learners;
    •the delivery model; and
    •internal and external requirements.
  • 2.3
    Design teaching and learning plans which take account of:
    •the individual goals, needs and learning preferences of all learners; and
    •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.

Assessment Criteria

  • 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 and communication to delivering inclusive teaching and learning.

Assessment Criteria

  • 4.1
    Design resources that:
    •actively promote equality and value diversity; and
    •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.

Assessment Criteria

  • 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; and
    •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.

Assessment Criteria

  • 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.
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.

Assessment Criteria

  • 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.