Teaching Practice Project: Scheme of Work and Lesson Plans

This project delves into the multifaceted role of a teacher in early primary education, encompassing responsibilities, legislation, and promoting appropriate behavior and diversity in the classroom. It analyzes initial and diagnostic assessment methods to establish individual learning goals, and provides detailed schemes of work and lesson plans for subjects like Maths and English, including self-evaluation components. Furthermore, the project explores various assessment principles and methods, evaluating their effectiveness on different learners. It also covers communication methods, reflecting on teaching practice and referencing relevant literature to support the discussed concepts. The project aims to equip educators with practical tools and insights for effective teaching and student development.

PROJECT INCLUDING
SCHEME OF WORK PLAN
AND LESSON PLAN

TABLE OF CONTENTS
TASK 1............................................................................................................................................4
Analyze own role andresponsibilities in education and training as teacher................................4
B) Summarize key aspects of legislation, regulatoryrequirementsand codes of practice relating
to own areas of teaching, education and training........................................................................4
TASK 2............................................................................................................................................6
Analysis of roles and methods of initial and diagnostic assessment in agreeing at individual
learning goals with the learners...................................................................................................6
b Identifying the reason of meet their individual need of learning..............................................8
c Presenting the point of referral for learners help......................................................................8
TASK 3............................................................................................................................................9
Schemes for Teaching Practice for Early Primary School..........................................................9
TASK 4..........................................................................................................................................14
Lesson Plan for Maths...............................................................................................................14
Lesson Plan 1: Topic: Number and place value........................................................................15
Lesson Plan 2: Topic: Addition and subtraction........................................................................15
Lesson Plan for English.............................................................................................................16
Lesson Plan 3: Topic: Grammar and Punctuation.....................................................................16
Lesson Plan 4: Topic: Spelling..................................................................................................17
Self-evaluation lesson plan 1:....................................................................................................18
Self-evaluation lesson plan 2:....................................................................................................18
Self-evaluation lesson plan 3:....................................................................................................19
Self-evaluation lesson plan 4:....................................................................................................20
TASK 6..........................................................................................................................................20
a. Analysing various principles of assessment..........................................................................20

b. Different methods of assessment...........................................................................................22
c. Effectiveness of assessment types on different learners........................................................25
TASK 7..........................................................................................................................................26
a. Demonstration of core elements............................................................................................26
b. Benefits and limitations of communication methods............................................................27
TASK 8..........................................................................................................................................29
Reflection of the teaching practice in different areas................................................................29
REFRENCES.................................................................................................................................32

TASK 1
Analyze own role andresponsibilities in education and training as teacher
Own role and responsibility as a teacher
As a teacher I should have ability to plan, prepare and delivers lessons to the participants.
I must have knowledge to teach students on the basis of national curriculum guidelines within
my specialist subject area. I should have ability to encourage student to participate in lessons and
other school activities (Ottesen and Møller, 2016). I should have good leadership skills so that
can support other team members to implement school’s development plan in effective manner. I
should have good communication skill that is one of prime demand by primary school because
there are various students who do not have good ability to communicate with teachers or due to
miscommunication unable to share their views to the student. So, it is highly essential for the me
as teacher to have good communication skills then I can effectively access and reports on the
students’ behavior. It is primary role teacher to taking part in opportunity to boost own learning
with the support of continuous development program. So, I should have this ability as well.
These all abilities posses by my so I can be good teacher in primary school.
Analyze relationships and boundaries between teaching roles and other professional roles
It is important for the teacher to have ability to build good relationship and limits
between teaching roles and other professional roles. For example professionalism needs to
maintain a systematic standards and meets own responsibility to learners. It is gained by setting
professionals and personal boundaries helps to be clear about limitation and own professional
role which involves. For example,teachers always be in their professionalism manner while
building good relationship with students and never shares their personal information to the
studentto get personally because it reflects negative impact on other students. So, it is essential
for the teachers to treat all students equally and should avoid to touch with students
inappropriately.

B) Summarize key aspects of legislation, regulatoryrequirementsand codes of practice relating to
own areas of teaching, education and training
A teacher is like a pacemaker and a great example for the student so it is essential for the
teacher to follow all key aspects of legislation and code of practice related to teaching and
learning. For example, I should not abuse or discriminate any student physically and mentally in
the primary school. I should respect them and have followed a course planned before teaching in
class and dress properly. While codes practice is a set of written rules and regulation which
explains that how individuals work in the professions and teacher musty behave (Johari, Tanand
Zulkarnain, 2018). I should ensure that I meet al criteria towards the professional learning which
have already sated by governed bodies, develops more skills and expand my knowledge as good
professional teacher. Thus, I will follow all rules related to my teaching profession before
teaching primary school’s students.
. Ways to promote appropriate behaviour and respect for others
It is the responsibility of a teacher to ensure that a positive environment is maintained in
class where all the students behaves in a good manner with each other and also with teachers.
The responsibility of this totally lies in the hand of teachers as they are the role model for
students whose path they follow. In my opinion, a teacher can follow various ways to inculcate
the good behaviour and a sense of respect among each other which are as follows:
 I myself believes in talking with the students politely as they learn from the teachers. So,
I realized that whenever I talk to the students with complete politeness and respect, they
also behave in the same manner with each other and with me.
 I become a good listener whenever any conflicts arise. I do not listen one person and
takes an effective decision which do not hurt any of them. I listen and respond effectively
to the opinions of all rather than being biased for some (Chinwendu and Shedrack, 2018).
 I establish certain routines in which the students do not get confused and perform their
responsibilities effectively which do not lead to conflicts and bad behaviour.
 I also ensure that the learning environment is also tidy, suitable and safe. I do not create
such environment in class which forces the students to misbehave with each other in
order to progress.

 I also maintain up to date records which do not get me and the students confused. This
creates a sense of confidence in me that helps me in expressing my points which forces
the students to respect me (Yassine, Tipton‐Fisler and Katic, 2020).
d. Promoting equality and diversity in teaching practice
The students in a classroom comes from different backgrounds and culture. So this is the
foremost responsibility of the teacher to implement the equality and diversity practices in the
teaching:
 I treat all the students fairly and equally irrespective of the background, culture and the
family.
 I actively promote multiculturalism in the lessons I teach which forces the children to
value the culture of each other (Palacios, 2016).
 I try to use most of the resources in my teaching methods with the multicultural themes.
 I plan the lessons which helps in reflecting the diversity in the classroom.
 I do not discriminate anyone on the basis of race, caste, gender and any other aspects.
 I give equal opportunities to all the students and motivate all of them to participate in all
activities.
 I set the clear rules regarding to the fact that how everybody should be treated.
 I avoid using the stereotypes in the examples I give in the teaching lessons and also in the
resources (Ylöstalo, 2016).
 I strive hard to create an all-inclusive culture for the staff and students.
 I use variety of teaching and assessment methods which creates an environment of
innovation and creativity.
 I ensure that I follow all the policies and procedures in the learning materials which do
not promote discrimination on any basis.

TASK 2
Analysis of roles and methods of initial and diagnostic assessment in agreeing at individual
learning goals with the learners
For a learner the most important thing is to have proper knowledge of the initial and diagnostic
assessment for agreeing at the individual learning goals for the personal learning and
development. If the learner is not having the required initial assessment then they will not be able
to set the goals for themselves. The initial assessment provides a basis to the student that where
the student must begin with their learning (Kesler, 2019). This is essential because of the reason
that there are many different types of ways in which a person can set the goals for their learning
and personal development, but it is confusing as to the fact that which method to be used for the
development and setting up of goals. Hence, for this the initial assessment and the diagnostic
assessment is very essential for agreeing to the individual learning goals. The diagnostic
assessment is a concept which is related with the specific skill that need to be possessed by the
teacher as for baseline of the student and set the learning goals on the basis of the strength and
weakness of the student. Further on the basis of the information collected for the diagnostic plan
the collected information can further be used in developing a plan for the student to learn and
develop new and effective skills.
The use of initial and diagnostic assessment is closely related to one another and for this it is
essential for the learner to make effective use of both the initial and diagnostic assessment. The
method or process through which it can be implemented by the learner in enhancing the goals
and learning style by them includes the following process-
 Firstly the student must personalise their learning by analysing the strength and weakness
of the person.
 Further after the analysis of the strength and weakness it is the duty of the teacher or
person involved in development of student to make and develop an individual learning
plan.
 Further the next step for the person is to begin the process of the assessment and continue
with the plan which is being planned by the teacher or responsible person.

 In the end the last stage is to monitor and recheck that whether the student is doing or
learning as per the plan made or not. This is essential as this will assist the person in
developing more effectively for the purpose of learning and developing oneself.
Further there are many different types of methods with which the initial and diagnostic
assessment can be conducted (Hunter and Brown, 2018). These methods generally includes
documenting, self- assessment, discussion, use of various types of assessment tools, observation,
structured activities and many other different types of methods. All these method assist the
person in developing and working in the direction of attaining the goals of the person which are
set for self development and growth.
For example if student has already a plan that they have to develop their communication skill
then it will be easier for them to work on improving it.
b Identifying the reason of meet their individual need of learning
It is quite necessary to determine the individual needs and meet the same by learners
because it boost their morale and also encourages them. In addition to this, there are some cases
where the learner do not gain much when the study is performing with a mass instruction. That is
why, if a teacher provides individually prescribe instruction (IPI) then it actually assist learners
to understand as well as grasping the educational concepts. Moreover, by identifying the need of
a learner will help to exactly deliver the same need. In the primary education school, education is
a crucial to the success of an individual in their adult life and that is why, there is need to
understand the need of a learner and then provide the same.
In addition to this, it is also analyzed that a learner have their own individual learning
need and teacher adapting their best ways in order to meet the define aim. For example, teacher
in the primary education classes, tries to promote the safe environment and always tries to
minimize the difficulties in order to meet the define aim. Also, by identify the need, teachers’
tries to increase the self- esteem and motivate their employees in order to cope up with any
challenges. Zhang and et.al., (2018) also stated that need of a learner clearly represented the gap
between what a student wants to get out from learning program and their current state of
knowledge. That is why, there is a need to determine the exact need so that teacher may take
necessary action that during the class- room practices and tries to provide best learning by
adopting preferred learning styles. For example, during session, through conversation with

students and interview process it will be easy for the teacher to understand the need. Also, there
are special need child who faces issue with regards to their need such as dyslexia, financial
issues, health concern which can be identified through initial assessment.
c Presenting the point of referral for learners help
There are various point of referral which an organization should offer in order to get
proper results. Such that
Internal Offices, proper registration of a students, provide assistance to student,
specialist colleagues. Language interpreter.
External Carers, charities, health centres, police and relevant website or agencies.
With the help of these point of referral, an individual or a learner may get help from the
organization which they need to be contact. Also, there are many agencies are hired by the
education centre who assist a learner in order to get correct decision which in turn leads to
improve the results as well (Stenlund, Jönsson and Jonsson, 2017). Moreover, in the teaching, it
is a process or the steps which helps them to provide extra assistance for the students in order to
work directly. On the other side, there are some other special education evaluation centre or
counseling services who also provide their best services in order to provide proper information to
the learners.
TASK 3
Schemes for Teaching Practice for Early Primary School
Time
Duration(1
hour in 1
week)
Themes to be
taught
Description Expected outcome
1st week Me and My family
Parents, Family,
types of families,
relationship
In this session, the learners
will be taught about the ways
in which they can introduce
themselves. They will also
develop the concept of caring,
After 1 week, the
students will be able to
introduce themselves in
sentences like My name
is… etc. They will also

sharing, love and respect
(Bayrakdar and Guveli, 2020).
They will be taught about how
to address their mother, father,
sister and other family
members like aunt, uncle,
grandfather etc. The main
focus is to aware the students
about the bond they share with
their families.
be able to use the
sentences like This is my
mother… etc. The
students will know about
the family members and
how to pronounce the
relationship they share.
2nd week Introduction to the
things used at
home.
The students will be
encouraged to identify the
various things used at homes
like clothes, food, water,
utensils etc. Various rhymes
will be taught in which these
items are included. The
students will be told to bring
certain items from their
homes.
The students will be able
to recognise the various
things which are used at
homes and will be able
to express that what all
things are there about
which the students are
unaware of.
3rd week Introduction to
various colours
In this module, the teachers
will teach the concept of
different colours especially
primary colours like red, blue,
green etc. Various things of
different colours will be
demonstrated to give practical
knowledge about the colours.
The learners will be able
to identify the colour of
certain objects like
tables, chairs, balloons,
back boards etc.
4th week Introduction to
fruits.
The students will be taught
about the concept of fruits and
The students will be able
to analyse the difference

the various fruits we eat
regularly such as apple,
banana, orange, grapes etc.
The teachers bring some fruits
and ask the students to bring
some too (Braun and Maguire,
2020).
between each fruit and
pronounce the names of
various fruits.
5th week Introduction to
various vegetables.
The teachers will taught about
various vegetables like
ladyfinger, potato, onion etc.
The students will be able
to recognize the
vegetables.
6th week Introduction to
different tastes
In this module, the students
will be introduced to different
tastes such as sweet, sour,
bitter etc.
The students will be able
to analyse the taste after
eating or drinking
anything.
7th week Introduction to the
concept of seasons
The teachers will teach about
various seasons like summer,
winter, rainy etc. and the
clothes to wear like cotton,
woollen etc. and also the food
to eat.
The students will be
analyse by feeling that
which season it is and
which clothes to wear
and which type of food
must be eaten.
8th week Introduction to
flowers
The teachers will give
introduction to the students
about the different flowers like
rose, lotus and display various
flowers so that they can
recognize the difference
between them (Berladyn,
2017).
The students will be able
to identify the flowers
with the names and
colours.

9th week Introduction to
plants and trees
The teachers give introduction
to the students about plants
and trees. Also they can take
the students to nearby farms
and nurseries.
The students will be able
to know about various
plants and trees and can
recognize them when
they go to places nearby.
10th week Introduction to
Types of birds
In this module, the students
will be taught about different
types of birds in the sky and
also teach them about their
habitats (Aidinopoulou and
Sampson, 2017).
The students will be able
to recognise the different
types of birds which they
see daily.
11th week Introduction to
Types of animals
In this week, the students will
be taught about different types
of animals and their habits
such as water, land etc. Also
they will be informed about
the food they eat.
The students will be able
to identify the various
animals by their names
along with where they
live.
12th week Introduction to
media
The various modes of
communication such as
television, telephones etc. will
be taught in this module and
the ways in which they are
used to meet the daily
requirements.
The students will be able
to examine the various
types of media which are
communicate among
each other.
13th week Means of transport The different types of
transportation such as land
transport, water transport and
air transport will be taught to
the students which helps them
The students become
able to analyse the
vehicles they use in
going from homes to
school. Also, the

to analyse the vehicles they
use when going from one
place to another (Roberts-
Tyler and et.al., 2020).
students can pronounce
the names of the
vehicles.
14th week Types of food The teachers will teach the
students about the types of
food they eat. They can also
demonstrate this by examining
the types of food students
bring in the school.
The students will be able
to understand what they
eat and also must be able
to analyse what they eat
daily.
15th week Introduction to
alphabets by
developing
listening skills
through rhymes.
The teacher will teach the
alphabets to the students with
the help of rhymes and stories.
This will help in developing
interest in the students to focus
on the things taught.
The students will be able
to pronounce the
alphabets and can grasp
the rhymes and poems
taught by the teachers.
16th week Developing
reading skills
through letter and
words reading.
The teachers will motivate the
students to read the letters
followed by words by showing
various types of interactive
books.
The students will be able
to read the letters and
words and pronounce
them.
17th week Developing
writing skills
starting with
points and lines.
The teachers will teach the
students to write the letters
and words starting with points
and lines. This will help the
students as they will move
their fingers leading to muscle
flexibility and relaxation.
The students will be able
to write the letters and
words and will try to
improve their
handwriting through
practice.

18th week Reading and
writing digits and
numbers.
The students will be taught
about how to read and write
the numbers and overall
concept of numbers (Pitchford
and et.al.,2016).
The students will be able
to understand the
numbers, read and write
them.
19th week Simple operations
in numbers
After teaching the students
how to write and read the
numbers, the teachers will
teach the students about
various operations such as
addition, subtraction,
multiplication and division
which can be performed with
numbers.
The students become
able to add, subtract the
numbers followed by
multiply and divide.
20th week Addition and
multiplicative
tables
The teachers teach the tables
to the students so that it
creates strong concept base of
mathematics.
The students will
thoroughly learn the
tables and use in
calculations.
TASK 4
Lesson Plan for Maths
Early primary education Year 1
Curriculum requirements:
 Number and place value
 Addition and subtraction
 Division and multiplication
 Fractions
 Basics of Geometry
 Basics of measurement

Individual goals: The primary focus of mathematics in the first stage is ensuring that the
children aim for development and confidence of fluency mentally when it comes to whole
numbers, place value and counting. It would involve teaching of words and numbers, basic
counting, basic calculation, and four logical arithmetic operations. Children should have the
ability to describe, compare, differentiate between various shapes and apply vocabulary related
to that. All learners should gain the ability to give a description of various quantities like length,
weight, time, capacity and volume (Knowles and Alliance, 2017).
Lesson Plan 1: Topic: Number and place value
Aim of session: The learner should be able to count numbers and use objects to represent and
determine numbers
Teaching method: The learner will start practicing counting of numbers from 1 to 100 both
forwards and backwards and a bit beyond that. They can find the number of objects in a segment
by counting and determine the position of coloured objects or pebbles. Outdoor activities
Resources required: Counting coloured blocks arranged in sequence, pebbles
Learning assessment: Observations, standardised tests
Learner feedback: Explaining the specifics of feedback by using examples and asking children
how they can improve a specific area of problem.
Risk assessment: Children have to be careful with instruments like abacus. No major risk
involved.
Lesson Plan 2: Topic: Addition and subtraction
Aim of session: The learner should be able to understand, read and write along with
interpretation of addition, equal to and subtraction symbols and ability to solve one step
problems involving addition and subtraction, leaner should represent concrete objects and do
missing number problems.
Teaching method: Teaching idea of equivalence, teaching calculations and usage of symbols.
Making them understand what addition means and how to find two or more sets of numbers and
objects. The learner will understand subtraction by taking way the objects and counting how

many are left. They will be practicing counting by solving simple word problems. Also, number
fact pair game and dice game can be played. Outdoor activities.
Resources required: Abacus, coloured objects, pebbles, Dice games, flash cards.
Learning assessment: Educator ratings and portfolios
Learner feedback: Feedback will be gathered by asking orally regarding specifics of problem,
offering advice on making logical reasoning easier, future steps for improvement.
Risk assessment: To be careful with abacus. No major risk (Ephgrave, 2018).
Lesson Plan for English
Early primary education Year 1
Curriculum requirements:
 Grammar and Punctuation
 Spelling
 Writing
 Handwriting
 Basics of vocabulary
Individual goals: The reading, writing and speaking competencies will be developed. A robust
emphasis will be given on phonics where learners have to understand all phonemes in the
English language and apply them to graphemes while reading. The goals are to learn basic
rules of spellings and tricky words. Children will read multiple stories and also write their
own stories, learn how to hold pencils and simple narratives (Thomas and McInnes, 2017).
Lesson Plan 3: Topic: Grammar and Punctuation
Aim of session: Children will be learning how to write sentences and way of putting together
short narratives, application of basic rules like verbs and nouns. They will start to use letters,
punctuation marks, turn nouns into plural forms.
Teaching method: Children will be taught in the classrooms, teaching basic letters, leaving
space between words, combining words for making sentences using examples and stories,
joining words and clauses, using punctuation marks in sentences they created, use of capital
letters, and putting together several sentences in formation of small stories. A focus on
practice and writing. The stories will of motivational context.

Resources required: Activity workbooks, multimedia teaching, grammar games
Learning assessment: Observations and portfolios
Learner feedback: Discussing all problems at the end of the session for 15 minutes, giving
opportunity to ask, encouraging children to note down questions.
Risk assessment: No risk involved.
Lesson Plan 4: Topic: Spelling
Aim of session: The children will learn regarding alphabets and usage of phonics for spelling
simple words. The children should be able to spell foundational decodable words, spell the
days in a week, name the letters in the alphabets, simple usage of prefix and suffix
Teaching method: Classroom teaching with using more than 30 phonemes that children have
learnt that make different sounds and will be taught on how to contain the sounds, Spellings
that fit with phonemes along with tricky words will be taught, Children will learn the
reciting and spelling of seven days of the week, they will be taught naming the alphabets in
the right order and how prefix are added at the beginning while suffixes get added at the
end. A focus will be given on practice of phonics, spelling homework will be given, and
spelling games can be inculcated within the teaching session.
Resources required: Online games like word worm, spelling worksheets
Learning assessment: Standardised tests and educator ratings
Learner feedback: Encouraging noting questions down, invite conversations and ask learners
discuss work among speer and tutor.
Risk assessment: No risk involved (Wood and et.al., 2017).

TASK 5
Self-evaluation lesson plan 1:
In the first mathematics lesson plan teaching the subject number and place value, I have
appropriately addressed the understanding of individual needs of counting numbers and
associated problems. The various variables that I considered were prior knowledge, language and
cultural background, rate of learning and the ability to follow instructions, the attitude of the
children and their basic numeracy skills. The teaching was aimed at classroom-based teaching
using traditional method of learning in the initial sessions and the shifting to outdoor activities
for counting and practical games and fun applications. The teaching needs to be adapted for
children who learn tings slowly by increasing the duration of session and giving more time for
them to understand while other children can ask doubts and practice in the meantime. Some
children who has slower rate of learning. For disabled children and children with problems in
understanding counting of numbers, a more attentive approach mixed with game playing can be
further adopted such as counting practice using coloured block and objects. Contrasting learners
like students with communication and language problems and children with normal level of
understanding and communication will be taught in different ways. The groups will be identified
and children with normal level of understanding will be given practice sheets during the time
when more attention will be given to slower learners. For countering communication issues, use
of pointing out objects, expressions and gestures will be used. Additional resources that can be
incorporated will be use of videos where counting will be illustrated and using counting blocks
and abacus whenever the children will practice on sheets so that they get a hold of counting
numbers appropriately (See and et.al., 2019.).
Self-evaluation lesson plan 2:
In the lesson plan for mathematics and teaching the topic addition and subtraction, I have
followed the basic individual requirements of every child when it comes to attention, rate of
learning, calculation problems, retention problems, and prior knowledge. The ways in which I
can further adapt the teaching methods in my learning styles are apart from teaching in the
classroom, I can conduct activities and games for all children like creation of detailed anchor
chart to increase their practice levels, using snap cubes, counting objects and tow-colored
counters. I have to focus on the strengths of every children and foster activities to improve the
weak areas. I can also apply the method of pictorial counting using drawing shapes to visualise

addition and subtraction needs. Games like who counts the coloured blocks can be initiated and
winner can be given a prize. Apart from that addition and subtraction games can be played using
a deck of cards and dice games. Also, additional worksheets can be provided as homework. For
children will slower retention power extra worksheets have to be given and outdoor activities
that gather attention and can be retained easily have to be conducted. Also, such children have to
be given choice among various methods and ask them which seems more comfortable to them
for normal learners, the same activity can further help them in improving their logical abilities.
Other additional resources that can be used are questions in multimedia format assessment where
students have to solve basic operations on a timer. Apart from that abacus can be incorporated in
the classroom teaching method (Schoevers and et.al., 2019.).
Self-evaluation lesson plan 3:
For the lesson plan of English subject and topic grammar and punctuation, I have tried
my best to focus on individual needs like communication problems, language skills, prior
knowledge, ability to retain new words. The teaching method incorporated was class room-based
teachings which was not quite effective as many children faced retention issues and problems in
understanding and learning grammar rules. In order to improve the teaching style, I can
incorporate a more helpful method of teaching grammar with puzzles. In this method I can
present sentence structure, capitalisation, parts of speech and punctuation as pieces of a puzzle
that have to be put together in a certain way. Flash cards can be used for reminding them about
grammar rules and more videos and multimedia can be incorporated for assessment and learning
purposes. The children who had different learning abilities like the kids who belonged to
different cultures and basic language skills were poor had to be taught by using more practice
sheets and reminding them of basic English words through flash cards. The children will lower
retention power, more visualisation approaches have to be used such as visual memory games,
encouraging more active reading, chunking information in smaller segments and helping the
context make connections and sense. The resources that can be incorporated are multimedia and
videos for retention of grammar rules along with use of flash cards (Guan, Song and Li, 2018).

Self-evaluation lesson plan 4:
For the English language plan of topic spelling, I have adopted all approaches related to
focus on individual needs like language skills, communication skills, retention issues, cultural
background, prior knowledge, attitude of the children and requirement for personal support. The
best teaching styles for teaching more than 30 phonemes were encouragement of reading, choral
repletion for appropriate pronouncing, keeping the words that are being spelled on the display,
Apart from that, the complexity of the subject is high so a development of linguistic
understanding is necessary by teaching them how certain words are spelled in a certain way,
strengthening their ability to commit words in memory and expansion of their lexical store.
Children that have lower retention rates were taught by simple and familiar means like learning
their own names, spelling phonetically and breaking words into syllables. The children with
communication issues were taught more using expressions and gestures and through the use of
multimedia, onsetting, rhyming, matching sounds to graphemes and segmenting and blending
phonics. The additional resources that can be incorporated are spelling sheets, Elkonin boxes and
use of morphemic spelling strategies (Bowers and Bowers, 2017).
TASK 6
a. Analysing various principles of assessment
Valid: In order to ensure that the assessment is valid or not, the teacher considers the method
which evaluates what it claims or intends to evaluate. The assessment must provide the result for
which it was used. Here, the benchmark is set as the unit of competency. The assessment must be
completely follow its requirement and must be able to come to conclusion for which it was
performed (Hast, 2017). There is nothing extra or nothing must be excluded from the
requirement. In the teaching practice, the teachers support the learning of the students as they
belong to early primary age, the aim of the assessment is to support them whether their
performance id goof or not. Here, the assessment will be valid when the students feel supportive
in doing their performance.
Reliable: This refers to the consistency in interpreting the evidences and assessing the outcomes.
It means that the assessors must be able to reach the same sort of decision in order to analyse
whether the candidate is competent or not which also must be based on the evidence which is

collected (Principles of Assessment, 2017). This method of assessment helps in measuring the
performance of the student in a consistent manner. In the teaching practice, the learner assesses
the oral and written skills of the students as to gain the comparable outcomes (Howe and
et.al.,2019). The teacher takes the oral and written tests of the students to examine their good
areas and the areas in which improvement is needed. This also helps in assessing which type of
learner is the person. In this way, the assessment must be able to interpret the competencies and
is applicable to all types of learners.
Sufficient: The assessor using this principle must gain sufficient evidences so that on the basis
of which the judgements can be made for the improvements in future. If there are sufficient
evidences after assessing the teaching practice, then it becomes easy to provide the guidelines so
that the requirements for the next attempt can be analysed (Pitchford and Outhwaite, 2016). In
the teaching practice, the teacher assesses the vocabulary and speaking skills of the students. By
using this, the teacher comes to know about the problem which hinders the student’s skills. For
this, the teacher also translates the words from the pictures which helps in the language
development of the students.
Authentic: This deals in the specific contribution of the learner. Sometimes, the evidence is
developed and taken by a group of people then it is the duty of the assessor in order to make the
evidence authentic, must provide the supplementary guidelines or extra information which can
help in identifying the contribution of a particular learner (Pickering, 2017). This helps in
identifying that the evidence belongs to the learner or not. The teacher follows this by taking the
children to some outer space where they can interact with the natural world, they can see the seed
growing and can relate it to their personal growth. This also helps in deciding the routines for
checking the growth of the plant and in turn the children’s itself.
Current: Under this principle, the teaching practice must be up to date. This means that the
evidence must not relate to the assessment of the documents which are 10 years ago but must be
recent and must relate to the recent practices of teaching. In the teaching practice, the teacher
develops various strategies and keeps it changing according to the performance and progress of
the children which needs to be updated (Kennedy and et.al., 2019). The strategies developed long
time ago cannot help in improving the progress instead diminishes it.

b. Different methods of assessment
S
No.
Methods of
assessment
Purpose Merits Demerits
1. Standardized
exams
Used in individual
programs or courses
on the students,
mostly objective
whose answers are
compared to the
answers of specific
group.
Quick implementation,
reduces faculty time,
objective scoring,
valuable for
benchmarking.
Limit of
measurements,
eliminates
learning process,
no contribution in
improvements,
less meaningful,
not ideal.
2. Locally developed
exams
These are subjective
or objective tests
which is designed by
the program faculty
for students of a class.
Local grading leads to
rapid feedback, greater
faculty control over
results, specific
content helps in
achieving the goals
(Rimfeld and et.al.,
2019).
Needs
considerable
leadership, cannot
be used as
benchmarking
tool, needs
expertise.
3. Oral examination This is the face to face
dialogue in
interrogation between
the student and the
faculty which can
removes the fear of
speaking.
Specific performance
criteria, decreases
miscommunications,
evaluates the speaking
and thinking skills and
the knowledge content
as well (Carlborg and
et.al., 2019).
More time
required, less
standardization
and
generalizability in
results due to
inconsistencies of
administration.
4. Performance
appraisals
These are used to
measure the pre-
Direct measurement of
the knowledge gained,
Ratings and
grading are more

operationalized
abilities in the real-
world approach.
no paper and pens
required, focus on
goals and objectives of
the practice.
subjective, needs
considerable time
and efforts,
observed
behaviour is not
typical due to
observers
presence.
5. Questionnaires Used to gain the
perceptions of the
individuals. It can be
direct, signed, mailed
or anonymous.
Helps to bring
improvements in
school by yielding the
views of students,
cover broad range of
content areas,
accessibility to
individuals (Quarmby,
Daly-Smith and Kime,
2019).
Rely on the
samples which can
be biased, low
response rates in
mail surveys,
provide no
externality.
6. Interviews This is used to gain
the perceptions of the
individuals through
face to face
interrogative dialogue.
Allowing more
individualized
questions, helps in
providing immediate
feedback, includes
greater variety of items
than surveys.
Requires the direct
contact, time
consuming, results
depended on the
items wording,
biased results.
7. External examiner It involves an expert
in field from outside
the school. They can
use various other
methods.
No biasness, valuable
program consultation,
outsiders can also see
the hidden aspects,
highly skilled
Risks are
possessed due to
the misfit among
the expertise of
examiner and the

evaluators helps in
conducting goal-free
evaluations.
outcomes of
program, costly
and time
consuming.
8. Portfolios Combined form of
samples of multiple
students which is
compiled over time.
Helps in viewing
learning and
development
longitudinally,
curriculum’s multiple
components can be
measured, economical
in regards to time and
efforts of students,
meaningful results,
increases student
participation
(Invernizzi and et.al.,
2019).
Costly in regards
to time and efforts
of evaluator, does
not support
externality,
security concerns
may be raised.
9. Focus groups These are used to
discuss a topic related
to the research with
moderator’s direction.
Helps in gathering
ideas, improves design
of questions, new
insights, aid the result
interpretation.
Difficult to
assemble groups,
data becomes
complex to
analyse, less
control of
researcher.
10. Simulations Measure which is
based on competency
which is used to
approximate the
results of performance
More flexible,
provides excellent
combination of
economy and quality,
better measure to
Greater problems
with the higher
quality of
simulation, needs
frontloading

appraisal. evaluate breadth and
depth of student skill
development.
effort, more
expensive.
c. Effectiveness of assessment types on different learners
Diagnostic Assessment: In this type of assessment, the teacher assesses the strengths,
weaknesses, knowledge and skills of students before giving the instructions or teaching. It can be
considered as a baseline to work from (Assessment types and methods, 2020). This can be helpful
to all types of learners whether visual, verbal, or physical as the teacher or the assessor comes to
know about the way in which the student can learn more easily (Cottrell and et.al., 2020). For
example, at the initial stage when the teacher identifies that the student can grasp more easily
through pictures, images and graphics means the student is the visual learner so the teacher can
teach accordingly and tries to involve images in the learning.
Formative Assessment: This is the type of assessment in which the performance of the student
is assessed during the instruction and which generally occurs throughout the instruction process.
In this type, there is a need to revise the instructions regularly like a doctor does with the patient.
This also gives opportunities to the students to provide reflection which states that the learner has
grasped the knowledge or not. This can prove to be effective as while the teachers use the
formative assessment and comes to know that the student is not performing well which creates a
need to change the method of teaching as the person may be a different type of learner (Lu and
et.al., 2018). Then, analysing the performance in the middle can advise the teacher to change the
method from verbal to visual as the person may be a visual learner. This does not destroy the
complete result but gives a chance to the teacher to improve the result of the student.
Summative Assessment: This measures the performance of the student at the end of the
instruction. It helps in examining what went right and what went wrong which helps in bringing
improvement in the next teaching practices. It is considered as the sum up of all the efforts and
perseverance. The effectiveness of this assessment can be helpful to the learners as they can
analyse that they can grasp easily through one method and cannot through the other (6 types of

assessment of learning, 2018). So, they will try to cope up in all the learning methods and tries to
grasp the knowledge. For example, after the summative assessment, the learner comes to know
that the practical knowledge was not delivered which affected the complete result (Assessment
principles, 2020).
TASK 7
a. Demonstration of core elements
Throughput the process of inclusive teaching and learning, there are multiple instances
when the minimum core skills have to be integrated with the teaching process and understanding.
The minimum core skills here refers to some basic skills that are necessary for any professional
or academic level communication such as literacy i.e. reading and writing; Language skills i.e.
listening and speaking, numeracy skills and ICT skills i.e. digital and technological skills etc.
(Burrell and et.al., 2020). In the process of delivering inclusive teaching and learning to students,
it is necessary to include these core elements in the stages of planning, delivering and assessing
in following manner:
Planning: In the planning process, it is necessary to develop and strategically plan activities for
the children i.e. students where it is important to not just be creative in the lessons being planned
but also make it simplified for the students. The use of literacy skills helps in planning simple
activities yet the ones that are effective involving simple reading skills. It is also necessary to use
numerical skills where the simple calculations and lessons need to be planned for the students.
Here, the basic calculations etc. are taught to the children (Mantra and et.al., 2020). They are also
taught basic computer skills which can be done only by having knowledge of ICT skills in
advance. Therefore, it is evident that minimum core skills are necessary in the planning phase of
inclusive teaching and learning activities.
Delivering: The delivering stage involves the actual implementation of all the lessons that have
been planned by the teacher where the students are engaged and involved in the activities. The
numeracy skills are extremely necessary in the delivery of math and basic arithmetic lessons for
the students. Here, ICT skills will also be required in order to make them understand that how
different technological skills are necessary (Garg and et.al., 2017). When making the students

understand the basic concepts related to usage of computer systems and also while using devices
such as smart TV’s or mobile applications etc., it is important to make them understand that how
important it is to have updated and regular knowledge regarding how to use them. Further, the
literacy skills helps in analyzing that what reading or writing materials are to be given to the
students as per their levels so that they can easily understand the context and meaning
developing on their knowledge base.
Assessing: It is evident that assessing is the final step where the work and learning that has been
developed by students is assessed and evaluated by the teacher so that their performance can be
judged accordingly. Here the usage of numerical skills is necessary in awarding results i.e. marks
to the students so that it can be identified who has learnt how much of the taught things. Further,
the use if ICT skills are also extremely necessary so that it can be used in a creative manner to
make lessons more interesting and to further simplify the task of assessing students using
software and programs like MS- Excel etc. (Barton and et.al., 2017). Further the use of literacy
skills helps in understanding the context and meaning of the work presented by the students and
in return it also helps in presenting the teachers’ point of view regarding the work that is being
done accordingly. Overall, the use of core skills again is a necessary part of the assessing activity
as well so that the teaching and lessons can be delivered and completed properly.
Therefore, it is evident in the above discussion that how different aspects that are
associated with inclusive teaching such as planning, delivering and assessing can be correctly
analyzed and interpreted by the use of minimum core elements necessary in the education
process.
b. Benefits and limitations of communication methods
There were a variety of communication methods that I used throughout the teaching
lessons in which I engaged and these involved not just written and oral communications but also
using the visuals, the expressions, the body language etc. However, every method that I used has
its own benefits as well as limitations which I can support in detail with the multiple examples
and instances that took place while teaching (Kim, 2020). These are presented as follows for the
different communication methods:

Verbal Method: The method of verbal communication basically refers to the oral discussion that
a teacher has with their group of students and this can either be face to face, through telephonic
conversation, through online platforms etc. (Ishak, 2016).
 Benefits: The major benefit through this method is that I am able to grab the attention of
the children very easily where I understand when they are attentive and interested in what
I am speaking and when they are not. For instance, I often use story telling as a
mechanism of making my classes interesting where I am able to integrate the key
concepts within the story so that they understand the basic crux behind the message that I
am trying to communicate. This helps me immensely in being in synchronization with the
ideas and concepts that we are working on where I can easily ensure that students and me
are on same page.
 Disadvantages: The major disadvantage of verbal communication is that often the more
extrovert students get highlighted which might mislead or portray the sentiment of entire
class. This is the biggest and sole disadvantage of the verbal method that I have
experienced. For instance, once while taking lectures, I was having oral communication
with the students where a certain portion of them engaged very attentively and readily
which made me think that everyone has understood the concept. However, on minute
examination, I identified that there was a major portion of them who had not understood
the concept and had not spoken out just because they felt meek or shy.
Non- Verbal Method: Non verbal methods involve facial expressions, eye movement and
contact that we have, hand and body movements, touch and proximity etc. (Vartiainen, Tedre
and Valtonen, 2020). This is an extremely effective technique which I am able to utilize very
effectively while engaging in teaching lessons.
 Benefits: The main benefit is that by this method I am able to understand the thought
process of the students i.e. what are they exactly thinking. This helps me in quickly
adapting my communication technique according to their mood. For example, often when
the session or classes extend for a longer time period students tend to fidget and become
inattentive which clearly indicates to me that they are not being attentive. Therefore, this
is an effective technique while education students.

 Disadvantages: The major disadvantage is that it can easily be misinterpreted by students
as well as me in different situations. For instance, when I communicate with students
there are times when I do not intend to punish students but I still speak in stern tones so
that they understand the seriousness of the situation. However, more often than not, they
get afraid and timid thinking that I am scolding and am very angry which makes them shy
away from communication freely about their problems in future.
Written Communication: Writing reports, essays, question answers, etc. all are included in the
written form of communication (Whyte and et.al., 2018). This is the most clear and precise way
of communication with the students where I am able to retain the key message for a longer time
period.
 Benefits: The main benefit is that by being precise and clear I am able to convey what I
am trying to say in a very clear and significant manner. This also helps me in maintaining
some proof or written evidence of communication that took place for a longer time
period. For instance, conducting written tests and making report cards is the biggest form
of proof that I have with both students and parents regarding the performance of their
child which helps me also in keeping an appropriate track of things.
 Disadvantages: The major disadvantage however of communicating in writing is that
often people tend to get confused with what I am trying to ask especially small students
where if I use one or more connecting verbs in a single sentence then they tend to get
confused. For instance, once I asked a question that what is collective sum indicated by
two stones and two sticks and what is their difference. The students got really confused
with the question where they were not able to understand that whether they had to add the
two or subtract them.
Therefore, these are certain advantages and disadvantages of the communication methods
that I use while teaching.
TASK 8
Reflection of the teaching practice in different areas
In order to become a good classroom practitioner, it involves development of wide range
of skills which can be developed with time by practicing them. My teaching practices helped the

majority types of learners as I used the combination of various skills in order to facilitate the
students.
Planning: I prepared the planned the lesson plans prior to teaching which I considered as the
most essential tool for effective classroom practice. In that lesson, I have mentioned the goals
which must be achieved at the end of the session. The objectives are also measurable and
achievable which with my hard work can be achieved by the students. It helps in providing the
structure to the teaching and helps in minimizing the difficulties. In this phase, I also kept in
mind about all the types of learners because it is impossible that all the students grasp knowledge
in the same way. so, I considered all the learners such as visual, verbal and physical in making
the lesson plans. For the visual leaners, I included the pictures and images in all the modules
which can be presented on the projectors (Godfrey, 2017). For the verbal learners, I prepared the
content which I can deliver to them by speaking and for the physical ones, I included all the
physical activities which I can organise in class to facilitate them.
Delivery: This is the phase where the things done in planning are implemented such as the
lesson plans. I ensured that I implement all the things according to the way and time I decided.
This helped achieving my goals as well the goals I wanted from the students’ side (Six strategies
for 1st century early childhood teachers, 2020). I tried to focus on each and every aspect in
developing the lesson plans which I wanted to implement in the delivery phase to the students.
When I delivered the knowledge, I came to know about more different types of learners which I
did not consider in the lesson plans. They were the aural or auditory learners. I realized that these
people learn the best by hearing to some sounds of instruments or by the lectures or speeches
(Aidinopoulou and Sampson, 2017). So, I implemented the plan I made for the verbal learners
and it proved to be very effective as these learners also learn by lectures which are told verbally.
That is why it is necessary to cover all the aspect at the time of planning. For the visual or spatial
learners, they prefer to learn by observing things which forced me to use pictures, diagrams and
images in my teaching which helped them to analyse the information provided to them better.
They love to draw and also possess good sense of direction. So, I tried to use images in all the
sessions but also on the other hand I tried to make the student cope up with all other types like
verbal, physical etc. which can help them to adapt and learn in any condition (Buchanan and
Parry, 2019). For the verbal or the linguistic learners, these prefer to learn using words both in

speech as well as writing. They tend to have a broad vocabulary and also tries to excel in the
activities that involve speaking, debating etc. I implemented the lesson plan made for these
learners as I motivated the learners to engage in some speaking activities like rhyme speaking,
counting numbers etc. This helped them to remove their hesitation and also enhanced their
motivation. For the physical or kinaesthetic learners, who learns by sense of touch, I organised
physical activities and sports play in the lessons. I used the activities through which they can get
hand-on in the learning to get the practical knowledge and can move their muscles and body
(Different learning styles, 2020). They learn better by doing things rather than observing or
listening.
Assessing: After analysing all the types of learners, I realized that the assessments must be done
in three forms: Diagnostic, Formative and Summative. I pre assessed the learning styles of the
students and made the lesson plan according to it. But that does not mean that I will only follow
the lesson plan and will not make even the necessary changes also. I also assessed the learners
while giving the teaching which I did not able to analyse before it. For example, the auditory
learners were analysed in the delivery phase but not in the planning phase. So, after delivering
the knowledge, I could facilitate these learners also (Marchesini, 2016). I also used the
summative assessment in which I assess the learners’ abilities after the teaching. This helped me
in making the learners adaptable to all the learning styles and I motivated them that if they could
grasp the things in other styles also, they could achieve better results. So, the assessments done
before the teaching, during the teaching and after the teaching helped me in assessing the
learners’ ability from all the aspects (4 types of learners in Education, 2017).
Therefore, by following the above processes in my teaching practice and inclusive
learning, I was able to facilitate all types of learners. I used the feedback provided by the
mentors, tutors, peers and learners and also evaluated my sessions by my own in order to analyse
the effectiveness of my own practice in the areas if inclusive learning and teaching. I think that I
must improve myself in order to make the students adaptable in all the learning styles so that
they can implement this adaptability in their life to improve their learning and development.

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