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Talk to an Expert| Category | Assignment | Subject | Education |
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| University | _____ | Module Title | Unit 426: Teaching, Learning And Assessment In Education And Training (H/505/0912) |
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UAN: |
H/505/0912 |
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Level: |
4 |
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Credit value: |
20 |
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GLH: |
65 |
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Relationship to NOS: |
This unit is underpinned by the overarching professional standards for teachers, tutors and trainers in the lifelong learning sector. |
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Endorsement by a sector or regulatory body: |
Learning and Skills Improvement Service (LSIS) |
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Aim: |
The purpose of the unit is to provide the learner with knowledge, understanding and skills relating to teaching, learning and assessment in education and training. It includes understanding the role and responsibilities of a teacher in education and training, agreeing individual learning goals and planning, delivering and assessing inclusive teaching and learning. It involves creating and maintaining an inclusive learning environment and evaluating own practice. It covers expectations in relation to the minimum core in teaching, learning and assessment. |
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Learning outcome |
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The learner will: 1. understand roles, responsibilities and relationships in education and training. |
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Assessment criteria |
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The learner can: 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. |
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Learning outcome |
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The learner will: 2. Be able to use initial and diagnostic assessment to agree individual learning goals with learners |
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Assessment criteria |
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The learner can: 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. |
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Learning outcome |
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The learner will: 3. Be able to plan inclusive teaching and learning |
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Assessment criteria |
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The learner can: 3.1 devise a scheme of work in accordance with internal and external requirements 3.2 design teaching and learning plans which respond to: a. the individual goals and needs of all learners; and b. 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. |
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Learning outcome |
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The learner will: 4. Be able to create and maintain a safe, inclusive teaching and learning environment |
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Assessment criteria |
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The learner can: 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. |
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Learning outcome |
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The learner will: 5. Be able to deliver inclusive teaching and learning |
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Assessment criteria |
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The learner can: analyse the effectiveness of teaching and learning approaches used in own area of specialism in relation to meeting the individual needs of learners analyse benefits and limitations of communication methods and media used in own area of specialism analyse the effectiveness of resources used in own area of specialism in relation to meeting the individual needs of learners use inclusive teaching and learning approaches and resources, including technologies, to meet the individual needs of learners demonstrate ways to promote equality and value diversity in own teaching adapt teaching and learning approaches and resources, including technologies, to meet the individual needs of learners communicate with learners and learning professionals to meet individual learning needs |
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Learning outcome |
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The learner will: 6. Be able to assess learning in education and training |
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Assessment criteria |
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The learner can: explain the purposes and types of assessment used in education and training analyse the effectiveness of assessment methods in relation to meeting the individual needs of learners use types and methods of assessment, including peer and self-assessment, to: a. involve learners in assessment; b. meet the individual needs of learners; c. enable learners to produce assessment evidence that is valid, reliable, sufficient, authentic and current; and d. meet internal and external assessment requirements use questioning and feedback to contribute to the assessment process record the outcomes of assessments to meet internal and external requirements communicate assessment information to other professionals with an interest in learner achievement. |
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Learning outcome |
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The learner will: 7. Be able to implement expectations of the minimum core in planning, delivering and assessing inclusive teaching and learning |
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Assessment criteria |
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The learner can: Analyse ways in which minimum core elements can be demonstrated in planning, delivering and assessing inclusive teaching and learning Apply minimum core elements in planning, delivering and assessing inclusive teaching and learning |
In this unit candidates will show the development of their knowledge, understanding and skills related to teaching, learning and assessment in education and training. Candidates will investigate the role and responsibilities of a teacher/trainer, agree individual learning goals and plan, deliver and assess inclusive teaching and learning. Candidates will demonstrate that they can create and maintain an inclusive learning environment, and that they can reflect on and evaluate their own practice. A key feature of this unit is the application of minimum core within their skill specific area.
Evidence for this unit must be drawn from a real teaching environment, and when delivering teaching and learning, candidates must ensure that they comply with internal processes and external requirements.
Candidates who have successfully completed the Level 4 Certificate in Education and Training do not need to complete this unit, as the content is drawn from the mandatory units within that qualification. Evidence of this should be held in the centre records for External Quality Assurance purposes.
In order to achieve this unit, there is a requirement to evidence some practice and a minimum of two hours of assessed observation of practice that has achieved the required standard of practice. There is more information in Section 4 of this document ‘Observed and Assessed Practice’.
Observations and practice should run like a thread throughout the programme and whilst the minimum number of practice hours to achieve this unit is not specified, it is not possible to achieve this unit without completing some hours of practice.
Candidates who have previously completed a Level 4 Certificate in Education and Training or a Level 4 CTLLS qualification can use 20 hours of practice and two hours of observed and assessed practice towards meeting the overall practice requirements for this unit.
Candidates should be 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 will provide evidence in some form of written assignment to evidence the knowledge assessment criteria and will also provide some product evidence which will be lodged in the portfolio of teaching evidence.
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