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Talk to an Expert| Category | Assignment | Subject | Education |
|---|---|---|---|
| University | City & Guilds | Module Title | Unit 302: Understanding and using inclusive teaching and learning approaches in education and training |
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UAN: |
D/505/0052 |
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Level: |
3 |
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Credit value: |
6 |
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GLH: |
24 |
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Assessment |
This unit is assessed by assignment |
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Relationship to NOS: |
This unit is underpinned by the overarching professional standards for teacher, tutors and trainers in the lifelong learning sector. |
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Endorsement by a sector or regulatory body: |
This unit is endorsed by Learning and Skills Improvement Service (LSIS) |
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Aim: |
The purpose of the unit is to enable the candidate to understand and use inclusive teaching and learning approaches to meet the needs of learners. It includes how to create a learning environment that engages and motivates candidates, and planning, delivery and evaluation of inclusive teaching and learning. It requires candidates to deliver inclusive teaching and learning. |
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Learning outcome |
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The learner will: 1. Understand inclusive teaching and learning approaches in education and training |
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Assessment criteria |
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The learner can: 1.1 describe features of inclusive teaching and learning 1.2 compare the strengths and limitations of teaching and learning approaches used in own area of specialism in relation to meeting individual learner needs 1.3 explain why it is important to provide opportunities for learners to develop their English, Mathematics, ICT and wider skills. |
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Learning outcome |
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The learner will: 2. Understand ways to create an inclusive teaching and learning environment |
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Assessment criteria |
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The learner can: 2.1 explain why it is important to create an inclusive teaching and learning environment 2.2 explain why it is important to select teaching and learning approaches, resources and assessment methods to meet individual learner needs 2.3 explain ways to engage and motivate learners 2.4 summarise ways to establish ground rules with learners. |
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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 an inclusive teaching and learning plan 3.2 justify own selection of teaching and learning approaches, resources and assessment methods in relation to meeting individual learner needs. |
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Learning outcome |
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The learner will: 4. Be able to deliver inclusive teaching and learning |
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Assessment criteria |
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The learner can: 4.1 use teaching and learning approaches, resources and assessment methods to meet individual learner needs 4.2 communicate with learners in ways that meet their individual needs 4.3 provide constructive feedback to learners to meet their individual needs. |
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Learning outcome |
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The learner will: 5. Be able to evaluate the delivery of inclusive teaching and learning |
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Assessment criteria |
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The learner can: 5.1 review the effectiveness of own delivery of inclusive teaching and learning 5.2 identify areas for improvement in own delivery of inclusive teaching and learning. |
This unit is a merger of the unit 002 and 003 from the previous Level 3 Preparing to Teach in the Lifelong Learning Sector and includes both planning and delivering a teaching/training session. Candidates can do this via a micro-teaching session or if they are in a teaching role they may wish to use their practice to meet the requirements instead of microteaching.
Plans must show SMART aims and learning outcomes and be realistic and deliverable.
The plans must be used for the delivery of the assessed micro-teach/teaching/training session, and it is recommended that the session should reflect an aspect of the candidate’s skill specific area or area in which they are intending to teach.
Where candidates undertake microteaching to evidence their delivery of inclusive teaching and learning, they must be involved in at least one hour of microteaching. Each candidate must deliver at least one 15-minute microteaching session that is observed and assessed by a tutor/assessor. For the additional 45 minutes, candidates can deliver additional microteaching sessions, observe the microteaching sessions of other candidates, or provide alternative evidence that can be assessed by their tutor/assessor.
Although it is not a requirement, it is deemed good practice to provide peer feedback if observing peers deliver their micro-teach. Whilst this could be one way for candidates to provide evidence that they have been involved in one full hour of microteaching, it in no way contributes to the assessment evidence for their peers.
To ensure that candidates get invaluable learning experience from the micro-teaching session, City & Guilds recommends that candidates make a visual recording and use it to reflect on their delivery. This is an important step towards enabling candidates to become reflective practitioners.
Tutors should give constructive and developmental feedback to candidates after they have observed their delivery.
Candidates should be encouraged to consider their own thoughts about their delivery, the feedback from their peers, their tutor feedback and
their justification prepared prior to delivering their session, in order to prepare their own evaluation of their micro-teach/teaching/training session.
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