Teaching in a Specialist Area

Teaching in a
Specialist Area

Table of Contents
1.1 Describe the main goals of education and training in your own field of expertise...................3
1.2 Examine philosophical concerns concerning education and training in one’s own field of
expertise...........................................................................................................................................3
2.1 Describe the objectives and structure of important qualifications in your own field of
expertise...........................................................................................................................................4
2.2 Describe the goals and structure of learning programmes in your own field of expertise........5
2.3 Explain how your approach to planning and preparing for the delivery of a learning
programme in your area of expertise allows the program’s goals to be met...................................5
3.1 Analyse the inclusiveness of own approach to the planning and preparation of a learning
programme in own specialist area...................................................................................................6
3.2 Explain how your approach to developing and preparing a learning programme in your area
of expertise takes into account significant curriculum concerns, such as the role of new and
emerging technologies.....................................................................................................................8
4.1 Analyse ways in which teaching and learning resources, including new and emerging
technologies, meet the individual needs of learners in own specialist area.....................................9
4.2 Analyse the inclusiveness of own use of teaching and learning resources in a specialist area. 9
5.1 Collaborate with others in a specialty area to improve one’s own practise...............................9
5.2 Evaluate the influence of collaborating with other teachers and trainers in one's own field on
one’s own practise...........................................................................................................................9
6.1 Evaluate the efficacy of one’s own knowledge and skills in a specific field..........................10
6.2 Identify personal strengths and opportunities for improvement in a specific area of work....10
6.3 Identify ways to increase and refresh your own knowledge and abilities in a certain field....11
REFERENCES..............................................................................................................................12

1.1 Describe the main goals of education and training in your own field of
expertise.
The purpose of vocational skills education and training Academy regarding the diploma in
education and training and CECOS College London has enrolled as a Trainee teacher student
regarding the course in order to deliver clear and better understanding about vocational skills and
communication in order to meet professional standards. Learners will experiment with a variety
of equipment skills and experiences within the appropriate course in order to strengthen their
critical and contextual research abilities (Cox and Verbaan, 2016). Learners can also create their
vision for their future role in any field by learning about the upgrading and growth of their
vocational skills for their future development. The goal of this course is to prepare students by
acquiring in-depth knowledge in their chosen field while simultaneously providing a broad
overview of the industry. Also, assist students in their journey toward higher education,
apprenticeships, and employment.
1.2 Examine philosophical concerns concerning education and training in
one’s own field of expertise.
There are several classic issues regarding vocational training and education, such as this course
in the UK, which includes prominent practical theories and models by which the subject's
innovative nature necessitates proper transformation and acquisition regarding knowledge
evaluation to fully develop learners’ understanding and appropriate skills.
Strengths: The main basis of this idea is that learners are actively participating in the learning
process and are motivated by a positive learning environment. Designers must be able to operate
as part of a team, listen to others’ ideas, keep their expertise up to date, and adapt to new abilities
in the creative area (Quayle, Harrison and McGuffie, 2019). Group presentations, I realised, are a
beneficial and successful approach for students to enhance their skills and learn from one
another. Workshop-based learning is also beneficial for keeping students engaged and motivated,
as well as offering a creative competitive environment in which students may see each other’s
progress.
Weaknesses: The teacher’s drawback is that he or she must also have excellent time
management abilities. Scaffolding learning takes time, and the teacher may need to interrupt or
speed up some students’ presentations to accommodate everyone. This may cause students to

become more stressed and irritated, but it can be mitigated with good teacher training and a
better classroom management strategy. Other flaws include a lack of resources and technician
assistance in workshop-based education, health and safety induction, and equipment induction,
all of which take time but must be addressed on a continuous basis during workshop practises.
2.1 Describe the objectives and structure of important qualifications in your
own field of expertise.
The granting body for the level 3 extended diploma in education and training, which I am
currently teaching for skill development, is the Vocational Skill Academy. The qualification’s
goal is to:
 Give students a critical and contextual grasp of various perspectives and approaches to
the development of related study or professional subjects.
 In order to come up with unique solutions, you must conduct research, analyse, and
evaluate pertinent facts and ideas.
 Recognize, adapt, and safely use appropriate practical skills.
 Solve challenging problems using art, design, or related practical, theoretical, and
technical knowledge (Richards, 2017).
 Evaluate the efficacy and appropriateness of methods, activities, and outcomes critically.
 Take responsibility for their own learning, development, and decision-making by using
evaluative and reflective abilities.
 Take command of the necessary research, planning, time, and activities to acquire access
to advancement opportunities.
The Extended Diploma in training and education Level qualification structure is as follows:
 Level: 3
 TQT (hours): 2,154
 TQT (units): 13
 GLH: 1170
 The average course lasts two years
 UCAS points: 72/120/168 (Pass/Merit/Distinction)
 QAN: 600/2826/9
 The following is a typical progression: Visual communication, personality development,
and practical skills are all important factors to consider.