Order 2 ( TEACHING).docx

ICON College of Technology and Management
Education and Training Unit
BTEC Level 5 Diploma in Education and Training
Teaching Portfolio and Coursework
Unit 1
Developing Teaching, Learning and Assessment in Education and Training
Tutor: …………….
Submitted by: …………….
ID No:
Session: June/Sept 2022

Table of Contents
Task 1: Developing evidence of teaching portfolio......................................................................................................................................................................... 4
1. Learner analysis ....................................................................................................................................................................................................................... 4
2. Scheme of Work (SoW)........................................................................................................................................................................................................... 6
3. Rationale for Scheme of Work (SoW)................................................................................................................................................................................... 10
4. Behavioural Management Report .......................................................................................................................................................................................... 12
5. Investigative report on the application of pedagogical approaches ....................................................................................................................................... 14
6. Essay explaining the use of learning approaches and resources............................................................................................................................................ 16
7. Design assessment to meet individual needs ......................................................................................................................................................................... 18
8. Analysis of minimum core elements for inclusive teaching and learning ............................................................................................................................. 20
Task 2: Reflective Evaluation of Own Practice............................................................................................................................................................................. 21
References...................................................................................................................................................................................................................................... 24
Appendices..................................................................................................................................................................................................................................... 27
A Lesson Plan 1 focusing on the use of pedagogical approaches.............................................................................................................................................. 27
B Graded lesson 1 observation form focusing on the use of pedagogical approaches .............................................................................................................. 27
C Lesson plan 2 focusing on the learning approaches and resources ........................................................................................................................................ 28
D Graded lesson 2 observation form focusing on the learning approaches and resources ........................................................................................................ 28
E Lesson plan 3 focusing on the minimum core elements for inclusive teaching and learning ................................................................................................ 29
F Graded lesson 3 observation form focusing on the minimum core elements for inclusive teaching and learning................................................................. 30
G Lesson plan 4 focusing on the minimum core elements for inclusive teaching and learning................................................................................................ 31
H Graded lesson 4 observation form focusing on the minimum core elements for inclusive teaching and learning ................................................................ 31
I Teaching Log........................................................................................................................................................................................................................... 32

Task 1: Developing evidence of teaching portfolio
1. Learner analysis
SWOT Analysis
Strengths
The students have good communication skills
and are well-acquainted with the
technologies. They are capable of
maintaining an organized environment in the
classroom environment. Suitable time
management skills are evident to be present
among the student which enables them to
achieve their goals. For this reason, the
students present in the classroom are
showcasing these strengths that enable them
to accomplish the desired academic goals.
The students are also providing attention to
the learning delivered to them by the mentors
as well as enabling them to enhance their
skills (Utama, 2020).
Weaknesses
The weaknesses determined in the students
are evident in poor study habits and lack of
motivation that impacts their career growth.
These weaknesses create an impact on their
academic performances and create barriers
related to the accomplishment of their goals.
The lack of problem-solving abilities is
evident to be present among the students.
This weakness creates a negative impact on
the thinking ability of the students related to
the development of creative solutions. This
impacts their thinking ability as well as
impacts their mathematical skills of the
students (Hossain, 2021).
Opportunities
The opportunities include the accessing to
Threats
The threats include the financial difficulties

study materials, different learning platforms,
and mentors that can enable the students to
enhance their learning abilities and skills.
This opportunity provides support to career
development as well as facilitates them to
execute the learning activities successfully.
The students can achieve benefits related to
these which will enable them to develop and
enhance their academic skills and abilities
(Lee, Lee and Jung, 2020).
and personal health issues that are faced by
the students. These create a negative impact
on the development of the student’s career
development as well as the academics are
not properly focused. The differentiation in
the family groups of the students leads to
the development of financial difficulties for
different students. Personal health issues
also create barriers for the individual related
to their academic environment. The removal
of this should be carried out to strengthen
academic career development (Carneiro,
2021).
Interpretation
of analysis:
Challenges
you identify
and the
support you
would
provide
The challenges identified by the student are the lack of motivation and lack
of problem-solving abilities among the students. These challenges create a
major barrier among students in the context of academic prosperity. The
support that I would provide directly is motivating them the help set out
different examples and setting out different practical methods so that the
students can develop problem-solving skills. These solutions can be
provided to the students so that they can remove the issues successfully. It
will provide support to them to overcome the challenges that are faced by

directly and
through SoW.
the students. The integration of SoW (Scheme of Work) will be undertaken
as it will help me to deliver and measure the needs of the students. The
issues can be addressed with the help of integrating this process and also
can create a beneficial environment to enhance the skills successfully. It
also facilitates the generation of possible solutions delivery environment so
that it can benefit the students to understand the methods of problem-
solving and also motivates them to learn new skills with interest (Pandi,
2020). The 30 hours scheme of work will be prepared by me so that I can
consider the internal and external quality assurance requirements
successfully for the students.
2. Scheme of Work (SoW)

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Scheme of Work
Duration of
Session:
30 hours No. of sessions: 10
Awarding Body: Head of Institution
Level: 5
Course Title: DIPLOMA IN EDUCATION AND TRAINING (DET)
Module/Unit Title: Unit 1- Developing Teaching, Learning and Assessment in Education and Training Scheme of Work
Unit Aims:
The unit aims to accomplish the learning outcomes related to the education and training delivery to the students to address the challenges faced
by the students in the learning environment. It enables me to accomplish an inclusive teaching and learning environment as well as enable to
accomplish the needs of the students. It also enables me to focus on planning, delivering, and assessing inclusive teaching and learning practices
successfully.
Learning Outcomes:
The learning outcomes considered are surrounding the area of specialization as well as accessing the learning and communication along with
assessing the planning for the execution of inclusive teaching and learning. The theories of behaviour management related to inclusive teaching
and a safe maintenance environment are essential to strengthen the delivery environment successfully. The principle assessment is to assess the
learning environment successfully with the help of integrating the implementation of expectations to accomplish the minimum planning for the
execution of an inclusive teaching environment. The learning delivery is successfully carried out by reflecting on different evaluations of own
practices related to the plan, delivering and assessing the inclusive learning and teaching processes successfully.

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Session/ Week Learning Outcome and
Specification
Content/ Topics Teaching/ Learning
Activities
Resources
Session 01
To generate a suitable sense
of control among the students
as well as to enhance their
knowledge successfully.
 Role of discipline
 Importance of life skills
Lecture
Notes
Ice-Breaking Activity
PowerPoint Slides,
Whiteboard and markers, and
Post-it for activity
Session 02
To enhance the student's
motivational levels and also
to improve the responsibility
level of the students.
 Importance of
communication skills
 Life stories of different
renowned personalities.
Lecture
Notes
PowerPoint Slides,
Session 03
To provide students with an
encouraging environment.
 Climate change
 Purpose of education
Lecture
Notes
PowerPoint Slides,
Session 04
To enhance their motivational
levels as well as to provide
support to the students in the
accomplishment of strong
motivational levels.
 Opportunities present in
academia.
Lecture
Notes
PowerPoint Slides,

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Session 05
To enable them to accomplish
suitable problem-solving
methods.
 Modelling methods Lecture
Notes
PowerPoint Slides,
Session 06
To deliver them with specific
context so that it can enable
them to enhance their
problem-solving skills.
 Brainstorming Ideas
development
approaches
 Importance of Roleplay
Lecture
Notes
PowerPoint Slides,
Session 07
To remove their
misconceptions by testing
their knowledge levels.
 Preparation of Strategy
Vein Diagrams and
maps
Lecture
Notes
PowerPoint Slides,
Session 08
To enhance their capability
related to error detection as
well as to determine the root
causes of the problem.
 Moral Dilemmas Lecture
Notes
PowerPoint Slides,
Session 09
To develop the innovative
solution development levels
 Thought simulation Lecture PowerPoint Slides,

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of the students. Notes
Session 10
To provide support by
helping them to measure their
success.
 Testing the processes
for the knowledge.
Lecture
Notes
PowerPoint Slides,
3. Rationale for Scheme of Work (SoW)
Curriculum requirements are undertaken into account in framing the SoW
The national curriculum requirements have been undertaken into account during the framing of SoW. It plays a great role in the accomplishment
of the educational needs of the student and also helps to strengthen the program development processes. This framework provides support to
address the required educational knowledge for the enhancement of students' academic careers. The appreciation related to creativity and
achievement can be determined as it helps to strengthen the suitable delivery of the schemes of work to the students. It ensures that the teachers
can easily able to develop suitable stimulating lessons so that the development of motivation skills and problem-solving skills among the level 5
students can be achieved. The pupils belong to the age group of community and foundation school development which helps to strengthen the
voluntary control over the students. The matters, skills, and processes are taught at each key stage as well as the selection of organizing their
career development processes. The national curriculum program facilitates the individual to strengthen their skills of the individuals as well as
helps to focus on the accomplishment of the needs of the students. It also helps to structure the national curriculum development so that it can
accomplish the desired needs of the students. The understanding of the skills development of the students can be determined as well as

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classification of needs can be carried out suitably. The setting of different lesson delivery environments is made for the students which enables
them to enhance their skills successfully (Mirick, 2020).
Curriculum model/theory that has been applied to design the SoW with reasons
The British Curriculum Scheme model is implemented which enabled me to execute the SoW framework for the accomplishment of the student's
needs. It is identified as a rigorous program which is carried out to allow the students to discover and build their knowledge appropriately. It also
facilitates them to achieve an understanding of their learning and life skills and also provides support for the growth of their career successfully.
As a result of this, it facilitates them to accomplish the knowledge with the help of determining the needs suitably. The development of the
learning environment is carried out with the help of this model integration and also suitable planned layout is prepared that will be delivered in
the form of different sessions. It also enables the individual to focus on the skills successfully with the help of determining the needs successfully
as a whole (Duron and Giardina, 2018). It will be playing an essential role in the enhancement of the skills of the students successfully.
Theories of Learning, assessment and communication that have been implemented with reasons
The theories of learning that have been implemented to this include behaviourism and cognitive assessment theories. The behaviourism learning
theory is described as the system of routine that helps to strengthen the drilling of information into the memory bank of the student. It not only
provides positive feedback for the student but also helps to strengthen the positive reinforcement among the students. The cognitive assessment
theory is relying on the external factors that create an influential environment on the internal thought processes present among the students. It
includes the process of delivering the learning with accomplishing the knowledge levels of the students. This also integrates the capability to
deliver the knowledge so that it can accomplish positive active engagement with the world. The understanding of the knowledge related to the
development of previous experiences of the students is essential as it helps to create a balanced environment with the help of identifying the
desired needs. As a result of this, it provides benefits to the students by engaging in the execution of cognitive operations (Nurmasyitah et al.,
2023).

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Identification of opportunities related to gathering feedback from the students
The opportunities related to gathering feedback from the students are determined by the testing processes that will be carried out at the end of
each session. It will enable the individual to measure the knowledge of the students as well as will provide a supportive environment for the
students successfully. The integration of this opportunity is essential so that the student can showcase a positive feedback environment related o
the accomplishment of their needs and knowledge. It will also provide them with the capability to develop their skills and also will facilitate
them to measure success related to the accomplishment of the needs of the students. The students will also be provided with different problem-
solving abilities to enhance their knowledge successfully (Brennan and Widdop Quinton, 2020).
4. Behavioural Management Report
Issues determined with the students in the sessions
The issues that can be determined with the students in the sessions include communication issues and complex needs. Communication issues are
raised due to the development of a noisy environment. It also creates a hurdle environment for the students so that it can accomplish the needs of
the students. These issues created a huge hurdle for the individual student so that it can accomplish the needs of the students. The session was
carried out for the students in the auditorium, and due to this reason, a noisy environment is created for the students. Apart from this, the
targeting of a large number of student groups was made which also impacted the appropriate delivery of the sessions. The communication issues
are raised as they showcase the lack of responses from the student’s end. This created a gap in the delivery of sessions between the students and
lecturers or the mentors involved in managing different groups. The complex needs issues are evident to be present among some students as their
knowledge of problem-solving ability was lower. As a result of this, it created a negative impact on their learning environment as well as they
showcased inappropriate capability to grasp knowledge on the problem-solving ability of the students (Eustaqio, Gorráitz and Lora, 2022).
Specific theories, principles, and theories of behaviour management that have been reviewed and implemented

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The behaviour management theories that can be implemented in this situation to mitigate the issues faced by the students are Maslow's hierarchy
of needs theory and human relations movement theory. Maslow's hierarchy of needs theory helps to address the five basic needs that enable the
students to achieve knowledge from the issues determined in this situation. These include physiological, safety, esteem, self-actualization, and
love. These needs are required to be accomplished for the students so that the complex needs and communication issues faced by the students are
mitigated. It is integrated with the help of identifying the required level of needs of the student and also enables the mentor or the teacher to
place the needs successfully. As a result of this, it showcases the capability to accomplish the knowledge as well as provides a suitable
environment for the teachers to deliver the learning with considering the requirements of the student. It enables the students to provide focus on
the desired level of skills as well as helps to lower the issues faced by the students. The human relations movement theory is beneficial for
teachers as they can easily able to categorize the needs suitably so that they can enhance the desired skill levels successfully. The understanding
of human behaviour at work helps to set out suitable motivation, expectation, and conflict environment that led to the improvement of
productivity among the individuals. As a result of this, it helps to strengthen the approaches of learning and development as well as enables the
individual to focus on improving the individual needs successfully.
The effectiveness of the intervention, teaching, and strategies of learning rose from the implementation of particular theories
The effectiveness of the intervention, teaching, and strategies of learning is identified from the implementation of behaviour management
theories including the development of encouragement, praising, guidance, and positive reinforcement processes. The ignorance of the issues
faced by the individuals is carried out that helps to strengthen the effective learning environment for the individuals. As a result of this, it helps
to strengthen the high-quality needs delivery process and also helps to determine the suitable teaching strategies integration processes for the
accomplishment of the needs. The learning strategies are also successfully integrated with the mind of the students helping to strengthen the
educational environment for the individual. It enables the students to strengthen the control of their behaviour as well as can facilitate them to
accomplish the learning. The positive responses are identified from the student's end which is evident in the form of listening attentively,

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accomplishing the homework and test work, and respecting others for the ideas shared with them (Phavadee, 2020). These positive attitudes help
to develop a beneficial environment for the individual as well as help to focus on students' well-being environment successfully.
Ways by which the development of sustainable and a safe physical learning environment can be made
The ways by which development of a safe and sustainable physical learning environment can be made by the help of providing space for the
students to develop a suitable environment. It also enables the individuals to adapt to each session so that the development of the cultural
representation of the activities is suitable. The celebration of the achievements should be carried out with the students so that they can feel
motivated to enhance their skills and relationship successfully. The development of a cultural environment can be carried out with the help of
integrating the trust development process among individuals so that they can strengthen the relationship successfully (Liu, 2019).
5. Investigative report on the application of pedagogical approaches
The teacher can use the flipped classroom and problem-based learning (PBL) as two pedagogical approaches to create learner-centred teaching
in their practice. These approaches can be benefitted for the students as it provides an engaging and active way to interact with the content and
build their knowledge. The teachers have to understand the perceptions of the students and after that, the teachers have to create an effective
plan. The flipped classroom approach promotes individual activity to complete pre-class activities and participate in collaborative activities
during class. The teacher can provide opportunities to the students for group discussions, and project work and it can allow students to apply
knowledge and develop their communication and teamwork skills. On the other hand, the Problem-based Learning approach promotes
collaborative activity by engaging students in real-world problems and enabling them to work in teams to find solutions. This approach can
encourage students to take responsibility for their learning, and creative solutions. PBL can also provide opportunities for peer teaching, where
students shared their ideas and knowledge. This type of activity can help the teachers and students to maintain effective communication and the
latter will be able to develop leadership skills. The teacher has the responsibility to provide a clear learning outcome such as organized learning
activities, continuous feedback, and prospects for reflection and self-assessment. However, one limitation exists of these approaches and it is

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associated with the planning and preparation time. Students may require additional support to adapt to new ways of learning and in this case, the
teachers have to play the most significant role (Mawdsley and Willis, 2019). Overall, these pedagogical approaches can be said as effective in
creating a learner-centred teaching and learning environment.
The flipped classroom and PBL approaches can provide several advantages in the teaching and learning process of teachers and students. In a
flipped classroom, students have the opportunity to take responsibility for their learning by completing pre-class activities such as reading texts
and attending class. This approach allows students to maintain their learning pace, review content, and receive feedback on their learning and
many others. During class time, students can be able to participate in collaborative activities and it can enhance communication and teamwork
skills. The PBL approach engages students in real-world problems where they involve in finding solutions. This approach promotes
collaboration and teamwork and encourages students to develop different types of skills. PBL also helps students to understand how to apply
their knowledge in real-world contexts. Overall, both approaches promote active and engaged learning and enhance learning and it can help them
in the career progression process (Brown, 2021).
Creative and innovative approaches can be highly effective in enhancing the teaching and learning experience in any area of specialism. By
incorporating innovative ideas and perspectives, teachers can be able to engage students and promote active learning, and problem-solving skills.
One of the most significant examples of a creative approach is the use of digital storytelling. By using multimedia tools and techniques, students
can create and share stories that showcase their learning in an engaging way through the multimedia tools. This approach has been particularly
effective in promoting critical thinking and creativity, as students have to think intensely about the content and develop their unique narratives.
Another example of an innovative approach is the use of virtual reality (VR) and augmented reality (AR) technologies. Educators can create
interactive and engaging learning experiences that enhance understanding of complex concepts. For example, students studying anatomy can use
VR to explore the human body and the internal systems in a more interactive way (Garcia, 2021).

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VR and augmented reality AR technologies have emerged as game-changers in the field of education. These technologies are providing learners
with interactive learning experiences that were not possible before. One of the biggest advantages of VR and AR technologies is that they
provide a safe and controlled learning environment for students. With these technologies, learners can engage in real-life scenarios and situations
without any types of risks. For example, VR and AR can be used in medical education to simulate surgeries, procedures, operations and many
others. This type of facility can provide learners a chance to gain practical experiences and it does not harm real patients. These technologies
allow learners to explore, experiment, and interact with their environment in a significant way. VR and AR technologies also provide learners
with a personalized and adaptive learning experience. By pursuing the progress and performance of students, these technologies can adjust the
learning materials and activities to suit individual learning styles. This can lead to a more efficient learning process, as learners can work as per
their requirements and focus on the key areas. VR and AR technologies can be used to enhance the accessibility and inclusivity of education.
These technologies can provide equal opportunities to learners with disabilities by engaging them in the learning process. For example, a
visually impaired student can use VR or AR technologies to explore and interact with any environment. Another advantage of VR and AR
technologies in education is that they can provide learners with a deeper and more comprehensive understanding of complex concepts and
topics. These technologies can help students to visualize and understand abstract concepts in a way that should not be possible in traditional
teaching methods. VR and AR technologies can also be used to foster creativity, innovation, and collaboration among learners. By providing a
shared learning environment, learners can work together to crack problems, develop new thoughts, and generate new solutions. The outcome
will be very much beneficial for the students as it can help them to understand the subject properly (Williams, 2019).
6. Essay explaining the use of learning approaches and resources
Technologies can be said to be useful learning resources and they can greatly assist in promoting equality and diversity in the teaching and
learning process. For example, if the teacher will provide students access to online learning resources, then it can help them to be ensured that
everyone has an equal opportunity. This option is mainly important for students with disabilities or those who may face challenges in classroom
learning. The teachers have the responsibility to look after the matter and create significant opportunities for the student where they can execute

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their performances as per their capabilities. The technological aspect can easily attract the attention of the students and they can enhance their
career development process. The inclusion of advanced technology can boost the knowledge base of the students by which they can achieve their
desired academic performance. If the students will be able to get the chance to access the technology, then the entire student base can be called
fairly treated. Thus, equality and diversity can be maintained by the teachers so that every learner can learn effectively.
The usage of learning resources can also be incredibly helpful for teachers in terms of meeting the specific needs of learners. For example, if the
teacher will provide visual aids or videos, then it can be beneficial for students who are visual learners. Moreover, using online learning
resources can allow the students to work at their own pace and it is also beneficial for those students who need more time to grasp a concept.
Learning resources can enhance the knowledge base of the students and it can also help them to revise the learned courses for better results. The
teachers have the moral duty to support the students and also provide adequate learning resources to encourage them (Loya, 2021).
Promoting equality and valuing diversity is an essential aspect of effective teaching. To promote equality in my teaching, the teacher has to
ensure the students that all learners are treated equally. The teacher must create a positive and inclusive learning environment where learners
can feel respected. The teachers should use diverse teaching resources, materials, and examples to reflect the backgrounds and cultures of the
learners. Teachers should also encourage learners to share their perspectives to broaden their understanding of different cultures.
Useful learning resources can be very helpful for teachers as it helps them to focus on learning aspects associated with learners. Technology can
also enable the teacher to provide immediate feedback and assessments that can help students to understand the loopholes. Learning resources
can also assist teachers in assessing their delivery of teaching and learning. Teachers can be able to gain insights into what is going well and
what may require enhancement. This type of activity can help teachers to improve their teaching practices and meet the needs of their students.
So, the teachers have to follow these aspects to manage the learning activities of the students and it will help them to improve their performance
also.

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7. Design assessment to meet individual needs
The approach of psychology teachers is to provide extra support to the A Level student by demonstrating effective communication processes
with learners, and other entities associated with education. By setting goals and extra tasks, the teacher is involved in clear communication with
the students that allow the entity to provide them with opportunities. This type of approach of the teacher can help to improve the knowledge and
skills of the students by which they can execute performance effectively. The weekly review system and tests can help the teacher to gain
effective feedback and it is also essential for individualized learning. The use of higher-order questioning to test knowledge indicates that the
teacher is using useful assessment principles to enhance the performance of the students. The recording of outcomes and the use of an online ILP
system allows the teacher to communicate with the student. The sharing of relevant and significant information with associated entities
demonstrates collaboration in meeting the individual learning needs of the students.
Designing assessments that meet the individual needs of learners can be said as a crucial part of the inclusive teaching process. To create
assessments for each student, the teacher needs to consider the learning needs and preferences of each student. One of the most effective ways to
design assessments is to use a range of assessment methods such as written coursework, oral demonstrations, team projects, practical
assessments and many others. This can help the distinct learners to demonstrate their understanding and skills in such ways that can be suited for
them. Providing specific assessment criteria can help students to understand the expectation of the teachers and this approach can satisfy the
requirements of both entities. This initiative can help teachers to identify areas for improvement and guide students in their learning activities.
Providing regular feedback to students throughout the assessment process can be said as one of the most significant approaches of the teachers as
it is crucial to ensure the progression of the students. Another important consideration of the teachers will be designing the assessments in a
significant way that can ensure that the students will be able to access the learning aspects. It is all about providing suitable accommodations and
support to students and this initiative also includes extra time, assistive technology, different presentations for assessments and many others
(Neal-Boylan and Miller, 2020).

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Flexibility and adaptability can be said as essential when using different types and methods of assessment in educational settings. By using a
combination of formative and summative assessments, the teacher can modify the assessments to meet the expectations of the individual student.
The method of the teacher towards assessment demonstrates that flexibility and adaptability have been prioritized by considering various
approaches. By doing this, the teacher can manage the learning aspects of the students and provide useful support to enhance their learning
experiences. This undertaken approach of the students ensures that the assessment is fair as it takes into account the perceptions of the students.
The psychology teacher is effectively using assessment data to monitor the achievement, and progression of the students. The teacher is involved
in setting clear goals and tasks for the student and reviewing the results every week. By storing the outcomes of tests, the teacher can track the
improvement of the students and as per the results, the teacher adjusts teaching methods. The teacher is also using assessment data to set targets
for the student and their main aim is to enhance the performance of students. The teacher can assess the knowledge and skills of students by
undertaking effective tests and setting measurable targets for improvement of them. These targets are recorded in the ProMonitor which is an
online ILP system to ensure entities that entire aspects are working towards similar goals. Assessment data is also being used to plan subsequent
sessions and it has been done by reviewing the outcomes of assessments. In this way, the teacher can be able to recognize areas where the
student needs additional support and as per the requirements, appropriate activities will be conducted to address these needs. The outcomes of
the assessment are being recorded in ProMonitor and it allows the teacher to keep track of the progression of the students at regular intervals.
This approach can ensure that students are getting the required support they want to achieve their goals. By regular review of the assessment
data, the teacher can be able to provide personalized support to the student and ensure continuous learning (Daniels and Schoem, 2020).
Sharing assessment information with other professionals who have an interest in the achievement of the learners is very important to ensure a
collaborative learning environment. It is important to share assessment information with other professionals such as the specific subject teachers,
educators, and parents. This type of result can be achieved by the teacher through sharing reports, test results, and coursework that the student
has completed recently. The ProMonitor system has been used by the teacher as it is helpful to share relevant information with other associated

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entities. In this case, other associated entities can be able to gain a better understanding of the improvement of the students. Moreover, this can
lead to a more holistic approach to learning as it can ultimately help the student achieve their full potential (Behari-Leak, 2020).
Assessment practice is a critical component of teaching and it involves understanding theories, models, and principles of assessment to ensure
that assessments are effective, reliable, and reasonable. One of the most prominent theories is the formative assessment theory which suggests
assessment should not only be an evaluation but also a tool for improving learning. Another theory is the summative assessment theory and
which emphasizes the use of assessment to determine the final grades of the students and appraise the overall learning progression of the
students (Frazer, Reilly and Squellati, 2021).
8. Analysis of minimum core elements for inclusive teaching and learning
The two significant lessons plan is the science lesson plan and the English lesson plan and these two aspects can improve the learning processes
of the students. The science and English lesson plan can provide effective support to the students as it can improve the learning process. By
using language effectively, teachers can engage students in meaningful discussions and develop their communication skills. Moreover, by
incorporating ICT skills into the lesson plans, students can develop their digital literacy skills and these are essential in modern society. Using
digital technologies in the classroom can also help to involve students to create a self-motivated and collaborative learning environment.
Providing students with chances to work collaboratively and express their thoughts can also enhance their learning experience. However, the
teachers have the responsibility to create significant lesson plans that can create a massive impact on the learning approaches of the students. The
overall development of the students will be responsible if the teachers will undertake effective teaching methods that can meet the expectations
of the students. Language, literacy, numeracy, and ICT, can be said as the important components of inclusive teaching practices. These elements
are directly associated with the foundation of effective communication, problem-solving, digital literacy, critical thinking, and others. The use of
language is important in creating an inclusive learning environment for students as it helps to maintain effective communication among teachers
and students. Teachers should use language effectively and, in this case, the main consideration will be the proficiency or languages of students
(Edwards, 2019).

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Teachers should also be aware of the cultural and linguistic diversity of their students as it can ensure that the language used by the students is
appropriate. Literacy can be said as another significant element that enhances inclusive teaching and learning. Students need to have literacy
skills as it can help them to access learning materials for the enhancement of students. Moreover, they have to communicate effectively with
others and develop critical thinking and problem-solving skills through the help of the teachers. Teachers have the responsibility to incorporate a
wide range of literacy practices into their teaching activities such as reading, writing, oral language activities and many others. These aspects can
help the teachers to enhance the literacy skills of the students as effective support from the teachers can encourage them to learn effectively.
Teachers should also be aware of the different needs for literacy skills and provide appropriate support to ensure that students have equal access
to learning. Numeracy skills are also very significant for inclusive teaching practises as it is essential for everyday life and it requires in many
academic contexts. Teachers have to incorporate numeracy skills into different subjects, such as science, mathematics and many others. This
type of activity can help the students to develop important numeracy skills and these skills can be applied in the different filed of learning. The
teachers have the responsibility to provide appropriate support and assistance to the students. ICT skills can be said as another significant factor
of inclusive teaching as in the modern business era, technological aspects are prioritized by most professionals. In this digital age, students need
to have the skills of technology usage as it is directly associated with learning, communication, and many other activities. Teachers have the
responsibility to incorporate different digital technologies into their teaching practices such as online learning platforms, educational software
and other aspects to develop the ICT skills of the students (Barrett, 2021).
Task 2: Reflective Evaluation of Own Practice
I believe that the inclusive teaching method is a very significant component of creating a supportive and unbiased learning environment. In this
case, the students will be able to learn many things that can create a positive impact on the career development process. I also use some crucial
traits in my teaching activities and it helps me to offer quality learning experiences to the students. I prioritize culturally responsive teaching
because I recognize and value the diversity of backgrounds, experiences, and identities of my students. I am very much focused to incorporate

22
the associated factors of diversity to execute my teaching practices. In this matter, I involve in integrating culturally relevant materials and
examples into my teaching courses and creating opportunities for students to share their perspectives and experiences. In this way, I can create a
learning environment for the students that help them to gain useful knowledge associated with the different subjects. I am very much keen to
create a learning environment that can satisfy the requirements of the learners and this process does not take into account their abilities or
disabilities. My primary role is to provide different learning materials and resources to the students that help them to maintain their learning
styles and abilities. I also prioritize technology and modern devices to support students with disabilities and this activity ensures that my teaching
aspects are accessible to entire students. In this way, I can create an inclusive learning environment where the entire students can be able to feel
valued and fairly treated. I prioritize student-centred teaching as I believe that the knowledge base of each student can be different to each others.
I am also very focused to create opportunities for students in my teaching practices and it includes collaborative learning approaches and project-
based learning activities. I think that this type of activity can help the students to build a high confident level. Moreover, this approach can create
a pleasant learning environment that can fulfil their needs and interests. As a teacher, I am constantly trying to improve my practice to ensure
that the entire students can be able to access high-quality inclusive learning experiences. In this case, I am involved in exploring multiple
theories and models of reflection and evaluation and these tools help me to guide my ongoing professional development (Guo-Brennan, 2022).
One of the most significant models that have helped me to analyse my core strengths and weaknesses is Gibbs' Reflective model. This model
includes six different aspects such as description, feelings, evaluation, analysis, conclusion, and action plan. This model helps me to think deeply
about my experiences and also enables me to identify my improvement areas. In this way, I am maintaining my teaching activities and trying to
provide significant effective learning opportunities to the students. When I am involved in reflective practices such as planning, delivering, and
assessing inclusive teaching and learning, I start to begin by describing my experience. In the next stage, I am involved in exploring my feelings
about the utter mentioned experience and in this case, I also acknowledge any challenges that I had faced in my teaching experiences. When I am
involved in the evaluation stage, I consider my strengths and weaknesses associated with the teaching approach. In the analysis stage, I prioritize
underlying the root causes of the issues that I had faced in my teaching activities. In this case, I may consider whether I have undertaken

23
effective teaching strategies or not to meet the expectations of entire learners. Based on the results, I am involved in concluding how I can
improve teaching practice in the future to meet the different needs of the students. In this case, my main priority can be creating new lesson
tactics, looking for alternative professional development prospects, and engaging in discussions with other teachers. This type of activity can
help me to understand best practices for inclusive teaching and learning that can fulfil the requirements of the students. In the final stage, I am
involved in creating an action plan that outlines specific steps to improve my teaching practice for the long term run. The main priority of me
will be setting new goals, and taking feedback from students and due to this reason, I will use reflective theory to enhance my teaching practices
(Chitiyo and Brinda, 2018).

24
References
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Teaching and Learning, [online] 15(2), pp.102–116. https://doi.org/10.22329/jtl.v15i2.6683.
Behari-Leak, K., (2020). Toward a borderless, decolonized, socially just, and inclusive Scholarship of Teaching and Learning. Teaching &
Learning Inquiry, [online] 8(1), pp.4–23. https://doi.org/10.20343/teachlearninqu.8.1.2.
Brennan, M. and Widdop Quinton, H., (2020). An ethical re-framing of curriculum for sustainability education. Curriculum Perspectives,
[online] 40(1), pp.105–110. https://doi.org/10.1007/s41297-019-00095-z.
Brown, C.A., (2021). The Role of foreign language requirements in domestic students' first-year success at one internationalising Japanese
university. Language, Culture and Curriculum, [online] 35(4), pp.371–385. https://doi.org/10.1080/07908318.2021.2001479.
Carneiro, A., (2021). The teaching portfolio as a (re)construction of the teaching practice. Academia Letters. [online]
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Chitiyo, J. and Brinda, W., (2018). Teacher Preparedness in the use of Co-teaching in Inclusive Classrooms. Support for Learning, [online]
33(1), pp.38–51. https://doi.org/10.1111/1467-9604.12190.
Daniels, T. and Schoem, S., (2020). Preparing Inclusive Educators Through Transformative Learning. New Directions for Teaching and
Learning, [online] 2020(163), pp.83–90. https://doi.org/10.1002/tl.20418.
Duron, J.F. and Giardina, T.D., (2018). Teaching philosophies and practices in social work education: do the core competencies influence our
consciousness? Social Work Education, [online] 37(5), pp.603–616. https://doi.org/10.1080/02615479.2018.1450371.

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Edwards, M., (2019). Inclusive learning and teaching for Australian online university students with disability: a literature review. International
Journal of Inclusive Education, [online] 26(5), pp.510–525. https://doi.org/10.1080/13603116.2019.1698066.
Eustaqio, A., Gorráitz, M. da and Lora, S.C., (2022). How the active learning method affects students’ desire to learn. International Journal of
Curriculum Development, Teaching and Learning Innovation, [online] 1(1), pp.21–26. https://doi.org/10.35335/curriculum.v1i1.58.
Frazer, C., Reilly, C.A. and Squellati, R.E., (2021). Instructional strategies: Teaching nursing in today’s diverse and inclusive landscape.
Teaching and Learning in Nursing, [online] 16(3), pp.276–280. https://doi.org/10.1016/j.teln.2021.01.005.
Garcia, R.E., (2021). Factors That Influence Students’ Learning Progress in the Science Spiral Progression Curriculum. Journal of Curriculum
Studies Research. [online] https://doi.org/10.46303/jcsr.2020.5.
Guo-Brennan, L., (2022). Making Virtual Global Learning Transformative and Inclusive: A Critical Reflective Study on High-Impact Practices
in Higher Education. Journal of Teaching and Learning, [online] 16(2), pp.28–49. https://doi.org/10.22329/jtl.v16i2.6947.
Hossain, Md.A., (2021). Teaching Portfolio as a Tool Stimulates Teachers’ Reflection on Teaching Resulting Self & Professional Development.
Academia Letters. [online] https://doi.org/10.20935/al3279.
Lee, J., Lee, S.-J. and Jung, K., (2020). Balanced SWOT: Revisiting SWOT Analysis through Failure Management and Success Management.
SSRN Electronic Journal. [online] https://doi.org/10.2139/ssrn.3612519.
Liu, X., (2019). The Importance of Academics: Feedback from Students of Service-Learning Curriculum. Michigan Journal of Community
Service Learning, [online] 25(2). https://doi.org/10.3998/mjcsloa.3239521.0025.210.
Loya, K., (2021). Teaching Philosophy as a Mechanism for a More Inclusive Teaching and Learning Process. Academia Letters. [online]
https://doi.org/10.20935/al409.

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Mawdsley, A. and Willis, S., (2019). Exploring an integrated curriculum in pharmacy: Students’ perspectives on the experienced curriculum and
pedagogies supporting integrative learning. Currents in Pharmacy Teaching and Learning, [online] 11(5), pp.450–460.
https://doi.org/10.1016/j.cptl.2019.02.006.
Mirick, R.G., (2020). Social Work Instructors’ Attitudes, Beliefs, and Practices about Teaching Suicide Content. Journal of Teaching in Social
Work, [online] 40(5), pp.468–487. https://doi.org/10.1080/08841233.2020.1813235.
Neal-Boylan, L. and Miller, M., (2020). How inclusive are we, really? Teaching and Learning in Nursing, [online] 15(4), pp.237–240.
https://doi.org/10.1016/j.teln.2020.04.006.
Nurmasyitah, P., Amiruddin, A., Salim, A., Fransiska, I., Daris, K. and Suryani, K., (2023). Implementation Merdeka Curriculum of Learning to
Students’ Learning Activities. Holistic Science, [online] 3(1), pp.39–44. https://doi.org/10.56495/hs.v3i1.331.
Pandi, Dr.G.R., (2020). SWOT Analysis of Joint Liability Group. International Journal of Psychosocial Rehabilitation, [online] 24(5), pp.1872–
1877. https://doi.org/10.37200/ijpr/v24i5/pr201860.
Phavadee, S., (2020). The way of teaching toward different students’ learning styles / Teaching that takes into account different learning styles.
Opus et Educatio, [online] 8(2). https://doi.org/10.3311/ope.380.
Utama, T.P., (2020). Portfolio System in Teaching Writing: EFL Students’ Perceptions. Pedagogy : Journal of English Language Teaching,
[online] 8(2), p.159. https://doi.org/10.32332/pedagogy.v8i2.2262.
Williams, H., (2019). Toward Being Inclusive: Intentionally Weaving Online Learning, Reconciliation, and Intercultural Development. New
Directions for Teaching and Learning, [online] 2019(157), pp.59–76. https://doi.org/10.1002/tl.20330.

27
Appendices
A Lesson plan 1 focusing on the use of pedagogical approaches
Student Group Pedagogical Skills Categories
Student 01 Flipped Classroom approach is integrated
which helps to deliver the lessons successfully
to the individuals present in the group.
Learning through tasks, play and other
storytelling processes.
Student 02 Problem-based learning processes are
integrated with the help of integrating
different methods of delivering the teachings
successfully.
The thematic approach is integrated to
strengthen the use of pedagogical approaches.
Student 03 The implementation of suitable lesson plans is
carried out to focus on organizing the teaching
materials. Problem-based learning processes
are integrated along with the flipped
classroom approach.
Both learning through tasks, play and other
storytelling processes and thematic approach
is carried out to strengthen the use of
pedagogical approaches.
B Graded lesson 1 observation form focusing on the use of pedagogical approaches
Observer Name: College Lecturer Students observed: Two students
Date: 02/05/2023 Lesson Title: Group Dynamics
Learning intervention: Includes the delivery of suitable knowledge Success Criteria: The removal of disruptive behaviours and poor

28
related to the group dynamics to the students as well as helps to focus
on determining the reality and choice of implementing ground rules
within the group.
concentration levels present in the students in the lesson is aimed to be
accomplished.
The focus of observation: To build suitable positive relationships and
collaborative learning among the students.
Evaluation of focus: The evaluation of this focus is carried out with the
help of executing project-based learning activities and providing
problem-solving exercises to the students.
C Lesson plan 2 focuses on the learning approaches and resources
Student Learning approaches Resources Categories
Student 01 Promotion of equality and diversity along
with focusing on learning
Formative assessments and email practices help
to strengthen group activities.
Group Assessments and Group
Participation in Presentation
Student 02 The accomplishment of needs of specific
learners and assessing the delivery of
teaching and learning.
Formative assessments and email practices help
to strengthen group activities.
Group Assessments and Group
Participation in Presentation
D Graded lesson 2 observation form focusing on the learning approaches and resources
Observer Name: College Lecturer Students observed: Two students
Date: 03/05/2023 Lesson Title: Promotion of Equality and Diversity

29
Learning intervention: Includes the integration of different learning
approaches of inclusive teaching which enables the observer to focus
on accomplishing the needs of the individual students.
Success Criteria: The enhancement of their focus on their learning as
well as the delivery of teaching and learning should be carried out to
strengthen the approaches.
The focus of observation: To build suitable positive relationships and
collaborative learning among the students.
Evaluation of focus: The evaluation of this will be carried out with the
help of group participation in the presentation and group work
execution process for the allocated assessments made by the college
lecturer.
E Lesson plan 3 focuses on the minimum core elements for inclusive teaching and learning
Lesson learning Objectives Criteria Reference Teaching and learning activities Assessment and
verification of activities
1 and 2
To measure the knowledge
of the student
D1 The execution of mock exams
along with higher-order
questioning processes is carried out
to assess the knowledge of the
student.
Keeping track of the
recorded meetings and
assessments conducted.
To measure the
improvement in tracking
kept by the student on the
resources such as recorded
M1 The integration of higher-order
mock exams is carried out for
measuring the student activities.
Keeping track of student
reviews and tracking
carried out on the portals.

30
meetings, grades and
results of the assessment
To measure the
performance of the student
D1 and M1 The knowledge testing process is
carried out with the help of
integrating the higher-order
performance successfully.
Keeping track of the
measurement of the grades
and results of the
assessment.
F Graded lesson 3 observation form focusing on the minimum core elements for inclusive teaching and learning
Observer Name: Psychology Teacher Students observed: A-Level Student
Date: 04/05/2023 Lesson Title: Enhancing the Knowledge Base of the Individuals
Learning intervention: Integration of assessments is carried out to
enhance the learning skills successfully.
Success Criteria: The integration of suitable success criteria is carried
out so that the appropriate enhancement in the knowledge level of the
student can be made.
The focus of observation: The focus of observation reflects the
strengthening of the student’s skills and also helps to strengthen the
track successfully.
Evaluation of focus: The evaluation of this focus should be carried out
with the help of identifying the suitable knowledge delivery needs of
the student.

31
G Lesson plan 4 focuses on the minimum core elements for inclusive teaching and learning
Elements Assessment Criteria Prefixed by the Teacher
Language: Analyzing the grammatical skills and
knowledge of the student.
The measurement of this will be carried out by the higher levels of grammatical skills
present in the student.
Literacy: Analyzing the research and
representation skills of the student.
Identifying the research and explaining the factors influencing the representation skills of
the student.
Numeracy: Analyzing the problem-solving ability
of the student.
Using sensitive and discretionary approaches to remove the issues of problem-solving
ability.
ICT: Analyzing the information and
communication technology skills of the student.
Identifying the assessment accomplishment capability for the ICT skills of the student.
H Graded lesson 4 observation form focusing on the minimum core elements for inclusive teaching and learning
Observer Name: Psychology Teacher Students observed: A-Level Student
Date: 04/05/2023 Lesson Title: Promotion of inclusive teaching and learning in planning,
delivery, and assessing.
Learning intervention: It is carried out with the help of integrating
language, literacy, numeracy and ICT.
Success Criteria: The application of the elements of literacy, language,
numeracy and ICT are essential to strengthen the lesion plan
successfully.
The focus of observation: The delivery of this should be carried out so Evaluation of focus: The observations will showcase the capability to

32
that it can strengthen the focus on tracking the grades, results and
targets of the students with the help of the online ILP system.
strengthen the needs as well as can help to strengthen the language
delivery environment appropriately.
I Teaching Log
Week Time in Field Activity Teacher’s Signature
1 10.30 am Execution of formal assessments to review literacy skills
and language knowledge.
Psychology Teacher
2 11.00 am Execution of group assessment to identify the group
activity skills.
Psychology Teacher
3 12.00 pm Execution of online tests to determine the knowledge of
ICT for the student.
Psychology Teacher
4 1.00 pm Integration of problem tests to analyze the problem-
solving ability of the student.
Psychology Teacher

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