Portfolio Assessment: Unit Learning Outcomes, Tasks, and Requirements

There are eight learning outcomes to this unit:

1. Understand roles, responsibilities and relationships in education and training
2. Be able to use initial and diagnostic assessment to agree individual learning goals with learners
3. Be able to plan inclusive learning
4. Be able to create and maintain a safe, inclusive teaching and learning environment
5. Be able to deliver inclusive teaching and learning
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
8. Be able to evaluate own practice in planning, delivering and assessing inclusive teaching and learning

For this unit assessment you will provide evidence in the form of a portfolio which will contain some appropriate written work and evidence from your workplace or placement to provide practical examples as a teacher/trainer.

To be eligible for the award of credit for this unit a learner must be able to provide evidence of a minimum of one assessed observations of their own teaching, that meet the required standard of practice.

1. Identify, and analyse your roles and responsibilities as a teacher or trainer in education and training,and explain the relationships and boundaries between your role role as a teacher or trainer and that of other professionals in education and training.  (1.1, 1.3)
2. Summarise relevant legislations, regulatory requirements and code of practice relating to your role and responsibilities as a teacher or trainer in education and training.  (1.
3. Explain the ways to promote appropriate behaviour, respect for others, and equality and value for diversity in education and training. Citing practical examples from your practice, explain how you establish and sustain a safe and inclusive learning environment for your learners.(4.1, 4.2, 4.3)

(Approximately 1200 – 1500 Words)

1. Explain the importance of identifying and meeting  individual learner needs in education and describe points of referral to meet learners’ needs (1.4, 2.1)
2. Using your research and practical examples from your workplace or placement institution, provide an analysis of the role and use of initial and diagnostic assessment in agreeing individual learning goals with learners.Include evidence of an Individual Learning Plan (ILP) on which you have recorded the learning goals of an individual learner (2.2, 2.3, 2.4) – Report and Portfolio Evidence
3. Describe how you communicate with learners and learning professionals to meet the individual learning needs of learners (5.7)

(Approximately 1000-1200 Words)  

Develop a 20 hour scheme of work on your specialist subject to teach students (group or individual teaching) in an institution. Your scheme of work must be based on a UK government approved syllabus (curriculum) or programme specification from a UK awarding body.

Note: Your scheme of work must have enough learning outcomes to teach for a minimum of 20 hours over a period of time on an academic calendar (3.1).

Task 4

Design four lesson plans from your scheme of work

Each lesson plan should include:

• Aims/objectives of the session and the topic/content to be covered
• Opportunities to address aspects of curriculum and the minimum core (3.2 part, 7.2)
• Identify the resources, including technologies, to be used for the lesson (5.4, 5.6)
• Take into account the individual goals and needs of all of the learners (3.2 part)
• Formal or informal learning checks or assessment, including peer- and self-assessment to identify learning is taking place (6.3 part)
• Opportunities for giving and receiving learner feedback and/or evaluation (3.5, 5.7 part, 6.4 part)
• Specific issues of differentiation, or considerations, e.g. health and safety, risk assessment, equality and diversity (4.3, 5.5)

For one lesson plan,

3. Explain how you have planned the lesson to meet the individual needs of your learners (3.3)
4. Explain ways in which teaching and learning plans can be adapted to meet the individual needs of learners, and explain ways in which you adapted the lesson for two contrasting learners (eg. G&T and low ability learners) to challenge and help meet their learning needs (4)
5. Analyse the effectiveness of resources used in your own area of specialism in relation to meeting the individual needs of learners (5.3)
6. Analyse ways in which minimum core elements have been demonstrated in your planning, delivering and assessing of inclusive teaching and learning (7.1)

1. You have shown on your lesson plans in task 4, your use of questioning and feedback to contribute to the assessment process in your teaching. Now,state 10 methods of assessment used in education and training and for each method, explain its purpose, benefits and limitations in enhancing teaching and learning.

6. From your list of methods, choose three and analyse their effectiveness in relation to meeting the individual needs of learners (6.1, 6.2).

You must now provide some evidence in your portfolio to show how you have used types and methods of assessment, including peer- and self-assessment to:

1. involve learners in assessment
2. meet the individual needs of learners
3. enable learners to produce assessment evidence that is valid, reliable, sufficient, authentic and current and meet internal and external assessment requirements (6.3)
4. actually used questioning and feedback to contribiute to the assessment process (6.4)
5. Recorded the outcomes of assessments to meet internal and external requirements (6.5)
6. Communicated assessment information to other professionals with an interest in learner achievement (6.6)

Identify and explain the methods and media of communication used in the classroom and analyse their benefits and limitations in enhancing teaching and learning in your specialist area of teaching or training (5.2)

Analyse the effectiveness of the teaching and learning approaches that you used in your delivery and assessment of teaching and learning and how they helped in meeting the individual needs of your learners (5.1)  (Approximately 800–1000 words)

Review the effectiveness of your practice in planning, delivering and assessing inclusive teaching and learning by taking into account the views of your learners and (teaching practice assessor) assessor.

Following your review and evaluation in (b), identify areas for improvement to enhance your practice and state five steps you will take for your continuous development  (8.1, 8.2) (Approximately 400 – 600 words).