Level 5 Diploma in Education and Training

Unit: 501: Developing teaching, learning, and assessment in education and

training
Assignment Brief
Cohort Detail April 2022

Unit Number and Title Unit 501: Developing teaching,

learning, and assessment in
education and training
Academic Year 2022/2023

Unit Module Leader Pamela Patten

Issue Date 31.10.2022

05.12.2022
Submission Date
Unit relationship to NOS This unit is underpinned by the
overarching professional standards
for teachers, tutors, and trainers in
lifelong learning.
Unit Aim The purpose of the unit is to provide
the learner with knowledge,
understanding, and skills relating to
developing teaching, learning, and
assessment in education and training.
It includes investigating practice in
own area of specialism, applying
theories, principles, and models of
learning, communication, and
assessment in relation to planning,
delivering and assessing inclusive
teaching and learning
Submission Format
The submission is formal written assignments in the form of reports, a portfolio of
teaching, and a reflective account. This should be written in a concise, formal
business style using 1.5 spacing and font size of 12. Preferably you can use Arial
or Calibri font style. You are required to make use of headings, paragraphs, and
subsections as appropriate and ensure that the report is justified and aligned.
You need to bold the headings and subheadings, add page numbers and a clear
task and evidence title needs to be given throughout the written assignments. You
need to submit your assignments in MS Word format.

You need to proofread the assignments for any spelling, grammar, and function
errors. You may use digital proofreading such as Grammarly. You may wish to
sign up for a free Grammarly account.

www.grammarly.com

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You must avoid using American spellings in your assignments or in any written
work. You are required to use British spellings only. You can use the following
link to see the difference as an example:

http://www.tysto.com/uk-us-spelling-list.html

All tasks must be produced in a professional academic writing style and should
include evidence of your research with references. This includes linking research
coherently to your writing and using referencing, such as a bibliography, citing and
quotes. You are required to submit original work without plagiarism, and you need
to reference your work where required. You are suggested to use Harvard
referencing style. You may wish to read the information on the link given:

https://www.scribbr.co.uk/referencing/harvard-style/

Developing Task Evidence Assessment

teaching, required criteria covered
learning, and A Report 1.1, 1.2, 2.5, 6.1
assessment in B Investigative 3.1,3.3
education and report
training C Portfolio of 2.1, 2.2, 2.3, 2.4,
teaching evidence 3.2, 4.1, 4.2, 4.3,
5.1, 5.2, 5.3, 6.2
D Reflective account 4.5, 5.5, 7.1,7.2
Unit Learning Outcomes
1. Be able to investigate practice in own area of specialism
2. Be able to apply theories, principles, and models of learning, communication,
and assessment to planning inclusive teaching and learning
3. Be able to apply theories of behaviour management to creating and maintaining
a safe, inclusive teaching and learning environment
4. Be able to apply theories, principles, and models of learning, communication,
and assessment to delivering inclusive teaching and learning
5. Be able to apply theories, models, and principles of assessment to assessing
learning in education and training
6. Be able to implement expectations of the minimum core in planning, delivering,
and assessing inclusive teaching and learning
7. Be able to apply theories and models of reflection and evaluation to the
evaluation of own practice in planning, delivering, and assessing inclusive teaching
and learning

Assignment tasks and guidance

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Task A- Report
Report relating to your own area of specialism
Write a report in which you:
a) analyse the application of pedagogical principles (ref. 1.1)
➢ analysed the application of the pedagogical principles. It should include
andragogical and pedagogical principles. This may include theories from
Piaget, Bruner, and Vygotsky
b) analyse ways in which minimum core elements can be demonstrated
in planning, delivering, and assessing inclusive teaching and learning
(ref. 6.1)
➢ analysed ways in which minimum core elements can be demonstrated in
planning, delivering, and assessing inclusive teaching and learning
c) evaluate the effectiveness of the use of creative and innovative
approaches (ref. 1.2)
➢ evaluated the effectiveness of the use of creative and innovative
approaches
d) explain how your own practice in planning inclusive teaching and
learning has taken account of theories, principles, and models of
learning, communication, and assessment. (ref. 2.5)
➢ explained how own practice in planning inclusive teaching and learning has
taken account of theories, principles and models of learning, communication
and assessment. THEORIES may include behaviourism, cognitivism,
constructivism, humanism. MODELS may include pedagogy and andragogy.
LEARNING PREFERENCES may include Kolb, Honey and Mumford,
Gardiner, Fleming
NOTE:
You are expected to present your report in a professional academic writing style.
You are expected to draw on their literature review and proposal to carry out their
investigation. It is envisaged that the report would have an estimated word count of
approximately 750 – 1000 words, equivalent to 3-4 pages. The word count does not
include the bibliography. An academic form of writing includes linking research
coherently to your writing and using referencing, such as a bibliography, citing and
quotes.
Task B- Investigative report
Undertake investigations that enable you to:
a) analyse theories of behaviour management (ref. 3.1)
➢ analyse theories of behaviour management. This may include Skinner,
Kounin, and Rogers. Reference could be made to Vizard and Dix. Reference
can be made to models of transactional analysis, Johari, positive
reinforcement, nonconfrontational approaches.

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 b) explain how your own practice in creating and maintaining a safe, inclusive
teaching and learning environment has taken account of theories of
behaviour management. (ref. 3.3)
➢ explained how own practice in creating and maintaining a safe, inclusive
teaching and learning environment has taken account of theories of
behaviour management. This may include respect, confidentiality, safe and
secure environment.
NOTE:
The report should demonstrate an understanding of how different aspects of their
reading links coherently to the assessing role. You need to employ an academic
form of writing which includes linking research coherently to your writing and using
referencing, such as a bibliography, citing, and quotes. It is envisaged that the
investigative report would have an estimated word count of 500 – 750 words,
equivalent to 2-3 pages.

Task C- Portfolio of teaching evidence

In your teaching portfolio, provide evidence that you have:
a) used initial and diagnostic assessments to agree on learners’ individual goals
and learning preferences (ref. 2.1)
b) devised a scheme of work taking account of:
• the needs of learners
• the delivery models
• internal and external requirements (ref. 2.2)
c) designed teaching and learning plans which take account of:
• the individual goals, needs, and learning preferences of all learners
• curriculum requirements (ref. 2.3)
d) identified opportunities for learners and others to provide feedback to inform
inclusive practice (ref. 2.4)
e) established and sustained a safe, inclusive learning environment (ref. 3.2)
f) designed resources that:
• actively promote equality and value diversity
• meet the identified needs of specific learners (ref. 4.1)
g) demonstrated flexibility and adaptability in the use of inclusive teaching and
learning approaches and resources, including technologies, to meet the needs of
individual learners (ref. 4. 2)
h) demonstrated ways to promote equality and value diversity in own teaching (ref.
4.3)
i) designed assessments that meet the individual needs of learners (ref. 5.1)

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j) demonstrated flexibility and adaptability in using types and methods of
assessment to meet individual learning needs and assessment requirements (ref.
5.2)
k) demonstrated the use of assessment data in:
• monitoring learners’ achievement, attainment, and progress
• setting learners’ targets
• planning subsequent sessions
• recording the outcomes of assessment (ref. 5.3)
l) applied the minimum core elements in planning, delivering, and assessing
inclusive teaching and learning. (ref. 6.2)
m) You should also provide evidence that you have: m) communicated with
learners, learning professionals, and others to meet individual learning needs and
encourage progression (ref. 4.4)
n) communicated assessment information to other professionals with an interest in
learner achievement. (ref. 5.5)
Guidance:
It is anticipated that the portfolio of teaching evidence will be assessed using a
number of different assessment methods which should include observation,
personal accounts, and product evidence. Please note that there is a requirement
to observe and assess practice in this task.

Task D- Reflective account

Produce a reflective account in which you:
a) explain how to own delivery of inclusive teaching and learning has taken
account of theories, principles, and models of learning and communication
(ref. 4.5)
➢ explained how their delivery of inclusive teaching and learning has taken
account of theories, principles and models of learning and communication
b) explain how your own assessment practice has taken account of theories,
models, and principles of assessment (ref. 5.5)
➢ explained how their assessment practice has taken account of theories,
models and principles of assessment. MODELS may include competency
and non-competency models, linkage between learning theory and
assessment, assessment of, as and for learning, Black and Wiliam.
PRINCIPLES may include reliability, validity, currency, authenticity,
transparency, efficiency, sufficiency, developmental feedback, medals and
missions
c) evaluate the effectiveness of own practice in planning, delivering, and
assessing inclusive teaching and learning using theories and models of
reflection (ref. 7.1)

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 ➢ evaluated the effectiveness of own practice in planning, delivering and
assessing inclusive teaching and learning using theories and models of
reflection. Models of reflections may include Moon, Gibbs, Donald SchÖn,
(1996), Kolb, Johns and Brookfield.
d) analyse ways to improve own practice in planning, delivering, and assessing
inclusive teaching and learning. (ref. 7.2)
➢ analysed ways to improve their practice in planning, delivering, and
assessing inclusive teaching and learning

Guidance:
Your reflective account should be presented in a professionally written format. It is
envisaged that the report would have an estimated word count of approximately
750 – 1000 words, equivalent to 3-4 pages. The word count does not include the
bibliography.
Recommended Resources
Please note that the resources listed are examples for you to use as a starting
point in your research – the list is not definitive.
▪ Weston, C. (2013). Five principles of pedagogy
https://edtechnow.net/2013/05/12/pedagogy/
▪ Nind, M. & Lewthwaite, S. (2015). Principles for effective pedagogy - NCRM
quick start guide
https://eprints.ncrm.ac.uk/id/eprint/3766/1/principles_for_effective_pedagog
y_QuickStart.pdf
▪ First LWL Project (2020). The First Learning Without Limits Project: Key
Ideas and Principles
https://learningwithoutlimits.educ.cam.ac.uk/about/key.html
▪ Pedagogy in Action (n.d.). Teaching Methods.
https://serc.carleton.edu/sp/library/pedagogies.html
▪ Orr, K. and Robinson, D. (2013). What is vocational pedagogy and who is it
for?
http://eprints.hud.ac.uk/id/eprint/18762/
▪ Lucas, B., Spencer, E. and Claxton, G. (2012). How to teach vocational
education: A theory of vocational pedagogy.
http://www.skillsdevelopment.org/PDF/How-to-teach-vocational-
education.pdf
▪ Smith, M. K. (1996; 1999, 2010) ‘Andragogy’, the encyclopedia of informal
education.
▪ https://infed.org/mobi/andragogy-what-is-it-and-does-it-help-thinking-about-
adult-learning/
▪ Caruso, S. (2010). Malcolm Knowles and the Six Assumptions Underlying
Andragogy.

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▪ https://hrdevelopmentinfo.com/malcolm-knowles-and-the-six-assumptions-
underlying-andragogy/
▪ Kurt, S. (2020). Andragogy Theory - Malcolm Knowles. [online] Educational
Technology.
▪ https://educationaltechnology.net/andragogy-theory-malcolm-knowles/
▪ Center for Excellence in Learning and Teaching (n.d.). 14 Creative Ways to
Engage Students • Center for Excellence in Learning and Teaching • Iowa
State University
https://www.celt.iastate.edu/teaching/teaching-format/14-creative-ways-to-
engage-students/
▪ Harvard University (2020). ablconnect. (An online database of active
learning efforts in post-secondary classrooms)
https://ablconnect.harvard.edu/
▪ Center for Excellence in Learning and Teaching 226 Active Learning
Techniques.
https://www.celt.iastate.edu/wp-
content/uploads/2017/03/CELT226activelearningtechniques.pdf
▪ Shulman, R.D. (2018). 10 Ways Educators Can Make Classrooms More
Innovative. [online] Forbes.
https://www.forbes.com/sites/robynshulman/2018/11/19/10-ways-educators-
can-make-classrooms-more-innovative/
▪ Department for Education (2019). Realising the Potential of Technology in
education: a Strategy for Education Providers and the Technology Industry.
https://assets.publishing.service.gov.uk/government/uploads/system/upload
s/attachment_data/file/791931/DfE-Education_Technology_Strategy.pdf
▪ Nutt, J. (2010). Professional educators and the evolving role of ICT in
schools Perspective report.
https://www.educationdevelopmenttrust.com/EducationDevelopmentTrust/fil
es/63/6354cb73-1341-4a78-b643-aae6e5f4c554.pdf
▪ OECD (2015). Students, Computers and Learning: Making the Connection
https://read.oecd-ilibrary.org/education/students-computers-and-
learning_9789264239555-en
▪ Mcleod, S. (2020). Jean Piaget’s Theory of Cognitive Development.
https://www.simplypsychology.org/piaget.html
▪ Mcleod, S. (2019). Bruner - Learning Theory in Education
https://www.simplypsychology.org/bruner.html
▪ Mcleod, S. (2020). Lev Vygotsky’s sociocultural theory.
https://www.simplypsychology.org/vygotsky.html
▪ Smith, M. K. (1997, 2004, 2014) ‘Carl Rogers and informal education’, The
encyclopedia of pedagogy and informal education.
https://infed.org/mobi/carl-rogers-core-conditions-and-education/
▪ Ofsted (2019). Education inspection framework 2019.
https://assets.publishing.service.gov.uk/government/uploads/system/upload

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 s/attachment_data/file/772056/School_inspection_update_-
_January_2019_Special_Edition_180119.pdf
▪ Gould, J. (2009) Learning theory and classroom practice. Exeter: Learning
Matters.
▪ Gould, J. and Roffey-Barentsen, J. (2014) Achieving your Diploma in
Education and Training. London: Sage.
▪ [Online] Available from: www.learning-theories.com
▪ [Online] Available from: www.infed.org/mobi/learning-theory-models-
product-and-process
▪ [Online] Available from: www.learningandteaching.info
▪ [Online] Available from: www.simplypsychology.org
▪ [Online] Available from: www.excellencegateway.org.uk
▪ Learning and Skills Improvement Service (2012). Effective practice guide to
initial and diagnostic assessment | Excellence Gateway.
https://www.excellencegateway.org.uk/content/eg5378
▪ Desautels, L. (2014). Addressing Our Needs: Maslow Comes to Life for
Educators and Students.
https://www.edutopia.org/blog/addressing-our-needs-maslow-hierarchy-lori-
desautels
▪ Kline, T. (2019). Applying Maslow’s Hierarchy of Needs In Our Classrooms.
http://www.changekidslives.org/actions-4
▪ Kurt, S. (2020). Maslow’s hierarchy of needs in education.
https://educationlibrary.org/maslows-hierarchy-of-needs-in-education/
▪ Dix, P. (2007) Taking care of behaviour – practical skills for teachers.
Harlow: Pearson Education.
▪ Petty, G. (2004) Teaching Today. 3rd Ed. Cheltenham: Nelson Thornes.
▪ Pike, B. and Arch, D. (1997) Dealing with difficult participants. San
Francisco: Jossey-Bass.
▪ Vizard, D. (2007) How to manage behaviour in further education. 2nd Ed.
London: Sage Publications.
▪ Petty, G. (2009) Teaching Today. 2nd Ed. Cheltenham: Nelson Thornes.
▪ Department for Education (2014) Equality Act 2010: advice for schools
https://www.gov.uk/government/publications/equality-act-2010-advice-for-
schools
▪ Disability Equality in Education
www.worldofinclusion.com/inclusion_education.htm
▪ Equality and Diversity Forum (Equally Ours)
www.edf.org.uk
▪ West, R. (2010) Understanding Interpersonal Communication: Making
Choices in Changing Times. Boston, MA: Wadsworth, Cengage Learning.

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▪ SKILLS YOU NEED (2011). What is Communication?
https://www.skillsyouneed.com/ips/what-is-communication.html
▪ Black, P. and Wiliam, D. (1998) Assessment and classroom learning.
Assessment in Education, 5 (1), 7–74.
▪ Ruth Dann (2014) Assessment as learning: blurring the boundaries of
assessment and learning for theory, policy and practice, Assessment in
Education: Principles, Policy & Practice, 21:2, 149-166, DOI:
10.1080/0969594X.2014.898128
▪ Wiliam, D. (2006). Assessment for Learning: why, what and how.
https://www.dylanwiliam.org/Dylan_Wiliams_website/Papers_files/Cambridg
e%20AfL%20keynote.doc
▪ Gibbs, G and Simpson, C. (2004) Conditions under which assessment
supports students' learning. Learning and Teaching in Higher Education
vol.1 pp.3-31.
▪ Gipps, C. (2002), Beyond Testing. Oxon: Routledge.
▪ Lambert, D. and Lines, D. (2000), Understanding Assessment: Purposes,
Perceptions, Practice. Oxon: RoutledgeFalmer.
▪ Nicol, D.J. and Macfarlane-Dick, D. (2006) Formative assessment and self-
regulated learning: a model and seven principles of good feedback practice.
Studies in Higher Education. 31(2), 199-218.
▪ Ollin, R., Thompson, R. and Tummons, J. (2010) Assessment. In: Teaching
in Lifelong Learning. Milton Keynes: Open University Press. pp. 163–180.
▪ Race, P. (2010) Making Learning Happen. 2nd Ed. London: Sage
(specifically Chapter 4 – Assessment driving learning).
▪ Cambridge Assessment International Education (2011). Getting Started with
Assessment for Learning
https://cambridge-community.org.uk/professional-
development/gswafl/index.html
▪ O’Neill, G., McEvoy, E. and Maguire, T. (2020). Developing a national
understanding of assessment and feedback in Irish higher education
https://hub.teachingandlearning.ie/wp-content/uploads/2021/06/95.-NF-
2017-Expanding-our-Understanding-of-Assessment-and-Feedback-in-Irish-
Higher-Education.pdf
▪ Race, P. (2010) Making Learning Happen. London: Sage.
▪ Assessment in education
http://www.tandfonline.com/toc/caie20/24/1
▪ Chartered Institute for Educational Assessors
www.ciea.org.uk
▪ Methods of assessment
https://www.reading.ac.uk/engageinassessment/different-ways-to-
assess/eia-different-assessment-methods.aspx
▪ Types of assessment
https://www.marketing91.com/types-of-assessment/

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▪ Tummons, J. (2007) Assessing learning in the lifelong learning sector. 3rd
Ed. Exeter: Learning Matters.
▪ Guidance on choosing evaluation methods and processes
https://www.betterevaluation.org/en/start_here/decide_which_method
▪ Ten Steps Towards Designing a Questionnaire
https://www.wireuk.org/knowledgebase/ten-steps-towards-designing-a-
questionnaire/
▪ Casey et al. (2006) [Online] Available from:
https://dera.ioe.ac.uk/22311/1/doc_3188.pdf
▪ The Education & Training Foundation (2016). Minimum Core Guidance
https://www.feadvice.org.uk/sites/default/files/Minimum%20Core%20Guidan
ce%20November%202016.pdf
▪ Maths CPD resources by The Education & Training Foundation
https://www.et-foundation.co.uk/supporting/professional-
development/maths-and-english/maths-cpd/
▪ English CPD resources by The Education & Training Foundation
https://www.et-foundation.co.uk/supporting/professional-
development/maths-and-english/english-cpd/
▪ Reece, I. and Walker, S. (2006) Teaching, Training and Learning: a
practical guide. 6th Ed. Sunderland: BPE.
▪ Wolfe, K. (n.d.) Self-Assessment: The Reflective Practitioner.
https://www.utm.edu/departments/ncate_continuous/docs/standard3/Clinical
Practice_Reflective_Practitioner.pdf
▪ Cambridge International Education Teaching and Learning Team (2019).
Getting Started with Reflective Practice.
https://www.cambridge-community.org.uk/professional-
development/gswrp/index.html

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