Essay Level 3 Certificate In Assessing Vocational Achievement

Essay Level 3 Certificate in Assessing Vocational Achievement
Level 3 Certificate in Assessing Vocational Achievement Neil Sybenga 22/01/2012 Contents 1:
Understanding the principles and practices of assessment 1.1 Explain the functions of assessment in
learning and development Assessment is used to make a specific educational decision and is the
process of evaluating the extent to which participants in education have developed their knowledge,
understanding and skills. Assessment, both formative and summative, plays a significant part in the
learning experience as it determines progression and enables learners to demonstrate that they have
achieved their desired learning outcomes. Formative assessment, or assessment for learning as it is
often called, is the assessment that ... Show more content on Helpwriting.net ...
This should be a continuing requirement throughout the learner journey. 2) Design training: the
assessor must plan and design an assessment programme which meets the needs of the learner and
the requirements of the course. 3) Deliver learning: the assessors responsibility is to deliver
assessment which is appropriate for the learners, takes account of individual needs and which has
clear aims and objectives. The assessment activities should be appropriate and varied to appeal to
learners with different learning styles. Assessment resources should be well prepared, sufficient for
the number of learners and used to support the learning activities. 4) Assessment: the assessor must
ensure that learner achievement and progression is checked throughout the learning process
(formative assessment) and at the end of the course or programme (summative assessment). The
assessment methods have to be fair, reliable and valid and linked to the planned assessment tasks.
The assessor has the responsibility to ensure that learners are aware of the requirements and know
how to meet the assessment criteria. This also includes giving clear, concise and accurate feedback
to learners on their progress and achievement along with developmental comment. Any progress and
achievement should be recorded in accordance with awarding
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Obesity And Its Effects On Children
Obesity costs Canada billions of dollars in health care per year (Tran, Ohinmaa, Kuhle, Johnson, &
Veugelers, 2014). Obesity impacts individual's ability to participate in and contribute to society fully
due to the psychological and physical consequences, such as cardiovascular disease, type 2 diabetes,
and some types of cancers (Tran et al., 2014). Risk factors for obesity include poor eating habits and
a sedentary lifestyle (Tran et al., 2014). In an Alberta based study looking at the impact of school–
based programming in preventing childhood obesity, Tran et al. (2014) predicted two thirds of
current Canadian youth are likely to become overweight or obese at some point in their lives and
found promotion of healthy eating and active living is most effective in childhood, as it has the
potential to create healthier lifestyle choices that persist into adulthood. In addition, comprehensive
education about healthy eating and active living benefits children long term by increasing levels of
knowledge, improving attitudes, promoting self–efficacy, and enhancing leadership skills related to
making healthy choices (Tran et al., 2014). Fostering healthy eating and active living through
school–based education has the potential to save the nation millions of dollars in health care costs in
the years to come (Tran et al., 2014). In accordance with Alberta Education's Health and Life Skills
Guide, this presentation addresses guideline W–6.5, which mandates students in grade six

Strategic Management
Centre Assessment Guidance for Level 7 Strategic Management and Leadership (QCF)
Version 2
Strategic Management and Leadership Centre Assessment Guidance
Contents
Page Introduction About these qualifications Titles and qualifications reference numbers
Accreditation dates Qualifications summary Progressions Credit values and rules of combination for
the qualifications Relationship to the National Occupational Standards for Management and
Leadership Assessment and Verification What is expected of the learner? Projects External
Assessment Recognition of Prior Learning and Achievement Support for Centres Units Unit 7001
Unit 7002 Unit 7003 Unit 7004 Unit 7005 Unit 7006 Unit 7007 Unit 7008 Unit 7009 Unit 7010 Unit
7011 Unit 7012 Unit ... Show more content on Helpwriting.net ...
Range of guided learning hours: 20 – 35 Certificate – Learners need to complete any combination of
units to a minimum of 13 credits to achieve the qualification. Range of guided learning hours: 45 –
50
Version 2
–4–
Strategic Management and Leadership Centre Assessment Guidance
Table 2 – Units and rules of combination for Level 7 Diploma Units Group A Unit 7001 Unit 7002
Unit 7003 Unit 7004 Unit 7005 Unit 7006 Group B Unit 7007 Unit 7008 Unit 7009 Unit 7010 Unit
7011 Unit 7012 Unit 7013 Unit 7014 Unit 7021 Unit 7022 Unit 7023 Credits Personal development
as a strategic manager Strategic performance management Financial management Strategic
information management Conducting a strategic management project Organisational direction
Financial planning Strategic marketing Strategic project management Organisational change
Strategic planning Human resource planning Being a strategic leader

Inclusive Teaching Learning 2 Essay examples
C Inclusive teaching and learning Introduction Organisations working within the learning and skills
sector face increasing challenges as the UK becomes more diverse and multicultural. Differences
are an asset and a diverse learner body and workforce enrich an organisation. However,
misunderstandings, negative attitudes, or a lack of awareness, understanding and effective
communication can all lead to segregation and underachievement. The aim of this CPD builder is to
raise awareness of the inclusion challenges in organisations, and provide ways of meeting those
challenges. You might like to use the Small steps – big difference tool to help you identify the
challenges most relevant to you. In this CPD builder you will find a wide range ... Show more
content on Helpwriting.net ...
They can help you to identify the right CPD builder for you, work your way through the activities
you select, and reflect on what you have learned. If e–learning is an area where you particularly
want to develop your practice, make contact with your E–Guide or e–CPD Professional
Development Adviser. They have a specific remit for supporting colleagues in their use of
technology. It may be that your organisation shares one of these roles with a neighbouring provider.
You can also work informally with colleagues in your team. Look out for face to face or virtual
networks of colleagues with similar interests to your own. Learners can contribute to your
professional development. Involve them as you plan, try out and evaluate new approaches. They are
the experts on their learning and insight into what works well can help them as well as you.
Supporting your CPD Look at the activities and tools in the Supporting your CPD area of the
website. You can use the CPD activity: Small steps – big difference to review your current practice
and identify areas for development. 4 / 39 C As you reflect on your professional development
needs and experiences, refer to the reflective tool: Putting CPD into action. This can help you put
together your CPD plan and consider the evidence you might look for. Documents in the CPD
library can

Assignment 301 Task B
Unit 301: Understanding roles, responsibilities and relationships in education and training
Assignment 301B: Reflective Account Name: Alan Blackham On reflection, promoting appropriate
behaviour, equality and diversity, along with identifying the needs of the learner are integral roles
within teaching. It is important to promote appropriate behaviour and respect for others to achieve a
safe learning environment, that is orderly, co–operative and purposeful. A good way to initiate this is
by establishing ground rules and set boundaries at the start of the course. This can be a dual input
exercise, with both the students and the tutor having input, whilst ensuring the tutor's ... Show more
With this in mind all tutors should be mindful and uphold the basics set out in The Equality Act
2010, which ultimately protects the rights and equality of all individuals, prohibiting victimization.
Providing a rich and varied context is essential, tutors should utilize a range of different methods to
engage all students interests and learning styles. Identifying and meeting the learners needs are
important so that tutors can facilitate students learning and ensure that both the students and tutors
meet the required goals. Each learner is unique and brings to the learning situation their own
different learning style, knowledge set, past experiences and motivational levels. It is important for
tutors to consider the level of knowledge and skill development attained by the learners prior to
instruction through a variety of different types of assessment, in order to offer a high quality
learning experience, delivered and resourced to suit the needs of the learner. Tutors can assess
learner needs through numerous means, such as; informal and formal assessment strategies, pre–
course interviews and learning style tests. This will allow tutors to tailor lessons and activities to
support learners individual needs. A further way to address more specific learner needs is through
the use of Individual Learning Plans (ILPs). An ILP is a dynamic working document, owned and
used by the learner and supported by the tutor. It is

Charetered Managament Institute Level 7 Diploma
Strategic Management and Leadership
Level 7
Strategic Management and Leadership
Contents
Page Qualification structures Unit 7001 Unit 7002 Unit 7003 Unit 7004 Unit 7005 Unit 7006 Unit
7007 Unit 7008 Unit 7009 Unit 7010 Unit 7011 Unit 7012 Unit 7013 Unit 7014 Personal
development as a strategic manager Strategic performance management Financial management
Strategic information management Conducting a strategic management project Organisational
direction Financial planning Strategic marketing Strategic project management Organisational
change Strategic planning Human resource planning Being a strategic leader Strategic leadership
practice 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
2 CMI June 08
Strategic Management and Leadership ... Show more content on Helpwriting.net ...
7 Unit Number: 7002 QCA Unit Number F/501/5018
Level:
Credit value:
7
Guided Learning Hours outcomes Assessment
25
Learning The learner will:
criteria
The learner can: 1.1 Assess the links between team performance and strategic objectives 1.2
Evaluate tools and techniques available to set team performance targets 1.3 Assess the value of team

performance tools to measure future team performance
1. Be able to set performance targets of teams to meet strategic objectives
2. Be able to agree team performance targets to contribute to meeting strategic objectives
2.1 Analyse how to determine required performance targets within teams against current
performance 2.2 Discuss the need to encourage individual commitment to team performance in
achievement of organisational objectives 2.3 Relate the application of delegation, mentoring and
coaching to the achievement of the organisational objectives 2.4 Evaluate a team performance plan
to meet organisational objectives
3. Be able to monitor actions and activities defined to improve team performance
3.1 Assess the process for monitoring team performance and initiate changes where necessary 3.2
Evaluate team performance against agreed objectives of the plan 3.3

Scholarly Articles On Teaching And Learning
Many will ask the question what is a review of literature? Review of literature allows individuals to
synthesize and share prior and current thinking in their field. This paper will examine scholarly
articles about teaching and learning in the English discipline. This review of literature seeks to
explore factors that can cause poor reading comprehension among students and provide strategies as
to how these students' comprehension and vocabulary skills can be improved therefore, enhancing
their academic performance. In addition, this paper will outline an explanation of how the strategies
address the needs of diverse students in the English discipline.
Issues within the English Discipline The teaching of English in the high school across the United
States has changed tremendously. Many of the issues are familiar but complex. Teaching and
learning issues that English teachers face consist of the following: overcrowded classrooms,
students with poor reading, and vocabulary skills etc. Regardless of the challenges, teachers are still
held responsible for the growth of their learners. Improvements must start before students enter high
school. Reading comprehension and vocabulary development is vital to students' success in school
and in their life. Students who begin school with poor vocabulary skills are at a disadvantage and
they tend to struggle with fluency and comprehension. Multiple studies show that when students get
off to a poor start in reading, they hardly catch

Ptlls L 4 Unit 009 Essay
James Pitman
Level 4 PTLLS
Unit 009
Oct/Nov 2012
Analyse learning and teaching strategies used in own specialism
Strategy | Strengths | Weaknesses | Group discussion | A good way of exploring a topic in
depthUseful to assess a learners knowledge and understanding of the topicAll learners can be
encouraged to be involvedDiverse characteristics and backgrounds of learners will ensure a well
rounded view | Some learners may not feel confident contributing – good ice–breaker required
Other learners may dominate discussion – teacher facilitation important Easy to digress from topic –
ground rules and teacher facilitation important | Role play | A good way of gaining a well rounded
viewEncourages learners to be active and think ... Show more content on Helpwriting.net ...
It's also important, due to the diversity of my learners, that I incorporate different styles of learning.
I often start a discussion with a short DVD that depicting an interview situation (visual learners)
then continue with a discussion (aural), and finish with a role play (kinaesthetic).
Evaluate aspects of inclusive learning * Taking an inclusive approach to learning ensures that any
student albeit long term unemployed can access [learning] to the best of their potential ability
.Inclusive learning is when the teacher reduces any boundaries that may prevent a student from
being included in learning. * I work with large groups of learners, with a diverse age range, who
might not have been in a learning or classroom environment for many years. Therefore, it's essential
that I conduct a thorough initial assessment along with college initial innumeracy and literacy
assessments to identify potential barriers to learning and remove them as far as possible. * To ensure
all learners are included in activities, I devise different ways of getting everyone in the room
involved –differentiation. Topics of employability can be sensitive because there will be people in
the room who've had bad experienced such as redundancy or treated badly by the

Evaluate the effectiveness of approaches to teaching and...
Evaluate the effectiveness of approaches to teaching and learning strategies in your subject area in
meeting the needs of learners. Your response should include an examination of how these could be
improved or enhanced and how college management could be involved in making such
improvements / enhancements? For my class it is vital to identify the most appropriate level of the
course for the learner. Also, the students should know what exceptions and the regulations they need
to follow. For that the college could train staff to present the high quality initial assessment and
induction to ensure the management of the class is of high standard. I need to make sure students
with different learning styles; visual, aural, ... Show more content on Helpwriting.net ...
I make sure the learners received high quality induction information about the inclusive strategies
and I will discuss with college about the reasonable adjustments that should be made for the
disabled students within my class, at College or while they are on school trip; for example for their
health and safety arrangements in a work placement. If any support teachers or guest lecturers are
delivering my scientific sessions I will

Capstone Essay
Explain how understanding specific English language learners' needs guided the choice of
instructional strategies to support the content and language learning.
It is essential to understand English language learners' needs because ELL students face the
combined challenge of learning all the academic content as other students, while also learning the
language of instruction. With the rapid growth in the size of the ELL student population in the U.S.,
teachers who are effective recognizes ELL students unique academic needs, unique background
experience, culture, language, personality, interests and attitudes toward learning for the purpose to
adjust, or differentiate, their instruction to meet students' needs.
Explain how the ... Show more content on Helpwriting.net ...
Discuss implications for future teaching: What changes would you make to your instruction if you
were to teach this lesson again? Incorporate your understandings of the Sheltered English
Instruction principles into your analysis and reflection.
Prior taking this RETELL class I thought differentiating meant "dummying down" work. I struggled
with the concept of differentiating strategies because I thought it help students to be all they can be.
Taking the class have given a clear understanding the meaning and the usage of differentiating
teaching, matter of fact, some the strategies I use in class are similar to some of the strategies taught
in the RETELL class. I realized that Differentiated instruction is about using teaching strategies that
connect with individual student's learning strategies. The ultimate goal is to provide a learning
environment that will maximize the potential for student success. The important thing to remember
is to hold on to the effective teaching strategies that lead students to positive learning outcomes and
to make adjustments when necessary. It's about being flexible and open to change. It's also about
taking risks and trying teaching and learning strategies that you would have otherwise ignored. It's
about managing instructional time in a way that meets the standards and also provides motivating,
challenging, and meaningful experiences for school age

Dtlls
Danielle Watts 24 February 2012 Teaching in a Specialist Subject * Summarise key aims of
education and training within your own specialist area. * Review and discuss the key philosophical
issues associated with these. * Summarise key qualifications in your specialist area, and their
structure. Outline your approach to the planning and preparation of a course within your specialism
and justify how this meets the aims. * Discuss how well your approach to planning and preparation
addresses inclusion within the course, and justify your approaches in relation to key curriculum
issues (including the role of new and emergent technologies). * Analyse the way learning and
teaching resources, including new/emergent ... Show more content on Helpwriting.net ...
It could be further argued that to become effective at learning, teachers should strive to encourage
all learners to develop a balance of learning styles. The learning style that I would consider my
lesson to be instrumentalism as it is product driven at the end of the course the learners will have a
skill to make them employable. The theory of knowledge is taught by developing useful skills and
knowledge that the learners need to progress further and reach the vocational qualification and is
assessment based with an exam in the form of a portfolio to reach the qualification. Although I can
clearly see that the subject I teach covers the instrumentalism theories and therefore is government
funded I do think overall it puts a lot of pressure on the tutoar to teach by means of assessment and
ticking the right boxes to keep the funding there and due to time frames it does not leave much
scope to develop a person. I try, where possible, to bring this into lesson as the perenialist theories
believe one should teach the things that one deems to be of everlasting importance to all people
everywhere. I feel that the most important topics develop a person. Since details of fact change
constantly, these cannot be the most important. Therefore, one should teach principles, not facts as it
is the principles of employability that will develop the

Cmi Level 5 Essay
Management and Leadership Level 5 Management and Leadership Contents Page Qualification
structures Unit 5001 Unit 5002 Unit 5003 Unit 5004 Unit 5005 Unit 5006 Unit 5007 Unit 5008 Unit
5009 Unit 5010 Unit 5011 Unit 5012 Unit 5013 Personal development as a manager and leader
Information based decision making Performance management Resource management Meeting
stakeholder and quality needs Conducting a management project Financial control Marketing
planning Project development and control Human resource development Managing recruitment and
selection Being a leader Leadership practice 3 4 5 6 7 8 9 10 11 12 13 14 15 16 CMI June 08 2
Management and Leadership Qualification Structures CMI Level 5 Award in Management and ...
Show more content on Helpwriting.net ...
5 Unit Number: 5002 QCA Unit Number A/501/5034 Level: Credit value: 7 Guided Learning Hours
outcomes Assessment 25 Learning The learner will: criteria The learner can: 1.1 Discuss the nature
of data and information 1.2 Evaluate relevant sources of data and information 1.3 Discuss the
criteria for selection of data and information 1.4 Identify the legal requirements relating to the
collection, use and storage of data and information 1. Be able to identify and select sources of data
and information 2. Be able to analyse and present information to support decision making 2.1
Evaluate the decision making models which are used to support decision making 2.2 Identify those
to be involved in analysing information and decision making 2.3 Evaluate methods of presenting
decisions made 3. Be able to communicate the results of information analysis and decisions 3.1
Evaluate methods of communicating decisions made 3.2 Discuss the processes communications
method for implementing a 3.3 Evaluate the implementation of a

The National League For Nursing
The National League for Nursing (NLN) Competencies for Nurse Educators The NLN has eight
core competencies that the nurse educator focuses on for practice. These competencies include
facilitate learning, facilitate learner development and socialization, use assessment and evaluation
strategies, participate in curriculum design and evaluation of program outcomes, function as a
change agent and leader, pursue continuous quality improvement in the nurse educator role, engage
in scholarship, and function within the educational environment (The National League for Nursing
(NLN),2005). Competency I: Facilitate Learning As nurse educators, it is important for us to create
an environment which will help students to learn effectively. In order to help learning effectively,
the nurse educators must implement a variety of teaching strategies applicable to learner needs
(NLN, 2005). Reflecting on this competency, I had an opportunity to meet this competency while
precepting new graduates to work in operating room. It was challenging as they had no experience
at all. I was able to be a role model and motivated them to learn. Each orientee was different, I was
able to understand their learning needs and helped them to understand and learn the necessary skills
to work in the operating room. Critical thinking is very important while working in the operating
room, I provided them opportunities to think critically and reasoning behind the action performed.
After starting my

Level 4 Certification In Education And Training
Level 4 certification in Education and Training Task 1 1, Explain what your main role &
responsibilities are as a teacher/trainer in Education and Training (1.1) My role as a Teacher As a
teacher, one of my main roles is to motivate my learners, to develop their ability to learn also to
develop my learner's aspiration to learn. When you train to teach you read about delivering training
and how to facilitating learning, but in reality you do much more than that, your role as a teacher is
not just about teaching your subject or preparing learners for assessment. The focus of your role as a
teacher I feel relates very much to inspiring your learners to change and develop their personal,
social and professional skills to the best of their ... Show more content on Helpwriting.net ...
With personal matters it is important not to given preferential treatment to one or a group of learners
and to treat everyone equally. Teachers should not give out personal information or get personally
involved with a student e.g. not join social networking sites etc. You should avoid touching students
inappropriately or give preferential treatment to some students and not others. These boundaries
could have a negative effect on us as teachers as well as other professionals within the organisation.
We therefore need to deal with these boundaries by referring to the Institute for Learning's Code of
Practice (2008) which outlines the behaviours expected of teachers. (Word count 234) 3, Summarise
the key aspics of legislation, regulatory requirements and codes of practice relating to your role and
responsibilities as a teacher/trainer. (1.2) . Teachers always have to protect themselves and the best
way to do it is to follow the rules of the code of practice. Being a teacher makes me automatically
an example for my students so therefore I must not discriminate, abuse (physically or verbally),
dress inappropriate, and be late or turn up for teaching intoxicated. The Code of Professional
Practice comes in support of all teachers as guidance to how to be a good teacher. In a continually
changing society the profession of teaching is

Inclusive Learning Essay example
|Understanding Inclusive Learning and Teaching in Lifelong Learning | |CU3815 | Unit summary
The purpose of the unit is to enable the learner to understand teaching and learning strategies and
approaches in lifelong learning and how to use these to meet the needs of learners. It includes how
to create a learning environment that engages and motivates learners. Credit 3 | ... Show more
| | | |Auditory – Teaching talk, audio tapes, oral questioning. Discussions, Learners are encouraged to
discuss life experiences and how they dealt with the | |situation or to evaluate a subject matter. This
is useful to assess knowledge an understanding | | | |Kinesthetic – Work sheets, Discussions (real life
experiences), practical activities. | |Role plays are artificial/simulations of real life events – In groups
demonstrating how to deal with an incident. Skills and practical assessments | |allow the learners to
meet their needs in learning a subject whether individually or in a group. | | | |In St John Ambulance
I visit various venues and meet different learners. Every course is different and I come across
numerous limitations. For | |example, some of the learners may not wish

The Responsibilities Of A Lifelong Learning Professional
The responsibilities of a lifelong learning professional involve 'doing a proper job', according to this
in my teaching practice, I have to treat my learners fairly with equal respect (equality and diversity),
giving learners the opportunity to participate on equal terms and with an equal expectation of
success (equality), involving and engaging all learners in relevant activities, acknowledging and
celebrating the diversity in a group of learners (differentiation), planning to meet the needs and
styles of individual learners (personalisation), keeping up to date with subject developments and
being well prepared. (Reflective log, 2015)
In my teaching practice I treat my learners fairy with equal respect by letting them have an access to
... Show more content on Helpwriting.net ...
Encourage a culture of life–long learning through progressing learners to further study or training
and /or employment. Many of them are achieved their goals and this reduced the unemployment and
leads to economic growth, personal development and community development. (Reflective log,
2015)
One of the characters for professional value on teaching and learning is, to establish a purposeful
learning environment where learners feel safe, secure, confident and valued. According to this, I
always make sure the environment safe and I give the safe and security advice. Also I deal my
learners personal problems with care within my boundaries. So now my learners feel very
comfortable. Apart from that I encourage them to use their own life experience as a foundation for
their own development. (Reflective log, 2015)
In my teaching practice we have government policies such as Education and Skills Act (2008),
Equality act (2010), Health and Safety Act, Safeguarding Vulnerable Groups Act (2006), Data
Protection Act, etc. For example, Education and Skills Act aimed to increase participation in
learning for adults. It puts in place a right for adults to basic and intermediate skills, giving adults a
second chance to gain the skills they need to thrive in society and throughout their working lives.
Safeguarding

Facilitate Learning Research Paper
Facilitate Learning:
Academic nurse educators engage in a number of roles and functions, each of which reflects the
core competencies of nursing faculty. Those competencies include the following: 1) facilitate
learning, 2) facilitate learner development and socialization, 3) use assessment and evaluation
strategies, 4) participate in curriculum design and evaluation of program outcomes, 5) function as a
change agent and leader, 6) pursue continuous quality improvement in the nurse educator role, 7)
engage in scholarship, and 8) function within the educational environment
Facilitate Learner Development and Socialization
Competency II: Facilitate Learner Development and Socialization Nurse educators recognize their
responsibility for helping ... Show more content on Helpwriting.net ...
The nurse should act as a facilitator, creating an environment conducive to learning that motivates
individuals to want to learn and makes it possible for them to learn (Musinski, 1999). The
assessment of learning needs, the designing of a teaching plan, the implementation of instructional
methods and materials, and the evaluation of teaching and learning should include participation by
both the educator and the learner. Thus, the emphasis should be on the facilitation of learning from a
nondirective rather than a didactic teaching approach (Knowles, Holton, & Swanson, 1998;
Musinski, 1999; Mangena & Chabeli, 2005; Donner et al., 2005).
No longer should teachers see themselves as simply transmitters of content. Indeed, the role of the
educator has shifted from the traditional position of being the giver of information to that of a
process designer and coordinator. This role alteration from the traditional teacher–centered to the
learner–centered approach is a paradigm shift that requires skill in needs assessment as well as the
ability to involve learners in planning, link learners to learning resources, and encourage learner
initiative (Knowles et al., 1998; Mangena & Chabeli,

Article Summary of 'Teaching All Learners As If They Are...
Article Summary: Teaching All Learners as if they are Special
Introduction
This article, published in 2002 by Nancy Gadbow, examines some of the issues experienced by
adult learners with special needs. The author asserts the concept of diversity should include special
needs and differences in terms of disability, ethnicity, culture, language, age, gender, experience,
and geography. Furthermore in order to give each person equal access to the curriculum a range of
instructional approaches and technologies should be incorporated into the learning environment.
Discussion
Gadbow believes it is the duty of adult educators to instill a life–long love of learning into their
students, "helping adults learn how to learn is the most important thing a teacher ever does" (p. 53).
The first responsibility of educators working with adults is to help them identify their learning styles
and differences as well as other special learning needs, and then provide effective strategies to adapt
to these individual learning needs (53). The author's contention that all learners are special means
seeing the possibilities as well as the problems or particular needs of each student as they present
themselves. The author believes that as the United States prepares individuals to enter the workforce
in the twenty–first century addressing individual learner's needs and differences becomes even more
critical. Rapid development of on–line and other distance learning distance–educational

Assessor Award
Ans. 1 To understand: The roles of: Initial assessment in identifying learner needs Formative
assessment in tracking learner progress Summative assessment in assessing learner achievement
Ans. 2 The following are the key concepts and principles: Assessment as a process of making
judgments of learners' knowledge, skills and competence against set criteria What is meant by
validity and reliability? The role of evidence in making assessment decisions What is meant by
evidence being authentic, sufficient and current? The importance of objectivity and fairness to
learners The importance of transparency for the learner. Ans. 3 The following are assessor's
responsibilities: Understanding and applying the ... Show more content on Helpwriting.net ...
Ans. 12 The following are the types of information that should be made available to learners and
others involved in the assessment process: Standards and criteria for the assessment Types of
evidence required and methods to be used Practical arrangements How feedback will be given Use
of assessment outcomes and records Ans. 13 The benefits of the learner and others contributing to
formative assessment and therefore advising on when summative assessment might be appropriate.
The benefits of the learner develop a sense of ownership over the learning and assessment process.
Ans. 14 Examples of how assessment arrangements may need to be adapted to meet are: Language
requirements Cultural or religious requirements Physical disabilities Particular learning needs
Working patterns Ans.15 We can judge whether evidence is: Valid Authentic Current Sufficient
Through the use e.g. of in–house and/or awarding organization guidelines to ensure evidence meets
requirements. Ans. 16 To ensure that assessment decisions are: made against specified criteria Valid
Reliable Fair Is; How to: interpret assessment standards/criteria correctly match and measure
evidence against assessment

Rationale Scheme of Work
The rationale for my scheme of work (see appendix 1) is to meet both the learners' needs and the
curriculum requirements. Edexcel is the awarding body who supply the syllabus which gives the
framework for delivery and assessment of the subject matter. The Edexcel ITQ Level 2 Certificate
curriculum requirements will be met by learners completing practical work–related tasks. They will
learn by completing projects and assignments that are based on realistic workplace situations,
activities and demands. The content and structure are the most obvious features of any Scheme of
Work, since it is the whole syllabus of what is going to be delivered, how it is going to be delivered
and when it will be delivered, therefore I have used a logical ... Show more content on
Helpwriting.net ...
Integrate learning by linking knowledge within and between the functional areas. Spend time
planning and developing their work. Make choices, think creatively and act independently.
Expert teachers generally are comfortable with a wide range of instructional strategies, and they
vary them skillfully with the nature of the learning task and learners' needs (Berliner, 1986).
Tomlinson, Carol Ann. Differentiated Classroom : Responding to the Needs of All Learners.
Alexandria, VA, USA: Association for Supervision & Curriculum Development, 1999. p 61.
http://site.ebrary.com/lib/staffordshire/Doc?id=10115178&ppg=68 Copyright © 1999. Association
for Supervision & Curriculum Development. All rights reserved.
Independent practice that allows students to extend skills or knowledge on their own
"Differentiation is the process whereby teachers meet the need for progress through the curriculum
by selecting appropriate teaching methods to match the individual student's learning strategies
within a group situation."
J.Visser, Differentiation and the Curriculum, University of Birmingham, 1993
Why differentiate?
Every learner is an individual and has his or her own specific learning needs.
Each will be influenced by previous experiences including cultural influences.

Discuss The Key Concepts And Principles Of Assessment
The key concepts and principles of assessments include fairness, reliability, validity and safety.
These can be defined as follows: Fairness Any assessment that is carried out must be objective and
must follow the criteria laid down by the examining organisation. There must follow at regular
intervals both internal and external checks (verifications), this is to ensure the validity of any
assessment decisions that are made. The assessment must be a fair judgement of the learners skills
and knowledge when measured against the set criteria. Reliability Assessment decisions must be
made by an assessor who is competent in the field (discipline) that the work is related to. The
decision formed by this assessment will be based upon the judgement ... Show more content on
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Define the key concepts and principles of assessment. Safety Any assessment method that is used
must be deemed suitable for the learners needs. If any learner considered an assessment might
present a physical or mental threat to themselves, or they felt any stress or anxiety associated with
the assessment, they have the option to request an alternative method of assessment. These
alternatives may include Video blogs, Podcasts or 1 to 1 alternatives. All assessments are a process
of making fair judgements of the skills and knowledge of a learner when set against the criteria of
the specific unit to which the assessment relates. The assessment must be appropriate to the
individual, taking into consideration any specific needs they may have, this is to allow them to
demonstrate any necessary skills that are specified within the unit being taken. All this is to ensure
the assessment is valid. Once completed assessments must be signed and dated. There must at all
times be consistency with all assessments so that if a learner were to be given the assessment by any
other assessor then the outcome would be identical every time. This would ensure reliability within
the assessment environment and would be evidence of all assessors working together to the same

The Standards Movement : Developing High Quality Early...
The standards movement plays a critical role in developing high–quality early childhood programs.
According to Freeney, Galper, and Seefeldt (2009) "the standards movement is one of the most
influential trends in all of education in the last few decades" (p. 260). The main goal of creating
standards in early childhood education was to prepare all children to start school ready to learn.
However, there was much debate about what and how readiness was determined. This brief
dissertation describes the standards movement and its relation to developmentally appropriate
practices (DAP), identifies and explains my position in regards to these approaches, and identifies a
particular instructional strategy that reinforces early learning standards.
The Standards Movement The standards movement emerged during former President Bill Clinton's
presidency in 1989 to ensure that early childhood programs followed guidelines that prepared young
children for school. Young learners were prepared in areas of cognitive, language and
communication, physical, and social/emotional development. The National Association for the
Education of Young Children (NAEYC) and the National Association of Early Childhood
Specialists in State Departments of Education (NAECS/SDE, n. d.) notes "that early learning
standards can be a valuable part of a comprehensive, high–quality system of services for young
children" (p. 1). However, key elements that must take place to ensure success include: (1)
emphasize

Assignment 302 Understanding And Using Inclusive...
Learner Name: Chris Piggott
Assignment 302: Understanding and Using Inclusive Teaching and Learning Approaches in
Education and Training
Assignment Overview
Introduction:
The assignment for Unit 302 asks you to demonstrate your understanding and use of inclusive
teaching and learning approaches to meet the needs of learners. It includes how to create a learning
environment that engages and motivates learners, and planning, delivery and evaluation of inclusive
teaching and learning. It also requires that you deliver a microteaching session and to evaluate your
own delivery practice.
The assignment is designed to ensure by completing all tasks, you will meet the learning ... Show
more content on Helpwriting.net ...
Describe features of inclusive teaching and learning, explaining why it's important to create an
inclusive teaching and learning environment. (1.1 & 2.1)
In essence, inclusive teaching means teaching in ways that do not exclude learners, accidentally or
intentionally, from opportunities to learn. By inclusive we mean valuing the contribution of learners
regardless of their backgrounds and value systems. It is not about providing 'remedial' or 'special'
measures for certain groups of learners.
Florian and Black–Hawkins (2010) describe their conceptualization of inclusive pedagogy:
Our conceptualization of inclusive pedagogy focuses on how to extend what is ordinarily available
in the community of the classroom as a way of reducing the need to mark some learners as different.
This is underpinned by a shift in pedagogical thinking from an approach that works for most
learners existing alongside something 'additional' or 'different' for those (some) who experience
difficulties, towards one that involves providing rich learning opportunities that are sufficiently
made available for everyone, so that all learners are able to participate in classroom life.
Studies

Differentiated Instruction is Necessary to Meet the Needs...
Is differentiated instruction necessary to meet the needs of all levels of learners within the
environment based on learning styles, interests, and readiness levels? Differentiated instruction
involves daily assessment, either formal or informal, lots of planning, and a classroom of learners
working together as a community (Tilton, 2001). Differentiated instruction is a learner–centered
instructional design model that acknowledges that students have individual learning styles,
motivations, abilities, and, therefore, readiness to learn.
Differentiated instruction adapts learning to the students' unique differences. It is a must for teachers
to learn as much about each student as possible. Understanding students helps guide teachers' ...
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Learning Styles
As Dunn (1984), one of the early learning style researchers, wrote, "Learning style is the way in
which each person absorbs and retains information and/or skills; regardless of how that process is
described, it is dramatically different for each person" (p. 12). Each student processes and absorbs
new information in a different way. A person's learning style, or the way he or she begins to
concentrate, process, or retain new and difficult information, influences largely the way he or she
works, teaches, leads, or does just about anything. Learning styles can affect academic achievement
and attitudes toward learning. Dunn (1995) describes how children learn according to their visual,
auditory, or kinesthetic learning style that develops through interactions of biology and experience.
He states that a child processes new information in ways that are related to environmental,
emotional, sociological, physiological and psychological elements. He maintains that uniform
teaching practices will invariably deny many students success in the classroom.
Incorporating humor and novelty into instruction can also help teachers vary their presentation
styles. Varying the content accounts for developmental differences, and varying the process allows
for different learning styles. Moreover, varying products and performances increases student

Foster Learning Analysis
Efficient educators know and understand the importance of selecting, planning, and implementing
effective assessment tools and strategies that measure student's levels of understanding. Different
types of assessments are used for a broad range of purposes that include formative, placement,
diagnostic, and summative assessments. However, the main purpose is to "foster learning in all its
forms" (Lefrancois, 2013, Ch. 6.1). Teachers use pre, formative, and summative assessments to
determine what students know before, during, and after instruction. Each measurement is used to
plan, modify, and adjust instruction to meet the needs of all learners. Although each form of
assessment plays a critical role in ensuring all students succeed, educators ... Show more content on
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Learners used Kidspiration on Super Grouper to match geometric shapes with real life objects
(Smith, Shapiro, & Lechter, 2004). Integrating technology enables students to learn through hands–
on active learning experiences where they perform assessment task and receive immediate feedback.
Technological tools and strategies allow young children to gradually take responsibility and
ownership for their learning. Technology also enable me to engage students in learning experiences
that meet each child's needs, interest, readiness levels, and learning preferences. With the use of
technology I am able to collect and analyze assessment data more effectively.
Part 2: Easily Accessible Summative Assessment Kindergarten students will take part in a
summative assessment that will measure their ability to 1.) Use descriptive words to describe shapes
in the environment, 2.) Name particular shapes without guidance, and 3.) Create art using and
incorporating a variety of shapes with at least 85% accuracy. During the summative assessment
students will complete a short test that consists of six questions. Each student will receive a test
handout with the questions:
1. Short answer: Which shape has 3

1.3 Explain the Responsibilities of the Assessor Essay
1.3 Explain the responsibilities of the assessor * Carrying out assessments in accordance with EAL
assessment specifications and assessment documentation * Ensuring evidence provided by learners
is sufficient to meet EAL requirements * Providing feedback to the learner about performance and
achievement * Devising and agreeing an assessment action plan with the learner as appropriate *
Completing all relevant assessment forms and returning them to the internal quality assurer/Centre
Contact * Providing feedback to the internal quality assurer * Upholding the standards of the award
3.2 Evaluate the benefits of using a holistic approach to assessmentBy collecting evidence/
information from the learner via ... Show more content on Helpwriting.net ...
But the learner might not be honest or self–critical. * Use of formal / informal witness testimonies *
Peer observation * Self–assessment * Initial assessment * reflection 4.4 explain how assessment
arrangements can be adapted to meet the needs of individual learners Need to adapt assessment
arrangements to meet the needs of the learner Examples of how assessment arrangements may need
to be adapted to meet: * Language requirements * Cultural or religious requirements * Physical
disabilities * Particular learning needs * Identify individual assessment req. * Agreeing assessment
methods with the learner * Using different methods to assess * Repeat assessment * LSO 6.1
evaluate the importance of quality assurance in the assessment process The importance of quality
assurance in terms of: * Ensuring the reliability of assessment decisions * Fairness to individual
candidates * Upholding the credibility of assessment processes and decisions * Ensuring
consistency * This is to determine if the delivery and assessment meets the requirements of the
standards or assessment criteria , the whole assessment process needs to be accutat, consistate, safe
and meets all organisation requirements. 6.2 summarise quality assurance and standardisation
procedures in own area of practice

Roles and Responsibilities of a Teacher Essay
Assessment Question 1 – Roles and Responsibilities as a Teacher
As in every profession, roles, responsibilities and boundaries are set in order to define the line
indicating the acceptable limits.
Many people think the role of a teacher is just to teach students new skills; however the role goes
much further than this, it can include assessor, verifier, advisor, record keeper, course designer,
working with employers and personal tutor.
Within this position there are naturally a huge number of responsibilities related to each of the roles
that must be undertaken. It is therefore important to be clear on what your roles and responsibilities
include and what the boundaries of your role are whilst remaining professional at all times. ... Show
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All this is in line with the LLUK Standard Domain E "The role of feedback in effective evaluation
and improvement of own assessment skills."
I have the task of Identifying Needs. It is important that you identify the needs of your learners so
you can design the course to reflect individual differences. Although this is usually described as the
first stage in the teaching/training cycle it is a process that may have to be deferred until you meet
your learners for the first time and usually should be a continuing requirement throughout the
learning journey. However, some organisations interview their learners before the course, or there
may be an application process where learner needs can be identified.
The range of learner needs can be described by a variety of acronyms – one of which is SPICE:
Social – | | might affect how a learner can interact with others or how they view learning especially
if they have had previously bad experiences of education. | Physical – | | might affect how a learner
can access learning (e.g. sensory disabilities or reduced mobility). | Intellectual– | | might affect how
a learner gains new knowledge/skills. Learners may be at different academic or skill levels and take
longer or shorter times to process new knowledge/skills than others in the group. | Cultural – | |
might affect learner views, values and beliefs. | Emotional – | | might affect learner motivation or
ability to concentrate. |
In all cases

Education Is A Important Life Goal
Education is a very important life goal to many people, I do not people believe that a lot of
individuals would disagree with this statement. As one goes through school they may face several
obstacles to overcome. It is vital that parents, educators, and other caregivers that play a significant
role in a child's life. A child needs of these people to help them in their educational goals from birth
to adulthood. Early childhood inclusion means the standards, policies, and implements that
provision the accuracy of infants and young children families, regardless of skills, to take part in a
wide–ranging actions and settings as full participants of people, groups, and culture. (DEC/NAEYC,
2009). I believe that if everyone works together following these guidelines all children will have a
successful education. We as educators have to find strategies to use in the classroom for the meet the
diversity of all children. For example, disability, foreign, minorities and any other child. In this
paper, I will discuss strategies, suggestions and adjustments that is a part of the early childhood
inclusion.
I believe that all children should be able to be engaged into the same classroom settings. If a child
has a disability I feel that there are assistive devices to help accommodate them to need their needs
in the classroom. For example, Assistive devices are products and tools that can make individuals
lives easier. There is a lot of equipment to help the student out in the

Ptlls Unit 002
Unit 002: Understanding inclusive learning and teaching in lifelong learning Introduction The focus
of this assignment is the key factors that influence inclusive teaching and learning and how it is
incorporated into my specialist subject area. It is likely that you will be teaching a diverse group of
students – from various backgrounds, with differing levels of prior learning and expectations, as
well as different learning needs. Taking an inclusive approach when teaching will help to ensure that
your teaching meets everyone's needs enabling students to learn effectively. As a result students will
feel that they belong in the classroom and learning environment. Inclusive learning means treating
all of your students fairly and equally. ... Show more content on Helpwriting.net ...
Fleming (2005) stated that people can be grouped into four styles of learning: (Gravells, 2012),
Visual, Aural, Read / Write and Kinaesthetic (VARK), with Honey and Mumford (1992) suggesting
that learners are a... 2.2 Explain how to select resources that meet the needs of learners The teaching
resources I use should stimulate learning, add impact and promote interest in the subject. 2.3
Creating assessment opportunities that meet the needs of my learners Initial Assessment – An initial
assessment is a means of gathering information that can be used to help the teacher decide on how
they can conduct the pitch and pace of the course, and what the teacher can use to aid them in taking
the course. I would use an in depth application form from where I can find out the age and sex of the
person taking the course their academic qualifications if they have ever done any vocational
qualifications within the work place, Also when the person was last in an educational environment
from this form I can also find out if the person has got any disabilities that need to be taken into
account for example if the person is hard or hearing or partially deaf if there is a loop system that
can be used. Also a telephone conversation will give a more rounded assessment of the person and
their personality from speaking to them and backing up what you have on the application form.
Formative Assessment –

Why is it Important to Create an Inclusive Learning...
Creating an inclusive learning environment is an extremely important aspect of modern education,
which, according to Gravells (2008: p18), ensures that "[...] all learners are entitled to be treated
with respect and dignity. Everyone is an individual, with different experiences, abilities and needs."
She also offers a brief explanation of inclusivity (2008: p18), which is "[...] involving all learners in
relevant activities rather than excluding them for any reason directly or indirectly." Inclusion has
also been defined by John Tomlinson (1996: p26) as "the greatest degree of match or fit between
individual learning requirements and provision". In the other words, inclusive learning environment
nurtures individual potential of all learners, ... Show more content on Helpwriting.net ...
The main objective of differentiation is to promote inclusive learning environment, by identifying
and addressing the individual needs of all learners and working towards removing any barriers they
may have. The most effective method of differentiating is to ensure that resources and assessment
methods, as well as teaching and learning approaches meet individual learner needs. According to
Francis and Gould (2013) setting a single objective for a whole group will not be appropriate for all
learners, due to the diversity of the group, therefore, as Gravells (2008) suggests we must identify
the learning needs, styles, aspirations and potential of our learners. At this very stage, any barriers
and boundaries should be identified, so the teaching and learning approaches, assessment methods
and resources can be planned accordingly. When setting up an inclusive learning environment we
need to focus on individual differences. Francis and Gould (2013: p65) explain, that "it is important
to recognise the differences in the learners we teach, as these influence how we interact with them."
Francis and Gould (2013) list few typical differences, like age, physical disability, mental health
issues, ethnicity, etc. Our first step to identify the individual learning style of the learners' (ergo to
identify their needs), is performing 'VAK' (visual, aural, kinaesthetic) assessment. Francis and Gould
(2013) describe it as a model of

PTLLS Overview
Preparing to Teach in the Lifelong Learning Sector (PTLLS) at Level 4. Preparing to Teach in the
Lifelong Learning Sector (PTLLS) at Level 4 Total credit value (at Level 4) 12 Total GLH 4 x units
(each @ 12 GLHs) = 48 Units being run and assessed: Group Unit title Level Credit value GLH A
Roles and responsibilities and relationships in lifelong learning 4 3 12 Learning outcomes: The
learner will Assessment Criteria: The learner can 1. Understand own role and responsibilities in
lifelong learning 1.1 Summarise key aspects of legislation, regulatory requirements and codes of
practice relating to own role and responsibilities 1.2 Analyse own responsibilities for promoting
equality and valuing diversity 1.3 Evaluate own role and ... Show more content on Helpwriting.net
...
Be able to deliver inclusive learning and teaching sessions 2.1 Demonstrate inclusive learning and
teaching approaches to engage and motivate learners. 2.2 Demonstrate the use of appropriate
resources to support inclusive learning and teaching 2.3 Use assessment methods to support learning
and teaching 2.4 Communicate with learners to meet their needs and aid their understanding 2.5
Provide constructive feedback to learners 3. Be able to evaluate own practice in delivering inclusive
learning and teaching 3.1 Review own approaches to delivering inclusive learning and teaching 3.2
Analyse how own inclusive learning and teaching practice can be improved to meet the needs of
learners Assessment: i) Provide a short session plan related to your specialist area of teaching.
Include as a minimum: group profile; anticipated learning outcomes; anticipated learning
difficulties; staged procedure with timings; one copy of any materials used. ii) Teach the session to
your group. iii) Comment on the following areas. Refer to your micro–teaching session and what
you have learnt about teaching and learning in general, as appropriate. a) How can you meet both
group and individual needs when planning a session? b) What resources did you use? How effective
were they and how do you know this? c) What teaching approach did you take in your session? How
well did it work? What evidence do

Features Of Inclusive Teaching And Learning
Inclusive practice is about adapting what is being delivered to make learning accessible to everyone
regardless of ability, special education need (SEN) or any other barrier that might exist. When
planning to meet the needs of everyone in the group it is essential that the teacher has as much
information about everyone as possible. (The City and Guilds textbook level 3 Award in Education
and Training). Features of inclusive teaching and learning starts with knowing which learning styles
your learners prefer, to do this you can use VARK (visual, aural, read/write and kinetic) test which
was designed by Neil Fleming to help learners and teachers know what learning methods they are
best suited to e.g. in the first lesson my tutor asked for us ... Show more content on Helpwriting.net
...
These are called energizers and can be subject specific such as a quiz or a fun activity or game
which gets the learners moving about. Always have a contingency plan in case anything you
planned to use isn't available, or if some learners finish before others or don't wish to partake.
Whichever way you use an icebreaker or energizer, it should be designed to be a fun and light–
hearted activity to: Build confidence Create a suitable learning environment Enable learners to talk
confidently in front of their peers Encourage communication, motivation, interaction, teamwork,
and inclusion Establish trust and respect Get the programme off to a good start Help learners relax
Introduce learners to each other Minimize barriers Reduce apprehension and nervousness Reduce
intimidation (The Award in Education and Training, Ann Gravells pages 98–100) Offering equality
of opportunity to all your learners means making sure that you are up to date with your knowledge
on the Equality act 2010: The Equality Act 2010 The Equality Act 2010 replaced all previous anti–
discrimination legislation and consolidated it into one act (for England, Scotland, and Wales). It
provides rights for people not to be directly discriminated against or harassed because they have an
association with a disabled person or because they are wrongly perceived as disabled. To ensure you
comply with the Equality Act, you need to be proactive in all aspects of

Peer Review : Draft Of Literature
Peer Review: Draft of Literature
Research shows that students are lacking critical writing skills that are fundamental for the 21st
century. This may be due to technology, some may be due to the lack of laziness or both. This
failure in learner's writing is one of the main reasons for implementing the Common Core standards.
It is obvious that student's writing skills are important in this day and time. Standardized test scores
provide much evidence that students do not have acceptable writing skills. Today, curriculum
changes has helped improve math and reading skills, writing is still an area that needs immediate
attention. This review will focus on the importance of writing skills among students and provide
strategies as to how ... Show more content on Helpwriting.net ...
Changes in technology and society have changed and will continue to transform the ways in which
we think and communicate. Students must be ready for the new demands (Dixon, Cassady, Cross &
Williams, 2005). In society, English forms the foundation for effective communication. Academic
success requires writing skills (Castek et al, 2007). Writing is hard work; individuals think it is
better to talk than write. Social and psychological factors such as social status, background, and age
affect writing skills (Reeves & Stanford, 2009). Edwards–Groves (2011) rants that students must be
taught the writing process. This will help students write in any situation. Writing should not be
confined to just English classes but across all disciplines. Anecdotal evidence suggest students and
faculty believe that learners improve their writing skills and subject area knowledge in writing
across the disciplines (Hartley, Howe & McKeachie, 2001). All disciplines have their own form and
conventions. If students are going to become better writers, they must write on a regular basis.
With that said, students do not want to write. Motivation is the heart of this challenge (Jacobs,
2008). Students do not see the importance of writing beyond their school years. Motivation is hard
to break within our students. Also, many of the students continue to make the same mistakes with
their writing. Learners do not refer back to the given

Learning Styles Of Students Are Experienced Nurses For A...
Learning is a process of retention of knowledge either by repetition, recitation, and demonstration.
There are multiple theories related with the learning process. "Learning theories explain the
complex nature of the interaction of students with their faculty, the learning environment and the
subject matter" (Billings & Halstead, 2016, p. 211). Every student has different ways that they learn
things. Some students are auditory learners while others will be visual and tactile learners. It is the
prime responsibility of the faculty to provide quality learning experiences for the students. This
purpose of this paper is to develop a course curriculum that accommodates the different learning
styles of the students who are experienced nurses for a leadership course. Learning Styles For an
individual to learn they must be able to interpret the information effectively. Every student is unique
and has different styles of learning. Faculty must be aware about the differences in learning styles
and be able to accommodate all these in their teachings so that each student will understand and
achieve success (Billings & Halstead, 2016). This paper is created in such a way that all the learning
styles are considered and the objectives are formulated in meeting each needs of the students. In
addition to this the learning outcome evaluation is performed on the basis of each student

Understanding Roles, Responsibilities And Relationships
Understanding roles, responsibilities and relationships in education and training Globalization
creates more opportunity for people to learn and share their experience. On the other hand, teachers
get more challenge to set their own roles, responsibilities and relationships in education and training
as they evolve with time and circumstance. To avoid these problems scholars set some common
roles, responsibilities and relationship with educational curriculum. This report aims to analyse the
roles, responsibilities and relationship and boundaries between teacher and other professionals. Then
explain the role and use of initial and diagnostic assessment in agreeing individual learning goals.
Finally, the key aspects of legislation and codes ... Show more content on Helpwriting.net ...
Last but not least, I am responsible negotiating some ground rules, ensuring Health and Safety and
providing adequate resources to promote an appropriate learning environment. 1.2 Analyse the
relationships and boundaries between the teaching role and other professional roles. Teacher and
other professionals (internal and external) play their own roles to meet the desire outcome. Teachers
have to liaise with these teams and realise their boundaries. As a teacher I am responsible to
communicate with maths department about the requirements, resources and some modification
about the course based on the learners' level of knowledge and needs. If I have computer or electric
problem, I would not undertake to repair by myself but consult technicians. I always forward
safeguarding issue for health and safety executive. I always set maintenance schedule help. Teachers
should be friendly but professional approach. Trainers have to refrain sharing social media, personal
telephone and using slang words as boundaries can be crossed easily. Teachers should be aware their
boundaries and when and where they get support for themselves as well as their learners (point of
referral). 3.1 The role and use of initial and diagnostic assessment in agreeing individual goals
Initial and diagnostic assessment methods start from the initial application and continual assessment
throughout the length of course.

Assignment On Inclusive Learning And Teaching
Assignment: Analyse inclusive learning approaches to learning and teaching. Inclusive learning is
about making sure that every learner in the classroom has their needs identified and met. It is about
realising that every learner will have specific individual needs and it is the job of the teacher to
accommodate the needs of all of their learners. Booth et al. (2000) state 'Inclusion is seen to involve
the identification and minimising of barriers to learning and participation' (Booth et al., 2000: 13).
One approach to inclusive learning is having additional support for the learners with additional
educational needs (AEN). This can be in the form of a teaching assistant or in some more severe
cases a carer. Additional support can ... Show more content on Helpwriting.net ...
Although this is primarily for younger children this idea can be used straight through life–long
learning. Assessment enables the teacher to see what objectives have been met and what still needs
to be addressed. This is often called formative assessment or assessment for learning. 'Assessment
for Learning is the process of seeking and interpreting evidence for use by learners ad their teachers
to decide where the learners are in their learning, where they need to go and how best to go there'
(Assessment Reform Group, 2002). Within the classroom their needs to be a variety of assessment
strategies as not all learners will be able to express their knowledge to the best of their ability in
some forms of assessment. Assessment opportunities should be created during each lesson in an
informal way. This can be through having a conversation with a learner about what has happened
during the lesson and asking some key questions to see if they are able to show that they have
understood and therefore, the objectives have been met. From the research they conducted, the
Assessment Reform Group (2002) has identified ten key principles in relation to assessment for
learning. The two that stood out when looking at assessment to meet the learners' needs are: 1.
Assessment for Learning focuses on how students learn. This suggests that assessment

The principles of assessment in Scotland are clearly...
The principles of assessment in Scotland are clearly highlighted within Scotland's latest educational
reform, Curriculum for Excellence (CfE). It details that assessment in schools should be an integral
part of learning and teaching and should continually be employed to provide a clear understanding
of an individual's achievement. Through this integration teachers are given the opportunity to work
together with pupils to create achievable and challenging goals while maximising their potential as
individuals to succeed as effective contributors, confident individuals, successful learners and
responsible citizens (Scottish Executive, 2006). Assessment has been a massive topic for debate in
Scottish education for a number of years and seen ... Show more content on Helpwriting.net ...
Their research takes into account individual teachers opinions on assessment and highlights their
concerns on various approaches. It displays the negative feeling towards summative assessment and
its restrictive nature. This view is best summarised by one teacher within their research who feels
that the process of marking is a defeatist act stating "marking reinforces under–achievement and
under–expectation by being too generous or unfocused" (OFSTED general report on secondary
schools 1996, p.40 cited in Black & Wiliam, 2001). It is therefore not surprising that those pupils
who require differentiated materials or have additional support needs benefit from the formative
assessment approach. For this group of learners it allows them to interact with the teacher, receive
informed feedback to promote clearer understandings and therefore leads to learning being clear and
achievable goals set. As Black and Wiliam highlight, forms of summative assessment contributes to
national league tables which is a political concern held higher than the implementation of formative
assessment (2001). This approach does not however promote self–esteem or encourage learning as
there is no form of focused feedback, only a high or low mark. It was therefore emphasised

level 3 supporting teaching learning Essay
Tasks to do in school Assignment 2 Task 5: explain how the processes used by own work setting or
service comply with legislation that covers data protection, information handling and sharing.
Assignment 3 Task 5: demonstrate how to identify potential hazards to health, safety and security of
children or young people, families and other visitors and colleges. Task6: demonstrate ability to deal
with hazards in the work setting or in off site visits. Task 11: give example from own practise of
supporting children and young people to asses and manage risk. Assignment 4 Task 1: describe the
duties and responsibilities of own work role. Task 4: demonstrate the ability to reflect on practise.
Task 7: demonstrate use of feedback to ... Show more content on Helpwriting.net ...
Task 3: demonstrate how to support children and young people in making choices for themselves.
Task 4: give attention to individual children and young people in a way that is fair to them and the
group as a whole. Task 5: demonstrate how to adapt communication with children and young people
for: a) The age and stage of development of the child or young people b) The context of the
communication c) Communication differences. Task 6: demonstrate strategies and techniques to
promote understanding and trust in communication with children and young people. Task 7:
demonstrate how to establish rapport and professional relationship with adults. Task 8: demonstrate
how to adapt communication with adults for: a) Cultural and social differences b) The context of the
communication c) Communication differences Task 9: demonstrate strategies for minimising
disruption through inappropriate behaviour of children and young people. Task 10: demonstrate
strategies for managing inappropriate behaviour according to the polices and procedures of the
setting. Task 11: apply rules and boundaries consistently and fairly according to the age, needs and
abilities of children and young people. Task 12: demonstrate way of helping children and young
people to understand the value and importance of positive relationship with others. Task 13: provide
an effective role model in own relationship with children, young people and

PTLLS Unit 2
1.1 Summarise learning and teaching strategies used in own specialism All the teaching I have
carried out recently is in relation to people with learning disabilities and challenging behaviour.
Some is classroom based, such as Risk and Conflict Management, Autism and behaviour
interventions relating to an individual service user. I also used to teach PRICE (Protecting Rights In
a Caring Environment). This is a physical intervention course which is practical and physical with
no desks; therefore the teaching and learning strategies are different for this course. It tends to use a
style more like EDIP (Explain, Demonstrate, Imitate and Practice). Allen's (1919) four–step method,
as cited in Gravells (2012, p.95) describes that it starts ... Show more content on Helpwriting.net ...
I will need to include learners in agreeing their individual learning plan so ensure it meets their
needs. Ensuring the learners help write the ground rules will ensure everyone feels included. Also
using an ice breaker assists learners to feel part of a group. I will need to consider the resources I
use to ensure they meet the needs of the learners. It will be important to use a wide variety of
resources when I am teaching, the main reasons for this is to accommodate different learning styles
but also to help learner stimulation and interaction. Part of inclusive learning is for me to be
approachable and accessible, so the students feel comfortable to talk to me. 2.2 Explain how to
select resources that meet the needs of learners Resources need to be appropriate for the learning
outcomes and suitable for the learner's needs or to be able to adapt it. A tutor also needs to consider
if a resource is at the correct level of ability. Resources also need to be current and credible and of
high quality. Tutors also need to consider their own ability to use the equipment and there may be
budgetary constraints to consider. All resources need to meet the session objectives. If we consider
the resource of YouTube videos within PowerPoint, some advantages to its use are:– It has a visual
impact There is a wide range and choice It can be up to date It is easily remembered by many
learners It is accessible However,

Essay Level 3 Certificate In Assessing Vocational Achievement

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