Our occupational health department offer free blood pressure checks

GROUP C

Understanding Assessment in Education and Training (R/505/0050)

1.2 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities.

1.3 Explain ways to promote equality and value diversity.

3. Understand the relationships between teachers and other professionals in education and training.

3.1 Explain how the teaching role involves working with other professionals.

1. Understand inclusive teaching and learning approaches in education and training.

1.1 Describe features of inclusive teaching and learning.

2.2 Explain why it is important to select teaching and learning approaches, resources and assessment methods to meet individual learner needs.

2.3 Explain ways to engage and motivate learners.

3.2 Justify own selection of teaching and learning approaches, resources and assessment methods in relation to meeting individual learning needs.

Do not write essay here. Evidence provided in Lesson Plan and micro-teach session.

Do not write essay here. Evidence provided in Lesson Plan and micro-teach session.

4.3 Provide constructive feedback to learners to meet their individual needs.

Group C Questions:

Understanding Assessment in Education and Training

1.4 Explain how different assessment methods can be adapted to meet individual learning needs.

2. Understand how to involve learners and others in the assessment process

3.1 Describe key features of constructive feedback.

3.2 Explain how constructive feedback contributes to the assessment process.

Group A

Understanding Roles, Responsibilities and Relationships in Education and Training.

I will be responsible for teaching the student the importance of administration in their role and how standardising practises will improve their efficiency, help others and follow quality assurance processes. I will be responsible for teaching and demonstrating to students how their will use Parliamentary legislation to perform their role. Learning of legislation will be assessed through examination, verbal explanation and finally demonstration to increase student confidence and in preparation for successful qualification.

As well as legislation there will be an overlapping use and direction from regulatory requirements, policies, procedures and the national codes of practice. The range of knowledge will cover the Taking Control of Goods Act 2014 to Health and Safety, The Data Protection Act and Common Law. Due to the ever changing and unpredictable teaching conditions that students will be introduced and exposed to, I must ensure that I maintain a safe environment for them to learn in and that it is positive at every stage.

I must teach and ensure learning has taken place of the National Codes of Practise so that my students are able to recognise and assess those that are or maybe vulnerable and act accordingly. My students are required to sit a national exam with an accredited exam board. Teaching will take place via material provided by the examination board and Power Point slides designed by myself to encourage discussion on what has been taught and learned so far. I will expose students to the legislation whilst being applied live in the role by a qualified Enforcement Agent and debrief each case.

Other generic, but important acts or practices will include the Data Protection Act (1998), Equality Act (2010) and Threat Management. I will teach the student a host of legislations, regulations and the codes of practise that will have to be understood and used unilaterally to achieve their qualification.

1.3 Explain ways to promote equality and value diversity.

I must teach my students to understand what equality means, how it applies to them, and others that they will come into contact with directly or indirectly.

Equality Act 2010

TeenLink.com

The identification process to meet individual learner needs will continue during assessments, debriefs and periodic reviews. I am aware individual needs can be hidden by the student or change due to personal circumstances or by events during teaching and learning. An example of needs to look out for and identify in students during learning is described in Gravells – Passing Assessments for the Awards in Education and Training. The example given is to identify if a learner has dyslexia. Some of the learner needs to look out for in adults are stated to include: a low opinion of their capability, difficulty filling in forms and writing reports, difficulty structuring work schedules, losing and forgetting things and the tendency to miss and confuse appointment times.

If I identified dyslexia indicators described or other indicators for a different learner need I would encourage and support the student to take the appropriate test via an organisation that specialises in that support. Other then dyslexia learners may require support with English if it is their second language.

My teaching environment will be safe for all learners. I will make teaching appropriate for the learner and the environment that we are in and will work in once qualified. Prior to teaching I will inform learners of how teaching will take place and how I will ensure their safety. By briefing the learner of the different aspects of teaching and learning to take place from physical to social learning I will make each student more comfortable and secure enabling the best possible learning to take place.

As I will be teaching learners to deal directly with the public, I will confidently confirm that they will come into no danger. If I assess the situation and believe danger will occur I will have already briefed the student in regards to following and listening to directions to remove them from any danger.

I aim to make the student to feel as safe and as comfortable in the teaching environment so the bets learning takes place. Students are clearly instructed not to take any risk that would endanger them or others. Whilst in a controlled environment such as a classroom the appropriate assessment of equipment, seats, lighting heating and furniture will take place. Tables will be arranged so that students are comfortable, safe and can interact ensuring no exclusion. If required organisation handbooks, polices or material will be provided to the learner and explained.

My teaching environments will change from the weather conditions to hostility of debtors that we will be in contact with. Students will be asked to bring suitable clothing, and taught conflict management before interacting with the public.

Contact will be before, during and post programme sessions as they will have to work together at various points once qualified to achieve a common goal and learn from further debriefing of experiences and continued learning development.

Ann Gravells 2013

Behaviour is the range of actions and mannerisms made by individuals in conjunction with themselves or their environment (Wikipedia.org). The response can be described as internal or external, conscious or subconscious, overt or covert and voluntary or involuntary.

By understanding and recognizing these responses in behaviour I can manage how learners and I interact with each other and others. Respect is about positive admiration deference for a person or entity such as a nation or religion and also specific actions and conduct. Respect can be given as well as received (Wikipedia.org). To promote appropriate behaviour and respect I will lead by example.

My teaching styles and assessment decisions will also demonstrate my own respect for others ensuring to include all. Vitally trust encourages honesty, politeness and reliability from those I will teach or deal with. Inappropriate behaviour will be challenged and levels of challenge may range from a quiet word to a written report and final warning.

A serious incident may prevent the student from continuing on the course due to National Codes of Conduct, Organisation Policy and Complaints Procedure or the Law as all students need to have clear criminals and discipline records and no County Court judgments so professionalism is required on and off course as well as when qualified.

3.1 Explain how the teaching role involves working with other professionals:

As part of my teaching role I would expect to work with a host of other professionals. These professionals may include administration staff, managers, other trainers and finance staff.

3.2 Explain the boundaries between the teaching role and other professional roles:

Boundaries are about knowing and understanding where the role of teaching begins and ends. Boundaries present limits in which teaching and learning does and will take place. I must understand my own teaching capabilities and limitations so my students achieve the best learning experience in the safest environment. Relevant polices and procedures should be followed which shows respect to other professionals and allows others to fulfil their role.

Gravells A 2013

National Codes of Conduct (Enforcement Agents)

Help with child care- gov.uk

Transport Problems: An entry requirement for an Enforcement Agent onto a course is that they have a full driving licence that allows them to drive in the United Kingdom. During training the student may not have access to a vehicle and is not required to. I arrange for students to be collected at a transport hub in the vicinity that we are learning in and flexible with times to meet public transport timings, availability and peak and off travel costs. If I am not leading the training or learning on a day learners are required to attend a course or exam, I ensure all starting and introduction material is received and that the student is happy with, and can reach the location.

3 Understand the relationships between teachers and other professionals in education and training.

3.1 Explain how the teaching role involves working with other professionals:

• Health & Safety Team

• Management (various levels)

The I.T. Dept. set up the training room and ensure that the computer/OHP etc. are all in working order and so I can begin the session without any issues. They are also on hand to rectify any issues that arise.

As I am integrated in the Health & Safety team, it is much easier to interact with them. They ensure the training room is of the required Health & Safety standard.

There are occasions where potential members (students) provide me with information which should not be disclosed to any other persons due to confidentiality. Should this information slip out, I would be deemed to have crossed the line of trust between student/member and teacher.

If the IT equipment was to fail, then I would have to make the necessary arrangements to get the IT department to rectify it. I am not authorised to interfere with any IT related equipment.

Additionally, our Occupational Health department offer free blood pressure checks, cholesterol, blood sugar, fitness tests, smoking cessation clinics etc.

With respect to students suffering from possible learning difficulties, we have an on-site Trade Union Learning Centre which covers free tuition in Maths, English and ICT skills.

The author recommends that students insert in-text references in approximately 1 of 2 essays (short form) and that they insert bibliographies (long form) at the end of each Unit. Several example in-text references and bibliographies have been placed in this document.

Group A : Understanding Roles, Responsibilities and Relationships in Education and Training.

You can consider some of the following points to help you write your essay:

Your role as a teacher- Engaging students and including everyone in the lesson. Why is this important?

Consider own responsibilities as a teacher within your own industry. For example, how would you manage?

• Attendance of students

• Confidentiality

1.2 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities:

Safeguarding Vulnerable Groups Act (2006)

You should try to identify any specific legislation or regulatory requirements which apply to the industry in which you will be teaching and explain how they would affect you in your role. (Gravells, 2013).

Food Hygiene Regulations (2006)

Codes of practice outline procedures and standards within a profession or organisation. Research codes of practice within own industry and explain how they will affect you in your teaching role.

• Criminal Record Disclosure

1.3 Explain ways to promote equality and value diversity:

• Why it is important that you challenge stereotypes or prejudices students express about their peers or other members of society.

• How you will value people’s differences in topical discussions, icebreakers, and videos or PowerPoint presentations shown in class (diversity).

If students are struggling with:

• Dyslexia

Consider looking at when you might look at identifying individual learning needs:

Examples:

What sort of support can you provide to students with these needs and when might you have to refer him or her for additional support?

2 Understand ways to maintain a safe and supportive learning environment.

Physical needs- Room temperature, ventilation, lighting, equipment, accessibility.

What could happen if the learning environment was too cold, hot, etc.? What procedures are in place to ensure that the venue’s facilities are kept safe in accordance with the Health and Safety at Work Act (1974)?

Generic examples:

• Giving everyone opportunities to express own opinions.

What could happen if you did not actively promote this type of behaviour and respect for others in the classroom? Try using examples from your own experience to emphasise your understanding of the subject.

3 Understand the relationships between teachers and other professionals in education and training.

• Other teachers

• Assessors

• Technicians

Consider explaining the importance of teamwork within your organisation.

• How you could help new or substitute teachers within the organisation.

• When you might need support from technicians or ancillary staff.

• Provide evidence in your essay that you understand when it is important to recognise your own limitations with regards to supporting students and meeting their specific learning needs.

• Becoming too friendly with students and going beyond the level of support appropriate to be given to students.

• Childcare issues

• Immigration difficulties

Research different internal and/or external agencies to which you can refer your students with these types of needs.

For example, if a student has informed you that he or she is suffering from stress, you could refer him or her to a counsellor within the organisation or to a GP.

Gravells, A., 2013. The Award in Education and Training. London: Learning Matters SAGE

(Author’s last name and first initial, year of publication, title of the book, city of publication: publisher)

Students will need to write essays relating to Group A, Group B, and Group C to help them demonstrate their competence as prospective teachers or trainers in the Further Education Sector.

Information is provided in this document to help them with the interpretation of the essay assignments. Interpretation of each essay assignment will vary depending upon the student and his or her own specific area of teaching. In general terms, this assessment process has been designed to help the student analyse key aspects of the subject and industry in which he or she will be teaching. Essays should reflect the student’s commitment to setting professional standards of teaching within his or her own industry (Security, Beauty, Management, Close Protection, Customer Service, Social Care, etc.)

1 Understand inclusive teaching and learning approaches in education and training.

1.1 Describe features of inclusive teaching and learning:

• Role-plays

• Group work

You can insert a table comparing strengths and limitations of approaches and how they meet the needs of students instead of writing an essay in this section.

1.3 Explain why it is important to provide opportunities for learners to develop their English, mathematics, ICT and wider skills:

• Social Responsibility- Behavioural standards, professionalism.

• Employability- CV writing.

You can:

• Explore group dynamics and team building theories if you will primarily be teaching groups as a lifelong teacher (Bruce Tuckman, 1965) or Eric Berne’s (1964) Transactional Analysis if you will primarily be teaching individuals.

• Their learning styles. They might be visual, aural, read/write, or kinaesthetic learners. Visual learners would probably prefer to learn by watching PowerPoint presentations and videos (approach). Kinaesthetic learners would probably like to see props or equipment to learn information (resource). Read/write learners would probably prefer to submit essays to show their knowledge in a subject (assessment).

• Dyslexia- What sort of approaches, resources, and assessment methods might they prefer?

2.3 Explain ways to engage and motivate learners:

What do the terms engagement and motivation mean? Engagement is all about how you get and maintain your students’ attention and motivation is all about the incentives you give them for participating in the lesson and learning the information.

• What is the value of your students seeing that you can identify when they need to do something different or have a break?

2.4 Summarise ways to establish ground rules with learners:

• Icebreaking activities

• Negotiation

Do not write essay here. Evidence provided in Lesson Plan and micro-teach session.

3.2 Justify own selection of teaching and learning approaches, resources and assessment methods in relation to meeting individual learning needs:

4.2 Communicate with learners in ways that meet their individual needs:

Do not write essay here. Evidence provided in Lesson Plan and micro-teach session.

Do not write essay here. Evidence provided in Lesson Plan.

5.2 Identify areas for improvement in own delivery of inclusive teaching and learning:

Gravells, A., 2013. The Award in Education and Training. London: Learning Matters SAGE

(Author’s last name and first initial, year of publication, title of the book, city of publication: publisher)

(Website and date and time the writer accessed the information)

Example 2- Excerpt from student’s essay: “Equality, whilst driven by legislation, should develop the culture and ethic of wanting to meet the needs of all learners.” (Wilson, 2008, p.27)

The above is an example of an in-text reference which can be inserted at the beginning, middle, or end of essays. The student has quoted Wilson directly so has included quotation marks and the page number. Author’s last name, year of publication, and page number inserted.

Example bibliography:

Book References:

www.simplypsychology.org [last accessed 03/05/16 @ 12:50]

Long form book references include:

Lesson Plan (Micro-teach):

• Completing this should help you prepare for your 30 minute micro-teach. Bring this with you on the day of your micro-teach session. Your tutor will be able to provide feedback which will help you get it ready for final submission.

• Write your reflections on your micro-teach experience in this form. This form can be handwritten.

• It is advised that you complete this form as soon as possible after your micro-teach experience so that you are able to better recollect your thoughts and impressions relating to it.

• Two peers will complete peer-evaluation forms and give them to you. Please use these to help you reflect on your micro-teach. Place their feedback in your portfolio for final submission.

Tutor-Evaluation (Micro-teach):

Type all your answers to the essay assignments in document “Essays”.

• Type your essays in Group A under 1.1, 1.2 1.3, 1.4, 2.1, 2.2, 3.1, 3.2, and 3.3. The recommended word count for each essay assignment is 200 words. You can go over this recommended word count but are advised not to go under it by too much. Provide evidence of research with in-text references and a bibliography at the end of the Unit.

Your portfolio is the collection of your evidence and the assignments you have completed which you will submit to Russbridge Academy for assessment of your competence as entry level teachers.

• Use the Portfolio Checklist Form to help you structure your assignments.

1. If you booked the classroom-based course, you will have three weeks from the day of your micro-teach to submit your portfolio.

2. If you booked the online-based course, you will have three months from the date of your enrolment on the course to submit your portfolio.

Rainham

RM13 9YB

5.1 Review the effectiveness of own delivery of inclusive teaching and learning: