Qualification Unit number and title

Unit 426: Teaching, Learning and Assessment in Education

and Training
Diploma in Education and
Training - Level 5 Unit Code: H/505/0912

Level: 4, Credit value: 20 credits

Guided Learning Hours: 65

Designer Name: IQA Name:

Date:

Date issued Completion date Submitted on

26/09/2022

Assignment type Report

Assignment title Unit- 426: Teaching, Learning and Assessment in Education

and Training
Learner declaration

I certify that the work submitted for this assignment is my own. I have clearly referenced any
sources used in the work. I understand that false declaration is a form of malpractice. I also
declare that I shall be proactive against collusion, malpractice and plagiarism in all my work.
All work that I shall submit shall be checked for plagiarism before submission.

Student Name: Jean-Pierre LONGAKA Student ID: HE 220965

Student signature: Date:

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 Table of Contents
Introduction....................................................................................................................................4

LO1. Understanding roles, responsibilities, and relationships in education and training......5

1.1 Own roles and responsibilities in education and training................................................5

1.2 The key aspects of legislation, regulatory requirements, and codes of practice relating
role and responsibilities.............................................................................................................5
1.3 Relationship and boundaries between the teacher and other professional roles...........7
1.4 Points of referral to meet the needs of learners.................................................................7
LO2. Assessment to agree on individual learning goals with learners.....................................9

2.1 Importance to identify and meet the individual needs of learners..................................9

2.2 Role and use of initial and diagnostic assessment in agreeing individual learning goals
......................................................................................................................................................9
LO3. Planning inclusive teaching and learning........................................................................12

3.1 Integrating scheme of work with internal and external requirements.........................12

3.2   Designing teaching and learning plans on the basis of individual goals, needs of
learners and curriculum requirements..................................................................................13
3.3 Explaining how own planning meets the individual meets of learners.........................14
LO4. Maintaining a safe, inclusive teaching and learning environment................................15

4.1. Reasons to promote appropriate behaviour and respect for others.............................15

4.2. Ways to promote equality and value diversity...............................................................15
LO5. Delivering inclusive teaching and learning......................................................................16

5.1. Effectiveness of teaching and learning approaches used in own area of specialism in
relation to meeting the individual needs of learners.............................................................16
5.2.   Benefits and limitations of communication methods and media used in own     area
of specialism..............................................................................................................................16
5.3. Effectiveness of resources used in own area of specialism in relation to     meeting the
individual needs of learners....................................................................................................17
LO6. Assessing learning in education and training..................................................................18

6.1.    The purposes and types of assessment used in education and training....................18
6.2.    The effectiveness of assessment methods in relation to meeting the individual needs
of learners.................................................................................................................................19

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LO7. Implementing expectations of the minimum core in planning delivery and assessing
inclusive education and training.................................................................................................20

7.1.    Ways in which minimum core elements can be demonstrated in planning,

delivering, and assessing inclusive teaching and learning....................................................20
LO8. Evaluate own practice in planning, delivering and assessing inclusive teaching and
learning.........................................................................................................................................22

8.1. Review the effectiveness of own practice in planning, delivering, and assessing

inclusive teaching and learning, taking account of the views of learners and others........22
8.2.    Areas for improvement in own practice in planning, delivering, and assessing    
inclusive teaching and learning...............................................................................................23
Conclusion....................................................................................................................................25

References.....................................................................................................................................26

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Introduction
This report is based on a scenario that examines the roles, responsibilities, and relationships of a
teacher in a Level 3 Integrated Diploma in Business and Management course. Codes of conduct,
professional boundaries, and the interplay between the educator's function and other fields all fall
within its purview. The report will also illustrate how intake and diagnostic tests contribute to the
process of creating and agreeing upon individualised learning plans with students. Furthermore,
examples of lesson plans and classroom activities that adapt to diverse student requirements and
evaluation procedures will be shown. Teachers included the common core state standards into
their lesson preparation, instruction, and evaluation. More so, it will stress the importance of
fostering a safe classroom setting for all students. Finally, I will examine how Ill I have included
the perspectives of my students and other stakeholders into my own practise of planning,
delivering, and evaluating inclusive instruction for the job of a bus driver.

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LO1. Understanding roles, responsibilities, and
relationships in education and training
1.1 Own roles and responsibilities in education and training
My primary responsibility as a teacher is to inspire my students to reach their full potential as
learners and contributors to society. Learning and instruction alone are insufficient; students
need more from their teachers. Assessment, projects, student analysis, and the cultivation of
academic, occupational, and social competence are all part of this supplementary material.
Success in fulfilling these functions and obligations depends on meticulous preparation and
efficient execution. An educator's primary functions and responsibilities include:
Roles

Consistent dialogue between the educator, the student, and the family.

Instilling excellent habits and establishing respect for one's peers.

Attending to the wants and desires of the students.

Regular weekly or daily student analysis.

Responsibilities

Fostering an atmosphere that is both safe and encouraging for study

Adhering to all rules, guidelines, and policies

1.2 The key aspects of legislation, regulatory requirements, and

codes of practice relating role and responsibilities. 
It must be known that the legal, supervisory, and professional degrees since shirking my teaching
duties have serious consequences. I update frequently since things change. My classroom's child
and elderly protections are listed below.

The 2010 Equality Act consolidates previous laws for all nine "protected traits" (Figure 2
(Armstrong, et al., 2016). As a teacher, I must respect my students, create an embracing
classroom, and never take them for granted.

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 Fig.2    the Equality Act 2010 (BBC, 2022)

As a teacher, I must buy supplies. I must master the all the standards' pedagogical concepts as a
teacher. I regretted breaking a school rule (Wilson, 2009). The International Faculty of
Languages' Code of Practice for Teachers (2008) supports and defines members' behaviour
toward students, education, employers, and the community. Figure 3 stresses educators'
faithfulness, empathy, wisdom, practical knowledge, confession of criminal crimes, and
admission of liability during institutional investigations, and duty.

Teacher boundaries reduce student anxiety. Teachers, parents, administrators, and social workers
collaborate to improve student teaching (Carr, et al., 2005). They'll help students if I can't. Thus,
the institution's staff should support me.

Teachers must accept their limitations to help all their students (skills, experience, time,
resources). Teachers must obey. Teachers must consider their impact on students and the
institution. They must monitor what they say and we are to avoid controversy and protect their
children (Morgan, 2016).

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1.3 Relationship and boundaries between the teacher and other
professional roles
To fulfil their various professional tasks, educators must set and enforce healthy boundaries with their
students, parents, administrators, co-workers, and the wider community. Teachers are required to set
their boundaries professionally and set their limits to achieve their roles and responsibilities (Carr, et
al., 2005). Having too warm of a relationship with students or co-workers can be detrimental to
success. Teachers can better identify their responsibilities for students' success in school if they establish
clear relationships and limits early on. A teacher's professionalism benefits their students and their
other clients when they maintain their own professionalism (Morgan, 2016).

1.4 Points of referral to meet the needs of learners  

Being a teacher, I can't always help my kids with homework. One of my main duties is solving
challenges beyond my field (Tummons, 2010). If a student needs help finding this resource, I
need to know where to refer them (E21 in the VLE portfolio) and how to start. These demands
are broad, thus internal and external referrals may be needed (see Figure 4).

Fig.3    Referral Points to Meet Individual Needs

I see the need to connect some of my students with student support services, such as one-on-one
tutoring and goal-setting guidance:

 An educational psychologist can help troubled students.

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  Finding out if a child has a learning problem and what can be done to help them succeed
in school is possible through a special education evaluation.
 Having a mentor can help students who are having academic difficulties because of
personal issues, such as sadness or trauma.
 Citizen’s advice bureaus are available to help college students whose money issues are
getting in the way of their studies.
 Being self-aware and knowing when to refer students to other resources helps me serve
my students better and encourages them to realize their full academic potential.

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LO2. Assessment to agree on individual learning goals
with learners
2.1 Importance to identify and meet the individual needs of learners 
No individual or group of people can ensure pupils will learn Ill without the use of technology. If
educators have a passion for technology, they will be better able to help pupils get ready for the
workplace. Moreover, individuals might improve their knowledge and abilities with the use of
contemporary resources.

2.2 Role and use of initial and diagnostic assessment in agreeing

individual learning goals  
Early and mid-year assessments provide teachers with valuable information about their students.

An in-depth look at the student's past performance and future goals is taken during the pre-
program evaluation to aid in course selection and identify any customized needs (Wilson, 2009).

Figure 5 demonstrates how the first evaluation introduces students to the testing environment and
gauges their academic preparedness. After the initial assessment, both students and educators can
establish attainable ILP objectives (See E2 in Portfolio on VLE). In some cases, the teacher will
be able to identify learning gaps after the initial assessment.

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 Fig.4 Information about the learner to be taken into account during the first assessment
(DfEE, 2001)

A diagnostic pre-assessment is an evaluation of a learner's current level of understanding, skill,

positive traits, and negative traits before formal instruction begins (Gravells, 2012:50).

In order to evaluate their students' proficiency in mathematics, English, and information and
communication technologies, teachers can utilize the Basic Key Skills Builder (BKSB),
interviews, questionnaires, quizzes, or a combination of these methods.

Fig.5 Diagnostic Assessment (wisc.edu, 2022)

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These tests are used to create a customized curriculum for each student and classroom (DfE,
2011:10). This strategy ensures student success and helps them identify development
opportunities early on. These tests have pros and cons for teachers and students. Assessors must
be experts.

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LO3. Planning inclusive teaching and learning
3.1 Integrating scheme of work with internal and external
requirements
An outline for a three-day intensive course that meets both internal and external criteria will be
provided by the author.

Course: Management Information System Year: 2022 Duration: 3

days

Preparation date: June 10, 2022

Units Time Topics Learning Mode of Evaluation

outcome conducting modes
(Day)

Definition of 1 The multi- In this way, Using Continuous

Management disciplinary the Multimedia in assessment
Information definition of fundamental the Classroom
System Management concept could for
Information System be conveyed Assignments,
to the Presentations,
2 Application of MIS students. Group
in real-World about the Projects, and
situations approach More

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 3 How Management
Information
Systems (MIS) Fit
Into Organizational
Life

3.2   Designing teaching and learning plans on the basis of individual

goals, needs of learners and curriculum requirements
Subject: Management Information System
Topic: The fundamental ideas of MIS and why they are so important
Duration: 3 hours
Number of students: 40
Teaching Assistance: Tasks, Group Work, and a Final Presentation
Common goal: Mastering the fundamentals of management information systems
Specific goal: Improving Information Systems competence for increased employment
opportunities
Time distribution: Sharp an hour

Team project: 35 minutes

Slide presentation: 15 minutes

Note: 5 minutes

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3.3 Explaining how own planning meets the individual meets of
learners
Identifying the learner's goals and tailoring my demonstrations to their needs will help me better
serve my pupils. I supply them with a wide range of study aids, which allows them to make
significant academic success and open up numerous doors of opportunity. Anyone can get their
hands on the content and tools.

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LO4. Maintaining a safe, inclusive teaching and
learning environment
4.1. Reasons to promote appropriate behaviour and respect for
others
My classroom must be inviting (Gravells, 2014). Instilling behavioural norms and a zero-
tolerance policy in bus drivers to prevent them from being hateful, bigoted, or disrespectful.
Negotiation teaches kids to respect others and take responsibility. Dignity, health, and antisocial
behaviour are permanent. Students shall uphold order and equity.

Noise distracts students (Reece and Walker, 2000). If I want to keep pupils in my class, I must
quickly acknowledge good behaviour and be stern when they misbehave. According to Skinner's
(1976) operant conditioning theory, rewarding and punishing a behaviour immediately affects its
repetition (McLeod, 2018). Praise and punishment encourage kids. I must teach them civic
responsibility and mutual respect to demonstrate how varied ideas and life experiences may
enrich their education (Booth and Ainscow, 2011). Appreciation motivates my bus drivers to
work hard and stay dedicated.

I must demonstrate. Be honest and polite. Kids need positive reinforcement.

4.2. Ways to promote equality and value diversity 

Today's classrooms, which reflect society, need these ideals. Everyone should teach (Wilson,
2014:27). Encourage persons to question, criticize, and speak up.

I can demonstrate my efficacy without bias or wrongdoing by tailoring my language to my

students and offering context for talks on complex and technical subjects. Each student will
receive customized materials, content, and support. My family's varied celebrations teach my
kids tolerance. Youth may gain confidence and socialization from cultural experience. My
lessons and attention to students' unique needs for help in class debates, projects, and arguments
foster tolerance and acceptance of all opinions. Team-building tasks help diverse students
collaborate.

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LO5. Delivering inclusive teaching and learning
5.1. Effectiveness of teaching and learning approaches used in own
area of specialism in relation to meeting the individual needs of
learners
A teacher's toolkit should include a wide range of strategies for adapting instruction to the unique
needs of each student. Bus driving is my area of expertise, and I've found that combining
discussion-based evaluations with hands-on tasks helps me both in the classroom and on the job.
As a result, students' spirits are lifted and their motivation is boosted (Dreyer, 2017). The
exchange of information and the resulting atmosphere of camaraderie and ease fostered by group
discussion are two of the many reasons why it is so beneficial to hold such discussions in the
classroom and during practical sessions. In order to be more effective in my field of expertise
and to aid the student in acquiring the necessary skills and knowledge, I am employing a number
of methods, including the use of a projector, a PowerPoint presentation, VARK (Visual, Aural,
Read/write, and Kinesthetic) modalities, and many others. Additionally, I place an emphasis on
cooperative learning to help the student improve their oral communication skills, which are
highly valuable in the field of bus driving.

5.2.   Benefits and limitations of communication methods and media

used in own     area of specialism 
Bus driving is my area of expertise, thus I rely on presentation and discussion as my primary
modes of communication. Teaching material can be presented to students in a simple and
engaging media style with the use of PowerPoint presentations. The presentation is a one-on-one
meeting between the teacher and student, which helps both parties become more invested in the
lesson and the student to better grasp the material. Technical difficulties with the presentation
can cause it to be interrupted, preventing the learner from absorbing any of the material being
presented. Additionally, many students may become side tracked by the presentation. Instead of
a one-way communication like a lecture or presentation, the dialogues are much more engaging
(Rayudu, 2010). Students pay attention and make an effort to contribute to the conversation. The
ability to work together and solve problems is bolstered through class discussion. The class

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conversation might become chaotic when there isn't enough of a leader or a clear focus on the
topic at hand. Many people in the room may never get a chance to have their voices heard.

5.3. Effectiveness of resources used in own area of specialism in

relation to     meeting the individual needs of learners 
The students learn about the bus driving profession, diversity, and classroom equality through
the printed hand-outs I give them. Each student can tailor their education to their own unique
goals with the help of the detailed guidelines and ethical codes provided in the printed hand-out.
I also make sure that the guidelines hand-outs are printed in a variety of accessible formats for
students who have trouble reading standard font sizes and paper sizes. High contrast and bold
writing are used on the hand-outs given to students with dyslexia. To add some visual appeal to
the hand-out, I include a few images and some bullet points (Gravells, 2014).

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LO6. Assessing learning in education and training
6.1.    The purposes and types of assessment used in education and
training 
Assessment is "the systematic gathering of information about students' academic and technical
progress" (Gravells 2014:12). It reveals to the evaluator the extent to which the student has
acquired course-related information, abilities, and dispositions.

Evaluations chart development. I see the benefits and drawbacks of the various learning methods
that students use. As a result, learning in all areas is enhanced. It's useful for checking in on kids
and setting objectives for learning. The board of curriculum directors and the performance
monitors are notified and can then make necessary changes to the curriculum.

There are many uses for various forms of assessments, including but not limited to:

 An assignment is a piece of requirement or a task given to a student or employee to

complete as part of their regular duties or coursework. There will be both written and
hands-on exams to determine how well you did in the course. It enhances the writing
calibre but it limits public speaking and taking criticism.
 Learners conduct initial Assessments to determine their prior knowledge and skills to
ensure they are enrolled in the appropriate course, identify special requirements or
additional training support, and transmit any pertinent information to other experts. But if
pupils consistently perform poorly on tests, they may lose motivation.
 Students take diagnostic Assessments to evaluate their knowledge, abilities, and
program comprehension. It can also identify learners' learning preferences and assess if
they require assistance with fundamental skills, allowing them to progress and improve.
Yet, conducting diagnostic assessments can take a lot of time.
 Formative Assessment, also known as Assessment for Learning, examines students'
growth, development, and obstacles during the course. It examines requirements,
progress, and requirements informally. It supports teachers in adapting their strategies to
meet the needs of the students and motivating them. However only professionals are
adept at conducting formative assessments.

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  Summative Assessment, sometimes referred to as evaluation of learning, occurs at the
conclusion of a course, semester, or academic year to determine whether or not learning
objectives have been met. The accrediting organization develops an official evaluation.
 Examinations are meant to assess a student's knowledge and skill. In the classroom, an
examination is a formal assessment of one's knowledge. Examinations are a great way to
get an idea of where you are in terms of both knowledge and ability. However, the arrival
of Examinations can cause tension for some. Many people feel under immense Pressure
due to the stress of having to perform well.

6.2.    The effectiveness of assessment methods in relation to meeting

the individual needs of learners
The level of pupil learning can be evaluated through tests and quizzes. Formal and informal
assessments exist. Although they serve similar purposes in gauging student understanding, these
two types of tests take completely distinct approaches. Five different types of exams will be
compared to see which ones are most beneficial to students.

Group Work Assessment: The bus drivers can develop process skills through group work, such
as listening, processing information, analysing data, making decisions, and delegating tasks.

Peer Assignment

The bus drivers can provide constructive feedback on one another's work in a structured manner
through the use of peer assessment and peer review. It instructs students in the art of critical
analysis, both of their own work and that of their peers, and in the value of constructive criticism.

Observation Assessment

I can use this evaluation to keep track of the driver’s progress and use that data into lesson plans.
Review how the students are utilizing various study aids to evaluate their progress. I am in a
prime position to assess their students' growth and development as learners.

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LO7. Implementing expectations of the minimum core
in planning delivery and assessing inclusive education
and training
7.1.    Ways in which minimum core elements can be demonstrated
in planning, delivering, and assessing inclusive teaching and
learning 
The core skills taught at today's universities. Reading, counting, talking, and using technology
are all essential in today's world. Teachers should familiarize themselves with the concepts
outlined by (Gravels, 2014:12) Teachers can use them as a starting point when planning,
delivering and evaluating lessons for their pupils. The foundational abilities I assist my pupils to
hone are crucial to their academic progress. Rather than sticking to tried-and-true methods, I
need to encourage my pupils to use extracurricular activities as a means of personal development
and encourage them to do the same

 Literacy: English literacy is demonstrated in the classroom through activities such as

reading written work or student assignments, writing reports or helpful facts on the
whiteboard, documenting survey data, creating lesson plans and schemes of work, and
reviewing students' and my spelling, grammar, and syntax. You skim their paper fast to
check if they've made themselves understood. As a result, literacy skills are fundamental
for all students in an inclusive classroom.
 Numeracy: I need math to split the program's curriculum and time to give my students
formative input throughout the topic program weeeks of the semester. Workouts and
other activities require preparation. If I don't, my lesson planning may be behind. Timed
classroom activities help teachers stay on schedule. Creating classroom groups requires
calculation. To narrow their target audiences, my students must measure, weigh, and
compute.
 Language: It is generally accepted that English has a stable grammatical structure.
Grammar, phonics, and dance as a means of instruction. Since English is going to be used

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 as the instruction language throughout the entire course, that's what I'll be using for
everything I do: giving lectures, leading discussions, debating topics, teaching, grading,
and answering inquiries. I engage students in English-language interactions to learn about
their academic needs, incorporate their feedback, and evaluate my inclusive teaching
methods.
 ICT: Students must be guided to explore key IT sites online today. This technology can
help any teacher, whether in the same room as their pupils or remotely. Students can use
Microsoft Word and PowerPoint to create extra resources for online classes and keep
them in a virtual learning environment (VLE) (Gravells, 2014). Educators and students
need ICT knowledge to use an electronic whiteboard. Email and social media enable this.
I use modern teaching resources.

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LO8. Evaluate own practice in planning, delivering
and assessing inclusive teaching and learning.
8.1. Review the effectiveness of own practice in planning, delivering,
and assessing inclusive teaching and learning, taking account of the
views of learners and others
I used feedback from students, peers, and mentors to evaluate how Ill I planned, executed, and
analysed my inclusive lessons. The learning cycle depicted in Figure 7 was important. This aids
my students and me as a teacher (Chard, 2004).

Fig.7    the Cycle of Teaching and Learning

Identifying needs

My class planning is informed by the students', the colleges, and my own initial assessments and
Individualized Learning Plans (ILPs) to guarantee that my students are on track to succeed. In
order to motivate my students, I need to be an expert in the subject matter and skilled at selecting
relevant themes.

Planning Learning

Setting SMART (Specific, Measurable, Attainable, Realistic, and Time-Bound) goals and
objectives was the focus of I organize my classes with an introductory, interactive, and final
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phase to ensure smooth operation. I design my classes around the contests and assessments
mandated by the accrediting agency. What they discover about business and advertising in these
materials can be applied immediately upon graduation. I am constantly eager to take in new
information and share what I have learned with my more seasoned colleagues and friends
(SpencerFoundation and PublicAgenda, 2017).

Delivering Learning

I often use modern teaching methods in the classroom, such as the VARK framework
(Cummings, et al., 2019). By using pictures, sounds, and moving pictures in my lessons, I can
reach more students. I use many different ways to teach, such as group work, pair work,
individual work, discussions, debates, and tests. I can always give my session presentations on
time because the unit has strict time requirements. I will not out of my way to make my
classroom a friendly place where students felt comfortable asking questions and taking part in
group activities and other activities, so they would be more engaged in our practice sessions.

Assessment

I utilize several measures to assess my students' progress toward our goals. Body language,
questions, replies, group work, and individual feedback are all ways in which I gauge my
students' grasp of the material. I am better able to track my students' growth and interpret their
test scores thanks to their Individualized Learning Plans (ILPs) with SMART objective targets.

Evaluate

My students and adviser helped me improve teaching and grading. My managers enjoyed how
student-centred my classes Ire. To make my PowerPoint presentations and hand-outs’ easier to
read, I utilized larger font sizes (28 or 32) and lots of white space between lines. PowerPoint
presentations must include video and audio. I like teaching visual learners. The class discussed
my assignments.

8.2.    Areas for improvement in own practice in planning,

delivering, and assessing     inclusive teaching and learning
In order to better design, deliver, and evaluate inclusive instruction, I have a lot of ground to
cover. I need to be less distracted so that I can concentrate on the steps necessary to reach my

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goal. The most effective strategy for accomplishing this is to set SMART objectives. I also need
to do a better job of keeping my vocational and professional certifications up to date in the
Current Qualification Credit Framework.

Another thing I need to do is work on getting my students and co-workers to be more receptive
to one another in order to forge a professional bond and put greater emphasis on observing
ethical boundaries. To get to this point, I need to learn more about how to effectively implement
these changes by attending seminars and reading articles.

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Conclusion
This research highlights the significance of teaching, understanding, and testing in a classroom
setting for the job of a bus driver. It advocates educational principles that inspire lifelong
learning in its students. In the classroom, teachers should adhere to their own set of ethics and
beliefs. It's possible that these variables have a major impact on a students in school. This
survey's findings highlight the need for teachers to demonstrate inclusive pedagogy and provide
support for all students to reach their potential. There is an emphasis on teaching, learning, and
testing so that students can get a deeper understanding of the subject offered here. In order to
keep up with the latest innovations in their profession, educators need to do both.

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