Unit 2 Teaching Learning and Assessment in Education and Training

Access study material for Unit 2 Teaching Learning and Assessment in Education and Training for Pearson BTEC Level 5 Diploma in Education and Training at Desklib. Get 20 credit value, 65 guided learning hours course with solved assignments, essays, dissertation etc. The content includes Why Do I want to Teach, Initial Assessment, ILP, Scheme of Work, Lesson Plan, Assessment examples, Teacher Feedback, Peer feedback, Activity and more.

Submission Front Sheet
Project Code:
Programme: Pearson BTEC Level 5 Diploma in Education and Training
Unit 2: Teaching, Learning and Assessment in Education and Training
Unit reference number:
QCF level: 4 Credit value: 20, Guided learning hours: 65
……………………………………………
Is this a First Submission or Second Submission ?
Word Count 1st Sumission or Resubmision?
Turnitin Score
Complete, sign and copy this page and add it as the front sheet to your online submission
E-Portfolio- Unit-2 - DET
Table of Content
Approx 6500
words
%
1

Content Number of
documents
Page
Number
Mont Rose Header Sheet 1 1
Why Do I want to Teach 1 3
Task 2 A Initial Assessment 1 4-5
Task 2 – ILP – (Individual Learning Plan) 1 6-7
Scheme of Work 1 8-13
Lesson Plan 4 12-20
Task 6 – Assessment examples
Initial assessment
Formative assessment
1
1
Self Evaluation (Micro teaching /
Teaching Practice Delivery)
1
Power point slides 4
Teacher Feedback 1
Peer feedback 3
Activity 5
Why you want to teach?
Hello,
My name is Mariya Zhivkova Petkova. I have studied HND course of Business
Marketing previously in Mont Rose College. My course started in April 2018 and
finished in April 2020.I also have finished a TOP UP Course of Business Marketing in
Bucks university in June 2021. In order to continue develop myself I would like to sign
up for a DET Course in the same field-Business Marketing in Mont Rose College.
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I have enjoyed being a student in Mont Rose College and I appreciate my time spent in
the classes as I learn a lot. It was very valuable experience. In the time spent with my
teachers and the subjects I had, I found a lot for the field I want to achieve my goals in.
As I used to work as a supervisor in a marketing department previously , the course and
the knowledge I have received, definitely helped me a lot to improve my work. I have
been successfully running a team of 8 people with the knowledge that was provided to
me in the 2 years course in Mont Rose College. Operating the duty of supervisor I had
lots of questions raised by a different situations to be answered, and then when I had
those answers from my lectures I have applied them at my work process, and I am
happy I did it as it worked out perfectly. So looking forward to my career, I decide to
keep study not just for the certificates but to keep updating and creating myself as a
good educated person. As a young person I have being open to a new ideas and always
be able to take advantage of opportunities and that’s is very important to me. Even now
I do my own research - how to be an entrepreneur which motivation came from one of
my teachers in the college. We had it as a subject in one of the terms, but the passion
comes from the way it has been presented to me on a first place. It is really important
the person teaching you to have the passion of doing it, then everything comes to you
very well presented and understandable. Now I would like to try to spread my passion
of what I am doing to others. I am very communicative person and I hope will be a
successful new achievement for myself .
I want to continue study as I feel myself more confident having whole the knowledge I
can receive, catch any opportunity that is coming up , also having the right skills to do
it. Education is an ending source. I do enjoy it as it open my mind set .Completing the
HND and TOP UP course as well , I believe ,I am good enough to fit in the DET
program as well. I do look in to my future to be bright, so I would like to carry on with
the same college as I feel confident in the way of teaching and presenting the material
what will help me to achieve my future goals. So applying for DET course I believe I
do the right thing with the right college to me. So I am ready to carry on with my
education, motivated to complete all the subjects that will come to me and will be more
than grateful if my application be successful.
Initial Learning Assessment
Task 2B
Learner Details
Name:
3

Learning Programme
DET Course/ Diploma in Education and Training
Qualifications and Achievements
HND Business and Marketing
TOP UP Business and Marketing (Degree in Business and Marketing)
Prior Learning and Experience
Knowledge – the most important factor, to deliver positively influence to learning, so it can
be applied as problem-solving skills.
What is the specialist subject you will be delivering?
Nursery
Key Skills
Organization
Communication
Learning Difficulties/Challenges
none
Interests
Outdoor activities
Learning Style
4

Visual and writing
Personal Circumstances
none
What are your Learning goals
By studying DET I would like to achieve better communication skills with the young
children. Also I would like to be able to recognize an upcoming problem and be able to solve
it at early stage. I would like to learn how to be more focused and beneficial over their
progress.
Summary of Learning Needs
none
Summary of Support Needs
none
Signature
*Nota Bene: This document supports Task: (1.4 & 2.1 to 2.4)
5

Individual Learning Plan –Task 2 B
Student Name Date Year Group Teacher name
Student Target: Student has difficulties with shapes recognizing
Making difference between the shapes(circle, square, triangle and etc.)
Actions How and when Follow up activity Overall outcome
(How you will support Your
Learners)
Monitoring learners’
achievement,
attainment and
progress
Observation in nursery Communication , The student will be able
to make difference
between shapes .Special
wooden toys. Printed
shapes on paper.
Setting learners’
targets.
Estimate how many shapes can be
counted. Check by counting.
Estimate how many different shapes can
be recognized. Check by separating.
Read and show different
shapes.
After a
conversation ,learner is
more confident.
Planning subsequent
sessions
Working more often and close with the
learner .
Recording session and exercises.
Give the learner extra
attention ,another 15 min . Work
one to one.
Student will be able to
show knowledge of the
shapes.
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Recording the
outcomes of
assessment.
Regular meeting in nursery Send extra information for
parents by email and another
meeting with the student.
Student will be able to
show knowledge of the
shapes.
Communicating
assessment
information to other
professionals with an
interest in learner
achievement
Discuss with other colleagues. Next meeting After speaking with the
learner , the learner is
confident to name “circle
and square”
Communicating with
learners, learning
professionals and
others to meet
individual learning
needs and encourage
progression.
Encourage the communication skills .
Locate helpful resources.
Next meeting Student is able to show
knowledge of more
shapes.
Any Other issues:
7

Scheme of Work
Early years foundation stage
Scheme of Work 20hrs
Jan 2021
Total number of hours: 20 hours
Week
No:
Learning Outcomes Aims Indicative Content Assessment
Criteria
Delivery methods/
resources
Functional skills
WK-1  Mathematics
Children develop
their knowledge and
understanding of
what math is
children develop
the necessary
building blocks to
excel
mathematically
Explore and
represent patterns
Questions ,Co
nversations
Presentation Knowledge
WK-2
 Mathematics
Numbers
Developing a strong
grounding in
number
Develop a deep
understanding of
the numbers to 10
Have a deep
understanding of
number to 10,
including the
composition of
each number
Paper activity,
Recognizing
the numbers
Using
manipulatives,
including small
pebbles and tens
frames for
organizing
counting
Count
confidently
 Mathematics Verbally naming
the shapes
Explore and
represent patterns
Games, group
tasks
Presentation,
Wooden toys ,
Recognizing
different shapes
8

WK-3 Shapes
Identify shapes they
see in their
classroom and
surroundings
within the main
shapes
pictures
WK-4  Mathematics
Measures.
Encourage children
to count the items
they use to measure
with to find the
length or height of
an object.
Having the
knowledge of the
different
measurements
Make children
understand that
you need a
smaller quantity
of larger units to
measure an object
or vice versa
Use LEGO
bricks for non-
standard
measurement
Presentation,
colorful
charts
Knowledge of all
different types
measurements
and the
difference
between them
9

Centre
name:
Mont Rose
Tim
e
8:30
AM No of
learners:
10
Venue:
Mont rose
Nursery
Subject: Mathemat
ics
Topic
Developing
and
understandin
g what maths
is
Week
numbe
r:
Prior Knowledge assumed-
A learners understanding the materials used in
education.
Aims – Learners would be able to understand what maths subject is.
Objectives:
By the end of the lesson, learners should (Must) be able
to;
Differentiation of Learning, -
SESSION PLAN 1
10

To show how the puzzles are build.
Minimum Core (Literacy, Numeracy, ICT)
Opportunities:
Knowledge and Understanding
Content Teacher Activity Student
Activity
Resources Learning
Checks
Starter and
registration Teachers will
register the topic
which is to be
taught to the
students in the
register.
Students will
inform the
teacher about
their presence in
the classroom.
Register,
pen, pencil
Q/A
Introduction To make the
children
understand about
the topic of maths
which is being
taken.
Students will be
able to learn
about the topic
being chosen.
Pen, pencil,
book,
board.
Q/A
Main Activity To make the
students
understand what is
included in the
maths and how the
blocks are build.
Students will be
able to build the
blocks.
Puzzles,
wooden
blocks, etc.
Q/A
Other / Additional
Activity
11

Formative
Assessment
Group activity Group games will
be played
Wooden
blocks and
puzzles.
Q/A
Plenary / Summary Summarizing the
whole activity.
Discussion and
review of how the
blocks will be
framed by the
students.
Q/A
Name: Centre
name:
Mont Rose
Date: Tim
e
7:30
AM No of
learners:
10
Venue:
Mont rose
Cours
e:
Nursery
Subject
:
Mathema
tics
Topic
Understandin
g the
numbering
within
subject
Week
numb
er:
1
SESSION PLAN 2
12

Prior Knowledge assumed-
A learner understanding the materials of education.
Aims – Learners would be able to understand what is the numbering
system.
Objectives:
By the end of the lesson, learners should (Must) be able
to;
Learn counting and numbering and counting in maths.
Differentiation of Learning, -
Minimum Core (Literacy, Numeracy, ICT)
Opportunities:
Understanding and knowledge.
Time Content Teacher Activity Student
Activity
Resources Learning
Checks
9-
9:05
Starter and
registration Teachers will make
entries of children
and will register
name.
Students will say
present to the
teacher marking
the attendance.
Register,
pen, pencil.
Q/A
9:05 -9:10 Introduction Introducing the
subject which is
maths to the
students.
Student will learn
and understand
about the subject
maths.
Board, pen,
pencil,
books.
Q/A
9:15 – 9:20 Main Activity
To make the
students
understand about
the numbers from
1 to 10.
Students will
learn and
understand the
counting which is
from 1 to 10.
Pen, pencil,
board,
books.
Q/A
Other / Additional
Activity
13

9:25 -9:30 Formative
Assessment Group activity Games in group
Wooden
numbers
and toys.
Q/A
9:35 – 9:40 Plenary / Summary
Summarizing the
whole lesson.
Discussion and
review of what
was being done
and what the
students have
learned.
Q/A
Notes:
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Name: Centre
name:
Date: Tim
e
9:30a
m No of
learners:
10
Venue:
Cours
e:
Nursery
Subject
:
Mathema
tics
Topic
Understand
main
shapes(triang
le, circle and
square)
Week
numb
er:
3
Prior Knowledge assumed-
A learner understanding of educational material
Aims – Learners would be able to understand the
different shapes and the difference between them.
Objectives:
By the end of the lesson, learners should (Must) be able
to;
 To name and show the different shapes.
Differentiation of Learning, -
Minimum Core (Literacy, Numeracy, ICT)
Opportunities:
Knowledge and understanding
SESSION PLAN 3
15

Time Content Teacher Activity Student
Activity
Resources Learning
Checks
9-
9:05
Hello Time
Teacher starts with
a song to say hello
Children will sing
Hello song to
each other, so
will make sure
they know their
friends name.
Q/A
9:05-9:10 Golden Rules Presentation Quickly will
mention in a
presentation
what the Golden
rules in our
nursery are.
White
board/Emerge
technology
Q/A
9;10-9:15 Main Activity
Showing and
explaining the
shapes
Listening
Printed
paper/picture/Pre
sentation
Q/A
Other / Additional
Activity
9:15-9:20 Formative
Assessment Group activity Group games
Wooden/plastic
circles, triangle,
square(toys)
Q/A
9:20-9:25 Plenary / Summary Summarizing the
whole lesson
Discussion and
review (do they
like it, do they
remember? What
we have learned)
Q/A
16

Notes:
Name: Centre
name:
Mont Rose
Date: Tim
e
10:30
No of
learners:
10
Venue:
Mont rose
Cours
e:
Nursery
Subject
:
Mathema
tics Topic Understandin
g the
knowledge of
different
measuremen
ts.
Week
numb
er:
Prior Knowledge assumed-
Aims – Learners would be able to understand how different
measurements are taken.
SESSION PLAN 4
17

Objectives:
By the end of the lesson, learners should be able to;
A learner understanding educational material.
Differentiation of Learning, -
Minimum Core (Literacy, Numeracy, ICT)
Opportunities:
Understanding and knowledge
Time Content Teacher Activity Student
Activity
Resources Learning
Checks
9-
9:05
Starter and
registration The teacher will
register the name
of the students and
will register them.
The students will
make their
present by telling
the teacher that
they are
attending the
class.
Q/A
9:10 – 9:15 Introduction The teacher
will give a
brief
introduction
of different
measuremen
ts.
The students will
learn and
understand what
is being taught in
the class.
Presentatio
n, colourful
charts.
Q/A
9:20 – 9:25 Main Activity
The teacher will
teach the students
how different
measurements are
taken.
The students will
learn and
understand how
the
measurements
are taken.
Board, pen,
pencil,
books,
chalk.
Q/A
18

Other / Additional
Activity
9:25 – 9:30 Formative
Assessment Activity for taking
different
measurements.
The students will
measure the
different shapes
and measure
them.
Board, pen,
pencil,
chalk, book
Q/A
9:30 – 9:35 Plenary / Summary
Summarizing the
whole lesson which
is addition and
subtraction.
Discussion and
review as what
the students are
learning.
Board, pen,
pencil, chalk etc.
Q/A
Notes:
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Task 5 – 1000 – 1200 words
Session date: Delivered by:
Observed by:
Title of session: Length of session:
1 Hour
Explain how own planning used in the teaching practice (including the teaching plan) meets the
individual needs of the learners:
The individual needs of the learners are met with the help of how effectively and in appropriate
manner the teaching plan was being framed. The teaching plan helped in analysing and knowing what
are the important aspects and lessons which are to be learned by the students of nursery for the
subject maths. The teaching plan helps in knowing that when and at what time the lessons to
students are made to be learned so that they are able to understand and gain knowledge through the
things which have been taught to the students in the classroom.
There are certain teaching practices which is being considered as important and this helps in knowing
that how effectively and in appropriate manner with the help of lesson plan the students are able to
learn their best and are understand to gain knowledge. The teaching practices helps the learners to
learn more and fulfil their needs and requirements. The learners’ needs are described as – fostering
curiosity, resource – based learning, encouraging independent learning.
The teaching practices aims in delivering the best of what the students are able to learn from the
practices which helps in understanding the core values of the teaching practices which are being
undertaken. The individual needs of learners are being fulfilled which helps in demonstrating that
how the maths subject is made understand to the students and how the activities are planned for the
students. It is very important that the learners’ needs are fulfilled effectively and in significant
manner.
Explain ways in which teaching and learning plans were adapted to meet the individual
needs of specific learners (Learners with learning challenges)
The teaching and learning plans were adapted in the most significant ways to meet the
individual needs of specific learners. This helped in knowing how effectively and in
appropriate manner the changes are being taken into consideration for the learners to learn
and understand the essential aspects of learning. The adapting plans are mentioned as –
Self Evaluation (Microteaching / Teaching Practice Delivery)
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additional resources, after timings, negotiating to meet individual needs, changes in the
activities and sequencing. These are some of the adapting plans which should be taken into
consideration at large scale and this helps in knowing that what are the knowledge based
aspects which are provided through teaching and this helps in creating value for the learner
understanding maths and understanding the manner in which learning can be made easy for
the students and children.
The individualized learning helps the learners to increase the flexibility in learning so that they
are also to focus on group activities. This is also done with the help of how effectively and in
appropriate manner the changes are being taken at large scale and this increases the chances
of how the peer teaching are also being done. The individualized learning creates value for the
aspects as to how effectively the learning is being done. There are certain things which are
important in teaching and learning plans so that the teachers are able to understand what is
being taught to the students. Therefore, it is very important that teaching and learning plans
are being framed which helps in creating value for the process of plan which has been framed.
Explain ways in which you adapted the lesson for two contrasting learners (eg. G&T and low
ability learners) to challenge and help meet their learning needs
For low ability learners and G&T there are certain challenges which the learners having low ability
face while learning and understanding the subject which is maths. The needs of the learners are met
with the help of framing effective strategies which helps the students learn and make the learning
easier and resourceful.
The ways which are adapted for the lesson learning for low ability students can be done by framing
the learning plans specialised for the learners having low ability to understand maths subject and the
lessons in it.
Two Examples of resources used (including technology) and how did you use these resources to
meet the different needs of individual learners:
Two example of resources which are used to meet the individual needs of the learners are –
Technology and different learning styles. With the help of technology, the teaching becomes easy and
effective which helps in understanding the learners needs which are fulfilled. With the help of
different learning styles adopted by teachers the learns needs are also satisfied. This helps in knowing
that learning with the help of technology ensures that the lessons are being made in the most
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effective manner. With the help of different learning styles, the learners can solve their doubts and
understand about the subject requirements.
Analyse ways in which minimum core elements have been demonstrated in your planning,
delivering and assessing of inclusive teaching and learning.
The core elements which have been demonstrated in the planning, delivering and assessing
inclusive teaching and learning are described as – teaching, numeracy, ICT, language, literacy.
With the help of these core elements, the planning is made easy for the process of teaching
and learning.
Teaching includes – discussion, presentation, project work, data etc.
Numeracy includes – numbering, presenting the data, calculation etc.
ICT includes – presenting information, e – learning, use of intranet.
Language includes – question and answer, discussion, assessment etc.
Literacy includes – reading, reporting, testing, projecting etc.
Strengths: (Your strengths as a teacher from the teaching practice)
The strengths which are I possess as a teacher are – I enable strong communication through which I
am able to communicate with the students and fulfil their needs and requirements. I also incur the
capabilities of adapting to changes which are observed while teaching to the students in the
classroom.
I am also patient towards the children and the students which helps me to know more about them
and this helps in making me work more easily and take work for the teaching process in more
appropriate manner.
Areas for development from the teaching practice:
There are certain areas of development in the teaching practice which helps in improving and
enhancing the work at large scale which makes the learning and teaching process more easy and
significant for the students. There can be improvement in planning, monitoring the students,
internally verifying the process of students which is being undertaken at large scale. Feedback from
the learners also helps in improving and creating valuable teaching practices which are being analysed
for the students. Improvement in own practices in planning is essential in knowing that how
22

effectively and in appropriate manner the changes are being taken place which helps in developing
the aspects of growth and development in the teaching process.
Action required to improve your skills for further development (planning, delivering and
assessment)
There are certain actions which are required to improve the skill for further development which helps
in delivering, planning and assessing the process of teaching are critical thinking skills, creative
thinking abilities, to enhance communication skills, time management skills, patience etc. These are
some of the major skills which are to be improved for further development in planning, delivering and
assessing the teaching skills which are being taken into consideration at large scale.
Signature: Date:
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Teaching Practice Log
Learner’s Name:
Date Length of
session Topic taught Location Observed by Supporting evidence
(scheme of work, session
plans, self-evaluation, peer
observation report)
1/2/22 1 Hour Introduction about Maths
subject.
 Lesson plan
 Power point slides
 Activity sheet
 Peer observation
5/2/22 1 hour Understanding the
numbering.
 Lesson plan
 Power point slides
 Activity sheet
15/2/22 1 hour Analysing the shapes
(triangle, circle and square)
 Lesson plan
 Activity sheet
24/2/22 1 hour Understanding the
measurements
 Lesson plan
 Power point slides
 Activity sheet
 Peer observation
24

Course: Diploma in Education and Teaching (Level 5)
Unit 2: Teaching, Learning and Assessment in Education and Training
3 – Feedback from your peers
Peer Feedback on Teaching Practice
Student
Teacher
Peer
Observe
r
Aspect
particularly
enjoyed
Approaches I
could use in
my own
practice
Area for
possible
development
Aspect I
would like to
research
further as a
result of this
Observation
Peer Signature: Date:
25

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