Teaching, learning and assessment in education and training

Note:- For each question, write only 15 lines (200 words). For each unit could you please add two references on any questions Avoid using big words please, and use simple words.

Teaching, Learning and
Assessment in Education
and Training
1

1.3 - Explain why it is important to identify and meet the individual needs of learners
It is very important to identify and mitigate the individual needs of learners as this helps
them in achieving small goals that are realistic as well as assist in progress slowly in optimistic
way. When teaching, identifying and meeting the individual learning needs is significant as it
helps in achieving quality, developing talents, planning classroom activities, creating interest and
organising the classroom. The classroom needs are not always negative. The learners are usually
undergoing the procedure of understanding their knowledge and skills. However, teacher is
experienced enough to tell about the particular talent or skills of learner. Identifying and meeting
the needs of learners is very essential in supporting to develop them as well as help them to
discover and grow. Apart from this, it also assists in improving the morale of learners as well as
encourage them (Foley, 2020). When the teachers render individually prescribed instructions, it
assists learners to understand as well as grasp the concepts of education. Identification of
weaknesses of learners and execution of measures to overcome them assist learners in getting the
education without any kinds of barriers. So, it is very significant for the teacher to identify and
meeting the needs of learners in an effective way.
1.4 - Analyse the role and use of initial and diagnostic assessment in agreeing individual learning
goals
Initial assessment renders the basis where learners ought to initiate their studies. Thus, it is
very necessary and significant part of agreeing the process of individual learning goals. By
utilising variation of activities, questionnaires, one to one assessment, quizzes and group work
where self-assessment can be executed, which can help in determining what stage student
learning is at and then objectives and goals set accordingly. On the other hand, diagnostic
assessment is associated with specific skills which gives a base line to support teacher with the
appropriate knowledge to gauge the strengths and weaknesses of individual. In the individual
learning plan of student, this information can then be covered so that it can be addressed as
necessary. This assessment assists in assessing the skills, achievements of learners and then
2

compare them with intended target. Apart from this, initial assessment at minister teacher with
information about current knowledge and experience of learner and renders an imitation point for
learning (Wang, and et. al., 2018). Diagnostic assessment helps in highlighting the important
areas where learners requires additional support. Both the assessments are significant for
developing starting point of learner and allow teacher and learner to agree on smart goals
developed such a learning plan which is attainable and appropriate for individual needs of
learner.
2.2 - Explain why it is important to promote appropriate behaviour and respect for others
Encouraging respect and promoting appropriate behaviour towards others is very necessary
as it helps in developing an environment which is appropriate for learning. As learning takes
place in an effective social environment, it is very important to develop a good atmosphere in
order to help each learner feel ease in space where they feel comfortable and safe to express their
views and opinions. Each learner in the classroom may have distinct beliefs, experiences,
culture, background, and needs which makes it necessary to be open minded and develop ground
rules in order to avoid any unrespectful behaviour, discrimination and animosity. Any kind of
discrimination and inequality must be challenged in order to guarantee respect, decency and
fairness among students. Learners become more focused and motivated if a relaxed and safe
environment is provided to them. This will make them able to participate, ask questions, actively
involved in ascertaining the way they will learn, voice their opinions, enable them to utilise their
potential as well as accomplish goals. So, it is very significant to promote appropriate behaviour
as well as respect for others (Wanner and Palmer, 2015).
2.3 - Explain ways to promote equality and value diversity
When teaching the learners, equality and diversity must always be maintained and ensure
that it is the first priority of teacher. Providing equal opportunity for development to all the
learners and value and respect their differences regardless their age, religion, gender etc. is
important. There are several ways to promote equality and value diversity including challenging
negative attitudes, setting clear rules about the way people must be treated, developing an
inclusive culture for students and staff, treating all the individuals equally and fairly and
developing effective policies. All these are the ways which assist in maintaining and promoting
equality. It is very necessary for teacher to treat all the individual learners equally irrespective of
their cultures and background and providing them with equal developmental opportunities so that
3

they can learn new skills and knowledge (Lander, Barnett, Brown, and Telford, 2015). In
addition to this, paying attention to the requirements of students from varied groups will also
assist in valuing diversity and promoting equality.
3.4 - Analyse the effectiveness of teaching and learning approaches used in own area of
specialism in relation to meeting the individual needs of learners
In my own area of specialisation, learning and teaching approaches which I used including
enquiry based learning, cooperative learning, VARK modalities and utilize technology. In
cooperative learning, I divide the students into groups and the work collectively on assignment.
This approach of learning is effective as it develops more elevated amount of social interaction,
self-confidence, thinking skills, support variety understanding, and promotes good mentality of
student towards the topic. This learning also enables individual to develop oral communication
skills which in turn make the student more engaged in learning process. In group projects and
case studies, I utilise enquiry based learning as it makes the student able to develop interview
and investigation skills and makes the subject more significant and genuine since its functional.
According to the learning styles of learners, I offer them with distinct versions of similar activity
which will assist in meeting the individual needs of learners (Cruz, Gálvez, and Santaolalla,
2016).
3.5 - Analyse benefits and limitations of communication methods and media used in own area of
specialism
In my specialism area, I utilise different methods of communication and medias with
learners, colleagues, peers and manager along with other professionals in order to ensure that
message is conveyed more effectively. Each method which are used has some benefits and
limitations. I use written communication method with my peers, colleagues and other
professionals as when it comes to expressing my speech and words, I can write it in organised
way. The advantage of using the communication method is that it is the best way to represent
complex matter attractively and easily. However, it is a time consuming method and is
comparatively expensive to other methods. The another method which I used to communicate is
verbal communication as it is effective method to convey a lot of information in few minutes
(Wanner, and Palmer, 2015). However, its disadvantage is that there may have chances of
distortion of meaning due to barriers in communication.
4

3.6 - Analyse the effectiveness of resources used in own area of specialism in relation to meeting
the individual needs of learners. 3.7 - Adapt teaching and learning approaches and
resources, including technologies, to meet the individual needs of learners
Resources play a significant role in meeting the individual needs of learners as it allows
them to engage in the activities and sessions which are set out for them. It caters the individual
needs and preferences of learners and help them in accomplishing their goals and objectives.
There are several resources which I used in my own area of specialism including highlighters,
pens, paper, sticky notes, crayons etc. which I utilise to deliver my sessions effectively and
provide the learners with instructions. Apart from these resources, I also utilise PowerPoint
presentations, textbooks, handouts, interactive white boards which enable learners to get all the
benefits out of resources as well as allow them with the freedom to learn from different
traditional resources and technical resources (Henley, 2017). Interactive whiteboard enables
learners to utilise distinct features and pen to stay emphasized and engage in activities.
PowerPoint presentation assist in drawing the attention of learners and allow them to have an
idea regarding what they are going to learn. Ebooks are also useful for learners to learn and it is
portable and easy to access. However, its battery might run out quickly which is an advantage of
it. Apart from this, worksheet can be downloaded easily online which helps in saving time for
making new one.
4.4 - Explain the purposes and types of assessment used in education and training
An assessment is referred as something which individual utilised to plan to assist someone
else to accomplish a specific goal, task or skill. There are some assessment types like formative
and summative, informal, formal, observation etc. which an individual might use while
presenting activities on lessons to learners. Formative assessment is a planned assessment and
based on a certain specified criterion. The purpose of formative assessment is to provide
direction of what learner and teacher required to do (Jones, Saville, and Salamoura, 2016). On
contrary the, informal assessment is not planned and done at any time by the teacher to check
and monitor the learners ongoing process. Further, it has been observed that initial assessment is
conducted with the aim of analysis learners prior knowledge and skills to set out there strengths
and weakness so that a more effective learning assessment could be provided to cater and meet
the needs of all individuals. At last, a final summative assessment is also carried out to check and
see the final progress and overall learner achievements. Further, all the assessment needs to be
5

ethical based to maintain confidentially and integrity among learning process along with
maintaining fairness and equality among all learners during session and learning process.
4.5- Analyse the effectiveness of assessment methods in relation to meeting the individual needs
of learner
Many numerous activities are undertaken by the teacher as per the needs and abilities if
different students to make learning more inclusive and effective for their students. Further, the
teacher seemed contemplate about the task in assessment which comprises of effective planning
along with listing positive and negative aspects of each assessment method to ensure that it must
be based on the interest and learning capability of each learner to ensures effectiveness of
assessment methods in relation to meeting the individual needs of learner (Burgess, 2018).
Further, an approach of missing of two formative assessment is also an effective way to have an
extensive idea regarding the progress and on-going learning of students which also leads to an
inclusive method to meet needs and expectation of individual learner. Apart from this, the
strategy of providing regular feedback and assessment decisions to the learner about their
success and overall growth also leads and ensures critical thinking in teachers to properly review
progress of learners and also leads to development of more effective assessment methods in
order to meet the individual needs and expectation of the learner. Further, the control and check
of awarding orgnisation and regulatory requirements on teacher to evaluate whether they are
helping all students to improve their learning and skills is also an effective assessment method to
meet and cater individuals need of each learner.
4.6- Communicate assessment information to other professionals with an interest in learner
achievement
The teacher plays a crucial role in planning, organising and gathering resources for meeting
interest of learner and also responsible for having efficient teaching curriculum and organising a
classroom to make it ready for learners. Apart from this, the teachers also plays a efficient role in
motivating learners and making their learners work to develop their own skills and knowledge
along working with pates and lashing with other professionals. Thus, the teaching professional
become over whelming for one person thus, help of teasing assistant is required to support
certain learners and provided crucial information to teachers about learners behaviour so that
better teaching assessment could be produced to meet the an interest in learner achievement.
Apart from this, working with designated safeguarding lead (DSL) and local authorities to
6

support and safeguarding concerns of the learner. Further, other professional needs to be abide
by the awarding organisation regulations to make sure that confidentiality policy and private/
personal information must not be disclosed or revealed to any other person who belongs outside
the organisation (England, 2016). At last, meeting of safeguards policy along with maintaining
equality and diversity and complying with whistle blowing policy is also vital other professionals
with a view point to meet interest in learner achievement.
5.2- Analyse ways in which minimum core elements can be demonstrated in planning, delivering
and assessing inclusive teaching and learning
The core elements for demonstrating effective planning, delivering and assessing inclusive
teaching and learning comprises of having numerous skills, training experience along with
knowledge and minimum core capabilities in practitioner. Further, it has been observed that all
teachers needs to have vital skills to understand language, literacy, numeracy along with
understanding about the ICT (information and communication technology) to meet needs of
learner and instil required capabilities in them. Apart from this, as a teacher, they needs to work
and makes efforts for best of its learners and help and support them as much as possible to drive
and motivate them towards independent habits and better knowledge and learning skills
(FutureLearn. 2020). As a nursery practitioner all these core elements of are demonstrated by me
to have effective planning, delivering and assessing inclusive teaching and learning. I had make
lesson plan to enhance my learners capabilities and along with adding add literacy, numeracy
and information and communication technology (ICT) into their daily activities to ensure more
effective teaching and learning along with regular taking and peering feedback from learners to
meet needs and expectation of each learner in more effective way.
6.1- Analyse own role and responsibilities in education and training
As a teacher my role and responsibilities in education and training comprises of providing
safe and secure environment for my students and learners along with encouraging equality and
diversity and motivation in my students for effective learning. I would encourage my students in
the meeting the concept of equality through directing and motivating them towards same
opportunity, fairness and respect for each other without having any kind of discriminations or
biasness among them. As a nursery practitioner, my teaching role and responsibilities are based
on implicating proper teaching cycle for learners along with making efforts to identify needs and
proper education strategy to meet and cater needs and expectation of all students. Further,
7

ensuring that all the students are properly engaging in lesson and class activity is also my
responsibility along with ensuring that none of children would feel neglected during the learning
process. Further, as nursery practitioner it is my responsibility to constantly develop better skills
and capabilities in me to safeguard all children through leading training in first aid along with
maintaining proper hygiene and healthy learning environment for all children. Apart from this,
having understanding about speech therapist, special education team (SENCO), health visitors,
nurse, etc also forms a part of my responsibility to cater the needs of learners that require
numerous professionals working to achieve their gaols.
6.2- Summarise key aspects of legislation, regulatory requirements and codes of practice relating
to own role and responsibilities
There are various policies and procedure of every institution that must be abide by all
employees which comprises of maintaining safety and healthy environment for learning and
teaching. The main regulatory requirement that is related with my own role and responsibilities
comprises of health and safety policies to make sure that an everyone is safe and away from all
hazardous and harmful aspects. Furthermore, the safeguarding vulnerable group act (2006) also
forms key aspects of legislation, regulatory requirements and codes of practice which is relating
to my role and responsibilities which aim at safeguarding interest of all students and also
emphasis on protecting them for any kind of abuse or discrimination (Jones, Saville and
Salamoura, 2016). Apart from that, implication of Children act (1989) also forms a part of my
role and responsibilities to pick up and eliminate signs of abuse and misshaping through
reporting to the my designated safeguarding lead(DSL). Apart from this, the equality act (2010)
is also a key legislation which provides code of prcatises relating to my own role and
responsibilities which aim at promoting a sense of fairness and same opportunities for all
learners and students and keep a check and control over acts of harassment, victimisation and
other form of discrimination.
6.3- Analyse the relationships and boundaries between the teaching role and other professional
roles
It has been analysed that implementing a collaboration between teaching role and other
professional reflects recursive process between two or more organisations or individual which
are working together and share same goals to have positive influence on professions associated
with teaching and education. Further, it has been also observed that a collaboration between
8

teaches and other practicing professionals in important and essentially required to improve
education practises and better training and learning for students across various educational
sector. For instance, Collegiality is representing such relationships and boundaries between the
teaching role and other professional roles which emphasise on cooperative relationship among
colleagues and other staff to maintain social equality along with meeting necessary for better
schooling and teaching process (Wang, and et. al., 2018). Further, it has been also seen that
teaching includes a larger number of activities like curriculum, organising the classroom,
motivating the learners, marking their learners work, supporting their colleagues which become
over whelming for an individual thus, balance and relationship between other professional
support more focus of teachers on learning of individuals to have better guide and motivation for
individuals.
6.4- Describe points of referral to meet the needs of learners
Limited responsibilities are associated with the professional thus, they need to focus and
rely on other professional to ensure better process of referral going. For instance in case of a
teachers the points of referral to meet the needs of learners comprises of conducting numerous
observation and indentify needs and requirement of each learner to indentify strength and
disability of all individuals to ensure more preferable and suitable teaching assessments. Use of
screening process could also be made as referral to ensure that all children are up to date and fine
with the help of regular health checks and diagnostic assessment (Khan, A. 2019). Further, the
teacher also must report to its manager about the educational needs of its learner on the basis of
constant observation and assessment who are the individuals responsible for the referral and also
get special educational team(SENCO) involved as points of referral in order to meet the needs of
all learners in a more effective and better way. Furthermore, it has been observed that the
referral process and waiting list is immensely long at present, therefore making it difficult for the
individual whom needs to be diagnosed as they need to wait for a long time and are diagnosed
later on which lead to negative consequences as they are not able to receive the help that they are
supposed to needed in early stage.
9

7.1- Devise a scheme of work in accordance with internal and external requirements. 7.2- Design
teaching and learning plans which respond to: the individual goals and needs of all
learners; and curriculum requirements
The concept of inclusive learning is related with making sure that plans and procedure
prepared must meet and cater needs of all learners who are somehow different for each other.
Thus the plans needs to be preparing in such a manner that it meets and fulfil needs of all
learners and allows them to achieve their goals in a viable manner. The scheme of work should
be prepared in accordance with the internal and external requirement which should comprises of
better learning about the literacy, numeracy and information and communication technology
(ICT). Further, it has been also evaluated that the scheme of work is mainly not prepared by the
teachers and is planned by the awarding body and approved by the government. Further, the
while planning the scheme of work and designing teaching and learning plans five W’s and H
which comprises Of discussion about what, when, where, who, why and How must be evaluated
to ensure setting of effective plans to meet individual goals and needs of all learners along with
the curriculum requirements. Apart from this, SMART goals must be set by teacher for learners
that must be specific, measurable, achievable, realistic and timely in order to effectively motivate
and direct learners for responding to individuals goals and needs of all learners.
7.3- Explain how own planning meets the individual needs of learners. 7.4- Explain ways in
which teaching and learning plans can be adapted to meet the individual needs of learners
Effective planning makes sure that every learner get same and fair learning opportunities
regardless of any kind of discrimination thus, leads to meet the individuals needs of learner
through emphasis on inclusive learning process that cater and meets needs of all learner. The
planning by a teacher must be inclusive in nature like if a learner prefer to learn by moving
around then they are more likely to adopt kinetic learner planning. On the other hand auditory
learner presser to hear and listen in the class thus a planning for audio presentations, videos,
verbal praise etc are required to meets the individual needs of learners. Thus, various dynamic
ways of learning are adopted by the teaching and learning professional to meet individuals needs
of learner such as emphasising more on written praise more than verbal to meet the needs of a
visual learner. Apart from this, the ways of teaching and learning plans should be based on
specific, measurable, achievable, realistic and timely(SMART) to ensures analysis of needs of all
learner to provide better ways of teaching and learning.
10

7.5- Identify opportunities for learners to provide feedback to inform inclusive practice
To ensures more effective learning and teaching prcatises the learner should provided an
opportunity to give feedback about the session and their learning process. Furthermore, the
feedback taking process must be inclusive and a fair opportunity must be provided to all to share
and express their opinion and perspective. To ensures more inclusive teaching and learning
process, the teachers needs to listen to the feedback of all students and should take into
consideration and heed on feedback to have better teaching planning and inclusive learning
practises. The feedback can be taken by the teachers either in a form of forma feedback on a
written paper or post tick notes to pin out the main strengths and weakness of every session so
that better learning and education prcatises could be lead out to have improvement in learning
session that is more viable to set out a inclusive learning process. Further, leading out a self
reflection session for learners to evaluate their learning and understanding about themselves is
also a viable practises to encourage students and improve their motivation level for next session.
8.1- Review the effectiveness of own practice in planning, delivering and assessing inclusive
teaching and learning, taking account of the views of learners and others
Self refection about my effectiveness provide an efficient way for me to evaluate into my
planning, delivering and assessing inclusive teaching and learning so that I can indentify my
strengths and weakness to improve them in future. I had taken feedback from numerous people
which comprises of my colleagues and peers along with learners in order to improve my learning
prcatises. I had made use of SMART targets to help my learners direct towards right path to
achieve their goals through making efficient action plan. Numerous training and development
programmes are also taken by me to enhance my skills and knowledge to ensure that I meet all
learners preference, learning styles, needs, disabilities and goals. Apart from this, adoption of
practises and ways like uploading lesson presentation, taking picture of what learner write and
upload it to Moodle are also viable planning, delivering and assessing inclusive teaching and
learning practises that area taken by me to access work of learner and making them more
motivated and directs towards achievement of their goals as per the needs and expectation of
individual learner. Further, my learner all provides me verbal feedback about each session
regarding the fact they are satisfied or not along with my peers who give a feedback in writing or
verbally to guide and direct me that how can I improve my next session.
11

8.2- Identify areas for improvement in own practice in planning, delivering and assessing
inclusive teaching and learning
As per my experience, I think that I could made improvements in my time management
through making use that I stuck to my planning to give sufficient time to each learner and it also
ensures that my session would run in more smooth and efficient way without falling behind on
the session plan. Thus, I need to become more strict on management of time and should keep my
learning activities and procedure with the expected time frame. To have improvement in my
Time management skills I could take up some training so that I could effectively manage by
time. Further, use of techniques like Gantt chart and WBS could also be made by me to ensure
better allocation of time for all activities which avoid the chances of delays and overlapping of
work. Apart from this, making use of specific, measurable, achievable, relevant and timely
targets (SMART) targets during my session would also lead to improvement in my practice in
planning, delivering and assessing inclusive teaching and learning. Apart from this, an
improvement in my communication skill could also be made by me to have a precise and
effective interaction with all learners and peers to ensure a more inclusive and effective learning
to meet needs and expectation of all individuals.
12

REFERENCES
Books and Journal
Beetham, H. and Sharpe, R., 2013. Rethinking Pedagogy For A Digital Age. London: Routledge.
Burgess, M., 2018. What Is GDPR? The Summary Guide To GDPR Compliance In The UK.
[online] Wired.co.uk. Available at: <https://www.wired.co.uk/article/what-is-gdpr-uk-eu-
legislation-compliance-summary-fines-2018> [Accessed 15 March 2020].
Cruz, F.J.F., Gálvez, I.E. and Santaolalla, R.C., 2016. Impact of quality management systems on
teaching-l
England, N., 2016. NHS England » Confidentiality Policy. [online] England.nhs.uk. Available
at: <https://www.england.nhs.uk/publication/confidentiality-policy/> [Accessed 15
March 2020].
Foley, G. ed., 2020. Understanding adult education and training. Routledge.
FutureLearn. 2020. Introducing The Training Cycle. [online] Available at:
<https://www.futurelearn.com/courses/7093exq-01/0/steps/61767> [Accessed 16 March
2020].
Gibbs, G., 1988. Gibbs' Reflective Cycle. [online] The University of Edinburgh. Available at:
<https://www.ed.ac.uk/reflection/reflectors-toolkit/reflecting-on-experience/gibbs-
reflective-cycle> [Accessed 15 March 2020].
GOV.UK. 2013. Equality Act 2010: Guidance. [online] Available at:
<https://www.gov.uk/guidance/equality-act-2010-guidance> [Accessed 15 March 2020].
Gravells, A. (2017). Principles & practices of teaching & training.
Gravells, A., 2016. Principles And Practices Of Quality Assurance - A Guide For Internal And
Ex.
Gravells, A., 2019. Differentiating Between Initial And Diagnostic Assessment. [online] FE
News. Available at: <https://www.fenews.co.uk/featured-article/11759-initial-and-
diagnostic-assessment> [Accessed 21 March 2020].
Henley, I.M. ed., 2017. Aviation education and training: Adult learning principles and teaching
strategies. Routledge.
Ismail, N. (2017). Modern technology: advantages and disadvantages. [online] Information Age.
Available at: https://www.information-age.com/modern-technology-advantages-
disadvantages-123465637/ [Accessed 1 Mar. 2020].
Jones, N., Saville, N. and Salamoura, A., 2016. Learning oriented assessment (Vol. 45).
Cambridge University Press.
13

Khan, A. (2019). What is Assessment? | Meaning and Types of Assessment | Toppr Bytes.
[online] Toppr Bytes. Available at: https://www.toppr.com/bytes/types-of-assessment/
[Accessed 7 Mar. 2020].
Lander, N.J., Barnett, L.M., Brown, H. and Telford, A., 2015. Physical education teacher
training in fundamental movement skills makes a difference to instruction and assessment
practices. Journal of Teaching in Physical Education, 34(3), pp.548-556.
Legislation.gov.uk. 1989. Children Act 1989. [online] Available at:
<http://www.legislation.gov.uk/ukpga/1989/41/contents> [Accessed 15 March 2020].
Legislation.gov.uk. 2006. Safeguarding Vulnerable Groups Act 2006 - Explanatory Notes.
[online] Available at: <http://www.legislation.gov.uk/ukpga/2006/47/notes/division/2>
[Accessed 15 March 2020].
Looney, A., Cumming, J., van Der Kleij, F. and Harris, K., 2018. Reconceptualising the role of
teachers as assessors: teacher assessment identity. Assessment in Education: Principles,
Policy & Practice, 25(5), pp.442-467.
Pearsonschoolsandfecolleges.co.uk. (2020). Pearson Schools and FE Colleges | Pearson
Education | Resources for Primary, Secondary and FE colleges.. [online] Available at:
https://www.pearsonschoolsandfecolleges.co.uk [Accessed 9 Feb. 2020].
Petty, G. (2004). Teaching today: A Practical Guide.
Prospects.ac.uk. (2020). Prospects.ac.uk. [online] Available at: https://www.prospects.ac.uk
[Accessed 9 Feb. 2020].
Wang, P., and et. al., 2018. A critical review of the use of virtual reality in construction
engineering education and training. International journal of environmental research and
public health, 15(6), p.1204.
Wanner, T. and Palmer, E., 2015. Personalising learning: Exploring student and teacher
perceptions about flexible learning and assessment in a flipped university
course. Computers & Education, 88, pp.354-369.
14