Developing Teaching, Learning & Assessment: DET Unit 1 E-Portfolio

This E-Portfolio, designed for the DET Unit 1 module, focuses on Early Years English Language. It encompasses a scheme of work with 30 hours of content, detailed lesson plans, and various teaching materials, including resources and photographic documentation of activities. The portfolio includes teaching practice observations, Individual Education Plans (IEPs) for two students, and diagnostic, formative, and summative assessment documents for individual learners. Additionally, it features a teaching log documenting 100 hours of teaching, a curriculum outline, and a confirmation letter from the teaching placement. The assignment also contains a reflective account on teaching practice, along with examples of diagnostic, formative, and summative assessments, as well as a sample Individual Learning Plan. The assessment section highlights the importance of diagnostic, formative, and summative assessments in monitoring student progress, adapting teaching methodologies, and providing effective feedback. The Individual Learning Plan section emphasizes the importance of setting targets, planning sessions, recording assessment outcomes, and communicating assessment information to relevant stakeholders. The document provides a comprehensive overview of the requirements for completing the E-Portfolio, offering valuable insights into effective teaching practices within the context of early years English language education.

E-Portfolio- Unit-1 - DET
List of Mandatory documents for E-Portfolio UNIT 1
MY SPECIALISE AREA IS (EARLY YEARS ENGLISH LANGUAGE)
Scheme of work covering your specialised teaching area/ curriculum Covering Total of 30 hours
5 Lesson Plan or (more according to the demand of the course)
3 Different sets of Teaching materials and learning resources that you used for your teaching practice. Photos
of activities/resources.
2/3 Teaching practice observation Pro-Forma from your lesson observer (placement).
2 Individual Education Plan (ILP). (Select two students and fill in an ILP for each of them. They might have
different learning challenges.)
2- Diagnostic Assessment documents DONE by two individual learners.
2- Formative assessment documents DONE by two individual learners.
2-Final Summative Assessment documents DONE by two individual learners.
Teaching Log – showing 100 Teaching hours in Total
A copy of the curriculum (up to table of content) in your selected area of specialism.
A letter from your teaching practice placement, clearly stated number of hours you have completed and over
period of time with details of roles and responsibilities you carried out while in placement.
The Confirmation letter must be on the organisation’s letter Head with a Name and Signature and
stamped.
1 Reflective Account on your teaching practice. (Approximately 800 words)
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Task 2: Assessment: Diagnostic Assessment, Formative and Summative Assessment (should be stated here)
The Diagnostic Assessment
Most assessments reflect how pupils are carrying out their learning activities with their present educator. The diagnostic evaluation is slight different from
determining the learners' prior awareness ---it assesses what preceding teachers as well as schools have trained them.
Among the benefits, it highlights:
 The clarification of false impression of the pupils.
 It empowers the educator to shape their learners' strengths.
 It displays how considerable foundation the educator will need to prepare to acquaint with new perceptions or facts.
 At the completion of the course the educator may display the pupils their pre-tests and point out how far their understanding has developed.
 Producing Assessments (Berk, 2013).
Teachers can customarily do problem-solving actions in the teaching space:
 A pre-test based on learner's contemporary awareness.
 A classroom study.
 Writing prompts.
 An easy-going writing test
Activity
The students were asked to distinguish the words with proper spaces and punctuations and write in the form of sentences as the words
were written together in a jumbled fashion (taken for the early English language learners):
“sothenextdaythethreelittlepigslefthomethefirstpigmadeahomefromstrawthesecondpig
madeahomefromsticksbutthethirdpigwascleverhemadehishomefrombricksonedaythebig badwolfcametothestrawhouseheknockedonthedoor”
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They were required to form the following:
“so|the|next|day|the|three|little|pigs|left|home|the|first|pig|made|a|home|from|straw|the|second| pig|made|a|home|from|sticks|but|the|third|pig|was|clever|he|made|
his|home|from|bricks|one|day|
the|big|bad|wolf|came|to|the|straw|house|he|knocked|on|the|door”
Formative Assessment
Formal as well as informal assessments which are employed during a part or sequence of study to display student’s development so that instructors can modify
their instructional presentations to come across the requirements of their pupils
Application:
 Monitor learner’s advancement
 Adjust teaching methodology to get the most out of student’s accomplishment
 Provide operative and suitable feedback
 Reveal learners who have need of remediation
 Envisage performance on cumulative assessments (Farrell, 2012).
Activity:
The students were given a comprehension passage in sheets of paper adapted for the primary learners of English language to read and write the answers
following the questions.
In the next step, they were asked to interchange their response sheets among themselves
Subsequently, the teacher dictates the answers and the students check the answers of their classmates…in this way knowledge increases with the competitive
spirit.
The learners acquire self-confidence and the ability to assess themselves as well as their friends’ achievement. Moreover, it creates an interesting and self-
motivation environment through joyful and play way mode. They can learn the spellings with its meaning and significance in the sentences used. “Formative
assessment does not refer to be a sort of test, nor an apparatus, but reasonably a method to teaching as well as learning that practices feedback as a cornerstone
in an understanding classroom framework.” (McCabe, 2012). Delivering response and forwarding to pupils represents the paramount category of educators to
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serve the purpose of an informative tool for English language learners who improve their literacy expansion to come across the shared core of demands in
knowledge—by substantial instructors’ opportunities to support the students to access the theoretical content within the teaching space.
Figure: Reading comprehension sample
Summative Assessment
It happens at the conclusion of a unit, section, or else term as well as represents the most universally linked assessment with
ultimate projects, consistent tests, or levels.
Characteristically and profoundly weighted and classified, it evaluates what a learner has acknowledges and how far they
comprehend a specific course of material in studies.
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Examples of summative assessment include:
 Completion-of-unit otherwise chapter assessments
 Final assignments or portfolios
 Achievement examinations
 Consistent tests (Nilson, 2010).
A sample of questionnaire was given to the students in the class. The answers were discussed after the submission of
response sheets
Individual Learning Plan - 1
Student Name Date Year Group Teacher name
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Student Target:
Actions How and when Follow up activity Overall outcome
(how you will support Your
Learners)
Monitoring learners’
achievement, attainment
and progress
In an all-inclusive learning
circumstance, the responsibility of
teaching is inspired by the subsequent stages
of early education, course of action,
facilities of the learner’s care besides the
attention of family and key juvenile
development at the method of policy level
towards educational extension, play-
centered lessons and so on (Sharma, 2017).
 Educator categorizes composition of
study matter and equipment as per
focused values and brands how to
support interesting and entertaining
facts in classroom training.
 Play focused information represents
the central method for working of
 The scheme of the setup of
classroom leads in the
direction of the success of
play-founded understanding.
 The demonstration of play-
centered viewpoint in
literateness as well as
linguistic competence builds
the stage of developmental
background that forms the
dynamic link to achieve
execution of well-founded
platform.
 The teacher appreciates the
extent of learning in fast-
tracking, integrating and
confirming the performance
Education and instruction
affect the ability of
educationalists to undertake
coaching accountabilities,
since reestablished initial
lessons and implementation
promotes the value of
communications between
advisers and the kid. Having
grabbed the appropriate
perception, aptitudes as well
as competencies to work
with innovative toddlers and
boost their development
benefits the tutors “in their
propensity to found and
execute definite actions to
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the primary school curriculum
(across key evaluations).
 The inspiration of receiving
awareness positions on the
educational improvement somewhat
than the independent, segregated
forms of teaching that the
acknowledgment of values can be
tactful over “observation as well as
evaluation” in the productive
knowledge (Leehwado, 2010).
 Proceedings of events create the
underpinning of continuous
assessment above and beyond
appraisal of instructive
developments at the coaching space.
after training that come about
in the schoolroom as well as
external space” (Gill, 2012).
accomplish the projected
outcome”
Setting learners’ targets. The training efficiently looks over the
pursuits of schooling faculties to invent an
appropriate interpretation of the values and
The first explanation refers to the
conjugation of exemplary records of
executing the letters with the
The experimental method
climaxes the teaching
competences, learning
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association of phonics. The financial, social
legitimate and organizational interferences
of the community and Decision-making
links have significantly predisposed the
current approaches of functioning
dimensions over interactive communication.
The target lies in introducing the considered
methods of revising the teaching avenues of
language through innovative system of
interpreting the morphology of phonetics
structure of sounds related with the
variations of alphabets and the
subsequent clarification lead toward
the instructive proceedings of
classifying them over perfect style of
justification (Tsuji et al. 2014).
purposes, knowledge and
moral ideologies to appraise
the arrangements of
operational practices while
interconnecting with the
pupils
Planning subsequent
sessions
Planning stands as utmost operative when it
reveals a participatory support that
determines to be vibrant to effort in
organized strategy of producing solid
outcome It preferably gives a self-motivated
text, i.e., persistently updated. Planners
ensure a responsibility to reassure selection,
inspection as well as discussion with
individuals who upkeep and/or construct its
tools. This specifies that the outlook should
be widely discrete and interrelated to the
national level of foundation of language
Training drivers that care of the
educational base of mentor in the
preliminary stages of profession can
promote the teaching manners.
Educators’ creative practice keeps on
constructive to preserve the
productivity level and firmness in the
work (Nilsen, 2014).
Training and establishment
of early childhood teaching
in addition to care educators
persists in aggregation with
those of key institutional
advisors. Yet, primary
classrooms and communal
situations differ in their
procedure and ethical
approach, which discloses
that a collective induction
program remains open to
discussion to be, valued for
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studies (Schlesinger and McMurray, 2012). primary childhood teachers.
Recording the outcomes of
assessment.
“Early Years’ approaches of Educational
specialists’ distinctiveness possibly resolve
to mark it as stimulating factor to sustain
dedicated approach in their determination of
teaching language (Study.com, 2019).
Consistent to Clampitt ‘s
Communicative Sensitivity, there
occurs a form of sustenance of
security and promise to the kid
who undergoes fixed assessments in
their findings connected to their
coursework, regarding support to
transmute them beyond trajectory of
formation of requirements of
distinguished tasks or there drives to
ensue approval of different decision-
making strategies and so forth
The educator has a duty to
focus on the suitable
standards as well as
comprehend their
viewpoint so long
concerning contentment of
the necessities of the kid to
build up settlement
connecting to quite a few
controlling exercises and
developments and generate
a solid basis of faith
“within the persons”
(Weideman, 2012).
Communicating assessment
information to other
professionals with an
interest in learner
achievement
The Expectancy approach turn on the
motivational program of the kid who has a
preference of allowing rewards in
possession with the performance set up on
the independences. The professionals are
articulated to raise the value of self-
controlled principles in the direction of skill
The reading as well as writing skills
is implemented to other experts with
an interest in learner’s success in the
primary stages of learning to mature
the capacities of potential
understanding acquired over and
done with the efficient presentation
The teaching process
incorporates the central
features of learning
mechanisms engaged by the
teachers to communicate
instructive principles and
moral ideologies to the
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and ability besides the magnitude of the
kid’s aptitudes (Plaisance and Reydon,
2012).
of vocabulary. The conventional
styles of evaluation practices remain
with particular procedures of
expression and are progressively
determining into sensible insinuation
of positive attitude with the
organization of unique explanations
to have novel philosophies of values
(Rachman, 2015).
learner. The report efforts on
the mission for execution of
relevant slopes and strategies
to meaningfully relate the
abilities and faculties of the
teachers in assigning the
directives of awareness.
Communicating with
learners, learning
professionals and others to
meet individual learning
needs and encourage
progression.
The Governmental pattern of up gradation
of learning activities expresses suitable
approaches of educational programs to
resolve the leading issues of informative
presentations in diverse pedagogical matters
The institutes of children's primary
subdivisions of the recognized institutes,
social care organizations, voluntary centers
of learning characterize the up-to-date
procedures of teaching as well as learning
device to support the pronouncements of
literacy drive. The learning indicates the
gratifying assessments and awareness
measures of junior, middle besides fledgling
The educational philosophies and
approaches are prerequisite to
improve the fitness ideals devised to
develop the motor activities as well
as capacities to associate the physical
in addition to demonstrative
backgrounds of behavior and teach
the directness to step frontward with
bold strides
The potentialities of
progenies might be
significantly boosted by the
remarkable strategies of
qualitative assertion of
providing directives on
etiquette and graciousness to
lead a well-resourced and
pleasant life that remain
influenced by the features of
educational packages
conceived by the particular
institute over the
reinforcement of reviewing
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kids (Tsuji et al. 2014). the methods of native,
provincial, state-wide and
general concept of tangible
explanation (Wicks, 2014).
Any Other issues:
The child is typically very gentle as well as delicate to hold and refine in whatever procedures the individual prefers. The negative feelings and
depressions are not influenced at an early phase of life, and therefore, the little flower can flourish through the fragrance of florid appearance to
invigorate the radiance of efficacious expansion of the shared moods. The passionate inner health of communicative and physical talents builds the
policy to diverse events that releases the bound entries to right to use the accesses of open-air and internal records of subtle prospects of playful
occasions
Individual Learning Plan - 2
Student Name Date Year Group Teacher name
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