Tazeen Shafqat

245807
Assignment 1

Assessment front sheet and feedback record AET Level 3

Assignment No: 1

Candidate name Tazeen Shafqat 245807

Enrolment number
Date issued
Date submitted 24.11.2021

I confirm that the evidence for this assessment is authentic and a true representation of my
own work.

Signature of candidate ……………………………………………..Date …………………

Tazeen, this is a very well-written assignment.Itsummaries the Equality Act 2010

and Health and Safety briefly, but promptly. You gave ample examples of how to
create a safe and supportive learning environment for a group of learners, and
included negotiating ground rules and Maslow’s hierarchy of needs of learners.

You referred to at least two theories in this assignment to support your point of
view, and used Harvard Referencing, very well done!

In your future practice please avoid informal abbreviations such as it’s or don’t, but
write out the full form instead. Overall, a very good assignment with all key points
answered.

Well done for passing your first assignment.

Marker’s name: Emese Dobszai Grade: pass Date: 25.11.2021

Resubmission date (if referred): Grade: Date:

IV’s name (if sampled):

Date:
(a separate IV record must be completed for each assessment sampled)
Tazeen Shafqat
245807
Assignment 1

Write a report to summarise your roles and responsibilities as a teacher

within your subject area and context, or use the poster template to write an
overview of these areas.

1) A summary of the following key points:

 The Equality Act 2010:
The Equality Act 2010 legally protects people from discrimination in the workplace and
in wider society.Under the Equality Act 2010, it is unlawful for any education provider,
including a private or independent provider, to discriminate between students on
grounds of disability, race, sex, gender reassignment, pregnancy and maternity, religion
or belief, or sex. Discrimination on these grounds (known as “protected characteristics”)
is unlawful in relation to prospective pupils (admissions arrangements), pupils at the
school/college including absent or temporarily excluded pupils, and former pupils who
have a continuing relationship with the school/college.

 Health and Safety:

Provide a safe place of work. This covers the physical workplace to ensure that premises
are up to standard. School-wide measures should be in place to deal with the real risks,
so that teachers and support staff do not need to produce written assessments for an
ordinary classroom such as in business studies classroom, unless new activities lead to
additional risks. Members of staff can use this checklist to help to make sure ordinary
classrooms meet minimum health and safety standards. However, the results and
findings from completed checklists will provide a useful resource to the college
management team when reviewing their full college risk assessments.
• Safeguarding:
Safeguarding is a term used in the United Kingdom and Ireland to denote measures to
protect the health, well-being and human rights of individuals, which allow people
especially children, young people and vulnerable adults to live free from abuse, harm
and neglect. Schools should create safe environments for students through robust
safeguarding practices ensure that adults who work in the school, including volunteers,
don’t pose a risk to students. Make sure staff are trained, know how to respond to
concerns and keep-up-to-date with policy and practice. Teach students about staying
safe in school and online. Maintain an environment where students feel confident to
approach any member of staff if they have a worry or problem.
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Assignment 1

2) An explanation of the working relationships that should be in place; this should

include:
• Liaising with internal and external support services
• Limits/boundaries of your role as a teacher
The teacher and trainer role should be to teach or train the subject in a way which
actively involve and engage the learners in every session. It's not just about teaching and
training, it’s about the learning that take place as a result.
We need to provide a safe place, equipment and environment follow the Health and
Safety act, have risk assessment and keep a register for a fire safety. All the learners
must feel safe to express their own opinions without fear.
Using pair work, small and whole group activities, one by one we provide connection
between the learners and nice safe and supporting environment to share different
culture, religions and backgrounds. Teachers and trainers must be an example for all the
learners, the treatment need to be equal. Listening the opinions, supporting the group
and show interest are the basic thing to create a safe and supporting environment.
Discrimination and harassment behaviours need to be avoid.
The limits and boundaries as a teacher or trainer I should be able to work with another
professional roles, don't try to take too much or carry out something which is part of
someone else role.
I will need to find out who these people are at my organisation, it would also be useful
to understand a little about their job role, so I can be aware to don't cross the line of my
job and how I can support them. It also important know that the social networks as:
Facebook, Twitter, are used in a professional manner way. And making sure all students
in my class room are safe and ready to learn as always which means not any lesson is
boring for them and they are keen to learn.
Learner can be identified at enrolment and initial assessment and additional learning
support can be arranged with the relevant department within the organisation. Me as a
Teacher and trainers have a duty of care towards the learners attending training. If the
learners have a problem to share but is not in the teachers or trainer field, they would
be pass on to the learner member onto the relevant internal or external service. There
are many external service as: financial staff, careers department, human resources staff,
housing, health and safety office, internal and external quality assurers, learning support
staff, other teachers and trainers, support workers, union staff, caretakers. If the
problem involve the training, teachers or trainers being delivered additional support to
try to resolved the problem.
Tazeen Shafqat
245807
Assignment 1

3) How you would create a safe and supportive learning environment for a group
Of learners, including:
• Negotiating ground rules
• Meeting the needs of learners (Maslow)
• Supporting differentiation
• Promoting appropriate behaviour
Myself as a teacher need to assure that the treatment for the learners is fairly and equality.
Teachers and trainers cannot judge the learners from age, role, religion or belief and sexual
orientations. Promote equality and diversity should remove discrimination, bullying and
harassment behaviour that also considerate equality and diversity issues.
We can promote equality and diversity create an environment where learner are treating
fairly and they feel part of a group (Maslow).
I need to afford dignity and respect all the learners in the learning process, involve learners
in the learning process, support the needs of individual learners or groups, promote equality
and diversity of experience, challenge discriminatory behaviour, respect learner
confidentiality and don't discriminate.
The learners must be assess as individual and doing this we will became aware of any special
learning needs.
Learners who have physical impairments (visual, hearing ), learners may be faster for
different culture or religions and this may can affect the concentration, learners with the
English as second language that required an help from a second person and they need more
time to complete the tasks.
The learners have different style to learn. From Kolb's work and from Honey and Mumford's
model we can find different learning style that we must take in account. Such as Activist: are
those people who learn by doing thing(brainstorming, puzzles, and role play). Reflector: are
those people who learn by observation of activities (collecting data, using questionnaires)
Theorist: are those people to understand the theory behind action (statistic, background
information) Pragmatist: are those people that putting idea into the actions (discussion,
problem solving).
Classroom rules which I would have in place and they can be negotiated by a valid reason:

 Ask questions.
 Respect and listen to your classmates.
 Respect and listen to the teacher.
 Raise your hand to speak.
 Be prepared for class.
Tazeen Shafqat
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Assignment 1
 Be quiet when the teacher is talking.
 Be quiet when classmates are talking.
 Share new ideas.

Differentiation in teaching means tailoring my lessons for students with individual needs.
This involves changing the content, delivery, or methods of learning to ensure every child
learns in a way that’s suitable for them. Students have many diverse needs, based on factors
such as disability and academic performance, which require specialised methods of
teaching. This doesn’t mean that I have to teach every student one-on-one. In fact, I can still
do whole class or group activities that incorporate differentiated teaching. Nor does it give
students freedom of choice to do what they want. When done right, differentiation in
teaching challenges every student at the appropriate level will help them to learn more.
Differentiation in teaching is important because a one-size-fits-all approach doesn’t work.
Not every student is the same, so teachers should consider how some students may struggle
with tasks that others excel at. We need to make sure that our education accommodates for
students with different backgrounds and those with English as a foreign language, in
addition to students with disabilities and varying academic abilities.
One great solution to the puzzle of how to differentiate in the classroom is to create
learning stations. I can either ask the class to rotate around the room, or allow them to
choose whichever station they would like to learn at. 

For example, I might have one station that is based around visual learning, one that involves
video, another that involves writing, or one that incorporates arts and crafts. This will vary
depending on the lesson I am teaching, so I can change things up as and when I need. 

This will make sure that each student can choose which style of learning is best for them,
which will get them more engaged in the topic. 

References:
• Gravells, A. (2014) The award in education and training (1st edition ). London; Learning
Matters
• Petty, G. (2014) Teaching today (4th edition). Cheltenham: Nelson Thornes LTD
• Honey, P. & Mumford, A. (1982) Manual of learning styles. London: Peter Honey
publications
Website:
• Maslow's hierarchy of needs
https://www.storify.com/clau88hotmail/maslow-s-hierarchyofneeds
Tazeen Shafqat
245807
Assignment 1

• Ann Gravells - useful information for teachers and trainers

https://www.anngravells.co.uk/info/qainternal.html