Role of the teacher in planning teaching and assessing

This article discusses the role and responsibilities of a teacher in education and training, legislation, regulatory and codes of practice, relationships and boundaries between teaching role and other professional roles, promoting appropriate behavior and respect for others, ways to promote equality and value diversity, purposes and types of assessment used in education and training, and more. It also includes a scheme of teaching practice for the specialized area of social and health care.

Role of the teacher in
planning teaching and
assessing

Table of Contents
MAIN BODY..................................................................................................................................4
TASK 1............................................................................................................................................4
1.1 Analysing role and responsibilities in education and training..............................................4
1.2 Summarising key aspects of legislation, regulatory and codes of practice relating to role
and responsibility.........................................................................................................................4
1.3 Analysing the relationships and boundaries between the teaching role and other
professional roles.........................................................................................................................4
4.1 Explain why it is important to promote appropriate behavior and respect for others...........5
4.2 Explaining ways to promote equality and value diversity.....................................................5
6.1 Explaining the purposes and types of assessment used in education and training................5
6.2Analysing the effectiveness of assessment methods in relation to meeting the individual
needs of learners..........................................................................................................................5
TASK – 2.........................................................................................................................................6
2.1 Individual Needs of Learners.................................................................................................6
2.1 Initial and Diagnostic Assessment.........................................................................................6
2.3 & 2.4 SMART Targets..........................................................................................................7
TASK – 3.........................................................................................................................................7
3.1 Scheme of teaching practice..................................................................................................7
TASK – 4.........................................................................................................................................9
Teaching Plans.............................................................................................................................9
Learning Plans...........................................................................................................................11
Task 5.............................................................................................................................................12
3.3 Explaining how specified planning meets the individual needs of learners........................12
5.1 Analysing the effectiveness of teaching and learning approaches......................................12
8.1 Reviewing the effectiveness of my practice in planning, delivering and assessing inclusive
teaching and learning.................................................................................................................13
5.2 Evaluating benefits and limitations of communication methods and media.......................13
5.3 Evaluating the effectiveness of resources used in chosen area of specialism in relation to
meeting the individual needs of learners...................................................................................13

5.6 Explaining teaching and learning approaches and resources, including technologies to
meet the individual needs of learners........................................................................................13
7.1 Evaluating the pattern in which minimum core elements can be demonstrated in planning,
delivering and assessing inclusive teaching and learning..........................................................14
8.2 Identifying areas for improvement in own practice in planning, delivering and assessing
inclusive teaching and learning.................................................................................................14
REFERENCES................................................................................................................................1

MAIN BODY
TASK 1
1.1 Analysing role and responsibilities in education and training
There are different kinds of the roles and responsibilities which are basically required to
be accomplished by the teacher in order to offer the reliable understanding to students. The one
of the crucial duties is to ensure that the knowledge given is understood by the students.
Planning, preparing and delivering the effective & reliable lessons become crucial in respect to
have positive outcome from students. Identifying the issues experienced by the students
important in order to get the effective information that which suitable course of action is required
to be involved for providing the lessons in corrective pattern can become possible. This is
required to be focused that students respective learning results are communicated with their
parents in turn suitable action for further improvement can be taken. On the basis of this it can be
mentioned that the teachers require to identifying the issues, offering the lessons in corrective
pattern, executing proper improvement actions, etc. teacher should avoid the irrelevant
practices like being bias, having inappropriate learning culture.
1.2 Summarising key aspects of legislation, regulatory and codes of practice relating to role and
responsibility
In the specified university there are different form of the key aspects of the legislation
and rules which are required to be followed for having the effective functioning in turn
significant practice to accomplish the roles and responsibilities. The set of the legislation which
need to be emphasized includes having effective act of education regulations 1993 health and
safety policy, data privacy, compliance with student protection, reliable resources' utilization,
honesty & integration, etc. (Reyna, Hanham and Meier, 2018). The code of the conduct which is
done for having the compliance with the effective opportunity to grab the higher knowledge by
students via following these rules and regulations. For accomplishing the roles and
responsibilities the higher emphasis will be provided on following all the privacy policies, etc. in
turn effective pattern.
1.3 Analysing the relationships and boundaries between the teaching role and other professional
roles
In order to have the effective professional ability to accomplish the roles and responsibilities
by maintaining the effective relations with the students and other teachers. The teaching role is to

deliver he significant knowledge is important as being teacher via having the coordination with
other professional. It is important to give the easy access to learners for resolving their queries &
communicating in positive manner. The relationship with the other professional so that precise
manner of teaching, identifying the lacking areas, coordinating with particular organization
requirement in this specialization of health and social care. The boundaries include having the
effective compliance with the maintaining the dignity, privacy, significant respectful working
culture, etc. can be attained. In case of non-adherence negative impact on the student
performance, brand image of university, lack bright future of learners, etc. will tend to occur.
1.4
In order to obtain an additional assistance of the students with whom the teacher is directly
working, a process or a system is followed which is referred to as referral. Most commonly, there
are 3 different kinds of referrals namely disciplinary issues related referrals, special education
evaluation referral and counselling service referral.
4.1 Explain why it is important to promote appropriate behaviour and respect for others
It is highly important to focus on having the promotion of behaviour of respect among
the students., there are distinct personalities so having open culture to accept each person’s flaws
and positive factor is important in turn coordinating learning culture can be maintained (Hakim,
Ritonga and Susanti, 2020.). This can help in creating the supportive learning environment that
boost the overall learning atmosphere to give higher productivity. It helps in ensuring that
elimination of bullying and discriminating behaviour can be avoided It as well contribute in
ensuring that equal pattern of opportunities of growth & development is achieved so that
effective pattern of learning can be adopted. This develops the effectual pattern of behaviour
among students so that higher knowledge from overall support can be derived. On the basis of
this it can be identified that there are various kinds of the practices which are performed as
teacher such as recognizing needs, offering suitable pattern of teaching, taking tests, etc so that
reliable outcome from students can be derived.
4.2 Explaining ways to promote equality and value diversity.
There are distinct ways in which the objective of achieving the equality and diversity can
become possible. The ways involve spreading the clarity of regulations to respect others that can
formulate the aspect of value diversity. The equality by treating the students can get the concise

the functioning when as being teacher higher emphasis on offering the equal rights to clear
doubts, opportunities for personal growth, etc. will be done. Respecting the differences can
permit to achieve ability promote equality and diversity. For example- conducting the sessions
among students for explaining the significance of equality & diversity in turn good outcomes can
be derived.
6.1 Explaining the purposes and types of assessment used in education and training
In the education & training the type of the assessment which can be used for the purpose to
achieve the reliable information that can help in identifying prevailing limitations and strong
points in students (Chernikova and et.al., 2020). The varied pattern of the assessment which
involve initial diagnosis, summative, formal, informal, self & peer assessment and formative
form are taken into the is to get the reliable understanding about the prevailing lacking areas in
turn effective results to achieve the corrective pattern of teaching in chosen specialization. self &
peer assessment is related with evaluating the personal performance and taking feedback from
the peers. initial diagnosis is concerned out at the beginning of the programs and summative,
formal & informal are used for knowing the performance more deeply.
6.2Analysing the effectiveness of assessment methods in relation to meeting the individual needs
of learners
From the evaluation it can be mentioned that there is different form of the aspects which are
basically accomplished by identifying the lacking areas in turn effective performance to get the
competitiveness can become possible. The self assessment methods allow to recognize the
lacking areas in turn taking the appropriate method to execute the strategy so that accomplishing
the insights about the reliable strategy to get offer the learning to eliminate the negative impact.
In health and social care having the precise form of learning is crucial in turn attaining the
competitive edge to meet the individuals needs such as possessing information about the
lacking areas so that taking relevant method to motivate individual's performance can become
possible.
TASK – 2
2.1 Individual Needs of Learners
Learner’s individual needs are to be essentially identified and met by the teacher to
identify the weaknesses of the children who may be suffering from challenges related to
behaviour, emotions and social because of which the learning abilities may be restricted. These

prevents the children to be left out or be discriminated. Also the skills of the young students can
be understood and can be further developed to help them grow (Why is it important to identify
and meet individual learner needs when teaching? 2020). It will also help the learners in
boosting their morale and encouragement. This can be done through IPI (individually prescribed
instruction) which will help learners to understand the concepts. It will also assist the teacher in
planning the daily activities in the classroom like timetables, group discussions and supervisions.
The organisation of the classroom becomes easy when the characteristics of each learner has
been identified by the teacher.
2.2 Initial and Diagnostic Assessment
Initial assessment is the assessment of the individuals in the beginning of the programme
so as to know the strengths, weaknesses and existing skills. Thus, the issues if any, can be dealt
with and the learners can be guided appropriately. Diagnostic assessment is the assessment of the
skills, strength, knowledge and areas of development of the learner in a specific area of subject.
Such an assessment will indicate the level of the learner with respect to the specific area of
subject and the aspects which will be needing the improvement (Pienimaa, Talman and Haavisto,
2021). It includes skills tests i.e., what the learners can do and knowledge tests i.e., what the
learners know and understand. This initial and diagnostic assessment of the individual learners
will thus assist them to achieve the individual learning goals. Such goals can be related to
gaining understanding of a specific subject, reaching to a particular stage in his career, etc.
Examples of initial and diagnostic assessment can be induction interviews & discussion and
quiz/test. The assessment in the initial assessment may not be very accurate as the programme
has not started yet. The assessment in the diagnostic assessment will be limited to and restricted
to a specific area of subject.
2.3 & 2.4 SMART Targets
Induction interview and discussion will be requiring the quality of effective
communication. Now here, the Specific goal is to inculcate quality of effective communication,
Measurable goal is to read journals & magazines and watch educational videos, Achievable goal
is to be able to speak and communicate fluently and confidently, Relevant goal is to be able to
fluent in English speaking and Timely goal is to achieve it in 1-month time (Hamshire and et.al.,
2019). Quiz/test will be requiring the quality of fluent writing skills. Now here, the Specific goal
is to inculcate the quality of fluent writing skills, Measureable goal is to read journal &

magazines and write practice essays, Achievable goal is to be able to write and think fluently and
fast, Relevant goal is to be able to have faster thinking capability and Timely goal is to achieve it
in 1-month time. To achieve required level of understanding in 1 week time.
TASK – 3
3.1 Scheme of teaching practice
DAY TEACHING TOPIC
Monday Hour 1 – Introduction
Hour 2 – Use of information, communication
and technology (ICT)
Hour 3 – Human growth and development
Hour 4 – Essential anatomy and physiology
Hour 5 – Health and disease
Tuesday Hour 1 – Care and communication
Hour 2 – Focus on social issues
Hour 3 – Socialisation, attachment and
lifestyle
Hour 4 – Focus on disease models
Hour 5 – Public health contexts
Wednesday Hour 1 – Diagnosis and treatments
Hour 2 – Promoting health
Hour 3 – Research in health and social care
Hour 4 – Safe caring
Hour 5 – Care Services
Thursday Hour 1 – Care contexts
Hour 2 – Antimicrobial resistance
Hour 3 – Pharmacology for health and social
care practitioners
Hour 4 – Leadership
Hour 5 – Monitoring

The above scheme of teaching practice in the specialised area of Social and health care
contains teaching of 5 hours per day for 4 days with topics divided among each hour of the day.
And it shall be noted that the above scheme is of teaching the group of students on the given
specialised area (Wang and et.al., 2021). It shall be noted that the above scheme of teaching
practice allows delivering, assessing and planning of inclusive learning which is in accordance
with the requirements of the work including both internal as well as external requirements. Also,
such scheme of teaching practice is made keeping in consideration the needs of the learners as
well as the requirements of the understanding of the specialist area.
The three individual sessions selected from the above scheme are Health and disease
session of Hour 5 of Monday, Care and communication session of Hour 1 of Tuesday and
Leadership session of Hour 4 of Thursday (Hughes and Byrom, 2019). In first, second as well as
third session, the teacher will be using the collaborative approach of teaching in which the
teacher will be first teaching the students the content and information under the topic and then
the learners will be communicating in a group of few students each about what they have learnt
and how they will apply such information in the practicality. Thus, allowing the further
development of the learners in all the aspects of learning.
In this collaborative learning, the students will be working in a small groups and will be
doing tasks on the basis of the tasks under consideration (Collaborative learning approaches,
2022). The strategies for the teacher which will be useful for implementation of the collaborative
approach of teaching will include establishment of the clear goals of the group and the resultant
accountability of the individual. This is done at the beginning to save time afterwards while in
the process. Another useful strategy is to keep the groups of the students, medium sized i.e.,
neither small nor very large. It can preferably include students up to 4 or 5 which is an ideal
group size. Too small group will be lacking the sense of diversity and chain of diverse thoughts
and too large of a group will lead to freeloading where all the members will not be able to
participate.
Another useful strategy is the establishment of norms of the group which are flexible
which will positively affect the quality of interactions. This flexibility of the group will lead to
fair and effective interactivity and negotiation among the members and thus allow them to
understand the topic under consideration (Davison and Lindqvist, 2020). Another strategy in the
collaborative approach which can be devised by the teacher is to inculcate the sense of

interpersonal communication in the team and such successful interpersonal communication will
result in the effective and efficient building of the trust among the members of such group and
also among the members and the teacher. This will also allow the smooth handling of the issues
arising emotionally and immediately and thus moving on to the common goal of the group i.e.,
learning. In these groups, the teacher will make the students to explain the information and
content learnt to each other thus making them understand and learn efficiently and for a longer
time. Here, it shall be noted that the open communication is the key (How to Create an Inclusive
Classroom: 12 Tips for Teachers? 2022). For addressing the larger tasks among the group, the
teacher will be creating the group roles and assigning them to the individual students to make
them efficient in direction and leadership.
The process of learning in this approach will also help the students to inculcate the sense
of social development and interpersonal skill development and thus resulting in the development
of self – esteem and personal development which are the most important qualities to be learnt in
the walk of the life which will affect the behaviour of the students when they enter in their
professional career and will have to deal with all sorts of challenges (Rasmussen and et.al.,
2020). The social skills are the most crucial ones to be learnt to be able to proceed and grow.
TASK – 4
Teaching Plans
Teaching Plan 1 – Hour 5 of Monday –
Health & Disease
PARTICULARS CONTENT
Objectives Description of health and disease.
Topic Health & Disease
Teaching Methods Collaborative approach of teaching.
Opportunities Communication with the learners, meet the
needs of the learners and forming an
environment of safety and inclusive learning.
Resources Study material, PPTs, videos and
questionnaires.
Learning Checks Cross questioning, tests and quizzes.
Learner Feedback Required.

Issues of Differentiation Health and safety, prevention and addressing
of the risks of diseases.
Teaching Plan 2 – Hour 1 of Tuesday – Care
& Communication
PARTICULARS CONTENT
Objectives Efficient utilization of the social services
provided and communication of the needs of
the service users.
Topic Care and communication.
Teaching Methods Collaborative approach of teaching.
Opportunities Establishment and sustenance of an inclusive
learning environment which is safe by
utilization of teaching approaches which are
inclusive.
Resources Formal material of study, PPTs and videos.
Learning Checks Tests and quizzes.
Learner Feedback Required.
Issues of Differentiation Effective communication of health issues and
corresponding immediate care required.
Teaching Plan 3 – Hour 4 of Thursday –
Leadership
PARTICULARS CONTENT
Objectives Individual leadership and responsibilities for
the social and health issues in hand.
Topic Leadership.
Teaching Methods Collaborative approach of teaching.
Opportunities Learner is able to identify the situation where
he needs to exercise his role as a leader and

using various technologies at his disposal to
handle the situation carefully and diligently.
Resources Study material, PPTs, videos of prominent
leaders in the field, etc.
Learning Checks Cross questioning, tests and quizzes.
Learner Feedback Required.
Issues of Differentiation Leadership to lead and direct others and
capability to handle any emergency situation
promptly.
Learning Plans
Learning Plan
Topic – Health & Disease
 Description of health and disease in various contexts possible.
 Characteristics of disease and their types i.e., whether they are communicable or non-
communicable.
 Trends, surveys and research of the disease by the public health officers and
practitioners for compilation of statistics.
 Symptoms, signs, treatment and diagnosis of commonly occurring diseases and illness.
Learning Plan
Topic – Care & Communication
 Proper and efficient understanding of the expectations of the society and culture
involved in services given by the individuals as a sense of responsibility.
 Communication and conveyance of the needs of the service users and proper assessing
and addressing of these needs.
 Enlistment of the barriers of the communication which are not obvious but which needs
to be taken care of, assessed and addressed.
 Behaviour of the practitioners towards the service users and the values involved in such
a behaviour.

Learning Plan
Topic – Leadership
 Making the professionals understand their respective role in the process of such social
and health care services.
 Efficiency to be able to comprehend what steps to be taken in the situation of an
emergency or where an immediate response is needed.
 Leading and directing the team of such social and health care and making them realise
the importance of their respective role.
Task 5
3.3 Explaining how specified planning meets the individual needs of learners
In order to meet the learner’s individual needs of learners, teacher require focusing on
having the effective planning such as paying attention on diagnosis of identifying the lacking
ares so that formulating learning plan in the precise manner can become possible. In addition to
this, having the focus on coordinating with other professionals can assist in achieving the
competitive benefits in meeting the individual needs of learners by getting the proper guidance
(Coughlan and et.al., 2019). Establishing feedback mechanisms can as well allow making proper
schedule for the planning the lessons to meet the individual’s needs.
5.1 Analysing the effectiveness of teaching and learning approaches
The effectiveness of the learning and teaching approaches used in the health & social
care in respect to meet the individual needs of learning can be evaluated by taking the various
course of the actions (Kirupainayagam and Sutha, 2021). From the assessment it can be said that
this involves taking feedback from the learners in turn accomplishing the objective of taking
review from customers can become possible. In addition to this, test & quiz can be used for
assessing the learners are having precise knowledge in turn meeting the prevailing lacking areas
can become possible. Keeping the suggestion session can as well help in ascertaining that
individual needs of the students are met or not.

8.1 Reviewing the effectiveness of my practice in planning, delivering and assessing inclusive
teaching and learning
This can be done by taking the actions such as observing reports in turn precise
understanding about the prevailing circumstances can be identified. Further having the feedback
from the other professionals can help in accomplishing the objective of assessing that which
plans re required to be followed for having effective inclusion learning schedule. Taking self-
evaluation can be done in respect to have effective planning and delivering the inclusive teaching
can be offered to get the effective results. For example- the emphasis has provided on getting the
corrective feedback from the students to analyse the effectiveness of particular conducted action.
5.2 Evaluating benefits and limitations of communication methods and media
There is different form of the benefits which can be derived by having the
communication method and media which comprises having insights about current trends,
effective ability to share crucial information, maintaining privacy, easy access to vast
information, etc. On the other side, the limitation includes lack of awareness of body language,
threat of security, inability to ensure the correct meaning of message, etc. in health and social
care these are the benefits and limitations which can be obtained.
5.3 Evaluating the effectiveness of resources used in chosen area of specialism in relation to
meeting the individual needs of learners
The effectiveness of the resources has been considered to be very useful for the marketing study.
In order to be able to gather more effectiveness it is very essential for the teachers to be able to
understand how to use the digital tools as a very effective resource for learning. Resources like
google drive, presentation, pad-let and other digital devices that can support the teaching is very
effective for meeting the learning needs.
5.6 Explaining teaching and learning approaches and resources, including technologies to meet
the individual needs of learners
There are different approaches which can be taken by the teacher that can be used for the
ways in which the teaching can be influenced (Edwards, 2022). For this the VARK style of
teaching can be used. Visual approach to teaching would include how the teacher would be able
to provide teaching practices through the means of visual resources that are based on the digital
technologies, books and other operational factors. Audible is going to be through the means of
lecture which are always very effective.

7.1 Evaluating the pattern in which minimum core elements can be demonstrated in planning,
delivering and assessing inclusive teaching and learning
Strengths
 There is full freedom available to
teacher to set and modify the curriculum
according to the requirements of the
individual learners relating to the subjects
of Maths and English.
 Enhancement in the self – respect of
the learners with the special needs.
 Teachers are skilled.
Weaknesses
 It is not possible to consider all the
requirements of the special need children
in inclusive schools.
 There is still a lack of the proper
facilities and infrastructures with the
organisations.
Opportunities
 Development of the learners in
systematic and properly supervised
environment.
 Enhancement of the self – confidence
of the parents of such learners.
 An opportunity to develop an efficient
relationship between the families, schools
and the community in which parents will
be playing the major role.
Threats
 Threat that the schools and institutions
will not be able to bring and maintain
harmony among the individual learners
thus creating kind of chaos in the system
of the institution.
 Such a disharmony will lead to
development of practices of bullying
among the learners which is the worst for
any institution.
8.2 Identifying areas for improvement in own practice in planning, delivering and assessing
inclusive teaching and learning
NO
.
What activity? When? Update on progress
1 Minimum standards of behaviour To be followed
during and after the
class.
Association with
other learners and
teachers.
2 Opportunity to children to raise their
concerns and queries
To be followed
before, during and
Progress in their
academics and

after the class. scoring.
3 Awareness of specific needs of the
children
To be followed both
before and during the
class.
Progress in the
academics.
4 Clear timetables and syllabus To be followed both
before and during the
class.
Achievement of the
personal goals of the
learners.

REFERENCES
Books and Journals
Chernikova, O. and et.al., 2020. Facilitating diagnostic competences in higher education—a
meta-analysis in medical and teacher education. Educational Psychology Review. 32(1).
pp.157-196.
Coughlan, T. and et.al., 2019. Accessible inclusive learning: Foundations. Educational visions:
Lessons from. 40. pp.51-73.
Davison, E. and Lindqvist, S., 2020. Medical students working as health care assistants: an
evaluation. The clinical teacher. 17(4). pp.382-388.
Edwards, M., 2022. Inclusive learning and teaching for Australian online university students
with disability: a literature review. International Journal of Inclusive Education. 26(5).
pp.510-525.
Hakim, R., Ritonga, M. and Susanti, W., 2020. Implementation of Contextual teaching and
learning in Islamic Education at Madrasah Diniyah. Jour of Adv Research in Dynamical
& Control Systems. 12.
Hamshire, C. and et.al., 2019. The wicked problem of healthcare student attrition. Nursing
inquiry. 26(3). p. e12294.
Hughes, G. J. and Byrom, N. C., 2019. Managing student mental health: The challenges faced by
academics on professional healthcare courses. Journal of advanced nursing. 75(7).
pp.1539-1548.
Kirupainayagam, D.S. and Sutha, J., 2021. Technology facilitation on inclusive learning; higher
education institutions in Sri Lanka. International Journal of Educational Management.
Pienimaa, A., Talman, K. and Haavisto, E., 2021. The assessment of emotional intelligence in
social care and healthcare student selection: a qualitative descriptive study. Educational
Research. 63(3). pp.302-318.
Rasmussen, S. and et.al., 2020. Medical students for health-care staff shortages during the
COVID-19 pandemic. The Lancet. 395(10234). pp. e79-e80.
Reyna, J., Hanham, J. and Meier, P., 2018. The Internet explosion, digital media principles and
implications to communicate effectively in the digital space. E-learning and Digital
Wang, R. and et.al., 2021. Filling gaps and setting boundaries: examining utilization of health
and social services at JeffHOPE Student Run Clinics. Journal of primary care &
community health. 12. p.21501327211037532.
Online
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Collaborative learning approaches. 2022. [Online]. Available through:
<https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-
toolkit/collaborative-learning-approaches#:~:text=A%20collaborative%20(or
%20cooperative)%20learning,together%20on%20a%20shared%20task.>
Why is it important to identify and meet individual learner needs when teaching? 2020. [Online].
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